Carrollton-Farmers Branch ISD - School Board Work Study - 7/14/2025

001Call this board of trustees work study meeting of the Carolton Farmers Branch ISD board of trustees to order at 6:00 p.m. on July 14th, 2025. For the record, board members present are Kim Brady, Iliana Garza Rojos, Marjorie Barnes, Carolyn Benavas via video, Paul Gilmore, Randy Shackman, and myself, Cassandra Hatfield. We constitute a quorum and may conduct business on behalf of the district. Uh next we have audience for guest. Do we have any audience for guest tonight? All right, with no audience for guest, we'll move on to item number three, which is um our discussion items. So 3A is our legislative update for the 89th legislative session. Mr. Marsh, >> thank you very much. We're going to provide a brief highle overview. And just to show you, we had our first uh webinar with the attorney

002tell us all the updates and it was 109 slides. Two hours later, we found out there are a lot a lot of different things we're going to have to do. So say this will be a high level. Our objectives tonight is to do that high level overview. talk about specifically the required year implementation and what has changed actions that need to be taken administratively review the legislative changes has a survey to donate information back from the district which we will complete by July 18th. The board action y'all will consider legislative summaries and adopt policy revisions accordingly. One of the ones that has to be done by September 1st is library materials. And what has changed is establish this new procedures for acquisition and review of library materials. And what must what must be done? We're

003awaiting TEA's model policy indicate uh in the TASBY survey was TASBY survey whether to form a school library advisory council which they call Slack. That's really good. and you have to prepare to adopt EFB local provisions by September 1st, 2025. So there is a crossf functional committee that's working on that right now in the district and will give us a recommendation by the end of the week. Okay. Now, Senate Bill 401 and this is going to be a pretty substantial explanation and so we brought in the experts to give us all the details on it. So, turn it over. Got you. Um, >> do you guys want to come over here because we have the mics? >> Sure. >> I don't think they can hear you. >> Yeah. Yeah. >> Carolyn's on a Zoom. Caroline,

004can you hear? >> Okay. >> So, um, good evening everyone. Uh, Chris Moore, assistant superintendent of operations, Renee Putter, uh, director of athletics. So, um, with regard to Senate Bill 401, um, it is, we'll give you a quick highle overview of what was in place, um, over the last couple legislative sessions, kind of how that's dovetailed and transitioned into a different Senate bill. Um, and then kind of what the expectations and needs are from all of you as a board with regard to votes and pieces that need to come from that. Um, other slides in there, Brian, is just this one. Okay, very good. All right. So, with with Senate Bill 401, you see there, that's that's um it came from out of this 89th session. I'm sorry. >> Um it came out of the

00589th session um this most recent session and it's proposing a change to the education code and it's all about eligibility for UIL activities. And while it's Renee here from athletics, it's not just athletics, it's UIL athletics, UIL academics, and UIL fine arts. And so the uh the bill mandates that schools must allow non-enrolled students such as homeschoolers, and that's the vernacular that's written within um to participate in UIL activities. unless the school district or if it's a charter school are in the same uh situation, they have to formally adopt a policy in order to decline the participation. And so how it's transitioned, if you go to that next slide, um what it was before, I've mentioned kind of how it's adjusted over the years. I believe it was the 87th session, four years ago, uh

006House Bill 547 was introduced and that allowed districts they could opt in. they can opt in to allow homeschool participation. It was not a requirement to vote for it. It was not a requirement to vote against it. Districts simply had the option to vote either way or not vote. Um homeschool students within that House Bill 547. Um if they if a district did elect to vote that into place, then homeschool students could attend the campus closest based on their residential address. how it has changed this year with Senate Bill 401. It's gone from a can opt in to school districts shall provide. There's no no wiggle room around it anymore. Uh districts, it's basically an optin. Shall provide homeschool participation unless the board votes to opt out. And so how that impacts uh the the

007homeschool student if you will um they can participate in the it's again based on residential um address the campus closest to their home but also if a if the district that they reside in does not opt in they can attend neighboring district the closest to it with regard to uh participation if those districts don't opt out. the next slide. How would this impact CFB? Renee can talk through these pieces. Um, it's really and that's just not that's specific to CFB, but she's also spoken to 20 to 25 school districts throughout the uh metroplex area. And this is what she's um got from from the CFB lens and then what she's gathered from others as well. So how this will impact not just CFB athletics if you're talking about eligibility that that it does affect the

008fine arts side the academic side to participate in UIL. This is not talking about oh can they come and be in a choir choir concert or a band concert. This is competition wise. So you're thinking about academic competition, one act play, um UIL band, marching band, um the solo ensemble, those type of things, as well as athletics, which athletics govern totally 100%. Everything we do is UIL aligned. So eligibility and grade checks, grade grading periods don't always align with ours. So there's a lot of different in eligibility on a pass fail how it doesn't match with the 70% passing in the no pass no play law with um the state of Texas behavior um student code of conduct extracurricular code of conduct does not apply to them. It applies to our kids but does not

009apply to homeschool because they're not officially enrolled. Remember they are coming to just play not to be enrolled. Okay. So that could impact as well funding. Remember we do not receive uh state funds for them for any participation costs. Okay. So that that does impact not just athletics. It impacts our school district as a whole. Outside work uh workouts. Non-enrolled students may not work with outside trainers. If we allow them to come in, they don't get to work with outside trainers. They don't get to participate in their homeschool leagues. Um some homeschool uh participants may think they can go do those things, they can't. So we have to govern that as well. Uh so that impacts us >> and those are both UIL requirements. >> That is correct. Um roster management performance based solely on

010practice performance could impact your already CFB enrolled kids by them coming in and also participating. >> And then the next slide, this is a um a survey that Renee put out and you can there. If you want to talk through those, Renee, >> absolutely. We surveyed around the 23 school districts. Uh, one right now is definitely an optin and that is Keller ISD. As you can tell, the rest of us, especially around us who we play, are not going to opt in. They're they're choosing to opt out um as the wish of us to opt out as well as you can tell. And and therefore, you know, if you have kids in CFB, they wouldn't be able to go to LISD or Plano. um or compel to to participate. They would have to go back

011and participate in their homeschool leagues. >> So on the next slide, this is uh for you all as a board. Um a formal vote to opt out has to be recorded and it has to be submitted um by every district in the state of Texas by September 1. If an ISD does not vote, then um it's automatically opted in. home school students be able to participate in the UI activities as written into the new law. Um, and then with regard to the recommendation of CFB admin to all of you, it would be to opt out uh of that new C bill 401. And so with that, we'll answer any questions you might have. >> So I know for a lot of some sports like especially with varsity kind of things in high school, they have

012to uh try out in order. So that would not apply to homeschool students coming in. They wouldn't have to try out to be on >> they could be part of the program. But yes, on varsity I mean all of ours aside from really football, we'll take any football player you can. Um but yes, they're they want to try out and so >> so homeschoolers would still have to try out. They just Okay. >> Yeah. and then say they don't make it and they want to go in the offseason, they could still participate in the off season or go to a different sport and try out a different sport. >> But in general, the coaches would be managing all of these things, the grade checks. >> Yes. Even if they they came in and they wanted

013to say they didn't make the team and they're in the off season, we'd still have to do all those things. >> Mas, you have a question? Yes. How many do we have participating right now? >> None. We did we did not opt in. We did not choose to do this in the past couple of years. Uh our stance was if you wanted to participate, please enroll in our school district and become one of our um students because we'd love to have you. Uh and that is the way to participate in the years past. Then Senate Bill 401 came out changed that. >> Any other questions, Miss Benabitas? >> Okay, Mr. GMA. >> So, you don't have any idea what the how many calls do you get asking that kind of question? >> I get anywhere

014between 10 to 15 calls a year inquiring about it and I in the past years I've always asked them to please come consider our school district and enroll in our school district. We have great programs here and we love you to sports or to the arts. Um well and I talked with Mark Roar today and he said that they get questions all the time that they want to just come and be on the one act play and um and he has told them in the past years as well. Please enroll in our school district. Having been in that world, I would say just knowing the sports through the homeschool that you wouldn't have the big a need for people wanting sports here because every sport is offered out there um through the homeschool system. But

015the arts is where the marching bands, the choirs, that's kind of where I was wondering about. >> Right. >> I have a quick question for you. So if we do, let's say we opted, we would have to set up a whole system for our homeschool students to be able to be eligible through parent square because it it would be a separate entity from being enrolled. Is that correct? That >> is correct. >> So we would have to do something just completely different for a select few students. >> Okay. Thank you. >> Something to keep in mind, a big challenge is is the logistics. So we basically have a month really less than a month to be able to think this all through and handle all the logistics and unintended consequences. I think the real question

016is is that enough time to deal be able to implement something of this magnitude. >> Understood. >> Thank you. So also if we if you go back to that map and we were the ones that opted in >> then all those students in the surrounding area would be eligible to come to us. So that would open a new >> logistical system. >> They would be eligible to come to us. They wouldn't be varsity eligible because they would still have to set out a year but they would be eligible to come to us. That is the UIL stance. >> And just to be clear, no funding, right? No funding, >> no money attached to this homeschool child. >> No, ma'am. >> Okay, >> Mr. Shackman, >> are there any insurance or liability issues that we need

017to understand because obviously >> they would not be covered under our athletic insurance because they are not an enrolled student. So that is that is one thing right there. So if they get injured while participating, that's another door we would have to open and go through and look through the logistics of that, but they would not be covered under that. >> Awesome. >> Other questions? Thank you very much, Mr. Moore. Anything else? >> No, ma'am. >> Thank you guys so much for your help. >> Thank you. Okay, next next one is House Bill 1481 student device restrictions and what has changed is requires districts to restrict student use of personal communication devices during the school day and Dr. Eldridge wanted another crossf functional team committee to work on this which they met right before this

018meeting. Uh so they have a draft ready and they will have that or be able to provide that to us tomorrow and the recommendation will be is that the phones will and watches will be left in their backpacks and that will be evaluated throughout the year and again it's trying to implement something very very quickly as far as obtaining devices for 24,000 students storage devices. So, we'll have an update just like the other one here end of the week. >> Question. >> So, you're saying watches as well? >> Yes. >> That was >> Now, at what point will they be able to get their devices? Is that something that's just still being worked out? >> Yes, it's still working on that. that you know if it's in their IEP or if it's an accommodation or

019if it's specifically for curriculum or if the doctors provides a note or if the instruction if it's part of instruction for that day >> as far as >> yeah I just think so one additional factor I would say to think about is you know a lot of times especially with extracurricular activities at school those things are always flux changing you know, a coach will be like, "Oh, never mind. I can't do practice today." And all of a sudden, you know, they don't have practice. They need to be picked up. Things like that. Those are instances where parents don't always get that information. And so, I would just say, you know, additional factor to think about is how to communicate with parents in terms of things changing throughout the day and picking up students. Um because

020a lot of us don't have the uh ability to just drop everything and change if there's no communication. >> Miss Das. >> Yes. Thank you. Um how big of an issue is it for them to have them on their person or in their backpack right now? >> It's already in policy. >> Yeah. It's already in policy in last year. Talk about Dr. Eldridge. He wanted to make sure that that was implemented throughout the district and that was and last year it was probably the smoothest year we've had in quite some time. >> The high school students appreciated it. I mean they they didn't realize, you know, how much that took a lot of pressure off of them. I mean some of the students because if it's if it's a a rule or a policy and

021everyone has to follow it then it's not oh you know we don't blame a teacher or a parent we it's consistent and to me that's the one thing that we want to make sure is it's consistent across the district whether it's the watches the the phones the you know in your pocket in your backpack I mean last year they every teacher most of the teachers came up with a different way. Some of them had the things that they put their phones in. Some of them had their just different storage. We didn't micromanage the way they stored them. We just told them we didn't want them to have them. And it I think when teachers own that part of it, they create their system. They all worked. >> So how much >> for most of the

022part? I mean, as a parent, you probably could tell me the ones that didn't. >> But that needs but that, you know, that's why we need a committee of people that understand every little >> That's what I'm saying. just that that aspect I think is probably something that would be very helpful to a whole bunch of parents as you're rolling it out to just be mindful of maybe ways to implement it so that teachers are also in and admin at the schools are also very aware and making sure that you know these things >> if there are changes throughout the school day that parents are notified by the teachers you know just whatever >> especially during the weather things that happen right I mean and they don't have their phones it's >> I think about

023weather But I didn't think about the practices. >> Yeah. Practices and it's not weather related. So I just think it's something that could get very uh it could it could be difficult if that's not taken into account. So just something to think about. Maybe >> it's a great back to school clarification for parents and clarification for staff to really bring it in line. >> Yeah. Miss Brady, >> I was just going to say but it's great that we've already had a policy in place that we adopted last year um so that this shouldn't be that painful. It really shouldn't. >> And how much different does this policy need to be from what we currently have? >> Just need to expound on a little bit. What the principles asked for this morning is an assist. They

024said we don't want to have to >> have the responsibility of determining how we will individually implement it. They've asked exactly what Dr. Eldridge said that it all be consistent. They all do it the same way. So if you go to another campus, it's the same rules. >> Smart. That's a great idea. >> Thank you for the clarification. Well, I assume there's policy in place for when they get caught taking it out and what the procedures are. Is that up to each individual? >> Well, and that goes back to the consistency issue with okay, I didn't get charged here. You didn't give it back to me. So that's you know why we wanted to make sure our principles were meeting discussing it and um to make sure it is consistent like that because you know

025for so long we we and we still are concerned about safety and so parents feel better if they can just communicate with their children. However, now this is taken a different level and we need to be mindful of that. So, how do you put all those pieces together? And again, it's a pretty short timeline. Um, but we will make it work. >> So, if the policy has to be adopted by September 18th, are we planning on putting it into practice the first day of school? >> Yes. >> So, we have a call with TASBY policy services tomorrow to work through prioritizing mention later on as far as the ones that we're going to need. Then a lot of these will be in update 126 and update 127. >> So will parent I mean I've already

026there's a lot of fun Tik Toks and all the things out there right now about this. So at what point will you guys feel comfortable sharing with parents what the plan is? >> Well I think initially we're going to communicate that here's what's coming down right that this is a cell phone issue. what in the plan will be probably ready by their school nights or you know so principles can say here's here's how we're going to implement this and we we Karen's a big part of it in communications like how do how do we make sure we get the message to everybody correctly like just putting out an initial letter saying here here's a you know it's not CFB it's everybody it's you know coming out of the Texas you know new require requirements. >>

027Yeah. >> So, >> it's not just us. >> It's initial communication. >> Please say that. It's not just >> it's not just No, it is. >> I don't make the big bold letters legislation here. >> Yeah. Yeah. So, we worked on that. Yes. Definitely. >> So, any other questions on the cell phone? All right. >> And I just want to bring to your attention some of the items. This is just a few of them. They'll be included in update 121. I'm not going to cover them all. I just want to point out a couple of these. You've got one that's a DVD. There's been some questions about that. Administrator conflict of interest. And that is where an administrator cannot uh work in any capacity with any vendor that's a vendor of CFB unless there is

028a contract and it's sent to you as the board and you all approve it. >> That's cool. All righty. Okay. >> Okay. Okay. Senate Bill 11, Bible reading prayer periods. And that will allow for staff to be able to have Bible readings and prayer periods during their lunch times or any break time, >> but that we are we would be voting on a time during the school day for that to be happening. >> No, it's lunch. Oh, it's on their own time. >> So, it's for the teachers to be able to have their own >> any employee to be able to have their own prayer time or >> during their lunch. >> I'll go over a few more here in a minute. >> They can't promote it, but they like let's say they some of

029our teachers may go eat in their car, but they're kind of scared that oh, what if I'm reading >> this? Or they're in the lounge. you know, >> now that there is going to be a policy, it won't be so much. It's not a shaming of, oh, she's reading her Bible. >> You would be I mean, you know, >> I wouldn't have ever thought that was a problem. >> Okay. >> Law lawsuits have been filed, so we have to wait and see. >> Yeah. >> On that one. >> Okay. >> Yes. >> And and may I say that to all religions, correct? >> Correct. >> To all what? >> To all all religions. >> Oh, absolutely. Yes. Thank you. >> Okay. And here's some more impact. House Bill Two, which is very, very extensive and

030Michelle's already talked about it in her last presentation. Some of the presentations she'll be providing tonight is as a direct result of House Bill 2. House Bill 33, active shooter preparedness, and there are multiple policy changes on that. I just want to highlight one which requires us to have a breaching tool and a shield at each campus, a ballistic shield at each campus by September 1st. >> So they increase the safety aotment and then increase the materials required. Yes. >> To cover the Okay. >> Okay. >> And Senate Bill 12, criminal rights. huge huge revisions in there and you can see DBGA FNGF are agreements policies and those are going to be substantially revised other local co codes DEI prohibitions student clubs parental notification just briefly go through what we're working on so after the

031109 page presentation this morning we're putting all of these in a spreadsheet and we can provide that later on, but we're going to break them down by category and of course when we have to have it in place >> and what the action is needed. >> Nice. >> So, >> are there specific ones we have to vote on by a certain date? >> Yes, these are all these right here. >> Oh, >> so and I'm going to have to for a volunteer. My vision is blurry and I cannot read this from here. Maybe I can make it bigger. >> Which one? Brian up there at the top. >> Right here. >> The ones are highlighted. So, it's this. >> Okay. Okay. So, Senate Bill 12, the discipline of employees for engaging in DEI duties. >>

032Okay. >> You want to read the next one? >> Well, and you want me to read it? >> I did. You want us to read it? the whole thing. >> Yes, please. And you have to uh certify it >> by September the 30th. So in a board meeting, you'll have to certify that that's >> that's in place twice. >> So we go to the next one. Number >> adopt adopt a policy for the appropriate discipline of employees including termination who intentionally knowingly engage or in or assign another person an act prohibited by the controversial topics law. board must be board vote certified compliance to EA by September 30th. >> Adopt a policy establishing a new grievance procedure that complies with chapter 26A under which the board shall address each grievance complaint that the board receives

033concerning a violation of a right guaranteed by this chapter include notice and an opportunity to respond to teachers or other employees against whom the complaint is made. Adopt a policy prohibiting an employee of the district from assisting a student enrolled in the district with social transitioning, including by providing any information about social transitioning or providing guidelines intended to assist a person with social transitioning. >> Paul adopt policy establishing a parental engagement policy that one provides for an internet portal through which parents of students enrolled in the district may submit comments to campus or district administrators and the board too requires the board to prioritize >> Whoa. >> That did make it bigger though. >> That made it huge. to prioritize public comments by presenting those comments at the beginning of each board meeting and requires

034board meetings to be held outside of typical work hours. >> Check. >> Any questions on that one? Just make sure everybody understands. So, it'll be a requirement that there's a portal for parents to be able to express any concerns that they had. All that information will be provided prior to the the next or at the next board meeting and then it will have to be read during audience for guests. >> Yeah, but it says to prioritize. So what does that mean? >> That was the way they explained it this morning. >> Like you would what is your priority? Like would you read them all? >> We're still waiting for additional clarification, but as of this morning they said they would all be read. >> Don't we already do this? not number one for guests, but

035if they we have to provide a portal that they >> for everybody to see. >> We used to have one called let's talk or something like that. >> And then the other one that requires board meetings to be held outside of typical work hours. We do that. The only one we do at a different time is our canvasing of elections that we and they said that was okay, right? So, we're in compliance with that. But >> interesting. I think they're going to have to define specifically. >> I said there's a lot there's a lot's a lot more that needs to be worked on. >> Randy, what were you going to ask? >> Is going to require potentially policy change to audience for guests. For example, your 30 minutes of audience for guest time may need

036to be altered >> because if you suddenly have several things to read >> or would that be ender that category >> you'd read all that ender audience for guests. So >> So he's saying like if we can can we still limit it to 30 minutes or not? >> Like if we have a whole bunch of >> Oh, those are great questions and like I said, we're going to get more clarity on that. my paper. We'll have clarity accepted when I get ready. >> Well, and do my question is do they have it says that >> you know how you have to say your address? I mean, >> and we talked about that. >> You can't have these anonymous. >> Yeah, it would be the exact same process is when they have to fill it out

037online. They still have to show a name, address. >> Okay. Interesting. Okay. a special category for Nico this year. >> Been very quiet. >> I'm just going to cover some additional board meeting requirements. Um, and that was referencing the other other one earlier. Board meetings must be held outside of typical hours, work hours. And they asked for the definition of that. They said anything before 8, anything after 5, and technically lunch could be used. They said that would be pushing it. The next one, notice must be posted three days instead of 72 hours in advance of meeting meetings. We already do this, but the example is, you know, it's posted on Friday. It has to be three days prior to the meeting. So that's Monday, Tuesday, Wednesday. Effectively, they've added pretty much another day. And

038board meetings must be recorded. And this is already everything is being done now except for what's new is resolutions must be posted within seven days of approval. >> So any resolution that that y'all approve it has to be posted on the website within seven days >> on the website not just in book >> signed or not signed. >> That's expecting clarity >> item for clarification >> but if it's approved it's approved. And this is just ones that require board action, >> right? >> Well, another >> that's not all of them because >> this is this is part one >> categories because I've have them broken into categories and I will hopefully by the end of tomorrow have all of these in there and it's going to be substantial. >> Do you know how many laws

039were passed that affected public education this year? About >> I do not, but I can find >> Okay. I'm just curious like the um number and why it's so important to meet with our representatives. >> Well, it was far more extensive than we realized as far as the policy changes. >> Yeah, I think it would be like as a part of this as these things start to roll out >> tracking any challenges to be thinking forward to the next legislative session of um cleanup bills. >> Yes. would be super helpful because when we go meet with our representatives, we could say, "Bill, this bill, this was the impact and here's a modification that could really help us or here's the cost that it had on us, >> right?" And our our reps may not understand

040the impact that it comes that comes down the pipeline to us because while it perceived as a great idea once you figure out how is it going to get executed, where's the money? Where is it coming from? What are we doing? Is it really going to support and help our community? Is it a yes or no? And to your point, that's a great idea. So, >> well, you look at security, for example, now they've told us that we have to have the shield. Where do you put that and how who has I mean just all the questions for all the things that sound good but logistically how do you implement certain things and you said you were giving us more money but we don't even know the cost of those >> ranges anywhere from $400

041$500 depending on size to 7 $8,000 depending on what size and velocity of a bullet it's intended. But if you think about that, who's going to go get that when something happens and where are you going to put it that it's safe that kids aren't just using it? >> Logistics. Exactly. And >> how do we implement your point about the finances? Um the first set of requirements aren't fully funded. >> Right. And so the increase was represented in some of the circles I watched um on the ledge online that they were fully funding all the previous um requirements and now they're adding additional costs. >> Yeah. So more expenses still the costs aren't meeting up. Right. >> Okay. >> Just show you all right here. Just to show you how many categories there are. This

042is the list of categories. That's a lot >> the policy changes. Then over here you'll see what's required the action policy resolution. Some of them require a policy and resolution and a resolution and one is just communicate changes. None that refers to ones that are law. So obviously the board does not have to take any action administration. They will be updated in 126. And we're also having a column for uh is it is it unfunded mandate >> cost to implement? >> Yes. And how much does it cost? >> That's great. >> We're going to track all that. >> You also think about school starts in a month. >> Yes. >> And this is a lot of these things we have to make our administrators, our campuses aware of what they need to do. So between

043everything else >> um >> and we have a special session >> and we still have a special session. >> Who knows what's going to happen in that session too. >> So >> and we also will have our communication plans linked. Okay. >> Is it staff? Is it parents? Is it staff and parents? >> So one more question. Can you um since Mr. Grimmore is new to the board, is there an example of an unfunded mandate that would affect us this this time? Do you have a good example of that? >> I think technically that one on the shield and the breaching tool because they didn't specify money for that, but they're going to say that it's included. >> Like currently per campus we get $15,000 per campus for safety and security. I can guarantee you

044the cost of security guard exceeds $15,000. They've bumped it up to over 33,000. Still not enough. And now they've added additional requirements. >> And there's other things, a lot of other things that'll be included. That's provisions to the public information act. >> A lot is coming, >> but we have to prioritize all that that's due by September 1st. Some of these are um effective immediately, but you have a date of September 1st to do the policy component. Are there any questions? >> Oh, >> you just logged off. >> Okay. You said >> forunately everyone has a copy of this. >> Thank you, Dr. >> Signing off. >> I'm so excited. >> And we're done. >> So I mentioned earlier survey deadline is July 18 done. And I mentioned TASBY conference call. We'll have that tomorrow.

045Discuss the prioritization and support we're going to need. They've been great to work with. uh communication communicate effective immediate legislation changes effective September 1st and we'll have plans for all the rest of the policy update will be released mid October 2025 model handbook code of conduct released by mid July 2025 we believe it'll be the end of this week and we'll be continuing to watch the webinars offered by TASBY to support implementation and customization And as always, we'll monitor TEA guidance and TASBY policy services updates. >> So, student services is a big job with the new uh model handbook that we need to get out and also make sure our all our parents and teachers know the new it's a totally revamped code of conduct. So, but we're we are a good team. We are

046on it. Here's just the board ones that I think I sent that to you. So if everybody requests that to go with Brian's before he gets all that good. >> Yeah. >> This is another document that uh Thompson and Horton provided that gives some additional >> board action. So supporting information. >> Okay. Thank you Mr. Mur and Dr. Eldridge. Any other questions on the legislative update? >> Thank you for making that beautiful chart. That is gorgeous. >> Thank you. >> Okay. Well, then we'll move to our budget workshop. Uh Miss S. >> Uh good evening trustees, President Hatfield, and Dr. Eldridge. Um I wanted to, you know, frame our conversation tonight uh in light of the legislative changes. There is significant changes um and that impact our revenue. And I also wanted to review a

047little bit of our timelines on on how that affects u coming to that projected revenue number because obviously my goal as CFO is to uh communicate a timeline when I get to tell you that we have a balanced budget. Um I don't know how possible it is for this year, but I was uh very encouraged by our ratings call in light of our upcoming bond sale. uh we got a lot of positive um feedback about our strategic outlook and in resolving the budget deficit within two to three years. So um in case you hadn't read Moody's or S&P, we've retained our ratings at double A plus and AA1. So I'm excited about that uh and looking forward to Wednesday, of course. Um, but we're really going to focus on the general fund impacts um because

048that is um you know the the biggest uh uh absorption of of some of these changes um at the state and then we'll look at what we can do um for employees uh as as a district. Uh there's lots to consider when you think about what hits the the teachers bank account on the 20th of every month. It's it's more than just base pay. So, I wanted to cover a couple of those components and um a couple other considerations as we as we get forward uh go forward towards a budget draft. So, a little bit about um uh revenue. It's a pretty complicated projection. Uh it starts uh using the best data points that we can collect. Um and uh this is not a flex. This is actually a screenshot of what the uh data

049um table looks like and this is only a a snippet that takes two or three swipes before you get to the bottom. Um but it we start with the best data on our students. Um this year we're fortunate to have the demographer report to uh reflect as our current projected student enrollment. Um and then we we do a lot of work with student services to to trend out you know things like attendance and all the various student characteristics that um have targeted uh program funding. Uh you know we do need to keep a laser target on our our revenue projection as we go through the year. So after every marking period we do another iteration of this. Um when you hear the word basic aotment increase um for our district, you might think that there's

050more money. However, when you think about what the required expenditures are coming down the pike and the frozen golden penny yield, uh we really do need to uh exercise some caution when we think about what additional revenue dollars are out there and available to spend how we would choose. Um because a lot of the legislation is here's this dollar, but you have to go to the concession stand and buy Sour Patch Kids. You can't buy anything else, right? Um so it's it's very I'm in basketball season, y'all. Sorry. It's there's a lot of metaphors. I'll try to >> No, it's great. It makes it real, >> but it's a good example. >> The sour patch speaks to not M&M's. Sour patch. >> Yeah. No, there's no chocolate right now at the Subtle House. um uh

051but there's also a lot of new data points that we're having to collect uh information on and and you know if there's a motto that we have in business services it's timely and accurate information so we can make informed decisions and so when you have new ways of of projecting revenue and it requires new data points that takes a little bit deeper dive um to to get to that accurate accuracy goal. Um but I will tell you uh in the most simplistic terms uh it is still the the name of the game is still number of kids and how often they're here. That that still and remains the the major matrix of um you know how we project revenue. Um, but just these are a couple little acronyms and we'll go into detail a little

052bit more, but we if you exclude the teacher raise that was legislated. Um, we really are only going to see about $3 and a half million dollars of new money. So, we have to be very strategic about how we spend this new money. And I'm going to go in a little bit more detail about how what we're allowed to spend where. But the glass is the glass. It's determined by the number of students. And then we look at whose share is what and um you know if we look 10 years ago uh the district generated 77% of the revenue um that went into the school find uh funding formula class. Now we generate 90% with local tax effort and the state share is closer to 10%. Um, however, the district does not determine the funding

053formula. Um, and we do not have anything uh to do with property values. Uh, that is also a decision that's made outside this board. And all of those things, um, affect the next slide that we look at, which is recapture, um, also known as Robin Hood. And so I include this slide here because when we think about how do you get to a balanced budget in school finance speak Robin Hood Rob recapture whatever you want to call this contracted services for instruction is how it's formally labeled and functionally um this is a expenditure but when we talk about how to get to a balanced budget we need to deduct it from revenue and then look at that as our target um so so that we can get to that um perfect little zero at the

054bottom of revenues minus expenses. Uh and you can see that it is all over the place when it you look at the last four or five years and that is a reflection of whether or not um a new homestead exemption uh like we saw in tax year 24. Um you can see how when um you know the homestead exemption was $40,000, we we had a pretty significant share going back to the state and then that taxable value dropped. And so we don't really see additional dollars. We see a reduction in recapture. Um but I'm going to show you what we spent in FY24 and the bulk of that is people and 84% to be specific. And if you think about the fact that we had less revenue than $31 million in FY24, the chunk of

055our revenue going towards payroll is even larger. So when the denominator is lower, that percentage is going to grow. Um we're around uh we're closer to 90% of our revenue is going towards payroll. Um so you know investing in our priorities, people are definitely a priority in CFB. And so just a little bit about our timeline and some of the um the ways that it's going to um kind of impede my ability to give you the most accurate information is that we really need to wait for July 25th certified values. And that's because that very complicated data screen I showed you, you scrolled twice down, I have to provide the difference between the old property um values with the old homestead exemption and the new property value, taxable property value with the new homestead exemption

056to accurately pro uh project what the additional state aid is, the the whole parlance money. So, we want to make sure that we count all of our pennies and our dollars before we get to that target expenditure. Um, but then on August 3rd, we will receive our tax rate, our maximum compressed tax rate from the state. It's not going to be as compressed as it has been in prior years because of, you know, the other levers that have been moved, but it is going to um be something to wait for. Um, and then you'll see a budget draft presented on August 7th. So that's that's the big draft meeting. And so we still have plenty to discuss. Um and I wanted to review just a little bit about some of these significant um dollars related

057to the legislative session. Um when you look at what the teacher retention aotment was in article one uh it's it's very clearly states that uh teachers with three and four years experience will receive $2500 uh in in a teacher retention aotment funding and everything beyond five is $5,000. That is a statutory requirement. We have to comply with that. They are giving us the dollars. we have to pass that directly to a teacher. So that that is not I guess not up for discussion. We we can't get around that. What we do have to decide is what we um decide for that year 01 um teacher. So what what is that what is that early that top part of that salary schedule look like for teachers? And that's where investing in competitive compensation comes into play.

058clarifying what what we want to target there. Now, we are still in the middle of our TASBY salary studies. So, they're you know doing their comparisons and that will be ready on the August 7th uh meeting. So, but what I wanted to target your dollar amount to it could be up as as much as $8 million in funding for this particular piece of article one. And I say that because we're still defining what positions in CFBISD are eligible teachers. And I just threw up all the TASBY guidance in case you just want to read the the nitty-gritty. But >> um, you know, just like the other pieces of the legislative changes require policies and resolutions, I'm on the other side looking for how are we going to get audited for compliance? And so, you know,

059how would I define a teacher? Well, in the PE's world, we classify every FTE by what they do, their roles and responsibilities in a role ID, and the teacher is a role 87. in code it describes in in great specific specificity that it is a FTE greater than 0.5 more than four class periods in front of kids. That's what it means. And so we have role 87 um positions in this district that might have pull out sections of kids but may not be in the master schedule that way. if we don't reflect it correctly in the October snapshot submission where we send the master schedule and all of our FTEES and which teachers are attached to this section and how many kids are there. Um we're not going to generate the funding that we want

060to extend to these RO 87 positions. And so I'm specifically kind of targeting that intervention um position that we need to make sure that we are doing um the nuts and bolts piece that will generate the funding um that we want to extend the race to >> dyslexia interventionists, behavior interventionists, >> people that come to classrooms but not necessarily assigned a classroom. >> So that means we might have to rethink how we execute in that role, right? it might mean that they have a class period with specific kids. Um, and so that is that's a collaboration that is very hard to to kick off before the first day of school, but we have to have a framework if we are going to extend um the raise to those positions. >> Got it. >> Um, and

061so that's collaboration between counselors and student services and uh it's a big room. So, >> but are we talking about OT's, PTS, speech therapists, all of these people? >> Specific services and that has a whole other um uh funding mechanism. >> Okay. >> So, um but the role 87 is the the talk of the town right now. >> Okay. >> So, what about everybody else? Um so you know when the legislators were debating um this targeted funding investment in instruction um you know there was a lot of board members like yourselves that reached out to representatives and said what about our bus drivers? What about our custodians or our food service workers? what nothing you're, you know, putting into this big bill is really, you know, going to benefit some of our most um uh

062our our pay grades that need the most investment because we always make sure that the classroom's taken care of, right? Um but in CFB specifically, these are the pay grades that we are targeting this TASBY salary study on. This is where we need to make sure that we stay market competitive. Um, and so we got a whopping $45 per adjusted ADA, uh, which will shake out to about $972,000. Now, keep in mind, these are all very preliminary adjustments. It could be, you know, plus or minus, but um, for the sake of what I know today, this is this is where we're at. Um it very important that I say out loud um to keep us compliant that the staff that are not allowed for this funding pass through our administrators. anybody serving uh like as

063an administrator serving as an educator leader, anybody that's on the superintendent leadership team, uh campus leaders, any other central administration supervisor down to my accounts payable supervisor, they are not eligible for this funding because of how this bill was written. It affects this building affects ESDC and the service center >> and all campus principles, APS. >> No. Yeah, we are not allowed um to devote any of the staff support retention aotment to those positions. Correct. >> Um >> may I ask does that include the dyslexia teachers? >> Um and that's what we were uh trying to determine if the dyslexia teachers will um qualify under the role 87 um or the staff support. And so I think our goal is to keep them roll 87 as they're coded now. Just making sure that the mechanics

064are in place to make sure that that funding is generated. >> Uh so in the the drama that unfolded in the last weeks of the 89 um there was a big debate on to increase the VA or not to increase the BA. That was the question and they didn't want to increase the VA uh the basic a lotment. So they created a >> so they made the ABC. >> They made the ABC. That's right. So we got the BA and the ABC. Oh my gosh. >> Five could come up with a um so if um and let me tell you the challenge with the allocation for basic or cost is that um when you increase the BA it also affects other calculations like WADA and we don't have to go into the but it's a

065weighted average daily attendance and that generates extra dollars but they didn't want to do that because they were going to freeze the golden penny to pay for all of this investment. >> Um, so they have a very flat $16 per enrolled student to cover things like the employer required contributions on the teacher retention allotment. So if we truly generate $8 million in teacher pay raises through the eligibility that I was just reviewing, we will have to use this $2.6 6 million to cover the 8% u we are required to um contribute to their TRS because it is TRS eligible compensation >> and that's the teacher retirement system >> that's their pension contribution or basic Medicare 1.45% on that one so nobody >> so this 2.6 million's already been basically been spent >> correct >> okay

066>> correct I mean the $2.6 6 million does give us about a million a million and a half wiggle room to devote to other raises. So I mean it's about $1.7 million for the for the benefits on that 8 million. Okay. So basic math says if we get $8 million we have to spend $8 million directed towards teachers and then we'll get just shy of a million for staff support and then the 2.6 6 for the ABC equals a little over $3.6 million. And we're going through this very um targeted because this is how the bill was passed. Um because we have other work we're doing in the budget to shore up, you know, a deficit from prior years >> and this is just for compensation. >> This is the VA small BA >> and

067the BA obviously is going to be offset by a reduction in recapture. So we're not going to see a ton of new money out of the basic aotment. So, I wanted to review a couple of other things that related to compensation and that is health insurance rates. Now, not everybody participates in the health insurance plan, so I'm going to put that disclaimer out there, but we do have a significant number of folks that do. Um, and so, uh, this came straight out of the 2526 TRS active care plan highlights. These are their new rates with our $350 contribution. and that is where we are today. Um, however, I wanted to point out how the premiums have changed over the last few years. Um, I pulled these um the changes from the TRS uh website plus

068the United Educators Association. Um, it they publish all of the district's contributions. Um, so we're pretty much in the middle as of last year on our health insurance contribution, but you can see in the last two years, employees have seen double-digit percent increases in their premiums. And I'm not even going to comment on the other side of benefits on maximum deductibles and and you know what their co-pays are. I'm just talking about what's hitting their check on the 20th, what's being deducted. And so this 11% increase while they may like while a teacher may be getting a significant um you know 6% raise they're also going to see a significant deduction. Um and so we have um just about well we have over half of our employees over half of our positions participate in active

069care. A little breakout for 2425 is right there on the right and it shows you um in the table there at the top. I took an annual effect of the change in premium from our current year to what the new plan is looking at with no just looking at the basic premium increases. And I'm going to pretend I am a five-year um teacher that has decided to, you know, carry the the insurance for my family. Um if I were employee family and on the active care primary plus plan, I will have half my raise taken. If I got a 5,000 um teacher retention allotment, half my raise would be taken in just the change in my premium increase. So, it is just something to consider. That's what a teacher's experience. We haven't even talked about

070what a custodian will or if they can afford to stay insured. >> It's kind of outrageous. >> You said half our teachers have their spouses. >> I'm just saying that if I were a five-year teacher and I'm >> I thought I heard you say earlier that about half of ours >> about half of our positions. So out of all of our entire district, I think we have about 3,600 positions, half of them are more than half of them are covered by TRS active care, which is our health insurance. And that is a um stateun health insurance program that is priced regionally. And um I'll just it's not a secret that they like to um let region 10 and 11 bear the higher percentage increases because they they see that we have the highest cost of

071living. So like um u the region one in the valley their increase is not this. So um so yeah I did a quick you know back to the table math. We budget for all. We have to budget for all positions because we offer this benefit for all positions. Um so if we were to increase the contribution by $25, it would be about a million dollar to the to the budget. >> Um >> but not everybody obviously would get it. Only the people that participate in the health insurance. >> Correct. But it would help participate in the increase um by month. So this a proposed million dollar increase would hit that aotment. >> it would qualify for the APC. Okay. >> Carla, may I ask, are there alternatives to insurance or just one buy in? Um

072the state law only um it requires us to either offer active care solely for medical insurance or we could opt out and govern our own plan but then I would uh petition the board for an additional three or four people to run the health insurance program. It's it's a pretty >> complex and intensive. >> I I've been in districts where we've done that before and it's it's really a challenge and you're not as competitive because you're um TS Active Care is pricing um the um health insurance premiums with all the teachers in the state whereas we'd only be competing with our 3600 physicians. >> It'd be a lot more expensive. >> Yes. Yeah. >> Right. >> Um you have to make sacrifices one way or the other. So >> um another benefit uh that I've

073heard uh my phone blew up as soon as the word went out was um classroom teachers uh can now bring their kids for prek for free. That is they are now eligible students uh if you are a classroom teacher. So again, roll 87 employee can bring their dependence if they um are four years old and ready for prek. Um they they are now an u an additional 88. So that is a savings for them uh if we have the spots. That's what I was going to ask. What are the rules regarding um are they eligible above our you know let's say they don't one of our teachers doesn't live here, but they bring their student and then even though we're open enrollment, what are the rules for that? >> So, I don't know all the

074guidance there. Um, I would say that obviously our free and reduced residents take priority. Um, we place them first. >> Um, but you're >> but you're right. We could determine um resident over non-resident. Uh, we don't have all that guidance yet. whether it's intended to be a benefit for our teachers, it may not work out. >> You're right. >> So, that's another logistical issue for me. Right. I mean, what could save them a lot of money may not because of the other parameters we're held accountable for. >> Right. And now it's a space issue, right? >> Because if we don't have the space, >> do we lose a teacher because they can go to a neighboring district who does have the space? Um, so there's a lot of things that go into retention. So I

075put together three compensation um options that we could consider or and discuss. Um, the first uh is the most simple. You know, I love simplicity, but um I do sit next to um Tam Smoskis, our assistant superintendent HR, and we are invested in getting along. But this is a very simple uh option. It just will make the TASBY salary study kind of a nightmare because it does create some inequities. Um but this part first option, it would be uh we comply with HB2. That's a non-negotiable. and we issued a flat $1,000 increase for every other employee. Um, that would be about $1.9 million plus the employer contributions that go along with that and that would bring us in right about the new money target. Uh, that would not include any health insurance contribution um increase.

076So, that's one. Um but we did reach out to TASBY and ask for their recommendation and of course they recommended against it. Um it's just the fact that we are spending all this time trying to make sure our market equity is there um for all the other positions. Uh it would really skew our pay raise. Um but you have to think about $1,000 to someone making 30 grand. you know, that's a significant raise versus a thousand dollars to someone making a hundred grand. So, it's it's it's a difference, right? And and maybe percentage- wise, it puts the dollars where it belongs. It just makes the math and and making the most of what we've invested in this salary study maybe not feasible, but that is an option that some of um our neighbors have done

077u because it's easy to explain. >> Does that include administrators as well? Anybody? >> It would be everybody. Okay. And so you could shave off a little there. I mean, these are these are just options. Um so then I I continued on this flat very simple flat raise um scenario and said, "What would we do if we did an increase in the health insurance?" Well, that would be a million dollar more that would take us just a little bit over the new money. Um >> and that's $25 per person that enrolls >> Per month per person. that's enrolled in this health insurance. Okay. >> So, um and then the most likely um an affordable one would be a 2% off midpoint raise. Um that would plus the health insurance increase um that would would be

078about the same. It's just putting the, you know, just putting the dollars um strategically may not accomplish what we want to in the TASBY salary study if we do a flat 2% off midpoint because that means we may not have the budget to put uh into the pair professionals and the auxiliary where we wanted it to. We'd have to do that through steeper cuts. >> Okay, say that again. So, um, so a 2% off midpoint is not that seven or eight% raise for a custodian, right? That's a 2% off their midpoint range. Um, and so we're doing this work in TA in the TASBY salary study to make sure that we invest in the pay grades that have not been invested in in previous years. Um, so we would have to be um very strategic

079in cutting further to a to accomplish all the things we're trying to do in the TASBY salary study because a 2% off midpoint raise is is is going to max out what we have in new money. So let me see if I understand this correctly that option one and two doing the thousand is not equitable and would likely not match what the TASBY salary stud is going to say because we need to invest in our auxiliary and pair of professionals. But doing the 2% off midpoint is also not going to get us to where we need to be on the sasby salary study because it's still because of their pay a 2% to them is not as much as what's necessary to get us where we need to be. >> Correct. So we will have

080to be very strategic about finding further cuts um to accomplish all the things that we want to do out of the TASBY salary study is >> when when will the TASBY salary study be available? It is supposed to be presented in the August 7th board meeting and so I anticipate that it adhere to the reporting deadlines and and be available that week before. >> But we also have to contend with all of our peers, >> correct? >> And what they're doing a little bit about that. >> Most of our peers are are doing 3% off midpoint raises. >> Um I did pull a few of them. Um there's a a few uh superstars and other let's see where did that um I had a an informal um collection of data. Oh, there we go. Um

081like Alo somehow has a lot of money and they did their 5% right off the out of the gate, >> but they're not close to us. >> They're on the other side of forward. Yeah. Yeah. Um, so they have to move to go see them. >> That's that's pretty far. Yeah. >> So, College Station, same thing, right? They they're 5%. Um, you know, the Arlington, the Mansfields, the Planos, um, they all did 3%. Um, you know, the Richardson did. >> So, I have those. >> Oh, you have yours. So, um, I talked to Garland and they are doing their starting teacher at 615 and they're following the guidelines that were given with the money we were given and they're giving nurses and counselors and librarians $1,000 and everybody else non-exempt for 550. >> And then

082Richardson's doing 3% for non-teers, they bumped their starting up to 63. and Lewisville is doing 62 and then following 3% for all others on midpoint and they're giving a $7 substitute raise. So I'll hand this off to you. Capel went up to 642 and 3% of all others on the midpoint and Capel I guess is up to 350 on their healthcare. So to do that, >> right? So there's also um starting I put an O. >> Our biggest competitor on the health insurance is Irving ISD. >> Irving ISD tends to top out on that table and they are going from 450 to 506 on their health insurance uh contribution. >> Wow. So, >> oh really? >> Yeah. >> What is their >> Irving was already at the top and if you go back to that

083where >> I think their strategy is to stay with that employee only cheapest plan for free. >> But even when we look at the chart that has all the other districts, we're above everybody in region 10 but Irving, >> correct? All those other well I mean yeah some of I guess I should say ones that surround us except for Irving we're above. >> Correct. Um there is um >> I mean Lewisville is way down there playing >> our biggest like uh our closest comparative district is Grand Prairie in enrollment and student makeup and they are now entering active care um where they used to be outside of active care. So they're and they have an employee daycare. They have the most competitive as far as um >> most like us as far as the the

084makeup of their district and their benefit structure. Um and so they're deciding or they're starting their discussion um on Thursday. So, one other question I have is historically, and Randy, you may remember this the most on legislative years, we announce salaries later because there's all the legislative impacts, >> but on non-legislative years, haven't we announced earlier to help with retention and hiring? >> Yes, but not a hard and fast rule, but that was an attempt. So I guess that would be a question is because we're you know we got to compete with our competitors here but then we also according to what you were saying about our rating we have a plan to get out to not be in a budget deficit with two two to three years and therefore our credit rating stayed the

085same and so we are on a path to success but we have to stay competitive with our peers. So what does that mean for next year? And so, and that's where I wanted to point out um there's a couple of other budgetary considerations. Um so, I haven't said anything about special education. There will be additional funding for that >> um for initial valuations. So, there will be some some revenue there, but it will already be spent, right? Because we're already spending money on valuations. Uh we're just getting that funded. Um and then there's going to be an overhaul of special education funding for 26 um 27 to uh talk about the weights and the intensity of services model. Um we have no guidance for that yet, >> but that's for next year, >> right? Um

086the only thing I know for sure that's going to be effective for this year is this um evaluation reimbursement. Um there is supposed to be guidance, some small tweaks coming out for FY26, but I haven't seen anything yet. Um we mentioned the safety aotment earlier and then there is a little bit of cost savings when it comes to um our retire rehire folks. Um that provision where we couldn't pass on that penalty. um that that has all been repealed and we can now return back to you know equal share of of like we do everybody else. Um we have some revenue challenges in this district beyond the enrollment. Um we've talked um some this year about how the SHA's penalties has pretty much wiped out what we had predicted for this current year that we're

087in. the new ratios make it uh imprudent to continue to post a revenue budget for SHs. So we'll keep our our very you know um >> do you want to explain that to Paul? Do you know what SHs? >> So SHs is a a program where we get reimbursed for Medicaid eligible services. Um typically you know we've we've seen you know three4 million dollars a year. Um, the federal government audited the the Texas Health uh, Services Commission and went all the way back to 2011 and 2017 and passed on penalties to the district that wiped out all the revenue that we had earned for last year. >> Just not CF >> not CD. I mean, we we fared better than most because I don't think we participate in the MAC program, but um let's just

088say it's not prudent to to count on any reimbursement for those Medicaid services anymore. >> Now, is that for next budget year or >> So, when we think about what was budgeted this year, we had $3 million in there. We're not going to budget three million this year. So, that's an impact to revenue. um our investment earnings, nobody's earning 7% in the market anymore. So, we're not going to see a $10 million investment revenue. So, that's going to be a reduction. Um also, we don't have all those esser dollars sitting in our bank account. So, we're not going to earn money on corpus that doesn't that's not there anymore. uh we had um a few other areas like uh in the local revenue and - rate that that that are being reduced. So we have

089additional hits to revenue that we need to be very conservative about projecting. But the biggest thing I wanted to lean in on when I mentioned the frozen golden penny earlier, there is no additional funding for year 26 27 of this bianium. So all of these um allocations and um the retention aotments, it's for this year. Now they'll still be in play for next year, but there's not going to be an additional >> not an increase on the bill, >> right? It's not going to compound. So, what I would like to caution the board and and be mindful of, if we're going to try to get to a balanced budget, we're going to have to do that through some pretty uh significant reductions. So, if we are issuing raises at three and five percent like some

090of these folks and not keeping an eye on what we're going to do next year, um, you know, maybe it's that we take a smaller raise this year and keep reducing and refining our staffing ratios to do the same or better for next year. Um, but it's just a consideration. >> But we also I think one of the things that gets lost is our retention. um funds for our teachers that we retain starting at five years. There's a and you know I can't remember all the amounts but I think five years is 500. So I think we need to start showing that because that is a how much does that impact? So if you you know all the way up to your 20 year teachers we give them additional money starting in and we do

091that when in >> five years. Yeah. We give that >> I think it's in December. >> Yeah. I mean I was trying to remember our work aversary is what we call it. So if you've been in the district >> every five years we give you a check >> a retention >> and it's and so a lot of districts don't have that. >> I would also like to celebrate I said it three different times in all the presentations today. Our TIA program is one of the most robust of our neighbors. Um I think we're only missing like maybe one category like a coach um that isn't >> that's our teacher incentive a lotment where they get to apply to um >> make more money based on you know lots of different categories and we're leading the

092area. So this year, um, you saw that we're, you know, max eligibility on our teachers. We would generate $8 million. >> The TIA teachers that through their good work and the growth of our students, they generated over $4 million in compensation. I think it's 335 teachers um have generated that amount of money that goes right back to them. So we are very competitive when it comes to compensation. Um, so I just wanted to make sure we included all the all the pieces of paycheck. >> Which option would you think is more sustainable for the next two years? This year, next year, >> I would I would recommend the 2% um both years. I'm I would like to strive for three for next year, >> but to be the most fiscally responsible, I know we can't

093get away with, you know, less than 2%. um and and still keep everybody we needed to. >> Right. >> So, you're saying option three? >> Okay. But I I think we need to also be mindful of our TASBY study for all of our um auxiliary staff personnel, our bus drivers, our our food services because 2% from a midpoint is not going to be very very beneficial to certain categories. >> Agreed. And so the TASBY equity adjustments for those targeted areas uh that's what uh Mr. more and I will be discussing tomorrow about how we can fund those through cuts. We had already targeted some of um like can we survive off less positions in order to stay on the cutting edge for bus drivers. I also preached today all day long we spent over a

094million and a half dollars in overtime last year. So that's a symptom of the district either abusing an employee or the employee abusing the district. $ 1.5 million is the salary of an elementary school. >> Yeah, I think you can look at that in different ways, too. If you don't have the bus drivers, >> so that's >> then you're you're paying overtime for them to they've hit the but they've hit the overtime category. So I don't know how many bus drivers but if you think about all the things they drive to >> agreed >> it's not I don't know if it's >> employees abuse it when it's a systematic >> which is why I want to increase the bus driver pay to be competitive when you know our neighbors you know >> so you're talking

095about position control from a >> from that vantage point. >> Yeah right. >> Yeah. >> Did you have another question? >> Um or was it Mark? You guys know what that was? >> Marjorie. >> Oh, someone had asked me to look up um urban >> deficit. I want to know what their deficit >> budget deficit and they are. It looks like maybe what was it? 15 million. I think that's what I'm seeing. >> They're in the whole 15 million time. >> Well, I think all these districts are in budget deficits. That's what's so interesting to me is that >> the amount of money that is going >> so the things I've seen that have mitigated um for the balance budget um I believe Frisco used um TIFF funds to help balance their budget. Um our

096our TIFF zone's over, you know, our our ours is done. Um steeper reductions. I mean, that's that's just kind of the name of the game. Or they're a fast growth district. I don't know that this big influx of dollars, this $8.5 billion dollars that has has gone into public education is solving um the deficit budget issue because it was very targeted spending. >> Well, I think that was a part of the rage of the community that it's not really compensating for what we need. So, I do have a question. The revenue decrease I think is 7.7 million, right? And then that we would spend would be if we chose option three if everybody was to that point plus 4.8. So already off the bat adding $8 million to the budget deficit. >> But to that

097point we have done a significant amount of work to um you know absorb the consolidation and and do a lot of position cleanup. Um, we last count we were over a million dollar over $5 million in in salary dollars in reductions. We're over $4.9 million in non-payroll. So, we're we're cutting as fast as we can. Um, >> but it's hard. >> It is. >> It's hard when there's not enough money coming in from the state. >> So, but also we're the the cuts take time. >> That's right. >> To also make sure the dollars are being spent on kids. >> I know. And if you cut if we just swipe out from underneath the whole thing, it's going to impact kids. And so by taking our time over two years to really see where the

098dollars need to go to impact kids, we're going to see student achievement. >> That's right. >> And our growth and like what really matters is that we're strategic about the cuts that we make that have the least impact to the classroom. >> I will take it on the chin. I will give up points on the first report if it means we um beat the accountability piece, right? Because that means you you invested it where it mattered and it paid off. >> so just a question um instead of doing a flat 2% for everybody that is not included in the HB2, is it can we look at doing I'm throwing out numbers so nobody hold me to it. 2,000 for our support staff, custodial custodial staff, bus drivers, that pay grade number versus our administrators. And

099maybe we do a flat 10,000 or something where we're the midpoint problem is that an administrator is obviously going to make more than our bus drivers or custodials uh staff. And the administrators aren't the ones who need it. The ones who really need it are the people that are um the backbone of the district. So, not that y'all are not. That's not what I'm saying. >> We all agree. >> But they need more money because they're they're starting off so much less. So, is there a way that we could work out a compensation plan where that is a little bit opposite than just a flat 2%. >> I apologize for my my battery just dying, but um I the preliminary um TASBY pay plan we we are targeting on how we can fund those market

100adjustments. So you're saying this plus potential market adjustments, >> right, >> in a strategic way. So it's this plus, but this is just they're still considering the market adjustments, but it's separate because that TESBY study isn't finalized yet, >> right? I understand. >> So that would take care of what you're I think you're saying >> I I hear what I hear you saying is that you want us to make sure we have a targeted additional investment in those high need areas. >> Correct. Yes. But that also to say if the TASBY study comes back and says, "Nope, you're paying bus drivers spot on," then we're looking at they're just going to get two and a half% from the midpoint, which is way less than an administrator is going to make. There's my problem. So that's

101that's why I'm trying to say, well, if Tasby says we're doing everything right, everybody's making what they're supposed to be making, then there's no additional funding. So I was that's what I was point I'm trying to make. Well, I think Chris knows where you kind of keep track of >> bus pay. >> Well, just in general, custodial pay, assistance, all of us >> specific with our buses. Uh, we've comped 20 I think it was 24 25 districts. We were in the bottom 25% of the comp for drivers and monitors, the bottom 20% of the comp for mechanics, and among the bottom 50% for dispatchers, >> which is which is an area where we are targeting. >> Yeah, no doubt. And I'm sure that, you know, we're going to fix the bus drivers, but then you

102look at the assistance to special ed or the whoever >> $13 an hour, >> the custodial staff or the food service staff like, you know, it's possible that one of them come back and say, "Oh, you're doing exactly right." >> So then they're not going to get any additional money. >> So when we point our, you know, when I first got here and we gave them, you know, out of our ESSER funding the $300 checks, that was life-changing for bus drivers, for, you know, custodial staff. I mean they cried >> and because they saw it. They saw it. It wasn't you know the 2% of the midpoint for a driver would be it gets lost. >> They still get less off 2%. >> Yeah. But you even with that you all cut a significant amount

103of overtime from your your your budget >> 250 to $300,000 last year and it was around 200 to 300 the year before. So and staffing is a large part of that you know minimizing routes compressing routes. >> So we're condensing routes and being very strategic so we're not just running shuttle buses everywhere. That's part of >> No, I'm not saying that at all. All I'm saying is that there our staff that's not coded in 087 or administrative code are going to get less money if we do a 2% for the midpoint. >> Correct. >> And we don't focus on increasing that payment to them. >> I think the challenge will be how to communicate that. And from what I've seen in other districts, it would be a um um it would be a um a

104range of all staff support retention aotment eligible, you know, employees. And it would be a range somewhere between four and 6%. If you if you do something like $1,000 or $2,000 or something like that, >> I would just like us to consider something like that in L of just a 2% across the >> What are others thoughts? for considerations >> as they look at this. >> Anyone? >> I like what Kim's saying >> to give more to at least a flat amount more to the How do you code? How do how does that get coded? I be different than administrative staff, teachers. >> We'll have to define that kind. >> Okay. That's what I was like. I don't want to say something that I don't want to be. >> So, there is an administrative professional

105pay plan, but you would need to make sure that it's the categories that you know are exempt that we only do the 2% off point and then everybody else gets their, you know, what you're describing. >> That's what Okay. >> Yeah. Because some pe some counselors can be coded administrators just because that's how they were coded. So if you say we're not giving, you know, professionals in this administrative category, then that would take out your counselors unless we get them we've got to that needs a whole coding >> the system overhaul as well. >> Right. Right. But you all I mean >> we understand that >> you understand what I'm trying to say here is that I just >> well and I people who need more help listen to feedback from other superintendents. you know,

106we want to draw teachers in, but a lot of times we put, you know, everybody's so competitive at putting here's the starting salary that really we it it creates kind of a, you know, rift between your veteran teachers that you're making more starting new than I' I'm experienced and I'm your mentor. And so while everybody's starting to compete on their little flyers and you see them all over Twitter, you know who's, >> you know, I think that's why the state adjusted it that way. And so >> as we're mindful of it, we also want to keep our good teachers. And then I also think we need to the data on how many teachers we have in our teacher incentive aotment and what that would mean for them. you know because to me I've been on

107a lot of you know these webinars and what I see just between all the conversations is really the state wants us to guide our teachers more to the teacher incentive aotment because you're teaching kids you deserve this and it's a huge significant amount in their salaries >> and it's guaranteed >> but that's another option that our custodians are ours don't have that option so they're getting what we give them >> performance Those pay metrics are very difficult in education if you're not in the class. >> For sure. >> Right. >> For sure. >> But we remind our teachers, wow, look what they're doing. And then the retention aotment to me is huge. So we have all these things that sometimes don't come out on the race on the just the raised flyer that that has

108been a tradition and a legacy in CMV. That's huge. >> So how do we promote that? That's >> I think that's where um Tammy and I sit down with Karen and >> and remind you know we we sometimes people just look at what you're getting this year but they don't look at the whole picture that we're one of the few districts that still do that. I know Dallas got rid of it. They called it career ladder and they quit doing it because it was so expensive >> because people stayed and you're grandfathered once you're in. So >> I agree. I mean and and that's kind of the the idea behind teacher incentive aotment right is that you don't get it if you leave >> you'll generate the the funding for the district but it won't

109follow you till the following year. Um, so it it's huge >> and and from what I've always been told and mind you, I'm not an educator, but I've always, you know, studied that a five to 10 year teacher makes the biggest impact on instruction. And so when you look at the United Educator Association and how they ladder all the and rank all the districts, you know, maybe starting salary isn't the place to win. >> Maybe it's five and 10 year teachers. Maybe that's where we'd even be targeting our our, you know, our salary schedule, which is essentially why the the state did what they did. We can't we can't we just have to get all the the we have the right people doing the right thing with the right amount where they feel valued >>

110because we can't be in the bottom for bus drivers because that's if we don't have our kids way to get to school that's an issue and it takes so long to train a driver as well. >> So I guess what I hear is that I should come back with the 2% whenever um TASBY is done with her salary study. I'll have the additional dollars that would be for those targeted pay grades and then we'll have a a sum total of what we're investing in our top budget priority. Right? Because it sounds like it's essentially option three which is 4.8 but with the knowledge that the TASBY salary study is also going to make some increases to the base pay for those people outside of that >> to support staff. We really want to make sure

111it's an increase into base pay because that is credible cons compensation for their retirement. So a flat stipen while I love those has to be in uh in order for it to be eligible for any of that funding anyway it has to be TRS creditable compensation. So >> does that hit your point? Yes. >> When the I think when the final present presentation is given it'll make more sense. I mean it it'll look >> Yeah. >> Okay. Is that helpful? That is so very helpful. >> Thank you. >> Yes. Thank you. >> Okay. Um our next one is 3C which is our discussion of um board organizational items including the um board committees and subcommittees. And so for this one, the board officers and I are going to split this up. And um as that

112pulls up, just a an initial reminder of our mission, vision, and goals in that uh as we work through our board committees and subcommittees. I think it's important to reflect that we just started the subcommittee process last year. And so as we think through how we're going to continue to um utilize the process we set up, this is a good time to reflect and make adjustments and always seeing ourselves as board members having a growth mindset just like we value for staff. And so when we look at this, uh, we're going to talk about the difference between committees and subcommittees and then dive into the communication plans for each so that we can gain some clarity and then set some additional parameters for um, this upcoming school year. >> In just a minute. >> In

113just a second. >> It's not empty. >> Yes. Okay. We're going to take a 5m minute break. Uh, it is 7:37 and we're in recess. We're going to start with the two the types of committees and Iliana is going to kick us off for the first few slides. So for our new board member, the district liaison committees, the role is districtled and the role is to facilitate regular and smooth communication to and from the board to provide board support information and to support committee operations. and the action is only to serve in an advisory non- voting capacity and are not included when determining quorum unless required by law. The only exception is the educational foundation and then the board subcommittees are boardled and in the next slide we'll give you a little bit more detail

114as to which is which work collaboratively to support a particular area and to prepare draft documents or other work products and for the board's review. That's the action for the board's review and adoption. >> And just the reason why the educational foundation is an exception is because they're actually they're districtled, but they're actually an they have their own bylaws and they're their own uh group. And um their bylaws actually state that a board member and the superintendent will serve as um in a role that is in the quorum and does have a voting. Um so even though it's our standard practice that district leaison committees don't uh because they have their own bylaws theirs is unique mouse. There we go. All right. And then Cass has already um had a discussion with each one of

115us about district liaison committees. The bond oversight committee will be Kim and Paul. The Shaq will be myself. The Ed Foundation is Randy. Safety and security is Cassandra and Caroline. And then um the district site based decision the DIC is Marjgery. And just in general historically these leazison roles rotate annually um except for the BOC in which consistency has been valued. The last last year two board members served on the BOC to build capacity and this will continue on for 2526 school year. >> See if I can push the button right away. >> No no sorry here. Is this mine? >> Yeah. Oh, okay. Uh, the district leaison committees the communication plan. So, district le facilitate regular and smooth communication to and from the board to provide board support information and to support committee operations

116serving only as an advisory. So, the meeting and the minutes the agenda is facilitated through the district processes. So, the administration will handle that. the board liaison pro will provide update information during the board meeting and um when we have the agenda item that is um committee updates I'm going to split that not as uh because it's still committees but I'm going to ask for district leaison updates first and then ask for subcommittee updates so it's really clear to everyone which ones we're talking about because it's really important that we're just an adviser on this one and we're not in the dayto-day day operations of these committees were just to support with the district. Any questions about the communication plan for district leaison committees? >> So I know that we discussed this but when we

117do the reporting are aren't we going to do a slide for that? So it's also because sometimes the people cannot hear what anybody's saying at the dis and so I thought it would be a great idea if we put the words of the summary of whatever we were doing on a slide. >> I think that would be extremely helpful. >> But it's also documented. What do you think the because I don't want to you know >> so I'm I'm a little worried about the amount of administrative work that that would be for the district liaison committees because that means that for all of these a slide has to be created that summarizes it >> even if just the title of the committee came up so you at least know what you're talking about. >> Yes.

118So I think >> so like it came up in the BOC committee bond oversight committee Kim and Paul and then one of us who is reporting on at least this has the title up there so people even know we're talking >> but you have to put a committee notes couldn't you just do some bullets so that we have that documented >> but we are not taking the minutes y'all are. So that's the catch is like if we are adding creating a slide whose responsibility is it to create that slide >> also for some of those committees like safety and security a lot of that is not >> so when you report out could you not send that to us about what you I mean when we do committee reports is I mean I get that

119we have what ours is but I I think people get confused What are you really serving on? >> They don't understand it. I can tell you that. That's what I'm saying. >> The people who watch this, >> so they've reported to us in writing that they're concerned. >> I know that the people that attend, like let's say our administrators, our um area d anybody that sits in the audience are like, I can't hear what they're saying. I don't know what they what they're talking about because we kind of talk to each other on committee reports. So, even if you, you know, you're coming to the meeting, I don't know why we couldn't send that your bullet points to D and we put it up there. I don't know that it's like because you're stating that

120you attended the bond oversight committee, right? I mean, I want to I I would like for the record uh that I attended the bond oversight committee on whatever date and these are the three takeaways that I got. I mean, what are what do what are the committee reports that you're saying that can't be on a slide? I don't think it's more work. I guess it's really going to hold us accountable to do that because we would each have to report a slide. I mean, so for for instance, like this is the district leaison one and then we still have the subcommittees portion of it. So, we still have another one. So there's two separate committees that are not one's districtled, one is boardled. So that means we would just that would hold us as a

121board accountable to get the documents over to D ahead of time so she can make sure that it's in our presentation. Right. >> But you're serving on it for I mean so originally when we did this and I came up with the note of you you reporting to the board or reporting out that you served. How does anybody know what you're really serving on if they can't understand you in the audience? >> So, what if it's a generic I'm just throwing this out there. Yeah. >> What if it's a generic? >> We You do the slides, right? And this person and then Cass can say, "No. Do you have Does this person have a report? Kim Brady, no report. >> I no report." Yeah. Marjorie, no report. That's what I'm saying. But instead of maybe

122no bullet points, maybe you just put the title of what it is. >> Just be this table. >> So it' be the same slide every year. Every month. >> Every month. Yes. And that way we can keep it. >> We could just do this slide. But that just helps like it because when they can't hear when the air conditioning is going back there and I have had several people complain about that. They cannot hear what we're saying because >> the sound in there is terrible. >> It is bad. >> So to have that >> we're trying to create a slide to solve an air conditioning problem. This is not impacting student achievement. >> No, it is not. >> But I also see people don't impacting communication. >> What can you're doing all this work? >>

123But can we take out the bullet points and just do a plain slide and just >> Could we just put the chart up there? >> Yeah. I mean, >> we'll say, "All right, Kim and Paul, do you have an update on the bond oversight committee?" Yes. >> Any other >> There was no meeting this month. Okay, great. Moving. Well, and if we're not impacting this in before I actually worked in school districts and there was always a place on the website that said committee reports and so if there was a presentation at the committee it was just linked there as the minutes and then um that might be an easy place to keep all the pertinent information. And then if you're putting a a slide up there just announcing, you know, in the quick >>

124two minute speed dating on the >> Yeah, that's all it is. >> I think this would be a great solution. Yes. >> Because I don't think people really when you get up there, they don't really know what you're serving. So you just go this is your agenda item. >> Yes. Because this is it is impacting communication for sure. >> Yeah. >> You might consider this Kim. you brought out the issue that people don't know what these committees do and there's that nice succinct definition of each one >> having that come up bond oversight here's the definition >> that's added in there so they get to see it every month >> and they'll get used to seeing this of who serves on what I think that would be great >> so have the committee the leaison

125the acronym and the description because it doesn't have to have the box specification >> great >> yeah perfect one slide >> one slide one slide one for this one >> and you don't have to submit anything. One slide. >> Okay. >> Well, one slide per committee. >> No, just this slide and she'll just go through this like it's an agenda. >> Okay. >> That makes it easier. >> Just take out BOP's specific. >> We can send it to you. >> I have the table. >> It's ready to go. >> Okay. Does that make everybody feel like we have a template? >> Great. >> Okay. So, that Whoa. I This mouse is terrible. >> Or I am. one or the other. Okay, Carolyn, you good with that? >> Yes. >> Okay, so the next one going

126the other direction is the board subcommittees. So these were established last school year and the original intent um was each of these committees would have what is in parenthesis would be their focus area and the terms of service were determined by the subcommittees and those were added to the BOP. So you will see that the governance subcommittee had one term of service and the other two had a different term of service. And so after consulting with Kim, which was on um in the BOP, it says to cons and uh policy it says to consult with the vice president, we did the best we could to follow the guidelines in the terms of service, but I would say that we might consider uh a revision to the BOP in the future with flexibility on terms of

127service due to board elections or reorganization because it was nearly impossible to make this happen. and then even thinking about next year and like pre-mapping it with the guidelines, it was nearly impossible to make it happen again. So it might be good to consider some flexibility um for that. So I think these are who will serve and what is in parenthesis I think is important to note that was our original intent of what these these subcommittees would serve their purpose for and these subcommittees are intended to prepare and draft documents or work products for the board's review and adoption. So the subcommittees are not making any decisions on behalf of the board. they're simply preparing things so that the board can review and adopt things in board meetings. So, um a potential communication plan is

128to have shared meeting minutes and those shared meeting minutes could be like this template which is we used Dr. Elder's template um and started with that and just adjusted it so it's just for the subcommittees. So as the meeting date, who was in attendance from administration and board members, and then what was discussed and one idea is that these would just go um after your meeting, you email them to D. They would get uploaded to a folder and that is available that link to that folder is available in the weekly board memo. So you can click on it and see any new meeting minutes that are there. Um but for everybody to keep meeting minutes um for these subcommittees thoughts questions. >> I think this is great. I think we needed this. We've needed this

129so everyone knows whatever's happening in other >> clarification >> meetings. >> Do we also need a share slide for this one? >> I think we have a shared slide for this one too. >> Okay. >> The last one you had on there. What is also important is it was not the intent that the subcommittees just have to meet because they're a subcommittee, but if we're preparing draft documents or work products for the board's review and adoption is um each subcommittee should identify what is their goal and proposed outcome for this school year. So in different subcommittees that can mean different things, but if you meet and discuss it and then on the August 14th meeting at our team of eight training, bring that back to the full board with a plan of this is what

130our intent to um work on as the subcommittee is for this school year. That way we're all clear on what um and get feedback on that uh could be an idea. So this is open for discussion. This was just um a starting place. Go for it. Um, who who is responsible for taking the minutes or filling out this U worksheet, if you will. >> Good question. >> Whoever the chair of the committee is. >> Okay. And so that being said, can we add on the bottom just like you would with any other board uh document or committee document, you would put person person taking minutes or um completed by or any something to that effect. And you could put someone's name on there so we know if there's a question who to go back to

131directly. >> Smart. >> Well, I also think it needs to say I mean here's topics discussed, but I think under topics discussed it needs to be next steps was it would have been nice to know when you all were meeting, you know, I was trying to keep up with the CB 2030, but even for the rest, you know, because some people would, you know, well, where are we on that? I don't know. I know they met >> or actions to be taken or action plan or actions if any >> like action if needed now >> next what next steps like we'll meet in three weeks or >> I see >> something like that >> or next meeting >> I mean because if we're going to is this also are we going to put this in

132the >> most well and last year was year one right so this is year two and I think this is a good opportunity for us to adjust test and see what worked and what didn't work and to be able to review the process. >> Yeah. >> What what helped? What didn't? What would help? How could we do better? And this is a good starting point >> based on your centralization process. >> Yeah, we I think some of them like anytime they were sent >> I sent them to Harry and they were uploaded >> onto the board portal. >> There we go. that >> because we wanted to have a history of what we had done, >> right? >> So, we just need the link to that in the board memo >> because >> okay, >>

133it if there's all these links to things and then you have to go dig in an email to find that link and if every week when you get the board memo, >> you have all the links that you need, >> they're readily available. >> Okay. So additions that are requested are completed by we already have topics discussed and is it um work to be completed before next meeting >> or actions something >> next steps >> just maybe >> oh next steps >> next steps one >> like you you know you may say you know we need to all get together in a couple weeks but then everybody's got to check their calendar I don't know I don't know how specific you want to be >> not too specific >> I mean because there's some things

134like for instance I mean the two that I was involved with last year governance and operations I mean a lot of those were triggered by things happening outside. So governance a governance means triggered by having a policy update or something like that or a board member request or something or other and then that trigger would then set us up for needing to have a meeting within a certain time frame. I think it was two weeks for that. >> Um, finance again, you know, as we were working through a lot of legislative things and different conversations that were happening and how that would impact those would in effect trigger a meeting. Um, so it wasn't necessarily like there's a meeting that's just always in place. It's a lot of times triggered by something. I would assume

135the same would be with leadership committee. you know, as you get closer to a date of something, >> you would have more meetings versus >> six months out. So, I don't Yeah. >> And hopefully by the end of year two, we see a trend. Oh, this is when we met. This is when we met to have kind of have an outline for any future meetings, but in the meantime, it's only the beginning of year two. >> Right. >> Have a meeting this week. >> Any additional comments? >> Great. that well we're all on the same page about what's going on. Wonderful. And bullet points are great. >> But who's establishing agenda for these groups like operation subcommittee? Paul and Kim and I are scheduled on that. Um who makes up the agenda for us? Who

136has it comes up with the ideas? Are we supposed to come up with our own ideas or >> That's a good question. So, I think it's very established on the governance subcommittee that we're supposed to review the BOP and policies based on when they're submitted to us within two weeks. But on the other two, I'm not sure it's 100% clear, which is partially why I was suggesting that the subcommittees meet and identify. And if if you're like, well, we don't have a proposed goal for the work products for the board's review and adoption, then on the 14th, we can discuss like, is this necessary? or because the the idea here is this original intent was that historically in both of the districts you guys had worked in, there were needs to discuss in a small

137group of the board um additional information that would then go before the board. And so it was a two-way street from administration being able to say, "Hey, we're working on a I'm going to make this up, the budget presentation template. can we work through this together? And then it would go to the whole board. So I think it was kind of a two-way c like what how can we support administration without having to call ad hoc subcommittees because then it was like tracking all these ad hoc things. Um but to that point Mr. Shackman I think it's very valid like this is our second year and if we don't have a purpose we don't need to have the committee and that is okay >> right >> to dissolve it. Obviously there has to be an

138audit committee but >> agreed. >> And so you see the policy committee. >> Okay. What are the items? >> Yep. Agreed. Now I think I mean Miss Brady probably has some things on the operations. I know a consistent presentation for finance has been a discussion. >> And we've talked about finance and we do meet probably once every six weeks or so with our finance committee and that's a lot of just what's been cut, what's happening. And of course, right now with the agenda and the budget, it helps a lot to have somebody to talk about, but um there's a lot of that or or Miss Settle will reach out and say, "Look, we have all these things to discuss. I really want to catch you guys up before the board meeting. Can we meet?" So,

139it goes definitely goes both ways, I think. >> But the key is currently as it exists in our BOP, it says that it is to support preparing draft documents or other work products for the entire board's review and adoption. So, I think that's an important distinction and this is a good opportunity this year for us to continue to go back to our purpose and maybe we'll put the purpose at the top of the subcommittee meeting minutes, too. >> Because if if it's not meeting our purpose, we either need to refine our purpose or we need to dissolve the subcommittee. >> That's right. >> I like the plan. Okay, other questions, thoughts? So, just the people that are on those subcommittees meet by August 14th and be prepared with what you're thinking would be a good

140plan for the next school year. Okay. >> Okay. And then Miss Brady has if I can push the button. Nope. It's gonna work a wrong way. There you go. >> So, do you mind clicking on the link? >> I don't. If I can do it. Let's see. We're gonna >> Oh, I like that. When you get a Oh, >> kind of told me someone escape. >> She I can't click on the link. Can I escape out of this? >> Hit escape on the keyboard. >> Oh, on the keyboard. >> So, this is the board input form that we started with a couple years ago. Um, and this is the form that you know alerts administration that you have a question or concern. Um, >> one of the things I just want to keep all of

141us in mind is we a need to use this consistently. So if there's a problem or concern that arises that you use this form um instead of texting or calling or just so we have track of so that again we can find patterns and what we need to improve on. Um, there we go. >> So, one of the neat things is is that once you submit, >> this just looks really cool on the slide. >> Once you submit on this, Kim, >> well, >> once you submit a form, you'll now get a copy of that on your email, which will be helpful for you to track to make sure that you are getting a response um about that item. Um, I do want to caution anybody just, you know, try not to use names. If

142you need to use a name, either use the first name or just use initials. Um, it's going to Wendy or Kim Castanon, so they're going to know who you're talking about. There's no reason for you to put someone's full name like Elelliana Garza Rojos stole my bike today. We don't need to put that. >> We just put IG stole my bike today. >> So, you don't need to put her whole name. And again, we look at being um outcome focused and is this really a governance issue. In other words, if Illiana planted purple flowers next to my red flowers, is that something that Wendy needs to be aware of? Probably not. >> So, they're not pretty and that's not two colors that go well together. So, >> and she's going to call and tell me

143that you planted them. >> Yes. So, don't feel like every little >> every little whiny thing has to be on this form. Um but use your mind, use your head, think about governance and why we are here. Um and what our job is here as board members. >> But I will say they most of them have been extremely helpful because it was something that helped us develop a better communication or understanding. And so it's also what you hear and what people are telling you. And sometimes that's not always available. um for all of us that are doing dayto-day >> and I would say just remember to be brief again they're going to call you or email you back so you can tell them the whole story from you know bit to bit but keep it

144brief don't use names remember our role is governance and not as um whiners so please keep that in mind um >> you just have to check this box and that's how you get an email >> so just check the box if you'd like an email or tracking of your submission okay >> make another box as you're being a whiner Yes. Are you being married? Check yourself. If you are whining, do not send. >> There's a document request now. Like, can you please send me that? >> Yes. So, if you are asking yourself, am I just whining to whine, then do not send it. Um, where was I going with this? Oh, if you would like this on your phone, so I have it. So, it looks like an app and I just press it and

145the document itself just pops up. Please ask one of our um more high techch IT people um in the room like the people behind me or somebody else on the board, just not me. But I have it. I just don't know how it got there. >> So please ask somebody if that is something you would like to have on your phone and or your tablet or computer. >> And it does you can also check if you would like this shared in the board report in the board memo. Yes. >> So that everybody else will get the information >> and then you hit submit. Any questions? >> Any questions about that? >> Yeah, I'll need that on my phone. >> We got you. >> Like you're going to start submitting things tonight. I >> was going

146to say, but remind yourself. >> If I'm whining, then do not send. >> If I'm whining, do not send. >> We got the weeds out of the flower bed. >> And it does red flowers. >> Local does apply. So it's important to remember that um what you request some of the like for example document request there is policy tied to specific request and the amount of time it takes administration and the turnaround time. So just be aware that policy still applies to these requests >> and there is new legislation about that we'll cover later. >> Okay. >> Yay. Full circle. >> Okay. Any questions? Miss Benitas. >> I'm good. Thanks. >> Thank you, Kim, for all your hard work. I mean, it was you. You and Kim Kim and I did it together. Yes. >>

147And Cassandra put it all Make it look pretty on there, too. >> Well, we make great team. >> Yes. >> All right. Um, are there any other questions about uh committee subcommittees and processes for board input? >> All right. With that, we have reached the end of our agenda and the time is 8:08. So Paul,