Carrollton-Farmers Branch ISD - School Board Work Study - 4/10/2025

001My script says strike food. I call this board of trustees work study meeting at the Carol Bridge ISD board of trustees to order at 6 pm on April 10th. The record members present are Kra Marine Barnes Carus. I'm Randy Shackman. Carol is trapped at work and uh she is joined by video conferencing. We constitute quum and may conduct business on behalf of the district. Next item on our agenda is audience for guests and I don't believe that we have anyone signed yet. So, we will skip right through that into our agenda. And first up on that agenda is budget workshop. As I return over to Carlos, I'll go ahead. I'll start off. Thank you, President Chapman. We're going to do the uh budget workshop. We're going to focus on priorities. We'll do the overview, the

002budget update, talk about some legislative considerations. Uh the main thing is the budget priorities that you'll work on in two groups and you'll set those for the 2526 school year. So an overview the board annually approves budgets for the following funds. General fund is the daily operating salaries and food service fund is our school nutrition which they provide breakfast and lunch. debt service funds that carry or pay for the principal and interest on the bonds and the board approves these budget for each of these funds as the functional category. Now I'll turn this over to Mrs. Um so this slide shows all of the functional categories and this is how we prepare the budget and um TEA says that we have to prepare it based on these functions. And so this this function is like

003a part of our 19 digit account code that we use in our um software system to um to code all of the expenditures. So you guys um approve the budget based on um these um functions and so in order to know what these you know clarify how the resources are allocated. Um it's it's it's good to know what these functions are. So if you notice like the first three start with the one that means those are instructional and they relate to anything that's in the classroom and anything like with the two would be like instructional leadership and then um and then the threes are support services and and just so on and so on. So this is how we develop the budget and so it's good idea to understand like what what those um actually

004mean. So um we have like transportation um again maintenance just all different kinds and that's how we how we divide up the budget so that you guys can improve it. On the next slide um we kind of have um we're seeing a lot of positive trends um so far this year. So daily attendance is upward trending at 95 94.06. Our enrollment um as of the third was 24,102 special populations have increased um from the prior year. Um what one of the issues that we're having right now is the federal on the federal revenue the chars has decreased um and so the char is the uh school related and health services program. And so um they decided to go back and do the audit all the way back to 2011. And so we were penalized on

005how people were coding that. And it wasn't just our district. Um the majority of the school districts in Texas were um were affected by this. So they um went all the way back to 2011 said that there was some coding that wasn't correctly done. So we have we have a recoding. This also will affect um the future cost reports as well. So not only did they come back and penalize us, which we saw that come through in 2004 on the report and we're talking like a big reduction. So like if you got if you normally averaged about $4 million on SHs, it was it was cut like in half. So like um so we were affected by that as well as the majority of the te of the school districts in Texas and from this

006point forward those recoding um practices will go forward. So we we could possibly see some reductions in the next the next or future years. So that's a big a big increase to our federal budget. Um um let's see what else. Our staffing remains um with a higher and right now we're currently at 4,182 budgeted staff. Um and on that we just want to make sure that you know that this starting teacher pay is now set at 60,000 which reflects our commitment to competitiveness and our talent retention. And just to recap recap this year's financial picture, the enrollment has has decreased by 365 students although attendance is is it remains strong at 93.6%. We also saw a 10% increase in our certified tax roles and um let's see and our income tax rate was compressed. Um

007all of these are major shifts that influence our financial landscape moving forward on our budget process. Um we um some of these things we're already working on and have started. So resoning process um as part of the campus consolidation is complete and the campus nonparal allocation they are also complete. Um we did not um make the school um reduce their campus allocation. So, like every year, what we do is we take the enrollment as of October 25th snapshot and we base the next year's budget on those enrollment numbers. And then we also um we also factor in any kind of special populations because we have some campuses that have more special populations than others. So, we factor that in as well. We did not um change that. So, the campuses will not be reduced on

008their actual campus um allocations. Um so um and then once all the resing is over and we know where all of those students are are end up the budget will follow those students. So if if if they you know go from long to to lay life or whatever the number of students we will also um make sure that that budget goes to that campus. Um let's see the campus staffing decisions will be finalized by May 1st and the department allocations are in progress. So what we're doing department allocations is we've asked them to cut 10%. Um, and what we did is we we took the 2425 budget as it is now and we asked them to cut 10 uh 5% this year and 5% next year or or they they have to at least do

0095% this year but a total of 10% over the two years. Um, and that would be their non-parel budget as well as their payroll budget. So that's all factored in. So in in total over the two next two years they will have to cut by 10%. And let me jump in here and this it's being done a little differently than it's done in the past because before it was this discretionary funds but now payroll is rolled into that. We're all looking at that and we're having to decrease 10% over two years which includes payroll for each department. Sorry that's okay. So like if there's any positions and the campuses will all be done through attrition. Um so so hopefully they won't see any kind of you know restraints at at the campuses at all. Um

010the next slide is just this is just a prediction of where um where where the state may go with the increase in um in the aotment. Um this is a prediction of $238. And if you notice um that means that if they do increase it there's there's going to be some mandates um required with that. And so the teachers would get an increase the teacher pay would get an increase. We have a an increase to the um safety aotment. Um so really there that doesn't leave much funding that would be unrestricted and you can see that as is at $132. That doesn't mean that's what they're going to do. We just don't know at this point. That's just a prediction. So those are kind of all over the place right now. Um so what we

011want to make sure of is that because we don't know what they're going to be um that we budget conservatively for next year and kind of base it on what what we know. And so what we know is what the numbers that we have at this point. Um so what we're going to try to do is just be very very conservative going to use last year's assumptions and and the ADA um from last year. Um we will hold on providing the teacher salary increases until we get further notice of what debt um final legislation will bring. Um and we'll study the tax rates and the voter approval tax rate election um and right size the staff ratios. We're all working on that. Um there are no more er funds so that's out the window. We

012don't have any of those to fall back on. And then of course we the unknowns that we put on there are the stars. Um but we'll continue to work on these um before the next May before the next workshop in May. Um so so since we're not sure about all that, we're just going to keep it very conservative um and just base it on what we know and what we what we think is going to come down. So okay, we just want to review what the uh priorities are for this year, which I'll set last year. Number one, salaries and compensation. Number two, long-term financial stability with resource allocation plan to maintain the target fund balance level, staffing levels, and efficiency. Three, safety and security. And we want to take this opportunity to say how

013much we appreciate what y'all done over the last few years. You put a lot of investment, a big investment in the safety and security of our district, for our kids, our parents, and our staff. and technology that's currently under review which that plan goes through 2027 and we're looking at what reductions we can make in the technology plan. Number five, capital improvements which consist of school buses, district fleet athletic upgrades to ensure that our students have good facilities, safe facilities to compete on and fine arts instrument upgrades. So now we'll get into our table discussion. We'd like you to work in two groups. So if y'all could work in one group is three and y'all could work as one group is three. So what we'd like you to do, you each have a flip chart.

014So we'd like you, you've done this before, but you work in your grades and and discuss about what you think the priority should be for this 25 26 school year. Once you get your priorities for each group, you'll need one person to describe put on the flip chart. And then after that, we'll need one person to report out on it. And then the ranking, I'll explain that after we do the reporting. Let me ask a question before we break into the groups. Um, we talked about a 5% reduction this year expensing freeze. Absolutely. Can you talk a little bit about those two and how they fit together? Okay. Hiring freeze, obviously, you know, $19 million deficit, we've got to take pretty substantial action to be able to stop uh any expend expenditures on that. As

015far as the salaries being rolled in, that's so that when we have vacancies, we have to look at those very closely, say, is there another way? Can we reallocate resources? Uh, how can we be creative so that we can still provide the same level of service but with less staff? Any other questions, comments? Let the games begin. Like I said earlier, I was like, I feel like I'm kid. Yes, please. I was going to ask you. I felt it. I know. I know. Um Seriously, please. Yeah. [Music] question seriously. Big eating. Big eating tonight. like the back. I got sleep. He's got to maintain his girlish. Mhm. I got this all those myself. No, I'm going to go next sour cream. No, no, no. But if you want Yeah, they're cooking. See, when I got

016it, they were still like warm cuz they were warm sandwich. So that's why they like the truck. Well, it Hot sauce hot sauce. Everything. Oh. I like it. [Music] Sorry, we She's got no problem. She's got good discussion. Pretty cool. Get rid restaurant. parking lot. We'll see you in a second. Drives off. Just quiet, but I also Is that how it works? I don't know. That's very [Music] I would say We were There's your blanket. The blankets on the floor. She's still actually the one that stays on the counter because it's the perfect size for her. Thank soccer baseball secondary. cow's on the wheel. Wait, what? She's still going to go out and Why don't you She's leaving her car. It's the overachieve population for everybody. Yeah. One for each. I saw you got two

017place. You still have to just be able to push you back. Remember signal. So now they're like out. 629. I can hear you talking. You just say this part. I'm sorry. Of course they have depend. Sure, you can. Start off the difference. so far. It's pretty good. It's a little bit not yet You made me up. Can I walk? Okay. Just let me know if she [Music] apparently my handwriting. You can help me. I got it. I heard that. So yours is much y engineering writing course. Would like We're gonna have to start over. You know me. This is clear as time. Okay. Yeah. Looks good and very legible. I wouldn't just use different color. Oh, that's no. All right. So, we need one representative from each group to report out. Y'all go first. You

018can read yours. I got to be able to do it. Y'all jump in. Okay. You want me to do it? You want do you go? You go. Okay. Um but jump in if I misrepresent um the discussion. Um Okay. uh we tailored our um when we started discussing the items and then we went back um through and kind of about student outcomes you know where is the direct touching to students and more or further away from the students so from those priorities so salaries compensation um I mean I can't remember a time when it hasn't been our top priority um but stay competitive we want to stay competitive compitive um with neighboring you know in our area. So an evaluation of that be competitive. Uh we also want to ensure that we maintain um equitable

019salary salaries amongst our time tenure with CFBISD. Um and I think we've rebalanced and and we're there but we want to make sure any increase plan maintains that equity. Um, so we don't have a teacher with, you know, five, six, 10 years experience and a if we increase our new teacher salary so much that it's out of balance. So that's what we really we want it to be equitable. Um, number two, long-term financial um, stability. Um, you know, our programs cost effective um, with our student outcomes. you know, ensure we're spending on the right programs uh in the right way and investing in the right programs. Um our staffing efficiencies um you know I spelled that right um staffing efficiencies um we understand there's you know we can make efficiency you know decisions on our

020staffing efficiencies but um not obviously not willing to put student outcomes at risk. So those efficiencies have to come further and further away uh from the students and then a balanced budget. Um that's our priority. Safety and security maintain um what we're doing. Of course, if there's any changes with legislature, you know, on the session, if it changes, then we need to invest all of those. Um as a priority, we have to make sure our kids and our students are safe. and then capital improvements and we added maintenance. Um, you know, we've talked a lot or maybe it's me, I've talked a lot about it from the years is, you know, we got into our um 2018 bond because of a continued kind of lack of investment in the maintenance and we don't want to

021be on that path again. we have to maintain um our facilities and so really investing and making sure we have the people and the resources to keep our facilities that we've spent money on or need improvements that those are maintained. Um transportation um obviously that's not included in um our bonds, but we also need to make sure that our um vehicles and fleets are um efficient with spending, safe up to the latest standards. facility maintenance. I talked about it. That's why we added that. Um and then we said athletics um fine arts. Um, you know, in last year it did say athletics um, upgrades and I feel like we've invested in our fine arts and our athletics quite a bit over the past couple of years, but we want to make sure our students still

022have what they need um to participate in these activities, engage in these activities because I want students, I said I, we all want students engaged um, you know, with these these opportunities. Um, but I guess we would need more information about what the district thinks on an evaluation of what is needed before making any kind of final final decision on whether that would be included as a financial priority in the times that we are in. Did I get it? Yeah. Yeah. We figured y'all would tell us what was needed as far as athletics and fine arts upgrades when we would go from there, that kind of thing. But you all will decide as as we go along what we would need. I think it's always a replacement cycle like when do we buy what when

023do we you know what instruments do we provide or have opportunity so that it's not limiting for our students that can't well and and Randy brought up you know some of our fields you know we've invested in those and you know all of those were in kind of the same time frame and just from an asset management standpoint uh I mean I've talked about it a lot asset management planning but and you know use life useful life and where that is expected because if we can plan for that and get them on kind of a not allin-one time schedule to where it's a spread out schedule, you know, and and maintain it that way. So, you know, that would be the intent, but I also talked about how that was one of our strategic priorities

024and goals that that kind of would be part of the framework um in looking at our facilities as well. Yes. Because I say it's facility the same thing. Get carpet, paint, all those things that we use and need to be replaced. on the schedule. Yeah. Yeah. Maintenance. I mean, if we maintain our investments, they will last longer and it it's just better all around. We just don't want to get into the same situation from prior to 2018. All good. Great. Excellent job. Thank you. Okay. So, um, for our group, we had, um, some conversations kind of thinking about, uh, we know hope is not a strategy. So, while we hope that the legislature is going to do their part this legislative session, we cannot rely on that. And so, we have to build, um, our

025budget around the reality that we live in. And um if they do increase the basic a lotment, they're looking at 30 to 40% are going to be required to go towards teacher salaries. Um and so that's really important to kind of know, but we also can't guarantee that they're actually going to increase the basic a lotment. Um and so one of our priorities is balancing the budget and um really continue to take a strategic look at how we can get get the budget balanced because we can't continue um in this fashion. Um and the next thing is compensation. So similarly um competitive for the area and then also taking a look at benefits and do we need to offset uh challenges with benefits um with TRS cost, insurance costs going up for teachers um would

026things wash out for staff um when so is there a need to look at at benefits compensation there? Um always safety and security. we have to keep our students safe, our staff safe, and so that's always a priority. And then we branched a little bit more into student achievement from a um a different angle in that with the ESRE funds going away, specifically looking at tier 2 and tier three, we still um have students that need additional supports to be able to get student achievement where we want it. And so really looking at um what academic supports are needed to continue to support students that um need to be reading on grade level and doing mathematics on grade level and so looking at investing in that in a strategic way. Additionally, that we already are

027through some of our priorities, but continuing to make that a focus being that um the ESRE funds also funded some personnel there and so what additional investment would need to be made to continue filling achievement gaps and then also looking at advanced academics. Um obviously if we're trying to balance the budget, we're going to have to think strategically, but um we had conversation about um the importance of supporting all students in achieving their goals and being college, career, military ready and looking at um the idea and I think before this would make an official list, I think we're wanting to know a little bit more about like what would the cost be to start paying for AP and dual credit exams. um what would a cost be um and a benefit to students if we

028were to adjust GT services and then additionally um any additional investments in preK since prek is halfday funded but we know that increases student achievement when students are in prek so kind of un I think it's more of understanding more about how a financial investment could potentially make an impact on student achievement and supporting students for both of these um before really diving into is that going to be the strategy that would be best used? I think you got Okay. All right. Thank you. Now, we need to prioritize the top three. You have dots in front of you stickers. Your first priority will be a green sticker. You could place that next. The one you believe is the top priority. Yellow will be two and then blue will be three. Do you have a question?

029Um, yes I do. Um, okay. So, we we both have safety and security on Yeah. Me, too. It doesn't matter which flip chart they're on. Oh, that's a good that's okay. Um, no, it was more related. you know, we have we both have it on as safety security, but um and I've said this before with regards to technology. I mean, sometimes those are just the expectation. I mean, it's the expectation. So, why I mean, obviously, they're a priority of importance, but are they a financial priority for developing the budget or should that just be in recurring budget? I mean safety you have to do it right there technology same with technology I mean we you know technology started showing up on financial priorities years ago but then once we got kind of everything implemented then

030it becomes recurring it's just it's replacement and recurring it's not designated as a priority priority from a budgeting standpoint we know it's a we know safety and security and we know technology are priorities for us in our district, but do they have to be budget defining as far as where we want our investments to go? It's just recurring costs. I hope that makes sense. It does. And look at it from this perspective. So, if it's recurring and and everything is is stable and situ situated, if you have additional funds, which one would be a greater priority than the other? But because all of these are going to happen always important. they're all going to happen. So you're saying if there's an extra if there's additional funding just looking to the land if you're saying here's

031the things that are required this is expectation. If you're going to look at it that way then you're going to have to look at if there's additional funding what would what would be the one you would want looked at first. Which one would have the greatest priority greatest impact on the district? Yeah. Because last year we said we need we've got to replace our buses. So that was a huge priority. Um you're right. We're always going to have safety and security. We don't know what the a lotment's going to be this year. Um, we know we always want to give our teachers and staff a raise. Um, so from there, to point on safety and security, I think also disentangling it from um, bonds and like fences and cameras and things that are done with

032bond funds versus things that are done on a day-to-day basis for safety and security. And we have a very robust security department and that's not going to change, right? and that is just a reoccurring cost that is an expectation that we maintain the security staff that we have on our campuses. Um so I I see your point Tara and I think sometimes um safety and security can get tangled up with bond too because there are so many there have been a lot of upgrades on safety and security but some of that was bond funds that created those upgrades. Um, but then the other side is like the Swiss cheese we talked about about our um digital security and protecting data and making sure that doesn't go away. But I also see that as a reoccurring

033cost like that's not an area to cut from. That's a that's a necessity to be able to protect our students and staff. But they said well but also to upgrade and software and technology along with safety and security for those reasons may be a budget. I mean those are huge costs actually. So do we keep it in there because of the technology piece of the safety and security? Okay jump in here. Bring it back. Just flip through this lens. Look at your own personal budget. You only have a limited amount of revenue resources and you have to look at it on a monthly basis, annual basis and you have to decide you only have so much money. What's the priority? Does it does it go to utilities? Those are things you have to have constantly

034continually. Does it go to the mortgage? Look at it through that lens. You are making it really hard. I know. I don't know. It's just my expectation that we're going to spend money on safety and security as it just reurring. I don't want to define a budget priority. I just we need to spend on it and if we need the investment I mean if if the security team whether it be through Robin or through Rachel came and said this is what we need to buy because of this this and this I don't think any one of us would say you know from a money standpoint but but at the same time my expectation is the kids will be on a safe bus so that's my expectation but expectation doesn't pay the bills so I'll tell

035you another one so for maintenance vehicles that our um electricians, our carpenters, they're very outdated. And so they, you know, that's part of our district fleet, but you know, you when you want to maintain facilities, you also have to have the right vehicle. Otherwise, the parts are everywhere. And time is money. So, you know, we we have carpenters coming over here and, you know, they there may be the one bucket missing because we don't have that. They don't make that anymore. And then here's his drills. I mean, and then some of them are just, I don't know, 20 years old or or more. And so, um, you know, if we want to maintain our facilities, we also have to the right resources for our maintenance crew that they do like the paint trucks. You know,

036some of them they they they're just a refurbished some kind of vehicle that isn't efficient. And then if they can't find something, it's time. and then they forget something because there's not it's not all lined up. So that's to me, you know, just things you prioritize, but do we need that now or I think that's what Brian's trying to get at like what in each of those things we want to come up with a replacement cycle, but of which one, right? But we also need the resources to do, right? So that and that's what he's that's what you're saying, right? Mhm. So we got to like that's like step have the tools to do the work to do the work. Yeah. And if we need that, I'll replace as well. That's not there. So, basically,

037they're all needs. We got to figure out which is the most need that we need. Why did we only get three colors? Yeah, we have five. Top three. But we use all the colors, right? We just use all one green one yellow. Okay. So, which one? Green is first. Green is number one. Two. Okay. You can begin at any time. Let's get the rest. We didn't want anything. I know it's good. She send you the rest. Let's turn that on. just make a note of it. So it looks like um for the number one budget priority is Yellow is the next one. It looks like that's longterm financial stability financial stability and cost effective and student outcomes and programs. Um with the balanced budget um we strive to have a balanced budget. There may be

038things that we won't be able to to do and those would be the things that would be the least priority. But um and number three is at least it looks like the capital improvements. What we probably do on those is that would be another priority like what is the most important capital like salaries longterm disability capital improvements. Can you just um on student outcomes I think when I was looking at that I feel like some of these categories kind of fell in that. So when we think about student outcomes that I think that would be inclusive of services for kids to get better outcomes include those things specific. Yeah, we want to merge those. It's are we spending on the right advanced academics in the tier two and three for the support of those kids.

039I think we've struggled with the definition of programs. So let me be clear that I think we're thinking programs that impact student achievement. That's what I'm thinking. I don't know about other I agree. Agree. But I'm also thinking about our CTP programs and do we have too many we are we have too much staff enough kids involved in them? Is it cost effective for us to be running some of these um for the district? It's not free. So I think we need to be looking as well. Good point. Agreed. That goes into those efficiencies. Yes, for sure. It's quite the web there. Yeah. Excellent job. We've gone more than twice over our a lot of time. So, we want to get to the last slide. Okay. Next steps. The budget work study number two will

040be on May the 8th and that's when the first draft of the budget will be presented and it'll be driven by the priorities that y'all just identified. We'll have the final estimates for student counts and the population. Then we'll be able to estimate available revenues, evaluate staff raises and benefits the lens of the staffing study and finalize campus and department ratios and allocations. And more importantly, we will wait patiently for the end of the legislative session. Mr. G, do we have any questions? I think I see at least one. Um, I just want to make sure that we're on I remember last year or maybe it was the year before, I don't know, but we were um trying to figure out I guess it was we were trying to figure out what the legislature was

041going to do and so we were delayed in finalizing our compensation plan. I just want to make sure that our timeline works um for us to make the decision on the compensation plan as well as for our staff to make a decision you know on what they to do within their um yes timelines that is the objective okay I but the uh variable is you don't know for these special sessions um because because this is kind of every other year it's a different cadence So sometimes we announce staff or our salaries early and then sometimes because we're waiting on the legislation session, we do it later. Um I'm wondering I don't know for typically what school districts do like but is there a need to help teachers understand that through communication because if they're a

042new teacher and we have quite a few new teachers, they might be going well last year we heard what our pay was going to be and so I just wonder if there is a need for communication. that staff can know and understand why the timing might be different. We'll have a better understanding by the May 8th meeting and we'll be able to bring that information and we'll also be able to share what other districts are doing for those that have already there's a few that have already announced. I think my question is and nobody's been able to give me the answer yet and I know we're researching it. Some of the districts have announced their um salary increases, but with the legislators saying that we have to give a 40% raise to this group. If

043we announce 3%, does that do we have to give a 40% on top of that or would that count under that and that's what I'm waiting for um so that we can be meet the timeline. Well, that was the same thing that we didn't have clarity on. Yeah. Before we waited. We did know. We waited. I just don't want to provide I just don't want to put a hardship on staff and any decisions they want. I mean, but also for them to understand and transparency wise that this is coming from somewhere else and we're waiting on decisions to be made. Maybe our district is handling it one way and the next or neighbor district is doing it a different way. Who knows? But for us to keep our employees on top of things and aware.

044Yeah. Okay. Thank you. Okay. Any other questions, comments? Thank you. Appreciate the presentation. Mr. McCoy, we didn't like update on enrollment. Thank you. Um, well, I want to respect your time, so I will keep it brief and then you guys can ask me questions afterward. Um, so since the March 6th uh consolidation vote, we've uh had a great um effort in communicating with families. We've had 28 individual uh communication touch points that were sent out. Uh one of which included the personalized letters to over 23,000 um students. Uh this went out very quickly. Um, we've also had over 335 individual emails answered through the enroll CFB, which was the email address that was shared with families. Um, we've had since March 24th 24th when um transfers opened, uh, we've had 1,930 no 83 transfer requests

045submitted already. Um, registration opened April 1st. We have have here 5,876 students who've already registered for next school year. Um we are also doing popup events at our some of our consolidated campuses. We had one this uh Tuesday and we supported 26 students in registering. Uh for the next three Tuesdays, we're going to have these events where we can help families in person, but also on a daily basis, we support them in our student services offices. Um we've had the opportunity to answer multiple calls, emails, questions, um social media campaigns, they the Twitter, the well, it's not Twitter, I'm sorry, it's X. I can't get over that. We've we've had multiple outlets through our website as well. So, uh families have received a plethora of communication through various channels and um we're here to support.

046Are there any questions specific to our transfers or our communication strategies? I was just going to ask I I've been seeing a couple things online about parents who hadn't heard back about if their kid got into prek or if their kid got approved for a transfer campus. So, what is your timeline as far as communicating that? So, that was communicated at the board meeting and it's also part of the letter that they receive upon um submitting for an application. We do ask for a 60-day time period. Of course, this is worst case scenario. We're working diligently to process these 1900 plus applications that we've received so far. Okay. So, there's 60 days from the time of the application. Yes. And that was communicated. Yes, ma'am. On the time of the application or from the date

047the window opens? No, from the time that they submit the application. So, can I can I ask about the transfer application if uh let's say one person chose one school close to another, are they going to get an email confirming that that they were approved to move to a different campus or are they going to get like who are they going to get the email from? Is it coming from student services? Is it going to come from the campus? So, that comes from the actual system and it's CFB enrolled. It's it's a CNB email address and they will receive an acceptance letter and the campus also receives it including the principal, the office staff and it goes directly into the laserfish system is where we keep all their documents so anybody can go in that

048has access to it from the campus to double check um if a parent calls. Can you just walk them through when you get a transfer request what is it that we have to look at? Sure. Um so when a parent submits their application it goes into we're starting with laserfish. Okay. Um we have to go into our student information system and download grades. We download attendance. We download behavior upload it into the application. Um we have to make sure that the address is either in district or out of district. So, we have to look that in separately. Um, so that we can code that correctly because sometimes people aren't sure and they just put in or out of district. We have to check the grade um especially with our little ones. Sometimes, uh, families who

049have a three-year-old think they're going into prek. So, we do have to check the age. Um, and then once all of that's ready, um, it comes, uh, to my, um, my little inbox and I go in and I double check that the criteria has been met. So, I check attendance, I check grades, um, I check, you know, double check that everything's correct. If they're receiving special services, then that is sent over to special services department for their review as well. Um and once the criteria has been met and the document has been prepared for that one individual child they receive their letter that is why the 60 day time frame the volume of the applications is uh great and there's a lot to look into. So how do you decide that criteria is there established

050criteria? There is an established criteria. So the criteria you can either be approved without any strings attached, you can be approved probationary and that just means that um either you're near having true in conduct, you know, let's say you have um seven unexcused absences for the school year. That would be a probationary. Um let's say that you have had um disciplinary incidents on the campus which resulted in a removal. Um that may be um looked as a probationary. Um and then also grades your your failing classes um that could also be a probationary. Now with a denial it would be uh with with discipline. Let's say that you had uh DAP placements or JJ AP placements, that would be a denial. Um if you have um 37 parties and uh 15 absences, so you're actually

051in the true conduct category, that would be a denial. And um you're failing your classes. You have a 26 in algebra and a 52 in um you know, biology, etc., etc., then that would be a there is an established criteria and um we look at every single piece of data on each child. Are you doing this by yourself? Um at this time um I'm doing most of it. Yes. Um so my question would be for administration if we don't want to lose students two more people that will start. Okay. But yeah, right now one person show how I think you 5,000 something students already. Do we know how that compares with last year's at this point in time? I didn't compare this year and last year's at this point in time. That's an excellent question.

052I can look into that. If a campus is full and you've got that 101st request to transfer to a campus, is there a waiting list that's created? It it depends on the actual grade level of campus. So, I look at every single grade level and their capacity. So, let's say that that campus is already going to be over and there isn't an additional teacher that's going to be allocated. Um, I'm not going to put 10 people on a waiting list for that because that's not it's it's not being um truthful to them. So, if if I know a seat is not going to open up, they're not going to be on the waiting list. I will call um and I will offer them another campus. Yes, ma'am. Um so is that where like the space

053check is happening not just teacher resources or that the the space check is happening is in that step. Is that what it is? What do you mean by I mean like does the building have enough capacity capacity? Okay. So um I'm there's a cap for transfers. So it's about 85% capacity. So I have the numbers, the projected numbers based on the information that was shared and the teachers that are look to be staffed on a campus. Um so I know which grade levels on which campuses have have room. And then once I've met that 85% capacity, um I'm going to stop transfers. But if there's a classroom available and we have 10 kids that want to go there, would you communicate to HR so that we could, if that's a high sought after campus, would

054you like communicate with Tammy so that we could add the 10 kids that want to go there? That of course would be something that HR has to look at if there's an actual room available. Well, I think we could give you a list of the rooms available. Yeah, AA keeps track of that. We keep we keep track of every single section, every single classroom because we want to make sure we honor the 22 to1 staffing ratio set by the state. Yes. Um and so there has to be a lot of communication between your department and the HR department to make sure that we don't go over that. And again, if we have a campus that's really unpopular for whatever reason, I don't know whose students they couldn't get, right? So I don't know where the

05585% came from. That's new to me. like they stick to 85%. If we have kids that want to go there and we have a room and we just need to get a teacher because we're going to have extra teachers to share. I would think that we would Okay, we'll get you in. I mean, yeah, that's something. Okay. I think we can start scheduling meetings with HR because we've made um Kim Hulcom has made we have visual um pictures of every campus with exactly how many classrooms, how many students are going to be in there and Kim can tell you between Kim and Tammy where are our openings. But I don't want to deny kids because that's where they want to go. Then we don't even start a waiting list. But I think I would propose

056that we look into a cap and transfer process. Yeah. So that we cap if we're capped at a certain grade level on one campus, we offer the transfer to another campus. Yes. And and that's what I do. Okay. Thank you. It's a very comprehensive spreadsheet. It has all that stuff that we're talking about in that and we'll do a screenshot and include that in good work. Thank you very much. Any other questions? Got a couple of the options here. I was asking if we can take a short break so you can do something with technology. There's also the legislative update train. Would you like to just move to that? Let's get that out of the way. Sure. So, actually Miss Hfield is going to handle the legislative train. Um okay. So in I think everybody

057has their packet. Um um we after with going to Austin, one of the things that we did was to talk to our representatives and senators about the board priorities but also bills related to that. And so we are um we have initial build monitoring list that is directly related to board priorities. So we wanted to provide that to you. So under board priority one increasing the basic school funding aotment um or fully funding public education we have two priorities. So, we identified the bills that were authored by our senators and house reps that related to board priorities and their names are in bold just so you can see people that represent CFB and what they specifically um have authored. And then also included other board prior or other bills that are related to the board

058priorities. And then um you see on that first page where it says other related bills, that wasn't necessarily a board priority one or a board priority two, but it was related to fully funding public education. So on our priority list, we have three buckets and within each of those three buckets, we had two priorities. Um but under fully funding public education, you can see that there are four other related bills that weren't directly like this is priority one or priority two, but they are related to fully funding public education. Um and so we wanted to just provide these to the board as an initial um opportunity to continue to track. I know we are tracking already, but we just wanted to put a list that has more aligned directly so you can see it. Um

059and that's there for all of the priorities. Um we also have an update with on um House Bill 1178. It was referred to the public education committee today and it will be heard uh with testimony on Tuesday and our wonderful HR team. Um Tammy has already arranged for Agada to go and um testify on our behalf. So, we've been in contact with Senator Cuttingham's office today. Um, and she's going to go down on Tuesday to testify about uh teacher out of state teacher certification and the need to pass this through. So, we're very excited. Um, and glad to have somebody on staff that can go down and and testify um about this need. Um, we did, um, I it was requested to look at the Texas legislature online and to help, um, make sure we

060all are able to add these to our bill tracking list and, um, monitoring list. So, um, I think I would need technology to be able to log in and show that. Um, and then board members would need their computers. So, um, I know we were short on time. Mr. Shman, would you prefer that that be sent out via via video? Okay. So, um I don't mind to make a short video and send it to administration to send out um with how to um add add these bills to a tracking. There's two different ways. You can add to a bill list and then it can send you it once a week so you can get updates on the bills that are on your list and then there's also the option to add an alert. So like

061today, that's how I found out so quickly that 1178 had gone in committee is because I had it on alert. So I got an email that said this bill is has been pushed on to the next step. So um I'll make a little video and then we can share it with the board and Dr. Aler, if you think any others um would appreciate the little how-to video. Happy to do that. Can I do the one where you just put the bill in and tells you right away like here's your list, what's happening right now. Yes, I've learned to use chat GPT and it explains them. I mean, it's amazing. If you put a bill into chatb chat GPT, it will explain it in clear language. I mean, it's amazing. Yeah, I learned that the other

062day. It's like, what are they really trying to say? And it will you just cut and paste and put it in and it'll tell you exactly what they're what the language clip. Yes, it's amazing. The bill language isn't confusing. Yeah, it can be. you have recommendations while you try it out. So I don't mind. Yes, sir. Um I just want to confirm that we have priorities listed here and these are board legislative priorities not to be confused with our strategic priority. We do not need to get priority confused as we have been. We're going to need a different word besides priority. board legislative action action focus focus focus okay can I ask you a question kind of based on this as you're going through all the different bills um that are in legislation right now

063we came across one about special education funding and how um we're actually getting penalized when kids are pulled out of the classroom penalizing based a lotment and I was just curious how much is that affecting us currently I know we're looking at getting that changed in the that legislation, but how much is that affecting our how much money we receive? I just saw I just found that we can send you bill 568 and we can send you the language because it's in um education code actually. And so we're learning that um when students are pulled out of the general ed classroom, they're being pen we're being penalized by them decreasing the basic a lotment even though they want to increase special ed funding. So you're getting double double dip there. Um so we have some

064information that uh we learned and so we can share that Dr. We'll send it to you so you can share um because I agree with Yeah, it's recent. So, we're all kind of as private citizens have kind of had a conversation with our reps, not as trustees, but as private citizens. Bill 568 is trying to fix this, but it has been going on for years. So, I'm just curious like I'm sure they're not advertising it. So, I wanted to know if you guys how you see it, how do they how do they do that? How are they taking away basic funding when you pull kids out? Because that is it's a coding issue. I mean, it's exactly what happened to us with the SH funding. It's that's right. The coding is, you know, you've got

065to make sure that we have our students coded in the right placement or we or you are penalized and but if we're getting penalized for servicing students, like there's something wrong with that entire message. Yes. Through public education, it's not related to coding. It's just an overall concept. Yes. because they're not paying us for the time the kid's not with the general teacher and that's that's just not right. Yeah. The basic a lotment should be the basic a lotment should not be subtracted from and then on top of that there should be extra service funding for kids who are doing some special services which is how I thought it would always work but apparently it did not. So, I just curious if you know if you can find out more about that specifically that disability

066um funding for that. But thank you. And I'm just thankful we have this legislative committee going because now we can get started before when the legislative session ends and we can push our reps to go forward with our priorities starting next time. So, we stepping in on year two. So, I'm really excited. I've already got the first bill. So you all know Joe Gillan's going to testify for us. Um when did you say it was Joe? A week from today. So what are you testifying on the fentanyl the crisis and we're trying to get some legislation. Do you remember when Ania was handing us all those papers and said read them and Joe's going to go down there and, you know, testify on his bill? And um and another thing I forgot to mention is

067Joe is now um running student services in assistance with Brenda. So, it's not just Brenda. Joe's learning how to and I will we're a good team. We're going to make sure everything's done in time. Great. Thank you. efficient. Yes, they're switching to um like for special education they're they're proposing to switch to a services model. So, it's almost like they're taking instead of saying like we're going to do average daily attendance across the board, they're like taking bites off of it. Okay, well, let's switch special ed and then next time maybe they'll switch something else, but they're not doing an allin. We're switching unfortunately. Any other questions? Good stuff. All right. We take a short break. out. Um, yeah, I'm going to kick it off. Um you know our intent for this evening is you

068know a final review to make sure that the governance subcommittee has captured um the board's intent with the indicators and the measures for each of our strategic priorities. Now all of these are the items that y'all have seen in each version as we've gone through. We've had um yeah, as I've reported in our board meetings, we have had meetings uh with administration um different groups as we work through the clarification, the understanding um and you know talking about how we're going to move forward. The most extensive of that I believe is with Kim and um Dr. Julian for kind of our strategic priority one around our academic um specific items. Now, you can't see it on this, but there's some that we still had some remaining questions that we're continuing to work through. Are they

069in red on here? They are. Okay. Um, do we want to look at those individually or I don't think we need to resolve those right now, but we can just highlight where we're still kind of um going back and forth on those to make sure um, you know, what we want, what our focus, what we feel our focus is and making sure we're identifying the right thing as the indicator and to measure for it. So, did I capture Marjorie saying all good? Okay. Um, so I don't know if in y'all's review of these documents, if y'all had any questions on all any of these or you know, do you feel like we've captured um what our discussions were as far as our what our priorities um should be? If there's anything specific, we could go

070through that. I don't know if we want to go through each and every single one since y'all looked at them, you know, from that. So, I went through when I went to did my homework, I uh I kind of answered the questions to this to the right or anything that was right highlighted. Um that's kind of what I I thought we were going to review tonight. Good. Um what people were thinking on those, which one is your first one? Let's go. Um so on priority one one.1.5 and we talked about um you seem to have well there seems to be like kind of a administrative review the revisor focus of increasing percent of students showing growth potential could be percentage of students or making years worth of growth or higher they ad review and I

071was just saying yes let's do it I think we should do it that way same with um the comments to the right about the different categories of children. Um, and then we begin comparing to ourselves, then to Texas, then to Texas, and then to national, but ourselves first. So, to show our own from your someone had the red in the side. So, I was just replying to that. Um, and you agree with the kind of the comment that we put in um compared to ourselves versus before the nation national. Yeah. Yeah. Yeah. That was a comment that we had when we were going through it. That can be certainly included, but it's not as great as importance to me than comparing to ourselves. So, I asked him and and Chris to be here and they

072kind of rewrote some of them um based on what what you can pull Chris, right? Yeah, that's that's for sure. I think the reason the word national average was in there because we were using map which then does that based on the national rent. Okay. But that being said, we can still observe that growth and measure that growth and and really it's just rewriting how it's written here. Um because those are all of the norming is based on national averages. Okay. So it's it's but it's kid by kid. We're looking at our students and their growth, not our students compared to the growth. We're just using a nationally average assessment to look at. Okay. So, on the handout that was provided, I had gone through and gave a little bit more detail. Okay. And I

073added on there, it might be better worded in the where I put on the quotations. Um, the other section where it's got the three bullets, we can report in any of the following ways. And so any of those we can do which is number of students who met projected growth. We can do percentage of students who met projected growth and we can do a student median conditional growth percentile. Any of those are available through the program. So we can do all of them two of them one of them. Any of those would be acceptable to be able to be pulled from the program. What about um VI beginning of year to end of year as compared to beginning year beginning of year? Would you be do beginning to end? Um, beginning to middle for sure,

074beginning to beginning. So, fall to fall for sure. Um, we are looking at not administering all of the spring assessments after STAR. um because that test comes after STAR and it's primarily being administered as a TIA measure from beginning of the year to the end of the year. Um so part of that switch might we might not have that one but beginning to middle beginning to beginning would be the two measures. Okay. Um and in kinder first second third we would still have the fall to spring or beginning to end. Okay. and it it kind of depends. There's kind of a a reassessment and looking at when we're trying to minimize the stream and the amount of testing and where is it really necessary so that we are really using the data to inform all

075the decisions that we're making and we're not testing testing testing but we're really being strategic about the data and then letting that drive our practices. So there will be some grade levels that we can do a beginning to end and we can report that. Uh we actually pull it all of those ways anyway. So it really would be fine however the board would like it. So if you'd like a beginning to end, we look at that also. Uh if you want the beginning to the beginning, I think there's a lot of value in that as well because that shows what we've retained and where we're starting the next year. Um and as Chris mentioned, we pull the beginning to middle. That's a really big indicator for us because it drives all of our spring decision-

076making our testing um protocols for tutorials. Um so there's a lot of things that we look at for the beginning to middle. So I know that's a lot of different variations of answers, but there they all have great value. Um well I think like beginning of year to middle of year could be like a board presentation, but the ultimate goal would need to be like beginning to end or beginning to beginning based on what's available. Well, and I guess where does everybody think and I they all have value. I I agree, but beginning to end kind of reflects the growth over the year and the data both on um you know our students and on our teachers, our classes, our tools, the learning, the curricula, all of those things. Whereas if you do beginning to

077beginning, you have to factor in that summer loss and you kind of lose I would agree with being lost. That's not really a fair reflective to of what's happening. Yeah, I would agree. And I think there's also other factors. Um, you know, there's mobility that is at play. We don't always have the same cohort of students at the beginning of the year. Um, and so I think that there's a lot of value in that beginning to end as well. And I'd like to hear how we're going to adjust our curriculum or adjust our strategy. But are you saying we may not have math and reading data for end of year? It's possible. guys are considering that right now. Okay, correct. So, we would just need to know that there may be some grade levels that

078we wouldn't have that on, which is okay. That's in gray that we have by grade. So, if it's not available, they would report not available. Well, if you look on the sheet, I think it's when Kim put on here number of students who met birth projections and percent of students. I think that would be great to report because that would no matter you would still take how many kids were in there and who met the the growth projections. Um well, and something else that can be pulled for the grade levels that are doing STAR, we automatically get a STAR growth projection of either a half point, full point. It just is it's very it's all part of our accountability system for domain three. So, there are other reports we can pull for those grades if

079y'all just wanted that data to say, well, we didn't have that EOI for certain grades, but we could produce something else that would show the growth pro projections that correlates to our accountability standards. So that would also be very valuable. Okay. Okay. Okay. I think we have enough to be able to revise and make sure we're on the same page. Yeah. And the next one had the same comment and we have mathematics twice on the list. I mean I but we got a little smiley face. I think we just we knew that but I stared at it. We stared at it. Kim, did you have another one? Well, so I was then I went down to um objective 4 1.4.3 and I was just wondering if this is Texas Ka. Is that the new required

080assessment for kindergarteners and prek or is that versus the circle assessment? Is that something we're moving to or No, they're both required by TEA. So we do circle for for prek already and that is a uh assessment for just prek. Texas KIA is the required assessment for kindergarten readiness at the beginning of year only. So we only have one data point which is reported to the state at the beginning of year. So the note there was the prek measurement from beginning to end would be extremely valuable because that would be again the full year to see where we started and how we grew. And then the other factor that would be great would be at the beginning of year in kinder is when we do the Texas KIA assessment is outline the students in a

081cohort and um Chris can do this in a in a way that he can track these students who have been with us in prek and then what is that kinder readiness showing at the beginning of year in kindergarten. So it would be like an addition to uh you would do the circle assessment for prek since it's just for prek and then the other would just be for readiness for kindergarten. So they're two separate measures that we have to give already. Are those scores reported on the um testing page for the parents to see parents self-s serve um in self-s serve? Yeah, I would have to check on self-s serve. I know they are things that are reported to our parents. There's a parent um it's the parent assessment portal I guess what you call it

082and I know the star and map are there. I was just wondering if stuff like this I will have to ask on that. I know that there is a a report sent home. Um I don't know if it's I'm see if it's uploaded there and if not it can certainly be uploaded and I know y'all track it like if they're not doing well in kindergarten but obviously probably third grade assessment is not going to go well. Um so I just wondered if parents were just seeing that also so that they can see the correlation if they don't um and looking at the clarification I mean this the kindergarten readiness was a measure just is our prek working is our prek working now the ones above was more the focus on what you commented here you

083know later on those that were in CFBISC preK, how are they tracking later on, which we know there's going to be a lag? I mean, because we won't know, right? And so I know that you all track it. I was just wondering if parents can also see what and that was part of the thinking behind doing the prek circles. That's the first assessment when they come into kinder. So that's the nearest one, you know, the best leveling mark in terms of as they come out of prek. And we just have to create equitable comparison groups. Well, I guess I've got the same question. I mean, if if we're testing at the beginning of kindergarten, their summer loss for the prek students over the summer, I mean, is it better to have if we're trying to

084assess the the success of our prek to have the assessment at the end of prek? I mean, it's the same question that we were having on the others. Um I would do the well for the prek guidelines we're going to be doing surf already for prek beginning of year to end of year for our TIA measurements for growth and then the that's going to of course assess the um Texas prek guidelines which are different than the standards for the kindergart. So for the kindergarten and Texas KIA, that one is going to be a very um comprehensive piece on reading identification of early readiness skills for reading as well as math. Um there's other optional assessments that we um can give. Um we give the ones that we are mandated to give by the state. So

085I think they both have great value. Um they both indicate whether or not we have readiness skills for kindergarten. Um and then of course the prek is going to measure more of the prek guidelines. So, we're giving that test already. So, I would recommend doing the pre-k beginning of year to end of year with circle for kinder for for the kindergartener readiness. Correct. Yeah. Taking this one out and leaving this one in. How do you guys feel about that? Great. I mean, I think that's what Yeah. We're trying to make sure that our prek program is best of the best working and preparing all students for kindergarten. And this is what it is. And to your point, at one point we did have a foot leg. We were wondering about the neck, but we tried

086to also make sure we were trying our best to trim and not be over dating. Yeah. So then we kind of said, "Let's take one." Well, and we like data in our department and so we may track that anyway. So if you want that award, we are likely to have that already right. Excellent. Okay. So that's resolved. Yep. So can we consider strategic priority one board measure it? Your intent captures what we just said was a focus. Y [Music] how exciting. Oh my gosh. Okay. So, um, no, I really do have a question. Oh, sorry. Here. Um, what do we anticipate the use of this instrument is? So, you'll get me or Dr. No, I'm just asking a general question. So, we have a scorecard here. The scorecard is really difficult unless you're a teacher,

087unless you are an educator. And you know, we're talking about having this go to the district improvement committee. And I'm concerned with how technical it gets. I mean, I we need to track this stuff. We need to understand it need it must be evaluated. But when I at use map rit score. I know what a writ score is, you know, but most people would no clue and there's a lot of terminology and stuff in here that is very education focused. I don't know if there's a way to make it simpler, but if we can do that, I think it would be useful, especially if we envision uh the wide distribution of this instrument and using it in different ways. So, I guess you're saying reduce the acronym usage. Well, acronym maybe uh even is there

088a way to consolidate? I'm just picking numbers 1.1.2 and 1.1. So I don't have two, but I just have one. So we we reviewed these at length and had all of those discussions and you know on language. We could certainly take another look on language but I got to say these have not changed since we sent them out as original draft fee January February and we would have been working on that differently if that had been the comment. The whole intent of this document is to ensure that our district from superintendent to teacher in a classroom knows what the goals are. And this is the focus. This is our focus and this is what's going to, you know, what we're driving and why we're focused on these things. And the majority of this came from

089the CV 2030 that's already been developed by the community. Well, and to clarify on 1.5, 1.5, and 1.1.6, six, those are going to be adjusted because we just talked about it and so we're going to clean those up and make them more parallel. So, I'm not envisioning that it's going to stay. Also, while while they might not, you know, while someone might not necessarily understand some of the acronyms or we can clean that up a little bit, they will understand a trend. They will be able to see, hey, these numbers are going up or oh, these numbers are going down. And so I mean I think you know can we build out the acronyms? Sure. But ultimately I think that people will be able to understand. um map. That's something that anyone who has a

090child in school understands and and so I think um I think it's easier to understand than most people you know to Ry's point what we can also do is take this document and create a like it's not that hard to take a the the the priorities and the indicators and put red green and write a a a I mean it's easy to make a community one where it's written to the to understanding level to it's going to be a lot easier also when there are numbers in here. Right now it has six baselines, we can attach a red, a green or an arrow going up or and that's true, but I think if we want to compare ourselves to to a neighboring district, let's say Louisville ISD, they have something that looks a lot like

091this and the families will go to it. If you don't want to trust whatever TEA is telling you about the campus, whatever, you look at this document and you're like, okay, TVA and greatchools.org, forward that's not a public school website and say this is easy that trend is going up everything is going forward everything is moving in a different direction and I'm not trying to say I'm opposed to this I'm just raising the question say what can we do to make it more user friendly if we are customer oriented user friendliness should be important to our priorities and uh again I'm not opposed to any of this and we certainly need to know the name. Yeah, I think use communicate. So the we'll take it back and look at um language and either a definition

092or less um acronyms. Well, I think comes up with the circle assessment indic where the parents can find the report for their child. So like there is a map parent report, there is a circle parent report and if we had either instructions on how to get to that within our parent square or a link to where they would exactly get to it, then if they're not sure about that language, we could also have a glossery or some kind of a little go-to. I think just having a quick user friendly like here's where you go get that information. And that is actually the parent reports are very nicely done and they're very user friendly for the parents. And so at our parent conferences, they do use those to drive um the explanations of how our students

093are doing. And that way if a parent's not really sure, they should be getting that in a parent conference at the very earliest grades. So well, and I think all of that, you know, in us operating through to, you know, a May adoption of indicators and measures, not any numbers because we don't have those yet. But also there's going to be a lot of work over the summer in determining how is it presented from a community because this is meant to be a scorecard. So the community and other links and where are the resources and even links to TEA or you know even to the parent I don't even know what it's called assessment portal. Yeah. So the assessment portal of all of those things, but that is part of making sure that the scorecard

094reflects what we wanted it to be is the community local accountability and our plan for the district. Yeah. Yeah. And Randy, I think um even just a glossery sweep of like circling acronyms and then considering that for a glossery um could be helpful. Yeah. Yeah. Yeah, for sure. And again, back to the assessment portal, not to be a dead horse, but like even as a mom of a 10th grader, I'd love to look back and see what she got on Circle Assessment. You know, I'd be interested to know. I'm sure it's not in there because the assessment portal is is relatively new in the last 5 years or so. She's old. So, but I would love I would just love to look back and see what did she make on that, you know. It didn't

095exist. I don't think it exist. Yeah. Um Okay. So, strategic priority two. Were there any specific questions, you know, on this? This is one that um you know is really we're asking the district to go in and evaluate like what would be the indicators and the measures and the framework for us to have a consistent analysis. some of the things that we even mentioned tonight, you know, asset management plan, maintenance life cycle, you know, is it uh you know, maintenance per facility or um spend per student, what whatever the measurement is, we don't know yet. So, we're asking them to develop that um and giving them, you know, this year how that would be developed. We'll set the baseline and come back. Then the safety and security I mean y'all can you know safety audit

096safety training we talked about the digital safety today this is all changing you know we we don't think we could set something specific for digital safety because it changes what daily I would say but to ensure that we have um the confidence that that's being reviewed and that our students um are protected you know both from the data and then their own safety and security from digital. So that's what that would be. Um, you have a question. The strategic priority three. No. No. Did you have I had a comment. No, I'm on four. She's four. I'm My next question is four. Okay. Here's the I was Yeah, which one on the staff satisfaction something and I this is my recommendation. So measure employee morale and workplace satisfaction through regular data collection and we develop that

097system and bring that to you guys because there's multiple ways to to gather that and I kind of gave you guys some ideas I've seen done in HR department. So what were you suggesting? There's several options. There's several options, but what we would do as a department, I'd have to get get with my team and come up with a plan. We do have a survey system that we have in place. We have some exit interviews, but I'd like there's some other ideas I'd like to implement. Um, but those are some some suggestions. Measure employee morale and workplace satisfaction through regular data collection. But I think we need to identify when when we send out those surveys because it's so inconsistent. Yes. Like what? so everybody expects it and then to review it and send out

098some kind of summary so they know that they're they're what they said that they were heard. Um and I think we did look at the upbeat survey and kind of tailor it but we haven't sent it out and that has to be strategic. Um has to be time the the bigger the bigger survey has to be in time for the principles to do their planning as well as for our DI planning, campus improvement plans and district plans. And we've even talked about like what the process should be for the exit interview because it's so inconsistent um when people retire or resign if they're moving. We ask them to complete it but it's not I don't know that it's very systematic optional like they only complete it if they choose to but we could the way

099we present is also important. So Tammy and I talked at length the other day about how do we make an exit interview um something they want to contribute so that we can track the data like you know are you moving to the surrounding district for you know you're driving 20 miles but for a salary that you know we could have been competitive with in a different way or did we give them our retention um understanding of what we do is for CFB. Um those to me are all tied together. Um so Cassandra you just typed in I mean this would be more like some of the others that we have in developing the framework and presenting the framework and what the measures are. Uhu. Okay. I might say if we're measure and monitor the that

100way it's not just that we're measuring it but we're utilizing the data. Yes. Um well, and then we've been working with Frontline, which is our system, on being able to specifically track um you know, retention rates, staff turnover, absentees, you know, when teachers start missing sometimes it what what is the reason? Why are we tracking that? Are they not happy? Um is it an illness? so that we have specific um points to um to go back to. Are you guys comfortable with that adjustment? Yes. Okay. You had more than four. Yeah, it's kind of somewhat along the same lines. um about improving sense student sense of belonging at school and improving in student engagement. I just think it's really hard to measure unless we come up with a system similar to what we just talked

101about with HR about how are we going to do that? Um I guess unless they're third party survey and then what are we going to do about it if that comes back? We wait another year to find out if they're happier again. But I like the idea of like the times maybe three times a year you're checking in with these kids about their happiness or their engagement or belonging. I think we're already if that's already in the upbeat survey um that we are collecting it the question um that we had for administration was like because there are so many questions on that yes survey like can we actually disentangle belonging from engagement and are there different like are there pieces to be able to say this is belonging this is engagement right or is it

102like because we don't have the I don't have access to the questions or categories or the buckets. And so we are giving a survey. We have student data. The question, my followup question is what are we doing with that? Yeah. Well, it's in the D, it's in the campus improvement plans. Like there's there's multiple campuses where they say student percent was this and this is our plan. Okay. That's up to the camp. That's kind of the whole point is that's up to the campuses to determine how they're going to increase their whether we decide it's belonging or engagement or both. All we want is known is these are a priority for the board and we expect to see improvements year over year. Got it, you know, from that. But that's the main question. Can we

103separate out belonging and engagement? And your timing is great because we're looking we've been using Panorama for several years. Um the last two years the Panorama survey has been required in the fall and optional in spring. we're looking to move to require in the fall and the spring. Um when Panorama was initially utilized, we were considering utilizing the Panorama survey in connection with TIA. And so every student in elementary school takes two surveys and they take a survey specifically on engagement in class with a teacher. Everyone in secondary takes the survey three times. um we're not connecting anything with TIA and so we're looking at reworking the survey and just every student takes one survey and yes they have a separate bucket for questions related to engagement. The majority of the questions we've been using

104are around engagement because it was a teacher specific evaluation. But as we move to every student filling the same survey out twice per year, there will be an engagement. There will be I mean they're they offer like 10 different sets of questions and then we work with them to basically make the survey a good use of our time. And um what we've traditionally done after they take the survey is then we debrief that with our administrators and then also with our counselors who then turn that around into actions at the campus and that's put some of their CIP in. So to that point we're looking at updates to the survey which would mean that we would need to consider making next year baseline versus this year baselines. Very much so. That's one of the that

105would be one of the challenges. We will lose that cohort data of trends over specifically those engagement pieces. And I think it's important just for the the benefit of the public that like we're looking at the goal of the community was that we need to optimize social emotional health of all students and that our objective is to enhance student engagement by fostering that positive inclusive school culture where students feel valued and supported in their learning environment. So therefore we as a board are wanting to identify a way we can measure if we are meeting that community expectation. Yeah. And I mean I think I'm also looking for um I mean everybody believes that belonging and engagement are two different I mean from the board right very different indicators. Do you all agree? I agree. Okay.

106Um, so it would be something more along the lines, I don't know if I could exact right now if you hear that, but present um an updated me I would probably use the measurement language that Sandy had an updated way to measure and monitor student sense of belonging and student engagement. Yes. Okay. And then we would do we gray out this year and we'd say next year was the baseline and then we'd set goals from there knowing that we're going to have a new tool. Yeah. Okay. Thank you very much. Very exciting. Okay. All right. Anything else on four? N um strategic priority five was kind of the our last one. um that we had provided had conversations about. I don't think we had any remaining questions on this one that we had and I

107don't know if administration did. I don't see anything. Right. So um this is really talking about our resources you know both um mainly from a uh staffing uh standpoint uh optimizing all available resources but about personnel and objective one enrollment in um objective two and the long-term financial sustainability in objective Great. Any questions? No. Any concerns on that one? Okay. Um, first, let me say thank you to Sandra, Terra, and for lots and lots and lots of hard work. Appreciate seeing coming. Anything else more? Um I guess we just need to tell kind of what the next step plans are. Yeah. in um I I don't remember what I recapped in our our board meeting, but we'll finalize these um couple of things in um the document. We're going to present it or cons to

108the DIC. So that will be presented to the DIC for um review um see if they have anything that um don't agree with. We're also going to send to the original CB 2030 committee um since this was based off of their work um as far as the priorities. So um to offer them an opportunity to comment and then um the expectation is we would present it at the May board meeting for approval and then after that we have some of the data points back. you can start to see some numbers in these boxes um for into June, July to help guide the planning for 2526 um with the idea of finalizing it all prior to the start of school year. Of course, the only one addition to that would be the shadow document that will

109explain the inclusion and exclusion criteria and the data set. So like for example reduce the teacher turnover rate sounds really great but are we including retirements in that because that could be problematic. So there will be a shadow document for administration to develop that shows exactly what the exclusion and exclusion criteria are on the data analysis um so that we'll be able to audience and that it's consistent year-over-year and we're not changing the approach. Excellent. All right. Again, thank you very much for all that we did. Our last item is uh going to be closed meeting as authorized under Texas government code uh including but not limited to section 551.071 conservation of journey 551.072 real property 551.074 personnel matter 551.076 76 security advice is 55182 school children district employee complaint and 551.081 personally identifiable student

110information with the last one.084 investigation. So at this point in time at 8:08 session back in open session at 10:12 p.m. Is there any action that the board wishes to take as a result of our close session? Is that I move that the board authorize the officers to proceed as discussed in close session. There's a motion on the floor. Is there a second? Garcas second. Any discussion? All in favor? Is unanimous board? We've reached the end of our agenda. Is there any other discussion or comment?