001I'll call this board of trustees work study at the far trustees to order at 6 p.m. for the record members present Kim Brady Marjorie Barnes Carolyn by video conference Cassandra Hatfield I'm Randy Shackman we've been notified that our hospital will not be here she had another so we do constitute a quorum and may conduct business on behalf of the district so we will move on to our agenda here. And next item up on our agenda is audience for guests. And apparently we we have one but she's not here. So we have one but she's not here. Um well we will proceed to the next item uh work study for discussion items CB 2030 review. I'm going to turn all of this over to uh Mr. Machic who has been working with our governance committee and
002you often been doing regional work on this stuff. So, you get to educate us. Well, no, I don't. And I'm going to turn it uh right over to uh Miss Hatfield who's going to lead um the discussion. But just as a reminder, we've been um in front of going through each of the strategic priorities included or that were previously um developed by the CB 2030. We're doing a review of those to ensure they reflect the correct um direction that we want um the board to go in uh for our priorities that we can then provide to the district for um direction for the district from the top down. That those goals would be aligned and simplified as far as uh from superintendent well including board. It has our goals too, board goals, superintendent goals all
003the way down to the campus. And so tonight is just our board discussion of um strategic priority five and then um we will take your we being this government subcommittee will take your um comments and um summarize create the indicator and measures for your review and then they will go to administration review. So this how to build your up. Okay. Um well to get us started um you have several things at your seat and so I just wanted to make you aware of what is there. The first thing is a couple of data slides which we will discuss. um a copy of the current CD 2030 uh strategic priority 5 document, a copy of the current district improvement plan related to strategic priority 5 and then a copy of our um scorecard design uh for
004strategic priority 5. So this strategic priority is optimizing all available resources and within that currently are some objectives related to personnel enrollment, financial stability and quality of facilities. And so um on just another piece of an update on Friday we met with um the district leadership team, Dr. Eldridge um and commit was present and they uh provided us with a data walk of various data sources related to Dallas County CFB and the state um which was very helpful in looking at those connections between how we could measure things and the track that we're on for identifying how we would measure things. And so um I brought with me today or the governance subcommittee decided that these two slides which are some data related to teacher retention could help us with objective one. Um this is
005meant to just be a highlevel information reminding ourselves that our role is governance but it's good to have data that shows us kind of where um the state Dallas County and and CFP is. So this has that um in 2022 23 school year CFBIC experienced a significant increase in uh teacher turnover. However, it decreased from the prior year um suggesting that we have some stabilization and retention efforts. And the even bigger piece of that is if you look at the graph you'll see that CFB is the black line, Dallas County is the green line and Texas is the blue line. And so you can see over the past 10 years um how we have trended um and how we're we're making a a positive gain postco and then um we are also above the state
006and Dallas County for 2024 on teacher um turnover not yeah we are let make sure I say that right our teacher turnover rate is at 22.3% according to this data set which was from the taper report. So, we thought that was good data for the board to see and and you can see the trajectory over time. And then on the second slide, it also um looks at teacher tenure and those same colors apply of the rate of teacher tenure between Dallas County, Texas, and CFB, which just continues to reiterate as it is across the entire state the importance of teacher retention strategies. and we thought this was a good data set for us. Um comments, thoughts? Is is there any thought process as to uh factors that are driving such high turnover numbers, you know,
007even the state numbers, if if you're in business and you're turning over 20% of your staff every year, you kind of shaking your head going, "What's our problem?" And so I'm just curious what are others saying and thinking it. I mean for me personally I also went to a presentation by um forgot who it was suddenly but last month they presented a report not Holtzsworth but somebody probably know what I'm talking about. Um and they were talking about um teacher pay, teachers, an overwhelming number of teachers looking at leaving the profession. Um and just some of the challenges that we're hearing statewide, which would be why, you know, the governor put the task force together and needing to see some real strategic efforts to retain teachers. This is what happens when you don't bring your
008Yeah, Charles put a whole um book research booklet together and you know mental wellness is a big one you know um uh unprepared you know programs that they you know alternatively certified teachers it's overwhelming it's um pay benefits you know how much they where they um teachers moving out of the area because they can't afford homes where they work and so needing to move further out is a factor that I've read about. So just important things to keep in mind. I think another one is a sense of belonging. So like people that are in the Teach for America program, they they go through um a cohort model. So they have, you know, support and I know HR is is building all those resources so they're come together and you know if we meet um they
009want to they want to know their co-workers and other teachers that teach what they teach so that they can connect. So that's a big one. And so how do we, you know, do that on a district level and then also a campus level where mentorship is valued and it's not just I just check in with you because you're you've been here for so long like what do I really need? So I think all those efforts are to me strategies of of helping our teachers. I think the other thing that works too is um our our teacher retention checks that they receive, our years of service. Um, so that that that's a big one. Just talking to I think we need to do a better job of advertising all things like CDA, all the things we
010have to people want to know what's in it for me. I mean that's a really valid point where not every district has a child development academy like we have where your employees have daycare for their children to go to starting at 6 weeks benefit which is convenient and those are the best teachers I mean I it's amazing. Do we have a very strong mentor program for new teachers or I think that needs to be enhanced. I think that would probably especially for plans. I think it needs to be just really well planned but we make time to meet a lot of times it's just checkins but it's really you know what are you struggling with just watch one thing classroom management is huge. Yeah. And I think that I mean mentorship and just lessons learned
011and sharing all of those things are important. I mean, we see that in our daily jobs as well. All of those things are important. Um, but I think any kind of program like that would have to be um created to where it's not adding to a teacher plate yet something else, you know, and they get something out of it and yeah, that it's mutually beneficial. I think um okay I do know a couple uh first year second year teachers and I would say that like Kim said I would say that the hardest thing for them is just um kind of feeling alone in the job and not you know just doubting whether they're doing a good job but also in their group of teachers you know trying to find their balance there, trying to find
012their voice there, but being the newest one and um I mean, yeah, so I definitely think mentorship is maybe a huge component. Well, and then the encouragement piece, you know, we don't have a lot of teacher development of you know, it's okay that you don't know how to manage your class, let us help you. And that's not something I think we rely on our principles for that. And sometimes that that there's other is happening. We really need to develop that like you can do it. I mean simple. Yeah. Feeling like you're the only one that maybe has that problem. And yeah, so with all of this in mind, if we think about objective one, acquire and retain high quality personnel at all levels, both professional and staff, do we feel like this is measurable? Yes.
013Yes. Okay. So what are some ways that we as a board feel like from a very governance standpoint that we measure that we are acquiring and retaining high quality personnel. This is a good model of business to start. Thank you all for getting this together. We have talked about invitation every year for a number of years and I don't know that I've ever actually seen number just data. Here's where we are. So, the teacher turnover rate. I think you need to break it down by um uh elementary, uh middle, high school, and also by um years of experience because we know from 0 to 5 is key. And that's the majority of what we're getting. and what are we doing to um invest in our young teachers so that they they they stay with us
014because really teachers are not that they they may be transient but there's teachers that will drive if they have a good principal and they have a good team and I I I think we can say that well maybe they can't afford to buy a house but if their work conditions are good and they feel supported I think we see that over and over again there also some state identified high or areas that are need at a high urgency of filling. So that's something to think about because you know years of experience like what are we doing for the teacher you know you've got zero to five year five to 10 are going to be your veterans this you know how do we get our veteran teachers to share their expertise where they're feeling valued and
015they're not just like I've got two more years because um you know the orchestra teacher at RL Turner is phenomenal and so is the music teacher at Rose and we So I mean not rosemary but um rainwater and then Rose meets fifth grade like we have those teachers that are just experts. So how do we get them to creating a system? Is there a way that we can uh promote more uh somehow or other involved more in the teacher incentive aotment program which we obviously have but the more people we can get in that program might be Go ahead. Because if you take part of that objective that says, you know, high quality and so I think we need to define, you know, is is that the terminology, but what defines high quality? So, is
016it participation in TIA? Is it the ranking when you get T the designation? Is it the designator? You know, how are we going to loop in? Is it certified? Yeah. Because not all teachers are eligible for TIA. Your special ed teachers aren't, your PE teachers aren't, and special ed are high need, right? But huge high need. What about the final teachers? We defin have so commit gave us a data slide on that on like our TIA engagement and the amount that we were drawing down compared to other districts and we actually looked pretty solid. Um, so we can get you all that slide so you can see it. It was very interesting. I didn't print there was like I tried to pick the ones that were most um so I can print that or have
017Dr. Elders sent you guys that slide. Okay. But I would just certified teacher. Yeah, that but um I still think some of the TI a data you know whether we compare um eligible tried for it success you know let's figure out what it is but um like what is highly qualified? Yeah. or do we tie it back to um you know an academic measurement from strategic priority one somehow I mean that's what we're teaching that's what we're trying to drive so do we tie it back somehow to an academic achievement but that might be t I mean with kids moving I don't know you'd have to do it by subject I I mean like I think I know anyway I mean it could be so really defining how they're qualified some way. Yeah. Yeah. Which
018state right now is that not excess hours on top of what you have on your certification that highquality? I don't know. I would think they're certified but also defined high quality. Yeah. We have a lot of adjunks that are not certified. So we'd have to break it down by how many are certified and how many are not. Um, and I'm not saying that um, if you're not certified, you can still be a good teacher. Some people just have that gift. So, it gets so subjective in those categories. But that also goes to like if you have if our if our goal is to have certified teachers because we know we have some adjects that are working towards that certification, how are we supporting them in getting them certified so that they can and that could
019be another. where we have people that are involved with getting the certification including assistance and uncertified people. You know, how many people are there actively seeking certification? Yeah. A measurable in that might be to evaluate year to year. How many have progressed from ad to certified like teachers? Almost. Yeah. These include assistants that are getting their certification, correct? Assistant to special ed, whatever they're working on their certification. Yeah, that's a really good thought to say like adjunct 2 certified like we're supporting those that are almost there. They're working on it. because we have teachers that are also um I know we've partnered with several campuses um and and not campuses but uh institutions for teachers getting their masters so that we can keep growing and then that's another way that they stay connected. So that's
020another piece is like we're talking about classroom teachers but this is also personnel at all levels right but that's another way too is getting master's degrees people who are certified getting their either masters or PhD that's how colleges define it okay so all good is that a good amount for this to go with on teachers less about the acquire part is about the marketing Okay. Marketing, recruiting, recruiting, recruiting, recruiting and marketing. And I think that that has to be um you know, what efforts are we doing um to recruit teachers? I don't know if I like the word acquire. Maybe it should be recruit. I'm married to that one. Recruit and and I mean, are y'all married? Recruit and retain. Recruit. But no, we I mean if recruit equals hire, we want to retain. Hire
021and retain, right? Not acquire. That sounds like we just took All right, that's done. We got all nods. Okay. Well, and I think that ties back to your Isn't that tie back to your bill that we can get out of state highly qualified um out of state teachers? Well, because they shouldn't have to they should be able to get certified teacher pay if they were already certified. They've already been working in another state. Yeah. Let's get them in the classroom. Let them fill that gap. Is there anything that we need to also take a look at now for the same kind of thing but for staff? I don't know. But well, I think so. I mean, this is all levels, professional and staff. So, I think we've hit like teachers really well. How many industry
022certifications have been earned by our plumbers? I don't know. I like rehiring our own in the trades. Yeah. The industry certification I could go especially considering the fact that we have specific programs for these industry certifications for you know students to go you know contribute to the workforce and if I mean we should have the same expectation I guess or desire for everyone to continue learning right is Is there I don't know is there a way to incentivize covering the cost of certificate tests? Well, like for our bus drivers under staff that we lost a lot of bus drivers because um we have the lowest pay in the area and so um we've got to we got to look at special ed and and bus drivers. The special ed some of the hardest jobs that
023we can't fill. They get no stipens or anything. But our bus drivers are uh and I you know and I think we're doing a a study to see you know just to have the numbers but on our um I know we did a study on salary last year is it is it industry standard a certain how often do that? Well, we're um we're aligning that with we we have that happening right now. Okay. Just to bring it current because we didn't we it didn't address all areas. Okay. So, we can get all that information whenever it's finished. Do you know what they're going to finish? I have no idea. Okay. I know they started about a month ago. What about um reducing open positions? Would that be a way to measure it? Well, your special
024ed you and bilingual are two the two highest needs. Okay, that one's you already have. Yeah, and bilingual. Okay, so any other staff goals? You can get all that done. That' be great. I mean, we'll have to trim this. We won't be able to measure all of that down. get worse as we go along. I mean, like as the next year progresses, what do we really want to see now? Yeah. After we've met all those goals. Okay. Anything else on this one? Okay. The next one is increase student enrollment. Measurable. I'm going to go. Okay. just a general statement increase enrollment or program. I think it's some of the things that we've started to see um you know indicators for us are just district district enrollment and then maybe similar to how we did in
025strategic priority what kind of a data breakdown underneath that it's broken out by um you know transfers in Great. We'll have to figure out is it you know do is it enrollment by grade you know we or program you know you look at how many you know I I think about we we don't even advertise that like we don't we don't know when testing dates are like that is a huge thing but that goes back to our marketing I mean about you I think we could break it down by program of choice or um we'll have to define what programs we Yeah. Yeah. And then you can track that to the other goal on certifications. Oh, industry based certificated. So you're talking about um students completing right a I was just like if they come
026here and we get them and we're increasing track. Yeah, we have Okay. Okay. Yeah. because that we could that's I mean it's kind of a program but that's also academic success the long-term success of your students. So that's where we included it in there. Are we going to the marketing under this one? So I think we have marketing under community engagement and it's internal and external marketing and it's defined there. Okay. So yes we have it. It's not written here. We could write it here but we have that we have that one tagged. Okay. I mean, I think if we're looking at two of our maybe even three of our two of our um of the where we really lose students, it's middle school. And so I wonder if there is some kind of um
027I don't know if we just include it if that's just included in there, but I would think that would be something that would be really important to kind of track and build on is is our um our enrollment transition years from uh elementary to middle school. Um, I know that the transition can start as early as third grade is what we're kind of seeing, but definitely that fifth to sixth grade. Um, and then maybe even I know it's not as uh I know that the numbers kind of go up um from middle school to high school because we're bringing in transfers again. But I know there's also another dip kind of 10th grade to 11th grade. That might be another one to kind of look at. So maybe throughout high school. Um and then uh
028I know prek is something that we've been talking about as well. So I don't know that's not really a transition but to look at that enrollment either here or back under the other section for district enrollment. any targeted program publicity. And you know, a classic example is music education. We're one of the only districts in the state that has music education all the way through. And that needs to be pushed. You know, um I I think uh when years ago we lived in California and one of the high schools in our district um in pushed programs, athletics was their thing and they consistently won district state titles, you know, because they targeted very specifically. And so, however we would choose to target, you know, again, we're about the only programs uh in LEAP programs in
029music education, other things. So, what yeah, you know, don't just say we have openings, but target. So, and I mean Kim also talked about that. So, I guess my question would be how are we going to measure that we're promoting it? Is it because we have increased enrollment? Is that an action step that it takes to get this or are we expecting a an out like a number on promotion in some way? It's an action step to I think an action step to get to that. Yeah, I it's a it's an administrative step toach. We've said I mean and I'll go back to the we said increase attendance and then a whole campaign and a whole market not by our doing but by theirs and so increase enrollment. I mean we all have ideas on
030what we would do for marketing but that's not ours. you say something about marketing just in general or I think it's systematic. Okay. I think that we have to get to where everybody understands what our enrollment system is because I just go to campuses and you know it's not all systematic and you know there may be a campus that says we got to wait 10 days before we give you a confirmation code and then there's another principal that just we just need to get you in the seat and so we got to work on that. So, I think if you just say increase enrollment, I'll get I'm going to get the system fixed. All right. Okay. Any others on increase student enrollment? No, it's good. Okay. I like the old school way of learning about
031you like the way old school I mean very often. You'll you'll type it out, right? Yes, I will. The government will type it out. She's got the teacher glasses on today. I do. I mean, I'm ready. marker in her book. It just it just feels really good. Okay. Achieve maximum long-term financial stability. Measurable, not measurable. Measurable. Measurable. Measurable. That's the question. That's the question I have. Moving forward, I start with the balance budget. Okay. clean it. I mean, you know, an indicator of the of financial stability is is your is a tax rate. Staffing formulas I mean there has to be um that goes within balance though that's that's what I mean that would be an action that would take with y'all to reach a balanced budget. We got a lot of strategies in there.
032Now, we're going to stick attendance rate or and enrollment in there. I think that's pretty much got it. Yeah, that's pretty much it. Under specific to your point, we have attendance. We do have that. We got enrollment in a different category. So, with your brain is there check that's included. I'm even a little area tax right there because we get so much stuff from Austin that I know doesn't let us do anything we're going to reduce the you know mandates financial stability financial management I mean yeah I tend to wonder with Randy because you know when they're compressing like what measure are we going to put on the tax rate right because if that's true that's a that's a it has a lot external factors. Yeah. Because now it does prior you know. Yeah. Um
033and really the INS is the only one we really have any kind of control over the I think if you leave it at balanced budget and clean audit under that is many many things. Are you guys okay with me saying we under tax rate is important but how are we going to measurement is subject to some external factors? Okay still important. We still have a goal as a board, but not sure we can make a sustainable goal. Okay. Anything else? Last one. Optimize the quality of all facilities, which I'm I'm still a little optimized to work with strategic priorities. So, I'm a little struggling with what this means. Um, I did look at it. What did you come up with for SN? I didn't because I got stuck with the I mean looking at the
034existing plan um I um again the word equality optimize the quality, you know. I really think that I don't know it's more facility management instead of like how do you define quality? You pick the wrong paint that you paint it. I mean, you can get into I know this I think it's a very difficult thing getting into preventative m maintenance and replacement schedu. Yeah. Well, and I think this could go back up. It's closely related. What number is it? Two. That's two. Where, you know, we're looking right now as it exists, we're looking um, you know, to kind of develop the framework of how we monitor these things and how administration monitors these things. So, I'm not so sure this by default wouldn't be covered under those. Because there's one that's about facilities. Number two
035is about facilities. Yeah. So then the question would be if we say okay optimize all available resources is about our staff about our enrollment about our financial status. Do our facilities go under two which is where facil it says facilities and safety and security. So I'm wondering like is this do we need this in two different places? I think it only needs to be in my Yeah, if the s if the purpose of all of this is to make it more readable, easier to follow, easier to understand, I would think that we would be lumping things in one category and not pulling them out. If we're wanting to streamline this, then this is a good instance of it's into it's addressed into. So, take it out of five. I would either move to two. Okay.
036Um, now just kind of skimming back over. Did we miss anything related to optimizing all available resources that you had written down on your stuff? Okay. So we are taking out the so in this the 2030 we're going to take out the last one right objective four is moving to objective two okay or is moving to strategic priority two okay so the next steps are the governance subcommittee will take all of this lovely charting um and we will take it and put it into our structure that looks like this and then we will send it back to you all. I believe we're targeting sending it back to y'all by the end of the week because we're meeting later this week. Yes. With the hopes of finalizing it by the end of spring break so that
037we can schedule meetings with administration to work right after spring break on five. And we're working on the others too. Let me confirm um because we already have our desired um scheduled to review the moral thing with the board, right? Yes. I believe it's the April 10th work study. Work study. So, we're hoping, we're planning by the April 10th work study to have a draft with no numbers, just the document, maybe still in portrait form to the board. Well, he know. Yeah, but later. I'll get that fixed later. We'll get that fixed later. Sure. So, you're going to send this by the end of that this what you just updated by the end of the week. No, to the board. To the board. Oh, I'm not Okay. Yeah, we once we send it to the
038board and I think we'd ask for comments back um Sunday. Okay. or if there's any questions and then y'all administration I think we said we would send it March 25th to avoid spring break. Thank you. Yeah, we we didn't want to after spring break March 25th. We included that in our timeline. Okay, perfect. So, we will need to get some meetings on the books this governance subcommittee with administration to go over all of them again. D, did you get that? March 25th. goal when this is finalized and you all have done such a good job putting it together. Uh is it something that we're going to present at a board meeting and then vote to approve and then that way it can go to the district improvement committee? it will go first to DIC for
039their removal and comment and that way what um is presented to the board in May will include that feedback that comment um from that perspective and we're anticipating that we would um approve the indicators right the numbers it will take a little bit longer because the baseline data is from this school here. So the actual number goals it may it may take through June. Yeah. But the indicators indicators and measures is what we would approve you know so like the plans. So then that way when numbers are in and finalizing the baseline for those requiring it and um looking and we are still trying to balance that everything will not have a baseline for 2425. Some will have a baseline for 2425. Some will have a request for more information during the 256 school year
040with the intent that we could then add a measure after we give them some time to get it going. Some of it is a presentation to the board on it and then we would develop the indicator the measure from that. So, is your committee the committee that also aligns the presentations with the board calendar? Like, will we get together for that or do you just give this to Brian and I? Because I feel like if it's presentations, I would love to or there's things that that that's the only way you would know is if we did a presentation, but I also think some of them need to be regular and so it would be nice to have your input on that. So I think um you know if we're defining that from the committee as
041far as here's the presentation or we think it's a presentation of the first one um then we would put together that schedule for everybody to approve since the board has to approve the calendar because you already have kind of the template cast when we went through and put all the the work studies and and and that way we don't it's a double check of what we said we were going to do and when we the updated. But the intent would be, you know, for a lot of these things is to pull it into uh from a calendar and presentation perspective is to figure out the best way to pull it either into our operating procedures or guidance or something to ensure that it's consistent no matter who no matter what, you know, and and to
042so it lives through um that presentation of what the board wants to see based on our strategic priorities is the It's consistent. Great. Fantastic. Y'all, I'm excited. I think that you guys have worked so hard and it's nice to see everybody's We got this. Is there any other discussion for our CD 2030 item [Applause] 3A guys? Uh the next item is 3B, review and discussion of board operating procedures. Um yeah, so this um draft um it was um distributed it's it's pretty lengthy. It's 28 pages. So I wasn't going to um waste paper on on printing that. But um the significant changes in here where we added the um subcommittee structure um as a big piece, but that was all from the work that we did whenever that was in the fall, you know, and
043the stuff submitted. September, it was just included in there. Um, we tweaked, you know, some language on a couple of things and y'all could see those edits. Um, that's what those edits um were. The biggest change in here was related to our um our training, travel expense, you know, everything associated with our training because we all know that essentially board member training requirements is essentially an unfunded mandate, right? I mean, the law requires us to have a certain number of hours in training, but they don't pay for it. So, um, the idea, um, just some backup context, last spring when we redid the operating procedures, um, I thought it was great. Uh, but then in practice, um, when Cassandra was president, um, I I believe I remember the call. Um, she said, "You messed this
044up." Um so um this is not worded the way we wanted you know want it to be worded because it essentially left the approval of training requests only to the board president and that's not right. Um stress yeah that's not right. So um I acknowledged that we messed it up. So, um, then over the summer we also got a request about, um, you know, a list of events, but the way that that was worded, it was may attend, may attend, may attend. And if a board member chose to attend all of those, that is not an efficient use of taxpayer dollars. You know, we can't attend every single event that's offered out there. I mean, the board the board training in Tahiti is off. Um so um what we you know we kind of re
045in our discussions we in the governance subcommittee we um wanted to provide flexibility to board members to attend training that was of their interest or specialty. um we wanted to minimize the expenses or the bottom line expenses that were paying on it, you know, paying for um training. So what we've got now in proposed in the operating procedures is more of a um allocation model. And so each board member have an allocated amount for training and travel if there's travel associated with the training. Now, there's some requirements like we have to focus on our required by law training first. I mean, that's the priority cuz well, y'all don't need to be breaking the law uh you know from that. Um but then um to allow in that application um amount um that you can train
046attend training or professional development or continuing education that is more you know to your interest on the board specialty those kind of things and that that's all within your purview to do in that application. Is this making sense? you down like well I know that cuz Carolyn that uh and I had met came up with that policy so I didn't know how much of that you were taking or not taking well that was kind so from the the list of the things we can't have that long of a list the way it's worded it says May may so a board member the way that's written could essentially attend all and I think there were like 25 things on there we can't spend that much money on no matter how you know, and we borrowed a
047lot of that policy from Garland ISD. So, um, yes, and I agree with you. There was a lot of May May May May May May May May May May May May May May May May May May May May May. Yeah. So I'm just I'm just looking at you like okay well so what we tried to do was fit what you were trying with more flexibility and freedom to attend different and additional training. Yes. So that's you have X amount of money to spend. you have x amount of money to spend and what you do with it as long as you meet your required training requirements that's up to you. Okay. So, this allocation is above what we're what we would spend on required training. Okay. So, I have a question though about like our team
048of aid training. Um would everybody just take that? It's it's not part of that. It's it's in there. It's not part of that allocation because anything that is team related um or um provided from an inind situation here at a district facility is not included in that. This is continuing education cuz I really thought you know the team training to me like when we went to Holtzsworth was it was not only educating we built bonds with her but it was also we the car ride. I mean Jim had to go to Bies and get the chocolate exclusive but we always but we were I mean I just think the team training is valuable. This is really around individual you know development. individual around your interests and you know there's some responsibility on every board member
049here to know you know you know what you're going to do why plan ahead just like you would your budget at home you know here's your budget now we do have provisions in there if there's something over and above or it's a little more extensive um that you have again have to plan ahead but you would have to request approval and that approval to spend that money is by the entire board not just the board So it's by the entire board. But you have to plan ahead because that would have to be at a board meeting and this is only you know if you're exceeding the allocation. So concept sounds good. We can look at it when the final draft comes together. You have it. You have it. So that's ready. Okay. Yeah. So, I
050think the idea would be to put it in the April board meeting unless there are concerns that we bring it back for discussion. Okay. And if we can't address it, you know, from the government's um subcommittee, you know, rework, but um well, actually, if a board member has questions on them, we would just pause it and bring it back for discussion as well. make sure everybody's on board with um and it does say that the um the the allocation amount should be reviewed annually amongst the board as a part of the budget priorities. So it's set a certain amount right now but annually when we review the budget we would also look at this if we want to change the overall number then we would just adj adjust the board operating procedures accordingly. It would
051be a part of the annual budgeting process. Yeah. In budget discussions and see where we are, what's happening, what we need to spend, you know, did it work or not work, that kind of thing. Um, and those were the significance um updates. So, can you send me that? You may have, but I I'd like to just read through it. Yeah. I mean, I have the whole thing, but what you changed. It's Carolyn. Um Caroline's anything to add to that comment just well. Yeah. Thank you. Caroline, did you hear all that? Okay. I can't hear you. I can hear dogs. Yes, I did. Okay. All right. I didn't know. Okay. The board operating. So, Terara, send it out. We just need to send back any comments. Okay. I got it. Okay. You're welcome. Great. So, board
052members, any other questions? Apparently, none. So, we will move on on our agenda. And the next item is closed meeting as authorized under Texas government government code are not included are not limited to 51.071. We're not doing consultation with attorney or assistance. This is personnel related. And so we will move into close session. Any [Music] questions? Exit the room. Are you staying in here? I think you're in open session after our closed session at the work study and 7:30. Yeah, 7:30. So uh board members is there anything we wish to discuss relative to close session in open session our close and I believe we have reached the end of our ag our agenda almost at the end of our adjournment and so we are uh adjourned at [Music] 7:35 right thank