March 30, 2026 – Special Board Meeting/Board Workshop

001Yeah. Move to the back. >> All right. Technical question. Are we good on audio and visual? >> Thumbs up for visual and audio says yes. All right, we'll go ahead and get started. >> I now call this uh special meeting of Goose Creek CISD board of trustees to order. The time is now 6:48 p.m. The date is Monday, March 30th. Mrs. Guy, was this meeting or was this meeting properly posted? >> It was. >> And do we have a quorum present? We do. >> All right. Thank you so much. Before I move on, I just want to recognize we celebrated top 10 today and we saw the best of the best from Goose Creek. If you weren't proud of Goose Creek tonight, anyone would be proud of Goose Creek. And I just want to mention

002that we we saw 50 students that are really shining stars and and gems of Goose Creek. And I know uh I speak for the board when I say we are proud of each and every one of them. Tonight was really a special night for that. Mrs. Garcia is over in the corner. Miss Garcia, did anyone sign up for public comment tonight? >> All right. Say there's no citizen participation. >> We will move on to item number three. This is a single item agenda. We'll turn it over to Dr. Rodriguez uh for discussion items. >> Yes, sir. Thank you, Mr. President. Uh tonight, we are going to continue the budget conversations. We've been having a lot of conversations regarding uh where we are at with a proposed master schedule that will impact high school and middle

003schools or high schools and junior highs. And of course, we're going to continue just with the budget conversation for the 2627 school year. I'll pass on to Bridget. Yes, sir. Good evening, uh, Dr. Rodriguez, Mr. President Campy, and board members. Tonight, we're going to continue our budget discussion as Dr. Rodriguez mentioned, and we're combining um that with a requested deep dive into the master schedule 5x5. And with that, I will turn it over to Dr. Jackson. >> Okay. So, uh, welcome. We appreciate y'all, um, asking a lot of questions and diving into this topic a little deeper. And so, we have, um, put together some numbers for you. And I want to, u note that I have the director of athletics and also the director of fine arts and, um, the three, uh, traditional high

004school principles in the back. So, please let us know if we want to have them come up and have any comments as well. I'll turn it over to uh, James Herman. So, we're going to start off by just um give it a master schedule update. Um as you um are probably aware um college prep and college prep math um is an area but that we may not be able to get our CCMR points from any longer. Um it will count for this year. Um so our students sitting in college prep math and college prep English for this year. um it will account for them for next year's accountability because CCMR always runs college and career military readiness always runs a year behind. So it will count for them next year, but we need to have

005a plan in place um for going forward um for for the students that are currently receiving their CCMR point through college prep math and college prep. Um the reason we we're not allowed to do um that anymore is because right now um our um there's only five um five there's two regions and three colleges but that they've been approved to offer college prep English to be um part of their CCMR. No one no one's been approved for uh for college prep math yet. Um and so um on this first slide what you will see is um in 2425 you will see Goose Creek Memorial's uh CCMR um college career military rating this uh percentages with this with the college prep English and college prep math factored in. So you see that they were 2425 they

006were at a 98 then they were a GCM Lee was a 94 and Stone was a 99. If we were to go in and remove the students that just got their CCMR point just from college prep English and college prep math, you will see that it dropped Goose Memorial from a 98 to a 65.9 and leave from a 94 to a 64.5 and Sterling from a 99 to a 65. And so again, for this year it will count for them, but we wanted to show you an illustration of how it would impact if this was next year's students. So what you will see is we took a three-year average of their of their uh CCMR score. So Gmore was at a 98.2, Lee was a 93.4 and was at 98.9. If we remove the students

007that are sitting in those CPE and CPM classes to date, you will see that GCM drops to a 33.3. That's because 321 students out of the 481 are sitting in those courses right now. Good >> question and answer, right? Yes, sir. Okay. Am I on? >> Yeah. Um, let's go way back to what you first said about college prep, English, and math and being certified to offer it. There's just very few for English and none for math. >> So, the five that are certified to offer it right now, two are region service centers, three are universities. the region service centers. We have a meeting already set with one of them, region one, but they're hesitant to offer more than they can do because they have to handle their regions first. And then um Brazisport is

008one of them and they've already said they cannot handle us, but we do um we've made a little progress with um Amarillo College and so they could possibly be a vendor. So, we're looking at that, but at this point, zero college prep math have been offered. >> So, it's possible this could come back on the table. >> Could and it would be good up until the incoming class of the eighth graders sitting right now, that incoming class of freshmen. >> Okay. So, it's eventually going to go totally away. >> It will go No, it will not go away. So, the incoming class, it'll be in that first bucket that I showed y'all. So, it'll be on the low end, but it will count. But it's only a one point, >> right? >> Okay. Thank you.

009>> So, it looks I mean we've obviously put most of our eggs in the college prep basket. So why aren't we why aren't more of our students receiving CCMR through CTE programs >> and then we are going to talk about how our plans in place to recapture some of these kids because right now the kids that are sitting in in those courses traditionally it it is only if they have not received their CCMR point at this at this point in the year. We do know that that we still have TSIA testing going on. We do still have students but that may that may get their CCMR point some other point by the end of the year but right now the only thing we can bank on is if they're in those courses because technically they

010should not have their CCMR point because that's why we originally put them in those courses >> right but if they're on track to be a CTE completer and we're giving certifications in 11th grade which some of the classes you can do in 11th grade we would know by the end of 11th grade if They're meeting CCMR through CTE. CTE, more CTE courses means more funding and all the things that come along with CTE. So why aren't we utilizing that more when it comes to CCMR? >> I do have a slide uh about IBC's and we do most of our classes the IBC is that fourth level. So right >> so right now we are testing currently um this is when our window is open but most of the IBC's are in that fourth level capstone

011class but I do have a slide that'll show you uh IBC's >> and so right now this is but this but this is what we these are the numbers we have we have we have in Lee we have 240 out of 392 are in the CPCM course and then started we have 404 out of the 494 are in the CPEC CPM class. Um so what we're going to do on the next several slides is we're going to talk about TSI about how do we capture some of these kids with us knowing that CPE and CPM may not be an an option for us moving forward. >> Okay. I'm going to talk to you about um TSIA. And if you remember from the accountability changes, the TSIA falls into all of the um the buckets of

012the new system. And so that is a huge focus for us going forward. Um and so we are looking at we are currently meeting with vendors who offer TSIA prep. We've met with a couple. We still have a couple more that we are working with. Um but our plan is to really tackle that starting this school year. So, we would like uh we are planning, I'm sorry, to implement a 3-week boot camp after our EOCC testing with one of the companies that we've been working with that offers kind of a comprehensive curriculum from boot camps to um integrated materials and they have um a full um a full scope and sequence, a full curriculum if we want to go that route. So we uh when we met with them and they shared their data with

013us, they showed us about an 80% growth. So we're going to talk about where we are right now, which for the 2425 accountability, we showed uh GCM with 40% of their graduating class, meeting TSIA readiness in both English and math. And then Lee was at 27% in both, and Sterling was at 18% in both. to date. Um, this is tracking our current seniors. Um, and keep in mind that they are still testing. So, they were testing last week. These are the numbers they were able to give me um, when we pulled the data and we talked to them last week. So, as of right now, GCM has 26% of their graduating class who have passed both English and math TSIA. Lee was at 20% and Sterling is at 8% as of the date that we

014made these slides. So, they are still working on that. So if we implement or when we implement the um 3-week boot camp at the end of the year, I took the percentage which was a an average of all of the districts that they have been working with that they've had success with which was about 8% growth and we were predicting with that on a traditional schedule and then and implementing it through those English and math courses that we have uh we would anticipate about an 8% growth which would put us at 48% for Goose Creek Memorial 35% for Lee and 26% for Sterling. And if we com compounded that growth, picked up another 8% of those kids um during the next year uh with those integrated classes and those boot camps um at the once

015in the fall semester and then once in the spring semester, we are anticipating another 8% growth which would be about 56% uh for GCM, 43% for Lee and then 34% for Sterling. And so looking at um the bottom chart that you'll see down there, we pulled uh the United data on the table reports for TSIA readiness, how they scored in the same criteria. Uh for English and math, passing both. In 2020 data, they were at 42.7. For 2021, they were at 47.8. In 22, they jumped to 89.2. and then they maintained around there and that year was the year that they implemented the 5x5. So estimating with a 5x5 we took that same potential growth that they had at 40% which would take GCM um to 80% and Lee to 67% and then Sterling to

01658%. The difference with that is that they run that college model schedule and so they added in a TSIA prep semester course um with a full curriculum which would be our plan um if we were able to implement that and then it was hard for us to predict uh the 2728 data because at that point we really need to be targeted with our campuses. So if they're still at the percentage that we're seeing there then we have some different conversations and support that we'll need to provide to the high school campuses. Okay, before we leave this slide, let's go to 2425. How many kids on each campus actually took that test? >> That's that's for all of them. >> 100% of our kids took PSI. >> Well, all of the ones that they that they

017pulled into test. So, anybody that was absent, they may have pulled them back in later. >> So, I can tell you at Goose Creek Memorial, um, Kelly's in the back. I think y'all are testing at about 75 to 80%. >> So 40% of the entire class, not 40% of that 78%. >> No, that would be um >> is that 40% of the testers or% of the cohort 40% of the testers. >> So the the rationale for that other percent is they may have met that indicator on SAT or ACT, right? or they may be on an IEP, >> but this TSIA is going to get us into the bucket we need to be in. >> Correct. And so will SAT. So if I pass it on SAT, then I don't need to take the TSI.

018>> Gotcha. Thank you. >> Okay. Let me get closer. Okay. So now I'm going to talk about um IBC's and how they impact our CCMR. So if you look at the 2425 accountability year um the tea um the the students had to have at least two credits plus an aligned IBC. So if you look at GCM we earned 199 Lee was at 135 and then Sterling was at 127. The following accountability year it gets a little bit harder. Our students had to be in an alliance CTE pathway with three credits plus that IBC. So currently in teams we have 69 students is what we're projecting to earn at GCM, 46 at Lee and then 144 at Sterling for the 26 27 year um a little bit harder. So our students have to complete a four

019credits in a CTE pathway with that aligned IBC. So what we did on this uh for this cohort is we looked at our level three students enrolled in that class based on passing rates. We are predicting 52 students at GCM, 30 at Lee and then 78 at Sterling and then we would keep those predictions for the 2728 school year. So our focus really is on intentional advising to really help keep these students in the pathway. As you can see, our students pretty much have to take that CTE class in the same pathway all four years, plus take and pass that IBC, which most of our IBC's are in that senior level capstone class. So, we're waiting like right now to to figure out if did they pass or not. Um, we have removed a a

020barrier. We are now paying for our students IC's where in the past they would have to take and get reimbursed. Some of these tests have been hundred plus dollars. Um, the state actually reimburses us up to two IBC's if they pass. So, we're giving those students a preassessment, making sure that they're ready, and we are going to uh pay for those assessments. Um, so that's kind of where we are with IBC's currently. So, we are hoping to have better data after now that we're paying for our students. Um, hoping to see more improvement in the amount uh that we earn. All right. So, what we did next is we um tried to come up with some college career military readiness predictors predictions um based off of the things you you just heard. So, for 2425,

0212526 and 2627 again, we're able to utilize the CPE and CPM. So you will see that um for we don't anticipate too much of a change in their CCMR all the way through next year. But starting in 2728 if we keep the same structure of what we're doing right now if we're putting those kids into that college prep English and that college prep math of course you see but that these are the results we are predicting for their CCMR. um if we go to the TSIA plan um where where there is a boot camp and a review um and factoring back in these kids with their IBC predictors like putting all those students back back into the bucket we see GCM getting to 81.5% uh for CCMR we see league getting to 72.7 and Charlotte

022getting to 60.1 the reason there's a discrepancy there is because you because of where they're starting at with their TSIA percentages um and factored those kids back in. Um so if we went to the 5x5 and explored the same um and the same potential growth of 40% and factoring it back back in those um IBC students, we we see Memorial recapturing all of those students, leaving me at 90 90.6 and Sterling at 84.2. Um on the next slide you're going to see how how does that impact accountability and so if we use those numbers um you'll see that in 2425 blue street memorial was 86 Lee was at 86 was 87 as a district we were 70 78 if we kept that same structure um and you're factoring that into their CCMR memorial would be

023a 69D would be a 69D certainly would be a 70D. And then if you factor that in with all the other schools, the district would be a 70C. If we utilize the TSIA uh plan and IBC predictions, you would see district would be at an 81, Lee would be at 81, Sterling would be at a 77, and the district would be at a 74 seat. Um, and so if we implemented the 5x5 and did those same numbers of recapturing those students, you would see that Gush Moral would be an 86. That's where they were at in 2425. Lee Lee Lee would be an 85B. Um they were at 86 and 2425. Sterling would be an 83B. Um and then the district would be a 77 C. Um and that's and that's with us implementing that

024and recapturing the kids but that we're currently losing with that um CP and CPM. So the district is is assuming sorry the district is assuming no change in elementary or junior high performance. >> Yes we kept everything the same just these three campuses stay where they were at. So so we're hoping across the board we are improving because of the elementary and everything. We we we are doing the tier one instru. We're using the blue bonnet things like that. Yes sir. This does not take in effect that uh one of the reasons they're performing so well in United is because they have so many extra places to increase their CT forces. So we did not take that in account, but we do know that the expectation would be no matter if we stay on seven

025periods or we go to 5x5, we've got to strategically work on increasing our IBC's and our CT completer status. >> So can I ask a question? Um, I mean it takes a lot of planning for kids to be CT leaders. I understand that. That's what I do every day. But I mean, what are the counselors doing to help in this? What are they are they meeting with students and families and making four-year plans? Are we still doing generic four-year plans? Is the way to get more CT complete is to spend the time with the kids and the families to have those conversations. So we are working on on making sure that they're following that coherent sequence and we're putting some some other um some other structures in place for monitoring by 9 week uh to

026make sure in that first nine weeks that we are we look up every kid and make sure that they are in that coherent sequence. Um, so that's that's something that something that we're working on and making sure that everybody's in the right courses and that they're following that. And then making sure that when they get to the IBC course, we're going to start having 9week conversations with administrators and counselors on campus to make sure that everybody is getting what they need and that we're monitoring all of the CCMR going forward. I I almost feel like that marks a little late. It should probably be done in the summer or like when scheduling's happening so that you could they are starting because at nine weeks it's too late to make changes, right? And they we we

027do look through them at the beginning, but just to make sure that we haven't missed anybody. We're going to go back through and make sure that everybody is where they are supposed to be and we're going to be reviewing those four-year plans. They're going to be up to date. We're going to make sure that everybody's got the right sequence in there and all of that will be completed before school starts. But then we're going to go back and make sure that everybody has it. >> So tell me about four year plans. Are are counselors sitting down with students and families and making four-year plans or are they going into a computer lab and saying, "I'm going to do the welding pathway and classes were just put into a four-year plan." No, they are meeting with

028parents about four-year plans and then the parents are signing off on them. we're not allowed to put anything in until they get a signature because we want to make sure part of that new um parental involvement is making sure that parents are able to access those. They're seeing those and they're seeing all of our course requests for the next year. So, we're doing that even with summer school, making sure that parents know exactly what courses and are signing off on what we are putting in. >> Excuse me. You're saying we're doing that now. Is that >> Yes, we started that at the beginning of the school year and now I'm this is my first year in the role, but the the parental involvement changed and so it does require parents to be a partner and

029lots of years, >> right? But we're making sure um that they are doing that. Yes. >> Because I just had a different experience last week. So that's why I was asking >> I'm sorry I didn't hear what you said. >> I said I'm sorry. We had a different experience. It's pretty simple. >> I'm not sitting by you tonight. >> That had nothing to do with the mic. >> Let's stay on topic. >> You had a different experience in that. Yeah, we had a different experience of scheduling and working with the counselor that was um when a student wanted to do a dual credit but was encouraged not to do dual credit for a sophomore year and um kind of was moving toward that their curriculum. So I'm saying as we're looking at this and import

030of dual credit where we move into why would someone be discouraged at this point of not taking dual credit for the self? That is a great question and we are working strongly on advising in systems. I'm a systems person and coming in and that's been something the counselors are working really hard and so um but we we wanted stronger systems and so coming in that's those are what we're developing and we've been working on all year. >> Okay. Well, I hope you work with the ones that struggle and look at closely especially counsel. >> Yes, ma'am. >> Thank you. >> That's all I have. So I have another question. What makes us think that we're going to jump 40 points in TSI? >> So I can actually speak to this. Um I I left the

031district um from an academic dean spot and went to a smaller rural district. We did not have a lot of CTE options and so TSIA was our focus. We didn't have a lot of pathway and programs. Um and we grew 40 points in one year. Now that is in one subject. Um but that was our first year of really a strong implementation boot camps and then overall as a district we grew 20 points um as a campus. So it can be done. It just takes a really targeted focus >> in both in both of the models whether we go with the 5x5 or whether or not we stick with our current schedule. >> Question. Did y'all have a 5x5? >> We did not know but we we also did a three-week boot camp and pulled

032kids out. We were very intentional and we tracked it all year. >> So this question I don't need it but I'm going to turn it on. I don't need it. >> It's simple. >> So I don't I'm not Don't be mad. Anyway, so what you're saying in English is that we're going to stop doing what we're doing and implement the 5x5 and that's going to improve or help us without the college career and all that. It's going to help us uh at least be academically higher. It's going to give us the tools to incorporate a specific course for TSI in the English area and also the TSI for math. It will also increase the amount of course offerings to ensure the students could get a completer status meaning four courses and take that IBC that

033goes with it. But we would still have to be very intentional and focus on making sure we increase our associates degrees, our level one certifications, our level two certification. >> So it's not a guarantee. You we're going to have to work to get >> well the TSIA is a guarantee for your CCMR point and and so that's a guarantee. TSA um right now in dual credit combined TSA and now and three or better on AP those are guaranteed and in the next system that we're coming to it's also a guarantee. So we know that TSI is kind of the gatekeeper course or that we need. >> Okay. And didn't we discuss doing this for the junior high also? Last meeting we had, >> we um we worked with we took the feedback from the first

034meeting that we had with y'all and the junior high principles came back and said that they wanted to propose a sixth period day and we have that on hold. It would increase their minutes and so but that's an everyday traditional sixth period day and so I we're kind of on hold till we figure out what we're doing here and make that decision at the same time. Yeah, I you know I do want to recognize that Sterling would with the current uh structure as a 67 husband said a 70 but it's a 67. Uh, he kind of misspoke, but I know he was looking at he had a progression. >> I was looking for just tricky. >> I know. I know. That's why I said I knew what happened there. But I'm honestly I'm kind of

035surprised cuz Sterling used to be really academically well off wave of uh I would say Roberty Lee back in the day. I I I haven't really kept too much track of it, but I'm very surprised to see that, you know, they're that >> they're tougher academically. That's where school by the way. Sorry. Anyway, yeah, I think we're headed in the right direction with all the changes we're making. Not by choice some of them, but you know, because of the state legislature, but some of the choices we're making, I think we'll be heading right. I do want to say for the sake of the team, we we kind of um have joked about this. This is not an easy thing for us. Um it would be much easier to not do anything. >> This is not

036going to be an easy task. Everything that Miss Guy has said is going to be difficult. It's training. It's PD. It's scheduling. It's it's going to be difficult. Our fear is if we don't do something pretty drastic, then we're going to see lower results than what we have, >> right? Without the college career and all that helping us out. That was a little cushion or that we had with that college career readiness. But since that's going to be taken away and you know, honestly, that is what we're really doing academically, >> right? They're not. I do want to say I don't want anybody thinking that we walked out of here and I said college career uh college prep English and math are going away. It will not you will not get the points at all

037for it next year if you do not have an approved provider. We have not got a solidified approved provider in the state of Texas for math and there are five that we're exploring for ELA. That's what I want to make sure we hear. We can't I don't want to count my chickens, you know, and that's that's what I'm worried about is we have to plan for the worst and hope for the best. And then if we do get that, that besides us some time until this graduating class, incoming freshmen graduate and then that's going to be a difficult um accountability. You'll get it the very minimum level if we use those. So we don't want to have everybody at the approaches level. You want meets and masters. So just to clarify the two courses that

038Goose Creek the high schools have been utilizing to get high CCMR points those two courses are pretty much going to go away. Yes, >> I mean that's that's really what we need to take away from from this conversation is uh currently the math course CPN is unavailable correct from any provider in the state and then CPE which is the English course there are five providers but the information that we're receiving is those providers are struggling to um identify by Goose Creek CISD as someone that they can serve. >> Correct. >> So that is where we're at. Mr. Rezas, those two courses are what we've used to be successful. For the most part, that's not something that we can tap into for the future years. Uh in its most basic form, the two courses that we've

039used to be successful in essence are going to be obsolete for the most part. >> Correct. But it does count for next year because it takes a year. >> Well, the the kids that are enrolled in the course right now will count for next year, but next year students will not count. >> I have more questions before we move on to budget. >> Um, okay. So, I'm looking at the questions and answers here. Um, so when it talks about scheduling, it it says the auto build feature is not functional. However, uh you can build the master schedule, align assign courses and place students accordingly. So, our counselors and schedulers having to do all of this by hand. So, we have a ticket into front line. I don't know if Matt you want to add to

040this, but we do have a ticket into front line. They do not work with any districts on the 5x5. I think um most of those districts are using Skyward. So, we told them that's not acceptable. They have to figure out how to make it work. So they're they have what I understand Matt and correct me wrong they feel like they will make it work but for right now you can schedule in it. It doesn't m schedule. You can't put everybody in English one at a certain period. You can't do that. It would be the schedule builder building that schedule individually for those those that campus. Makes sense. >> So I guess my question is are the counselors having to put in schedules manually for students >> at this point? Yes, there would be. >> Which

041is the most ridiculous thing I've ever heard in my life. I mean, unless you all are going to have people to support that because we're we've got 2 months left of school and there's no way that that can be done and when they get back on contract in July, how are they going to have student schedules? So, that's one of the things that uh Jennifer and the team and I have talked about that we would have to satellite people out to help schedule even if it means us. So, if we go this way, we know that we would have to do that. >> Like, that literally makes me want to throw up, y'all. Like, that is crazy. Crazy to think that scheduling 2,000 plus students by hand is a good idea. I will say that

042Stuart Career as well as impact are scheduling just about that much. We have one counselor to close to 400 students at impact and they're doing that. That's >> but and they're they're on a they're not it's not a time frame, >> right? But they are doing it and doing it well and that's why we haven't talked about them at all because if you took this course away from them, it doesn't change their accountability at all because they're already running on a college schedule. >> So why haven't y'all talked to to Frontline before now then? I mean, if you've got if you've got schools running on this schedule and counselors are having a schedule by hand, why has this not been brought up before now? the counselors that we've talked to feel like they're doing a

043good job and they feel like they need that one- on-one let's see individually let me put those courses in. So there has not been a request to even talk to front line about working with those schedules. >> But just a point of clarification, we're not doing this because it's a good idea. We're doing it because we have to do it. No, >> we're trying to make >> we don't because it's been done without a five period day. So there are options. So right now we're doing eight, it's an AB block to match the college schedule at Stuart and at Impact and they are handcheduling those kids in order to get them in those courses, but they're doing a very good job of that. Okay, other questions. Um, you've got you're going to use creative writing,

044strategic learning and math, independent studies and English and algebraic reasoning for TSI prep. Don't for sure creative writing and algebraic reasoning have TEACES that go along with those. So, how is that going to be TSI prep? So, we're most of those TEICs we've already aligned it and we've talked to um Galina Park and United and the TEICSS that we need for them are in those courses. So, we would just have to supplement with what else they need, but they're in that and it's easy to align those courses. And then, um, let's see what else was I looking at. Oh, another question that came up on ramp. How is that going to work in? So, I actually had to come here. I reached out to our I reached out to our on-ramps representatives at the University

045of Texas and asked them how we would make that work and they actually aligned their courses so that we could do that on that schedule. So, we would be able to do that 16week course in one semester. So if you're doing English, well, yeah, 15week course you could do, but what if you're doing like an English class where you're doing 1301 and 1302 and 1302 is a I mean, this would be early college credit or your on-ramps, your 1301 is a prere for the 1302. So how are you cramming both of those classes into it? So for on-ramps, it would be that I mean, we don't offer English for on-ramps, we only offer the STEM courses. So they would be taking on ramps chemistry and they would do that in one semester instead of doing

046that in a year which is the model that we currently use. So the first half would be the high school and the second half would be the college course. Now the first eight weeks would be the high school and the second would be the college course. So it would end in one semester. What about the the college classes? So the le college classes have so we we met with Lee College and they are um open to any class that was a semester being the within the nine weeks to get the first semester and the next nine weeks to get the next one. So for government ego >> those were and they they had no they're already doing many masters now. So they're saying that we work with this. >> So the impact you said is

047doing this. They're scheduling all these students and they're doing a good job. You said was it impact? >> Impact and Steuart career both. >> And they're doing a good job at it. >> They both have A's. >> Oh. >> And they're both doing very well with their CCMR. And if I took college prep English and college prep away, it doesn't change their score at all. >> Okay. I I I think that if we use that same uh uh approach with the other schools that we might be able to uh have the same results, which you know, I think will work. I really do. You know, it's not a choice that we're wanting to do. We're having to do this. That's my whole point. And I and I mentioned that we're gonna have to work and

048y'all I know they work hard all the time and we're having to, you know, do what we got to do and uh you know I we don't have a choice. We're going to do it and we're going to like we're going to have to just like with the blue bonnet. I mean, we didn't they came to us and we had to implement. And so, you know, we're we're making some big changes throughout the school district in terms of uh academics and and approaches to educate our kids. And uh I have faith in you, you guys, and I think it's going to work. That's just my point of view. >> My my question is, what's your backup? If all this you're talking about does not come out like you want it to, what's your backup? You

049talking about 400 students compared to what? 2,000 students the same way with one person, two people, three people. >> Well, no. It would be the freshman counselor would have an average of 4 to 500 students, which is a little bit more than Impact has, but so that would be about the same workload is what they're doing. But they're still going to need support because those two campuses have been doing this and they know how to do that when we have not done that in the the traditional campuses. But the backup plan is if we don't do this 5x5, that's where we're going to start those boot camps, an intentional boot camp. But I don't we don't feel like we can get the same result. We will get more cuz it's intentional. But we will not

050get the same result as a 40% increase, which we feel like with a course we could. It's kind of it's kind of hard to have a backup plan when we're in unchartered waters. We gonna we've never been in this position before. >> Well, yeah. >> So, I mean, >> you're you're right, but your backup plan should be you have the boot camp along with what you're doing now instead of waiting to have a boot camp after you see, oh, we can't do this. >> That's that's what um uh I think Jennifer was telling you earlier. We are starting that this year in in 8th grade and in ninth grade at the end when they finish their algebra 1 exam, we're starting the boot camp and we're doing the same thing in English one and that

051starts this year cuz that's that's my concern is we get, you know, over our head, you know, and start drowning and then all of a sudden we saying, "Oh, what? We can't make this. We can't make this deadline. We can't And then now it's back in our face as a board saying we you know we approve this and now you can't you know follow up and make it come to you know realization. That's why I said you know you got to have something that's a solid backup plan if you going to get us to go along with this program. I will say the most impactful thing that United said um and the commissioner of education said in his uh superintendent meeting was that we would not expect a student to pass an English one exam

052or EOC for English one if we didn't put them in English one class. So, the biggest impact I know is we have to create a class, not a three-week boot camp that's a band-aid, but a full at least four months to prepare these students to pass that test. We're asking students to pass a test with no instruction. We can say that we we have embedded it. We spent hours working with curriculum, embedding it into English 3 and algebra 2 right now. But if we were getting the results we wanted, then we wouldn't have all of these students sitting in CPE and CPN. >> But how sure are you that your your team and uh other people can put all this together. We have what two months left. I feel secure with my team because I

053don't feel like we have another choice. If we want to do what by kids, we have to make this work. It's not about this is not the easy way to do this. It would be a whole lot easier for me to sit here and tell you everything's going to be fine and we can take our time, but the reality is if a miracle doesn't happen with the state offering CPE and CPM at other places, then you're going to be sitting here looking at me and wondering why the scores are going to dip in year 2728. Because we'll ride next year off of this year's data. And whether I'm sitting in this seat or somebody else, I don't want to see this district that I poured my heart into take a fall. >> Yeah. Well, we

054don't either. And that's why questioning whether or not are you sure like the scores, are you 90% sure that you >> There's There's nothing you can be sure. >> What I do like though is that y'all said y'all going to step in and help. That is >> and you going to have to >> that's their backup plan right there to step in and help. >> You going to have to step in and help because you know you talking about a deadline, >> right? >> And you got to make the deadline. >> That's all it is. >> Well, there's the answer to your question. The backup plan is for them to step in and help and make reassured that this goes forward and and the results are good. I mean >> I mean I know it's

055hard. What about the things like pasting calendars and redoing? All of that has to be redone. So, I mean, people are going to have to be doing that, too. So, not everybody can go help on campuses with scheduling. Correct. Um, and Dr. Martinez is already uh they're saving part of their budget to pay for teachers to come in and do some curriculum writing. And so, we've discussed that. Norm, you want to add anything to that? We we are anticipating if this goes that way, we have to have a plan for the TLC's to work on that and then at our level creating a plan to help with the counselors and the scheduling. >> That's another good backup plan. Yeah. >> I also want to share with the board uh that going to a 5x5 uh

056we are not saying that there's not going to be any issues. Uh we have we have issues year after year with the current schedule that we have, >> right? Uh, so nothing's perfect. And I also want to highlight that there wouldn't be a high level of anxiety if we had high performance at all levels. >> Yeah. >> Going back to I think uh Mr. Clem asked question someone asked a question regarding um just like the district sport. Uh we have issues throughout the entire district but the high schools have been carrying the burden. The majority of the weight for the district's support has been placed on the high schools, the staff at the high schools, counselors, everybody at the high schools, beginning with the campus principal. And that's a lot to carry. That is a

057lot to carry for one segment of the entire school district. So there's a lot of work to be done. If we were to distribute the weight equally across all the schools, we wouldn't be as worried as we are right now. But the the weight of the district right now at this moment in time is at the high schools. They've been carrying the district and CCMR has been carrying the high schools. So that's there's I can't get any more honest than that. We are struggling across the board beginning at the elementary and everybody needs to start carrying their weight equally and that's our responsibility is to ensure that that's happening at this moment in time. We're looking at a schedule that can assist the school district as we continue to make progress with the other campuses

058and it's very unfortunate. It's very unfortunate because we shouldn't be having this conversation, but we are and it's necessary and this is just a concept that we are rolling out for the trustees to consider. Um, and I want to say this, it's embarrassing that we have to have this conversation and focus so much on CCMR when we should be focusing on the instruction that's being delivered. But everybody looks at scores. Everybody looks at letter grades. Everybody's looking at performance. No different than somebody who looks at the football team. What do they look at? They want to look at the record. They want to see district championship by district champion, area champions that people are grading all the different programs and our schools are no different. The district is no different. And people are going to

059look at a letter grade and they're going to judge us. So, we need to do whatever it takes to make sure that we get the best letter grade that we can moving forward while we're spinning this other plate, which is improving instruction throughout the entire district. They took our church away. >> They took it away now. >> Yeah, Dr. Jackson, you got it under control. Sounds like Well, I'm going to reiterate what Dr. Rodriguez says. We have not solved all the problems, but we would be having a partnership going through this with Galina Park and we do have another district to the east of us that has already reached out. So, um, we would not be on the boat by oursel and so I think it it's going to help to find out what other

060districts are going to this 5x5 around us. And if we do decide to go that route or if y'all decide that that's what we should do, then I think we'll have some partnerships that we'll be spending some time with other districts to try to problem solve. >> So, we we've looked at all the positive outcomes from it. What are some other things that we may not be asking that we should be on the lookout for? Some potential concerns if we go this route. >> So, give give us the other side. So the question that keeps coming up with the the districts I've talked to is in early graduation. So ensuring that we put English 4 in their senior year. But I'm going to tell you personally, this is just my personal opinion. Um if a

061if a student meets their graduation requirements and there is um early graduation uh scholarship opportunity for those students, I wouldn't want to be the one to hold them back in the December of their senior year. But most of those kids, I don't I don't see a negative. The negative I see is exactly in the scheduling component. Getting Front Line to work with us. It would be easy for me just to say, "Hey, we're we're going to use Front Line. Let's go to Skyward." Because they know what they're doing there, but it's not that easy because we have a contract with Frontline. So, getting them um I feel like we pay for a service with them and so they should provide that service and support us. So I think the technical end of it and the

062logistics end of it are going to be what's difficult hurdles to overcome but I do believe it is going to be what's best for kids. Any more questions on this before we move on to budget workshop? Mr. Why am I having a hard time reading your name? It's right in front of I will reserve my time for later. Mr. I'm good. >> All right, let's move on. >> Okay. Thank you, Mr. President. We'll now move into the budget workshop segment. And uh firstly um it's very rare occasion that finance gets to be a bright spot that this year with budget overall I'm going to take my rose or our rose um the hard work that we've done over the last few years board included everyone sitting out here in the audience audience and this table

063um but we are in a good spot and um looking at our projected revenues we did have some help of course from house bill three school finance bill and uh you know, it it did put us on a on a good pathway to being able to balance our budget. Um, the only thing I did change uh as far as the organization of the items here is item seven. I went ahead and put the transfer in since it is, you know, sort of a revenue item. I put that in there on on line seven for the 5.3 million. And that's going to be um the amount that we are also going to see in expenses here on the next slide um for health insurance coverage. It's a onetime expense, onetime revenue, you won't have to make

064it up next year. So the unadjusted surplus right now stands at 10.8 million with that transfer in and that's line 10. And it's carried over here to this uh first line here on the next slide, 10.8 again. And then you see here we've um we've done some reductions in uh uh closing the construction office and of course we have a corresponding teacher reduction for the ADA decline and we've uh reduced our department some department budgets and then these other items are the increases that line item six is the one I just discussed the healthcare contribution 5.3 and we're going to add six behavior coordinators and we're adding special ed positions due to our population increasing exponentially. um stipens for uh the Asheville Smith and uh Carver uh support that's going to be needed for this

065upcoming school year. We have a slight increase in insurance across the entire district of all of our policies about 155,000. Now, this item number 11, this is a to be determined number. Those uh additional funding requests are due tomorrow, so we will compile those, but I just put a placeholder there. Um I wouldn't expect it to be more than that certainly. Um but I did put a million dollars here so that could come down after we compile those numbers. >> And then uh line 12 is the 2% general pay increase. It's 5.3 almost 5.4 million and that gives us a deficit un adjusted deficit of about 594,000 uh or approximately eight positions would need to be reduced to balance the budget and that's with no 5x5 at all. That's just budget as is with no

0665 by5. And on line 14, if we did full implementation of 5.5 at 2.25 million, it would bring us to a deficit of 2.8 million or about 38 positions at 75,000 each. This next slide is the summary slide for the different scenarios. And the goal tonight is to get guidance from the board as to which scenario they would like to proceed with, one, two, or three. And that's scenario one uh column there is the one we just discussed with no 5x5 implementate implementation whatsoever. And then scenario two is going to be the hybrid. It's going to be one uh high school pilot. Um and you look on line number four and that would cost about $750,000. uh 10 positions at 75,000 each. And that would bring us to a line five um deficit of about

0671.3 million, which would require us to reduce positions in about 18 positions at 75,000 each. And then scenario three finally is the full 5x5 implementation. And you see on line four, um that's the 2.25. And that's about 30 positions um that we would need to add. and it would bring us to about 38 positions that we would need to reduce across the district to balance the budget. You see our fund balance is in great shape. Um we're expecting about 107.6 million at the end of this year and if we balance the budget, we're expecting the same next year. Um and our three months expenditures required in reserves about 70.5 million. So we're in great shape. Um, we just need the board's guidance on which >> go back to income. >> Yes. >> projected revenue. >>

068Yes, sir. >> Okay. Just sit there a sec. I know we've seen this several times. All right. Go to the next and the next. So, we need to lose eight positions to have a balanced budget if we don't change anything. >> Yes. >> Scenario two says we need to lose 18 positions, but we're adding 10. So, it's still the same eight. >> It's it's eight plus 10. Like, it's Yeah, scenario one. We've got to cut eight regardless, >> right? But why does scenario two say 18 if we're adding 10 on line four? >> We're adding 10 on line four. But in look in scenario one, we still have to add eight base regardless. >> Go back to income projection. Where on there are we eliminating positions to have the unadjusted surplus? Well, this one is

069just revenues and then unadjusted expenses there. >> And then the next one, >> irregardless of what we do, if we sit here and say don't change anything, we've got to lose eight positions to have a balanced budget. >> Correct. >> Now, I'm ready for the next and final. I I still am having a hard time wrapping my head around. Line four is adding positions and line eight is reducing positions. So, we're going to add to the high school, but we're going to reduce somewhere else. >> What's What's that plan, Matt? >> Dr. Bullinger. >> Yeah, we would have to find I mean, we have a a position inventory that we're working through and we presented it to Dr. Rodriguez on which positions would be slated for reduction. Um, and as a reminder, we're not we're

070not letting anyone off. It's it's as we have resignations, we would close out up to 18 to 20 positions >> to offset. >> Is there any chance that a kindergarten teacher is going to get sent to high school to teach 5x5 English? >> No. Due to certification, >> I mean, but um if we have a campus, we don't need a kindergarten teacher anywhere in the district, but we still have one on contract. They're going to have to be somewhere >> if we were one over. >> They got to be somewhere. >> If we had an excess teacher. >> Yeah. So, in that situation, we wait for a resignation um and then move that kindergarten teacher into that into that position to make it. So, we're really reducing eight positions and adding 10 on scenario two

071because we need to get rid of 18 positions that are not high school. >> Well, the um the 10 extra positions add $750,000 to the deficit. So, to offset that, we would have we would have to find positions elsewhere. >> Who teaches college prep, math, and college prep? just leave that. >> I was trying to be respectful of Bridget's part. Um, so it's a certified high school certified math and it's a high school certified English person. >> How many sections of that are they teaching? >> A lot. >> Like a full day. >> A full day plus some. >> So they're available to to just move from that that we're going to not have anymore. Correct. >> Over here to what counts. >> Yes. >> Okay. So, there there's room to slide people around and

072we can still I just don't see where the surplus is after the last two years unless it's just because of enrollment. >> Are you speaking >> right now? If where's the 18 positions or the 38 positions going to come from? Because we've already cut and cut and cut and cut and glided until there's no room left to glide. >> Yeah. So, we going to come from lower enrollment or do we still have classes with 12 kids in consolidate classes? No, we're staffed tighter, but but also um as enrollment has dropped, you know, it's dropped almost 800 students, you know, from from last year this point to this year this point. And so there there is um there is room there and it's not just with the teacher position. So districtwide um there's pair of professional

073positions there there's um certain positions that >> areas don't make $75,000. >> Well, that's the number she used dude because that's what's being added if we were to pilot the 555. That's definitely not the number we Okay. Okay. >> Um, >> what is our minimum class enrollment requirement for an AP or a dual credit class? >> So, depending on the class, if it's a CTE course, then it may be 15 to one. If it is a an academic course, they usually let us put 22 in there. Anything over 22, we have to get the permission. How many kids have to sign up for AP basket weaving for the class you make? >> Oh, 15. >> And that's standard across the district. >> No exception. >> That's what we started doing about two years ago when

074we started cutting positions. If you only had six in AP class, you could teach, let's say, like AP Spanish, you could teach lang and lit in the same course if you were willing to do that as a teacher. Otherwise, we had to kill it. Okay. >> But you had some teachers that said, "Yes, I'll do it." >> Sure. For the kids. >> So, we do have a minimum threshold. What about dual credit? >> Dual credit is set by the college and sometimes that's actually a plus for us. So, if you look at any class that's taught at the college or by a college instructor, our teachers, we can use even if they're not in their certification, they're a monitor for those kids or if they go over, we get full CTE funding and they provide

075the teacher. So sometimes it works out better for us because it can lower our class uh number. >> I'm a little bit confused because when we had our last little workshop, we were told that we wouldn't need to add any positions and it would actually lose positions at the high school, but it looks like just to do it at one school, we would need 10 positions. Can >> I respond to that? So, it's a I don't know how it was presented because I wasn't part of that, but I but I will tell you that um where the savings are is we are slated to lose teachers due to lack of enrollment. So, so if we were to do the 5x5, then then we wouldn't lose some of those spots that we normally would have lost.

076So, if it's uh if if we don't do the 5x5, then we would lose we're slated to lose about 20 to 22 positions across all three high schools. But if we were to do it at one high school or at all three, then that number adjusts. So, so I think it's not just adding or taking away. It's positions that we will lose if we don't do it. Does that make sense? >> Well, I guess I was under the impression that it wasn't going to cost anything because we weren't going to have to add any position >> or for the 5x5 >> when me and Helen and Jesse did the little workshop. >> No. So the numbers uh for right now um we would have to add >> those are mutually exclusive situations like the ADA

077drop is a separate issue from the 5x5. So kind of excuse me combining those is a little confusing because they really shouldn't be combined because we're reducing based on reductions in ADA we're reducing teachers just as a function of that. It has nothing to do with 5x5. So, the fact that those were kind of like combined was a little confusing. I don't >> But I guess if we didn't do 555, we wouldn't have to add teachers to the high school. Is that what I'm hearing? Correct. But if we do 555, we do have to add teachers to the high school. Correct. >> We would have to add about 8 to 10 positions. If we were to do 5x5 across the board, if we were not to do the 5x5, we'd lose about 17 to 20.

078So the swing between a 5x5 and what we're doing now is about 26 to 30 positions. >> And so I what is what what is the cost of the five? What's included in the cost of the five5? >> So very >> well solely positions teacher position. >> That number right there is a conservative estimate on about 26 to 30 positions. So we put 30 * 75,000 which is 2.250. That one's yeah 30 positions and then the other one's 10 scenario two. So So it will cost I mean we will add positions with the 555. >> Correct. What about I mean because if we've got teachers or curriculum people counselors that are having to work over the summer that we can't expect them to work for free if that's not their contract time, right? So, what

079about any o any hourly pay that we may need to pay them to make this work? >> So, we have um saved our money and we won't we're not spending it. We're saving it for curriculum writing and also I've worked with um Miss McCay to see if we have any additional funds that will help support that. And so, we're holding on to that money knowing that we need to pay to support these individuals and it not come out of our general fund fund. I guess it's just I'm not convinced because I've been told a different several different I've been told a different story a couple times so it's hard for me to wrap my head around. >> We've had a hard time that numbers kind of move targets. Um and so I I try not

080to get into Dr. Bolinger's lane, but um what I will say is a lot of of semantics are getting stuck. We're not adding new positions. We're not losing current teaching positions we have. So, but by by not losing them, we're adding them, >> right? >> So, I think I thought the the number was about 24. This is the first time I've seen 38. So, I don't know if that's a new with the ADA. Um, the last time I looked at it, it was about 24 across the three campuses. >> It's not 38. The eight is outside of the 5x5. >> Yeah. the eight's the baseline with no 5x5 whatsoever. If we just move forward without implementing any any pilot or full implementation, we'd still have to reduce eight positions. So, it's 8 + 10 to

081get 18 in scenario 2 and then plus another 20 to get 38 if you implement scenario three. Um, are there, let's just say we shoot the moon and do scenario three. Where else can we find $2.8 million besides personnel? And my first recommendation is program increase request. Get out your council or you're rejected. Stamp and use it. >> That's a million. That's a million dollars, >> right? Some Now some >> So where where can we find another 1.8? >> We could probably scrub um and scrape it up. I mean it, you know, we start it could be done. >> I've had conversations with some folks in the public and and some folks on campuses that there's money sitting in campus budgets right now that has not been spent. And if it was going to be

082spent on important things for this instructional year, it should have already been spent, >> right? >> And that's probably another $1.8 million. >> We could we could find it. >> We could find out why haven't you spent those funds and they say, "Well, we're saving it for next year." Well, that's not what it's here for. It's here for this year, >> right? It >> there there are rocks we have not turned over looking for money. >> Yeah, it's it's definitely not an insurmountable amount. I mean, we can definitely find it. Where I'm heading with that is it would be nice to be able to do that. This is one of the first things I've seen us do for kids since the early childhood centers. That's really not necessarily good for the adults. It's good for

083the kids and it's going to be more more more more work on the adults, but they're going to have more opportunities just like our four-year-olds have more opportunities to experience things. Our high school kids are going to have more opportunities to get what they need to move forward. And education's not what it was when we were all sitting in desk and rows. And we got to get out of our rows and our columns just like >> well for me scenario one is not even an option. I don't think we should have a pilot either in the school. If we're going to do it we do all 2 million 200. Um, the other thing is, you know, I hate to say it like this, but I have to say it like this. Again, we're looking for

084money. You know what? If we hadn't bought that church, there's a million dollars right there that we could have used in the general fund. I do like the fact that John Capital improvement because I remember saying, why isn't that in the general fund anyway if we have to go through the same process to use it? But I think, you know, we as a trustee, as a school board, has to take responsibility for some of this money that we've been spending on properties that we don't need. I again, I just want to say that we should be using all our money for academics. And I don't have a problem with this 5x5. I would rather spend that on this 5x5 than on any property that we don't need. So, I'm going to be voting for scenario

085number three. And uh you know I that's where I see it. I I think the other thing is that our CEO said that we are financially good this year. So let's do what we need to do to take care of academics and help administration take care of this problem. >> Mr. Entry, I'll go ahead and add though we're looking at budget year 20 627. So the 1 million for the church would apply here. We're looking at budget moving forward. I get where you're going and where it came from, but we're looking at next year's budget. >> Well, when we bought the church, we should have looked forward and when we bought all the other properties, we should have looked forward. So don't try to justify it. It's not, you know, but when it comes down

086to it, this is what we have this money for, for academics, not to be buying up stuff so that Bob Hope charter school buys up something else that we, you know, that's ridiculous. >> I'm not arguing that. Just making the point that >> I just want to make sure you ain't arguing. >> No, I'm not arguing that. We're just projecting budget forward, not backward. >> I don't want nobody throwing up. I just want to get this done right and get the academics done right. Help administration. Let's fund them. Let's do what we need to do. >> I I don't feel like putting ourselves in this big of a depth this at this point when we've worked so hard for so many years and cut so many positions already. I just I can't feel good about

087this. And I think that it can be what we need done can be done with what we have already. I think they can use an elective there um if it's needed. I think that we could do boot camps. I think we can embed instruction into the courses that the kids are already taking and I think that we can see the same results. So, I don't I I don't feel like scenario number three and and I feel like we don't have the things in place that we need to have to make it run smoothly. I would hate to put ourselves in this much at this much of a deficit and then it just be crazy like we don't have a scheduling system that can support scheduling the entire district like this. We don't have I mean

088there's just a lot of things that need to be done I think before you can implement something like this and it it's just I don't think it's right. Well, I'm you know, Matt said we're still working through attrition, right, Matt? That's what you said. That's part of the plan. That's part of the plan that we've already implemented. And if we implement this 5x5, we're going to be able to I mean, we're going to have to add some positions, but not like say not new positions. We're going to bring roll some people over. So, I mean, we're just keeping some of the jobs we have. we're in keeping with what you're saying that we want to stay live within our means and provide the good education that we got. >> If we if we put ourselves

089in that measure of a deficit, we're not >> Yeah, I disagree. I mean, I I think we're good. She said we're in good standing. So, how would the board like to proceed on these scenarios so we can incorporate it for next time? >> Three. Maybe we should make a motion or whatever. >> Oh, just a guidance. >> My question I guess is for you, Mrs. Guy. You're you're obviously number one. Do you see value in looking at scenario two? And my question is uh I base that question on we hired a new superintendent to come to us several times. Obviously it's of interest for the path forward. So I feel compelled to support change but I'm also very interested in your concerns. You're obviously very wellversed on this. It's more your land than my lane.

090What are your thoughts on the pilot? >> I just that >> until some of these other things are worked out, I don't think that moving forward with it is a good idea. I mean, I think that you've got to the whole scheduling system, not working with it is that's kind of that's like going way back to >> where people had to actually work. >> Oh, it's work anyway. Well, >> I mean, have you tried to schedule 2,300 kids? >> Yeah, but we're talking about being proactive, not waiting till the last minute. That's what Dr. Jackson, >> this is last minute. This is very last minute. >> I understand that, but but it's still not >> not another year or two down the road. So, that's really past last minute. I'm talking about being proactive at

091least. She said by the school year that everything would be taken care of. They bring in people they probably help and get it taken care of. So, I mean, >> but anytime you want to do something well, you've got to put time into it. >> I did. >> You can't rush into things. You can't be reactive. You've got to be proactive. You've got to sit down. You've got to make sure it's actually going to work. And until you've done that, I just don't know that. I just don't know that it makes sense to me. >> But Tiffany, you heard Dr. Rodriguez say we shouldn't even be discussing this right now. We're only discussing this because we're in a bad situation. I think it was Jeff Menson that said we were in a very bad situation

092and I think needs to be addressed. But I also think that we can implement courses within the schedule that we have that can support TSI. >> Well, yeah. Well, we're going to eventually be back here >> if we're all if all we're talking about are CSI remediation courses that can be done in the schedule that we have. >> If that's all we're talking, >> we're talking about moving forward and trying to progress in a different direction so that we're not in this situation again. That's what we're talking about, >> right? And that will happen whenever the academics are in place. about if we're talking about CCMR, most of what we've heard about is making sure that we've got TSI remediation. >> Tiffany Dav, the academics have been in place for years and we're failing. We're

093not doing we're not making any progress. It's time to make a change. >> We talked about that before. >> That's what I'm telling you. The academics need to be fixed. But in the meantime, if we're worried about CCMR and what we're worried about is TSI, we can embed we can put TSI remediation courses into the schedule that we have. And then we can make sure that everything that we have works with the 555. I don't know why we >> there's never going to be any shy with that. No matter when >> when you decide in a year that you want to implement, it might be too too late. The more you plan, the better it's going to >> Well, we've been planning for a long time and look at our situation in the Goose Creek

094School District. Look at our academic situation. >> We shouldn't have put our all our eggs in one basket. >> Oh, we shouldn't. >> No, we shouldn't have put everything in college prep. >> Well, I mean, that's the way it was set up by the state. Now they're taking that. >> It was not set up by the state like that. That was always a fallback. >> Okay. And we knew that. So, >> so why did we have that as our main our main way to get CCMR? >> Well, that's that was our approach and like I said, now we don't have that option. >> So, we need to we need to be proactive and make some changes. >> So, can I go back to my original question, you miss guy and that was uh the scenario

095two pilot. Um, one of the things was jumping into it and resources and that would allow administration to target one school. I would assume it would probably be TCM because familiar with 5x5 from a former campus. Um, from your professional opinion and your position, do you think that's doable? >> I mean, do let me reword it. Would you weigh in on it? I don't want to put you on that. >> Anything's doable. Do I think it's a good idea or not? >> Well, we're already doing it. You ain't asking me, but I'm going to hear and check this off. Dr. J is told we have two high schools that are doing it already and they're very successful at it. She said that plain and clear as day that it's already happening. So, that's why I

096said I don't need a pilot. We already have two >> action. We have two schools that are already implementing this and we don't have to wait for another >> Steuart career and impact. I I do want to add um I'm going to support whatever the community and you all want to do and and the team and I are going to support that but it it is about really increasing our IBC's and our completers as well as targeting TSI. So we have two focuses that we're really working on. But the point was he meant it. He asked the question as to you know about that pilot. We already have two schools doing it. They already successful at it. You mentioned earlier that they were both happy that they were be they were so successful. So we

097don't need that pilot. We can jump right into it using the same process they used. So I do want to add that typically master schedules that comes under the administrative umbrella and there's not a need to request approval from the board. The approval in this case is because it has an impact on the budget. uh you know campuses administration year to year they make adjustments to master schedules as they deem appropriate but in this case there is a financial impact obviously of over $2 million so that's why we're having this conversation and I appreciate it it's actually very healthy conversation uh a few things I want to be able to bring to the tables that way the trustees are very clear on these items one I want to ask We've had this conversation regarding can

098we have a bandaid for a year to uh and I'm looking at at Jennifer. Can we have a bandaid for a year and what does that look like? I think the trustes need to truly understand what that looks like. But before we say anything regarding that potential band-aid that we've discussed, I'd like to get the opinions of the three high school principles, comprehensive high school principles, because your voice matters. Uh you're over here in the back. You're listening to the debate that's occurring over here. But at the end of the day, it's going to be you all. And I've said this, everything lives and dies on the principal's desk. So there's a responsibility that is uh truly great that belongs on you all's desk. So can I have the three principles at least come over

099here? Voice your opinion. Don't want to put you on the spot. See one. All right. We have one. So if you can share your thoughts. I mean you've been hearing the conversation. Uh you heard comments regarding the work counselors will have to be responsible for. Obviously you work at one of the high schools that has been operating with this master schedule. Can you just share your thoughts regarding what you think next steps look like? >> Sure. Um I do I will say I'm kind of in do it all or don't do it. Um so as as much as I believe in the 5x5 I think it's um going to be amazing. trying to pilot it at one school is not going to focus all of the resources of the district. So, I don't know. Um

100I don't want to be set up to be unsuccessful um because they're trying to support a periods of seven and then a 5 by5. So, um that would be my concern. I'll do whatever you tell me to do, but um that does concern me to try to pilot at one of the traditionals. Um I mean, y'all have y'all have heard me present on this before. Do I think it's going to be easy? Absolutely not. I don't think that this is a schedule um that is easy for adults, but I do think it's what's best for students. Um you know, I've had conversation with my counselors already. It doesn't matter whether we stay at the seventh period or we go to a 5x5. Their role will have to change on my campus. Um because right now

101CCMR pretty much falls on my college and career counselor only. I mean, she's the one who's trying to make sure that everybody has what they need and she's the one going back in and double-checking CTE and and all of those things. Um, and really it has to go to my counselors and they have to be more specific in what that dual credit looks like and the CTE pathway and all those things if I stay in the summer periods. Um, if we go to the 555, the C, it will be the counselor position that takes a heavier load. Um, and we will have to make some changes to help support them and what that looks like. But what it gives our students, and we've talked about CTE and CCMR, one of the things we haven't said

102is the benefits for our academics. So, we're talking about a student who fails in an algebra class or fails an English class and then has the opportunity in the next semester to go into a class that's going to support them. So whether that's a remediation class that helps fill in the gaps or whether that's a TSIA class that helps to enrich, we're talking about academics. So we know that that's a focus and we know that that's what's important. Um is not just to check the box, is not just to get the accountability piece, but to what's do what's best for students. Um and the 5x5 is a very intentional focused schedule that allows us to individualize that students opportunities. So, um I'm not saying, like we said, it's not going to be easy. The easiest

103thing would be for us to go with the same thing and cross our fingers and um assume hope is our plan, right? Um sorry, >> we say it all the time. Yeah, >> you have another hour. It's only 8:00. >> Astros are waiting, too. >> Okay, good. Good. >> We're good. >> Um there but I think, you know, are there other things that we can do? maybe, but I don't know that they'll have the same outcome that the 555 will have. Um, it will be an extremely fast turnaround. Um, but I think if you if you go with scenario three and the entire district is focused on that, we have a better outcome of what that's going to look like. Um, if we go with scenario one, I know the district will focus on what

104what we can do in those summer periods. Um, but personally when I'm looking what's best for students, I'm still focused on that 555. >> What's the feedback from the teachers like? >> Um, they're a little scared. Um, I can be honest. I mean, it's a it's a move your cheese, right? >> I'm sure the counselors are too. >> Counselor scared. Yeah, >> it's going all on the counter. >> It's a lot. Um, but I think when teachers are hearing the whole story of what a 5x5 looks like, because right now it's have to teach for 80 minutes. What does that look like? But when we talk about you're going to have the scope and sequence, yeah, you're going to have um the support of the curriculum um and instruction. So, they're excited about it because

105they're seeing the opportunities of the activities where right now they're rushed to get through things. They're seeing that I'm having a plan and getting to see and work all the way through. They're seeing the opportunity in that second semester to go in and say, "Wow, we had a gap here." And not just sitting in front of Credit Recovery in front of a computer to click buttons. So, um I think that they're excited. They're nervous, but they're excited. So, um, you know, again, it would have been great if we could have figured this out at the beginning of the year and planned all year for it, but this is where we are. So, um, teachers use Creek, we adapt. I mean, that's what we do. You give us the next thing and that's what we do

106is figure out the next thing. Um, so they're resilient. They'll they'll overcome and do whatever we ask them to do. Jennifer, do you want to share with the trustees what an alternative could look like, please? >> Okay. So, um, one of the things that I've done, um, is contact the five that are approved for the, um, college prep ELA and we have been meeting with them. We met with Marillo College and so they have some options, but they will not have answers for us until the end of April. Um, and so that is one thing that we're waiting on and we are meeting with region one tomorrow. Um, but everybody that is approved is inundated right now. Everybody's calling them and they're wanting to get curriculum from them. So, they are very overwhelmed, but we

107are looking at at that as an option. Um, and everybody that I've spoken with has applied for college prep math to be approved, but we don't know what will happen with that. I anticipate some will be there will be some colleges or region centers that will be approved for for college prep math. Um but you know they're going to be probably just as swamped as as what they are right now. So that is part of our plan. Um the initial plan that we have to start this year would be like I shared with you starting with eighth graders through our junior class which would be next year's seniors to do that three-we prep after we are finished with our EOCC's. um and then to test after that and see, you know, how many of those

108we can capture with TSIA before the end of the year. Next year, we have certain courses, English courses and math courses that we would run those boot camps through in the first semester. We would test then and then we would do the same thing in the spring for our sophomores, freshman, sophomores, and juniors. And then looking for our seniors, we would keep uh a TSIA prep course. we would keep it as a the like the college prep class which would not count towards CCMR but it would be the course where we could we could do um the TSIA preparation with a curriculum through that and we would test every 9 weeks and try to um hone in on the kids that we can like we can pick up in the first nine weeks and then

109really focus on our li our smaller numbers and groups as we test throughout the year so we can fix that for next year. Of course, the concerns are a boot camp after star testing and then another test. I mean, teachers are tired and kids are tired. Um, but we're going to do our very best to capture them. >> So, uh, do students get off periods? >> Yes. The C the early release that's what you're talking about. >> Is that tied to CCMR also? >> Yeah. Yes. >> Yes. >> Are you asking do they have their CCMR before they come >> before they get their early release? Yes. >> So, and that could be an incentive for something like that. Like if you take the class for nine weeks test and you pass, then you get

110an off period, >> right? You're right. >> And that's for them to work hard and get done. >> That's assuming they have all of their credits and have that opportunity have an off period. So, that's not all of our students. A lot of our students need those credits to graduate. So I think that's if you're talking about it, there's a large group of students who are going to get their CCMR point no matter what. Those are top 10 that we recognize today from SAT all the time. There's those kids that we're going to have to push really, really hard, which is what those electives and those boot camps and all of those things are going to be, but they still have credits to make up. So that's what they're they're in that ingenuity class. They

111don't have that opportunity necessarily to have that eligibility. >> So I just want to we're talking about small percentages, you know, and that's the piece that I want to make sure we look at is the large group of our students, the TSI numbers that have not passed TSI. Those are large groups that you have are that large group of number that large group of students, those are also they also don't have their credits for graduation. I'm not saying all of them, but there are >> that should be a very small percentage of your kids that are still lacking that many credits for graduation. >> We have several. >> So, we have several. >> Not the whole effort. >> One of the things that we actually tossed around was the district could always take action and

112make generating a point a requirement for graduation that in itself would be uh would take action from the trustees to ensure that there's the wells down >> I would be willing to do that >> you know so that would make sure that there's an understanding that you don't get to cross the stage unless you have you know done the work necessary to ensure that we continue to generate the points for the school district and of course for the high schools. So the board is always open to taking action and making an additional requirement for for graduation purposes as well. >> Is it safe to say that scenario two is not favorable to anybody on the board? So we can eliminate that one. >> I would venture to eliminate it based on Mrs. starts uh point

113the fact that if we have two different scenarios going at the same time, we're splitting our resources. It's a very valid point. I thank you for coming up and talking to us. >> Yes. >> Because like Dr. Rodriguez says, your voice does matter and that that's a very valid point. So, I'm I'm abandoning number two. >> Okay, we'll eliminate that. >> That was a grand slam home run right there. >> I'm telling you, I'm glad one principal stayed. But but but it's a very valid point and it's it's something that I wasn't thinking of and I'm willing to admit that it would split our resources. You're right. And and it would create a silo or an island of the school district that's starting this on their own. >> I can start. So thank you for

114bringing that to us and making us realize that. >> But I do have a question on that. We know that um and you've been studying with Galina Park if I'm not right and we know that Galina Park did a pilot and I wasn't I was kind of leaning toward too I'm sorry but um I just know that as we look moving forward that that was a one of the things that I was looking at say earlier too that we do a college with someone that is strong or strong campus that could handle that. I know splitting your resources is one thing but also having someone is committed to it and a campus that's committed to it. So, uh I'm just making that as my point. So, thank you. >> It it was an eye openener

115for me for sure. Uh makes a lot of sense >> in terms of academics with what you said catching that catching Mercedes failing midterms, right? I would rather you catch me at midterms failing to have an opportunity to improve and to be instructive and help with that, you know, and I really appreciate that because there was a safety net for these students that are failing uh academically. >> So, um scenarios one and three will we can bring back next time. Is there anything you would want to change on one and three? I know we can um certainly look for more reductions in other areas as Mr. Clim requested. We'll do that. Is there anything else um on those two scenarios when we bring it back for the vote next time that you would like to

116add or change? >> I think I'd like to just make a point, Miss Clark, that the numbers you're presenting are the absolute most conservative numbers. >> Correct. >> And we are confident that we will it will not go past this. Everything that you're putting into the budget is the most conservative. >> Yes, sir. I always go with the most conservative. >> No more changes, no more additions for teachers. >> Miss Miss Clark, can correct me if I'm wrong, but we also have a $1.8 million decrease due to potential loss of students that's embedded or is that >> it's it's in the decrease in um uh expenses. Yes, it's already included in there. Yes, sir. >> Okay. So, if we do not lose that many students, then we could potentially see the money returned back to

117the actual budget. >> Yes, sir. Potentially. Yes. >> Mhm. >> And then on the on also on the additional funding request, we could see a lower number than that million like Mr. Clint pointed out. So, that number could be adjusted down as well. And again, we're just at the end of March, so we don't have our preliminary values. And you know that can help a little bit one way or another or maybe decrease it actually. But um but there are certain there there are little refinements that we'll still need to make. But um but we can certainly make some changes to these and bring these back for the vote next time. >> Real quick, uh time in your classroom. What's the time with the how much time we spending now? How much time would it

118change? >> It's 80. >> It's 83 minutes a class period. And one of the things that um Mr. Clim brought forward is that we needed to make sure that the semester 1 and two were about were balanced equally. So it would have us ending second semester or doing their finals which the teachers were in favor of right after we come back from um the holidays which would give them time to review for their finals and then they would take their finals then. So that's actually something that we've looked at regardless. So it's 83 minutes class. >> One last question for me on the class sizes with the 5x5 that we're looking at when we look at band for instance. those are huge classes and uh how would that work especially when we're looking at staffing

119those or >> the basically oh good evening we would staff it basically the same way uh we we're at the point to where we're basically we're operating at our what we consider to be our bare minimum we don't have luxury positions So it would just be a matter of redistributing the time and it would feel different uh on this master schedule just from fall to spring just changing the course name but it wouldn't feel any different to the band student for example they would still go through the same thing the same UIs would be in the same spot they just have more rehearsal time during the day >> yes ma'am >> yeah that's pretty much the same thing I'm assuming we're not going we would have to work with the person doing the master schedule

120because of the different sports throughout the day, but just how we run the athletic period uh would be different with having a study hall and uh being only being on the field for 60 minutes a day and making sure we don't go over that. Um I think Mrs. guy brought that up the last time in the meeting and then uh you know just to reassure that that that's something that we're going to have to work with and if they're not doing the job properly, we'll make sure and put the right people there. >> Thank you. >> I do want to say I think my other principles thought that they were done because of the budget. I think they got thrown off with the budget workshop. So don't I want them to know that they were

121here >> ready to answer back tomorrow. >> Okay. >> We got another time. >> And I was just going to say um on the timing um the decision impacts staffing but also how we hire because we have our job fair. We have our Goose Creek job fair coming up on April 11th. So that's Saturday. and we postpone our high school staffing until a decision is made because on the one hand it could be where they're losing eight or nine teachers or on the other hand they're adding three or four and so going into the job fair we want to make sure that that you know hopefully this decisions made at that point so that our principles can hire uh candidates who come to our job fair that's that's also a time time matter. >> Are

122you staffing on the same assumptions as we're budgeting? Yes, but but we have two scenarios depending on which way we go. So that that that'll depend on if I'm losing teachers or I'm going to have to hire more teachers positions rather. >> Yeah. >> And we'll have that vote on April 6th on which scenario you all scenario you all prefer. Are there any other questions on this slide? Other than that, I've just got a couple of >> just just a quick calendar slide. It's just going to take a minute. Okay. So, just like I said, we'll bring it back for a vote on the 6th, which is next Monday. Um, and then here, I just wanted to note a change. We moved the compensation approval to May 4th, so we can use it as a

123recruiting tool and and be able to disclose what we're what raises we're going to give. So, we just did move that up and I just wanted to point that out to the board. Other than that, that's it. Any more questions? Anything else, Dr. Binger? No. >> Okay. >> We got last time. >> So, before we close it out, are there any more questions for this panel from the trustees or comments? The raises will be in the next meeting. >> On April 6, we're presenting the compensation options and then there will be a vote in early May. >> And the numbers we looked at tonight is the two%. Right. >> Correct. No final questions. Yeah, >> I got one more on that. Uh, what was that compensation that that y'all were working through on the last

124meeting that we talked about the the teachers that met the qualifications to get that >> TIA that will be presented also separate. Okay. >> Okay. >> Dr. I'll give you one more thing before we on that same issue with the compensation. There were some people that qualified that were not in that option of getting paid. Are those are we going back and looking at those? Okay. >> Dr. Rodriguez, before I close the meeting, would you like to make more comments? >> Reminder that our next meeting we will be voting on the budget reduction plan. It sounds like we're looking at scenario 10 or three and I think we could comfortably say we'll remove two from consideration. Is the board an in agreement on that? Miss Clark clerk I'm seeing that I feel like we're in

125agreement and we have consensus number two. Is everyone okay with that? >> You okay, Miss Tims on that removing? >> Yeah. You always have a comment. >> But let's do this. Let's keep it in there. >> Okay. >> That's all right. Jus one. >> Okay. Well, I mean there's twoish. >> Yeah. >> All right. Very well. >> Thank you, Mrs. Thor, for joining us at the table. >> And for the cabinet, Dr. Rodriguez. Thank you so much to explain this to us. >> With no further business before the board, >> I do have one more comment. I'm Dr. Rodriguez calling her up because he said and we're moving with with academics. It it dies or lives on their desk. The principles, they need to be more involved. And I appreciate that because it shows that

126we're working to resolve the problems we have in this creek school district with new uh superintendent and new uh help from the principles. Um so I wanted to you know say that publicly that we're still working on academics. Okay. >> All right. Thank you sir. With that we are adjourned. The time is 8:34 p.m.