LVISD Board Meeting on March 9th, 2026

001Pledge to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Honor the Texas flagg to thee Texas. One state under God, one and indivisible. Um, do we have any public comment? No. I'm going to go ahead and uh make a quick change to the agenda. Since we have Mr. Strickler here, in interest of his time, we'll go ahead and move up a or item number five to be the first if everyone any opposition. Okay, go ahead and do that. So, we'll we'll skip to number five first. discussion and possible actions supporting potential utility easement along Bonanza Road. You okay with us moving that up? >> Yes, sir. >> Unless I can get a plug as >> Oh,

002right. So, I'm just trying to pull up the documentation. So, we you know, Mr. Strickler had a presentation to us. Uh I think it was two board meetings ago. Uh you all in your packet have the uh an email from Dr. Kern the kind of documentation of the topography and what have you. So I know you've talked to >> Carl. You just want to kind of give a quick update on that and your conversations. >> Sure. Um, so have talked with a realtor to determine whether or not like allowing an easement if we wanted to sell the property would impact its um value and it would only likely have a positive impact on the value. Um, in talking with interested parties who expressed interest in our property, there's no um would not remove the interest

003to allow the easement. So there's really nothing with regards to the sale of the property that would impact it negatively, maybe only positively. um if by allowing the easement. >> Good. Okay. So, at this point, I just um would entertain a motion on the floor if there is one. >> I move we approve uh in support of allowing an easement through the property as proposed. >> I second. We got a motion from Rich and a second from David to grant the easement as requested from Mr. Strickler. Any discussion or commentary? Seeing none, we'll go to vote. All those in favor, please raise your hand. All opposed. Mash uh 70. You got what you need, bud. >> All right. Enjoy your I don't know this is the right time to mention this, but the copy that

004was sent to you that you have, I think, is going to be the final official copy. >> Okay. So, I'll reach out tomorrow. They need confirm the city that they like the document and then get it back for signatures. Okay. >> Is that good? >> Sure. Um, to that note, since we don't have the actual easement language in hand, >> sorry, we're >> you do. >> We do have it in hand. >> Yeah, >> should be in the packet. >> Yeah, it's it's completed. >> Okay. Sorry. >> Assuming there's no changes, the one you provided is the is the document. Sorry. >> Assuming there's no changes, the meets and bounds that were sent with this one are going to be >> that technical drawing and the meets and bounds are accurate to uh >> yeah

005review it as well to make, you know, want to or >> but I'll be with them tomorrow and then uh bring it back to you guys. But I I fully expect it to stand exactly the way it is. >> Okay. Um can I encourage Rich for you to make an amendment to your motion? Uh we approve the agreement as presented and grant the superintendent authority to negotiate on our behalf. So move. Do >> I have a second? Yes. Second. Okay. All those in favor raise your hand, please. All oppose. Seven up. So assuming this is good, we're good. If not, you can feel free. Okay. Thank you. All right, Mr. Stripper. Thank you. >> Thank you. >> All right. We're back to the top of the agenda. We'll move to uh item number three, which

006is the public hearing of TAPR. >> All right. So yearly, um, within 90 days of, uh, the TAPR being released to us, which usually happens in December, we received it December 15th, I believe. Within 90 days, we must have a public hearing to go over these results, and that's why we're here today. Um, I will remind you that this information isn't new to us. Uh, we looked at star results earlier in the year. We've been responding to those star results, but this is officially our taper report for you today. Uh the taper report includes the following. The Texas assessment of per Texas academic performance report from last year. The PE's financial standard report from the prior year 2324. District and campus performance objectives. violent or criminal incidents reports. Um, student performance in postsecary institutions, progress

007toward meeting student outcome goals and accreditation status. Um, like to start out with something that maybe we haven't looked at recently. Um, and within the taper you can find our student demographic sum summary. Um, you'll see uh the makeup of the students here at Logo Vista ISD. Last year we had 1,873 students included on the taper and uh this is the makeup of of our student body. >> Do we happen to know what it looked like 3 years ago from a Hispanic population perspective? Like I'm just trying to see what that trend is. And you might not have that. >> No, I don't have that, but I I can tell you I don't think we've seen significant like more than five point spreads. >> Okay. um in in that respect. >> Thank you. >> Next,

008uh we can look at um student involvement and student de demographics. I'm sorry, this is student demographics. Um our economically disadvantaged lingers around that 27.1. Um that has been pretty consistent. We've seen a little dip in those numbers over the past years. uh we do believe that we might not be identifying each and every student who is actually economically disadvantaged and we're working on systems to um at the campus level uh make sure that we are representing all of those students here. They do impact us in how ratings are calculated and it's also important to know who these students are to connect them with the resources that we have available for them. our emergent bilingual numbers uh climb a little bit year after year. Uh we have seen that um and our at risk numbers

009stay about 21%. That's pretty average. There there are a number of things that go into that at risk category. So it's kind of an ambiguous number to drill down to exactly what makes the student at risk. Um section 504 students is about 8.2%. Uh I think we'll see that decrease a little bit as dyslexia um becomes special education um served by special education only or primarily um and then students with dyslexia that that number um is representative regardless of how they are served. Student enrollment by program. Um, so we have from the last slide 8.9% of emergent bilingual students and you can see most of those students are served through our EV program receiving ESL supports or being monitored in our ESL program. CTE as a district of 187 of 1,873 students, a third about

010a good third um of that population are um are taking advantage are involved in CTE and at the high school level um even it it's even magnified even more. Uh so 92.4% 4% of all students um are engaged in CTE which is huge and a wonderful thing for our students. Yes. >> Um what is CTE before high school? What is what does that look like in the middle? >> So it could be um some of our middle school classes um >> like the Shark Tank and >> there are some some CTE for like tech apps and different things like that as well. But um I think that number the 32% is taking you look at the proportion of numbers of high school students versus other it's really over. >> Yeah. >> That 32 is part

011of the 92. >> Yes. >> So that's why it's 32 is cuz we have 92% of our >> high schoolers which means 32% of our total funding. >> Yeah. Exactly. >> Makes sense. Yeah. >> Thank you. Uh we're on par kind of with the uh state and district in terms of uh state and region in terms of percentage of gifted and talented at 7.7% and special education at 16.7. >> Sorry. Um go ahead. >> Just pass it. >> Gifted and talented like what's what's driving that 7.7? Is that like onramps? Like what's considered? So gifted and talented um students are actually assessed through they they so it's not driving that that's how we're serving right the identification process of gifted and talented um usually happens in our earlier grades and students are assessed based on

012multiple measures to determine qualification for the program. um as they move through our system, our elementary students are served uh primarily with a pull out model um receiving some services. Then through middle school and high school, the course offerings are generally how those students access gifted and talented resources and services along with our teachers in the core all having 30 hours of gifted and talented training. Um so those teachers as well are um recognizing and supporting their gift and talent to students within the core curriculum. >> So along that same vein, can I ask a question? >> So in fifth and lower they're pulled out. They go to a special class gift and talented in middle school you said it's through some of the classes. So is that like the college ready classes and whatnot?

013So right now through the core right students are served in the core with teachers who have gifted and talented training right uh then I I would say that our project based learning courses um such as Shark Tank Mythbusters and things like that um are also serving that creative outlet for those students to to have some exploration on that end. >> Okay. So it could change a little bit because in in our household, >> Xander was not a gifted and talented in fourth and fifth grade, but he's in classes like that. He's in the college writing classes. So it could it could change, right, from being in the gifted and talented program to these kids who just now take these classes and that would change the numbers. >> Am I that correct? There's still an identification

014process for the gifted and talented. >> Okay. So, just the kid enrolls in this class. >> So, we have access to a variety of um advanced courses and creative courses for all of our students regardless of whether they have been identified as an account. >> I didn't know if enrollment in the class is what then identified them or >> Yeah, >> I didn't ask. There's an assessment process. Okay. Okay. >> Um and and we assess by parent recommendation. Um but it does we do also in the early grades do screen. >> I have one. >> Yeah. >> Is there a financial benefit tied to that number from a >> we get funding for that case? >> It's part of the water calculations way at 88. >> No. >> Do we know how that 7.7% ranks

015versus comparable districts compared >> we are on par like I think in most districts I think years past 6% is is kind of that has been my experience um the number that is kind of the the gold standard you want to make sure you're identifying at least 6% Um, and that would be on on par with state state average of students. >> I'm looking at right now state average, uh, it was 8.7. >> Okay. >> All right. So, we're so six, eight, different. >> Yeah. >> So, either we're ahead based on your assessment or we're behind based on the stats. >> And, >> um, I think this is something for us to dig into. >> Either we're not identifying. I just don't believe that we're behind the curve uh versus the average. I think we're

016maybe behind the curve on identifying >> gifted kids. So, can we identify them? >> There may be opportunity. And I would imagine if we d a little deeper, maybe it's, you know, moving in and not uh can we identify students who have moved in who we've maybe not assessed or weren't here in the early years, maybe they're coming in a little later. So, that may be where some of that we see. Um, so >> so my kid who came in in sixth grade, would he have been identified or not? >> He could be. Yeah. And they can they can be identified at any uh level. Typically it happens in the lower grade levels. So it's whether or not a parent has recommended for testing or a teacher has noticed something, recommended the student for testing.

017Right. >> Okay. >> Yeah. And I'd like to add that I think sometimes there's a misconception that gifted and talented equals high achieving. Um, as the parent of a a GT child myself, um, that child was not the high achiever. The the child that was not identified as gifted and talented was high achiever. So, I think it it it it doesn't always equate to what people believe it is. So, I would I would just just like to point that out. Um, next slide. Special education determination status. Um this is either you meet or you don't. Um and we do meet I'm happy to say year after year we have met the requirements to um represent an integrated determination level status um from using m multiple data sources um to show that we meet the requirement.

018Um as I've said we have looked at star results um with a finer lens than this previously um we do see that overall when we are looking at approaches grade level which is passing uh we are the yellow bar. Uh we are last year we just inched over exceeding in RLA math and social studies. Um kind of on par with one percentage point um range with state and region. Um this is not where of course we want to be. We want that yellow bar to to grow and get higher and higher. Uh but the reality of why we were a C last year is represented in in the data that we're looking at now. Percentage of students at masters. Um again um this is the highest level of achievement on star getting students to um

019achieve on that assessment on that day. Um in that upper band. Um we are trailing with the exception of social studies uh who year after year is seeing very high results and what we see in social studies is students are consistently writing about their their um their learning and I think that written component that has come into play in some of our other uh tested areas has not been um as strong historically. Um, so we're working on those writing strategies for those open-ended responses that are now on um, pretty much all of the assessments except for math. It's not quite open-ended, but those assessments do look a little bit different than they have in the previous years. Um, academic growth, this is year-over-year, student to student. Um what we had had found um in years

020past is one of the reasons why we're not getting those bars higher and higher and they've kind of flatlined is we haven't seen the student year-over-year growth. Um, and I know we have some mixed feelings about um, NWA math growth, but the goal of that is to in an isolated other than STAR look to see are we growing students student by student. Um, it is TIS aligned. It's not star aligned. Right? So there are some differences there. But what I will say is that this year's uh middle of year NWE macro shows pretty much on every campus almost um that we are growing more students in RL map. So I'm pleased teachers have really dug in to um the resources and the data that are there. and um last year versus this year. Last year

021was our pilot year. This year, it's not new. We know um how to use it, what it looks like. And I'm hoping, right, um that that one data point along with the data points that teachers are looking at in PLC's um will show that our bars are going up next year across the board. >> So, is academic growth the measurement? So if a student is meeting expectation then the next year when we're testing it they're meeting expectation is how's the >> on the star? Um it's a little more complicated than that. Um so there are growth targets um based on um a grid, right? Where you can receive one point for like if a student maintains um we get a growth point, right? If they maintain and and improve a little bit higher, you get

022like 1.25 points. Um, and so it it's a it's it's muddy and it's complicated, but to answer your question, um, a student that maintains high performance because that master's kid, right, there's nowhere to go from there and you want to maintain that and you get points for maintaining that. But your goal would be to move your kid from approaches to meets and masters. Um but but there is um there there is um stability is not necessarily going to completely hurt you, right? >> You've got to maintain or ex or or improve on the performance level. And really you're only talking about wanting to maintain if you're at the highest performing levels. So growth is measured I if it could be a student earned let's say they got messed grade level and they got meets grade

023level by the skin of their teeth one question next year if they fall one question and change performance levels that is not growing even though it's really kind of the same performance level that performance level marker is what matters and whether or not they're moving within it. So they've taken approaches meets and masters and almost created like categories within it. So you can have a low approaches, high approaches and are you moving the student from the low to the high end of approaches? Does that make sense? >> This is student by student. >> Student by student. >> Yes. Thank you >> Tina. Tina. Um so I did the evaluating student outcomes for training and it's definitely very point system is a little crazy but they did say that we were starting to test according to

024TES. Correct. like that the STAR test is more aligned with the TE's that were already supposed to be like you're learning the star test. >> So the STAR has always been aligned to the TE's. >> Okay. >> Um >> she said she an example like for social studies that now we're taking into consideration okay kids learn about the Alamo this year. So now we're to give them questions about the Alamo. Previously it could have been they hadn't learned about the Alamo yet. We're asking them. Does that sound right that we're trying to really teach based on what they're actually learning? >> I think what I will say is every year and I think with the STAR 2.0 know there have been significant improvements in the quality of the assessments that are given um and more

025effort on the state's part to reflect what is actually being taught. >> Okay. So that makes sense to you then? >> Yes. Okay. >> Thank you. >> So probably simply put two years ago we were at 100% teach to the test. Now we're like at 90% teach to the test because they try to make it more aligned to what's happening in the classroom versus just teach to the test. Does that sound about right? >> I think I think that's a good reflection. >> Yeah, I think typically it's been >> especially the test that's not what's best for kids, right? The way it was explained to us, >> the way it was explained in our the training that I just took was that um whenever somebody is upset about teaching in the test, they're like, "No,

026that's what you want to do because right now class, that's what we're teaching in general and then it is to the test as well." >> But what I'd like to better understand, I think that's what you're communicating is >> is it 5% what's going on in the classroom that they're teaching that's related to what the test is? Is it 50%? >> It should be 100%, right? It should be 100%. from the way it was explained to me is that they're working really hard to make the test match the curriculum more than it ever has before. And I don't have a percentage on that, but it seems to be improving whatever it was. >> Yeah. And while while I want to be hopeful, I I know what the trend has been in the past. So, but

027I hear you and I'd love to see what that looks like. >> Teaching to the test to what we teach, correct? Yes, >> I will say the new item types are more like authentic teaching rather than just multiple choice. Um, you know, drag and drop selecting multiple answers um to fit into grids and categories. Um, it doesn't feel so like ABC or D, right? Um, with that there's a learning curve and and teachers making sure that they're preparing students for all of the types of questions that might be on the STAR 2.0. How much do we spend for maps? >> A little over 10,000. I think it also covers our um required reading assessments for 8th grade and yes, >> it's a rounding error. >> Mhm. >> And the budget. I think it'd be helpful

028to see like come back with a view of >> how we're looking because we keep alluding to the maps, but I don't think the board is seeing a a snapshot of like this is the growth that we're seeing in the district based on this assessment tool that we're spending money on and time for the teachers to execute. >> And then we can swing through and say, does that correlate to seeing similar growth in the STAR assessment? Mhm. >> Cuz if it doesn't then we can have a discussion as to >> absolutely >> to the point. But we keep talking about maps. >> I don't think we've seen >> any sort of uh aggregated assessment of or readout of how that is suggesting we're we're seeing growth in the district. So, one of the things when

029I came on board that I had a concern with was whether or not that that MAP data is going to be a good predictor what we can expect our STAR assessment results to look like. Um, we're still new into it. This is really I think our second yearly in. So, what I'm encouraged by, and this is it with a hopeful look, is that if if we're seeing the improved MAP scores at this point in time of the year compared to where we were last year at this point in time, to your point, if there's correlation, >> yeah, >> then that increase should translate into an increase in STAR. If it doesn't, then I'm going to question whether or not the alignment is actually there to be a good predictor. But right now, we're in the

030second year, so we don't have the data. This is the year that we really want to look hard at it because the questions have already been created. >> Um, and we're also using MAP for the teacher incentive aotment currently in the plan. So, that's another way that we're using that. Okay. >> But to Kevin's point, what data points can we utilize on a quarterly, monthly basis, whatever it may be? to set and manage our expectations with regards to hey we're plus minus AB BC um because of this data right first quarter second quarter that's jumped up or it's going down or it's trending down right just a better understanding to set and manage our expectations so that obviously we're not surprised and we have a better understanding of what that trajectory looks like >> I

031don't know if that's what you were sort of or do you want the data for maths itself >> no I just think it's super high level uh here you know it's almost like give me an aggregated view of the two axis that we look at every student on across the student body like here's where people are moving on the growth versus the whatever I don't really can't remember the two but >> sure >> and then more importantly does it swing through and correlate because if it doesn't correlate we can discuss whether it's needed or not. >> Right. >> Yeah. >> Mhm. >> And I think we'll have some interesting conversations as to our results roll in this year and um take into account those those questions you're asking, they're valid questions. Um but with anything

032new and one data point generated per year on the star, um unfortunately it's not always easy to give you the questions that that that we all want answers to as well. Well, okay. Maybe. Sorry. And I know you're like this isn't a comment towards you. In general, I don't believe one we have one data point like when we walk it like we should know about this time of year based on the map data and a bunch of like where we think we might be. Let's just put it this way. If we get a C next year, it should not be a surprise. >> I agree. and it was positioned as a surprise last year. >> If it's a B, okay, great. We're moving in the right direction. >> Um, >> but I just think when

033the accountability ratings come out, uh, we should have had plenty of conversations as a team of eight to not be surprised when that day that that that letter comes out. >> Um, and then we can set the expectation with the community and the parents and explain why things are happening and what we're doing about it. So I'm going to just share with you some of the numbers I'm looking at right here just so that you have a general idea because what I don't know is if the correlation is there. So if the correlation is there >> then we should see for elementary reading they moved from the 49th percentile last year at midyear to 59th this year. So 10. >> Um we moved on math at the elementary from 39th to 58th. So a massive

034gain on the math in math um under the intermediate school in reading from 47th to the 59th and in math from the 39th percentile to 56. So again a large gain in math at the intermediate. Um the middle school is 49 49th to 62nd in reading. In math 35th to 59th for algebra specifically at middle school it stays pretty stagnant. 64 to 67. >> You know why though? I mean that's a small subset. >> And then in the high school um the reading we have 5 uh 5th to 58. Not much change. there's data to question whether or not this is beneficial for high school specifically. Yeah. >> Um 55th down to 44th in algebra. So I'm hoping that that alignment is actually not there at all. >> And on that one um last year

035the number fully assessed we had we struggled with implementation here. Okay. >> And scheduling and getting all students assessed. So the number of students assessed in algebra last year versus this year grew by like 50 students which is a huge variable >> um for geometry from 38th to 53rd for algebra 2 49th 48th basically the same. So there's some question mark there. So if we look at all those those other data points the other campuses and we see those gains specifically in math if there is alignment between this and star we're going to see >> we should see a gain in star if we do not I'm concerned that moving >> forward any any science related numbers there >> we we don't assess in science >> it's just math >> um you knew a geometry

036teacher we only knew a geome see that math was a fairly good indicator that you're going to be doing similar. >> It would be valuable. Um so and we have different feelings of its value across the different administrators across different campuses. >> Um and elementary specifically feels uh like it is valuable because it does give them an assessment tool for the non-star grade levels that they otherwise would not have for K2. But um elementary and intermediate both feel like that it's been helpful. Um, so we'll see. We'll see whether or not that that's true. >> That's great news. Listen, like like okay, hey, we have we have a accountability problem. We're going in the wrong direction. The district said, hey, in order to address that problem, the administrators and teachers need uh a mechanism to

037grade and measure and map, no pun intended improvement. We rolled out maps. We're now seeing a fairly according the data you threw out there Dr. Curran a marked improvement across the board with some asterisks. And if that correlates to the star, then we swung through and have a winning combination. We've solved the problem. So, we'll figure that out come this spring, right? >> And I do want to give props to to Tina. She pulled that data together for me today in case you guys have some questions. So, thank you. However many years do we get maps to see if we find the value since we're about to be or since we're entering year two. >> Uh my opinion >> yes >> and it may not be echoed by everyone would be if this data that

038we're seeing these huge gains in we do not see that mirrored in star. I think we already have the answer. >> So back real quick back to my initial one. I assume based on all the data, lessons learned, there are going to be systems put into play to ensure once again monthly, quarterly, whatever that may be, not just calling it out, but within slide presentation, all that data to showcase, hey, this is where we're at or this is where we were, this is where we're at with all the data, maybe maps and everything else so that we are aware this is the tra trajectory that we're headed. Is that correct? >> That's correct. >> Okay. Thank you. And one final thing I'd like to add is this has been a big shift for our teachers

039and our system to have um common data to look at to bring to the table. And so the result will like if for whatever reason it does not align, we have gone through the learning experience of valuing uh shared data. And so that has been huge for our teachers and our systems and whatever the next step would be they will have learned and grown and and and our administrators as well uh from this experience. I hope that we see um alignment but in the event that we don't I don't believe that this was a loss for the learning of our staff at the at all of the campuses. And I'm going to add one other thing too is if if MAP went away, I it would not concern me because we're going to have the

040systems in place for how to design assessments and how to use that data to drive instruction irregardless of MAP or not. >> And we're not under any contract like year to year. >> All right, Holly. And there is our seal that we know we are that we just talked about enough probably. um unless you care to discuss it more. On the next slide is our actual rating which was 77 out of 100. Um in a couple of areas we were very close to that B. Um I mean I really want to be an AL but like at this point like I see the be on the horizon if it's if it's and I see that not only from MAP to your point but um teachers and PLC's data tracking that is happening on on the

041granular level that isn't visible in this format. So, there was discussion about a potential miscalculation within the grading where we might have actually hit a B based on demographics. I don't know if anyone's aware of what I'm talking about. Just trying to better understand what that was and what came out of that. So, in a couple of areas within accountability, um there's kind of a sliding scale based on your economically disadvantaged to numbers and and you know, um and that we always wonder knowing that we haven't always uh felt confident about the numbers of economically disadvantaged students that we've identified accurately. um kind of drilled down to see if that would have made a significant difference. Uh maybe found a point or two here or there, but it's it is kind of a again a

042moving target to see where that would be. Um it can only help us to make sure that our students are accurately identified, but I know that question has popped up in the past. >> So we didn't go through any type of exception process. It was just cuz it was >> did not go through. Okay. because we couldn't find the data to showcase that we had the >> the ability to go through that process. >> That's correct. >> Okay. >> Um part of uh the hearing today is just a reminder of our PES financial standard report that is accessible online. um this is a like a year lagging basically and uh we continue to have um super superior performance stellar performance um because of the hard work of of Mr. Stoner and um and our team.

043So I just want to acknowledge that. Uh also on our tapper uh you can find our attendance rates. Um this is also something that's important to finance. We've seen a little dip in the attendance rate year-over-year. Um we're actively monitoring that right now, trying to put some um measures in place to to ensure that we have the highest attendance numbers possible. Um we want kids here to to learn, but we also need them here for funding. Our graduation rate is also pretty stable again with the numbers of students with in in our graduating classes. One student makes makes a huge impact on those percentages. Um just a reminder that our campus and district improvement plans are posted online. Um these were presented to you earlier this year. Um we've had some shifts in leadership and

044changes in responsibilities. Um so the format that we use plan for learning just uh getting Dr. Curran and myself editing access so that we can update um our progress. Um but you the work that goes into developing our improvement plans is is very hard work. um it takes a lot of time and hours and um and I will say they are living breathing documents. We we may adjust them as the year um unfolds but consistently across our plans. One of our goals was to in our second year of tests um feel more confident in the feedback that we're providing teachers being in classrooms more um because they are teachers are um the the game changer right and so supporting them giving them feedback um growing our teachers is is a huge um factor in our

045student success so our administrators have taken that quite seriously um PLC's are are also across the board in our campus and district improvement plans. Um those are going to be honest a lot easier to um execute sometimes um at elementary levels when you have six teachers teaching a common subject. Um we have um brought our secondary teachers together multiple times. We've been bringing math teachers together a little more frequently as we're looking at a math adoption for new resources next year, but um those tenants of our plans are still alive and thriving. We had no occurrences of violent or criminal incidents reported, >> right? No fights. violent >> um uh horse play or scuffling is is Yeah, we haven't had >> um the what rises to the level of a violent occurrence. >> That's it.

046>> What's the time frame of that? >> I'm sorry. >> Time frame. Sorry. >> This was last year. >> So last school year. >> Yeah. So that would be >> okay. and um looking at how our students perform and what their next step is beyond high school. Uh in 2023, we we've you track back that far right now. Um and this is what impacts our um last year's accountability. We had 28% of our students go on to four-year public institutions. 24% go on to two-year public institutions like Austin Community College which is over half of our students. Um some like are not found if they go on to trade schools but we know that that is the next path for a lot a large number of our students or a good good number um along

047with military. So um our students are leaving here overall prepared and and we all know that college is not the only answer to show um postsecary success but um we have a strong showing and along with that you can see the GPA for our students from 2023 or 2023 grads um 68% in four-year public institutions had a GPA over three and 54% had um in two-year institutions like ACC had um a GPA of over three. So >> on this little independence letter, what is that? What could that mean? >> Like uh maybe a private school. >> Okay. >> That is recorded. Um there's so many. Um >> should we go back? Do we know how this lines up to the regional state average? >> I do not. Um on this report it's isolated uh like

048campus by district by district. Um >> okay. >> Do you remember? >> I I'm going to say that >> what was the question? I just want to know like >> is 28% good, bad, indifferent. I just don't know >> the percentage of attending like on that four years is pretty good. And know that like in the not found it doesn't necessarily mean that you had 47 that we had 47% that did not go. They could be out of state >> could have University of Washington >> because this information is like Texas public uh head. >> All right. >> So that may be >> some out of state situation. >> But you see the flags come spring there'll be a lot of out of state schools >> hanging out there. So that's all right. >> Mhm.

049>> Right. >> I did a little comparison. I think we're doing at least as well. And uh that concludes the taper report for this year. Happy to answer any other questions if you ever want to dig deeper. Feel free to email me. I'd be happy to to talk to anyone um a little bit more detail about what we are doing to continuously improve our student experience and results. >> Thank you. Isa, I did look up to your question about Hispanic students and what's happening that population. So, while um Tina was sharing, um it's gone up actually I think surprising amount. It's about 9% over the last 6 years. >> Okay. Thank you for that. Oh boy. >> Um just passes. Okay. So, we move on to the ESC region 13 board of directors. Um Ollie,

050you said individual. >> I'll give you Dallas and you vote. >> Okay. So back to me. >> So uh there's two seats open. You saw in the packet. First one's uncontested. Second one is between Mr. Rogers, Mr. Singleton. We just got their resumes. It was put in the packet this afternoon. We don't vote as a board. We vote as individuals. So Holly will give you your ballot. It's due April something, right? >> You just return it to me and then I'll mail them all >> by April 5th. paper is on. >> Okay. By the end of the month, give them to Miss Miss Holly >> or tonight or >> tonight if you know, >> but we just got No, but we just got the resume, so I can't >> Yeah. >> Okay. >> I would

051I would anticipate people to want to read the resumes and understand it before voting. So, >> did we typically vote individually or typically vote? I thought it was >> I don't remember voting individually, but >> Okay. >> My memory >> instructions that were sent. >> No, we're fine. It seems different. >> So, I don't think we need to deliberate or discuss or talk about it if you guys are cool with moving on. >> All right. Uh, we already talked about the um easement and now we'll move on to a discussion of possible action on the little Viking daycare tuition and prek. Is that you or Mr. Ster? >> Either one. Um, I've checked. There's only really one competitor in the area and our our rates are are better than than they are. Uh we are

052managing daycare very well. Seats were filled. Uh we have a hard time turning folks away. I mean, but we do because we once kids get in there, they don't they don't leave uh for the duration typically of the daycare. So, there's nothing to indicate that there's a problem fiscally with what's going on. We did build a bit of a margin into the to the rate a few years ago when we bought the new building. Uh last year it was maybe 30 grand that we made in that in that facility just to go back to the building. And we're on track to have something similar. That building cost about 300,000. I think that was in 22 23. So, uh, I suggest that we keep the rates as they are. I move we accept the recommendations presented.

053>> Second. >> A motion on the floor from David, second by Senator Jane that we keep or approve the rates as presented. Any discussion? >> I think just the discussion around this has never been about making money. All right. If anything, this is about teachers and staff helping them out >> self-sustaining >> self- sustaining right and to your point if we are going to bring something new you maybe can pay for it and it seems like we're doing that so just knew right it was never about >> and I think it was probably seven or eight years ago David where it wasn't as it was touch and go for a minute as to whether that was going to continue to make uh and think has done a good job of making sure seats are filled

054And it's a place where teachers want their kids first and foremost, but then also the community members as well. Uh to the point that they've outgrown the building that was there and out aged it, but bought a brand new facility for them three or four years ago. Looks great. Kids want to be there. Like I said, it's it's the best rates in town. >> Do we turn how many do we turn away people? >> Yes. >> How many? >> Uh we turned uh we turned away two this year. >> Two this year. Um, I know you can't predict the birth rate in the in the area. Like, >> um, all I'm getting at is totally agree with you. You say you being a value for our staff and and keeping their rates low. Is there

055an opportunity to lower those rates even further at a subsidy of the nonstaffed kids that are at at the facility? Have we have we ever have we talked about that? >> Uh well uh the cost benefit to an employee versus a non-employee is that the employee can prorate their tuition over 12 months versus 10 months. Uh it's just a longer payout period. The rate is the same manually for each. It's just smaller smaller payments for for teachers. >> Uh I missed that. Sorry. Was everyone I didn't realize that. Did everyone get that? >> That's the same for our staff to send a kid there versus a community members. The same price. >> We just let them finance it for free over 12 months instead of 10 months. Right. >> Do staff get president over for

056their child. >> It's only whatever room there is left. >> Whatever room is available is available for the community, but staff has first dibs on AC. >> And is there like a wait situation whenever they know a baby is coming? That would be nice. >> Yes. >> That's an interesting thought. I mean like Yeah, they they they person that works at the school pays this and when it's available it's this amount. >> Yeah. I just I I didn't pick that up in the in the data. So that was shame on me. I just thought it was a a discounted rate or a premium, however you want to view it, from the same side of the coin. But just want to reiterate, it's the same price. We're just charging 12 installments instead of 10 for a

057teacher or staff member versus any sort of rate differential between a staff member and a non-staff. >> Same level of care, same days of service. I understand that >> the argument would be provide teacher an exit discount at the expense of potentially the community a community member child because we do still need to build somewhat of a margin in to make sure that we get this building paid for uh you know in a way that's not the concern used to be is that when the when the daycare was coming close to not cash flowing then it became an additional benefit for somebody who had a kid. So teacher who had a child in there was paying a subsidized rate by the district as opposed to a teacher who didn't have so that it was always

058I mean the entire time I've been on the board the whole thing is it's got to pay for itself. And then when we added this new facility >> the intent was is to raise the money so that we >> two years ago we we we took $3,000 and I mean it was it was close. Uh And then we pushed push some more seats, maybe add another person in there to get more bodies in there so that we could ultimately pay for the building. And we've done that in the last year about 30 grand last year and then we're on track to pay about the same this year. We didn't raise the rates last year either. We've maintained the same the same cost from 425 to 25. >> So if I'm hearing you correctly, and I'm

059just going to go the other way, is there potential to what Kevin's saying, reduce rate for admin and staff, teachers, upright community members, and still hold to pay for the building. Are you saying the building is now? >> My concern of raising for the non-comm community members would be they the place next door that could take our our our kids, right? take take take kids from that are here because the rate is the same as it is okay >> somewhere else. >> So it's the same. >> Got it. >> The rates for the rates at Logist are cheaper than the rates elsewhere in the community. Uh if we were to do something different, >> we have potential of losing those kids to the competitor. >> And do we know the um the ratio of staff

060kids versus non-staff kids? >> Yes. I could find it's about 50% staff security. >> Just thinking along his lines, what how would that affect how much will we have to raise if it was like 70% staff fluctuating? >> I don't know. I I'd have to look at the data, but just thinking about what the spreadsheet looks like >> about as many rows in each of them. >> Is it all post tax for staff? It's a deduction. >> Is there I mean is there a way to do a pre-tax? >> It's deduct deduction out of their check. So I have to do some more digging on that as to whether it's tax. >> You don't get that right. Like >> can you cafeteria plan like for for a daycare expense like bank right chocolate? >> I

061believe you can but I don't I don't know if I get like that might make up for right there. You make it pre-tax. >> Yeah. >> At $10,000 a year. >> That's a I don't know. It depends on the tax bracket, right? That's that's substantial. >> Might be worth investigating if there's a way to do that pre-tax >> cuz I think I think if you just take it right off and say this is for that I think it has to be post tax. But if it is like you can do an FSA or something like that which I do think is available that type of fund then that would be pre-tax. >> Anyways something >> that would make a huge difference to the the teachers. Do you have an estimate on when we would need

062to raise dues again? >> Uh, right now our dues are very much stronger than the the competitor at the moment. I want to say it's a couple hundred less for longd than it is elsewhere >> per month or per year. >> Per year. >> Okay. But I'll I'll do some digging on the pre-tax plan and see if some use there that we can can revisit. Any other discussion? >> All right, we have a motion on the floor to approve uh the 20 this would be 26 27. I move we approve the raises. >> We already have a motion. >> Uh all those in favor raise your hand. >> All opposed. Seven up. >> If we can chase that pre-text. All right. Moving on to the school calendar 2627. We had two different versions in our

063packet. >> Dr. slide deck but >> um kind of wanted to hear the process that we used to develop the calendar this year went uh a little bit different than in years past. Um the calendar drafts were developed with intentionality incorporating strategic days for teachers to plan and refine instruction based on student data. Um and the decisions were made to maximize instructional time while providing meaningful opportunities for professional growth and student learning. So as you look at the two side by we'll look at those next but um the way this was developed was draft A was developed um at the district leadership level um district leaders campus principles directors um put together draft A and refined draft A and conversations um then draft A was shared by principles with teacher leaders on campuses to get

064some feedback Um you we used that feedback to make adjustments at the leadership team level and drafted develop developed to draft B. Um B was then brought back to the district leadership team. Um refined some more. Um once we had a solid draft A and draft B, the vote went out last Wednesday to teachers um and staff members across the district uh and they had an opportunity for 3 days to review the calendars as presented um vote on calendars and provide feedback on the calendars. And so as you see the C calendar side by side, the dark blue days are professional um development days or or planning days for teachers. Specifically in that first semester, we wanted to make sure that about every 3 weeks we have a day to come together or campuses to

065bring their teachers together to look at data um to make refinements to track to build assessments. uh we have a lot of work and plans for next year and we need time to make that happen. So we see that shift um a little bit strategically placing those for um time for teachers to to do that work and be supported by administrators in the process. Um calendars don't vary drastically. Uh draft A ends a week earlier, draft B ends a week a little bit later. And you'll see from the feedback um as teachers evaluated draft A um some of the feedback was I'd rather go a little bit longer and have some breathers in there. Um that's real, right? Um we have tough jobs to do. We wanted to honor their feedback and pre present a

066draft B that still held true to the values instilled in the development of the calendar utilizing those um days to have some data dates. We received 137 responses on the survey. That might be a record like um we had a lot of feedback. Um you could see it's pretty much um representative of the populations by or the percentage of staff across the district with high school being a large chunk. Um then let's see elementary and intermediate and middle school all filling the circle. Um everyone was represented in the process. >> Next question. >> Um I I noticed another difference. you know, we have one extra day on draft A because there's no half days. Our our half days, how you all feel about that as educators because I feel like it's just like the kids

067are like, "Okay, we're here for just a minute and then we go and there's not a lot of productivity." >> Part of the feedback on that um half days was very much um welcomed by our secondary because those days those two days are semester exams usually, >> right? Um and and so that then gives those teachers time in the afternoon to grade and finalize. Um elementary there there what the the some of the those that voted for draft A voted solely because sometimes at the elementary especially if you work in the office those half days feel chaotic. What I will say is we'll take that feedback if if we pass draft B and we have plenty of time, right, to plan what those days look like. And it does say early release. It doesn't necessarily

068have to be a technical half day, right? Um and on those campuses, usually those days before holidays end up being party days or celebration days, let's say. Um and many parents take their kids early anyhow. So, I think knowing in advance what those days um are going to look like will ease the the um the anxiety that we might be. >> For clarification, in the past, who typically provides input into this and who's new in providing input into this this year? Cuz I heard something confused. >> I think all of the teachers this year got to or all of the staff was able to provide feedback. >> What about years before? um not so much. >> Okay. So, I was approached by multiple staff members um and they were applauding the fact that this was

069happening because they felt like they were being heard, they were being listened to and so truly appreciate the optimization of that process because I think getting to provide feedback and their input and like you saw I guess like 130 pretty good. >> Um so yeah, kudos to y'all for doing that. I think it was a very good open-ended responses echoed that as well. A lot of thank you so much. I'm, you know, um, this is my vote and this is why. It was, it was, it was really, um, it felt good, right? And I I I hope this is a trend that we see in the future like getting more and more feedback from stakeholders across the board. This year, we were able to make that happen with staff, right? Um, ideally we'd love even

070more input from parents in the community, but with our timeline getting this published, this was a step in the right direction. >> Agreed. >> So, what was I'm just going to echo what she said. This is >> we're going to get there. >> This was a step in what the ultimate plan is that we were able to pull together with a short amount of time. We have a plan in place moving forward to collect more feedback in the earlier stages. Not here's a draft that we created kind of thing. Look at it. tell me what you think. >> So >> instead of instead of standing still and trying to be perfect, you're doing good enough in short increment bursts. So that's that's great. >> Okay, >> um we had um this is the breakdown of

071who responded to our survey. Of course, our biggest number of uh staff is teachers and they make a big part of that pie chart. Then our aids as well um clerical and other administrators abstained a lot from voting. I think they they just not me I don't want to vote. We didn't have a large number uh turn out and vote and you know I I think they want wanted their staff to be heard. Um, and so I I appreciate that. And this is how the vote landed with uh almost 7525 with B being the ultimate um um winner of the vote, I guess you should say. And I've broken that down a little bit because still 25%, right? That's a big chunk. What did that look like? Is there something some information there that we

072need to be paying attention to? Um so next slides break that down a little bit. Draft A and B um again aids teachers which make up the largest numbers. Um overwhelmingly voted draft B clerical thinking about like I said the okay how are we going to manage a half day? We got a couple of answers from some for clerical staff. we know that they're going to want some support and make sure that happens um you know seamlessly. We want to take care of each and every kid on those days and make sure the day still goes well. And again, like I said, administrators and counselors, we have more than eight total. Um you know, and I think sometimes we just want to soldier through and get out there. >> So, get it done. Um, and

073then by campus just to make sure, you know, there wasn't some some information that we needed to glean from how the campuses responded, but again, we see pretty much very close to that 7525 breakdown across the campuses. So, I'd like to add the next slide, Holly. Um the feedback that I no next feedback that I did receive um be did receive the most support um many people noting it's teacher friendly they liked the strategically placed breaks to to you know have some some breathers to you know for self-care and make sure that um they're bringing the best for their kids because essentially that is our goal with a calendar to serve our students. Uh staff wellness and attendance were also common themes. Having a couple of days where they knew in advance they could schedule

074their doctor's appointments, right? Um it's it's um that's the heart of a teacher, right? I needed to make sure that I can take time for me on days where it won't interfere with kids. So, I appreciated seeing that. Um, and like I said, those early release days I there were a couple of super positive comments, a couple of I, you know, makes me a little nervous. Um, but again, knowing that having this feedback now, um, we can get ahead of that, make make it go well, look at what those days should look like, when releases should happen, um, that still allow us to make the day a meaningful day for students on campuses and make sure we also have great attention. Um and um some of them you know did like that earlier start noting

075that um star AB testing happens in the spring before May so that time after May right um there's still valuable learning happening but um trying to pack in everything above those milestones but really if you look at A and B second semester there's only one calendar day added prior to those assessments on um on draft day. Uh so uh but I would like to add we did add probably a few more student days to this calendar overall. Um if you look at years past versus this year, student and teacher days um did increase. So even though A has one day less side by side, both calendars actually prioritize student learning and have more days for students. In the past um we had as a district have done a waiver um for 2100 instructional minutes to

076use those as staff development. So both of these versions of the calendars do not require that waiver. We get the 75,600 required instructional minutes without using a waiver of staff building days >> and then some actually. >> Yes. And then both calendars do provide some extra minutes for late starts, bad weather, no plumbing at the high school, you know, things that happen here, right? Uh so we feel confident that you know the calendars presented either would have um resulted in a great learning experience and and um um great year next year for our staff and students. So on our last slide, based on the feedback, the consideration of instructional planning and sta staff support um as a leadership team and administration, we recommend that you approve draft B for the 26 27th school calendar so

077that now we can inform all of the parents waiting to see what that looks like for next year and get that to the public. Yeah, that's where I'm actually getting at to be honest with you. Um, in the spirit of serving, have we thought about seeking out the input of families and parents? Next year, if for the sake of time, we would. This year, there wasn't the time to be able to pull what I would have liked to have done, which is a calendar committee where you would bring representatives from every um campus. you bring in some representatives from the community stakeholder groups, parents, business, and create the drafts in the first place. U based off of the feedback from kind of every every stakeholder group. Uh as far as surveying on this one, the

078drafts we finished up and had about 3 days left to get the voting done. >> Yeah, you optimize. You'll continue to optimize. I think that's >> Yeah, they we have to do this tonight. >> That was the rush because April might be getting late for our families for planning for next year um for any kind of holidays or anything like that. If we certainly if you want to table it and push off the adoption of the calendar till April or look at especially just for the >> Yeah, I I may have missed I I didn't get to see this data at all in the packet. You didn't see the calendar draft? >> No, the calendar. >> The survey surve I got your two drafts. >> No, I understand. But like >> like this is the

079first time me seeing this information. I would love to see the action. >> And I think it's more than you've been brought in the past. So I would I would like to say that as well. And it was a it was an effort to get it here to you today to serve our community. >> We've never been sent two drafts. At least in the four years I've been doing this. We've never heard about a survey. Although the survey is irrelevant because I haven't actually gotten seen the I'd love to actually read the open-ended feedback because I think whoever put in something on the mound that like once star is over like the rest of the year is kind of wasted. I don't disagree with that statement. I think a lot of staff and teachers would

080agree with that statement even though you mentioned there's only one more day difference. There's a whole another week added to draft B. Um, >> and the reason why that is it, if you look at the kind of differences between B and A, it was because we originally did the draft A. Um, but draft B, we had to extend it a week in order to give teachers what they were asking for, which was more holiday time built in throughout the year. Um, instead of using those just for staff development, uh, there was fewer holidays. they get more days off and they so we kind of said, "All right, we'll give it to you, but it's going to mean like we have to go another week to build that in and then put it out to vote

081and see what's more important to the staff. Is it going to be the built-in days or getting done a week earlier?" So, that was kind of the idea between the two drafts and why they're close to that. >> Totally. It also means for a lot of our parents that's another chunk of days that they have to go find unexpected child care throughout the year, right? Because by ending earlier, by ending later >> because to do vacation >> because you're having more vacation or holidays throughout the year, >> which was really what was driving my question back to you as the parents opinion. Um, and early releases are disruptive according to some respondents, but I think it's probably disruptive for the parents who have to figure out how to get home from work 5 hour or

0824 hours earlier than they're they're used to. I those are the things that are in my head bouncing around. Um, >> makes sense. >> As I as I just hear the two two >> is your concern that you didn't get the charts and graphs or is your concern that you're not sure about the recommendation? I don't have any concerns. Just questions. >> I thought you wanted a table. So, >> no, I didn't. Okay. I didn't make that motion. >> Just asking questions. >> No, got it. Got it. >> But I think I would have loved to see the the survey in the packet, >> but we didn't see it. >> Okay. >> The teachers were pretty uh strong in favor of >> teachers specifically. the administrators weren't which always beg the question as to why

083>> administrators are going to be here anyway. So to Tina's point I think that that's a lot of what it is is they rather be get it best >> get the summer started. Um I do agree with you and the teacher comment even about when things end and the STAR assessment has happened and so there's instructional days. Are they as valuable as the ones before the STAR test or before on-ramps ends? Those kinds of things. They're days. They're minutes that count for the state, but are they the most valuable? There's >> I mean just go just go >> walk around the halls and see how many movies are being shown >> which was kind of what uh cuz some of the conversation around the early release day was looking at um how to build in

084um how to meet the minutes um and how to build in some time where they could close out grades. So, um, for example, we're looking at, uh, on draft A, there was a December 18th, right? And then teachers have felt that it's very important for them to have two days at the start of the semester before students um, come in. And so, in efforts to try to keep that just seemed odd to have like basically what's three professional development days in a row. Um, so trying to again build in that holiday. That's kind of where the early release came from was looking at how can we give them time to close out those grades. We historically at elementary it has been um a well-intended day um because there's celebrations occurring and then there's also parents

085that show up and pull their student out early on the day anyway once the party's over. So, so that was kind of the the mindset that went into that. But, uh, it makes it does make easy sense on the secondary side of things. Um, and that would be another shift that could occur would be, you know, it's an early release for secondary, not for the lower grade levels. I've seen calendars like that before. Different needs at different grade levels. >> All right, team. We had a recommendation from the administration to adopt schedule B. Right. That was the recommendation. >> I move we approve calendar B. That's recommended. I second. >> A motion from Rich and second from EIE to accept or sorry approve school calendar B as presented. Any additional questions, commentary, or discussion? All

086right. All those in favor? Opposed? Seven call. >> All right. Uh we'll move on to our investment policy. Is that you, sir? >> Super quick. It's exactly the same as before. Task comes out with those uh year. There's been no changes in that policy. I suggest we keep the policy as suggested by TAS. Um are you or you or investment officer? >> Uh legal says the treasurer or the CFO of the district local it's that authority of the superintendent or otherwise bestowed by the board as to who that is. I can't remember it's been a few years if you've actually given me that authority but both of us are >> well that's what I was I was just reading the that was what drove my question is the policy >> with the administration changing >>

087she's trained >> yes she's >> 10 hours I can never get back >> and it if if the board would have put me as the investment officer it would have been 2018 or 2019 and I can't remember that far back. >> Is there a >> And you added the last meeting we did. >> Yeah. >> Um maybe it doesn't matter. Does it matter? >> No, it doesn't matter now. >> All right. Um Okay. One or more officers. So both of you. >> All right. Great. All right. Yeah. Recommendation from administration to adopt as presented. >> Make a motion to approve as presented. >> I'll second. Got a motion from Sarah Jane. Second from Mr. Collier to approve the investment policy uh as presented. Any discussion? All in favor? Opposed? Seven. All right. Thank you, Jason.

088Yep. >> Um budget update. >> Yep. I'll circle back on Kevin's uh thoughts on the daycare. I went and pulled my notes as what when Holly and I were putting this together. Uh Rolling Hills and Log Vista Academy are the two other shows in town. Log Vista Academy really wasn't a a comp to us because they don't do infants. And I misspoke when I said it was annual the couple hundred difference and it's actually monthly. So, >> so you so like for example, Rolling Hills infant cost is 13 grand a year when ours is 10 uh and it's $1,100 uh a month for twos and threes and ours is $900 a month. So, it's 11,000 versus 9,000. So, we're well under uh a comp that does exactly what we do. >> So, okay. So >>

089my vote was based on your previous comment that we were comp on the annual basis. I don't think I would have voted that way, but it's a sunk some cost. >> Well, >> or some it's it's water on the bridge at this point. >> So would your suggestion be that we up our rate? >> Absolutely. I would have said, let's bring down our rate for a 50/50 split. We can give $200 a month or $150 a month back to our team. >> Increase $150 to those who don't work here. Net neutral to our budget. still be cheaper than the the the competition in the market, >> giving more value to our team, >> increasing the value it is to work here at the district, especially if we can get a pre-tax. So, that was where

090my head was at. >> So, I don't know if it's too late to revisit it later or next board meeting, but that's where >> we can I mean, that won't that information is not going out at this point. We can >> we can >> No, I thought that's homework that you signed. No, it was you all. >> The motion was made to you all made the motion to adopt it. We voted to approve it. >> My homework was can we just see if we can get a pre-tax cuz then it would be pre-tax which is always cheaper than post tax. >> But it's so so your charge for me, just so I'm clear, your charge for me is what would be the same ultimate bottom line if the rate for employees went down but the

091rate for community went up. I'm one one person out of seven. So if if that's not something I want to chase, then I'm fine. >> I think we should chase because for that big of a difference, it may make sense. >> Recommendation. Would you recommend it to be 100, 150 or two? Like what would make sense to make them? >> I think any change would make sense. >> Exactly. There's there when when you start looking at Logist Academy at that point, uh they don't do infants, so we kind of threw there. But when you do start factoring in toddlers and pre-k kids, their rates actually a little bit lower than ours, okay, at that point. >> So it's >> it's trying to And then we have the VRT program, which VRT funds uh an employee

092that's a 199 employee. We we need to make sure that we pay for that person, but we don't want our VRT program competing with our preK program. So that rates the same. So if we end up So >> you're saying super non-complex. It's it's not as easy as just saying this and this and see what happens. But I'll do some rec >> when we post these these >> I'm not certain what our practice has been. >> We've adopted them as late as April u in the in the past. So it's not like it it's a hard fast that we have to but I would think that we'd have to have something in the works by April April meeting. >> All right. So, I'd like to move that we strike our previous motion or approval and

093actually table this until April's board meeting where I'm happy to talk offline around like kind of some of the stuff. >> Is there a second? >> All right. Rich seconds. All those in favor? >> All right. Sorry, Jason. More work. I think this one's worth it. >> Sure. Apologize for the confusion. those are the same number of days they're going though is >> uh at the monastery school it's the same I'm not sure about that logically I didn't do a whole ton of recon on academy because they didn't have infants >> academy will be 12 months everything >> but we can we'll dig into it from but from a minute perspective we've actually stricken the previous approval >> you struck >> I move a second or this second right >> and that we are moving

094actually the table. So, we're essentially pulling back our previous vote table until April for a final discussion next week. >> Sorry. >> No, you're good, man. I appreciate you bringing it up. Uh, all right. Budget. I was going to just kind of layer this into both 25 and 26 where we are currently and then what we're doing uh in 2627 as budget discussions have sort of started. Uh if you guys remember last uh spring the numbers we landed on in enrollment we uh predicted 1840 for uh funding purposes and 94%. That's how we built the budget. That equates to an ADA of about 17 of exactly 1730. So those were our budget standards that we hoped to hit in 2526. Uh next slide. >> ADA is average daily attendance. >> Yeah. Right. Uh so where

095we are to today or I guess at the end of February was $1841 for our ADA. It's actual 1854 but with our prek kids we're only half funded for that. So in terms of funding it goes down to 1841 and our attendance rate at the time that I made this was 94.3%. So that all equates to an ADA of 1736.09. So we're slightly over what we had budgeted. That equates to about 6,200 bucks a kid plus the 6.09. It's, you know, 37 $38,000 that our recapture would would go down. >> Jason, can I ask you a question real quick just for clarification? Um, so that the general public understands when we talk about enrollment of 1840 and 80 of 1730. So that's essentially 110 kids different because you're budgeting on 94% attendance rate. Correct. So,

096can you tell the group if we were to a if we were able to increase our attendance even by 1% for students actually coming to school? Because I would just want to clarify. >> We have to staff on enrollment even though we're funded on attendance. Correct. So, we're expending for every kid like they're here every day. So, 1% equals a minimum of how much? >> About $120,000 >> minimum. So that's not including the weighted kids that would fall in that same enrollment. So this is why I've been a huge fan >> of blasting the parents with second period is the thing that matters most and there's been a reluctance in the past to do that. I would love the administration to reconsider that. Right? Like my wife love her death like she'll schedule a doctor's

097appointment for second period. what are you doing? >> Like, oh, I forgot. And she'll move it, right? Cuz she knows that if the kid is here in second period or whatever the attendance period is, >> 10:00, >> uh, >> it's third period right now. >> Third period, whatever. Sorry. It's Yeah, it's a it's a it's absolutely a thing. And we're there there are districts around us that are that are hitting 95%. Uh, and there's district around us that's hitting 90%. So, it's it's a >> it's a thing that can be accomplished. No, no doubt. Uh it's just figuring out how to >> I know we do exam whatever you call it like >> you don't have to take your >> exemptions exemption. Thank you. That's a fancy way of >> that's high school. Do we

098do anything at middle school, intermediate or elementary? So, this is something that's been on our radar for every time we've met in leadership of what we can do to try to address this issue because we're losing significant funding. >> Yeah. >> Um over this. So, we're in that problem solving stage right now. Um and I think part of that is to educate our parents on what what not bringing your kid to school does. And so when we want to talk about increasing resources we available that available to our students, you know, um bringing down teacher student ratios, all those things, well, we're it's because we're budgeting off a 94%. We need to be able to budget on I I'd have a goal of 96%, but I'll start with a 95. Let's start get, you know,

099getting that increase by a percent. But I think educating parents will go a long way in helping to understand why it's important. And for anybody listening on TV, call your state rep and tell them the fund is on enrollment, not attendance. Okay. Absolutely. Yes, sir. >> Just one bit of feedback on the education. If you can make it quantifiable every day, this is what the cost is. >> Great. Thank you. >> Thank you. >> All right. So just uh historically if you look at it I I met with EIE earlier in the year and I was thinking man I think we're going to be pretty set here. We set this budget on 1730. Next slide. Uh when I met with ESE we were running at 1770 and I was thinking holy smokes we're going to

100we're going to be balanced. We're going to be we're going to be great. Uh knowing that there's always a dip in January and February and sometimes in December. uh and that has held true uh this year as well. Our ADA in the first 6 weeks was 170.85 with an enrollment of 1,867 kids for funding purposes. Uh we hit a low in our fourth 6 weeks at 1704. Fifth 6 weeks, we still have a couple weeks in that one left, but we're at with our enrollment currently when I made this at 1854. So, we've uh gained a few kids year-over-year uh with our attendance being a little bit better, but uh all that means is uh our recapture has gone down slightly because we've uh we've hit over our our skis a little bit on the

101number that we budgeted. Next slide. So recapture that's the big driving force of a budget because it's so much uh of a percent of our of our annual expense. So that is typically the first thing that we try to figure out. Uh this year in 2526 our preliminary T2 value which is what the comproller says our taxable value is for our school district after you take all the homestead exemptions out. that preliminary value from the comproller was a little bit bigger than our budget at T2, which means we collect more money uh than we anticipated. But with that more money that's collected, that just means a larger recapture that goes out. We only keep about 12% in our golden pennies. The other 88% is is recaptured. So, as the year has gone on, the amount

102that we're going to re pay and recapture has increased. However, the budgeted amount of our water was less or water weighted average daily attendance for your special ed kids, for your resource kids, for your GT kids, uh for your ESL kids, for your SPE kids. That number was actually uh the budget number is actually smaller than the actual number, which means our entitlement increases. Well, with your entitlement increases, that means your recapture goes down. So, it's just these two things that have happened at once. Uh so putting it together, we our budget said our recapture is going to be about 4.3 million and our anticipated recapture is 4.29 million. So we missed the mark a little bit but in in a good way in that it's about what we we thought we were going to

103pay in recapture. Next slide. So where are we at today? Well, we're exceeding our revenue budget because our tax collection was more because our T2 value is greater. uh our salaries have increased with the TRA the teacher retention aotment. So that means the TRS benefit that the state pays has been larger than we had budgeted. So our recap our our revenue is a little bit higher than we had budgeted but also uh we're exceeding our expense budget a little bit and that's largely because of our health insurance and I'll get to that uh in the next couple slides here. But uh putting it all together, we adopted a deficit budget about 345K in the red. And if we had to look at that today, it would be about 315K in the red. So we are

104outperforming our budget, but not uh as strongly as we were in the first 6 weeks for sure. All right. So that's 2526. Pivot, move to 26 27. First thing that we like to try to do when we we build our budget is to figure out what our preliminary values are. Typically, I sort of get a hint of what that looks like at the end of February. Uh I had not seen that. I'm meeting with the chief appraiser for Travis County on Wednesday of this week for her to give us the trends that she's seeing for Loga Vista specifically. So, I'll have a better idea of what that's looking like. Last last year, we saw about a 6 to 8% decline in our property value. Uh, I sure hope for property value owners that that is

105okay, but I sure hope it's not for school districts. Uh, if everything is stagnant at this point, if everything remain remains the same, we'll look at a deficit budget again. Uh, Bernard County saw a 1 to 2% increase, it's pretty close to us. We'll see what those numbers look like for us. Once we build or once we have that number then we'll plug in our enrollment and that's going to generate uh our entitlement and then that will then generate what our recapture is which is the first sort of component of of building the budget and then the next big hit on a budget is our compensation plan and what does that cost and what does that look like. So just to give you guys some historical data on this because if few folks are new

106uh in 2122 school year 2122 we were not competitive with Leander ISD not very much at all. Uh we made a big push with Mr. Web and and myself and some other uh some other folks to see if we can be competitive. And in school year 22 23 that was the first time our compensation package was at least a greater than Leander ISD uh just slightly years 18 through 26 or so when you factored in what we contribute to benefits we actually contributed more to to teacher salaries than uh than Leander ISD. And every year we've we've tried to make gains in that. At that time, I think Lander SD was only contributing $4,200 in their benefits where we were uh contributing about $1,000 more than that. So, it was trending in the right direction.

107So, post Vader, next slide. Post Vader, uh we were looking even better. Uh we were able to to to be competitive even more. uh and started beating Leander around about year 11 or so and then really becoming competitive around year four or five and the the the philosophy the theory was you guys coach him up then we'll steal them after that and uh then then pay him more. The purple line is Marvel Falls just as point of reference. They haven't really been too competitive uh in relation to to Longa Vista. We've we've done a good job in making sure that they've stayed in our rear view. Next slide. This is what our compensation package looked like pre-legislative session. Of course, once you do something, then Leander ISD does something and sort of gets ahead of

108us again. But pre-legislative session, uh, we were competitive, uh, but David flex on us a little bit and again, Marble Falls was way behind. We were really hoping that we had the control of any additional basic aotment so that we could make adjustments to to move that line, but the state came in and said, "Hold my drink. This is what you're going to pay your teachers." Uh, and this is what the slide looks like now. Next slide. Uh, they said you have to pay your three and four year teachers an extra 4,000. You have to pay your five and beyond an extra eight. Leander doesn't get the same juice that that that we got. So, we're in a bit of a situation where we're far exceeding what Leander ISD can do. And in the meantime,

109look at where Marble Falls is. Marble Falls again, less than 5,000 kids, has moved up to be competitive with uh with Leander ISD. Bernett is the same way on that line as well. So this line represents us just playing with numbers, right? Nothing nothing trying to be adopted or or it's just a discussion point. This this line here is us contributing more to our uh benefits package so that we cover the the the basic plan of 484 a month and then freezing the salary so everybody makes the same amount of money that they made this year. they would see a slight increase in they in their check because currently the the basic rate's 44 but we only contribute 445 so we'll take that whole bill but that's what that looks like not knowing what Leander

110is suggesting uh to their teacher scale in 2627 uh I'm in a CFO kind of group share and they're talking also a lots of schools are talking about freezing their teacher salaries uh because of what they have to contribute based on the TRA. That line represents about a million dollars that the state gives us. Uh that has to go to teacher salaries. Boy, what we could do as a school district in terms of personnel if we had an extra million dollars where we could still be competitive with everybody else but also provide some resources that uh that our kids and our staff need. That would be great. But they don't trust us to make those decisions anymore. So this is the situation that we're in where we're trying to operate and and navigate through a

111deficit budget while uh maintaining the the protocols that they've set for us. So I was just throwing that graph for you guys to look at that we actually start paying more than Leander I think about year six at this point uh and comfortably the rest uh throughout the rest of the 30-year scale. So point of clarification with regards to the 48000 state said, "Hey, you got to up their um salary." >> Mhm. >> And remind me again, remind us again. Did that come out of their pocket? >> The states. >> Yeah. >> Sort of. >> It's it's our money. They're just going to say you can keep a million more of it without >> Right. >> There's never anything. >> Yeah. And there's some It's a little more complicated than that. the the golden penny

112yield has been capped. So year-over-year, you tend to make more money on golden pennies. Uh but they said, "No, we're not going to make any more money on golden pennies anymore, but we'll increase your basic aotment, but then you have to give teachers this amount of money uh what they call a TRA." So uh >> so they've handcuffed us and basically told us what >> we need to do. Yes. >> Not what's within our best interest, >> right? not what you guys as experts can say this is where we need the money. >> Right. >> Okay. >> Yeah. >> Okay. And unfortunately based on that I heard you just communicate that people are thinking about capping because it's not just us that's been put in the situation. >> It's all these other districts. >> Yes.

113Yeah. and that this is kind of a big game of chicken with school districts in the area because if you start throwing out what their teacher scale is before everybody else, then they have potentially a competitive advantage. So, uh but at this point, CFOs around the area are saying we we can't do it any any more. Uh so, that was just a suggestion that that I uh am throwing out for you to to see. Uh but just to make sure we're tonight's just an update. We don't have any action >> on salaries or budget places just information on >> 100%. I just I mean this is very I just want to make sure that we are ingesting it in the right context. >> Absolutely. Absolutely. Uh just something for you guys to see. Next slide.

114Uh so things that we're going to consider. I told you uh a few slides back that uh an an expense that we're exceeding budget on is is has been in our our health insurance. As you guys have known, the the the basic plan has gone up year-over-year in terms of what the premium is. It was 383 at one point, then 405, and then 418 and then 434 and then 445 and now it's at 484. and we've made adjustments to the budget up until the 484 uh to to meet that need. But what we haven't, and this is sort of new for us, what what we're seeing is that uh between 23 24 just two years ago and now had 25 additional staff members take on the school insurance that otherwise have not. That equates to

115$5,000 about per 25 folks. That's that's a that's a good chunk of money and the budget hasn't recognized that and that's sort of a moving target, right? It's dependent on whether that person checks that box or not. Uh hopefully maybe it's a one-off in 2425 or we made a little bit more interest than we we budgeted on. Uh it's holding as a trend at this point. Year two, we're seeing the same the same amount. So I feel strongly that our our budget in 2627 needs to reflect those 25 extra staff members that that are taking on that insurance. Secondly, interest rates are falling. Uh just a few years ago, we've made nearly a million dollars in interest. And as we have been cash strapped in that time, we've resourced that revenue to an offsetting expense.

116Uh in a bit of a of knowing that, hey, you know, if interest rates go down, then we're going to have to figure that out on the back end. Well, projected interest at this point 2526 is about 520,000. We've slightly moved that number. We have and we've anticipated that interest rate going down. Uh we at one point were at $950,000 interest revenue budget. Now we're at 650,000. So we've we've tweaked that number a little bit. It's continuing to drop. So I think that there's some thought in making that adjustment again. Uh which again straps us a little bit of revenue. And then always the constants, right? Inflationary costs of of supplies and services continues to go up and staffing needs are always an ask every every year. So um that's sort of the the algorithm

117that we're trying to to solve to to make sure that that uh we're always in strong financial position. We have been for a long long time here. I anticipate that we'll continue to be, but I just wanted you guys to be aware of the the challenges and the and the the thoughts that we're having as we as we move forward with this. >> I have a question. >> Sure. >> I think we danced down this path at one point. If we own let's say we own a commercial building in town and collect rent from that building, What can those rents be? The income we use for >> depends on how we purchased it. If we purchase it with 199 money, which we don't have any, then you can see that revenue in 199. If you

118use some construction funds or, you know, a bond of some kind and buy that building, then that revenue has to go to the >> the fees the bond. >> Fees the bond. >> But once the bond's paid off, >> then it goes into 109. So if people in our seats 30 years ago would have thought about this, we could have been sitting on some real estate that the income would have been going to 1099 to supplement the budget. >> Yes. >> Okay. >> And we discussed the 35 acres across from the elementary school. >> Is that paid off? >> Yes. So, if you sell that for a million dollars, uh, that's a a capital project piece that we can use to buy things like HVAC and buses and things that would not would otherwise not

119stretch >> or if we were to put it in some sort of I mean, I'm not saying we shouldn't do that. the interest and or income from that would go right into 1099 operations >> or into as a board. You'd have to make some sort of board action to say that this money is going to capital projects. This money is going to supplement 199 for x amount of years or you you'd have board action. >> It wouldn't have to go back towards bonds because it was used on a piece of land that was already paid off. >> Right. >> Okay. >> Thank you. But you'd have to have a spending plan for the proceeds of that that money. >> You would have to have a spending plan. >> Yeah. You you you have you'd have

120to to to earmark how those how that revenue would be >> to the penny or just to the general fund like to the the the budget category. >> I'd have to do some I don't think it's probably today, but it might be one we have >> in the near future. Okay. Thank you, Jason. Yeah. >> So, what do we think? I mean, next year the other wild card are uh >> vouchers. >> Yeah. So, uh, interestingly, Tina and and Mindy heard a a speaker last week, uh, that has sort of created some software that that sort of, uh, pinpoints what, uh, what that could mean for Logan Vista ISD or what that could mean for school district X. Uh, we're exploring. We'll have a meeting with with that group after spring break to see what

121sort of services that that could provide us and what that means because ultimately I think what that service does is tells us what those predicts what those kids are going to do whether they're prek kids or kinder kids figuring out because that's that's always a challenge right your senior class leaves you know that number that's leaving you don't always know what that prek and kinder number is and what I understand this product to do is be able to maybe determine what that number is with some certainty and then also with some certainty determine whether those kids are potential private school kids as well. So we'll follow up with him in the end of March and see if it's worth our worth our while to pursue. Okay. Uh, and I think that's the last slide. Yep.

122So, any feedback or questions related to the budget either from 2526 or what is next school year? 2627. Again, we're still really early. Uh, I hope to have some more information this week that really allows us to determine what our T2 value would be, which determines the entitlement, which then determines recapture. And then we'll have some more information to move forward next week. That's all. >> Thank you. >> All right. In all your packets, you receive the uh items for the consent agenda. >> Do I have a motion on the floor to approve? >> I make a motion to approve the consent agenda as presented. >> A motion from Sarah Jane, second from Michelle to approve the consent agenda as presented. Any discussion? All in favor? Opposed? Seven. Thank you, >> Dr. Kern. >> All

123right. I have a couple of things that um wanted to discuss. Um first off is strategic planning. We have that coming up and I'm really looking forward to this. Um so again, just some save the dates. uh March 23rd and 24th is our first round and then the second round will be April 29th and 30th and the dates that are important for you as the board for team of eight are going to be the March 23rd and April 30th. And the dates that are going to be important for our community who would like to participate in strategic planning is going to be March 24th at 6:00 p.m. here in the MAC and April 29th at 6:00 p.m. here in the MAC. And so we are truly hoping we're going to get really good community participation

124in that um so that we can really uh come together and decide what are the priorities of logist together and then we'll use those to create our scorecards and things like that after the strategic planning piece is done. Um if you as a board if you are not required to attend the community meeting. However, if you would like to attend the community meeting, we just need to know if there's going to be more than three of you because then we'll need to post it as a meeting. So, >> so let's do this. By Wednesday of this week, if you plan on being at the 24th or the 29th, will you please send Miss Holly an email copying me just saying I plan on being there? And if you don't say that by Wednesday evening, you're

125not allowed. >> Does that work? >> Works. >> That way we can post it and do the whole time like that. >> Yeah. So ours is on the 30th. >> The 20 uh 23rd and the 30th of April, right? March 23rd, April 30th. >> Wait, can you say the April dates again? >> It's the March dates are 23rd, 24th. April dates are 29th and 30th. Specifically, team of eight is March 23rd, April 30th. Oh, >> and what are we calling this? The community advisory like for the the public ones. the community advisory group for what dates are those? >> No, I'm emailing now. >> Do community input meeting >> 24th and 20th. >> Any questions on that? >> I think it one point we discussed. Did you want us inviting community members? >> Yes. So,

126while it's open to anyone and everyone, it would be helpful if each of you reach out to a couple of um community members individually to make sure that we do have some for participation. Um, you know, we could surprise ourselves and end up with a a you know, really robust group of participation that would makes us overflow into the cafeteria, but we do want to make sure that we do have that collaborative opportunity. So if each of you could reach out at least to two um specifically and and invite them so that we can get some confirmation of at least a small group. We are going to put out a save the date um as well as a uh link for for people to be able to um kind of RSVP so we can get

127a good count to make sure that we've got the facilities prepped for the right number of people um for that evening. Do you will you send us some like a some copy that we should use about what this is or >> Sure. >> Otherwise it's going to be like hey we got this I don't know how to say hey come hang out. >> Yeah absolutely >> or just the save the day copy when it's ready we can set it up. >> Ollie are you making that note so you can thank you. >> Okay. Um, also as part of that strategic planning, I know there's been a lot of conversation with the board about board operating procedures. And so in our team of eight, we are going to circle back and that will be a piece

128of what we talk about. So that's not forgotten about. It's really just kind of waiting for the strategic planning to take place. Um, so I want to talk a little bit about teacher incentive if there's no other questions on strategic planning. Okay. So we have a teacher incentive aotment right now. Um we started that plan last year was our first year in data collection and we started with um specifically star tested subjects that had a growth measure which means like third grade gives a star test but it doesn't have a growth measure. So third grade was not included. Make sense? um if you were a science tested area, if you were a social studies tested area, you also didn't have growth measure, you were not included. This year we're in data collection with an expanded

129system where uh star test across all math and reading language arts are included in that plan. April 15th is the deadline to expand and modify our system. So, our intention at this point in time is going to be to put in a modification and it's going to be a massive modification. Um, you know, to something that you just that that Jason just presented is there's not more money coming in. The budget is what it is. Um, and every district everywhere is experiencing the same uh struggle with that. And so, we have to look to what opportunities are there available, what pots of money that we're not tapping into. if we want to find a way to continue to increase salaries. Teacher incentive aotment is a huge pot of money that has we've not been tapping

130into. So if we expand our system to provide a way that every single teacher is eligible to earn a designation that puts every teacher um available to show that you know if I work hard, if I get good results with kids, I can earn teacher incentive aotment and increase my salary. So that's not going to hit our general fund. That's additional monies that would come in that we can turn around and use to infuse back in to to those teacher salaries. Does that make sense? So we are going to put forward a modification to expand our system. Um and we'll be doing some work with teachers here pretty quick with this with a committee to design what that looks like. Um but that is our current plan is to put forward before April 15th to

131modify the system and then we'll wait and see. Um, I I feel very confident that we can get that approval. Um, so that's what we're we're going to be working on. >> Is there any reason why we shouldn't? >> No. No reason why we shouldn't. It's it's money we're not going to get if we don't. And I mean, anything that we can do, especially if it's not costing us to pay teachers more, why not do it? >> And it's a salary increase, not a bonus, like a one time. >> Uh, it is that there's a spending plan that you create and it depends on how you write it. um for how you pay that out. Um so currently our system is it's a one-time payment in August. So if you receive a designation, let's say

132this year for example, you find out you were designated, they would receive that aotment in August in a one lump sum. There's a lot of different ways to do it. And so that's one of the things that we're looking at as well. Um and also looking at how can we use this uh the intent of teacher incentive a lotment was not just to recruit it was to also retain your talent and right now our spending plan doesn't focus on that retention. So that's one of the things that we're going to be looking at is how we can not just do a singular lump sum um that you have to wait that far but also how can we use the system to increase our retention as well. Any other questions? Okay. Uh, and the last thing

133I I just want to because I feel like I it needs to be addressed and I know he's not here, but is Eric Holt's retirement. Um, he did notify the staff and uh and sent that out in the newsletter. So, the word is out that Mr. Holt is going to be retiring after a very long career and a many, many years of service to the district. So although he's not here, I just wanted to give him a shout out and just thank him for the 20 plus years that he has served um and he will be with us still employ with us through his retirement date which will be December um at the end of the seme first semester next school year. So give him a quick shout out and thank him for his years

134of service. He's been everywhere in the district. Um I believe his stamp is kind of on every campus. So, uh, that's a lot of value and a lot of time and energy of pouring himself out. So, thank to him. He's made a huge difference as my two kids have gone through this district. >> And that is all I have for my superintendent report right now. >> Thank you. Any other questions for Dr. Curr? >> All right. This time we'll go ahead and take a fivem minute break. Move from open to close session.