001Please stand as Dr. Carol Harl will lead us into the invocation and pledges of allegiance. Almighty and merciful God, we ask your guidance and blessings upon this board, students, parents, patrons, teachers, administrators, and the Spurs as we are assembled here this evening in the common pursuit of this great nation's wealth, our children. Amen. >> Amence 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 flag. I pledge allegiance to thee, Texas. One state under God, one and indivisible. The time is now 6:01 and will be officially called to order. Good evening and welcome to this regular meeting of the North Side Independent School District Board of Trustees. Before we call our first agenda,
002we would like to take a moment to review some of our rules for conducting our meeting. The order of business for this meeting is set out in our agenda. And one item that you're going to notice is the consent agenda, which includes items that are routine and recurring of nature. They're all listed under the consent agenda and will be acted upon in one motion. If there's an item that anyone here would like to address, please sign up to speak to that item and we will pull it from the consent motion and discuss it separately. The purpose of this meeting is to conduct board business. For that reason, it's held in public, but it's not a public forum. We do want you to participate as an audience. If you wish wish to address the board regarding
003citizens to be heard, um you must complete the signup sheet prior to the start of the meeting. If there's anyone who wishes to address the board during an agenda item, we ask that you complete that signup sheet and indicate the agenda item that you would like to address. They're located at the entrance of this room. And so we don't overlook anyone that'd like to speak to the board. We will review the rules for addressing the board later in the meeting. But is there anyone here that would like to sign up for an agenda item or citizens to be heard and has not already done so? Okay, thank you. We're going to move to our first agenda item, which is our recognitions of Sarah Olivera, uh, VFW Smart Maker Award winner. Yes, Madam President. Good evening.
004Uh, if I could have the board just go ahead and join me in front of the DAS. We have one of our very own to recognize. We were notified of this special award right towards the end of the school year and so we're excited to be able to celebrate with Sarah. trustees. Tonight we are proud to present an educator who has achieved the highest levels of professional excellence and civic leadership. Each year the Department of Texas Veterans of Foreign Wars presents the Smart Mayor Citizenship Education Teacher of the Year Award. Established in 1999, this honor recognizes educators who go above and beyond to instill a strong sense of patriotism, flag etiquette, and civic responsibility in their students. The Texas State winner receives a $1,000 professional development grant, an additional $1,000 for their campus, and an
005all expense paid trip to the VFW National Convention to accept the honor. This year's state recipient recently achieved the elite distinction of becoming a national board certified teacher representing NISD in a cohort that started in July 2023 and was hosted by region 20. This milestone caps off a 25-y year career, 23 of which have been dedicated to NISD, including nine years at Nicholls Elementary and the past 14 years at Bronze Station Elementary. It is now my pleasure to present for the official board recognition third grade teacher Sarah Olivera as the smart mayor citizenship education teacher of the year award. >> Thank you. Thank you. Here we go. >> I didn't All right. And our next item on the agenda is our superintendent report. Thank you. >> Good evening. Um what an exciting time of year
006and again congratulations to Sarah. Uh welld deserved. Um it's hard to believe we are wrapped up. It is in the books. Um uh just kind of recapping. We had some some great activities the last couple of weeks of school. Obviously as we're concluding the school year, a lot of celebrations. Uh we had our last student voice meeting and it was it was really um bittersweet. It's hard to see the the seniors that we've gotten to know pretty well uh from all of our high schools and magnet programs getting ready to graduate, which we'll see the vast majority of them uh uh beginning on Thursday. We had a great uh retirement recognition uh celebration at the sports gym. Um that's also always bittersweet. I enjoy the service awards a whole lot more than I enjoy the
007retirement uh pinnings. But um congratulations to our retirees and like I say all of our service uh award uh uh recipients. Uh we had a really special celebration uh with our uh adult transition uh uh ceremony at Nelly Reics. Uh in fact this was maybe the first time I think we've had it at the in the gymnasium uh at the reics center. Um so it was always it was great to see um the hard work particularly that the staff uh and the parents and and family members put in. Um we we um celebrated with 71 students this year um which um many of which uh kind of talked about their transition plans and um it was great. It it was really really heartwarming uh to see their success. Um we graduated our uh first uh
008group of seniors with the Health Careers High School at the Sports Gym uh last Thursday night. Um and um we're looking forward to kicking off at 9:30 on Thursday uh when we will graduate Warren High School uh and our our CCA Academy. Speaking of um uh CCA, that is our featured uh video moment. I think uh you're probably familiar with a special project that our construction careers academy uh host each year with the tiny homes. This one was really especially um well special uh in the sense that it was a partnership uh with a home for a hero uh initiative uh where actually a veteran uh mom and her child were gifted uh the tiny home project that the CCA students uh completed. And so, uh, we're really, really proud of their hard work and
009all the projects. Uh, but this is a I think this is a pretty a pretty special, uh, celebration. And, um, and like I say, we are so looking forward to graduation, uh, beginning on on Thursday. >> What I'm standing on is is is our pet project. It's called Home for a Hero. It was the brainchild of our programs coordinator, Lester Dixon. This is a way where a student can develop those skills where they can create something that you know is meaningful to a community donating it to a book. When I once we frame it like that and we put that out to business community man the floodgates open. I think that one of the things that I am so passionate about is how do we take the world of academics and help our kids understand
010how it applies to the real world and nobody does that better than North Side Independent School District. Thanks to the teachers and ultimately students, thank you for buying in to something that's bigger than yourself. students is something you should be very very proud about and something that you can you've left you've left a legacy on on here and to Cara our veteran may this home be filled with peace comfort and countless blessings for years to come thank you for your service and we hope you enjoy your home it it's amazing it I never ever imagined in a million years that there would be a program like this giving back to the community. So like it's like um I'm still tripping. It really feels like it don't really like you not only saved your life but
011with you changed a lot of lives in just this little house. Y'all have no idea. This is the coolest thing ever. I've tried pretty hard not to try. pretty awesome. Yeah, absolutely. Um the the one thing that um it's it's sometimes easy to lose perspective of with especially CCA, most of those students only have about an hour a day uh to spend on these projects. So when you think about building a home, um I mean that's pretty that's a pretty monumental feat in the sense of they're not on the job site all day long for eight or nine or even 10 hours a day. >> Any excuse? >> Yeah. They're they're they're spending 10 minutes just carrying tools. Um so pretty awesome that we were able to, like I say, share a little bit of
012joy uh to one of our veterans right here in the community. And um what a phenomenal phenomenal project. So, congratulations to CCA. That concludes my report. We're in the process of analyzing preliminary STAR uh results and uh test scores, especially with our EOCC's and middle school uh scores are really looking very very positive. So, uh we're looking forward to disagregating data with our elementary school results uh a little bit later on towards the latter part of this week. So, pinning any questions, madam, that's my report. >> Thank you, sir. All right, we'll move on to our board members report. So, Miss Zapata, you're up. >> Yes. I just wanted to uh mention the the service at Reddics. It was just a great event to watch u these individuals grow and leap into a great big
013world. Um the confidence that these kids had was phenomenal. Um it was just amazing to see and it was that's just a testament to the staff at the reics. Um, also it's summertime, so I know I hope right now that uh there are a bunch of crowded beaches and lakes. I hope our teachers are out there enjoying themselves right now because they deserve it. Uh, our parents um just a great school year. I think it went really fast in my opinion. But um, nonetheless, just like uh Dr. Craft said, it's done. So, so, um, just, uh, thank you to our parents, our teachers, our staff, our everybody that works here at, uh, North Side. >> Thank you, Dr. Harl. >> Um, thank you very much. I was just going to add a couple things to
014what Laura said about um, the reex and Dr. Craft said about the reex ceremony. Um what was so magical too is how the role of our partners um these kiddos are going into real jobs um with Dollar Tree with HB and they're so proud of being able to uh ride VIA bus and the independence that that has given them. Um, the credit really goes to the educators and the partners working handinhand with the families, but the I think you summarize it. I mean, the confidence these kiddos showed was magical. And so, hats off to them. That's always one of my my favorites. Um, uh, the other night I missed um, uh, Health Careers graduation because it was Communities and Schools 40th um, anniversary celebration and North Side had an esteemed presence there. Um several uh
015retired um a couple retired superintendent, assistant superintendent, but um Dr. Ridgley and staff were there. What was made that night magical was the John J. Rocking Strings who rocked not one song, not two songs, not three songs, but they rocked five or more songs and it was outstanding. They had people dancing which was really cool. And I knew the words to all the songs. It started off with Sweet Caroline and it just got better and better, but they their confidence you saw them kind of shy at the beginning and then when I mean there were 2500 people in this room like clapping and dancing and and just having a good time, their confidence shot through the roof and so they can always say they played to a full house at the Tobin because it was
016sold out and so that was cool for them. Um, I I got to go do a workshop, a three-hour workshop with the finalists for the HB State Awards, which was phenomenal. What I what I'm want us to really work hard at this next year is we need North Side to be finalists this next year. And so, every principal, every teacher, every um administrator, nominate our teachers because I will tell you the these teachers were great, but I know we have greatness in the district, too. And so just a big all call to start. Nominations are open now for next year. So um and I congratulate the Corpus Christi ISD school board for winning the board of the year. Um certainly deserving. Um the one thing that I just wanted to add to the CCA um
017hero um tiny home um celebration was the school bus that if anyone's interested, it's for $30,000. Um, if it would come down like 20,000, I I could actually see that as a vacation bus. I It's beautiful. It's outfitted. It's gorgeous. Um, but they actually have a school bus that they've um redone. But again, the confidence, that's kind of the theme tonight and the the kids talking about their experiences and again, they do it with partners helping them out. Um, CAST teach last Saturday. Um, Dr. Fay, you gave a great speech. Um, it meant a lot to the kids. It was their first graduating class hooding ceremony. So, the families got to um be on stage with the students and give them um their um looking for the cords. >> Cords. Yeah, their cords. Some of
018them had cords upon cords upon I mean they could have, you know, woven a a a rug, but they they were so proud and so excited. And the scholarships, we've got kids like 20 plus kids going to St. Mary's College of Education um full ride other universities were represented but again that's going to be our first graduating class on Thursday morning with Warren I mean no with Taft >> it'll be Taft um it'll be Friday morning >> Stevens Stevens Stevens okay sorry guys I know that too >> okay sorry about that >> start coming together >> they do they I've got you home, >> but yeah, with Stevens, you're right. Um, Youth Voice was really great. They ended on a high note. Thank you, Dr. Craft. Um, the kids again are going off into the
019world and they were sharing what their plans are. Again, no fear, lots of confidence, lots of excitement. Um, but then just having them at the table talking about common common concerns, common scares. Um, just visiting with each one was delightful. The police badging and promotion, oh my gosh, was phenomenal. One of our larger classes of proud uh gentlemen and women that are going to be our new officers. Several promotions and several honores. Um it was the most heartwarming ceremony in a long time. It was really great. A lot of pride in North Side with that. Um student safety is their number one goal. Um, uh, Chief couldn't say enough about them and about the road ahead and all the things they're going to do. They're going to start a new mental health training program which
020is phenomenal. Um, visited with that man for a while and it it'll be great for everybody. So, thanks for bringing remarks for that and you too, Carla. Um, then we met the ambassadors. The new ambassadors are also excited. We've got a new crop of kids for next year that are going to be everywhere helping out. That was phenomenal. And other than that, I just echo Laura's wishes for a happy, safe, um, rejuvenating summer for everybody. Thank you. >> And Stevens, Stevens and Cast, I won't forget. >> I got that. I knew that. >> Dr. Hustle. >> Hi, everyone. Um, I really just have, um, this year I had the privilege of meeting with many of the principles that invited me to their campus and I got to meet with Dr. Amarisa Pñena and I asked
021her, "Hey, what can I do? How can I help?" And she was like, "Can you do a shout out for some individuals that are doing an amazing job?" And I said, "Of course." So, this is a little district 2 shout out from Dr. Amarisa Pñena, who's one of our principles. and she wanted me to recognize Denise Sanchez and Joe Ellen Garcia de Luna who are the administrative assistants to the elementary admin supervisors. These ladies are an absolute blessing to have as part of our system. They are the epitome of what customer service and communication should look like in any organization. It is important to always recognize the people that are behind the scenes that keep the system afloat. And these ladies deserve so much recognition for the work they do because they do it with
022love. And always remember that the dignity of both the principal and the parents and this is extremely important. Dr. Rapñena said, "Denise and Joelen, thank you for always making me laugh, feel better about any situation thrown my way and always and your you are all the best." So that's my only shout out and echo what everyone else said at all the events and wish everyone an amazing summer. >> Thank you, Mr. Blunt. So, speaking of Stevens High School, >> thank you. >> I do want to give out a thanks to Stevens uh uh the Falcony. U we had to we have a partnership with the soccer league and we had to let use their their fields. It's over,00 kids and they definitely accommodated and made things well. I do want to also pass on a
023thanks to all of our middle, elementary, and high schools that continue even under the safety and secure uh situations we have to to allow for usage uh by the community of the different fields. So, it's very interesting if you like I always say if you go by a high school, it's just interesting to see how many different communities are using those fields. So, great to see. Uh the Bear County Schoolboard Coalition, we had a opportunity uh we had a good variety of different trustees uh across the uh the city uh that were able to attend and learn more about UP partnerships. So, that partnership was our main highlight. So, it was good to for them to get that background on what was going on there. Um, the other one I want to bring up is
024um a CCA, again, the third person to bring it up, but I'll bring a different light. I took a a very large corporation over there as a potential partner to to to see uh if they're successful, we'll say their name next time, but we won't say it yet till they come up with some money. But, for the record, but the other part of that was, you know, this tiny home is really not a tiny home. I'm still blown away. I know >> uh at what they built. I re really am uh to walk in and see it close. It is something else to see. I know others have said that, but you get a chance to see that personally is really impactful. And the last one that I had and I may need some help
025from somebody, but um in addition to our athletic signing days, most aren't aware we have academic signing days also. And uh they had a signing day for it was a cyber and there was I can't does anybody here know the name of the company? I cannot remember the name of the company, but they gave out, do you know it? >> Okay, we we'll find out officially for the record, but yeah, but they gave out I don't know how many different job opportunities, internships as a and we did a ceremony just like a regular signing day. They the students went up and signed it. The representative was there. So that was that was great to see. So the academic signing days are I'm glad those are coming along also. >> Mr. Is that you? >> Yeah.
026Speaking of Stevens, >> they they they will be hosting the the Rising Star summer camp this year. Uh they usually hold it between a Jay and home. They rotate. So they're both under construction and they're holding it at Stevens this year. Uh it's uh June the 11th at 2 p.m. Open to the public. Anybody can come. It's a free performance done by uh Title One school uh students. Um, this year will be Matilda Jr. So, if you're not doing that, then it's your free uh show. Thank you. >> Awesome. I want to give a shout out to um for Mother's Day, Holmes High School had a maria concert that they held and it was really impressive. Um, prior to that, I was at San Antonio Association's event and one of the homes PTA moms coincidentally
027ran up to me and said, "I didn't know you came to these events." But it was really nice to see that our students are really everywhere representing and the word charro means vakeros. So I learned a lot about the mariachi um gala attire and the the symbolism behind it and the certain colors they should be. And so I'm going to share that information with our fine arts department. I thought it was very an educational moment for me and awareness moment. So that was exciting to see our very own North Side student perform and um the amazing coaches that we have, the Maniachi coaches here at North Side. I was very impressed. So great job with that. Again, shout out to Chief of Police for that promotions and cere um swearing in ceremony that he's having.
028This is the second one that we've had and it's getting bigger and bigger and this one everyone was able to attend because school was out. So I like the way that that fell in place. um >> the mental health training that's coming up. Um we also asked what about counseling and what about all these other folks that could probably benefit from it, but we're going to take baby steps with that. But I think it's really important that our frontline police uh officers are kind of going through that training because that's something they don't get as part of their police training uh automatically, which is but something I think we are all talking about in the community that should be happening. Uh, welcome to our newest ambassadorial class. We're excited to have you on board. Some
029of them are returning ambassadors, so thank you for your service. Uh, today is election day, so you have 30 minutes to go vote. If you're leaving here, um, please stop by and and cast your vote and use that that opportunity. Uh, I want to thank all of our our teaching faculty, staff, auxiliary workers for finishing off an academic year that was a challenging one. And I hope everyone's getting a lot of rest. I hope you had a great Memorial Day. Thank you to everyone that who's paid that price for our freedom. Um and and we have a large um community of um um all branches of the military and government. So we we appreciate that. And um because of them, we were able to have an extra day off yesterday. So always in my heart.
030Um so thank you all for being here tonight. I hope you enjoy our meeting today. Oh, Dr. Hall. >> Um, just real quick, um, two things. I forgot to recognize, um, North Side Education Foundation for hosting an incredible 5K run. Thousands of families and, uh, folks were there. It was great. Um, the weather was perfect. Um, Sonia and Laura came as cheerleaders and we're cheer. >> They won first. >> You guys won first place. >> Not real sure that's how that went. and staff. It was so much fun. Um Johnny Cash was there um representing central office. Yes. But it was lots of fun and um wonderful partnership with Northwest Vista. We couldn't have done it without them. It's a beautiful perfect day. And we have a wonderful troop here today. Troop 510. >> 518.
031Okay. >> Scott looks like you belong in that too with the color that you're wearing today. >> What badge are they working on or Citizenship on the community and communications. >> Awesome. Thank you for being here. >> Thanks. Thank you. >> You need both to be a school board trustee. >> Start now. >> Thank y'all. >> I think that's all we have for today. I hope I didn't miss anybody else. So, our next item on the agenda is our reports in general. >> Yes, ma'am. I believe we have three reports uh for your consideration uh this evening. And we'll start with our very own Candy Bowman. uh she is our PTA president um and um has really just done a phenomenal phenomenal job uh once again this year um they set some really uh well
032lofty goals um and have attained once again. So Candy, welcome and thank you for your continued partnership and support. >> Thank you very much. I was going to get Barry up here to read for me because he just does such a great job. I like your voice, Barry. >> All right. Well, thank you. Good evening. All right. So, here it is. Here's my council. End of the year. We're done. All right. For now, I don't know. Yeah, PTA is pretty busy all summer. I'm just going to say that's our rounding up time. So, well, first we think about the strength of North Side. We think about the people, our teachers, and you. Um, all who make it possible, but our PTA volunteers also. This year, the North Side Council of PTA proudly reached a record-breaking
033milestone of 27,291 PTA members throughout the district. That is amazing. It's our highest membership ever in our council in North Side Council history, which is awesome. So, we have left we have some goals next year. We're going to hit 30 next year. 30,000. We can do it. So the number represents parents, teachers, students, and families, and community members who believe in supporting every child at every campus. Across all 117 northside campuses, PTA volunteers continue to make a lasting impact through their passion, dedication, and spirit of giving back. We currently have 980 registered active volunteers serving our schools and communities countless ways every day. PTA volunteers are more than helpers at events. They are leaders, advocates, encouraers, and connectors who help strengthen the bridge between schools and families in our communities. Their work create opportunities for
034students, support staff, builds a culture of involvement and unity throughout our north side. They provide field trips for our students, partner with sister schools receiving title one funding, and they support and provide resources and provide campus support to all of our teachers. PTA also continues to provide meaningful programs through support education and help develop the whole child through programs like reflections. Students are encouraged to explore their creativity and express themselves through the fine arts. This year several north side students advoc advance to the state level through the reflections program showcasing their incredible talent throughout within our district. PTA also believes investing in students future through the Jaxi Jordan scholarship program. The North Side Council of PTAs awarded scholarships to 14 graduating seniors. That's one student from every high school campus with each receiving $1,250. That's
035each. That's over $17,000 given back into our community for graduating seniors. These scholarships recognize leadership, volunteerism, ac uh academic dedication, and service to their communities. Well, now actually one of our students um from John J, he advanced and he actually earned the Texas PTA scholarship also. Yeah. In addition, North Side Council PTAs proudly hosted the Texas PTA straight talk event that was in February featuring special guest Mandy Majors and she talked about important discussion raising the IA generation. The impact boy event provided families and community members with valuable insight and education and resources to help navigate today's everchanging digital world and support students both academically and emotionally. Whether through advocacy or arts education, scholarship or campus support, leadership, training and volunteer service, PTA continues to make a positive lasting difference for students and families. The
036North Side PTA is driven with purpose. Ah tagline, right? That's next year. I got I already got shirts made. Okay. With more than a hundred North Side PTA volunteers are traveling this summer to Great Vine the weekend of July 10th to attend Texas PTA launch convention. They're continuing their commitment to learning leadership and bringing new ideas back to your campuses and community. And I know that we have some people going. We do have a shout out back there, Miss Jessica. We've got Jessica going. Thank you. We'd love to see all of you go, too. It'd be a great chance to be able to connect with your PTA there also. And we look forward to another year of continued growth in membership and expanded teacher support through our Golden Apple program districtwide. So if every school
037could get Golden Apple, that would be incredible. That would help us reach our 30,000. So we would um continue to engage and empower inspire volunteers throughout North Side. So we appreciate all of you for the difference that you make and for joining PTA. Thank you. Great job. >> And Candy, again, thank you for your hard work, leadership, and to the entire council. Uh, y'all are tremendously supportive of all of our efforts, and I know the campus is still um very very uh confident and uh are very uh pleased and obliged to have your your support. So, thank you again. I believe our uh next report uh we uh conducted our or have been conducting uh our TASBY salary study as you're uh aware. So um you've had the opportunity I believe uh to meet Amy
038Campbell uh with TASBY. She's been leading this effort and gosh Amy it's been going on over three months, four months. It's been a lot of work. Uh I know I'm probably speaking to the choir right now. So welcome back. And um like I say, she would like to provide uh an update particularly as we uh prepare not only fiscal year 27 but obviously a large part component of that budget uh which is going to be um compensation and and payroll related expenditures. Amy >> um I have a long list of recommendations and so troop there's a lot of numbers in this one too so settle in but I will try to zoom through it and be and I'm happy to answer any questions too. I wanted to start out by just reiterating that um you
039all have the um dubious distinction of being the most complicated pay study I've done in more than 25 years, including with four of the I work with currently four of the 10 largest districts in the state. Um and y'all, this was difficult. Um, and I say that in I guess to lead into that even if you adopt everything I bring forward and that the administration brings forward there it is still a work in progress and so a lot of refinement of job titles and things like that still need to be done. So I wish we could just wave a wand and magic happens but uh we're there's a lot of work to be done. So I want to start out by just bringing you down to the bottom. You saw this methodology slide last time
040and uh the the piece that had not yet been completed was this last one and it is now um first round done. Still will continue to refine as you refine your budget. Um we're bringing forward recommendations to the administration for pay plans where jobs fit within those pay plans and the cost for adjusting people within the pay plans. Um and the idea I would think of it as kind of an ecosystem. You want plans that are connected to market and people that are connected to plans so that they're also connected to market and all of that of course um carries with it a cost. So your market districts we went over last time. I just want to point out that for many jobs we're looking at local competitors but for and that's this list right
041here. But for your um central office positions because you are so large we're looking at just 50,000 students and larger districts. That way, um, the scope and span of control of your positions more closely matches that market group. Um, you're still much larger than many of those, but it's a closer match than some of your smaller peers. We also factor in non-school data for a lot of jobs. Um, I know, you know, jobs like custodian, plumber, speech pathologist, all of those have competitors in the outside of school district. So, we want to make sure we take that into account. And today I'll also um share with you some market comparisons for extra duty stipens. And for those we're looking at 6A districts statewide. Um since you have so many different sizes in your local market,
042we want to make sure again we're looking at comparable districts. >> Teacher salaries. I believe we went over these um last time, but the I'll sum it up to say um big kudos for offering competitive teacher salaries. I think you are um ranking second among your peers at zero years and only as low as five um at fifth position and so again very competitive teacher salaries that's um not every district many districts can't say that um very few districts can say that these days so um that that's very loudable where we see different comparisons to market um are for your exempt and non-exempt job groups. So think everyone but teachers. Um the first group is central administration. Again as a reminder that's comparing to the largest um 15 districts in the state. So all of
043those with 50,000 students and above. That is one spot where you are um almost furthest from market. Uh these are averages compared comparing all of the people or jobs rather in that group that we're comparing to market. The first column is your average pay to market. Um, in a single incumbent job where you have one person in that job, it's that person's salary compared to the median of everyone else's salary in that job title. Where you have multiple people in a job, it's going to be your average pay rate compared to that market median average rate. That next column is your structure to market. And remember, we want those pretty consistent. We want the people aligned to market and the structures aligned to market. You'll see there are some places where the people are more
044competitive but the structures aren't and places where that is flipped. So really I think the big takeaway is you've got a lot of disconnect from market. So our goal will be to better align you to market and in doing so improve pay competitiveness both for your current staff but also to offer competitive pay rates when you post vacancies. So you're able to um deepen your applicant pool and get the best and the brightest. Um, campus administration on the other hand though looks pretty good compared to your local market. Um, above market both in terms of pay um, very slightly and then a little further above market for your pay structures. That's important an important connection because that's about the distance your teachers are from market. And so that is connected in that way. Um, which
045is again important. Can we like say like um we're at a B+ and above and all of this if we look at 100 percentile? >> Uh maybe for my kids I might say it that way, but I would say I think I would think of it in terms of um what an acceptable distance for market is. No one could ever be a C and be able to hire who you need to hire. You kind of need to be a B+ to an A minus or better. Um because otherwise you're really and it kind of depends on the job too. Um if you're talking about recruiting central administrators, you're likely pulling from not only the San Antonio metro area, but you know, you're going to draw in people from across the state. If you're offering salaries
046that are, you know, 18, 20, 25% below market, it's going to be hard to find the people you want to come in. >> I know you shared I'm sorry. I know you shared the um the schools you compared to here locally, but what were the 15? Cuz I'd be curious to see like what cities they are cuz obviously the cost of living in San Antonio might be different than like Dallas or Houston. So I know you shared the other list, but can you share the other 15 with us? >> It's the 15 largest districts. So basically everyone with 50,000 students and above. Um it's going to largely be Houston, Dallas, Austin, metro area districts. Um, and yes, I think there certainly is a cost of living differential, but I would say that is often um
047offset by the the level of responsibility span of control um just working in a large district. Um, you are competing with Scyfare and with Dallas and Houston, you know, those other extremely large districts. Um, so yeah, I mean I think being a little bit below market would be okay because you're you're going to be able to offset that through lower cost of living, but being this far below, I think it would be really hard to say that you're competitive for those um positions. Locally though, again, for some of these, you're competitive like campus administration, but central office professionals are also low. And that is largely just compared to your local market. So, it is not just uh other areas like yes, I'm sure that factors into it, but it is also just when you get
048into central office, you're less competitive than when you look at campus. Um, 36 different. >> Yeah. So, we look at um we look at the whole market group and we're looking at the median value of any job. So, that way it it um eliminates we hope eliminates but at least reduces the impact of outliers. So, you're going to have some districts that may pay really low for a job because it's not a strategic focus for them. not um something that they're worried about or they've had the same person for 40 years and haven't thought about better aligning with market. Then you're going to have some districts that have really high pay. The median is going to capture that middle value. And so getting you close to that middle value is going to uh ensure that
049you're competitive and aligned um even if there are some outliers. Central admin is the only group here that is exclusively compared to statewide peers. The rest are all of your local market. both non-school so central office professional is going to have non-school accountant values added in and non-school um you know other HR jobs and such that are not unique to ISDs but um campus professionals are largely going to be other school districts but for I mentioned speech pathologists for occupational therapists for physical therapists those are jobs that you are competing with the private sector so it is local districts plus that non-school >> Dr. Harl Just real quick, Amy, I we didn't get this PowerPoint, so it may come later on in the PowerPoint, but I'm wondering, do we also look at the um the
050pay grade plus compensation packages? Because I do know we've always touted a great compensation package >> in comparison to our local neighbors and some in the state. Does that come later in this or is this strictly pay for right now? >> Strictly pay. we do a a benefits health insurance contribution survey that certainly the district can access and factor that in. Um but I would say for right now it's just base compensation and I think it's still import and you're exactly right that the total compensation package the total rewards package it's important to be competitive across the board. Um but I would say in this case we're just looking at competitiveness for base salary. >> Thank you. >> Yeah sure. Um, so I want to point out before we jump off this slide that the
051um, again campus positions you're tending to be pretty competitive on average. Central office positions far less competitive. Technology is another one where you're significantly below market. There are exempt and non-exempt. So salaried and hourly staff in that group, but mostly salaried and that was one area where you are extremely far from market. >> Mr. on the the la Oh, >> yep. >> The other last one. Oh, the last one on the technology one. Remind me was that what is that compared against? I know it's local, but against two. >> It's um you you may have a couple statewides in there for your top level director positions, but second to top level director positions, but also um local districts and non-school. So, there's a lot of non-school market that factors in for technology. So, and I
052hate to get detailed, I'm just curious, especially in San Antonio with the non-school market. Would that include the massive amount of civil service federal government workers at the GS134 scale you're using or >> it's a mix of so we purchase data sets from two different um salary survey data collection um >> companies >> and um >> somewhat >> yeah it's a mix of I mean you can isolate different parts but we look at the total um market area all types of employers so you have public sector other public sector and um private sector >> okay because that's going to be the largest contingency unless That's no differently. Technology is really uncomfort from that group. Okay. Thank you. >> Sure. >> So, for the non-exempt group, um sorry, I'm looking down so I don't have to
053keep uh turning my back to y'all. Um this group is again for the most part pretty low to market. These are your hourly jobs. Um the administrative support, think clerical, and um some uh technical positions. You'll notice there's one extra column here, pay grade minimum to market. Because your hourly jobs in any organization tend to have more turnover, the starting pay rate is much more critical. And so we do include that as a point of market comparison. Um you'll see for the most part you're pretty low to market or disconnected where some parts are above market but the actual people are below. So, uh, again, I think this is an area where you'll see lots of recommendations to improve pay. Um, and all of the I'm sort of scooping myself here, but all of the
054pay plan recommendations for hourly staff save one job title um, in your community ed. Um, they're all we're recommending they all start at at least at $15 an hour. Um, but because the actual pay rates are low, that will improve your pay grade minimums, but then we also have to spread pay for current people out and that's where a lot of the cost um comes from. >> So, extra duty stipens, we don't look at percentages for this because the dollar amounts are so low that percentages really would skew um just based on a small difference. And so we look rather at dollar differences again not percent. Um overall for these groups you are pretty competitive or above market save for performing arts. That's the lowest to market um group. And so you'll see uh we've
055made some recommendations to improve that as well. So here's um the long list of recommendations. I'll try to go through through these quickly but again feel free to ask questions. Um, I shared uh last time that our recommendation is to reorganize your pay structures so that you provide more clarity to your staff about job career pathways. Um, so you can better align with those different markets that we're looking at or that you're competing with. Um, improve your starting pay rates to market and then again get those midpoints better aligned to market because we recommend pay increases based on midpoint. is extra critical to have midpoints that are market competitive because otherwise if you've got midpoints below market and you're continuing to give increases on those then you're not even giving a market competitive pay increase
056and the structures look like this. Um and then of course stipens in addition to that. Uh so again this is still a work in progress and I think some massaging to be done with um the recommendations but the cost that you'll see in a moment is for a 2% um general pay increase. So think of that as the 2% across the board. So every continuing employee would get um a 2% pay increase and then a lot of your cost lives in the adjustments on top of that though. So the adjustments largely um we try to keep it as simple as possible but as impactful as possible. One is to make sure everyone gets to a little bit above their minimum. That way they're not paid the same as someone who's new to the district next
057year. Um we also are recommending teacher pay equity adjustments. If you'll remember we I think we talked about the teacher retention aotment um increases that were given to teachers people in that teacher career pathway. We want to make sure they're making at least as much if not more depending on the job above what a teacher would make on a daily rate basis. So there are some hefty adjustments to make sure that instructional specialists, instructional coaches, ISTs is what you'll call them, and um counselors and assistant principles are making more than they would make as a teacher. And then the biggest category is placement scale adjustments. Um to help spread pay and ensure um some transparency and clarity and pay placement procedures, we took every pay grade and divided it by 20 years to midpoint and
058then 40 years to maximum and said if if you have 20 years um of experience, you should be paid at your midpoint. If you have 40 years of experience, you should be paid at your maximum and spread out in between. um that is a costly mechanism, but it really does improve pay for your experienced staff who often suffer when we make big changes to pay structures. Does that make sense to everyone? >> I have there's two two questions. >> Yeah, of course. >> For um the 2% GPI and all of these bottom line cost differential and you're going to go into that. Okay. And then before you go into that >> for the TIA teacher incentive allotment that's just for a certain number of years, right? So why would we then offset everything else if
059that's just the short term? >> There's two aotments. There's I know um we the state loves their acronyms for a lotments. TIA teacher incentive allotment. That is an incentive for individual performance. Then teacher retention aotment is the it's kind of passed through funding from the state that you're required to give to every teacher with three plus years. So that TRA money would um as someone gains experience. So I've been a teacher for five years. I have that TRA money built into my salary now. But if I then become an assistant principal, um the district may not have offset my pay as an assistant principal to account for the $5,000 that I would have gotten as a teacher. And so it can create um not intentionally, I want to be clear, but a lot of districts
060are just having to make adjustments to the schedule and to individual pay to ensure that there's space between those. >> This this was, if you recall, it was House Bill one if I'm not mistaken, Megan U. Thank you. It was the finance bill. >> This was the the legislation that differentiated >> and I'm trying to remember, was it 6,000 students or greater? I don't remember what the threshold was. >> And I only worked with y'all big guys, so >> there was a there was a cut point,000. >> Was it 5,000? And so, um, for North Side, uh, it wasn't as significant districts that had less than 5,000 students. the the the thing that uh was discussed in the 89th legislative session, and you can mark it because we've seen this happen too many times when
061uh districts had the ability to differentiate uh counselors, teachers, nurses. This 5,000 and I believe it's if you're if you're less than 5,000, it's 10 >> Four and eight. Thank you. Uh it was five and 10 and then it got scaled back. This is going to be in essence absorbed into a pay system in due time and and it will almost be what happened where where is this TRA? So the TIA money uh which our uh teachers like I say we're going to be writing checks for >> little over 10 little over $10 million uh that we've earned it. Absolutely. >> That's that's aside from uh this analysis study, >> right? The teacher retention aotment is legislated through House Bill 2 in this last legislative clarify that >> and in the past I mean to
062your point Dr. Cford in the past teachers counselors librarians and nurses they're all in the group that's subject to the state minimum salary schedule. So the state has when the state has dictated salary increases for teachers. Librarians, counselors and nurses are also subject to that. This was the first year that I'm aware of where they split it out where it was just teachers and the others are still subject to the state minimum salary schedule, still subject to all of those same requirements except the state is not giving money to increase their pay. So districts are um forced to make a tough decision. Do we want to fund comparable adjustments for those staff who are working with our students every day and are really impactful on their education um out of local funds or do we
063um allow those differences to persist and yeah >> yes stipened um increases. This one is a um a sticky wicket. Your stipens are also very disconnected from market and you have a lot of stipens that your peers are not offering. And so I think when you are um paying stipens for a wide variety of things that may not be clear to everyone, may not be um as well documented as you might like, then some of the stipens that you really need and want to be competitive for may be suffering a little bit. So, the idea here is to bring your stipens up to competitive market values where we can show what your peers are paying and and how you can get there. Um, make sure everyone who's receiving those stipens receives that higher amount. And
064then setting market aligned stipens for other um for all areas. If someone is receiving a stipen that's greater than what's recommended, they we've calculated a hold harmless supplement for them so they don't lose any money. Um but that's a decision that the district has to make about um how you want to move forward with those. But incoming new stuff, you'd have a new potentially new stipen structure to to pay them aligned with >> um but there's no way to show performance differences. I mean for ours this is just a baseline assume everybody's the same. Okay. >> Yeah. Uh, and you'll see in a moment, one of the recommendations that I'm making is to provide some parameters so that you can better measure performance for those extra duty stipens. Um, not quality so much as quantity,
065timing, those types of things. >> I was also think about even years of experience. >> Yeah. >> If I've got so and so that's done 20 years, you know, somebody else that comes in 20 years, I'm not sure I'd want to change that, but Okay. And it's hard when you're talking about stipens, too, because I may have been a we both may be have been teachers for 20 years, but you may have been a coach for 15 and I've just been a coach for two. And so, it's hard to measure the different types of experience, too. Yeah. It >> is this considering the the principal's flexibility and the the stipens that they can distribute on their campuses, >> discretionary. Um, so we are recommending some reductions to those, but mostly to um align them more
066uh >> districtwide, >> clearly districtwide, right? And so there could be and certainly principles need flexibility to offer compensation for unique things that happen on their campus. But I think there are ways that other large districts do that that are more centralized so that we can be sure that >> if you are a mix something up if you're a chess club chess club sponsor on your campus and I am on my campus that there's some consistency in how we're rewarded. >> Oh god. Okay. >> Um so the costs here look funky because they're showing reductions um for some of the categories all but performing arts and spirit. But keep in mind, no individual is being reduced. And so there's a line item for hold harmless supplements. So any stipend that someone is receiving that would
067go down um they would get a hold harmless supplement to offset that. And so everyone's stipen is either total stipen values are either staying the same or increasing. But as new people come in, there would be standardized values for each um assignment. Does that make sense? The math is a little >> the whole harmless is that for one year it's cost >> you can keep it as long as you want. It is really a district decision. This is our effort to cate to to calculate what that cost difference is for what we're from what you're paying now to what we're recommending. I think practically speaking there are going to be chunks of that that you don't want to continue forever. Some things like the discretionary stipens are stuff that you may just want to handle
068in a different way. And I think others may be stip or hold harmless supplements rather that um that you may want to keep forever because it is truly the person's doing the same work. It's just a lower value than what you had uh measured it as. >> Okay. >> Does that make sense? >> Dr. Harl, >> um I think this question Amy is really for um staff. I'm wondering um so there one of the next steps would be some standardization of um how the stipens are earned that kind of stuff. Would there be exceptions if a school for instance um got the Whole Foods gardening grant and wanted to you know get it off the ground and overstip or not overstip but give more to somebody um they would have >> Yeah. I'm sorry. Go
069ahead. I don't know. I I I see you know where I'm going. >> Yeah, I think I think I do. I I'm going to quote Amy um when she opened uh the presentation that this is one of the more our most complicated p systems she's ever analyzed. That's what a variable what was just described as to why I I think that when you start over the course of time and you start migrating away from a a formalized board approved pay plan that's where it starts to get pretty loose. uh it evolves and it's really difficult to rein back in which is why Amy spent a lot of time working at looking really it it should stop really be a part of base salary rather than these kind of standalone gardening club stipens um and so
070my recommendation was would be this is an opportunity I don't necessarily want to use the term right set but it kind of is that doesn't impact anyone negatively. Um and and it just gets it it gets some um particularly stipens really cleaned up and more tight so that um there's there's accountability there timeline too like a phasing of this stuff. >> There's certainly >> that's coming up. Yeah. >> I haven't let you get there but Dr. Ho has a question real quick. Can I just add something real quick to help answer that? I was the compensation person in a 90,000 student district and it is really easy to try to make everyone happy and you know especially when your campus or when your district has campuses that are doing great things you do want to
071reward it. I would think of it as an extra duty stipend is something that is predictable. There's a regular schedule of work. It's something that happens across the entire district and attaching stipens for that is something that should definitely be central office um handled by central office to administer and govern that um based on what you approve. I think typically in larger districts, you may handle something like that through supplemental pay where it would be hourly work up to a certain amount and it would be approved and vetted both by finance in the campus where you're not giving you're not preemptively giving a stipen that's not measured or or accounted for but rather people potentially could get paid as work is completed assuming that funding sources there. I hope that didn't mind anything. >> No,
072but I love I love that because I wouldn't want anything innovative or new to be discouraged because there wouldn't be a stipen, but I understand supplemental pay would be the way to go then or >> Yeah. And that's pretty common just turning in time sheets. Um >> yeah, >> it's not to say that I'm thinking of of grants that uh NEF uh funds. >> There's a way to get there. I just like I say, I think this is an opportunity to really um refine some things that have gotten probably a little bit too loose >> in our language too because I know they'll say, "Oh, and it'll include a stipen for blah blah blah." So yeah, >> and systems evolve and change over time and programs >> change and morph and and so I agree
073a supplemental uh pay structure or system is >> how you really uh work to accommodate very specialized individualized uh campus programs. >> Mr. Blunt, >> oh I didn't get to ask my question. Yeah, I was like I didn't get to ask my question. >> Um I'm still here. Um, so my question like if you go back, so I'll like go to my frame of reference because I only know like stipen wise like the dual credit stipen like is that academic? Is that jobreated? And that's like money directly coming from a vendor. So it's not necessarily like additional money the district is paying. So where does that fall into those categories? >> So that for stipens like that we're not going. >> Okay. And that's what I was trying to like figure out. I was like,
074is that like not even any of these cuz those are directly coming from an outside vendor and so it's not costing the district anything >> and even some you know CTE stipens where it was definitely something that the district had identified as a strategic um priority to pay a stipen for a particular CTE teaching assignment. Um that is it's not important to be connected to market then because it was a district priority and that may have been a bad example but that's the one that came to mind. Um, so yes, there are certainly stipens that we don't have market data for that we didn't touch. Um, like the dual credit, it's still >> So, is there a list of what these are? >> Uh, there is. It's too much to It's >> Yeah, you 30
075something pages. >> That's a great question. >> You're going to You'll receive the full report that is probably two or 300 pages that's going to be very specifically outlined, detailed by position, equity adjustments. I mean everything that Amy's presenting it but this would >> okay >> oh my gosh it this would >> so we'll get a full report >> absolutely yeah >> this is an overview >> I'm sharing with you what I have presented so far to administration there's still a lot of that refinement that needs to happen to make sure I got the jobs and the right pay grades based on the job descriptions and things like that so yeah the final product that I mean the board has to adopt the stipen plan and compensation plan so you'll be able to see all
076of that as well >> right and that's oh go ahead now you No, no, no. Cuz you're it's a different question. >> Okay. So, I've been working for 6 months or more on the stipen list and supplemental pay list and trying to get them ready to bring forward as an administrative regulation. Uh they we do have some stipens and supplemental pay, we call it miscellaneous pay on our website for employees to see, but it does not include everything we pay and it's not been um tied to the pay. And so we um do the pay plan pan plan directly. And so in that work we've been working again over six months on defining what all the stipens are that are being paid, >> marrying that to the pay system because some we pay only at
077the end of year, some we pay throughout the year and so making sure that we've documented all of them. There are some one-time pays to um answer Dr. Harl's question. we have like the Trinity prize is something that we want to pay out for when the teacher gets that prize. It wasn't documented in our >> um documentation and so making sure that we're documenting everything um according what is involved in receiving that stipen. And then on the supplemental pay, we are also standardizing those rates. Those have not been standardized in the past. There's been a lot of discretion of what um different campuses will pay for different activities. So working to document and standardize those rates of pay is another piece of >> and like the sports one there is like one sport is like
07830 days long and the another one's like summer months in. So like those are things that are being considered too. >> Yes. Exactly. Like you pointed out there that tennis is a yearong. >> Yeah. >> Whereas not most of our sports are not. >> So >> yeah, I mean the days that any district all lots for and I'm sorry I just cut off question. the days that any district all lot for extra duty assignments never match the actual number of extra days that you expect them to work. So the idea is to get a total stipen sort of like the total compensation we were talking about earlier but where you're paying one stipen value that covers everything that needs to happen um without specifying x number of additional days and just keep that stipen moving
079with market each year and then you don't have to worry about the days. No, no, no. You you're good because you answered part of the question I had anyway because I was trying to understand if it's and it's everything if was a process or number of days etc. because we've had through the years we've had a lot of discussions on stipens and setting those amounts and why they were that etc. So I was trying to make sure it wasn't just a lowering of the amounts that had been discussed. You're talking about other aspects that makes the total come down because of number of days etc. Correct. >> Correct. Yes. >> Okay. Because I was going to say yeah siphons we've discussed a lot. Yeah. There are some stockings >> uh name you me correct if
080I'm wrong that are are too low. Um so it's a >> it's a balance. Yeah. >> And uh there are quite a few that are recommended to roll into base salaries. So they're not going away. You're just paying them in a different fashion than you are now. So >> thank you. Um, so to I guess to build on what Megan shared, um, we have a a giant library of job descriptions, including supplemental duty job descriptions. And so, um, we're recommending that you consider using those supplemental duty job descriptions when you issue, uh, a supplemental duty stipen to someone in in addition to a supplemental duty agreement if they're not on a dual assignment contract. That way, everyone understands what's expected of them, how much they're going to get paid, when they'll get paid, and all
081that good stuff. That way, um it's clear that there's an agreement between you as the employer and the um uh coach, uh sponsor, whatever, as the employee as to what's expected and there's no confusion. It's documented. And that may be a longer term process. I'm not sure it's a, you know, flip a switch and done, but something you can work toward. started yet. >> I sure say we might as well >> I realize I make it sound so easy standing up here. >> Yeah. Not not to derail the presentation, but we are uh actually beginning the process of looking at uh dual contracts, which means uh associated uh coaching uh whether you know it's a a tennis track uh coach um is uh not necessarily independ Yeah, it's not independent of the the teaching assignment.
082which is where we are now. And it makes it very difficult particularly if coaches decide to forego the uh coaching responsibilities and well hang on just a minute. It's >> why are you looking at me? >> It's it's it's it's tied to the coaching position as well. So from a scheduling standpoint, it it's really complicated, but that that weaves into >> the HR issue. Like if you're not doing good job on your supplemental job, okay, you're fired from that. you're still a teacher, but you're not showing up for after school duty. Like there's a difference there. And I think every district is going to make a decision, needs to make a decision what type of contract and supplemental duty agreement situation works for your environment. Um, you know, having the dual assignment contract bonds you
083and the employee to that assignment, which maybe it sounds like that's what you need right now. um versus the agreement. There's a lot more flexibility to cut add on both parts. And so, yeah, I think certainly sounds like you'all have had lots of conversations about that. In addition, too, um I mentioned this earlier, but there are quite a few stipens that we are recommending either be rolled into base salary, be paid as supplemental pay, or discontinued. Um there are a lot of stipens that you paid for job related duties. So counselors receiving counselor stipens based on the structure that they're currently paid on. Um we're recommending just if you're paying someone a stipen for the core work that they're doing, just pay it as base salary. It'll make it easier for everyone. Avoid payroll issues
084and um just help uh staff see clearly and help you see clearly the market competitiveness as positions. I mentioned that work that occurs irregularly or for a short time period during the year should be paid as supplemental pay. Okay, those stipens are designed to cover work that occurs um through longer periods of the year. And then there are stipens that are functioning functioning as salary additives um maybe programs or or work that was um a part of their job but has gone away. Um those should uh be discontinued and again you can either pay hold harmless for them but certainly um our recommendation would be to um discontinue. This is a um a challenge. We talked about duty days. Uh you have a million in one, not literally, but it feels that way. Duty calendars
085and keeping up with that um is a challenge. I think it's not uncommon for large districts to have quite a few duty calendars, but you've got many that differ just by one or two duty days across the entire year. And probably the bigger problem is within a particular job title, you have some jobs that have five or six different duty calendars just within one job title. that can be very difficult for the employees to know which calendar am I on and what's my work schedule, difficult for payroll and HR to manage and just um maybe not reflective of the actual work uh working when you need them to. So uh our recommendation is not to just cut or align with your peers or add days to align with your peers, but assess the requirements for
086duty days um by role and then align those calendars with recurring predictable work needs. It's inevitable that people will need to work outside of their um specified duty calendar and that can be paid or compensated via supplemental pay or in a different way where you're rewarding them as the work occurs rather than preemptively spreading that pay throughout the whole year. Um and then again that reduction in calendar shouldn't just be in reducing the total number of calendars but also working to reduce the calendars by job title. Um, and I think I mentioned this before, but um, and I know there's um, you would not be the the only um, district to do this, but um, we recommend you consider conducting a staffing review um, to assess the staffing levels throughout the district. And it's really
087just to uh, determine the appropriate and efficient staffing allocations that align with your needs and what you want to accomplish uh, your campus enrollment and funding limitations. I want to be clear, I'm not saying that there's lots of positions to cut. I didn't look at any of that. Um, but there seems to be maybe a disconnect between size of department, size of campus, and the staffing that you have allocated. And what I mean is I think you probably have some large campuses that are underst staffed in central uh in the campus office and you probably have some smaller campuses that have more staff. And so just distributing the staffing in ways that are going to meet your campus needs uh is important and certainly central office as well. I want to be clear, I did
088not review any of the numbers for that. I'm speaking just anecdotally based on trying to align uh in your pay structures with Pierce. >> Um this is one I think that I mentioned last time as well. You have a very um high hierarchy, a very um uh steep hierarchy. And when you do that and you can't keep increasing top pay because remember you saw your central admin positions were low. What you do instead is hold your lowest paid jobs lower. And I think that's what we see in the data is these are low, these are low, and in between's okay. If you flatten your structure, um your reporting structures and your hierarchy, that gives you more potentially more funding to reward those middle groups and bring up the floor of pay um and just limit
089the supervisory reporting structure. So rather than um having one person reporting to one supervisor, which you do have in some departments and campuses, you're just expanding the role of your supervisors and again potentially rewarding but freeing up more funding to reward the the people doing the the work. Does that make sense to everyone? >> I think that would go handinhand with the staffing review just to make sure that the structures align with what you're trying to accomplish. And I think also when you look at some job descriptions for current positions, there are a lot of there is a lot of overlap in work with the only difference being that they supervise a person. Um you know by expanding those supervisory responsibilities, expanding the span of control again you can clarify those duties and and um
090delineation of duties between jobs. Okay, almost done. Um, I think along with that, and I know this is a an incredibly challenging um task as someone as the person responsible for doing it in my 90,000 student district, um, I realize it's I'm making it sound much easier than it is, but I would consider engaging in a job description development and update exercise in uh, tandem with those two prior recommendations just to make sure that you have accurate, up-to-date job descriptions for each position. Um, sharing them regularly with staff and supervisors again helps ensure that there's a clarity between the supervisor and the subordinate about what work is expected. Um, and just gets everyone on the same page. Uh, and I did mention last time too job titles. you have some um antiquated job titles. And
091so we're recommending to remove uh clerk and secretary and some of the uh maybe older uh titles that are there and just modernizing them. Uh and then just clarifying the work that's being performed that will again help with position management. Um and then hopefully clarify the work that's being done in any particular job. Okay, here's the part that we talked about the cost. Um so the left-hand column is all of the job groups plus the stipens again rolled up into um both the stipen adjustments and then the hold harmless. That next column is teacher retention aotment. It is shown in the total but I want to be clear that that's what we're calculating you likely will receive from the state um as new teacher retention aotment funding for 2627. So think of that as pass
092through money. you have to spend it, but you should get that same amount from the state. The next column is the general pay increase. That's the 2% across the board. That's 2% of the new midpoints. And many of those midpoints were increased by on average 10, some 20%. And so it's a much stronger marketbased midpoint to calculate those 2% increases on. Then you'll notice the adjustments column is where you have more costs than that general pay increase. That's all of those fixes where we're spreading people out from minimum to maximum, 1% above minimum to maximum. Uh the teacher pay equity adjustments, all of those adjustments to help reset pay in the district. You'll see that it's a hair greater than the across the board increase. Um and then the total cost impact is uh just
093over 4%. I think that's it, but I'm happy to answer any more questions you have. >> The operations include auxiliary, >> correct? >> So, um, that's maintenance, transportation, food service, skilled trades, all of the >> even though food service has its separate budget. >> Correct. >> You're just looking at you analyzed everything. >> Correct. >> Okay. >> Yeah. the school nutrition uh they'll they'll they'll work to like I say uh meet uh match probably better terminology uh what the board elects to approve um and you'll approve obviously a school nutrition budget I think uh part of this also and Amy uh correct me if I'm wrong this is getting everyone with the exception of our afterchool learning tree program to a $15 minimum. But >> it's it's it's a little bit more complicated when you
094start looking at the adjustments in the sense of to avoid compression, but also to account for experience and supervisors and direct reports, how that all looks. That's that's where a lot of I know your work took place and in structuring a stratified pay system um that is it doesn't >> how do I just think ahead yeah it doesn't just after one year get completely out of whack >> right >> Mr. Blunt on recommendation number 10 on the job description one how does that correlate to um a performance evaluation I mean that's the key to me more than the description >> yeah I think It should in theory. I know that um because in districts it's not um we're not tying performance to any compensation increases for non-teers. I think it's um it's less directly connected,
095but it certainly could be. I I'm thinking of this more as um I think it's easier to recruit the right people for a job if everyone has confidence that the job description is accurate and the pay placement is accurate based on the work that they're doing. But but certainly I think >> okay so you're not the Okay. Okay. Thanks. >> Yeah. Because the other duties as assigned can be convoluted, >> right? >> And if it's already assumed you're doing it, it's better to list it. >> But I think from a performance standoint Right. I mean, you're definitely right that if if you have an accurate job description, it's a whole lot easier to hold someone accountable for the work that they're doing and them accordingly. >> No, I'm with you something, but I was actually
096going the other way. How are you evaluating if you don't have a job description as you're evaluating? >> I mean, I want to make sure you have them. I um I think it's they you know in any large district and any large employer they can um and when you like you do have a lot of people who have been in their positions for a long time they can get a little dusty and maybe not be updated as frequently as as they should. >> Yeah. >> No other buttons. >> Okay. >> Well, so to summarize if we go back to that last slide. Yes. There was a lot of information. Um, but the the bottom line is we're going to be in and around 34 to $35 million. What we're going to be planning on doing,
097this somewhat segus into the next report, um, is this is largely contingent upon uh the board uh electing to put a three cent golden penny uh voter approved tax ratification election or calling it uh in August. Um and like I say the voters given this consideration uh because as you are well aware um we are uh still operating a deficit budget. I I don't believe that we're going to be zero balanced going into fiscal year 27. So to be able to afford much needed uh this this degree of compensation package is going to be largely contingent uh upon a voter approved tax ratification election. >> So my other question is an operational question. Should this proceed then HR can realistically implement all of this by when? Well, so again, assuming that it's contingent, am I
098using the right terminology? That's >> contingent is the right word. >> Tail, I guess. Um, since we're we're again proposing the contingent, um, it would in essence go into effect following the November 2nd election and then it would be retroactively paid back to the beginning of individuals contract, which uh, some have a July contract uh, start uh, many have an August contract start. And so, uh, we've actually, and remind me, Tiffany, Megan, we've, we've implemented this form of a pay structure on a very in a very on a very scaled back um, uh, uh, compensation approval plan. Was it last year? Last summer, >> some of because we did approve our pay structure compensation plan late last year, we had to pay some retroactive pay in that plan. So, we have done the retroactive pay
099before. that were accustomed to that piece. And I want to point out Gabby is here. She is our director of compensation. Thank you. So Gabby is actually the one that would be implementing that and she reports through me not through HR. So compensation is under the business services umbrella. Um but Gabby's team has been working on a a plan if you will of the pieces that it would take to get this implemented. So the placement of the general pay increase and the adjustments is one piece of this puzzle. But a big piece of this puzzle is that new paygrade structure was very is very different than the pay grade structure that we have on our um out on our website that you can go see right now. So our current pay grade structure is you
100probably know it has an alpha numeric two-digit and then a numerical two-digit. This paygrade structure would move everyone into a three-digit numerical pay grade and moves people all around into these different groups. The 100s, 200s, 300s, 400s, 500s. Instead of being a BN01 or AD01, they would move into these groups. That is a tremendous amount of work that Gabby's team would take on probably this summer um to get ahead of a November Bader election when we would implement the true compensation plan. and we've so she's working her team also about the extra day stipens that Amy um mentioned and the positionbased stipens seeing if we can roll that into base pay this summer ahead of the adjustments that would come in in November trying to get everything lined up. It is very hard to change
101a work calendar uh mid year. In fact, I don't even know that it's possible. I was going to say I know you would not recommend it >> unless you're increasing pay but that's hard to do. with any of the work calendar changes of changes in days we need to really implement this summer and the pay grade changes we need to implement this summer um getting ready for the compensation plan adjustments that are recommended to come in in November and be retroactive back to July or August depending on the student the employees >> and most of our large districts that we work with have done similar fader contingent increases and so we're here to hold hands along the way too and help So the important piece for the community to know is we need to pass
102the Vader to be able to make this change that's going to be impactful in the long run which is what we we were asked to do years ago at least since I've gotten here three years ago and now we've made some progress and it's taken some time but then there's a lot that's been able to be been accomplished like nobody less than $15 an hour and then a revisit of the pay grace pay skills and the responsibilities. So, just want everyone to know that you all are working very hard to make these recommendations and then that other part is going to be the community support to help us make sure we can fulfill these commitments. >> I can't stress how much this would positively impact pay in your district. It would improve pay >> and
103largely fix most of those problems that we looked at in the market competitiveness. So yeah, I mean this this would be miraculous. >> Thank you for all your hard work. >> Want to buy you lunch or something? I don't know. >> And I would like to mention also that we have in addition to the work that Gabby's team is working on, we have a team of people who are reviewing the draft reports that Amy has sent us because she is recommending quite a few title changes to make it um easier to discern. If you think of specialists, how many specialists do we have in the district? but trying to change where it would say specialist for child nutrition may be very different than a specialist in the construction department. So changing those and making sure
104they're aligned in the right place. So we have a lot of people reviewing that because it's not possible for Gabby's team and myself to really analyze the work that Amy and her team have done and make sure that we have not made any errors in those assumptions. So again, we have a lot of the supervisory leadership um reviewing this report and offering changes for Amy to consider uh asking her not to just make changes that we bring forward but analyze them and ask us questions and we will ask our questions as we continue through this. And I guess for this like if we were to come true for us um for the patients of everyone who's going to be affected because like they mentioned there's this is phase one and there will be if needed
105readjustments or revisits based on all of that and there will be changes like that's that's what this is. So be prepared but also have an open mind. It's for the utilitarian for the the betterment long term for you you as an employee to see yourself in the long term and then also to be compensated appropriately if you've been here with us a long time already and and we're trying to do what's the most equitable thing which is hard to do as far as pay >> and most of the large districts that I work with um Scyfare Conro we work with them year-over-year and so every year we reset to market and make adjustments accordingly. And so, um, yeah, it's not a oneanddone thing. You certainly have to continue working at it. >> Thank you. >>
106I guess I'm sorry, I got Mr. >> Yeah, you confused me a little bit. I think I understood. But, um, I hate to ask this, but I'm curious on what this actually helps us with though. It's about when comparing the market, we're actually helping what about 20% or so. It's not because I think we have to be careful to some degree because we still got the following year we're going to do teacher increases, etc., when we start teacher in teachers already at um market per se. So the ones that really helps out the below market is probably a lower percentage. Am I correct? >> Correct. So if you look at the for example teachers on average are getting that 2% general pay increase in this model where some of the other groups like technology or
107central admin um campus professionals >> percentage-wise they're getting a much more significant increase. >> Okay. Okay. Thank you. >> Sure. And also for the board, we have now loaded this presentation into diligent. So if you refresh, you can see that now. >> Thank you all for your patience. Thank you so much, ma'am. And the boy scouts, are you guys going to speak? Are you falling asleep? >> Are we Are you having fun yet? >> Scouts. Those poor babies. They're like, >> "We we have three or four of these a month usually, so you're more than welcome to come back. >> Come back in two weeks, y'all." >> Oh, you're troopers. No question. >> We have one more report, Madam President. Um, our bond uh attorneys uh council are with us. I believe we have Matt
108Lee and Stephanie Le. Uh as we are talking about the voter approved tax ratification election, uh we do have obviously the efficiency audit that uh is kicking off or is underway. Um we do have the bond uh advisory uh council that we're going to be uh meeting with here in just a week uh actually. And so thank you again for um sending us uh candidates for invitations. I believe Barry, we have a little over 300 um for >> and we have three over 300 uh confirmed um >> to be engaged. >> Okay. It it'll be a large group. >> Um very large group. Um and so this piece uh is really uh to provide counsel just in regards to some of the dos and don'ts uh if you will. I don't mean to steal y'all's
109thunder. um uh as we get closer and closer to the board considering putting uh like I say really the vader but also the bond uh on the on the ballot in November. >> Stephanie, >> wonderful. Dr. Duran, Dr. Croft, thank you all for having me here tonight. Uh my name is Stephanie Liby. I'm with Norton Rose Fulbright. Our firm serves as bond counsel to the district. So tonight we're going to walk through a presentation that just provides you all with a general overview of state law requirements that apply to both bond elections and voter approval tax rate elections. I'll call voter approval tax rate elections vader elections for purposes of this presentation. So Dr. Croft might not have wanted to steal my thunder, but I'll steal it from myself um with the first point on
110this PowerPoint slide. So, we've highlighted in red really the information that you all want to keep in focus, right? It's important that the district leads an information only effort as it relates to both the bond election and the Vader. The district does have the responsibility to inform voters about each election, but the district cannot use district funds or district resources to engage in electioneering. that's championing championing for a particular outcome in relation to that election. So during bond election invaders, most complaints concern violations regarding the improper use of public resources for those advocacy campaigns. This is a direct violation of election law and should be avoided. There are different considerations as we move through um presentations that are provided whether we give presentations to district staff, board of trustees, superintendent, executive cabinet, there are slightly
111different variances associated with the person who is provide providing the information related to the election. So tonight we're going to focus for you all on the board of trustees. And it's important to remember that these rules apply when we have a measure that will go before the voters. We won't have a measure until the board meets to formally call that bond election. So for the November election cycle, the election call deadline is August 12th. I think preliminarily you all have scheduled a meeting for August 11th where you would potentially consider calling bond election evader or both. As the district's bond council um we do offer and historically north side does take us up. We will review all voter information um voter information documents before they're disseminated within the community. So, we'll work with communication staff.
112We'll also work with Megan, Tiffany, and their team to review the information before it's sent out just to make sure to the best of our abilities that everyone is being compliant with election law. So again, it's important employees, officers, elected officials not use or authorize the use of district funds or resources to advocate for or against either a bond election or a vader. Two areas where we see well-intentioned but missteps associated with bond elections is one someone may not realize that they're using district resources or two they may not realize what they're doing is advocacy especially when it comes to advocacy. There's lots of gray areas. Our job is to keep you all on the right side of that line. For the state agencies which monitor these election practices, if you look back historically, a
113lot of the election complaints went to te to the Texas Ethics Commission and that was a very formal process. And for us as practitioners, it was very helpful because when a complaint went to te Texas Ethics Commission, then there was a formal opinion that was issued by the commission and we could use that to refine our guidance as we move forward. In the recent past, a lot of the enforcement actions have come from investigations by the Attorney General's office, which may or may not put out formal guidance or come out with a public finding. And so what we'll see is a lot of newsletters or a lot of letters themselves that have been sent from the agency to a local government that's conducted an election, but we don't have that followup, the conclusion for what's
114been determined so that we could better advise. So we're losing some of historical precedent as things shift away from ethics commissions. There are still complaints that go to the ex ethics commission. There are opinions that continue to come out um just not so much as there has been in the past. So just walking through fairly quickly permissible and impermissible actions. Right? If you have a communication that is advocacy, you're asking someone to vote for or against a measure that better appear before the voters. It's very important that again it be produced without any public funds or public resources. If you are providing information that is factual only, we're talking the date of the election, voter registration deadlines for people to register to vote, the contents of the proposition, the projects to be funded. All of
115that information can be produced with district resources so long as you're not advocating for its passage. And it's important that the district undertake that again to invader election. You want people to come out and vote and to participate in these elections. for ethics rules. The rules are interpret interpreted very broadly. Again, this is a gray area. There is no dimminimous exception when it comes to the rules. It's either a violation or it's not a violation. there's no amount of there's no small amount of resources that can be um allocated for the advocacy. So you have to think of things like district list serves, email addresses, right? You can't use a district emailing system to send out that information. You can't use district computers, can't use uh school marquees. You could use the school marquee to
116again say we're having a bond election. This is election date. You couldn't use a school marquee to say vote yes for Proposition A. And again, no matter how factual a statement can be, any amount of advocacy is is um impermissible. So a lot of times because we're taught and I'm sure speaking in a room full of educators, people understand this, right? We're taught to write in a very persuasive manner. It's very common when people put together bond election brochures or raider brochures that they want to compel some type of action, right? Any kind of vote for the children, do it for the district. This is all advocacy that should not stay within um the bond documents or the the election documents. Some of it like the examples that I just provided are fairly easy to
117to understand. But when you talk about the Vader, that line becomes a little bit more nuanced, right? Because under the election code, when the district calls the vader, you have to specifically say what those funds are going to be used for, right? And so when that where is that line when you say we're calling this Vader for compensation to then turn around and say, "Right, we're using these funds for compensation." And where does that fall in the line of factual and advocacy? There was a recent te Texas ethics opinion that talked about a district that called a Vader and in the district's FAQs they said why is the Vader necessary and the Texas Ethics Commission found that that was impermissible. Well, the intent behind the FAQ was that the Vader is necessary under the tax
118code because as soon as the district or the board adopts a tax rate above the voter approval rate, a Vader is necessary, right? And so the intent was really to say why did the board call the election? But because they said why is the vader necessary the ethics opinion the ethics commission determined that that was advocacy because those funds were not quote unquote necessary. >> And Stephanie I'm going to interject just real quickly. One of the things that I think is going to help us tremendously in just keeping everything straight down the fairway is uh Stephanie, they're going to be able to review any of our factualbased information, especially once the if it's if the board elects to put this on the measure, put this measure on the ballot. Um so that there's really not
119any questions as to what is published uh what has been documented documented what has um uh factual merit or not. They'll have like I say full reign to review and critique and redline and send it back to us for corrections. So um that's our plan to like I say keep things right right in the middle of the lane. right in the middle of the lane. Right in the middle of the lane. So again, just kind of moving over to some of the VAT enforcement trends just like we've seen um or I alluded to in the ethics commission and the AG's office slide, right? We have seen a lot of letters from the attorney general's office um that have gone out for districts that have called Vader elections kind of questioning some of the communication related
120to that. We are there to work with district to work with district staff to make sure that those communications are in line with statutory requirements in recent guidance that has been um provided to us. So again, as a district representative, the key takeaways is that you do have a duty to inform and to encourage voter registration, voter participation in the district's elections. There are first amendment rights that people enjoy, right, as citizens for what can be said. We do keep those first amendment rights in perspective as we work through any comments that we're providing um to information that the district seeks to disseminate. Social media always causes complications and we know that we live in a society in which social media is utilized with some frequency. And so we do pay extra attention to that
121because again where we are today in relation to the district does not have currently have a measure before the voters and so there are no guidelines. But as you upload information to social media and that information stays available when you move past the election call deadline, then a different rule would apply to that information as it's disseminated. And so it is important to both keep in mind what you're uploading to social media after the election call date as well as information that's been previously uploaded and is still available to your voters. >> Mr. Blunt >> on on the first one I'm so confused by are are you saying a board of trustee by definition is now a district representative? I would say a member of the board of trustees is a district representative when they're
122affect when they're acting in their official capacity. >> Okay. >> As a board member. >> Okay. So, the answer is no. Not always. Okay. Not always. Okay. Good. Good. Good. No, I'm I'm with you. Um because I thought they changed some of that, but that's good to hear. The the second one just um and I if I can pick on PTA, for example, and make sure I'm clear. Yeah. So if there was a PTA meeting, all right, if it's during the day, let's say 8 a.m. for example, the school, that's clear. That's during the school day. So you couldn't u advocate that particular time. But if it's after 6:00 p.m., is that still not allowed because that's considered using district resources. >> So I would say any rules which would apply to groups utilizing district
123campuses should apply uniformly. Right. And so if you have either a PTA or you have a district pack uh a bond related pack that may organize either for or against the bond. Right. >> Right. That they be offered the same opportunities to use the district facilities the same way that everyone else does. But yeah, if you have a if you have a PTA meeting, right, that generally uses district >> campuses for their meetings, >> it would be fine for them to have a PTA meeting and talk about the bond in that PTA meeting. It would not be appropriate for the PTA to host a bond presentation and only talk about the bond. >> I think I'm with you. So, um, no, I'm with you. I'm gonna go with what you just said. Okay, good. Thank
124you. >> Okay. >> Yeah, I'm with you. >> But if they invite us to that PTA meeting and they're talking about the Vader, then how does that implicate us? >> So, as board of trustees, you're a board member when you sit on this dis as a board. I will counteract that with Dr. Craft, right? because as superintendent of a district, people don't see him in a personal capacity. They see him as superintendent. And so as we move through um and the guidance that we give for bond elections is that a superintendent should never advocate for or against a bond proposition because when people see them in the community, they see them in that official role. If you go to board presentations, if Dr. Craft is invited to board presentations. What we recommend is that he
125would go as superintendent to provide that information only. These are the projects. This is the amount. This is how funds will be utilized. And then there's another person whether it's a board of trustee member, a community member, someone from the bond pack who would go to explain the why. Why are we requesting this? Why is it necessary? this is what we're going to do. >> So we could say with this we will be able to increase salaries for teachers. >> Yes, >> that's true. Without this we would not be able to. Is that also true? >> That is also true. And you're saying that again in your personal capacity. So maybe the easiest way to to show the distinction, right? One of the examples we have is letter to the editor. If you wanted to
126write a letter to the editor to a newspaper to say the why, that would be permissible. But you as a board could not jointly write a letter to the editor to the newspaper to explain the why, right? Because then you're two problems. You're acting as the board and you're speaking with the voice of the board, but then you also have open meeting issues with the joint letter. So to to just understand the perspective, I think that's the easiest example I have for you know individual capacity and board capacity. >> Thank you. Any other questions? >> Awesome. Thank you for your time. >> And so Stephanie and Matt have offered to come back and speak with the board. In fact, I have recommended that they come back on the night that the board would consider calling
127the elections uh so that we can review any of this and answer any questions that you may have at that time of what not to do from this day forward. Um just to make sure that we're all in compliance. >> Thank you all so much for coming today. >> Okay, we're moving on to then our item number five of the agenda which is our citizens to be heard. We do believe that citizens to be heard is important and meaningful and we will listen to what you have to say. We value your opinions although we are restrained by law from taking any action. Please address your remarks to the board. Confine your remarks to a north side policy or practice. Limit your remarks to three minutes. At 3 minutes you'll be asked to wrap up your
128remarks and please do not make any personal attacks on individuals. Thank you. Uh, Madam President, I believe we have two members, uh, community members signed up to speak. Uh, Molina Esperu Azakar. Um, >> welcome. >> Good evening. Uh, good evening. Molina Espuas, North Side AFT president. I'm here tonight to address two issues that ultimately come down to one thing. transparency and accountability to this community to our students, our families, and the working people in the district. First, North Side AFT continues to raise serious concerns about Civic Solutions Group, a firm hired solely by the superintendent to guide what the district is calling optimization. But what many in our community understand is school closures and consolidation. Tonight we are being you are being asked to adopt priorities shaped by this group despite their known ties to
129privatization efforts, charter expansion, and 1882 partnerships that weaken district autonomy. We are continuing to call for true community audit, one that goes beyond spreadsheets and examines the real impacts on neighborhoods, families, and students. Research is clear. School closures just don't relocate students, they destabilize entire communities. And let's be honest about the data you are relying on. The report includes surveys, responses from roughly 2% of North Side families in a district serving nearly 98,000 students that is not representative of the entire district. Decisions of this magnitude must be built on trust, transparency, and meaningful engagement, not limited data, and predetermined outcomes. Before your vote tonight, I urge you to ask yourselves, are we truly centering students and community, or are we prioritizing costs over people? The second issue is staffing cuts. C cuts that were directly
130will directly harm students. The elimination of college career military adviserss and reduction in social workers will have real consequences on our campuses. At a time when students need more support, not less, the these decisions move us in the wrong direction. At the May 12th finance committee meeting, Dr. Craft stated that the priority was to ensure every employee would have a job. And Deputy Superintendent of Finance Megan Bradley stated, "Right now, anyone employed at Northside will stay employed at North Side." Yet, shortly after, employees received notices that their positions were being eliminated with no guaranteed equivalent or placement, a few were told that they could apply for positions at significantly lower pay. For working families, that's not a real option. That is not job protection, and that is that is absolutely displacement. So, I ask you,
131where is the transparency? Where is the accountability? And where is the honesty? As you consider these decisions tonight, whether it's optimization or pay structures, I ask you to remember that real people are behind them. the working parent who now are facing loss of health care, the family trying to make ends meet, the students who will lose critical supports on their campuses. This community deserves better and you all were elected to do better. Thank you. >> Next signed up is uh Terry Zablaki priorities here. Tonight, as runoff election results come in, I find myself agreeing with something Chief Justice Earl Warren once said. I always try to turn to the sports pages first, which record people's accomplishments. The front page has nothing but man's failures. And honestly, I think I agree with Justice Warren, and he
132would appreciate a joyful go Spurs go. The Brown versus Board of Education uh decision had already been before the case, had been before the court for years when Chief Justice Vincent died. Imagine your your your Chief Justice dies. And Warren was appointed by Chief Justice President Eisenhower. He was appointed chief justice by President Eisenhower and he understood he had to form real relationships with the justices for he knew that the decision regarding Brown versus board would have to be unanimous. There could be no cracks in the foundation. 24 years ago Earl Warren's judicial robe was in entrusted to Warren High School by his family. On Thursday morning, the Warren ROC students will lead the graduates and present the colors. The Warren choir will sing the national anthem. Families will cheer and Warren and CCA students
133wearing different colored robes will cross the same stage just as the first class of North Side High School, yes it was North Side High School, did some 75 years ago. That's not accurate. That took a while. I'm I'm going to go over time. Get after me. 25 years ago, the North Side Education Foundation was established, and since then, more than $9 million has been invested into supporting students across this district. Foundations and pillars matter most when storms come. At a time when public education faces unprecedented challenges, North Side must continue maintaining an unrelenting focus on student achievement, strengthening the foundations and pillars that support our students. All of us do. And remaining committed to its mission to transform the learning experiences for students. We as a community, yes, there's go Spurs go. Ladies and gentlemen,
134every one of us, all the parents, I'm so glad to see the troop here. It's go students go. And these people up here can't do it alone. And they need to be unanimous when it comes to decisions for students. Thank you. >> That that completes citizens to be heard this evening. There's anyone signed up that I missed? >> All right, we have our item number six, our consent agenda. Now, >> do we have any motions? Y'all move approval of the consent agenda. >> Oh, Dr. Harl, sorry, I'm looking that way. >> Okay. Um, all in favor to approve the consent agenda, say I. >> Any opposed? >> Any further discussion? Okay, consent agenda has been approved. Item number seven, our our agenda is the business and finance Yes. >> I'll turn it right over to
135Megan Bradley. >> Thank you. Tonight we have two items for you. The first one is a budget amendment. I want to make sure is my microphone on on low. >> It is. Okay. Yes. Okay. Um so our first item is a budget amendment number two. As you remember, we have the first budget amendment that had already come to the board a while back. I also want to make sure that you know that I have Tiffany and Jake here in the audience to help me if there are any questions that we need to go through more in depth. Um Monica, I don't know if it's Can you bring up Diligent or do you >> No, it's it's the one pager. I I will it's fine. You'll have it in your in your vote for you to
136look at, but I'm going to go over the general fund items. We do have three pages in our budget amendment. Um one for general fund, one for child nutrition, and one for debt service. We are not bringing anything forward tonight other than the general fund. So that's where we'll talk. So we do have um changes in the general fund with our revenue. We are decreasing it uh by a total of one about $1.5 million at this point with our local revenue decreasing by just under 10 million. Part of that is due to interest income reducing due to our fund balance decreasing as we're using our instructional continuity. uh we have more we have less funds available to have interest income on and then we also have lower tax collections that's due to our lower taxable
137values and our increased exemptions from what we originally budgeted but we do also have an offset in our increased state aid due to the teacher incentive aotment revenue coming in from the state. So offsetting that state revenue uh down the expenditures is the payout of that teacher incentive aotment that will happen in June to our teachers that qualify for that and some reallocation of expenditures that just are aligning our budget to actual as we move through the year. So, our net change to the fund balance at this time remains unchanged from our previous $ 38 million deficit that we have adopted had in budget amendment number one and we're still on track for that $ 38 million deficit to year end at this point. Do you have any questions about the changes? >> This is
138an action item for tonight. >> Okay. Do we have any motions to our budget amendment two? Thank you, Monica. >> Sure. >> Dr. Hasso >> I my only question um to Megan in is really I saw the guess the change in the evaluation services does that have anything to do with the state changes of the increase in evaluations that we've been doing? >> No that that is just the property value. So okay when we estimate our property value it was the estimate was higher than what it's actually come in as. >> Okay. And that affects the guidance counseling and evaluation services. You're looking at the expenditures. Stop talking like that >> the let me see I do not have any >> guidance counseling evaluation services >> salary alignment so that we have had a reduction
139in the salaries rel probably related to vacancies I'm assuming is that >> is that what >> okay >> I just know because I feel like there's been more evaluations this year so we have less staff and there's been more evaluations >> required probably the special education evaluations >> so the staff for that would be the same even if we've had the additional evaluations. >> Okay, >> we do not have the revenue coming in from those evaluations yet. Um, so that would show up later on in the year as well. >> Thank you. >> So, we have a motion by Mr. Blonde and a second by Dr. Harl. >> Correct. Not yet. Not yet. That was before. >> Okay. Do we have any motions on the budget amendment? I have a question, >> Miss T. >>
140So, Megan, I'm just looking at this. Uh, basically with the adjustments, we're still able to uh budget out >> with balance the budget >> to balance the budget. Okay. >> Just Okay. >> So, we're not adding any additional expenditure expenditures over revenue at this point. >> And of course, the major adjustment is the teacher incentive a lotment coming in and going right back out. Dr. Harl, what what's um community services? >> Community services. >> It's towards under expenditures like >> Yes. So that is function 61. So it would be oh I think of adult and community ed is a big one. So anything that we're supporting the community on. Also the health clinic that we have would be there. It would be made up of a lot of things. Do you have any other thoughts
141on >> two biggest? >> Those are the two biggest ones. Okay. I forgot Julie's over there too. I'm getting she was hiding earlier. >> So anything that we are providing as community services. So our health clinic that we have again adult and community ed services those cost. So the cost of community ed would be here. Then you'd have revenue coming in on the local side for those that are paying for those services. on the child nutrition budget that's not increasing as far as that's not included in it. I know we talked last time about possibly in increasing it right that would not be for this fiscal year and even not for next fiscal year. So what we talked about would be possibly be for the 2728 school year, but we are not recommending an increase
142in the per meal cost. And that would be over in this child nutrition budget. So the second page of this that we're not changing anything on right now. The line item for child nutrition services that's in this document is really just our offset costs that we pay for out of the general fund. Uh that's a lot of it is for charges that when students charge the child nutrition fund cannot pay for those losses for charges. the general fund has to pay for it. And then we typically will have some equipment and some um small purchases that come out of the general fund for child nutrition. Any other questions? Any motions? Can I make a noise? >> Yeah, we're ready. >> Sorry. >> Well, thank you. >> It's hard when you just get it like right
143before you have to make a major decision about a lot of money. So, I wanted to >> be nice ahead of time. >> I guess I have a follow-up question is with the revenue that's being reduced. You're reducing the expenditures and but these are not already spent dollars. These are areas where we could go ahead and nip like close that out or prevent any additional expenses so that we can balance the budget. >> Any of them that are reducing is because we do not expect to spend that that amount before >> we can balance our budget. >> Absolutely. Yes, ma'am. >> Okay. All right. Okay. Now we're ready. Dr. Hassle. >> I move to approve the proposed budget amendment number two. >> Any second? >> Second. >> Mr. Blunt second that. All in favor say
144I. >> I. >> Any opposed? Any further discussion? The motion passes to budget amendment number two. Thank you, Megan. >> And item number B, you're still on for fiscal year updates. So now we have a presentation and I apologize for that not being up on the screen. I will not know to send that next time. U so we have a budget presentation. This is loaded in your diligent also. And so we're going to go through a few updates for you. So we have our budget assumptions. This has not changed from the last time we met, but I want to document our projected enrollment 95,461 compared to our projected enrollment last year. As you see, we are down. We're projecting about 2,200 students less for next school year than we currently have in this year. We
145are expecting our tax rate outside of a Vader to remain the same. So this is the same tax rate that we have the current year that we would expect next year if we do not have a Vader. Of course, we'll talk about the Vader here in a moment. And then we are seeing now a decrease in our prelim preliminary tax values from our certified values of about a 1% decrease. And I believe um Dr. Craft had met with someone from the appraisal district recently and it's gonna they're looking a little bit >> closer to 08 right now. >> 1% is going to be very very conservative and >> pretty accurate. So it shouldn't be more than that. >> So we were estimating about a 1% increase previous to this new information that we received. So
146it is going down but 1% is not um alarming at this point. If it goes further down I will start getting concerned. right now that um when you have the higher exemptions uh that you would expect some of the decrease to come in. So these are >> overarching budget assumptions. >> Are you going to get a more accurate update based on all the like right now we can appeal or >> Yes, we usually get it about July 25th is when we get our final pieces and we'll talk about that towards the end. Okay. Yeah, that that is that is the challenge uh with preliminary uh with moving from preliminary to final values is there's a lot of appeals that have to be worked through. Um so we I think we're pretty close to 08 uh
147to 1%. >> Yeah, everything we're hearing is that roughly flat to 1% decrease. So I think um given the information that Dr. Crafters received about a expecting a point 8 decrease. The 1% should be good for us for right now for what we're estimating. So some of the changes that we are seeing uh now in our revenue as we're adapting is we're expect because of that decrease of 1% in our values that reduces our local revenue by about 2.4 million. Our state aid decrease related to the decrease of about 2,200 students is a decrease of almost $16 million in state revenue. And then as I said in the budget amendment is same over here as our instructional continuity piece of fund balance decreases. That means we have less cash invested because we've spent that cash
148and therefore our interest income goes down also. So, you take all three of these items um total together and it's about a $21 million decrease in our revenue from what we had in the current year that we're looking at. Then, as we look over the expenditures, we have about a $15 million decrease in teacher staffing. That is by uh applying the staffing ratio, the teacher ratio that we applied for the current year to next year with a decreasing in students that decreases the need for teachers uh at the various levels of about $15 million that will be um utilized in other areas. So as we said that teachers will not be dis they will be displaced from their current job but they will have a job with North Side ISTD. The next line item is
149the item that we discussed last time of different program and staffings that we have been looking at of where could we reduce our budget budget to try to get in line with a balanced budget. The 17 million that was sent to you in um Friday um not in Friday letter but outside of Friday letter last week. It is also included in your documents of the details of that $17 million. And then as we've been saying all along, there will be some increases that we cannot help but increase. Um when utilities, when gas prices, things increase, we will see increases in our budget that we're estimating right now at 3.7 million. Some of that is related to some required training that we have to give to our staff and the cost of that training um that
150we're that we're in um expecting to have happen this next year. So these expenditure changes, while they do decrease our budget pretty sign um um significantly, it still is a challenge when we're balancing the budget. And so I'll show that to you here. This is a little small, but if you look on the fiscal year 2526, that's as of budget amendment number one that the board approved. Not the one you saw tonight, but the bottom line is the same. Um and you can see the changes that have what I showed to you on previous slides that those decreases in revenue brings our revenue budget to 1 point um 1 million1 billion29 million and our expenditure budget while it does decrease it for the 15 million and the 17 million that we discussed it is still
151$31 million more than our revenue. So, while our fund balance has I'm sorry, our change in fund balance has decreased, it's not as large of a deficit as we have for the current year, it is still a significant deficit. So, I want to make sure everybody understands that it's uh even though the 17 million that we brought forward to you, we are showing it being reduced, we still have a $31.6 million deficit. >> Does that make sense? I know that one of the questions um when we talk about the Vader um in in the uh yield of approximately 15 million per penny uh which I don't mean to jump ahead but the 10 million uh outside of uh contingent compensation that you just uh reviewed uh or previewed I should say um that would go
152to towards the structural working to fix the structural deficit uh that Megan is describing as we speak. >> Yes, I will jump ahead to that and we can come back to this one if we need to. Um, without the Vader, I do think it is important to show that we would have 31 point Let me stop and slow back down a little bit. Without if we do not have the Vader and we do not make any further budget reductions, we would see a $31.6 $6 million deficit coming out of the instructional continuity and leaving remaining in instructional continuity at the end of this fiscal year $19.8 million. If we do have a Vader, if the board adopts approves a Vader and we go to our voters and they approve a Vader, we would have our
153tax rate increased by three cents. So, you can see the new tax rate at the top. That would bring in $21.9 million in local tax collections. It would also bring in $24.7 million in state aid because of the golden pennies. We maximize the state aid at that point. Uh but then we would also consider a contingent compensation plan that um Miss um Campbell just showed us. We're showing 35 million here. She showed 33.4. That does not include the benefits cost. So we estimate about 10% for the benefits cost that goes on top of that cost. So putting these items in and comparing it, we would show the exact same items changes coming through um that we just had talked about and it would reduce that deficit because we would use the remaining from the 35
154million out of the 45 million 10 that $10 million to offset the $30 million deficit that we were showing and it would be a $20 million deficit. That would allow us to keep 31.4 million in our instructional continuity. but knowing that going forward if we don't do reductions that would continue to decrease. And this page shows them side by side which I think is very helpful. So on the left hand side it's looking at a proposed budget for 2627 without a Vader and to the right hand side a proposed 2627 budget with a Vader. bringing in the 45 million roughly in revenue from the Vader and local and state aid and using 35 million of that for compensation, a contingent compensation plan and 10 million to help bring down the other operational cost. Um it's
155not designated that 10 million is not a specific piece that would be piece of it. It's just part of our operations that we would offset with that additional revenue from the Vader. You have any questions on these side by sides? I'll go into the calendar next. So, I wanted to have a break there for questions. >> No questions yet. >> And we of course we can come back for any questions you have. >> Okay. >> Um our last meeting, Miss Freeman um expressed some concern about adopting the Vader and and Matt just came up and talked to me after they finished their presentation, Matt Lee, uh that they mistakenly said the 12th for the adoption of the potential Vader and Bond. It's really the 17th. I'm sorry, I'm gonna bring over here. August 17th is
156the last day to call the Vader. You have that in your presentation from many of our other presentations and that is the correct date. We had previously proposed that we asked the board to adopt the budget and tax rates on that date, the 17th. uh we went back and worked on this and we looked at the 11th and the 13th the previous Tuesday and Thursday and we've settled on proposing it for the 11th but so that we stay consistent with the Tuesday night board meetings and we believe we can do that. The challenge that we have, and I'm going to go backwards now, is that we have to post, if you see July 31st in red, we have to publish publish in the newspaper our proposed budgets and tax rates and say when that public
157hearing will be and we have to do it at least 10 days and up to 30 days before that actual meeting. So, if we have the board meeting to adopt the budgets and tax rates on August 11th, that 10 days forward would be July 31st. And we would plan to do that. We would come to the board on the July 28th to actually call the public meeting. U we have to call the public meeting before we can do the notice and give the proposed tax rates and notices. We would have the notice in the paper on Friday to comply. I want to back you up to see that May 20, I'm sorry, July 27th. That's when we expect to have our certified values. So, we would be doing all of our board presentations without having
158that final certified value. I believe that's okay because a lot of districts, there's a lot of June 30th districts that have to estimate their tax value and coming into a budget amendment if they're off on that. So, I'm I'm okay with that, but I would want you to know that that would be an estimate rather than actual that we would be building our budget on. And also, >> we may sometimes they come in a few days earlier. Yes, >> that's the case >> and make adjustments >> and that would be and we could do a handout I do show on this presentation if you look at the bottom it's very small here but attachments for the board agenda would be loaded on that Tuesday afternoon >> that's a regularly called board meeting date anyh who
159right but when you say call a public meeting that would be part of our scheduled >> that's the technical term for public they call it calling that public meeting that's the action that the board takes so yes that is a little confusing I apologize for that >> and Then in August, we had previously said that we would have a called board meeting on Tuesday the 4th of August and on that Monday the 17th. If we move the called meeting to be on August 11th, um there is a little concern. Again, very small concern. If you see on August 5th, that's when we expect the maximum compressed rate from TA to be validated. We expect no change. We did not have a change last year either. So, we feel 99% confident that we know what that
160maximum compressed tax rate is, but I just want to make sure I'm disclosing the risk that if for some reason there is a change, we would need to republish our notice and go to that August 17th date. Again, I don't expect that to happen, but I just want to let you know that there is a >> contingency plan. >> Exactly. Right. So, if the board is okay with it, we would like to move to have a proposed called meeting on August 11th as our date to call the um bond election. fader election and adopt the budgets >> instead of the fourth. >> Instead of the 17th. Yes. >> Instead of the 17th. >> There's also a one that was delineated on the fourth. That one scratched out. >> Exactly. Yes. That was going to be
161um under the other proposal. That's when we were going to um potentially call. >> So it would be 11th 17th maybe as of >> hopefully not. But yes, that would be the contingent. Yes. >> Yes. >> Okay. >> And I believe we'll be fine with that. I I do believe that we'll be fine with the 11th, but I want to just disclose all the small risk. They're very small. And then we have the regularly scheduled board meeting on August 25th. That would still be on the calendar. >> So, the board's okay with that unless someone says no, we'll move forward with using that August. >> Logical to us. Can we just get an updated list uh Monica now these dates so we can add them to our calendar? You do that anyways for the new
162>> physical. Okay. Awesome. Thank you. And that is our presentation for this evening. >> Thank you. >> Uh Mr. Blunt, >> I can't remember if it's Friday letter as part of the package, but thank for providing that information on what all the schools, the enrollment and capacity. I think that was uh extremely valuable information. And Deb, let me know if I have this right the way I I see it from a bigger picture standpoint. So the high school and middle school geographically, I can tell this. I can sort of see the story. It's it's very consistent per se on which areas are grow increase and which areas are de decreasing geographically. Middle school to I mean not middle school elementary school is all over the place in terms of pockets. So to me when it
163comes to staffing and other type things that's I'm with all I'm sorry not not to negate our middle and high school people but the elementary school to me is very complex because of the way those pockets seem to be on those numbers. Is that is that correct or >> Okay. >> Yeah. I mean I think that state the obvious uh or one obvious uh very old Debbie and correct me if I'm wrong is um it's been the proliferation of charter schools um >> the lower grade >> and and how they impact particularly a elementary school zoned area. >> Yeah. >> Um not not in every case. >> Yeah. There are other variables factors but but >> yeah that makes sense >> that's it that's big part >> any other questions >> not on the thank
164you >> well so we're we're let's talk a little bit about process real quickly before we move on Megan if that's okay so what we'd like to do uh again is working with Amy the next big step with the development of the the fiscical year 27 budget is is the compensation piece Um again we'll be 80 probably 88% uh of fiscal year 27 budget will be personnel related expenditures. Uh so it's a big piece uh even though it's contingent upon the Vader um it's a big piece of putting this puzzle together. Beyond that, um, you know, again, we have reduced positions. Uh, we've had the conversation, uh, with cabinet this morning. We don't anticipate following up with any further reductions. So, in all likelihood, there's going to be a slight deficit budget uh, forthcoming. And
165not to say that's that we're in the clear, but we feel like that we have worked to make the adjustments that um that we can launch a successful school year uh in making a big piece of this again will be what happens uh in November with the election and um and then there'll be some finer tunes and uh tuning adjust adjustments that will be need to be made going forward, but we're getting closer. If we can get it down to in and around 17 and then again with November forthcoming, we're going to be on a much better footing if you if you kind of just think about 1% of our operating budget. That's pretty close. Um even though I know it's $10 million, 10.2, it's pretty close. Dr. Harl, >> so I have a question
166on the um attachment that Megan gave us, the fiscal year 2627 budget reductions that had um a lot of personnel on that, right? >> Yes. Um, so I have a real quick question and maybe it's an HR question, but and I and I want to remember the exact verbiage, so I'd have to get my notes from the other two board meetings, but when an employee is part of the budget reductions, um, I thought, well, my understanding was that they would still have a job in the district that it was said no one's going to be put out of a job or um, whatever, which I wrote it down that way. >> That's accurate. >> Okay. So, I I've had folks reach out with questions about um emails they got or conversations with their supervisors where
167um the district will help them find a job. Um but if they don't have one by August, they're out of a job. >> No. So, the district messaging and Ben, help me with that. >> You can help you can help uh correct me if I'm wrong, but the district messaging my the messaging that I've been uh it may not be the same job, but there will be a job. >> There'll be a job. And even if it's a niche job, like I have a certification in aerodynamics and I was doing a CTE course or something, I would have a job. It won't be that same job, but I would have there's no way I'm going to be out of a job unless I choose to be out of the job, right? The choice would be
168mine >> from the available jobs. >> Yes. >> From may not be the same job. >> They'll be offered a job. >> Okay. >> Would it be offered the same job at a lower pay? Would that >> I guess I didn't understand that part either. Um or I didn't ask the question. Um so there wouldn't be one year of getting that same salary. Um >> you're just we'll be that much further away from being even close to a balanced budget. >> Well, it's it's kind of similar to though when we encourage teachers to go get additional certifications beyond say PE and health, >> right? It's kind of the same concept. I mean, I I I'll use the the big one. Our college career military readiness counselors, some of which are not certified, >> Dr. Hassel
169>> in anything. >> Okay. No, no, I understand that. But, um, so I'm wondering there was no communication that if they were unable to obtain a job, even if I mean, is is the onus on them? are we doing everything we can to help them with that job? So really what I want to be very clear about is that would be their choice. They would say I don't want this and then by the end of August everything their their pay their benefits would be would cease, right? But it's not our doing. It would be like I don't want to be a science teacher. I really wanted to do the aerospace blah blah blah blah blah. Um, okay. >> Dr. Hass, >> thank you. Um, obviously budget reductions like that's an administrative job. I'm not in
170any way like questioning those. I think my only question is really focused more on like the messaging of it because in reality it took like four questions to get to the fact that some employees are going to have an opportunity to get a job but it might not be at the pay that they're at and that really isn't going to be their choice like cuz at the end of the day they have families to support >> and they're going to have to. So, I mean I >> I I get the budget version like I'm not that is not that is an administrative job. >> My thing is more just like the messaging of it of just being like hey this is where we're at like financially we're trying to get to a balanced budget and
171these are and the reasons why and obviously the one that obviously catches my attention is the CCRSM because that is a big part of additional funding that comes in. So if we don't have those individuals in place, my only question is who then is going to be doing those jobs? >> Well, I I think that okay, I so for if we're discussing CCMR programming, I'll go ahead and say this that we're not understaffed um within this programming by not by a long shot. Um, in fact, I think maybe some of the um, salary study is going to demonstrate some things that we'll be able to highlight and take a look at. But, so I think that there's going to be personnel that can definitely pick up those responsibilities. If you if you listen to Amy,
172she talked about how we were structured hierarchically. That's what she's talking about. We've got direct reports reporting to reports that are reporting to and so yeah, I mean there's going to have to be some uh uh reobligation of of responsibilities uh re reallocation of responsibilities that it's going to have to be a little bit more dispersed probably like some of our peer districts that are making very similar programs work. >> Okay. And then my last question is really like the process behind it which is like >> was it department based like curriculum instruction was told hey this is how much you have and then these are the positions that we feel are not or the software cuz I also mentioned it's not like it's software too it's just vacancies too like it it's a mixture.
173Um but is that how the decisions were made or how the process? I think that we can go all the way back. Um, and Megan, I don't mean to speak for you, but it this has been a process that stems back from definitely just two or three months. Megan uh underwent a zerobased budgeting process, which in essence it's painful. Um but it it does it does create a system of accountability in which leadership has to justify each and every expenditure. That's that's tough to do. It it's that's while it's very arduous it is that is true budgeting accountability. Um there have been uh uh survey questions that have been posed to campus leaders. Where would you suggest making reductions? There was an exercise in which departments were charged. I believe we set the threshold at
17410%. Uh looking internally at departments at 10%. So I say all this because there have been a variety of exercises with the exception of truly running the math behind um what you're seeing almost every day and that's just a flatout closure of campuses. Um we we we have not gone through that exercise and we won't because we've already indicated that going into next school year that's not going to be the recommendation. Um, but when we, you know, we talk about take trying to take more of a scalpel approach than using a hammer or hatchet closing three elementary campuses just because we know that they've had low enrollment. That's more of a hatchet approach. Um, and we've just elected not to do that. So, I don't know. No, I mean, you know, I look back and
175maybe this approach is a little bit more painful for everyone involved, but I think it's a lot more strategic and I think that ultimately it will uh produce the best results for our students to be successful. Um, >> Dr. Har, >> I think I may Oh, um, real quick, what was that turnaround coordinator? >> What position was that? >> Was in that position and was leading a lot of the effort for not only the turnaround schools that the state deemed, but we also had a set of schools that needed additional support. And so when she was moved over to provide some services directly to a campus, we've simply redistributed those duties. >> Okay. So that position because I that was one that seems very specialized. So how would that person and we feel confident that
176we can eliminate that position and >> so so maybe one thought too is as we go back into our academics meeting and not to get in the weeds but it would be nice to hear how are we going to um handle CCMR, how are we going to look at um giving support in math with math folks not um here um or the reduction of math support personnel, things like that. So ones that I guess directly impact academics um especially in the accountability system would be great. You bet. Um >> and without getting too far in the weeds that for the >> we work very hard to have the least effect on student achievement as possible. I mean that's that's of course our goal. And so in the CCMR space as you know from the presentations
177we have been spending um much more than an allocation in that space. And so as we are reducing some of what we call the SSAs, the student success ad um adviserss and the CCMAS, the ones we were talking about, what we've done is um um Jerry and Cara have worked together to build a job description for a position that would be added back that these individuals would have an opportunity but basically collapsing those two jobs into one job. >> Okay. >> So there is that opportunity that I >> I think that in the academic meeting it might also be worthy of um looking at assessment data this year and then comparing it with years past and then also looking at the correlation of these positions and how much support have the district has the district
178provided in the past versus what has been provided uh at the district level >> now >> this year. >> No. >> Um that might be an interesting analysis. >> Be great. Miss Sata >> um on I know looking back at one of the academic committees um there was academics uh we talked about seeds and partneringship uh the partnership with CIS and how the money was going to run out and I'm just again I I think I brought this up at the last meeting some of the some of the area codes that were reported having some of the highest uh outcries 78253 and 78254 and I think they didn't qualify for the CIS I guess because it was in a title one campus. I'm not sure about that. So I guess when I'm looking at this
179and I'm I'm looking at the the seal um you know is that something that is also I know you mentioned the word collapse. Is that something that is how are we also taking this into consideration? And I think I've asked this before about what what are we doing to I guess to to balance this out because I just feel like we're we're taking these things away and it's >> this is probably one of the most important issues right now with our students. Um, so that's where I'm going. >> And I I think that if you go back to that uh Mata, if you go back to that slide that we we've demonstrated, it's not in this slide deck, but we've demonstrated over the course of the last four years, just how out of bounds, for
180lack of better terms, we were with staffing as a result of the representation of our student population. We I just I'll say it. We added way too many staff members coming out of the pandemic. Yes. But not exactly. And we were we were not tracking along the same uh transgression of our student enrollment. Not by a long shot. And so we had we were having to correct that. And I I'll just venture to say this that much of the staff that the positions we're looking to scale back were the staff that were added during that time period. >> I'm like the esester funds >> and and that's all expire that's expired. That that has been in essence rolled into our continuity of instruction. But there balance. So, while very nice to have, I I'm not
181going to say that that there there wasn't a student benefit, we're just living in a different financial age in time. And I it's kind of a well, if we don't scale back to where we were pre- pandemic and even just get to numbers that we were represented uh when we had five, six thousand more students, what do we scale back? I just >> Well, and to Dr. Craft's point, um, we have many fewer students, so even some of the some of the same programs will continue to provide, we just need fewer resource people to do it. Um, the second thing I would like to mention is a lot in the seal space. Um, when Dr. Craft describes, you know, that period of time when staff was added, that was when different frameworks were being built.
182That's when our behavior model was built. That was when our SEAL whole system was built. So, it was very labor intensive and a lot of PD with students. We had staff that were in classrooms, gosh, on a daily basis. I'm looking over at Kim helping teachers mitigate some of the behaviors. Well, we do feel as years have gone by, our teachers understand those particular systems and we still have retained even with these reductions here, we have a couple of behavior um experts who um definitely are in demand. Um so at academics, the next academics, Dr. Harl, I think that's a great idea. We can talk specifically about any of these particular programs and initiatives and how we will ensure stu students are still the recipients of it even with some reduced staffing. There's also some
183free trainings available um you know not to supplement that won't take the place of any person but >> there's a lot more um help available that that as an educator or as an administer you can take >> to mental health is something >> it's not as new of a concept as it was >> before we didn't have that but now they're creating some of these trainings and hopefully we can take some of those up and Mr. Blunt, you had something. >> No, I I just was going to just real quick um finish. >> So, thank you. That that would be great. And also um because we were talking earlier about the House bill and it's focus on mental health training for all employees, right? So, >> um we've started that. So, you'll >> do an
184update. Absolutely. >> And then continue because that'll help too. Going back to Carla's point that the more we know, the more we can help kids. >> Um Okay. >> All right. Mr. B. >> Yeah. I was going to say, you know, the the the truth be told, it's uh even >> prior to when that was occurring with ESRE and other funding, we always said we're going to have to reduce at some point. >> Oh, yeah. >> It just we just Yeah. >> We've been doing it a little. >> Yeah. We've been Yeah. Yeah. Even with the growth, we knew we're going to have to reduce at some point. >> U But but the u other comment I had, I think your suggestion for the academics to me, Dr. Kra, was a really good one. And
185I think the other thing that'd be interesting because the CCMR is I noticed the words above TEA line. It'd be interesting to have that discussion with those other areas too to say, hey, this is what we really should get with GT, special education, and other major programs like that and have that discussion then on >> Yeah. And I I think that the CCMR uh from an accountability rating standpoint, we're going to see um over the course of especially the next couple years, uh some pretty significant improvements just as a result of coherent sequencing changes that they're that are being made. Um, so I I I feel pretty good about uh the the um progress that we're making in that arena. And I I don't know that it's necessarily as going to be contingent upon an
186advisor in that role as much as really working to develop four-year graduation plans uh well in advance. Um and and I think our principles have um Carrie, you can jump in, but I think our principles have learned a lot about CCMR and and accountability and how to uh effectively lead improve ratings. And none of this has been easy and and and we hear you like we know that a lot of you have reached out to some of the board members and and it's hard it's harder for us to hear but then it's also like what we have to make some budget decisions that are not easy to make and at the front lines we need the teachers. So this is these are the folks that are working really hard and mostly the support areas and
187and we have to start somewhere. So, it hasn't been easy on any level. >> Yeah. Again, I I'm not diminishing any position nor nor um place and blame. I just if if we're serious about trying to keep from moving into using the general fund uh three operating or three months operating expenditures in the future we're going to have to continue to make adjustments as we did last year and and this year like I like I I think I mentioned are much more challenging levers to be pulled because the more we work to scale back, the harder it gets. And it's really not the dollar amount. I mean, last year, if you recall, uh we reduced over $60 million, but that was in large part as a result of making uh staffing ratio adjustments and being
188able to backfill. Uh talking about giving Ben a easy road last year. Last year you hired probably half the number of teachers than we've we've hired in the past. So he he was uh half the half the summer sit back on with his feet kicked up on his desk. Um I'm I'm >> really Oh, not this summer. It's it's it's it's always hard but um but no I mean and so we made those big um system adjustments and while not easy th this round this preparation fiscal year 27 year is just much it's just much difficult >> and it's going to continue to get worse. It's only going to get harder. >> And this has been happening since I've been here for three years already. >> Well, you know, we the good thing is is
189I guess there's there's positive in the sense that there's an opportunity with this 90th legislative session that'll be uh kicking off here in seven months from now. Of course, the bad part also could be there's 90th legislative kicking off um in January. So, There's still a lot to be determined. >> I do think yes, we're going to have to continuously make strides towards efficiencies. Um, as everyone is. It it like I say, I don't know of a district that is not working to make reductions andor it seems like every day closing closing more more schools, more campuses. >> And Dr. Dr. Harl, I do like what you said about bringing some of this to academics because it's not just a financial matter. It is an academic >> matter when we talk about the the items
190that were on the last board meeting of future considerations that will take a little longer timeline to be able to implement. But we're we are going to have to look into many of those and then make an choice on which direction to go to further this still $31 million deficit. >> And the hard hardest hardest part is that it depends on every we're waiting for our data. We're waiting for numbers. We're waiting for allocations. We're waiting for what's going to happen. And so when we're asked for answers that we don't have to give the community >> because it depends, >> right? We have to make the budget assumptions to start building the budget to be able to make decisions. >> So it's just it's just a challenge right now everybody. Very difficult. Thank you for
191your patience. >> More to come. Uh like I say, we'll be bringing uh back um uh compensation recommendations. Um, possibly on the 9th. I think that's what we're we're >> either the 9th or the 23rd. >> We'll work with like say Amy and Tasby and if we can get it really refined then we'll work towards the 9th but it may be the 23rd. So >> now we're in on to item number eight administration. >> I am really excited to present the first reading. Actually, I was going to start out with a quote from Nelly Reddics. I did a fantastic job of preparing for the first reading of the FDB local. I was so energized by the confidence in those kids and so I echo that. But tonight is very simple. Um this is actually trying
192to to change some policy so that it makes adults lives easier in the system and makes our parents' lives easier. And so we are looking at uh first reading of FDB local which is an interd district transfer and classroom assignment policy. And basically uh we're wanting to strike out the content uh on page one of four that continued enrollment for the subsequent year shall not be approved except for a senior who will graduate in the school year following the change of residence. Two, should circumstances warrant, the principal may authorize an extension of the transfer duration. This will help uh so that parents are not having to go through the entire registration process again, especially if we give authorization to our principles to to make that happen. And so that's what I have tonight. If you
193have any questions, I'll I'll certainly entertain them. So basically, if you look on page one, we're eliminating the tenants. It says continued enrollment for the subsequent year shall not be approved to making it more flexible. Yes. Okay. >> And this is really as we've opened our district boundaries to open enrollment and I believe probably every other school district in our surrounding area has. >> Yeah. >> Just trying to create that flexibility um going forward. Do >> we have any motions to this? This is the first motion. >> I'll bring it back for um item of action in the next board. >> Yeah, we'll bring it back for a second reading in your consideration on like I say the 9th or the 23rd as well. Okay, great. Thank you, ma'am. Number nine, superintendent. >> Yeah, so
194this is again an item I wanted to bring back. Um, and as we were, you know, working through the optimization process, um, we've solicited a lot of feedback. Uh, over 5,000 survey responses. Uh, we've worked with all of our principles, directors. I think you've all had the opportunity to meet with CSG consultants. Um, so we we've done a I think a pretty thorough job of just trying to get down to what is it that are our priorities. You know, this is yes, partly in looking forward and planning forward with programming, um, possibly consolidations, possibly closures. I don't I'm not going to completely just rule it out, but again, not going into this next school year, but I think probably as important, if if not even maybe a little bit more importantly, I think that these
195priorities uh which are academic achievement, leadership and staff, student experience and resources and facilities can really serve as the basic and framework for strategic planning going forward, which is is right around the corner. I mean, that that's a that's an item that we've discussed and an issue that we've discussed in the district. I think the hard part has been time um and and how we get this done along with bond planning, invader planning, and um school improvement planning and all of the other initiatives that uh we've launched. Um but again, these are the priorities uh tonight. they're being recommended for approval. We'll be glad to answer any questions in regards to, you know, where we are in the process. Um, I I think that they're, like I say, pretty straightforward and this is really a
196result of a variety of context or or um uh resources that we've pulled data and information from. Uh, that is really a result of the accumulation of a lot of conversations and discourse Mata. Um, one of the questions that I have and I I had it in my one-on-one meeting as well was the uh I know, you know, the the phrase was we had a we had a a a lot of um feedback, but when I'm looking at these zip codes, and I I did bring that up, and I I feel like, you know, these areas are not well represented. Um, I don't know if there's any way we can go back or or we can find different ways to maybe get more data from those um, zip codes. And I'm looking at the 78227,
19778230, 78238, uh, even at 78240. And I know we put it online. I remember because that's where I did it. I did it online on the website. But um that was one of my questions was, you know, um was it offered in Spanish? Was it um um other than it just being um on the website? I know people um sent out the link um I I believe it was sent out to parents, but um what other ways >> Yeah. Can we do >> do you know was it was it translated into Spanish and >> yes >> um the other we could we could try to target the zip codes we could ask probably Olen to try to reservey or launch another survey. I just I don't know that I don't know that the participation engagement
198results are going to be different, but >> I don't >> I guess I'm just >> we'd want to be careful also to make sure that we're not skewing statistically the results >> correct >> by doing so. >> Yeah. >> Um >> and I'm not trying to hold the timelines. I know we're on a timeline, but um just seeing what we can do to again just get more feedback from those areas. I just feel like it's it's u really you know I'm I'm looking at the zip codes on the right side. Um I just feel like it's just really under represented and you know I'd like to see more feedback coming. >> Yeah, we we can cry. >> I think I asked that question and the Dr. Fay and I had the same concern Mr. about
199that and that they did reach out as per usual and then then some and then that was all they could get like and and that that the actual results based on although we see it as low was actually pretty high and I was surprised to hear that for this kind of survey but Dr. Fay can speak a little more eloquently to this point. I didn't I didn't do a good job preparing. Um um a couple things I think one thing to note is um the the survey data collected is one part of the data collected. It's not the whole data collection. Um a lot of our data collection came from our entire district all level meeting group uh which we have met with several times. That's over 300 people inside the district including principles. Uh
200in addition to that, the board has had the opportunity to at least meet with them to give specific feedback um to uh CSG first and then of course Debbie McNary and myself joined in the last go round which was really really informative. Um I think that for purposes of approving a framework um I'm not sure that um the data is not statistically relevant because it certainly is. uh we would need for a bond election I believe we would need less than 400. Uh >> yeah, we're trying to I think get about >> 400. And then the other piece to remember is that in the zip codes that have a lower response uh raw data set, they actually have um um less of our students go to schools in those areas, if that makes sense. So
201those campuses have low enrollments compared to some of the zip codes that had higher response rates, if you will. And Debbie, did I get that right? >> 78230, >> I think, is one of the ones that was listed. That's a part of that zip code is in North. >> Yeah. >> Is it northeast too? >> Yeah. >> Dr. Hassel. Um my question so I couldn't remember but did we send it to all the employees? >> I believe we did Barry you were I I believe everybody got it. If you had an email with the system you got it. >> Yes. So we did email because normally email responses are like a 10% response rate. So like we're getting response rates for like just web kind of surveys which is just like web popups. So that's
202why it makes me think like did like we seriously sent it to every employee and we had >> it was emailed to parents >> that seems like a really low response rate for an email survey. um just shocked cuz I'm like if every employee got the survey >> and they hopefully knew the importance of the survey >> like we only got cuz even just looking at the results like we didn't have that many employees fill it out. That probably worries me more than anything else cuz this is we're we're wanting their responses to know and I mean my thing is like an email response you get higher response rate versus just putting it on the website. Um and we're getting response rates like if we just put it on the website. So I'm like how
203does that pan out? >> I think a lot of our parents are actually employees as well. Um and so I don't think that we disagregated that data to support that. Um, and I could be wrong because I think there is a section that says employee only. Um, uh, but I I guess from a from an academia perspective, I would disagree. I do I believe the survey data percentages that we got back are statistically very relevant to the conver to the to the work that we're trying to accomplish in this part of the work in this part of the process is we're not trying to say we're this community. We're going to close schools and consolidate and open a brand new K12 model. We're just trying to say what's going to be our framework for moving
204forward so that we can make really good decisions for our community. So I believe it's statistically relevant. >> So surprised that is that like our normal employer response rate to surveys like is our normal employer response rate in the what is it 5%. >> I I have to go back and look. I don't remember the last type of >> bonds. I don't know that we did that with compare to see who did survey. >> Okay. Yeah. I'm just very concerned because I kind of just figured there'd be more employee participation knowing that this is extremely crucial and that this is information that we'd want to receive. And obviously we want to hear from parents. you want to hear from everyone, but like >> like >> yeah, >> our employees who >> I guess I guess
205I I where I'm guess where I'm I'm just kind of confused is I understand that the concern is is about the process, but just out of curiosity, what would you prioritize as a board differently? >> Well, we want constituents to participate and we want them to vote. I mean, >> well, I know, but the way that it's it's sounding is that yeah, it's the process, >> but we're not going to place academic achievement of students as priority number one. I mean, if we want different results, we can go about a different process, but >> Dr. Well, I thought originally when we we got the first set of data back that student safety was number one. Were they not in order when we got those priorities back? because it said student safety and then I was
206told that student safety was then put in student experience which dropped it from being a top priority to because are those the order of importance? >> I don't they're they're not weighted. I >> Okay. Okay. Well, >> but I let me rephrase Yeah, let me let me Yeah, I'm sorry. Let me rephrase the question. Are one of these four priorities that have been outlined as a result of this process not a priority of the board? I I have to think about that answer first, but I just wanted to make sure student safety was part of student experience because that wasn't the word I I understood it to collectively um represent student safety and wellness. So um but that's how it was explained at the last meeting. >> Dr. Hasso, >> I mean I'll speak for
207myself. So I think part of the concern is not so much that I mean I agree these four domains are something we've talked about. It is a priority. I think personally like I'm concerned that this group is going to come in and say like we should open up we should do 1882 partnerships. we should close schools. We should I I just have concerns with more than anything else probably more just the organization. And so I'm a little weary of saying like I approve that this is the direction we should go with cuz I still don't feel I'm still concerned like I think that's the biggest thing like I'm concerned that by saying like yes these are my top four priorities this will in some way be like okay you these are your top four so
208here are your scenarios which is we're going to close schools we're going to go 1882 twos and like the end because these were your four top priorities and that that's just me personally like I I'm just speaking for myself and I think that's where I'm coming from. So it's not so much that I I mean I agree these are great domains like academic achievement leadership and staff like student experience and resource and facilities like these are great four things I'm weary of the process I guess. Yeah. And I again I I I understand the concern in and around the process. I view these more as a compass to be able to navigate um some tumultuous waters in the future. And I think to be able to do so, it it's almost like having board superintendent
209goals and again a strategic plan. H how do you prioritize decision making or how you ultimately get to decision- making if you if you don't have a collective set of values i.e. priorities? I I just I I've done a lot of strategic planning and I you've got to it's kind of like starting with a budget. you you've got to start with assumptions. And I guess again I kind of just question I understand the concern about the process and we can scrap it and go with another process but I don't necessarily know that the results are going to be any different than these four priorities. And again I just kind of pose the question of I what are the priorities? >> Dr. Harold. Well, and now that I've had time to think, um, the these are
210the priorities we've had in the past for strategic plans, for board superintendent goals. These four are not new, >> right? >> Not new to this board. Um, these boards have been part of a uh evaluative process looking at board and superintendent evaluation. These four, again, maybe it goes back to the process it it's not showing us anything at least to me again I'm just speaking for myself anything new um and I know the process took time and and maybe that's the goal of the process to reinforce we are this is our northstar and we're going the right direction and this can now we won't have five different planning documents saying you know different things this could be all-encompassing of all those areas I just brought up. So for that I'm I'm fine with it. Um
211and I don't have any problem. I'm just questioning then maybe we we do stop and don't spend any more money and use these because isn't this ultimately what we were going for to provide that direction to make the decisions we needed to make for everything from student safety learning for campus evaluation um all that kind of of hard decisions that lie ahead. I think this the next steps is going to be obviously really working in looking at campus profiles and then running that in cross reference to demographic reports and yeah okay what programs are excelling what programs can we expand what programs might we consolidate but having these as priorities I mean the reality is is that We haven't found ourselves in a position yet of having to consolidate two campuses, i.e. one low performing
212and one high performing as a result of potential state takeover. Don't think that's going to be in the future cards. >> But that's what districts are doing. >> Mr. Blunt. >> Yeah, I think and I agree what Carol just said. Um but what I'll add to it is my my comments to these has been um these are fine. Let's move forward with it. But my real comment is what about this makes North Side North Side and can we spend time on that? It's great to see academic achievement. I can say that any district per se uh anybody can adopt those but there's something different about North Side and what is that within that realm that makes it different per se because that impacts everything else you're doing. So that was my comment to these. this
213let's let's move on. That's good. Okay. Now, give me more detail on why we've been so great in the past. >> Or how does that north side oness play into each one of those? Like what makes it north side academic in academic achievement? What makes it north side in leadership and staff? So, it's embedded in all these four. And then remember just to reiterate the survey was part one part and then the in-person engagement sessions were in person with the school leaders right 300 district school leaders Dr. Fay so it was a two-part uh process. So yeah, there were several aspects. I I I'll I'll simplify this. Very evident. We we want to regroup. We'll we'll go a different direction. I I the board if if the board can't get behind these are our priorities
214and we're we're it's like we're we're we're not we're we're not even at the starting line. So let's just hang on just a second. Let's let's regroup and >> Dr. how >> go with a different strategy, different approach. >> No, I Well, I don't I don't know that because I'm not speaking for the board, but I'm not hearing that the board's not behind this. I'm just hearing about a different way of looking at this. So, I'm >> I'm I could be wrong, but I'm not hearing that. I'm just hearing some good discussion about this right now that needs to to occur on the dis um to just for clarification purposes. >> Agreed. I just this is we're we're still pretty early on in the process and just haven't experienced this type of planning before. If
215if we can't start getting the line right from the very get-go, it just we're setting ourselves up for some long long meetings >> and not much consensus. I think these are good priorities. I guess moving forward, how are we going to continue to get the input of the community? Maybe that's the second part of this equation. >> I think we just need to reassess at this point. I I would suggest tableabling this item. >> Any other discussion? Where would that move us in this process or >> we'll just we'll come back with a new recommendation to how to move forward with strategic planning and like I say really creating a framework to make some pretty dang difficult budgetary decisions. >> Dr. Hall, >> I don't need to do all the talking, but I'm I'm still
216not hearing that, sir. I really am not. I'm hearing um just discussion on this. Is it something that you would like us to vote on or what would help because first of all I don't want to scrap something that has had some data sets that do help inform um and I'm wondering then um and we we've paid some good money for that too. I don't want to throw that away. I don't disagree with any of anything up there. I'm just wondering would it would it help if there was a vote or um because we need to move forward. We can't move forward with a Vader or anything else with without this being the heart of what kind of drives the decision making. >> Starting over again has something to say. >> Yeah. So, so my
217preference is that we move forward regardless as a strategic framework, regardless if we're working on looking at the future and school consolidation, regrouping, re rebranding schools, uh repurposing schools, um without a strategic framework to do any of this moving forward. Just makes it really really impossible to for the administration and the people doing the work to do any work because we're at a standstill. I can tell you that um there's been a a task force that has been working uh diligently every week on on the plan. Right. So provided we move forward with profile um the the framework priorities, we have um profiles that are ready to go uh for every campus that would be released to principles next week. Uh we have uh profiles that would be live for the board and that's for
218the principles to review for accuracy. again again. Uh and then we would be using those in in preparation for the upcoming um Vader bond in discussions about what are we going to be doing? Are we going to reszone? Uh are we going to close schools? Are we going to reconsolidate? Are we going to uh stand up new models of school? um without a framework whether we whether we use this for optimization or not we have no direction right now other than just we're going to you know go to the CBC we're going to have zero plan we're going to have zero framework to produce uh to to move forward with and so um I I'm not comfortable in saying that the lift of this work can happen in isolation um with a team of people
219that are have daily jobs to do. Um, but we're we're talking about a massive potential reszoning that could happen in this district just to make sure that we're not going to have to continue to put our kids in portables if that's an issue for the board. Uh, because that's a major safety concern. Um, but we we need a framework to move forward with and whether we continue with CSG or not with them, we need something that can help us guide the work moving forward and we would regroup, make that decision uh, after the board either approves or not. and then make a decision where do we go now. And so um I I want to also mention that >> the intentionality on the framework is so that we can start putting together some draft scenarios
220to bring to the board and to our community so that we can get input and I have been part of those processes before uh where where we have had to consolidate schools but I've also um know that we have a superintendent that's had to consolidate schools in a prior district without having uh something like this happen. So, um, ultimately we're down about 14,000 students at Northside ISD. That is a significant decline from where we were at peak enrollment and we have open seats all over the district that we can no longer afford to to not make decisions around. So, not having a framework is really really going to make the work that we do very difficult if and and I'm getting really emotional about it. I apologize for that. If we decide not to move
221forward with a framework tonight, that's fine. We'll regroup and we'll bring back a framework again that we're not working with CSG if that's the direction that the board would like to go. But ultimately, we need some kind of guidance to help us shape the work moving forward in the future. >> Dr. Hassel, thank you. Dr. Fay, >> it's off that I can't see too short. Um, I think just really where I'm coming from, I mean I I we need a framework that's not like in any way I think what anyone's saying. I think really just like a timeline of deliverables of what they're going to give us. So you're saying like the next step after this is that they're going to give the principles that information. The next deliverable is that they're going to give
222us the information and then what after? Like you know this isn't their first rodeo. So like what is their deliverables to us? So I generally know what are the other points that they're going to get community information from would be helpful for me. Um but really I mean I don't know if anyone has questions or if y'all just want me to motion if we're ready to motion and then start a discussion. >> Dr. Hall has a question >> or comment >> off the cuff. I can kind of share that. So, uh, next week on the 4th, we will release, uh, school profiles against the framework, uh, to our principles for review. Um, we will give them about a week to give us feedback. And if we've made any edits again or corrections that we need
223to make again, those will be released to the board the following week because we actually just went through this timeline this morning. Uh, the following week, I believe around the 11th or the 12th. And then on the 15th, which is our first CBC meeting, we will actually use that in the the presentation around moving forward with the bond planning. Um, based on those iterations that we're having, um, I also have had some conversations about setting up a different advisory groups across the district that are designed just for the optimization process because we don't have other than the NEIC, we have a bunch of different kind of committees that that we do work in, but we don't have any formal community advisory councils that are set up. So, I haven't had a conversation with Dr. craft
224yet, but that is part of the conversation that I've had with uh the group CSG. Um we had those in my former district. So, we were we automatically included this work in that. Uh but we're going to have to set up those um those advisory councils across the the district. We would do that in feeder patterns uh and host at middle schools so that elementaryaries and high school uh communities can can engage at one location that's consistent for their family. And that's a good way to get more community input. So if you felt like you haven't been able to voice or you missed the survey, then they can join this advisory group. >> They um the different I have a whole plan on my desk on the advisory councils. I haven't had a chance I
225hate to share it out in the open. I haven't had a chance to talk to Dr. Craft about it uh quite yet. Um and then beginning in October, Novemberish time frame, we would start bringing forward recommendations to our board that we are bringing, not CSG is bringing, but they're helping us shape and guide the work so that we're not so that we're looking at it from the lens of the framework. Um because right now I can tell you if I had to pull a trigger on what we're going to do next year for the following year, I would say we're reszoning all of we're reszoning every every campus, right? Why? Because we have kids and portables. we have open seats in part of our district. That's a logical solution to the problem. Obviously, that wouldn't
226be right for some communities. So, that's why we need the framework and we need someone helping support that work so that we're looking at total picture. We're also going to be looking at investment cost. Remember, we put the $200 of bond money on hold uh that that you know, Dr. Craft has said we would hate to invest in a school that we eventually have to consolidate. School districts across Texas are having to deal with that or deal with that right now. So we would look at the total picture before we would bring any recommendations forward to the board and those recommendations would be brought forward from the the work of the district. The CSG is just someone that's helping us guide and frame the work. And so I hope that that I can give you
227a timeline if y'all want that in writing. I'd be happy to do that and I can get that in Friday notes for y'all. But ultimately uh and the other thing part of this is is there are key metrics that are aligned to the to this framework um all around things that are really really important to this board that I've heard throughout not only a board meetings but also individual conversations. Um it would also help us do other work in the district and create a real strategic plan that says these are the board superintendent goals. These are our strategic plan. These are the key metrics that we're going to measure in five years and these are our lead and lag measures over time on how we're going to measure ourselves because right now we're just trying
228to do the best that we can with what the decisions that we can make what we we think and what we feel and it would be really nice to nail that down on paper and in writing so that we have a real road map uh towards the future. So thank you >> Mr. Blunt. >> No, I was going to say this is u I'll be honest this is sort of the should be the easier part to be honest. We've got some more some very difficult decisions coming up not only with this and across the board. So, we really got to figure out, you know, how we're going to operate as a board on these type of things. If something was needed before because we've had the discussion with CSG and others, but to me, this
229should be easy for us to prove and move forward with just thinking ahead of other challenges, we're going to have a lot harder. So, that that plays into it also. That's something we've got to I don't know, talk about or think about as a board, too. Any other comments? Do we have any motions for the optimization priorities? Dr. Hassel. Um, just kind of wanted to follow. So, I mean like I think this process like is not something that the board is taking lightly and I do appreciate the discussion that we had today because I think it's important for individuals to hear the discussions that we have. Um because I know this seems like it should be something but it it really is something that we're all taking to heart. Um but I do want to
230um put the motion. So I move to approve the district priorities as presented. >> Dr. Hall second. Mr. Apata had a a click. Sorry. Did you have a comment, ma'am? Okay. Second. All in favor say I. >> I. >> Any opposed? Any further discussion? The motion passes with the proposed district priorities. >> See We're going to come back to B and C just for the time purposes. We are moving to agenda item 9D, continuing education credits board policy report, BBD. So we are pleased to report that all required continuing education credits have been completed and documented in accordance with applicable requirements. As of this date, all board members are fully compliant with the annual continuing education requirements and we remain in good standing. The board appreciates the commitment of its members to ongoing professional development
231and governance excellence through the completion of these training requirements. Thank you all for all of that. And there's always updates, so keep checking those. And now we have >> item D. >> Yeah, with >> future agenda items. >> Well, with future agenda items, um, we're pretty light. June 9th, um, we can bring back second reading of FDB local. Um, that's really the agenda item that we have. We'll see where we are with the TASBY compensation uh, study. If we, like I say, can get it really, uh, scrubbed with a fine tooth comb, then we can we can look at it. But June 9th is pretty light, uh, to say the least. So, >> okay. >> Any any agenda items? I'm sure there will be some that will come up, but the board has any agenda
232items they'd like to bring forward on the 9th, we can do so. >> Mata, did you have something? Oh, this is old click. Dr. Harl, old click. Okay. All right. Do any have any other proposed future agenda items? >> Not at this point. >> Okay. So, now it looks like it's about 9:19. At 9:25, we're going to convene into close session in your officer. >> In accordance with the Texas Government Code section 551.071 071 through 551084. No action will be taken in close session and any decisions will be made when we reconvene into the office. Thank you. >> It is now 10:30 and the board is now reconvening into open session. No action was taken in close session regarding agenda items discussed in close session. Is there a motion to come before the board? >>
233I move approval of administrative appointments as discussed in close session. >> Second. >> Dr. Hall seconds that. All in favor say I. >> Any opposed? Any further discussion? The motion passes. Thank you. >> We got to go back to line item nine B and that is to uh discuss the I believe it's the reorganization of the board >> nominations for TASBY. >> Oh, nominations, excuse me, for the TASBY >> board region 20 position B. Does anyone have any motions for that or >> I pushed Okay, Dr. Hassel. >> Uh, I motion to nominate is it nominate nominate Dr. Carla for Tazby to the TASBY board? >> Second. >> Dr. Hall second that all in favor say I. >> I. Any opposed? >> Motion. Any further discussion? Motion passes. Thank you. And now nine items. >>
234We'll get that submitted. >> The whole application. I have the application >> line item 9 C which is the reorganization of the board of trustees with according to policy BDA and um we have any any nominations for the roles? >> Yeah, we have the presidency vice presidency board secretary. We could start >> Dr. Harl >> Dr. Sapata, Missata, >> that's >> I I believe the last uh reorganization uh the way that we work through it uh was a nomination second further discussion for each individual board rather than okay >> a slate. That's not you don't have to do it that way, but >> you could do >> um but that was how like I say we did it. >> We did it last time. >> Last time. >> Okay. Do we want a nomination? >>
235It was very painful. >> Okay. Do we have any nominations? Dr. Mr. Salce. >> Okay. >> I second. >> All right. And do we have any other nominations? >> Do we want to do a slate? >> We're already doing it the first week. >> No, just one at a time. >> Yeah. Okay. >> Yeah. Well, I'll tell you this. Historically, if you do a slice, you're keeping everybody the same, per se. >> Oh, instead of doing >> Yeah, it's best to do if you're going to change. Okay. >> Yeah. >> Okay. To all in favor for any other nominations? All in favor for Dr. Hasso who's president say I. >> I. >> Any opposed? Any abstain? Any further discussion? Okay, then the motion passes. Dr. Haz will be our next president. And we have any
236nominations for vice president, Miss Apata or Dr. Harle? >> Um I move to nominate um Laura Sabata for vice president. >> Any other nominations? Okay. So we have a second with Mr. Sido. Um all in favor say I. >> I. Any opposed? Any further discussion? We have Miss Abata as the new vice president. >> Congratulations to both of you. Do we have any nominations for board secretary? Mr. Sato. >> Uh do we have any um other nominations? Okay. Um, all in favor for myself to be the board secretary. Oh, I need a second. >> I second. >> Mrs. Abata second that. Um, all in favor say I. >> Any opposed. Any further abstain? Did you say abstain? >> Discuss. Any further discussion besides the weather? >> All in favor say I. Any opposed? >> Okay,
237that motion passes. Thank you. Okay, and now we have the north side representative to the TASBY board of directors. >> Already did that. >> And so that's me and we need a delegate to the TASBY convention now. >> Oh yeah, that's >> that one's going to be a little bit different. Well, and I and I think and correct me if I'm wrong, the president >> that's made these assignments going forward just based upon >> everybody. >> Yes, I'm willing to >> talk through tonight. >> Yes. Who wants to but if you're willing >> who would like to serve on the committees? >> Yeah. >> Well, I don't want to I'm not asking about that. I'm just saying why don't we keep it all those things the same for one more year. Who was the de?
238Yeah, >> I think you're the academic. >> No, >> I was gonna say I was like just so you know, you're the delegate and I'm the alternate. >> You might want to review because I know you >> because I was already going to be there cuz I was So that's Carla now. Okay. So yeah, >> so that one will have to >> Can I be the same person? >> You you'll be the director. Yeah. So >> hold up. Say that again. >> The director can be >> She's got No, no, we'll lose a slot. >> Um you don't want to do that. You want the delegate to be a different individual at the delegate assembly and other things because then you have we have that additional vote. >> You had the same person. >> Yeah,
239I would definitely add somebody into that. >> Yeah, I get somebody different. >> Okay. >> Cuz you like to remain the delegate ma'am to mentor me >> like the alter. >> Who would like to be the delegate? >> David, >> this this is likely going to be a big advocacy year. You need a vocal person. Then >> it's his call if he wants to. I mean I I go I've gone to LA. Um so I can give you whatever notes are needed and what they're going to like discuss. Um >> he's have any other nominations? Okay. >> I think that's fine. Just just then Dave just recognize you and that's fine. North Side is expected to be vocal during these uh because we submit the most resolutions because of the interactions especially during the meeting
240during the lunchtime period um when you're with the others in their area. So >> yeah and now I'll turn I guess to sit with the delegate because before I was sitt you're going to mentor >> the pin over there with all the other delegates and myself. >> So do we vote then all in favor force to be convention delegate say I >> I any opposed any other further discussion okay he will be the next delegate for Tazby convention for the EDF representative do we have any nominations I'd rather just keep going with it because we're getting ready to do the pillars and everything else. So, >> I don't want to break that up since already. >> We got a we've got a board retreat uh Monday. >> I'm okay to be back up. Does anybody
241else want to do it? Okay. Um any other nominations? Okay. All in favor for any of Representative Dr. Harl and backup Duran say I. >> I. >> Any opposed? Any further discussion? Okay. For PTA representative, we currently have Mr. Blunt and back up Mr. Sido. Would you like to remain, sir? Okay. Mr. Blunt would like to continue to be Would you like to continue, sir? Okay. Are any other nominations? >> All in favor say I. >> I. >> Any opposed? Any further discussion? Okay. For safety and security, it's the president. So, Sonia would sit on that. Um, I'd like to serve on that committee since I'm not been on it right now. Does anyone else want to continue on that? Okay, that's why I'm on right now. Okay. Uh, any other nominations? All in favor
242say I. >> Any opposed? Academics, we currently have Dr. Harl as the chair. Do you want to remain? And then the uh committee members who would like to be I know you have voiced you wanted to be on the academics committee before. >> I think on that one can just send it out to see who wants to be on the committee. Like I think setting the chairs we can get that out of the way but committee members like just say who wants to be on it because >> they're all pretty much it's up for building at times that we can all show up. >> Okay. So for building who would like to be chair >> we can just slate those. Okay. >> What is Karen doing now? >> She's technology. Or you want to wait
243for the committees then for Karen? No, we have to keep going. Okay. Who would like to be the chair for the building? >> Okay. Do we have any other nominations? Okay. And so we'll send that out to who wants to be on the rest of the committee. All in favor for Mr. Zizo and Miss Harl. Well, let's continue. Well, we've been voting on everything else. >> I think I think I think the board president has actually made those assignments and it's been based upon >> the rest, right? >> Okay. So, we'll the rest that are not >> standing committees. Okay. Well, we've completed the reorganization for the next year and I believe that's all we have on the >> So, we'll reorganize the dice uh for the 9th. >> Okay. So, >> so I'm gonna
244move >> shuffling of the seating. >> Yes. >> Can you please take everything out? >> Sorry. >> Can we please fix these names because I don't want >> It's going to be two story at the Freeman and etc. >> Okay. If there are no any other objections, it's now 10:41 and the meeting uh is adjourned. Thank you so much for watching everyone. Have a great evening. Safe driving home.