May 11, 2026 Venus ISD School Board Special Meeting

0012026 at 6 PM. And we do have a quorum. If everyone would please stand for the invocation and pledge. >> Gracious heavenly father, we come into your presence tonight. Lord, with thankful hearts. Lord, we just ask you that you would be with us tonight as we discuss the business of the school. Lord, we pray that you'd give us wisdom. Lord, that we may first of all represent the kids here. Lord, we also may represent the the ones who pay the taxes, the parents, the staff. Lord, that we may be fair and beneficial to all. Lord, we ask you to forgive us when we failed you. Christ's name ask. Amen. >> Amen. >> Pledge allegiance to the flag of the United States of America and to the stands. One nation under God, indivisible, with liberty and

002justice for all. >> We would like to welcome everyone here tonight. And nobody signed up. Okay, we'll go to item five, canvas results of the May 2nd, 2026 school board election. I, Tasha Gore, the undersign, the presiding officer of the canvasing authority for Venus ISD school board bond election held on the second day of May 2026, Johnson County, Texas, do hereby certify that the following is a total of all votes received by each candidate and votes received for and against each measure as shown by the precinct returns. I further I further certify that the following vote totals include early voting votes by precinct received under section 87.1231 of the Texas election code. Name of office or proposition trustee place six. Name of candidate John Escarziga total votes received 93. Trustee place six Greg Hoffman. Total

003votes received 194. Trustee play seven Tasha Gore. Total votes received 229. Go to item six, budget workshop. All right, President Gore, members of the board, good evening. Um, welcome to the second budget workshop. Um, we're going to go and jump into the pretty close to what I'm looking at for our budget for next year. Um, we are looking at a balanced budget. Um, we are down about $246,000 from last year. Um, comparing totals. Um, I'm going to go line item by line item. On our revenue, just kind of explain there's some ups, there's some downs, and it's kind of making up for that difference. Uh, on our property taxes, we're looking at about 5.6. I was pretty conservative with that. Just wanted to make don't want to over project. I was conservative with that. Um,

004on our home values, we're up about 3% over last year. I I know I talked to Eric and he was they were projecting about 5%, but we're up about 3% on our home value. So, we are seeing about about $150,000 jump on our property taxes. So, that's adding to that that deficit, not deficit, but the added value from last year projected number. Um, our tax for prior years and penalties. These are just based off historical collections that we get in our penalties and uh prior year collections. Um, on our interest, we are projecting bigger interest this year. Nothing groundbreaking is happening, but I looked at what was projected for this year, and it simply just didn't match the math that I had on what we've received. And we've already met what was projected, and we

005still have two or three more months, not two or three more months, but two months of interest to go. So, we are seeing a boost in interest as far as making up for some of that difference between last year's budget. Um, our miscellaneous revenue, um, this is going to be our prek, daycare, athletic revenue. U Miss Samson, you'd asked about softball last time, like does if softball has a tournament, um that's where it's included in that total amount. Um it doesn't usually end up being a dollar for dollar going into the softball because the athletic revenue is about 35,000 and we allocate about 380 390. So it does go to softball, but it's not necessarily a dollar for-dollar amount just because we do we give them more than what they bring in. So just to

006kind of bring it back to that one. Um if we're looking at our uh foundation payments from TEA the per capita and foundation uh we are down on our foundation. We're looking probably about 120 down on the foundation. We are in the second year of the bienium and so our per capita is up this year because we're in the second year of the bienium. So that is making a difference than this year with reduced students or reduced ADA going down. Um this is really kind of carrying us this year. We're up about 200,000 on that. So, um it'll be different next year once we go into the the second bienium, but since we're in the second year of the bienium, this is really helping us um not have a lower budget amount. Um TRS on

007behalf, that's an in and out. So, it it is just what we're looking at for TRS projections uh to pay for next year. And then our federal revenue, that's going to be our SHRs, indirect costs that we collect on uh different grants. Um any questions on the revenue side? Um going over here, this is our by function instruction, different functions. This is what we're looking at. Um it is balanced. We're not really seeing much of a change across a lot of these functions. Um the only thing that might, you know, once we settle into the final budget, there might be just a little up or down between the functions, but it's not going to be anything drastic. We're just making sure everything's in the proper place. Uh but this is going to be the total

008by function expenditures that we're looking for matching our revenue for next year. >> So on the library >> function 12. >> Yes. >> Okay. >> That's is that the all libraries? >> Yes. >> Okay. I'm just I'm just curious about just this library as far as remember when we were talking last time about >> the community library. >> Yeah. So that's going to be in community services. >> That's just payroll. This is that >> that's gonna I don't have the exact amount. I know that's going to have um our head librarian and any sort of aid that's coded to librarian. >> So is the community service payroll is that or the is that in that's included down in that 23921. That would be the >> the this is not included in this. The community services

009is separate from the function 12 which would be library for our students our >> for our students during the school day. >> Okay. And then the 239 um the 239 what else falls under community service? >> It's going to be our daycare. Um yeah, it is going to be our daycare and our our community library. >> Are you able to break out? And I didn't ask for this ahead of time. So, if you can't >> um can you tell me how much is daycare and how much is library? >> Y um >> I think it's about 200 for daycare. I I would like to get you the number. Okay. But it's about 200 for daycare and then um about 40 for community >> for the community library >> per year. >> And that's for all

010the stuff that we do during the summer and all that. That's >> just the payroll. >> Yeah. Just the payroll. >> That's just the payroll piece. Yeah. >> Yeah. And so, um, this is including like reduced hours going into next year on community like I'll have a slide on that. >> Okay. I'll wait for you. I'll wait for your slide. Okay. >> But just giving you that number at least that so context. So, but yeah, about 40 the quick in my >> Yeah, and I'm good with the quick. >> Okay. Yeah, about 40. >> Okay, perfect. Thank you. >> And then Okay, there we go. Um, our interest in sinking. Um, this is something that was done. I wasn't involved in this conversation. And so, um, this is what we're projecting to take in from

011our property taxes with our 50 cents. Um, we're looking at interest. This might go up or down depending on when our payment goes out. So, I might have to recalculate that. And then we have our sahi from the state. Um these two will probably just one will go up, one will go down a little bit, but essentially we're looking at about taking in this much revenue. Uh we are looking at about 6.3 in interest and syncing payments next year. And so that's going to put us at a deficit right here. Um I've included our interest in syncing fund balance over the year. So you can kind of see what was structured in this last bond that there was extra money put into our interest in syncing account to compensate for these payments. And the concept

012behind that or the idea behind that is that as property values go that deficit will grow will become smaller as the years go on as we get more growth and we have more property value growth that this deficit will get smaller. Um but unfortunately I have to present it as what we're expected to take in and what we have to pay. Now I can point to we're looking at about 8.2 million sitting in our fund balance right now for interest in syncing where normally we end up you know prior to the bond we're anywhere from 1.7 to 2 and a half. And so we do have a very healthy fund balance right now, anticipating that payment next year, but essentially it is that deficit should get smaller as the years go on as property value

013growth happens and we get more property people coming here. >> So to make sure I'm clear, that deficit is going to come out of our fund balance. >> That is correct. >> Because we don't have enough coming in to cover that. >> That is correct. >> Okay. And so that is the way it was structured as part of the new bond. This was for us to pass the 50 cent test uh with the state with property values the PBS study. And so I Mr. Gatewood and I were not included in those discussions for the bond. And that's also relevant to if we build something else that affects the deficit negatively. Correct. Or am I wrong? Is it just one bond or is that the bond payment? >> It's all of our bond payments. >> Okay.

014So if we have to build another elementary and we pass another bond, then that deficit is going to separate again. >> You will not be able to build another elementary or anything >> until we get this down. >> We're at the cap right now. We're at 50 cents. We can't go any higher than that because of state law. >> So, until we have enough money, we can't do that. >> Yeah. Until the property tax values go up enough that we can afford something. Right now, we could not pass a bond. We couldn't even call it a bond for anything >> at the moment. at the moment. >> But as he says, as we grow, >> if we do put that money back into another bond, then you're going to be in the same place you

015are now, >> basically. >> Well, it depends on how you structure this. This was structured like intention. >> I know how we structure this one, >> but if we structured it differently for the next one, it doesn't always mean you're going to have that deficit. Depends on how much property values go up. We deferred We deferred our property values. We deferred some of that def that to pay a deficit. in hopes that that the property values would go up and we recoup some of that. Correct. In the next few years. There's nothing we can do. This is presentation. There's nothing we can do about this right now. >> Well, the problem is Randall, for 30 years, we've been building waiting on growth. I mean, it's not like the growth has ever overwhelmed us before we

016built something. And after this bond is done, we're going to be in the same shape when it comes to expanding that high school or anything else. I I really can't foresee that changing unless there's something >> drastic, >> miraculous happens that we none of us have ever seen in any of the, you know, projections. So, >> we'll basically have a better idea of what this annual number looks like in about two to three years. And it's something we're going to keep track of. And um if we don't pass the 50 cent test, there's a 45 cent. So, there's there's ways to manage, not manage this, but there's ways to make sure that we're good going into the future. Just we just track this number as the years go on. Uh yes, and I did uh

017I want to add I also did talk to uh Eric Mcher, our finance advice from Hilltops extensively last week here uh just to get a clear understanding we're at and I thought it was uh critical that uh Lanny does uh brief this here to you because normally what you see in these budget workshops just covered but also wanted him to cover the INS. Uh it was based upon growth. I uh was based upon growth on our growth here. Hopefully the growth does come uh like as predicted in our demographic reports in that uh will make up for that particular fund balance that imbalance that we have there at that particular time in our INS. Uh but right now we do have the capability to make our payments. Uh just something that we're going to aggressively

018monitor at all times to make sure we're on track to make those. >> We do have some bonds that are paid off in 20 29, don't we? >> I I'll verify that, but yeah. >> Yeah. So, >> yeah, we we'll have an August payment and then a February payment. So, it's structured in what these payments are. We know what these payments are. So, giving a projection on what this looks like going into the future is very easy because there's two payments a year and we know what they are. And so we can tr, you know, outside of interest, it's pretty pretty relatively we can see what this is going to look like because there's only two payments a year, August, February, and we know what those are. We have a schedule. And so figuring out

019and formulating a game plan that we can track and have, you know, data to back it up that that it's something that Mr. Gatewood and I are going to make sure we have in place to make sure. >> I did send you guys the uh copy of this here. All the bills out being paid to 2055. uh which shows what the what payments we make every year. Uh Mr. Russell, you are correct. We do have uh some bonds that will be paid up uh shortly and that'll put us in better shape. We hit next. Rosie. Oh, there we go. All right. So, post district. Um, we are I bumped it to about 100,000. I sat up there and told you it was going to be in Grapevine. Mr. Buck asked, "Are you sure?" Like, I

020saw it online, so I went back and looked. He's smiling. Um, it it was Kentucky at one point. It was Tennessee when I checked it at 5:30 today. And I called Brooke and she said it might be Florida. So, there's just no >> Yeah. about it. I just want to make sure before we make any firm >> Yeah. >> Before we make any firm budgetary plans, that's a big difference between budgeting for Florida as opposed to >> Oh, no. for sure. The hard part is there's not concrete information that we can go on right now. We know the core groups. We know we don't know what the student population is. We have a good idea of what it may be if we have less kids. So overbudgeting in this category because it's going to sit

021until April of next year. So if we overbudget and we don't have as many kids, that's a, you know, we want to have kids be successful. That's what we want, but also we don't want to over put too much in there. So essentially, we know the core groups, we know the data that's going into it. Uh what we're going to do is we're going to start planning at the beginning of the year. Um just getting a headcount, seeing what it is. um athletic post districts fairly easy to project because you know what the teams are, you know what the schedule is. A lot of the expenditures are localized to just driving to how many hours or minutes away from where we are at. Um these different groups, TSA, Taffy, uh there's airfare, hotels, check bags.

022There's just a lot of variables that are hard to project right now at this point when they don't even have the their um destination on their website. So, uh, we're going to start early next year getting headcounts. Uh, I'm going to be coordinating with campuses and departments if there's any sort of funding somewhere that we can help chip into that. Um, I don't want to take money away from them, but at the end of the day, the core thing I'm trying to do is not having to utilize fund balance. We talked about interest uh being, you know, a big chunk of our budget. Um, when we dip into fund balance, this number goes down. It can go down with interest rates going up or down, but essentially if we're dipping into fund balance, we don't

023get to count on that money for our, you know, our budgetary purposes. So, um, my goal is not having to utilize it, coordinating with department heads, campus heads in whatever sort of way we can make sure that that doesn't happen. But it will start early, giving you updates, whatever that may be. I want to keep youall informed and also I want to know informed on the actual costs themselves. Um, as far as our substitute uh category for this year, we are going to bump it at about uh 20,000. Um, at the last workshop, you did ask for substitute data. I've included it in that packet. Um, we are looking at about there was a question about should we get floating aids to kind of help go with that. Um, we are looking at about 14

024sub requests daily on instructional days across the district. Um it it's still better to go with ESS because the daily rate for an instructional aid is about 144. That's on midpoint and we pay ESS 110 and a little more if they have like a certification or master's degree, but essentially that's what we're looking at. It's still better to go with ESS. So, uh we are going to be bumping that about $20,000 because um as of April, we've already met the budget budgeted amount after we increased it for last year. Um, we are going to be working with campuses to try to have some sort of checks and balances on people. You know, if you're sick, you're sick. But also, you know, communication of, hey, you know, our substitute, I'm going to be giving them data

025in our meetings of we are looking at um, you know, what's our burn rate? Are we anticipating going past this amount already? you know, we're like our burn rate is we've already met what we allocated for it in April. So, giving them that number, that metric, that way they can communicate it to their campuses to um try to help keep that number under control. >> Um, adaptive. >> Oh, I'm sorry. Can we go back just one slide? Can you share with me because I'm looking at what I really anticipated was that VHS was going to have probably the large majority, but I see VES that has not school business, which means that's what teachers just using their days. >> So, not school business is going to be I'm traveling on for a coaching thing or

026I've got to go to this professional development thing. Essentially, non-school business would be some sort of I'm sick. Uh I'm taking off to go, you know, whatever the reason is, it is yeah, personal day. So, whatever you categorize as a personal day, it's essentially non-school business. And do we track those days kind of historically like year over year to see if they're going up and down or like so because I know days my brain in attendance doesn't translate to the way school does attendance. >> So is that like historically up or down or is that pretty far for the course? We don't I don't know if people have tracked it by that category, but I've gotten the sub data and the frontline data and it it is easy to try to build you know categories

027and same thing with ESS you know just from a cost category like hey we're burning through this but also we can really very easily say hey our not school business our personal days are really going at a rate that is higher than what we should be for you know the amount of days that we have. So it is if there's not steps in place for it, I can help get the data to make sure you know HR manages the ESS contract, but we can get the data and build it and communicate it to the campuses to make sure that we are tracking that and acting on the data. >> Gotcha. And then BMS and VHS. So I have not school business and school business, right? So the school business for the VMS is much higher

028than I mean much higher. It's 20 24 days um than BHS. Does middle school have more things that they're doing right for school business as opposed to the high school? Because I see the 96 coach days is much higher than the middle school coach days, >> but the school business days are higher than the high school. Do we know what the difference in the flip-flop in that is? >> I can find that out. I just >> I I have to answer that. Uh what you see ma'am is uh a lot of coaches that actually coach at the high school that take off for events they're actually staff at the middle school. So that numbers a bit inflated for the middle school. >> So the coaches so if they teach at the middle school but they

029coach at the high school where do those coach days factor in >> those coach business days being that staff member is assigned to the middle school will come out of count on their days for them. Like say for instance here, if I am uh the soccer coach, our soccer coach, Coach uh I'm assigned as an FTE to the middle school. I take off to the soccer game, it'll show up on the middle school's days off as business. >> So clarification, are the school business days including the coach days or are they separate? >> So that would be Okay. So, just by that own admission, that doesn't make a whole lot of sense to me because if we have a middle school coach who's also out for middle, like if we're saying we have a coach

030day and a and an absence, right, I would expect that to be balanced. It's not. The coach days are flipped with the business days being off. Am I making sense? >> So, I'm just trying to understand understand like what the difference is like the coach days are much higher at the high school >> but the business days are much lower. >> How do we come up with coach days? Because there's not a that's not a choice in Skyward in >> Huh? >> You are right, Mr. Buck. I will do some research. How do we come up with coach days? Because uh there is when you go into Skyward, there is not a coach day. It's a school business day. >> Is that coach days as in academic coaches or is that coach days as in

031athletic coaches? when I pulled this data. So maybe this will help. So I grabbed frontline data. I grabbed ESS data and I grabbed if you were classified as a coach because there is not I got our list of coaches and then gave those a value and then tried to make because there's not they don't run a report that says this is your coaches, you know, you just have them by employee. So I took our coach list and gave those values and tried my best to build a report based on what Miss Samson had asked for. So the 46 is something a formula you tried to formulate your best guess how >> because they're a coach. You're saying that's a coach day. So it could have been it could have been a school business >> because

032it was specifically asked for coaches in this data set. So it it there is some where I had to kind of build there is no report for this. It was just tying two or three data sets together. >> Yeah. My biggest goal to understand was why we went up so much in substitutes and like where are we expending most of our substitute time and money and what's the cost for that right so that that's really what what my goal to understand that was was I mean I I really anticipated the high school being much higher in all categories because of athletics right because it's ongoing all the time they travel they're gone multiple you know multiple sports at a time that that's just what I'm I'm just asking for clarification on why Look what the

033uptick in >> Well, if you were to combine those school business with coach days, high school would be higher, right? >> Yeah. >> So, are we saying out of 128 days, 46 of those are coach days? >> Yes. >> Okay. And so out of 104 school business, 96 of those are coach days. >> Yes. >> So, middle school still has more. >> So, it Okay. So, Now I'm confused. So the total absences for the middle school is 645. >> Yes. >> Or is it 6 whatever the math would be? 601. >> It's 471 + 128 + 46. >> Yeah. 47. >> Okay. So there's >> 465. So all three of those columns >> together. >> Okay. So no, it's not what you're thinking. It's not 46 out of 128. It's coach days. >> It's all

034total. So, the high school would have more days off than the middle school. He took who he knows is a coach and just said because this person put in the absence, it's more than likely they're coaching the reason they're not here versus a PD day. A >> lot. Go ahead. Yeah. >> Like why do we go up in subcost? Which campus is that really pulling if we had one campus solely, right? or it could just be equal across the board. And what what's the cause for that rise in sub cost, right? Because I mean, I think we've said it a bunch of times, if we don't have teachers in classrooms teaching kids, it's not really what we're looking for. I mean, and they have their days. We want them to take their days as they

035see fit, but are we managing and monitoring that? And are we in excess of some of that? >> Mr. Great. Well, I know we're going to get into it later when we get into the stipens for all the different things, but in my humble opinion, this is one of the jobs of our athletic director or assistant athletic director is monitoring. For instance, next year, our middle school is going to bonum. They're going to have to leave at noon. Why schedule that game knowing you're going to have nine people out having to leave a half a day? you know, how there were many games this year that that we got our coaches out at noon for a seven o'clock game to go places. So, I guess my question is who who is whose job is to

036oversee that? I would say ultimately the superintendent because you're the superintendent, but I mean there we have a full-time athletic director and a doubt the assistant athletic director and a boys coordinator. who is who is monitoring that to make sure we're not because I can think of two three different occasions just by listening to Miss Buck Wine where those coaches all the coaches were just they're leaving midday or they're leaving. So I just wonder who >> So I think this is a question that we put on down at the bottom additional >> additional information >> asking for additional information and we'll move on with our budget. >> And actually ma'am I I do have to answer to Mr. Buck's question. Uh, I sent you guys a packet a few weeks ago realigning the coaching duties

037because we did not have a full-time athletic director. Uh, Coach Gober was a athletic director, but he's also serving as the basketball coach, which inhibits him from monitoring all this here, which is why I've suggested that change that he coaches tennis, which is a much lighter sport. So, you can have a more hands-on approach and making sure subs are being tracked, what time people are leaving, make sure we're more efficient. um adaptive PE. We had talked about this and uh there was questions about what would it be if we were contracted u if we contracted out. So the stipen was for 3,000. Um it's about this is through Joshua's EPCT uh contract. Um but it would be like $75 an hour anywhere from 60 to 100 hours. So you're looking at about 4500 to 7500

038if we would contract out adaptive PE versus offer a stipen for it. >> Uh in my memory I think every everybody agreed that it was a better situation than contracting it out. Our qu I think most of our questions were how are you going to replace if if if if a person is given that siphon and is expected to do this this and this at all these other places who's going to cover that person's job they're they have an everyday job they're supposed to do for eight hours a day at at campus whatever it is if they're expected to get $3,000 to go to all these other campuses to do all these other jobs who's going to cover their job when they leave that campus that was that was our I have no question that's

039cheaper than going contracted. If you make the high school P teacher the if you give them that then when they're not coaching high school PE now you're going to pay an aid full time to or whatever it is to go fill that spot or so who's going to cover for them while they're doing their job B. Good evening. I think the intent is to have the stipen there to solicit um with the district an opportunity for let's just say if you have a a coach that doesn't have a full-time um teaching assignment or has some time in the schedule. So, we all know that different coaches have different schedules. A lot of coaches uh serve in the special education department with inclusion. This would be something that would be a district determination that would not

040pull people off of their responsibilities. It would have to be reasonable. Uh do we have that person at this time? No. The intent is to have the stipen and therefore look at schedules, not intend to pull people off of their required responsibilities. This would be something to supplement possibly some part-time or if you, as I say, if you have a a coach that isn't uh assigned throughout the day with a full case load that this would be a partial case load for them. And I do not have a person in mind as to who would receive this stipen. That would be something determined by the district uh upper administration uh working together with the um coaches and athletic department to determine um who that would be. So there isn't a person that we have in

041mind for this that we would pull off of their responsibilities. It is more to see if we have the opportunity. Um, is there someone in the district that would be willing to go through the training to do that? If not, uh, we would have this 4,500 to 7,500. is probably more likely to go up because this is figuring in the uh actual evaluations, not the IEP consult or art attendance or working together with a pair of professionals. So that could be in addition to. So this would be assigned to someone uh with a reasonable schedule and case load. >> Do we have anybody that doesn't teach that just coaches and they don't teach? Actually, ma'am, we do have some people that do uh coach and some of their teaching responsibility is monitoring a lab. Uh

042like for instance, their C8, we have uh many kids that are on uh dual credit. Uh the class was facilitated online through Tarton or Hill College and that individuals are sitting there watching kids. >> So, who will watch the kids if they're doing this though? Uh that is something that I'm going have to look at master schedules to determine uh if this year is approved do we can we make this or happen not guarantee you miss Peterson say that there is a person out there I haven't looked at the campus's master schedules but that's going to be something that we have to coordinate with the campus principles to determine if there is someone available based on their master schedule. >> An example that you could compare this stipen to would be like a a stipen

043for a visual impairment teacher. Right now, we do not have a a hired teacher of the visually impaired. However, our numbers have grown over the past year for students in this category. So, we may be moving in that direction to require a full-time person. So, we do not have someone employed, but we do have a stipen for a teacher of the visually impaired in the event that we need to hire someone for that position. And right now it's contracted because it has always been a partial load but those numbers have grown significantly and I don't want to uh pinpoint any particular situations for the matter of fura and protecting the rights of individuals but that number has gone up significantly and um we are getting stretched in that area for serving those students. So this

044is the same concept. While it may not be tapped into at this time, it is available in the event that we have someone that is hired that could fulfill these responsibilities if that makes sense. >> Could I ask I mean you said you don't want to bring up individuals or so forth, but I'm hearing the word significantly now. Is significantly one to three or is it one to 30? So significant. >> So to me 0 to seven is pretty significant in the way and I don't know that that's the exact number but that's pretty significant in a district this size. >> My question is who's going to do the evaluations to get it? Because we you stated last time that the evaluations have not been done. So, we've got to have to pay for the

045evaluation. So, that's going to be we're going to have to pay for those on top of this. >> Not if you have someone assigned in that area and they have the stipen and they have other u minor responsibilities in the district. So, they that wouldn't be an additional cost. The additional cost would be if you contract and you're thinking about evaluations the 4500 to 7500 may go up depending on the amount of consult that will be done. So definitely in favor of the stipen in every way. Personally, my biggest concern is principles are are required to do master scheduling that is both academically and fiscally responsible. If we have a bunch of teachers who don't have full loads because we we hired for coaches, there's a whole another issue, friends, that I would like to

046discuss about a problem. Other than that, if your principles have properly scheduled every teacher, if they have teachers that are light, then you take somewhere else, so this one who's heavy is a little bit lighter. If we create this, I just want to make sure we're not creating a stipen and then and then calling a principal and telling them the second week of school, oh, by the way, we just got these three moveins, we're taking so and so because that's very common in other departments who don't understand master scheduling. I I think it's two different things is my understanding. You're not over master scheduling, correct? >> No, ma'am. >> So, it's almost an assumption that we have coaches that don't have anything to do, >> right? So, really, master scheduling is something that you would

047>> Yes, ma'am. >> Okay. And I and I'll say this here, uh I try not to get down too into the wees of the campuses master schedules, but I will say this here. Uh there are people that are assigned to campuses that are not teachers of records that are sitting in other teachers rooms. I will say that there uh without discussing any further there if I I'm quite sure I could scrutinize a master schedule and find extra folks that are off that are not teachers or records. >> Okay. So, I think this is probably a conversation we should have another time. So, we'll we'll um Greg, did you get your question answered because I think you were asking more about the visually impaired number? >> Yes. >> Okay. So you want to know how many

048is a big number >> without finding out the the fura information is that 5 10 15. >> So a district this size if you had a district this size what could be typical a typical in any district this particular size would probably be one to three students. We are significantly above that and so we're >> so we have 10 >> just at just just under 10. >> Okay. So we have just just under 10. I don't think that gives out any fura information. >> No again I'm I I'm just trying to protect. So but but yes somewhere let's say somewhere between six and 10. >> Yeah. >> I mean number >> and that's pretty >> numbers are not giving out students names. I mean numbers are numbers. >> It doesn't matter if it's 16 or

04915. Nobody would >> I just have to watch myself so that I don't trouble. >> I I I just want numbers. >> I can explain to you just very briefly about uh services of students for the visually impaired. You have >> I I think not I'm so sorry. I'm not not trying to interrupt you, but I think this is really what we need to focus on right now. >> Sure. Um, so did anybody have any other questions on on this besides the ones we need to talk about regarding the master schedule? >> And we can give more information when we do our special education presentation and give you an idea of what encompasses of a a teacher of the visually impaired. So, >> okay. Thank you, >> Randall. Did you have any other questions on

050this? >> No. Amber, >> thank you. >> Okay. >> Thank you. Um, there's a question about our phones type in. Um, >> okay. Um, it was who gets it. Is this number regularly available? Anybody that falls underneath the managerial style of any of these campuses or departments has this number has these numbers available. Um, I I would put my number on credit cards when I hand them I mean, not on the card, but on the little manila envelope. So, um, if somebody's in a need to get in contact with somebody that is above them or has some sort of interaction with them, they do have the phone number available to them. >> Um, on the athletic stipens, I did talk to >> I'm sorry, I was >> I was doing some math. On the phone

051stipen, is there a reason why we're not consistent in the dollar amount across the board? >> It would be It is a standard rate. It would be if somebody got it in the middle of the year. So there should be a standard rate for a phone stip. And if the number is off average or anything like that, it would be because somebody maybe received it, a prrated amount. So any there is a standard rate. Nobody gets a double or whatever, but it would just be a prrated amount. >> Yeah, I just saw most of them were in the $600 range and I saw two that were less than that. So I was just wanting clarification on that. Can you also help me understand how do we arrive at the dollar amount that goes with this

052phone stipen? >> That was a predetermined amount that was on the stipen list >> and it's been there for years. Um >> it is you know if you divide that by the month it is cheaper than a phone bill and it is cheaper than what we'd have to pay for a cellular phone bill but it's about should be about 50 bucks a month. And quite honestly, we could give a phone stipen and they might run up $1,000, but we could set a limit on our stipen. I mean, if we choose 500, it be 500. If it cost them a,000, they pay the other 500, but we're still compensating 500 of their $1,000 bill. See what I'm getting at? We can we can give a stipen. Doesn't have to be a total amount, >> but are

053wrong. Mr. Gaywood, >> uh, stipens could be adjusted at any time uh, during the budgetary process. That is totally the board. >> Doesn't necessarily have unless we say we're paying 100% of your phone, we don't have to pay that. If we say we're paying $600 for a phone, then we're paying $600 for a phone. If they do some long distance or something and they run it up to a thousand, well then they're going to pay the other 400. >> That's not was put in place because the current superintendent wanted everybody to be on call 24/7. If you call >> No, I I I'm not against certain phone stipen. I'm just stating the stipen does not have to be the amount of a bill. >> It just is what it just what she's asking. She's just

054asking how did we come up with that $600 amount. >> That's what you're asking. Correct. >> Correct. >> It was random. >> Okay. >> Yeah. And I I just didn't know like how often we allow that or >> and I mean cuz >> it was random >> to me like because I did look at it, you know, 500 is $50 a month. That is about what a cellular bill would be. in for the district not having to have a contract with AT&T. You know, the $50 amount it is I I >> that I haven't tried to recalculate it down to the penny, but to me $50 a month to cover to cover offset an employee cellular bill >> because the district bought everybody a phone. That's what they didn't carry your own district. decided to

055get away from it. >> But >> if if you toss in phone repair, phone replace I just I just want to understand this because this is $12,000 that we're spending which and I don't Sir Do you have a phone? >> Uh don't not receive a phone stipen and I'm okay with not receiving it. Ma'am, >> I would I mean I I would almost say, you know, on call 24/7. But I I'm just looking at the cost, the $12,000 or so, if we're going to get everybody up to 600 again, right? Are all of these people a available after hours, right? Is that what we're using it for? Does it logistically make sense for every single one of these people to have a phone stipen? Do we understand that they do principles? I understand they probably

056get contacted all hours of the night if people are calling out if they're at football games, right? Our primary principles. I understand that leadership. If we have people who are only here during the day and they're working during the day, but they don't take calls after hours or etc. Does that really make sense to give them a phone stipen? Are they reachable by the work phone? Are these accessible? I mean, and I'll just say like CNI, I mean, food service. I mean, I'm just looking at some of these to say, have we looked at this list and really said, "Hey, do all of these phone stipens make sense? at the campus level. Yes, I can, you know, with a teacher trying to get in contact with them. Um, >> that was my original question. Yeah,

057that was my original question about all these numbers available because the point is when a parent calls, emails, something like that, I'm at home and I get it. I'm like, what are you talking about? That's a that's a special question. I should be able to call Peterson and say, hey, just prepare for this tomorrow when we get to work. just giving you the heads up >> or give me a little background on this. I might have to deal with this first thing in the morning. >> Well, availability and >> but all these people >> don't have well I can't speak to everybody. The question is if you're getting the phone then your your number should be Sunday between all the other people who are getting the stipen that way that stuff could be you know

058Monday morning if it's a weekend Monday morning when I get to work and I want to get started on this I don't have to find out you took off work it's going to be two days I get back with you now >> yeah because I mean having the number versus I mean having the number is the the communication right making sure that these numbers are accessible but again I'm looking at like after hours how many how many are getting contacted by parents, right? I mean, I can see I'm just again, I don't think that's under our purview. I would just like for that to be kind of again, it's $12,000 that we're kind of spending. Does that really make the best sense for us? Right? If if we're saying yes, a large majority of the

059people on this list we're contacting, and I'm talking about outside of working hours. During working hours, I think most of them are accessible by a desk phone, right? I mean, I think a lot of them, the campus phone, desk phone, you know, but if they're at events or whatever, I do understand that. I'm just saying more often than not, does this make sense that we're paying $12,000 a year for this group of people? >> You know, like CNI, I mean, what what's a CNI emergency? >> Yeah, >> I could agree. And so, um, you know, there there's been time, you know, communicate if something happens and we've got to get something out, you know, maybe somebody's not being, you know, Ronnie and I don't text a lot, but when there's a leak in front of

060the middle school, he texts me at 4:30 in the morning and I was up and so we went. So, some of it is >> just being available to problem solve during that hour time. >> And maybe that's where we take a look at the dollar amount and say, >> "We've contacted Ronnie three times. Does it really make sense to pay him $600? Do we scale that back and do a percentage of whatever? I don't know. I think that's just up to you guys, but I think that could probably be >> a big issue of mine is some of the stipens and we're just gradually hitting them. Got a whole list, >> but the phones honestly change the system a little bit. You can cut that in half >> and still give everybody a phone. I

061mean, my my phone service, I get it through Walmart. I'll just say it upright. My wife and I, $30 a month. That's two phones, unlimited text, unlimited phone calls, unlimited um internet, unlim limited anything I want. $30, not $60 or $50 a month or 600 a year. $30 comes out to like 360 a year. You're almost cutting it in half just by changing the way you give service or just give them the $300. So you got to get a phone >> and get off the the the the business of the school having the phones. >> I mean, we could change whatever we want, but we can save money. it that list of $600,000 in stipens can be cut to 450 pretty quick. >> But um >> we got to think about it. I Greg is

062saying, I think we can cut it. But if anybody up there needs to be reached, it is maintenance. >> If that electricity goes off and there's a danger of the food spoiling, Ronnie needs to be here. If there's a water leak, >> if if if you take away everybody, >> Ronnie needs to have it. I will second that. I probably talk to Ronnie probably eight times a day after hours easily. I can tell you as a high school principal, communications, finance, superintendent, Ronnie, definitely probably sped, athletics, th those those I would probably say three days a week you made phone calls as a as a principal to those people. POS aren't working, the credit card didn't work, your teacher has a credit card, teacher calls you, credit card's not working, you got to call you

063got to call your finance person, your superintendent, that's that's all they communications. There are always things after the weather. I know that I just don't >> Well, I mean, for my job, I'm supposed to be accessible anyways. I mean, I don't I don't get a phone stipen, right? Like, I do I'm I'm a salaried employee. like if my manager needs to get a hold of me and I'm offline, then she texts me, whatever. I'm I'm accessible and that and I don't get an extra phone stipen. >> It may be a hiring thing and maybe times are chang if if Miss Gore remembers it, but there were people that said, "Don't call me after hours. >> It's my personal time. You're not paying me for after hours. I'm already at at three events a week after

064school doing things. My the weekends are my time. Don't call me." And that was that was just the district's decision making. I mean, it doesn't have to be this district's decision- making, but back then that was so >> I think my thing is I can look up there and and really justify probably every person that probably at some point needs to be reached whether it's every day eight times or if it's you know one or two times a week. I think the deal, my thing would be that the numbers need to be available for everybody. If we're paying for it and somebody is calling them for school business, you know, if somebody's paycheck is wrong and it's a Friday and they need their check, well, they shouldn't have to wait till Monday if the district

065made an error on their check. They should be able to get in touch with somebody on Saturday that can come up here and cut a check. >> So, no, that was just my example. So I think I think everybody might have if it's an if it it's not a big deal until my computer doesn't work on Saturday and I'm trying to get something done and then somebody better answer the phone you know type of a thing. So I think it's really for me it's not so much a dollar amount because we have a lot of stopins that are like >> really high. I think it's just making sure that everybody can get in touch with people that have that's the reason we're paying you for the phone is so people can get in touch with

066you. That's my thought. Yes, ma'am. My philosophy as a superintendent, I don't bother people after hours. If I'm bothering you, it is an emergency. I think all the principles know that uh very rare I'm going to contact them because I need to answer right now. I just make it a practice of mine and try to take care of my business during the daytime. Uh if I have to communicate with them, communicating that hours just because I need that information. All right. So, with um athletic stipens, there's a question on junior high coach stipens amounts. And I I did talk to Gober about this. Um he felt we were on pace with other local ISDs as far as the junior high coaches. A lot of the big and especially when you factor in the four days

067versus the fiveday schools. Um a lot of the factor was there's typically only one game a week for junior high coaches. Um there's limited holiday games that they have to participate in. So they're not working over the break. And then also there's limited Friday requirements. Now if you're football, there's film. You have to be participating on Fridays. But if you're not doing football, there's just limited time in which you are required to be outside of that. So that there was a question on were we fair on that? And coach Gobber himself mentioned he felt that he we were very fair on. >> Yeah. We we he was he said we even pay more than what local some people do and we're four days. So depending on who it was uh community library >> I'll jump

068in here for the community library. Um good afternoon. Um the plan is to reduce hours due to funding limitations. Uh city currently provides no operational funding. So why are we putting everything on there? >> Yeah. >> Uh right now they're uh the balance is us 70. Once you figure out factor in the uh wages, uh the electricity and the supplies is 70k to $1,000. I did email the mayor. He did pass it to the city manager and I'm meeting with the city city manager next week. And after I sent that letter telling him, uh, we're going to be forced to cut hours if you cannot come to some kind of agreement. The city manager did agree with me. Uh, it is no longer a shared community library. It is currently operating as a district library

069after hours. Uh, so they are going to work with me. I I'm hoping not to cut these here. Uh just one of the things that I wanted to put to you guys that's on the table as a way to save money, save like $35,000 because we can no longer just absorb the whole cost of that because that uh the city manager did agree. He said that is a a municipality uh functions not totally on the school of the community. So I'm meeting with him next week to try to squeeze some money out the city and they are agreeable. So just waiting to see what exact amount they're going to contribute. So, just so I'm clear, we are 70,000 a year and they are a thousand a year. >> Okay. Just wanted to make sure I

070was clear on that. Okay. Thanks. >> So, we would uh the the from 28.5 operational hours per week to 18 will be the cut. uh school year. Uh the it will be open from Monday to Thursday from 4:30 to 7:30 and from Saturday from 10 to 1 and then we're closing Fridays and Sundays. And the summer Monday to Thursday from 10 to 1. Uh Saturday from 10 to 1 and then again closed on Saturdays and Sundays and Fridays and Sundays. >> So I have a question. So during the school year when all of our students have access to a library, maybe not the high school library, but if you're in the high school, you have access to that library. All of our campuses have a library. >> Yes. >> What is our need to be

071open Monday through Thursday, 4:30 to 7:30? >> It's I I Okay, but we're cutting back hours. I don't feel like $1,000 pays for however many weeks for three hours. What 15 hours a week? I totally think the Saturday 10 to 1 that way if our students want to come up, go to the library. I just don't know what the need would be for 4:30 to 7:30. If the community wants to come up, they're Saturday 10 to 1. Hopefully the city sees a different cut. It used to be I don't know currently used to be used to be what we had we held two days a week we had ESL classes every afternoon or two days a week in in the library. We had different we had a lingu not linguistics ESL type uh so GED

072was two days I would say GED is two days a week. Then we had like a help you learn English uh course one day a week. So in the past, like I said, I don't I don't know now, but in the past, we used that library in that in that range right there for normally was like it was they didn't start till like 530 because most people work, >> which I I think that is great for our community. However, all the city's paying is $1,000 a year. So, you're just saying if the if the city doesn't come across, >> if the city doesn't come across, I think we need to maybe look at doing Saturday 10 to 1 during the school year and then summer, you know, I know that allows our students to come

073up here and have access to a library, which I think is great, but I think if if the city cannot help us or come even closer to where we are, 4:30 to 7:30, I don't know why we are paying when our students have access to a library during the day. I would also like to see how many students visit. >> And I would like to see how many come. >> And that's what I was about to ask, >> how many students visit, how what community programs we're offering, how many people show up for those programs because this is just crazy. We're spending $70,000 and there's they're $1,000. Again, I'm our community. Yes, absolutely. But that's for the city to take care of. >> Uh yes, women. I'll say this here. Uh this is something that

074uh that Mrs. Roberts, our librarian, she's been fighting this fight for since Mr. Hopper was superintendent and we finally uh did make some headway. Again, like I said, the city manager is willing to work with me and I'm meeting with him next week. Uh because I just told him say, "Look, we can no longer I told the mayor we can no longer afford to just continue to fund this solely on our own because we're offering service that is outside of the K12 scope, which is our uh mission." And like the Mr. Buck is saying over there, we still offer ESL classes and we'll still offer GED classes to the community. So, we're doing a lot of community services. Uh he does agree with that we are doing those services that are not should not be

075the sole responsibility of the district to do so. >> And I do know Mansfield, if you live in Venus, Mansfield gives you a free um library card. So, that's another thing for the community. And I think if our if if the city can't help us out, I think our community members being outside of our school district students, they need to go talk to their city council and and say, "Hey, we want this. Help fund this." But >> but you know, they they also do summer programs and and they do gift cards. >> I think about the summer hours. >> Yeah. I just think and I used it a lot more when my kids were younger, >> right, >> than I do now. But, you know, you could rent movies or anything you wanted. It's a

076great deal, but I'm in agreement. These prices were set when Venus had gravel roads still >> and now, you know, they make a lot more money and they need to contribute a little bit to us on it. >> Totally agree. What's your summer question? I'm just I'm just wondering like summer hours if we as a district right outside the community but if we're doing things because I know we do a lot of stuff like right in the middle of the day but I don't think we have a large majority of parent I'm sure we do we have parents who you know can come to things from 10 to 1 as a working mom 10 to 1 I probably can't take my kids to the library from 10 to 1 during the school year I understand

077that 4:30 to 7:30 right my kids at school he can go they can go to library whatever I love Saturday 10 to 1 I would even during the summer. Are those hours beneficial to us? 10 to one. I don't think you're going to get a big participation at 10 to one. >> I I will say that I attended 90% of the stuff this last summer and they do have a big >> Yes, ma'am. Because you don't work during the summer. >> You're right. I don't work during the summer. I'm >> one full-time job. >> Participation was >> Yes. Yeah. And and we do have a we do have a good participation during the summer because it is a lot of the younger kids. They do have like the bubble thing, the um the animals that

078come up and all that. So, yeah, they do have a good participation during the summer. >> And I don't know what our what our uh the prek going in over here. I don't know if that's if that's dead or if that's us still, but literacy is is one of our main goals, especially for our younger kids. need. Perhaps we need we need to maybe instead of keeping those hours and putting in some type of literacy programs to to help get those younger kids, those foury old to six year olds in a in a in a better place reading. That's because that's that's the crutch of all of our problems. When they get up, they can't it's not math. It's the fact they can't read the math the paragraph that comes along the last the math

079problem. So, I want to I want to support the summer program because anything that's going to support that that reading program to help our kids become more literate is especially our population. I you know all of our kids struggle reading but we have we have a large population that really struggle reading. >> Is there a way also and maybe we asked this question but is there a way on that Monday through Thursday 4:30 to 7:30 to see how many people actually come in? >> We would have to ask. I'm just curious if we even if we're just paying >> for people just to sit and nobody's even coming in. I don't know. >> I know, ma'am. Every I've been there several times after hours. Uh we do have uh people that do attend the activities

080in the afternoon, but we can't get you the exact number of the foot traffic that attends those programs. Uh but all these hours are flexible. These are just suggested hours. These are some suggestions. I am hoping that the again very hopeful that uh I'll give you example in the years past I can just speak of being here his assistant superintendent uh the previous superintendent uh the city would not even meet with him they just shut down the meeting right away would not even have it the former city manager uh this time uh he totally agreed with me 100% that they need to help uh support us and do better uh financially I don't know what that is right now I'll take anything more than $1,000 because $1,000 I don't know if that gets us pencils

081for a year. >> Well, I want to be also want to be reasonable when I mean for them to to for them to quadruple it and give us $4,000 that that's that that doesn't. So, I do want to say it's either >> half. >> It's either Yeah, I would say closer, you know, get to that halfway mark, if not half, >> you know, I would say maybe if they came up just short. I mean, I'm just saying but but we're not talking about okay, we'll quadruple. We'll give you four grand. That's not, you know, we're talking about out of out of almost $100,000 we're spending on the library. you know, that's >> I think we could probably look at some of our expenditures too, like you're talking about like on our end, you know, still

082our part of running the community library is that we do take a look at our expenditures and make sure that I mean again the summer program just from 10 to 1 and I'm sure there's a calendar out there now that shows those activities, but if they're all right in the middle of the day versus having some summer evening activities, right? Like we know we have the possibility to stay open till 7:30, right? if we're doing like a movie day or in the in the middle of the day. Again, I'm I'm I don't know what demographic I represent in our community, but I am a working mom who I can't do I could do I could bring my kid to a 7:30 movie. I would love to do that. I can't bring him from a 10

083to one. I mean, on Saturday, yes, but if we're looking right like I still think we could make that work for us a little bit better as far as the money that we're putting into it. >> Oh, sure. I just asked him for the sake of moving on. You think that we could just let see what he can come up with on this deal and then readress it? >> That sounds great. Greg, >> I I just I just ask that whatever decision we make, we we do it in enough time that that gives uh there are three employees that that they depend on that money for. So that we would probably lose them. I'm not saying that that doesn't change anything. I'm just saying that's out of courtesy to pop this in in August, you

084know, and say, "Oh, by the way, we're cutting that. >> We should know next week, right? >> Uh yes, ma'am. Next week. >> And the activities that the library probably already has planned. We don't want to take like if they put work into that, we want to make sure that >> Yeah. Okay. All right. We'll move on to some of the pay scale stipen changes. Uh the first typing, life skills aid. We're going to change it to life skills behavior aid. uh position uh the director of athletics, head football coach. We're going to change it to director of athletics/coach since he doesn't have to be a football coach to be athletic director since he's changing sports as well. Uh the stipen for elementary principal ESL, we're going to change it to ESL supplemental. Uh the

085stipen for VMS, VHS, ESL, changing to LPAC chair. The stipen for LSSP is changing from 5,000 to 10,000. Uh stipen for SLPA changing from 2500 to 5,000. The stipen for SLP we changed from 5,000 to 10. Uh a CP6 business specialist is being added and the accountant position is being unfunded. uh teacher scale. We're going to add a line that says year C year zero uncertified teacher uh with a bachelor's is going to make a dollar less than a regular teacher with masters and the bachelors. Uh librarian nurse scale SLPA being added to this scale as well. >> Any question? >> Do we feel I'm sorry. on the LSSP, SLPA, and SLP. Do we are we having problems filling these positions and so we feel like doubling the stipen is going to you think we

086will find those people now versus I guess we're contracting these roles? >> Yes, we are currently contracting one SLPA, one school psychologist. And typically the SLPA position is not terribly hard to fill, but we have had some vacancies. We right now we have one contracted, one employee. I have been doing interviews and the comparison to those in the area to be competitive. We could we have people interested in the position but that increase in those stipens would make the difference in getting someone employed versus someone being contracted. We have incurred so many costs um with contracted services because often you'll find what you could have hired someone with a stipen, a significant stipen. By the time we've paid out those contracted services, you could almost hire two people in that position because when you contract

087it out, it adds up and it um is significantly higher than having the scale with the stipen. So, what duties are they doing outside of their job description? >> A school >> that gets the stipen like what what gets them that stipen that's different than what's in their job description? >> That is a good question. The stipen is designed to be an incentive because it is a critical shortage area and that's what a lot of the districts are doing um in the area is I believe >> the pay >> that yes it helps the pay scale >> and helping it so >> yes >> which I could say and this is going to sound directed but math is a critical need area that affects every student in this district. And when we can't find math

088teachers, we tell our principles to get off their rear and go out and find them. And we tell them to go to job fairs and we tell them to get on the ball and go go go. We get our HR director. We all but it just seems like every other every other department when when we we need a we need a business person, we need a a payments person, we need this. It's like, oh, in order to get a really good person, we're going to have to pay them all this and we just go do it. I want to be clear. Are they hard? Are they impossible to find? Therefore, we need to raise we need to raise their pay $10,000 or are they hard to find? And it just makes it easier to find

089them because it would make it easier to find math teachers if we bump their salary by 10 grand per math teacher. We wouldn't have any problem finding math teachers because we would compete with and to say we compete with all the other districts in the area. We don't get to do that with our teacher pay scale. it'd be easy to find teachers, too, if we upped our teacher pay to to combat that of all of our other other districts in the area. So, I just want to be clear that I don't I don't know why we do this for some things and we don't do it well, I know why because we don't have the money, but you know, math puts us on a list and it ultimately going to cost us money. I don't

090I'm not sure we're at that point with LSSP. I'm not saying I'm against the stipen. I'm just saying I'm tired of hearing that we we set a salary scale. The board set a salary scale. If if that salary scale is wrong, we need to revisit the salary scale. Not continually subventing the salary scale by by dumping an athletics typing, an athletics type and an athletics type and an athletic stipen and then all of a sudden you're making 15,000 more than your scale because we liked you or because we Does that make sense? So if we need to change the scale, let's change the scale, not continually offer these stipens. Well, and then I also have a question. So, >> sorry that was long. >> No, no, no. You're good because it kind of goes off

091the same thing. So, the LSSP stipen, the L or SLPA, SLP, are those coming out of sped budget or are they coming out of just general, >> right? But I mean, sped has an option to use some of their funds for payroll, do they not? So with SPE's budget, if some of these pass it d it changes their core allocation budget because we don't have to contract it. One of the things that we're competing with is a lot of these LLSP like we haven't had one since COVID on a psychologist. Um the hard part is these this core group right here is they can just make so much more money at a contracted service and they know that and there's established things for that. So they make a lot of money. On the SLPA, you're

092looking about 20 grand that they'll if we contract it out. And then the LSSP, it's about 32,000. >> Just to be clear, give me the words instead of the letters for once so I can understand what these all are. >> Uh LSSB stands for licensed specialist in school psychology. It's a school psychologist. >> Okay. Okay. And then SLP is speech language pathologist assistant. They're the ones that provide all the speech therapy. >> Okay. >> The SLP is a speech language pathologist. She is the one who does all the special education speech evaluations and supervises those who are providing the therapy. >> Thank you. >> Hey, Mrs. Pet, I got a crazy question. Uh, right now we're contracting that out. Is that correct? Yes, we're contracting an SLPA and LSSP. Our speech pathologist, we were very

093fortunate to have Miss Holt who's been with us. She was a retiree um working part-time with us in the district. She is retiring for good and this is a very hard, very difficult position to fill and we anticipate that. Uh we have people that have been shown an interest uh and with the comparison when they look at the pay scale with that stipen it gets them close to their current salaries it doesn't necessarily surpass but >> what is what now what are we paying in contracted services >> you can pay anywhere on the LSSP we have been >> what are we current what are we currently paying the factual. He has the factual note. >> Yes, ma'am. >> I'm just trying to see like for instance here, if we hired someone and we paid him

094a stipen, would it be less than what we're paying now for contracted services? >> Absolutely. Very significantly less. And like he said the re we're competing with all those contractors and I know you know the math example was brought up but people will choose if they know they can make more money contracting and contracting services can up their prices because they know schools are in uh predicaments not having the staff. They uh charge a very high amount and hourly rate. A a school psychologist can go anywhere from $82 an hour all the way up to $125 an hour. >> So with the the base salary plus this stipen, >> are they going to be your low number was just $82. Are we going to have them at $82 an hour? >> Because I I can

095tell you if I'm making $82 an hour, I'm not going to come somewhere making 70 an hour. Correct. True. And that's why they are adding that high cost. It's the the third party and the actual person providing the services. >> Just up it,000 up the LSSP range by $7,000. That's halfway. So then we get out of this whole conversation and the pay scale is that anybody look if you're a brand new person get X if you're a year and that gets us out of this whole >> and that's ex I actually had this conversation with the superintendent today saying why are we calling these stipens why don't we just pay them some things benefits and things like that. >> Well, there are some things that you add or something, but a lot of these stipens

096are jobs and we're saying they're stipens. Um, and I I went through the stipen list since we're on stipens. I've noticed that we got people that we're paying math and science, which is important, but then we pay them for math slashcience. the same stipen. So, we need to go through the stipen list, not double pay for math and science. >> Um, it's a question I got and that >> I don't know if we're coming back to stipens. That's why I brought it up now. >> Yeah, stipens are >> there is, you know, if you're younger, if you have less >> I'll take my questions for stipens in a little bit. If let's say you have x amount of years on the on the lower end of the scale, you're going to be on the lower

097end of the scale. The stipen can help incentivize somebody maybe not who's brand new, but it can help get them something that like maybe a 15-year pay scale would give. And then they come here, they're young, and they stay here for a while. You're trying to incentivize. It keeps us open to you know yes at the top of the pay scale if you've been doing this for 20 years you're going to get that top amount by offering the stip in side we do get the option of maybe they don't have 20 years of service but we can offer this stipen which helps compensate gives them the years of service to help bring them here >> but couldn't you make your pay scale that same way >> it yes we could in >> basically you're trying

098to get a way to make a first year person get paid like 15 Not necessarily a first year person. We're >> Yeah, it it is. >> Yeah. No, I I understand it is upping their pay scale is something either way. I think we need to have local talent for this. Let me say that. Whether it's upping the pay scale or doing it via stipen, we need to attract local talent. in the way we're currently doing it with our pay scale and the stipen is not working. If we can adjust their pay scale to somewhere get in the range of where this is enticing for them that ultimately that's what I'm by bringing this to you I'm trying to tackle we need local talent for these positions and the way it's currently done on the pay

099scale and the stipen amount it's not working. We're having to contract it. So whether it's adjusting the pay scale and then in lie of a stipen, we can do that. But either that's my main goal is making sure that we don't have to contract this out because it's 20 30,000 a position if we have to contract it. That's ultimately where I'm trying to go. How we split it out or do it out, I want to do it in the best way possible, but I'm trying to save money ultimately where I'm coming from. >> Okay, Lenny or Mr. Gatewood, whoever, what is the downside of raising the pay scale as opposed to the stop? >> I'll go ahead and take this here, Mr. Russell. I will follow that question. Do you mean are you mean raising

100the pay scale for these particular positions or for everyone? >> I don't I don't see a downside at all. Uh long as we stay within budget, sir. Or we can cate categorize it in a different way to where it is on. My understanding too, by using a stipen, the board has control with a stipen whether to remove that stipen or continue with a stipen if you have a pay scale and you up your pay scale. Your pay scale is your pay scale and you're not going to come back and retroactively change that. So my understanding why some districts go with the critical shortage, the critical need stipens is because the board has the control. So if it no longer becomes a critical uh need or shortage, then you have uh the capacity to remove that

101stipen. I got a question. Is it any reason why we cannot move the SLPA over to the uh same if we have the LSP over to the specialist? Right now, it's on the same scale as the library. If you look at the uh pay scale, >> we can re we can definitely rework it on the range that we're looking for to keep us competitive. Ultimately, that's what I'm we're trying to get to is just being competitive to attract talent to where we're not having to contract it. How it's presented. I want to present it in a way that makes it doesn't look like we're trying to do it lopsided. >> I I would be interested to see what Wox Hatchee pays their their people. I'd be interested to see what Mloian pays their people. I'm

102just saying I'd be because this is the only school I've ever been in that we cannot find these positions. You may not find the one you want, but can I is there a there's a difference between cannot find them and not find the one I want. So, if we're bumping it up because we are trying to find the best of the best, that's great. But I could say that about every position in this district. We want the best of the best superintendent, assistant superintendent, finance person. We we want them all. Sometimes though, you can't you can't just bump everybody a $10,000 stipen because So, is it because they're not there at all or is it just because So, I'm I'm just to see if they're paying 5,000 more than we are. Then we're not in

103that $10,000 range. It's a question of are we looking hard enough? Are we or is it advertising? I don't know what it is. If they're at that if they're paying $20,000 more than us, then it very well may be. I I don't know that answer because I'm not in that I'm not in that realm every day. >> But a more fair comparison would be with Alber. >> I will say this here and uh I'd have to go back and look at those particular for that positions. But I will say uh in preparation for this here board meeting I did go back and I compared teacher and administrative pay for Venus ISD, Midlotheian, Alvareo and May Pearl and also uh Mansfield. And with teachers we're right where we need to be at. Well, but these would

104be considered special for the district. So, I can understand why they would demand more. >> I'm just curious is are we are we within that $67,000? Because if we're within that five $6,000 range of of >> of a 6A school, then 10A $10,000 is going to put us well in excess of speech language. >> What is ours? How do we So, how do we compare with that? >> He said, >> so we're higher on our >> what was there? 67. >> So, we're 10 grand below a 6A district. They just give us $2,500. That's it. So, this is probably a question for you. If we have somebody brand new coming in, >> a um let me see, SLPA coming in, brand new with no experience, >> they're going to be zero. >> So, 46 >>

105with a bachelor's or do you have to have a masters to have that position? >> Oh. Hold on. >> Right here. >> Oh, >> 50 5725 is what they would come in at. >> No, I was just looking at the SLPA. If they come in on the teacher scale >> or librarian nurse scale, I'm sorry. >> They would come in at 50. >> We're talking about LPS because we're we're looking at SLPAS. So that's >> SOP >> number one we're on 176 walks on >> if your recommendation at the end of it >> is to do that then >> I just say that you know I know there's going to be it's it's unique because we have to contract it if we don't get it >> but I'm just curious why all the other districts

106>> have them and we don't >> so that's fair enough sir hey I love it I love this here give you some challenges here I'll go out and find out exactly having a hard time keeping their their LS LSSP >> is is Italy >> okay >> I mean do we contract with the service center >> where does our task get their LSP LSSP from >> they get it from the co-op >> and then midlo theirs is a 10-month and theirs starts at 55460 and their mid is 66810 and then their high is 78 >> I just didn't know do we have an option to get into co-op do we have an option of doing >> and I'll say this here uh and I'll go out and find those those answers but I will say this

107here it's not apples to apples you got to remember if you're working in Mloian if you're working in Italy if I'm working in ITA working in Mayl you have more contracted days so of course the salary is going to be higher so that you take that in account and I do that all the time when I'm comparing teachers administrators I'm taking into account that we're working 20 something less days. >> So what we just did is we did walk a hatche and we did us we're at 100 and when we say 170 >> we were three they're at 343 daily >> because they work 197 we're at 170 something. So there's >> we were at 320 something >> days. >> Oh yeah but daily rate was 320 something >> 320 was us daily rate. 343

108is Wahachchi's daily rate, but Waxah Hatchee is working 20 more days for $20 more per day. I >> I just ask like I said, if you're recommendation, the end of it is that, but I want apples to apples. Are >> we competitive? >> It sounds like we're >> super competitive. So, the question is, >> why can't we feel that and everyone else is going? >> That's a great question. We have to get out there and get after like for instance here uh I'll give you example. We have had an aggressive hiring uh season. Uh the I'll just for instance the elementary only has one spot vacant and they have four interviewers interviewees tomorrow. Uh it has been you talking about the math positions and we're getting those math positions filled left and right since you

109guys won uh today I believe. So we're getting out there and we're finding people and we're finding quality people and I'm scrutinizing them and I appreciate sometimes when I get feedback from board members what about I know Mr. Russell, he'll say, "Hey, this person here's jumped here and there, something I may have missed because that sometimes pin 10 balls there." But we're getting out there and getting mad at people. If I need to be more aggressive, uh, I'll be more aggressive in the hiring. I just was at UTA, second cousin graduated, walk around with a Venina shirt and I interview someone there at UTA graduation. I'll go I'll go get you if I need to go recruit you. I'll find you. >> Have there Have there just been no applicants for these positions that we

110can't >> There are applicants. We have had interviews and when they compare their salaries, I'll give you an example. I interviewed someone last Friday and that person when you compare their current salary even with a 10,000 stipen with 20 years of experience we are still about um 2,800 short of what she's currently making. Now, we those are less days, but for most most people, they are not necessarily looking at how many days they're working because as an assessment staff person, if you're a four-day work week, I can guarantee you on that fifth day, on that Friday, you're still going to be working. You're going to be >> Same with our teachers though. >> Yeah, you're I mean, >> but you're going to be Yeah. You're going to be writing reports doing mess >> because they

111were on Saturday working. Now, they're doing that Friday. >> I do it six and seven days a week. And >> so I'm assuming that that somebody like that that that salary was that far off was probably a lot of years of experience. A lot of >> that was 20 that was 20 years where we still undersshot. >> Are we already having >> 20 plus year applicants for these positions? >> No. >> I mean have we had any like that are trying to get >> that experience somewhere? LSPS. >> Yes, the we are we are currently visiting uh with a couple of new LSSPs. >> I'm just saying it'd be it would be great to have somebody with 40 years of experience that knows exactly what they're doing, but we can't afford >> and we're talking

112about $2,300 less annually, correct? Which is like 109 for the extra 21 days. It's like $109 a day is what they're losing out on. So 2,300 to work less than 21 days is the difference, right? So we're giving them day the 21 days back versus making them work >> those 21 days. So I feel like if if we're having those conversations, we need to be marketing ourselves better. like coming from a recruiting background like I understand $2,300 like but in the grand scheme of things we need to be understanding >> what what what is their motivation because if >> years of experience is not the only quality >> well and I mean and we are competitive I'm not I mean I'm I'm talking about minimum to zero years because if we hire a zero year

113to a minimum right we can even go down to a little bit more we're going to be competitive and we're also a 4 day and they're working 21 days less >> and we're talking about a 20-year employee which is $2,300. That might be few and far between. I think we're splitting hairs. >> So I think for this >> I mean those >> I come from a recruiting background like I know how to I mean that's what we have to to sell your company because it's not always about this. >> Those are some of the conversations that we had that I have with with you know potential candidates that want to come to our but they're young so they want to make money because they oh the school loans I'm just getting out I'm going to

114be on my own I'm going to go make 63 instead of the 50. So they rather go with the big money. But when you break it down to the number of uh the daily rate is when they see the difference, but at the end of the day, they want to see that paycheck, not >> so I think for this, I think you have some homework to do. >> So when we get back together and talk again, we'll have a little bit more information and then we can maybe revisit these stipens. >> Yes, ma'am. Are we >> Did you have another question, Randall? Are you good with that? >> No. >> Okay. Okay. Thank you. >> CP CP6 is just that's just changing that title. We're not hiring an accountant. >> No, it the accountant position

115will be unfunded and then downshifting it to a business specialist. >> Are we also absorbing the girls coordinator position after coach Rivas leaves? >> We're not refilling that stipen. >> Uh no, that that's that's incorrect, ma'am. We are uh having a uh female coordinator. Uh with the new restrictions that we have, uh we we what we are doing though, we are not having a boys coordinator. We're not having a boys coordinator. Uh that's what's going on because you look at the boys coordinator. What was you had an athletic director who coach Goldber slated to be the boys coordinator. To me, that's the assistant athletic director who was slated to be the boys coordinator. To me, that's the same stipen, same job. So, that makes no sense to fill that position uh for a stipen, pay

116that stipen for that, >> right? Well, basically, he took the athletic director position in instead of the boys coordinator, right? Because he wasn't getting paid both. He like the athletic director was just renamed or whatever to the boys coordinator. So, with the girls coordinator with the new stipulations, is that girls coordinator going to be at every single sporting event or whatever that's required with that new stipulation? because that girls coordinator is going to have to go. If they don't have a female coach, then that girls coordinator is going to have to go. >> I will say this here, ma'am. Uh if you notice the application I've sent you, we have more female coaches than we've ever had this year, which I'm very pleased to have that done. >> So, if we have those girls, if

117we have those girls coaches and they're filling every sport, then we don't need then we don't need the coordinator. >> And that's something I can go back and revisit with coach Goldber because we haven't went over stipens with her, the new hire. Uh we haven't went over stipens with that. Have >> we promised that stipen somebody already? >> No, we have not, sir. Uh anybody that we've hired, we have we've promised we >> rather you just say, "Hey, we've already offered that." >> We're stuck with it for another year. I >> I would like to see what is our female coach applicant pool. And then at the end of the day, if we need to fill that because of the regulations, okay, and we're going to make that coach travel to everything for that, that

118makes sense to me. But if we were able to have a female coach in every sport, then we save ourselves $4,000. Uh, since we're talking about stipens and we're talking about new people, uh, with the stipens, new coaches, uh, one thing I did tell Coach Goldber, I said, "Tell them stipens." Don't tell them the exact stipen amount they're getting. Uh, because I do have some things I would like to suggest to the board. Uh, we can no longer continue to stack stipens where we have individuals getting seven stipens. Uh, that's kind of unheard of that we're doing that here. Now, we have people that are grandfathered in. That's something we have to deal with. But as we bring new people in, we do need to adjust that. And those are conversations I did have with

119coach Goldber. >> And have we gone through the stipen list? I'm so sorry. >> Um where like where we had an assistant coach was making more than the head coach of a certain sport, right? So, and I understand that was last year. we recorrecting that for this year to put that back in line with like I don't I don't know how we got there but because if we hire a new head coach and I'm talking about cross country specifically if we hire a new cross country coach and they take the sting that the coach took last year their assistant coach is going to take more than they did. Does that make sense? Assistant coach made more than the head coach last year. Well, they made they may have made more because they drive. Like there's

120one there's one person that makes more than the principal of his campus, but it's because he has a coaching stipen, another stipen, he drives a book. >> I'm talking about just one sport. Like >> just a statement alone, he's making more. >> Just this one sport. >> Say it again. >> This is coach stipen. >> That's the list. >> Do you have an athletic statement? They just gave them they flipped the stipens around. Unless that is our clerical clerical error and it is incorrect on the spreadsheet. >> But >> if if we're grandfather claused in >> I just >> not a grandfather clause. >> Well, we we had one particular person who got a stipen for being this. He got a stipened for being assistant athletic director and he got a stipen for being boys

121coordinator. No, that those it appeared that way, but it was >> okay. >> I just say if if that's grandfathered in and they're gonna continue to get those, then then those job responsibilities need to go up to where they're earning their money. >> Are we on the right now? >> Yeah, we we tried to flip the page. I just had more questions. Do you have >> We're going through the key stipens we had last I presented a lot of the stipens by line item last time and then I hit on the ones that were the ones that we >> have specific. Yeah. >> Okay. >> Yeah. >> I didn't want to mess up your >> Oh, no. If you have specific ones, yes, now's the time so we can bring for approval. I know you

122got that white handkerchief ready to go. >> Oh, no. >> I just want to I just want to make sure >> within that stipen schedule we've given it because it's it's going to be hard to go through every stipen to every person and every I I just want to make sure that if we're stacking stipens that we're not that that there's job responsibilities go with each stipen. If if I'm the head this and also get department chair and also get uh well get another another They're all three the exact same job. We just we just stack stipens together to get them more money. Again, that's another situation of raise the pay scale or raise the you know >> I have one thing like we have one that has like the band director, the department chair

123and the fine arts chair or whatever that is. >> I mean it's public record so I mean there I mean it's one of those where it's like I I'm just trying to understand like how how that makes sense, right? If if it's band, right, and then we have fine arts, then we have department. That's kind of monopoly on that whole >> How is that not the same thing? >> I mean, >> yeah, >> that's that's how I read it. So, I mean, it's just like nuances like that. >> We have we have people in in we have people in in in certain leadership positions that get not leadership as in principles, but like coaching, they get statements. They are making more than their than the principal of their campus. The principal But the principal of

124their campus is expected to do duty at four events a week for no stipen. So not only are these coaches getting more money, but they're also doing less duties than and I that that's off the off the rail of stipens a little bit, but I just that that's what's hard that's what's hard to explain when >> well what we need is job descriptions for the stipens. >> Yeah. But also as >> I did notice that we do have all of our principles getting rather large stipens. So I don't know what those >> grant funded. >> Okay. So it's grant funded. They're still getting very big stipens. What are those for? Same thing. >> They came along with a >> whatever would be the administrative duties of managing or implementing the grant. >> And once that

125grant is >> um plan >> once that grant is completely exhausted, do we then absorb that cost and we continue that >> $15,000 pay cut? Okay, >> it's gone. >> So, but there was like there's two separate pieces. There was two grants. >> There's a 10 and a five and they're both grant funded. >> Yes, ma'am. You're talking about there was the there was actually three grants. You're talking about the uh strong school foundation grant. Uh you're talking about the >> school action fund grant which is the SAF and you were talking about the uh principal intern grant. So, it's actually three grants. And to go back to answer Miss uh Samson's question, uh I don't know why the head cross country coach was receiving $6,000 for cross country because in the board approved stipen

126it is $5,000. It is not six. I don't know why that coach was getting six, it is five. >> It's it's a rabbit hole you can go down like if you just start pulling out like and and I don't I don't want to take money out of people's pockets, right? Like I know that, but I want to be fair and consistent and I want to set a precedent going forward because if we keep doing what we're doing, we're never going to we're just going to be kind of caught in it. And I mean, we can just say that, hey, it worked to your favor and going forward, these are the expectations because we've got to be financially responsible. We're fix to build a new school. We're fix have to staff that school. And so there's

127just some hard decisions that we're going to have to make, whatever that looks like. And we got to course correct some of these where it's just we can recognize that it's gotten significantly out of hand in spaces, right? Because we just have really specific questions on >> and I'll say this here, stipens is one of those things you have to watch. Again, uh that particular position should never been authorized $6,000 because the board did not approve $6,000. The board approved $5,000. I don't know how I got to six. >> We're breaking board policy because the board policy was set on the salary scale and the scale. If we breaken board That's that's a fireable offense. Who who gets held accountable? I'm not saying there's at this time there's anybody needs to anybody listen. I don't

128want you to think I'm I'm going after anybody, but I'm at some point somebody has to be responsible for that. Somebody has to be responsible for viewing the stipen schedule and knowing that this that we're within the range that we ought to be. He's brand new interim. You're brand new, but I'm tired of doing that over and over again. It was Hopper and he was brand new and then it something blamed everything on the before and then it's and then it was Torres and he was brand new and he still claimed that when he left this is only my second full year. I'm still trying to get everything out here and then you come in. Well, this is under somebody and but but it doesn't change the the taxpayers and the money that we're expending

129on mistakes that we're making. >> I will say this, Mr. Buck, the I hate to say this, Mr. Buck, the buck stops at me. Okay? Because here's the deal. Here's the deal. Uh I think I've probably spent more time than any superintendent going through these stipens look knowing exactly what is the board approved stipen list and that stipen I don't I don't I believe in extreme ownership so I'm going to take ownership for it even though I did not approve that young man's contract for that trust me uh we're going to go through this here list I get it that's a board policy that's not something we just grandfather get you stack you until you leave. >> We can't do that because the violation of policy. What you can do is rewrite his job description

130and give them additional duties on top of that. That's >> No. What? No. What you do is you you correct it now that it's been found and you correct it. It's not because if we're just going to now just pencil whip it and and add add more duties, then we're just doing the same thing people did before us. >> Mr. President, could I make a recommendation, please? Yes, >> this I've got pages of stuff on this. I can narrow it down quickly. Could we like address the president to speak and you give us the floor so that we don't sit here with our light on all night listening to other people talk trying to? >> You have the floor. >> Thank you. If we can do that, they would that make it easier for everybody.

131And I'll try to make this quick. Um, there's what I've noticed on the the stipen list. There's one big thing I noticed. We got approximately give or take $600,000 in stipens, which is a large part of our payroll if you actually think about it. And states required us to do ESL. There's one $25,000 for all the ESL elementary teachers right now out of 600,000. The first page, if you look at the stipen list, we're not going to bring names out, but if you look at the very first page of the old stipen list, it comes out to a grand total ofund about $125,000 of 600,000. And that's only a handful of names here. And none of them are ESL. I don't think any of them are special ed. >> Yeah, there. >> Okay. A couple

132maybe. And um I I think we need to start as a board if we're looking at a educational system that that right now is low and needs to improve. We need to start putting our stipens where our mouths are. I mean, we spend a million dollars on a $2 million, however many million dollars on a football field, which has some soccer winning. We don't win a football game, but those kids got to go to work and they're going to have to win some education games. So putting in the whole list of things here because there's so many errors in it that um we we need to start addressing directly what is important to us as a board and maybe perhaps next year when we do the budget we need to have the team of eight

133hearing about our goals and stuff before we set the budget so that we actually know where we're heading. Um I mean we have we we have some These are stipens. Stipens for $1,6668 as a stipen on this paper. Well, we're getting specific on our stipens now. Right down to 68. >> That would be a prrated average amount. >> Okay. >> If it's down to that. >> Well, but why is it as a stipen stipen? Why isn't it just as a a one-time payment? It's coming out as odd stipen. I mean, you know, if anybody else takes that job, they're going to think, well, I get $1,666.68. >> In order to compile this stipen data list, I had to pull data and match employee numbers and summarize and and make a table out of it. So

134>> if there's an automatic >> that answers that one and another one just like it. But we also have an employee here that has math slashscience science slashmath. >> That one's been highlighted. We've got we identified that one. It's been yellow. >> Um have we corrected it? It's still on the list. >> Well, this list was given to us before. >> Okay. So it's all corrected. Where >> flag's new flag to be corrected for next year. That's an individual person that got paid. >> Yeah, it is one person, >> but I don't think they got paid twice. I think he clarified that for us. >> But, but when Randall starts talking law, we're not supposed to double pay people. We We made people pay back. We have made people pay back when they were overpaid.

135>> Oh, yeah. >> We had to vote on it and do it. It was hard. But if we're double paying people, we need to correct these things. And these all small things. See, I'm just >> the math, science, science, math. >> The way they all sound like small things. But you start adding them up, it gets to be thousands, thousand, science, math. >> It's the way >> it's worded. If we want to correct it, we have to correct the word math. Take the slash off and put or. That's how we correct that one. >> But we have somebody >> Yes. >> getting it. Because they No, because they teach math and science >> and so they get so they're teaching it half the time and getting a full stipen. >> They're teaching both. >> I

136know that. But you teach one, you get a stipen. You teach the other one, you get a stipen. Full stipen even if it's just half the classes. >> And it goes back to the way we have it worded here. >> You're making another point I was going to make is I look at these stipens and it looks like we're overlapping tons of stuff. Just like that one. You got the same teacher got, say, I'll make it up. Six classes. Three of them are math, three of them are science. That should be one stipen just like a math teacher that teaches six classes or a science teacher six classes. Why are we double paying for the same hours? Get what I'm saying? That was another one. He could bring them up. I'm trying to make it

137short since you gave me the floor because I got pages of stuff like this. I mean, we we have screwed this stipen up so bad. I I I think that Mr. Gay was going to spend two years trying to fix it. I mean, don't do you not agree that if you're teaching six science classes or six math classes is the same as teaching three of each? >> So, he has some suggestions, but Randall, did you have a question? Yeah, I I don't know who this is, but if they've agreed to if they've agreed to teach math is a high need area and science was a high need area. That's why we're offering stipens that area. If they agreed to teach math and science, what separates them from getting those both stipens? That may be a

138quirk, but >> if it if it was a need area and a teacher came in and said, "Hey, I happen to be math and science certified," which is an anomaly in itself, and I'm willing to teach math and science. It is it $3,000 worth it to for the for in the best interest of our kids to do that? I would say if that was uh if that was running rampant and we were and we were doing that on a lot of people, I would definitely agree with you, Greg. But I if it's only one person in the district that that has agreed to do that. I that's not something we could change it naturally if if y'all thought necessary, but I don't know the person. So, I don't if they're getting double paid and they're

139teaching, you know, like they just did it to get money. Like if somebody just screw, you know, slid it in there just to get them an extra $3,000. That that's >> I've got that many pages of those kind of mistakes. >> But I think that's a that's a Mr. Gaywood thing that he needs to investigate that and figure out >> there. There's $600,000. >> Okay. Let's let Mr. tell us what he's going to do to fix this. >> One one teacher is scenarios over and over different scenarios. >> Okay, go ahead. >> Well, and I'm just going to just speak my from my heart here. This is what happens here. Uh number one, what's wrong with that situation? There's nothing wrong with it if it's brought to the board and it's approved. Right now, the

140board does not have a science math stipen. They have a math science stipen. Uh I think what gets us in trouble No, no, sir. Just says mathscience. That's what it says. Uh I think what gets us in trouble and then I think I know what gets us in trouble like any organization. Uh this type of things don't happen overnight. You got to let go here. Let that slide over there. Let this here occur over there. And eventually you have this type of thing that's going on. And that's that's what that's what occurred. Uh you get the $6,000 to the $5,000 and all those things do start to add up and over time. I do have some suggestions that I would like to bring to the board. Uh, and it's it's not a all or one.

141It could just be, hey, we can do either or. Uh, number one, uh, you could cap stipens. A lot of districts cap stipens. They don't allow people to do seven eight things, get 78 stipens because what happens there, uh, you wind up with some, uh, you have an equity issue. you have teachers that want that stipens and wait a second all the favorite teachers are getting the stipens and I never had an opportunity to get the stipens. So, uh there's ways to do that. You could cap stipens. Uh that's one way to do it. Uh you could go ahead and uh biggest thing here. You could standardize the department leader stipens. Like right now we have these secondary department leaders doing the same job getting $1,000 more than the elementary and the primary. So there's

142some inequity there. So, what I would suggest is I go back and I do an administrative review on all these particular stipens and take a look at who's getting what stipens. Uh, number one, uh, make sure it's in line with the board has approved. If the board has approved this amount, that's the amount of the stipen. I, as a superintendent, not authorized. I want Ly here working as uh as an employee. You know what? I'm gonna sneak in some ways to get him $5,000 more to give him some money. I'm not authorized to do that. So that's the number one thing. Let's go. Let me go back do a administrative review of these here particular stipens. And it is my job. You guys have set the policy. It is my job to go and unwind

143this here. If you're outside the policy, I'm going to have a conversation with you like, hey, you are outside the policy. This is the policy. I am obligated to stick to that policy. The board has signed you get $5,000, but you're getting six. You make the decision. If you make a decision to uh of course nobody's going to be happy losing $1,000. Just using that as an example. But those are tough conversations I got to have with with individuals there. And those are the number one thing I got to do a review and get us all back in line. Then from there, uh, we can go ahead and as we bring in new employees, like we're bringing in new coaches here. Another thing as we're bringing these new coaches, don't give them new coaches, seven

144stipens. And I've talked to coach Go on this here. Let's limit the amount of co of coaching things that they're coaching. Uh, we're trying to stick to giving them two stipens. That's we're trying to There's some that's going to have to get three, but if we're giving those three, a lot of districts uh do something called a three cap rule, which is your highest stipen you get at 100%. The next highest you get at 50%. And the next one you get at 25%. That is how most districts do those things and you have people doing multiple things or you could just give them all three stipens. But my recommendation is do not allow anyone to as we're bringing people in. Now, it was too late to we have people getting six, seven stipens right now.

145You It's I think you have to just wind that down slowly as individuals are, for instance, coach leaves, they're getting seven stipens. New coach come in, they get three. You unwind that that way. You can't unwind it right now. It's a little bit difficult to unwind that and it's unfair to the employee. Uh, but number one, I got to get us back in line with what the board has approved. That's the number one thing. And we do have new coaches that are coming in, and I've already had that conversation with Coach Goldber. Promise them stipens. Do not promise them the amount of stipens they're getting. >> Okay. >> President, I would just I would just say if you're expecting me to coach three sports, I want my full stipen for three sports. But what I

146said before about a job description that goes along with every stipen, there's a very distinct difference between assistant football and the stipen for it, assistant basketball getting a stipen for it, and assistant baseball. I that's a full year's worth of work. I should get all three full stipens as opposed to those stipens where your oversight and Cobra's oversight or the or the principal's oversight says we're getting three stipens that are stacked on each other strictly for the purpose of of of getting me more money. So I just think that I hate to put that 25cent rule in because now you're asking somebody to coach a third sport. We may need them to because they're best fit for it and you're asking them to coach it for $1,000. That's a full baseball season for $1,000 because

147that happens to be the 25% rule. So, I just I think better would just be the oversight of of of the people looking at their stipens, your your principles and and your your athletic directors and saying, "Here's a job description that goes with this stipen. Are you getting the full amount of money out of your stipen or did I give you this stipen for like that teacher? Did is he or she teaching two full subjects and giving up their conference period to do full to do math and science or do we slide them an extra stipen one ma one math class just to slide them an extra 3,000? I don't want the answer. I'm just saying there's two different ways of looking at that. If they're helping us out, give them the full if they're

148if you slid them money somehow then that but that who but that's the principal's job to oversee that to look at that and figure out whether that >> I'm just saying it would be great. >> Do the principles know that's their job? Well, I guess that would come down to leadership of >> because it hadn't been done. I mean, >> we were we were responsible for reviewing our stipen list every year and deciding who got the stipen. We had to turn in the stipen list to our CFO on our formal recommendation of who got the stipen and there wasn't a why, but if there was a change, there had to be a Y. So, for somebody there's they're like there's an employee right now that's getting seven stipens. >> Yeah, that's crazy. when they change

149their job, and you know who I'm talking about, and the money comes and he's going to make less with one job than he is with seven. >> So, do we have job descriptions for stipens? >> Could I? >> Here's a question. When like the school foundation and school action and we we spread those grants amongst our administrators and we did a Who was overseeing that? Who gave the stipens? And how much did the kids actually get of this thing? And and who even knows what the kids got from it? I'm asking you that question real fast. It's it's real large, but I think you probably should know. >> Yes, sir. Uh what you have here with those particular grants there, we did have a grant manager and u don't want to throw anybody under the

150bus. You had a grant manager. Just a question I put towards that grant manager was, can you show me documentation what exactly the administrators are doing this? Because there's nothing wrong with administrators. I did my research. I did my homework. They can receive a stipen, but that stipen has to be for work outside of their normal contract and not cannot be a part of their normal duties. Like say for instance here if we're rolling out blue bonnet and the administrator is getting a stipen to roll out blue bonnet and they're putting that work in for blue bonnet after hours uh they should keep documentation such as agenda such as a signin sheet such as the hours work so if we're audited they can prove exactly this is what I receive that particular stipen for to

151work outside those contracted hours. There's nothing wrong with them seeing it. uh so I don't think uh looking at it from my research not I don't think I know I know for a fact I cannot produce uh that particular documentation right now we have individuals who's getting it but it was not I think it was well intended but there was really no oversight in those particular stipens that they received sir >> I mean But some of that could be for instance a teacher gives up their conference period because we need an extra math teacher. So they give up their conference period. Therefore there's a formula in there. They get x number of dollars for giving up their conference period to teach eight full periods a day instead of seven. That that's uh for instance this

152last year with the middle school the the three middle school principles they lost the principal. Instead of replacing that principle, it was more cost effective to the district for them to divide up. Each one of them got a $10,000 stipen, which was a net $30,000 cost to the district as opposed to a $70,000 principal, assistant principal. That was what they decided to do. Instead of replacing that principal, they agreed to take that on under that grant >> for a year. That wasn't district money, that was grant money. But there are certain >> there are certain situations now when that grant goes away that money goes away and you just go back to >> so on that >> I know that just wasn't replaced what Mr. Uh Buck is talking about he's talking about the principal

153internship that is separate from the uh school action fund grant and the strong foundations grant. That's totally a separate particular grant. Uh so those rules don't quite apply the same at that particular grant. >> I was just giving an example to where you may not have a bunch of written documentation of documenting every after school hour and that's in some of those situations that work is done during the school day but it's additional work added on to them they wouldn't normally have had during the school day. that teacher gives him a conference period. Not specific to Greg's question, just there are situations where as a you know, as a superintendent, you can't say, "Give me a sheet of your your your time clock showing me number of hours you spent." >> Well, I understand that,

154but these grants are written with specific rules. I think we're supposed to follow because what happens if they come and check on us? >> Well, uh, if they came and they asked for an agenda, those things like there, we're we're going to struggle a little bit finding those. And I'm trans being transparent. We're going to struggle a little bit finding exactly uh how those things are. There's some stuff we're going to be okay with. Like for instance, here if you how we're implementing things uh in the classroom, how it's benefiting students. Those are some things we're going to be able to have documented. Uh like Mr. Buck said, they do inspect those particular things. But if they came and asked uh did a scrub, okay, this year grant manager is for instance getting $5,000 of

155this particular grant. What do they do outside of ours? Can you document what they do outside of ours for that particular grant? That we would struggle with. So, I think the takeaway with grants is you're going to look at all of them and you're going to see which ones are actually being paid the correct amount first and then we're going to go through everybody to make sure the people who are getting the uh the stipen should actually be getting the stipen >> and then what's our next steps to start unwinding this? >> Well, that's that's totally a board's decision. Uh you could do like Mr. Buck said just, "Hey, I'm coach uh coaching three sports. I get those three stipens." Boom. Uh that's a total valid point because, you know, just looking at it, the

156coaches, if I'm putting in the work for that third sport, I want my 100%. Total valid point. Uh or you could do a cap three or you could say, "Hey, Mr. Gay, we want everybody to get seven stipens." That's totally a board decision, ma'am. >> So, when do we when do we vote on that? I mean, I would think that's something that would have to come to the board for a vote. >> Uh yes, ma'am. uh whenever we pass the uh budget uh we'd have to vote on that. That's in what time. >> Okay. I didn't have my thing on. June 19th is the It should be the third Monday. That is the last day that we can pass a budget. >> I know. Um June what? Say it again. >> I I just I'm

157trying to make sure. Um, >> June 19th. >> Wait, June 15th, I'm sorry. >> June 15th, which will be our normal scheduled Mon third Monday in the month. Board meeting. >> Board meeting. >> That's when I plan on taking stipens, payroll, and our final budget. Now, we are looking at doing something very similar. What we're doing right now is having another workshop early June if you want to do that. >> I I feel like, and y'all can let me know. I feel like we probably need to revisit stipens and just visit stipens before we vote on anything. I don't know how y'all feel about that. There's a lot of us, but >> um I I feel like we need a little bit more >> clarity on the stipens. >> Well, yeah, >> I agree. And

158I I would just like to see the formal recommendations. So, if the formal the formal recommendation is for the $10,000 stipen to the LSSPs like that, then there's a the formal recommendation is propose this. If there's a formal recommendation that we're gonna you're going to coach that third sport for $1,000, I just think that's something that our people we need to get that out quicker than than later because that's going to affect that's going to affect coaches every So >> I just have one response to the coaching. I I don't necessarily mind having them being paid the full stipen like you suggested. If they do football and then they do basketball and they do baseball, those are sports that flow one into the the next. My biggest concern is when we have spring sports and

159we have a coach who is taking an assistant coaching stipen for soccer, tennis, softball, track. There's no way that you there's no way you can do all those sports. To me, that is just stacks and stipens. So, it's like I don't necessarily mind if you're really present in some of those spaces, right, where you are actively coaching that sport, but if you're not doing anything and then at the springtime you're pulling four stipens, well, that that isn't helping our kids, right? you were there's you're taking away a stipen in a space where we could have someone because I think that that's what really bothered me with girls sports is that we were giving out stipens and I can guarantee you that one of those coaches was not at one of those track events but I

160know we were paying that stipen right because granted they were fully committed to another sport which is fine but that should have just never been an option we're just not doing our due diligence there. Okay. So, Madam President, >> that would strictly go back to job descriptions and that job description, uh, that probably would be part of the athletic director's job to write up job descriptions. And if you can justify a job description, they got to be present this time, this time, this time. And as Miss Hson said, You can't be two places at the same time. >> That job description would strictly delineate where you got to be at what times. >> And and I think that goes go right on with Joe, not only athletics, but you know, you have those elementary and

161primary teachers who get $3,000 for the target in the high school. If the principal can't write the principles need to write a job description or somebody needs to write a job description for that stipen and if if one of them is is substantially less than the other one that that may justify the four to three or the so not only athletics but I think just a general job description of if you're getting a stipen there should be a job description goes along with what the expectations are if you're the assistant athletic director the expectation is you will attend all spring events all fall events or you know whatever whatever there there should be a JavaScript goes along with why are you getting and if you get stacked on that's a lot of work. I understand

162if you got three stacked. >> So are y'all good with having a meeting before the June 15th meeting to go a little bit deeper into the stipens? >> What day? >> Okay. I don't know what day yet, but >> okay. >> Are I mean are y'all >> if there's any way we can if we can like get those formal recommendations out to us just so there's not a big beating up like we do which is good. It's been a great conversation just but if you'll say my formal recommendation is for this my formal recommendation is to approve this type of schedule as attached here >> right >> you know and then if you're specific questions but at that point Mr. is going through the investigation as a superintendent. >> No, I agree. But are y'all

163good with having a meeting? Are y'all good on this end? >> Okay. Okay. So, we'll plan >> all of his questions. >> Yeah, exactly. I I want him to be able to go through all of his questions, but I don't think tonight is the night to be able to do that. But if we have a meeting for just stipens, we can dig through all of that. So, >> stipen meeting will be easier than the 15th meeting. >> Ex. Yeah. Oh, okay. like what? Okay. So, I think we're we just need to figure out a date. But please, >> please go ahead. >> Yeah. Ah5. >> Yeah. Because we're going to have a meeting >> in June. Yes. Okay. Okay. So, these are the budget amounts. I can give you cost category breakdowns. I can cycle

164through these. If you have questions, I can answer them. It is This is what we're kind of settling into. Sorry, >> I'm assuming it was because of we cut a position >> instructional technology. >> Yes, >> it's been uh repurposed. It's a blind >> minus 43 and everybody else is minus 34. >> Yeah, that is that's going to cover the instructional stuff that was coded there, but the rest of that was going to be travel supplies directly to that one. CT's up. That's going to be IPC cost. I've been working with Crystal on trying to cover it for the second year in a row. And so, um, transportation, I'm probably going to hold it about the same diesel. I mean, don't know, you know, just >> Yeah, it's >> Yeah. So, it is >> diesel.

165That's pretty much there's it's not over funded, but you know there transportation does have a healthy budget because you don't there's variables sometimes you don't know what's going on. So we're keeping it like that. Um same thing with the sped budget. Um we're looking at this number changes a lot if we don't do pay scale stipin stuff. So whatever decision we end up making then that'll give me time to adjust it from there. >> I have uh one question. in the police department down 3%. >> Mhm. >> Like we're not cutting anything that's going to put our safety >> or anything like that in jeopardy. >> I closed p uh not closed but purchasing closed down um spring break and the 3% was within the margin of pretty much whatever budget everybody had in their

166budget left over if not more. So um I wouldn't cut something as crucial as the police department. um if I didn't feel comfortable in that amount going down. Yeah. Yeah. I I didn't mean that to sound like I would do that, but it is these are all and I say that these are within the margin of where some of these these >> are falling anyway once purchasing closed down and it's not fluff, but it is if there's not something crucial that they need to buy, then that's within the range of where their budget has already closed, if not sitting a little bit more right now. If I were to look so >> when you stack it right next to what we spend on student safety as opposed to the next line item >> I know

167right >> is is is with doing that with because that was money that they didn't spend are we not building a a a system of of endofear hurry up and spend >> so one >> because I mean when when I see something like the police department or I'm guess that's curriculum and instruction >> two things that are extremely important for our schools and we cut them and then we say it's based because at the end of the this year they didn't spend that money to me next year they're going to go I I'm going to spend it >> even if they didn't need to >> it wasn't cut based on what was left over this was just a general 3% were down students the 3% was across categories that or departments that like the campus

168budgets those are based on the students at the campus So that the 3% didn't apply to them. And so these are the 3% was my way of trying to in an area in which utilities is going up, insurance is going up, other cost categories are going up. I'm applying just a general decrease in some of these to try to offset within our core what I call core supply budget is all these departments is trying to make up for that offset and big cost driving things. Um, as far as the police department, one of the big things that I there's a concept called burn your budget to where if you have a $100, uh, the evil finance guy is going to see that you only spent 75 and take 25 from you. Right. >> Uh, I

169have constantly communicated every single purchasing email I send out. It is not burn your budget is spend effectively. Uh, because it's >> these budgets are I want people to spend things that improve their campus and department. And it's not a burn your budget thing. I try to not instill that in our people. And so if the police department ends up with extra money, I'm not going to reduce that amount by how much they had left over because I understand that there are sometimes where I've got to buy this this year. I wasn't anticipating that. Like it doesn't if you have if let's say this police department budget had $5,000 left over. I wouldn't go through there and be like, "All right, there's five I can clip I can take out." I understand that there's still

170some give and take in what they may need in that particular year. So in a year in which we're down on enrollment, we're down ADA, trying to just find money to where I can pass a balanced budget, I had to do something to try to reduce our core expenditure budgets. So I try not to take the burn your budget. If you have left over, it's gone. I take it away. But at the end of the day, we still had some cost categories that were very expensive. And I tried to pass a balanced budget while trying to >> You met with all them in February and discussed all this, did right? >> I know Miss Buck said, y'all met and >> she knew what cuts were coming. >> Yeah. >> In fe in February, March. >>

171Okay. So, with that, what looks like 3% was pretty much the average for, you know, across that board. on your next one the 23 25% increases with those with those two. >> So that was an inter fund. >> So in our finance budget, >> I moved money from finance to their budget. >> Okay. But what was the purpose of of >> with PS uh our PES coordinator? She's new. So this is more training opportunities for her to take whether it's through Tasbo or through Skyward. um that increases so she can uh get more training the coordinator level which flows down to our campus teams people. So that that is just to help her with more training opportunities. >> Completely okay with that. What about the the >> assistant or the assistant? Um there was we

172ran into an issue to where she was trying to do some PD some bring people in and there was just simply by the time you take in one or two trips. I mean it's not like we're going up like there's a toss a trip involved in there. It's just this was the first year that we built a superintendent budget I mean assistant superintendent budget last year when we broke out all these categories. And so >> the $30,000 allocated, it simply wasn't enough to fund a >> some sort of conference trip and offer some sort of assistant soup style. I'm going to bring people together, offer instruction on this, we're going to do this uh the PD style that she is trying to implement in the next year. >> What was the what was the need

173to move it from finance itself? that obviously that was very specifically noted that this extra money came from finance. Why finance? >> Because we there was a little bit bigger allocation in the actual finance department. There's some years where we're we pay for district memberships, different things like that. So you have this certain core amount that we keep in finance just in case something pops up like we pay for everybody Sam's membership, we pay for our Amazon district membership. Um, if there's a new quadant mailing machine, we pay for that. So, there is not what I would consider fluff like everybody's office is decked out, but there is fluff in there to handle district-wide expenditures. So, in a year in which we have down student enrollment, down ADA, I'm moving some of that out of

174our budget because I know what our core expenditures are this year into some of those other budgets instead of taking away from the function 11 or from the campuses. So, I'm simply just saying, "Hey, I can spare, you know, 1,500 from finance into there to bump them >> as as opposed to just paying that out of finance in making a making it more trans transparent as to what that money is going." >> You know, I could you just, oh yeah, just roll it into my budget. But one of the big things we're trying to do is get an idea of what these costs are. What does this department normally spend? And so, the only way we can do that is by setting amounts and then kind of tweaking and going from there. because if you

175end up with just one big finance budget that covers the entire administration building, then we don't have good data. We don't know what's a normal cost for this certain department. So by adding to them and pulling from us, we're trying to just give better data so that way next year we can project what we're looking for. Okay, this PD was successful because we gave an extra thousand to our assistant soup. So >> yeah, that's that's all I was really getting at on that point was just just because there has been in the past question of of spending and where certain things are going or why why is this department doing that >> when it still needed to be done, but why did it have to come from there? It does make more sense to be

176more transparent to move that initially and say >> they need this money. We know that they're going to need this money. >> Why not just say it's their money? >> Yeah. >> You know, rather than saying, "Oh, we're going to keep it over here in case we need it for this." >> Yeah. And that's what I'm ultimately trying to do is get better data and by not just having it in one big pot, but having it broke out to where we can actually track it and make sense of it and properly project it for the next year, too. And I appreciate it. >> It's close to my heart right now. How How are you saving 3% on elections? It's like a few hundred dollars that I was going, what are they going to do different

177next year? It's going to be cheaper than this year. >> There's some of these there's probably 30 or 40 50 categories that I'm trying to So sometimes it's just running it down and if the number is pretty close like the elections that maybe like I don't know at the time how much elections are going to be when I'm setting some of these mounts. Like I just now today got with Rosie and we found out what we had what the city charged us is right at what we allocated for this year. So I'm going to go back and revisit that. But that's just because I just got data for today. So sometimes when you have like elections like it's hard to project what it's going to cost because Rosie's like well if I work more then

178it costs I mean so there's just sometimes there's some campuses and departments at a campus not so but in a department or something like elections it's hard to project what that cost is going to be for next year. I understand kind of a random guess at >> No, it is because there is just sometimes where you know you have stuff like elections but then you have stuff like post district that's a big amount where you may put a lot of thought and effort into post district but you like still don't know what it's going to be other than it's going to be flights, hotels and meals and conference registration. So >> I I really do understand. I mean it is a guess. >> Yeah, it's a guess and so >> and I understand that and

179I understand why. So >> yeah. >> Next year we are at we're going to go back to it's always going to be CC scope to me TRS is that did that budget fall into where did that budget fall into or is that >> TRS that used to be CC scope is the curriculum? >> Okay. Okay. >> Okay. >> Resource system. >> Where's it coming from? >> The TICS. >> No, it's TC resource system is the name of the curriculum. It'll come out of CNI. So, I didn't >> I'm pretty sure it's on our ESC part of our ESC contract, I think. >> Yeah. >> Okay. Yeah. Yeah. No, it's it's part of our region contract. Um insurance, I've covered that. We are doing okay on insurance because that was about our 2425 rate. So to

180have one year go by. Um substitutes talked about that going up. Legal services, it's the same thing with the 3%. Sometimes we hit it really heavy one year, sometimes we're not. So, it's just in that within that area. Um, district utilities are going up. Same thing with the, you know, the energy infrastructure. >> Um, back to copy paper. Mhm. >> I know this is going to sound crazy, but I had someone contacted me, you know, people contact us, but somebody had contacted me about copy paper and being told that they had to buy their own copy paper because there wasn't enough copy paper. Do we feel pretty comfortable about that amount? There was we keep I buy them five pallets at a time. And the only time that I could see something like that happening

181is if I order it and the pallets haven't got here yet and we're getting low. But I mean, I've probably ordered 15 pallets this year. And so, the only time that that ever happens is if I've ordered it and then I'm getting in contact with the customer service like where's >> Yeah. And so, um, yeah, it's not like we're there's long stretches. It it is it would just be >> Yeah. So yeah, >> I'm assuming we've uh we decide to stay with Faulk. I know we last time we talked at the board meeting, we talked about all the you talk to all the principles. >> I did talk to them. Um they they did have positive reviews and it will be up for approval at the >> I just saw Faulk was on here so

182I didn't >> that was the category C. Um that was just how we had it labeled in there. So we haven't made our final decision yet but we'll be bringing it in in May. Have we given any thought to records management? I know that sounds stupid, but right now they're being held at Third Street and hopefully in my heart of hearts, we're going to do something with Third Street in the in the near future. So, I know two of the three of the classrooms, at least two, maybe three of the classrooms are used to record retention right now. So, have we given any thought to where records retention is going to go if we uh reutilize Third Street? Well, that may affect that budget. Maybe not in this upcoming budget year, but just or it

183may. I don't know if we're I'm hope there's some somewhere there's plans for the use of third street. >> Haven't given any thought where record retentions would go because that part of the building would require extensive work, but I will say this here, there is a part of the third street that could be utilized. Uh right now, they're just used to where uh Mr. Web stores gear. uh that would impact the storage rooms as you go down that hallway right before you get to the restroom. Those could be utilized. The storage room for the records is actually in the other side by the gym. Sir, >> if we did digital, do we have to keep paper? >> I know. Then you're looking at buying a getting software, whatever. >> You do get down to having

184to scan and properly process every single document. So that >> I know it would be expensive in the beginning to get somebody and then probably whoever you whatever you go with and buy they would scan it for you but anyway I was just curious if we've ever >> that would be something >> it would cost >> I would want to research it just >> say it again. Oh, no. No. I mean it. >> No. >> Yeah. Okay. And uh just hitting back on our replacement plan going into next year. Um 60,000 for a bus. Uh we've got 106 on a grant. So that's kind of where we're going for. We're looking at a laptop split for staff and students of 90,000. and um ID machine. So, we're looking about 153,000 for our replacement plan going

185into next year. Um we had more on the bus and we had a $50,000 phone system. I think that was it. So, it was about a hundred. It was almost 300,000 last year. >> Last workshop. Yes. I thought you said work I thought you said last year. Sorry. >> Yeah. Yeah. No, this is the same one. And then that's it. If there's any questions, >> I'll take them if you got them because I do want to No, I >> again this is the this is the best one we've I mean what you've done is the best of what we've ever had. >> Thank you. I appreciate that. And I I do want to stress I I I want to get this stuff tackled. I want to make sure y'all are happy. We're happy doing our

186stuff. It's really important to me that we get this. So, if there's anything, questions, whatever, throw them out. >> Okay. >> I'll uh I'll coordinate with Rosie and kind of run the days postings and stuff like if that makes sense. >> Okay. Okay, we'll go to item number seven, executive session at 8:29 p.m. for 551.071, 551.072, 5551.074, 551.076, 551.082, and 551.0821. from executive session at 9:08 p.m. We'll go to item 9 adjourn at 9:08