April 11, 2026 Venus ISD School Board Room

001shop of the board of trustees of the Venus Independent School District on April 11th, 2026 at 8:31 a.m. And we do have a quorum. If everyone would please stand. Joe, do you mind um doing the invocation? >> Gracious heavenly father, we come before you this morning, Lord. Lord, we stop and thank you for the blessings that you bestowed upon us. Lord, we ask you for wisdom. Lord, we ask you for protection for this nation, Lord. the ones that wear the uniform, whether it be locally and our fire and police or whether it be our military. Lord, put your hand over them. Keep everyone safe. Lord, Lord, continue to bless this community. Ask all these things in Jesus name. Amen. >> Amen. To the flag of the United States of America and to the republic for

002it stands, one nation under God, indivisible, with liberty and justice for all. >> Like to welcome everybody who's here today. Thank you for coming. Um, nobody signed up for public comment. Do we have a need for executive session? Anybody have a need for executive session? Okay. So, we'll go to item number seven. >> Consider and approve the 2026 2027 academic calendar. Are those printed off? >> Uh, no ma'am, I did not print them off. That is the uh the selection was uh option number one which has the football Fridays or built out uh that uh Mrs. Vega presented last board meeting. Uh it's the ones that again that was uh made so uh we can accommodate the football schedule and encourage some participation in our sports. The kids come on Friday when we have home

003games and we have uh football games. It's a 153 day calendar, ma'am. >> Okay. So to be clear, our last meeting we um tabled the calendars and we were looking at some things that would to maybe change the calendar. Um a couple of things would have been some additional instructional days for our students for 10 more days, but no additional days for our teachers. And that would have also um been able to give us a grant. >> Uh yes, ma'am, that is correct. It is correct. But I feel at this here time uh it's going to I need to build some uh some buy in with the staff and roll it out solely and also with the community also. Uh it's just about timing. Uh we do need additional instructional days, but it's about timing

004and that's something I need to build in uh as we go on prepping the staff for possibly next year instead of this here year. Ma'am, >> but it wouldn't have it wouldn't have been any additional days for our for our staff. >> Uh, no ma'am. The staff is on 166 contract. No additional days for our staff. >> So, what do we have to prep? >> Uh, you have to build in that uh staff capacity. Uh, understand that, hey, we're are switching, we have to change up the uh also professional development schedule. Um, it takes time to plan those things, ma'am. And I just want like to be methodical and plan those professional development days by just putting something together and it needs to be more meaningful for that staff. >> Okay. So by our students

005not coming for 10 additional days and not increasing anybody's amount of days they have to be here and then missing out in 10 additional days of instruction. We're also missing out in over a million dollars over a three-year period. that can you tell me what that would have been used for? >> Uh that would have been used to uh pay for like for instance here pay for stipens for staff members uh pay for uh intervention services uh pay for help that the lift grant provides. So the way that those grants work you have to spend 70% on services for the students and 30% could be used as a district for whatever like say for instance here if you want to pick a group of staff members uh to provide intervention at the school for stipens

006and things like that. So 70% for services, 30% for staff members. >> And now that's off the table and it might be off the table for next year. >> Uh they typically have that grant available every year dependent upon funds. Uh they don't come out and guarantee it because again uh it is dependent upon funds, but typically they've had that every year. >> Okay. Anybody else have any questions? U the way I uh took it is that the uh staff the teachers have those even though they're here they do not have the kids there with them. They have that for planning collaboration and and such. If you put the kids there for another five days, six days, 10 days, whatever, there's a possibility that they would view that as additional workload and take away their

007their planning time, collaboration time, and such. So, I understand why Mr. would uh was was hesitant to do that because of possibly a morale uh problem with the teachers. >> So, well, but we used to be at 187 and now we're at 166. And >> so just to be clear, we didn't want I just want to make sure our true north is our students. So I'm just taking that as 10 more instructional days really won't make a difference on how our students do in on testing and learning. 10 10 days really isn't that big of a deal when we're teaching our students. Well, every every minute is uh long as it's intentional is important, ma'am. And uh we've made some uh clear adjustments to be intentional or learn. Like for instance, here uh brought Dr.

008Vega in. The first change she made was instead of instructional coaches being housed at the curriculum uh department, they're actually in the campus uh assisting teachers directly in classroom. So, we're much more intentional with our PC's. We're following the uh certain format. we internalize a lesson plan. So, we're intentional. So, if we are just throwing extra days out, uh that's not helpful. Uh if we're throwing extra days out, that needs to be planned carefully. This is how we're going to utilize those days. This is what's going on with them. Uh so it is a balance between if we roll it out right now is it really worth the way I look at is it really worth uh right now is your time impacting the staff morale or I haven't also I haven't planned for those

00910 additional days built in for PD and making them useful to the staff. Don't want to just throw extra time at them. And Mr. Russell is right at this time the staff would view that as just even though they're here working okay now I don't have that particular planning time. the students are here. I don't have that planning time to develop uh lesson plans, look at that data, to internalize things to ensure that we are focusing our true north for the students. So, right now, we just still need that time in. And if we are going to build something in the future, that's something that I've got to clearly communicate for why we're doing it, why we're adding extra student times. Uh right now, I really don't have that why. Uh I'll wait until our

010scores come back and then we'll adjust. I'm hoping uh like for instance here the seventh grade math putting that instructional coach in there looking at their common based assessments in their benchmarks from their blitz they've actually doubled the percentage of students passing on that there so I'm hoping to get some uh great impact on the adjustments we've made and if we haven't we'll uh adjust from there ma'am >> hope's really not a strategy though right? Uh, no ma'am. We're intentional hopes, not a strategy, but I believe uh with the things based off the data, looking at that data, looking at our scores, uh we've made great strides. >> Can I ask a question? Sorry. Can I ask a question about um the grant and who all it benefits because if we're adding 10 instructional days,

011right, we're switching some of those I assume we would have switched some of those Fridays to instructional days, which that's 10 weeks essentially, right? And so if we're adding 10 days, right, I would assume it's 10 additional weeks, which if I'm looking at the calendar, that puts us almost through the first semester, which means we wouldn't the first semester, we truly wouldn't be a four day instructional week. We would still have our kids 10 extra weeks. to me as a parent who would have a child in some type of child care, right? We've already asked our parents to adjust and make arrangements for their children and adjust their work schedules to accommodate the Friday. And then if we do add 10 additional days where they are in school, that again impacts our parents again to

012kind of readjust. And not only that, just for a portion of the year. So for me as a parent, consistency is key, right? being able to predict a calendar because I can only understand when I was an hourly employee or some of the work that we have to do. Some of that's not feasible, right, to consistently switch a work schedule. So to me, consistency is key. And so I would like to see us be a little more consistent. Are we a four-day or are we a hybrid, right? Because to me, that almost sounds like a hybrid if we're adding 10 more days. But to switch it, if we're saying we switch to the 10 additional days, is that grant guaranteed or are we just throwing 10 days on there with the hope of getting the

013grant? And then who all does that grant benefit? Is it every teacher will benefit from that grant that we're applying some of those 30%, will all of our students benefit from some of that 70% or are we just looking at certain pockets of kids? >> Yes, ma'am. We're looking at all students benefiting. Uh my goal here is to apply that grant money to improve our tier one instruction. Uh what I typically seen since serving as superintendent is uh that we have a lot of intervention going. Uh and intervention is just trying to fix things. But if we can prevent students from being in intervention, that is a win. Uh to improve the district all around, we have to improve our tier one instruction. We got to have a solid plan to do that that will

014benefit all students. Uh now back to your other question about the grant. Uh, one caveat I want to mention. We have actually the deadline to miss the deadline to get that grant for next year has actually passed because they moved on from us. Uh, we're not eligible to apply that till next year. Uh, because they the lady was waiting and waiting and waiting and she couldn't wait any longer uh on a decision whether we're going to participate or not. So, we'd have to apply for that grant next year anyway. But, we are getting support whether we get that grant or not. We're getting additional support because we're adopting uh the blue bonnet curriculum from region 11. So, we're going to get additional support to improve our tier one instruction anyway, which is my goal. Uh

015it's not really about the money to me. It's just about can we improve our tier one instruction. And we are headed down the uh right direction with improving our tier one instruction. Uh putting our instructional coaches on the campus. So, we've made some major strides in our PLC. We have done things to shore up our tier one instruction. That is what we're aiming for. I just got a couple comments and one I just I hope in the future we better plan for this. I I agree with both sides of it. I I I definitely agree with the decision to put it off just because I think stakeholders ought to be involved in that calendar decision that we we we did involve them in the calendar. We developed both parents and faculty and staff. So, you

016know, to to go back now and say thanks for all your work, but we're going to go to a different calendar. But also on the flip side, like like Miss Gore said, I I think, you know, a little more planning going in. We've we've known about this grant for years, you know, and just the I wish we had would have worked that in somehow. And you know, I don't know why that just popped up last board meeting and went, "Hey, what about this grant?" And you brought it up. So, you know, thanks for that. I just wish I say you because I don't want to put it blame on anybody. I wish somebody would have seen that grant, you know, six months ago and we could have made that a calendar option. I know hindsight's

0172020 and great It's passed so there's no sense of beating it up right now. But but uh that's my wish is that the planning part whether we have an assistant superintendent, superintendent, everybody else on staff that would have said, "Hey, we let's keep in mind this grant we have and so in planning that calendar, let's make that an option for the parents to look at." And then like like she said, that was that would have given the parents not only the six the five months we've been planning the calendar, but all summer to make those parental plans to have their kids watched. Now, Mr. Buck, uh, in defense, we did apply for that grant. Uh, the 165 days, uh, was something that that TEA put in at the last minute because when we log in

018to apply for the grant, the first question is the first year they ask that, they ask, are you 165 days of instruction or more? Uh, the minute I answer no on that, it moves us down to a priority number five. Uh, so this is the first time a TA put that in there. So, it was a new wrinkle wrinkle for us to do, sir. We're going forward. >> So, this is the only calendar that we have that we need to >> vote on. Okay. I thought the whole reason for the postponing this was to get the extra days. If we didn't really need to do that or weren't going to, why didn't we already have this done last month? I mean, we we've put a lot of effort and conversation into trying to make this

019calendar fit what we thought was what we were wanting and then now since we've done it, we're just back to where we started and we really didn't need it to start with. So, it seems like the whole thing was extra effort. I mean, we wouldn't be sitting here talking about the calendar right now if it hadn't been brought it to our attention that we were going for something else. I think it goes back to what Randall said. We just need better planning. >> Absolutely. >> Before it's all last minute. We got to hurry up and do something. Hurry up and do something. Do we have a motion or does anybody have any other questions? >> Have a motion by Greg. Do we have a second? >> Second by Kirby. All in favor. Motion passes. We

020go to item eight, budget workshop. All right, President Gore, members of the board, good morning. Um, this will be the third budget I've been a part of since I've been here. And, uh, historically, these budget workshops are 30 minutes before a board meeting. and there's just not a lot of information a lot of time for information to be given and to hear requests from you and make sure everybody understands what's going into the budget building process. So, um this is the first long form budget workshop we've done in a very long time. And just like with anything, that's the first. It's a starting point. So, um if there's something that I'm not covering today, if there's a question that you have, if there's a category or a general area of information that is missing and

021you want to know more about, please let me know. I'd like to include it in the next budget workshop. So, um, I want to improve on this process. So, um, where we're at in the actual budget timeline right now. So, we're in April. Um, I'm coordinating with Donain and HR for payroll projections and staffing. Um, we do have the calendar selected. So, now we can build the pay dates and pay calendars into the system and that way we can properly uh, project our payroll for next year. Um, once we get to the end of April, we're going to get our preliminary values from the central appraisal district. Um once we have that, we have the payroll projections, the preliminary values, then we can plug it and then really look at what our budget is going

022to be for the next um upcoming fiscal or school year. Um once we get into May, we're looking at a second budget workshop with final calculations. I'd like to have another meeting like this because we'll actually have numbers we can look at revenue codes, uh payroll projection, not projections, but allocated payroll. Um and then we can run over anything like that. uh of course going for our compensation plans and stipens list and then shooting for final approval in May. Um depending on when we do that second budget workshop. So we have the board meeting in May. We could have a graduation is the 23rd. So we could try to have a budget workshop before graduation the weekend before or we can have a budget workshop after that and then that would put final approval in

023June. It just kind of depends on people's schedules how we want to do that. But I am looking at about midmay that week having final budget numbers. So, however we decide as a board, as a group to get that a final approval path going, we have some options, especially if we want to have a longer here's the budget, here's where we're going, here's this, that way we can really dive into stuff. So, we have time to kind of plan how that wants to play out. Um, as far as the budgeting process that has gone into um 22, 23, 23, 24, they were very reactionary budget planning years. Um, those were years where it was not a lot of long-term focus. Maybe we're going to fix it next year. Let's just roll it forward. One of

024the things at the high school was since I've been here is theater was funded and for 22 23 23 and we we don't have a theater department. So, it's stuff like that where we've taken the time to now that's done at the campus level. Sometimes the budgets are just rolled forward like that and if somebody sees a line code, they had money there, they put it in there. So that's part of the thing that I've done is I've worked with campus secretaries and campus principles to make sure you're owning your budget. You know, make sure you have the proper money in whatever function that you need, make sure you're allocating it where you need it. Um, what we're trying to do is the recalibration. We're trying to incorporate incorporate more long-term planning, uh, structural alignment,

025and then a big thing is, uh, having staffing tied to enrollment reality. Um we part of the recalibration you'll see on the next slide is we've really focused on our core spending budgets outside of payroll. That's been a really big part of the recalibration that we've been working on. Um the next step in the recalibration is making sure that we have our staffing numbers tied to our enrollment versus campus. If a campus goes up, campus goes down. Um that's what we're trying to go for with that recalibration. Um I took there's a lot of times where we look at functions and we look at object codes and this is the very zoomed out view of what we had this year. Um so you're looking at this is the recalibration we were talking about whether it's

026supplies, contracted services, campus budgets, any sort of departmental budget is in this 20% right here. Uh we are looking at our payroll being about 80% of our allocated budget. Um, that is something that is next on the recalibration, developing a staffing model to make sure that we are properly having staff where it needs to be. We're not overstaffed in certain areas or understaffed in certain areas. And really what we're trying to do is just build the framework because we are anticipating more student growth. We're anticipating more people being involved in Venus ISD. We want to make sure that we have the proper steps and procedures right here to make sure if we're bringing on a new position, does it justify? Are the numbers justified? do it would it be better served at this particular department

027or this particular campus? Um, on this part right here, this is where we really hammered down. 23 24 it was I I don't want to call it messy, but it was not a lot of lines drawn in. We got to pay for this, so who can chip in and do this? You know, part of the 2425 thing that we did was really organize this into this is your budget. You know, if if you paid for this because somebody told you to pay for this two years ago, we're going to remove that as more of a district expense. and then have your budget actually be curriculum and instruction supplies and stuff like that. Not having an inflated budget, but oh well, I just pay 80% of my budget is software. Okay, well, let's remove that so

028we can actually look at what a curriculum and instruction budget is outside of, you know, what what do you need to operate? So, that's a lot of the stuff that we really focused on was cleaning this up. And that's going to be the next step is making sure that we have the proper steps to make sure payroll when it's brought on it justifies with what we need uh as a district. They came back a year ago and said we don't want you budget guarantee. >> But I'm just curious. like we clean it up. But then on the other hand, she had the money on the average of what it was last year. But then when the district's a little up in the air that uses its national it it is um so there's like a

029CTE aotment that we have at the middle school and that contributed towards any sort of post district travel you know including TSA um going into this year we set up a post district fund um an allocation for if anybody was going I think it was state and then if you're going to nationals that's where we're that's where that funding would come from. So with that CTE aotment that was for their regionals and state style travel and then the the national style will come out of that post district. Um I did not set the post district amount. Um >> okay district athletic director budgeted his budget for post competition. What if the money we choose to put in at the district level in this in this fund is X? What if football makes the playoffs and

030we didn't go round and then basketball makes it girls basketball makes it and oh my god we had three guys that made one year I was two guys made and it just happens to be this year that all the teams >> what the sudden PSA comes along, they go in June, they're the last event for the whole year and we go, "Hey guys, sorry kids. We're gonna have to start having a hard conversation because, you know, it all just came down. I'm sure the district work it out." I'm just I'm just curious what was wrong with scheduling their budget. >> So, nobody has tapped into, you know, if athletics made state, like you said, that would have tapped into it. Um this is the first year where we actually did set aside post district funding.

031So just like the first time you do anything, you know, I all of a sudden, hey, this group's going to go here. You know, you start to hear about, you know, when you ask people, you know, almost a year before because a lot of the state or national stuff's really kind of coming in March, April, May. So we don't really know, we didn't know what some of these groups were going to be going towards state. And so this is the first year we do it. Now we have a better idea of what groups are going. and it's just trying to improve on that. You know, this is >> I make sure that that is budgeted well enough to where we don't have to tell these people, well, we got wait and see. >> Yeah, >>

032that question came out. I want to make sure that these these programs are are funded well enough where they're not having to put stress into I don't know they make nationals the district awards pennies not allow these conferences or something like that instead of celebrating successes Whether it be kids successes or faculty successes that >> yeah it is you know this being the first year where we're getting accurate data points that we can build on. So now I can, you know, group A, B, C,DE, E, these are looks like the core groups that were going to be going to some sort of national style thing. Then we can actually look in there and see well where's nationals next year. Um, you can try to build cost off. You know, it is we have the data

033now and trying to make sure things are funded. And >> can I ask a question? If this is too far down the rabbit hole, please tell me it's not appropriate more to >> Well, I mean, sometimes I'll follow you. >> You open the portal. I'm going in after you. So, when we talk about like post district or um what do we say? Yeah, post district. So, I hear TSA and then I hear athletics. So, talk to me a little bit about because in my head I can see athletics has the ability, maybe they do, maybe they don't, maybe I'm misunderstanding, clarify that that they have the ability to almost replenish some of those funds. So if they're hosting like if we say softball, if they're hosting their softball tournament, is that essentially the money they

034make off of that, does that go back into their budget? Right? So I can see athletics has the ability to maybe fund some of their own things just by some of their activities, right? Basketball does a basketball tournament. Um, you know, whatever their portion of that is, right, outside of running the tournament, but we're talking about like middle school or TSA or things like that. Taffy. I know we talked about taffy. Do they also have the ability to kind of put back into their fund? Right? Because I can understand like athletics you have a budget, right? But we do also have other things, ticket sales, and I don't know where all those go, but they kind of have the ability to put back into their funds. I can see where middle school TSA maybe doesn't.

035But would they have an opportunity to also kind of raise that money to account for other expenses? Yeah, TSA any of those, >> you know, I don't want to say just TSA, that just happens to be the one that's going on right now. Well, Taffy and all that, you know, there Taffy's going to Oregon TSA, but you also have I would I would love to have NHS >> involved a little bit more once we get a sponsor, somebody who's, you know, there's all kind of conferences, stuff those NHS kids can go to or student council. And you know, I just want to make sure the travel is there for for kids that >> regardless of what Yeah. What athletics, they have a budget, a very very very healthy budget, probably even more so than the

036campus level. If you look at their budget, it's almost what triple what an academic budget level is for the for the campus. And then, you know, anyway, sorry. So, You do get down to where, like Mr. Buck said, athletics is, you know, does have a lot of funds in in the athletic fund. And so you do get down to where once purchasing closes down, if there's room in their budget, we can try to use that towards post district. You know, that that is something to where, you know, we are on a budget here at a school district. So being able to have funding left over from your core allocation from the beginning of the year, being able to use that and have that as a spillover. Um that's something that we're trying to work towards,

037but also, you know, it's a good problem to have where if students are successful and they're going on to compete and do different things, we do want to make sure that they can go and do that. It is still, you know, budget is tight and so there there's just a a lot of uh trying to work together to make sure if there is funding in the core account, maybe we can utilize that first and have that spill over, you know, whatever that may be, but trying to coordinate with groups and allocating for posture, but also if your core budget does have that room in there, maybe we can utilize that first and use the spill over from there. >> So, I don't know how much talk about a budget, right? We're saying the athletic budget

038is the athletic budget. Middle school has its budget. But throughout the year >> when we're talking about athletics, we have ticket sales. We have >> um a lot of those things that where is that money going? Is that going back into the athletic budget? Like is that replenishing? >> So that goes we have a 57x is our revenue code for local revenue that comes in. So it goes into our revenue code. So essentially, you're saying, not you're saying, but essentially with the 57 revenue code, let's say we have softball and they're funded for, let's just say $1,000. It's more than that, but that's $1,000 and then we're projecting a softball tournament for $1,000. So that those softball, you know, let's say blank ISD pays us $100 to play in that tournament. It doesn't necessarily go

039into the supply account. We're anticipating that we're going to take in $1,000 in softball revenue. So then we create the offsetting supply account for softball if that makes sense. So as these come in we're hitting the revenue account because we're projecting that that revenue is coming in and that's why we've allocated that money there and goes to >> the general fund. >> It goes to the general fund >> like all your football ticket sales. >> So okay and so when we're talking about general fund and maybe you'll show that to us here shortly. So that general fund goes to the entire district. it goes into the general fund, but we've created the offsetting part of the calculations in supplies accounts for something like athletics does involve looking at what are we taking in for actual

040general revenue. >> Okay. >> Yeah. So, there's just the costs that go into it and different things like that. Um, we can't it's hard to just deposit money straight into a supply account because it has to go to the revenue side because we're bringing it in as revenue. Yeah. >> Um, there are some times where maybe athletic group does something and it goes to their activity fund. Um that's not like a core revenue style thing. So that may be kind of where it's going directly to that program, but it is built into our local revenue as you know we have different tournaments that you know like powerlifting tournament those go into our local revenue which helps make sure that we're funding athletics on a certain you know if we're funding this if we're expecting $2,000

041in powerlifting teams to come compete then it makes it easy for Gober to say all right we're going to allocate $2,000 to powerlifting. Okay, >> I think we beat this up in my fault, but uh so athletics had a budget. Athletics had to had to budget for their post district competitions, you know, but they had to at least put a thought of what if football makes three rounds deep. So we got to budget this much and basketball three rounds, girls basketball, golf, tennis, everybody. They had to budget that. So So over the last few years, the athletic budget has gone up up up every year. Not a problem with that. But last year we took all the post district stuff and kind of put it on the district side, but the athletic budget didn't go

042down. So if they had to budget $50,000 in a year just in case every athletic team went to the playoffs post district, they had to budget that $50,000. But now the district has taken over that. But the athletic budget didn't go down $50,000. What did >> What? So now they just got a bonus $50,000 to to spend. And I and I I just say that because a conversation came up earlier this year about close. And you have you have TSA and some of these other programs that are that are somebody's, you know, word out that we're not sure money is going to be there, but then athletics was having to budget probably more than $50,000. If you figure every if every athletic team makes the playoffs, you have to budget for that. And then they

043just got this bonus because the district took over the the post district. Does that make sense? >> I don't know. You're I know you're just new here recently, so it's a I don't know if you had a chance to look at that, but what what happened to that? And why did we did we take the $80,000, whatever it is, it could be $100,000 away from athletics because they no longer have to plan for post district competition. the way the athletic at least if we're talking athletic budget right now um there there are core travel accounts in there um I don't know if gober actually allocates a certain percentage of his athletic budget to just dedicated pure post district style funding um with the uh like the CTE VMS it was the same style thing because

044that would be travel um out of that core budget and we did move that over into the post district. We didn't move it out of the post district funding, but we have that same methodology of this $45,000 that was CTE um STEM focused is we remain that the same and did not expect that to be national funded. >> Let me apologize. I I don't necessarily need you to answer me right now. I just I just want you to put thought into our next budget hearing if if that if that's the case. We're put I'm asking a lot of stuff right now. You're thinking, "Oh my god, give me a chance to look at it." So, just look at it. And if that if that's the case that we've taken over that maybe maybe swiping that

04550 grand or 80 grand whatever it is from from whoever it doesn't have to be athletics for people listening I'm not against athletics and I hope that I want everything to be but uh but if that's the case the district taking over all post secondary or postd district competition let's let's bring that money back to the kitty over here to where everybody whether it be welding uh a CTE program or anybody has maybe that pocket of money is a lot bigger and you know, everybody gave up their share. I know every campus gave up a certain share this year to make budget. >> So, just think just think about that when you're looking. That's that's what we tried to do with the post district is try to remain in the core budget, try to remain

046that allocation there, you know, outside of whatever cuts we did last year and then just try to find it within outside of those budgets trying to find that postage funding so that way they weren't necessarily taking that hit because, you know, >> are we are are we looking also historically at >> and again I'm kind of like you. I'm not against sports, okay? I'm not. But are we looking at our student and staff successes historically that are consistent? Because I know that there are a lot of departments a lot of a lot of areas that you know in in speaking about you know their successes that as a parent of of a child who was in one of those that was successful in what she did parents are also funding a lot of what their

047kids are doing because there's no budget there. you know, because the budget is minimal. Are we looking at success at funding the successful programs and and maybe looking at things that we're historically not doing well at or you know even stuff like that because I just want to make sure that we're looking at what the kids are doing and what they're successful at and making sure that they have that funding to go to nationals and all that and not just funding what's the norm or what's popular. Yeah. So, we have our core athletics budget and if if there's a group at a campus or something like that that is successful, um the way we do campus budgets now is we give the campus principal and uh their secretary, this is your amount. This is your

048amount. I I'm not on your campus daily. I don't know what group is improving. I don't know what group is not doing good. Um it does no good for me to allocate English at the high school. I'm not involved with that teacher. I don't talk to that teacher a lot. So the way we handle that is we give this is your campus allocation. Um we have pre-budget meetings before we do the budget to say hey is there anything going on? Is there something happening? Is this group doing whatever? And so we leave it on the campuses to take what basically what you're saying is if this group is excelling make sure you're putting as a campus principal because you know that that I don't know I may not know that that group's excelling until maybe

049a Facebook post or something like that. So we do give them a certain funding and we leave it up them up to them to allocate based on their campus needs. But wasn't didn't didn't you say that funding at the middle school was taken away from not taken away from but the responsibility of allocating that funding for the TSA or whatever it was he said went to the district >> there was a >> it was the campus administration schedule budgeted for postsecary and now that which I'm not saying that's not a bad idea y'all y'all do this every day I don't. >> So I guess I'm just confused on you're saying that you know you you hand it to them >> and rightly you know so you're not dealing with that campus every day but then

050on the other side we're hearing that part of those responsibilities of of the campus saying I'd like to allocate this money for this area was taken back to the district doing it. I'm just confused on what the difference is. Essentially what we did was left those budgets at the same and then on the backside just create found enough funding to create a post district. So we didn't take you know let's say Gober had 25 for post district. We didn't take 25 and say this is our post district money now. We left those relatively the same and then just found it in our u you know reorganizing things to build our own post district funding. So it is just a completely different funding source where we didn't say all right this group give us five you

051give us five you give us 10 this is our post district because we took it from you we created our own separate fund outside of those original funding amounts >> so it it's still Mr. Kamacho's responsibility to say for the last three years I've had five girls or five kids go to taffy uh district regional state national so district is this much money regional is this much money state's this much money nationals is this much money so projecting >> so Mr. L I need for taffy. This is how much money we most likely are going to need for, you know, according to the last three years, you know, we've sent. So, Mr. Kamacho would do that for his taffy, for his uh NHS, his whatever it is, they would they still have that and then

052that that determines how much money goes in that postsecondary kitty. So this is the first year where we've allocated the post district funding and this is the first year we're getting data coming in on who's actually going to nationals you know so that's where we have that data now we're going to build on it so now we know taffy nationals we know TSA you know those things are given but we you don't really know until you open it up and say hey we do have post district funding um I was talking to Miss Kamacho she's like hey we have floor people that are going to you know nationals or state or something I'm like oh you know so it's little things like that where you may have five or six little groups where we're sending

053a couple kids, you just don't know about because it's never been opened up to say, hey, if you have post district, let us know. So, we're gathering that data and then trying to actually take this post district fund and then build it on what we actually have moving and breathing on the campus. That's what we're trying to do. But prior to that, we never had this fund. It was just kind of scramble. It was that reactionary budgetary. So, we're trying to recalibrate. But this is the first year we actually have data to build groups on and know who's actually going to be going places. >> Just want to make sure that that being that our true north is these kids. >> Never having to tell a kid, you've worked hard, you've been successful, you've beat

054everybody else in the nation, we can't afford to send you. >> Yeah. >> That just something that that should never and can never happen. >> Well, that would come back to then Mr. Gatewood coming to us and we would do a budget amendment, >> right? >> I mean, I agree with you. There's in no way can I imagine that we would not >> do that. And if we have people who don't know >> that the district can help them like you're saying. We have a lot of parents that are just out all of this money. It needs to be fair and equal no matter what what the student is participating in. And maybe they don't know. And maybe that's something that we educate our who whoever's over that group to know, hey, if y'all are

055doing this and y'all need money for this, y'all need to let us know so we can help y'all out. And maybe because, you know, I mean, those people come and go and take over different areas. >> I I think historically it's it's been one of those things where they have brought it up to who's above them and then somehow they were told, "Well, there's just no money for that." you know, whether or not it was ever actually taken to the board or anything about that. I I don't know. >> Or I think it really goes back to planning because some of them it's like we're not pre-planning and saying, "Hey, campus, I might have six FFA students that do X, Y, and Z." It's like, oh gosh, we had six students make FFA. Give me

056the funds now. So, it's it's one of those balances, right, of like making sure that as parents, yeah, absolutely we can see that our kids might be successful, but it's making sure that the campus understands that they have to proactively put forth that effort and not come and go, hey, I had six kids make it, so figure it out, right? There has >> has to be a little bit of balance there. >> And if I'm understanding what you're saying is you you're you're building that data structure now. >> That that is we finally have data coming in and once you get the data in, it's communicate. Okay. Now, we know and say, "Hey, if you're anticipating post district, let's meet up in the fall because most of your post district is going to be in

057the spring." And so, but yes, basically what you said is this is the first year where we've opened it up and we have that data coming in. Building the framework for that data to come in, make sure it's properly funded. It it is. And then you've just got things depending on where the city's at. There's sometimes where the it just depends where the city's at, you know, if it involves airfare, if it involves this. So there's just a lot of variables that go into that. But it is something that I do want to it's a good problem to have if kids are successful and they need to go on to compete and show show the hard work they put in. It's a good problem to have. And so figuring out the framework in which that

058data comes in, it's very important that we it's just there's a lot of variables that go into it. >> Yes. I'd like to add one thing. Okay. Speaking of TSA, and I'll just talk on that uh in talk on that in detail. uh the prices pretty much doubled. Uh you know what's going on with the world with inflation and travel pretty much doubled and we want to narrow those numbers down as tight as possible to the list of kids. We can't just say okay we had just throwing a number 74 kids go compete in state. Let's assume those kids are all going to nationals. is buy those tickets because and all of a sudden now only 40 of them get we can't get a refund for those additional 34 tickets and tickets now uh I

059don't know if you've priced an airline ticket uh to go to Washington DC is quite expensive so you're out quite a bit of money so we want to narrow that down as tight as possible that's what we're uh kind of mean those numbers and hoping we can get who's exactly going to nationals uh after this here weekend >> and the the bottom line is the well is only so deep. There's only so much money. Even though we would like to do this for all the kids, somebody at some point in time has to say, "Okay, we've only got this much money. We can't do anymore." We have to understand that. We can't just pull money out of the air like the federal government does and print it. Okay. So, keep keep that in the back

060of your mind all the time that we're looking at a balanced budget. Money coming in, money going out. That's what this gentleman is trying to massage all those numbers. But that money going out cannot exceed that money coming in anytime. I think really we just want the money going out to go be going to the correct place, you know, and and not at the end of the year have have departments coming back to us going, "Hey, we've got to spend this money and and they're they're spending it just because it has to be spent compared to having kids that that were successful or departments that are successful having to go, okay, what what can we give up to make sure that we can still do this?" You know what I'm saying? So, I mean, yeah.

061I mean, on top of all that, we need a a balanced budget and we need staff raises and we need uh all new buses, you know. So, I mean, it's not you do not have an easy job. You're you're the district does not have an easy job doing this, but you know, I think our concerns are more or less just with you, you know, and and in and going along and supporting you to make sure that we're doing this properly. >> You just want to be fair to everybody. No. >> Well, that's the that's the that's the budgeting process. Sometimes we have to look at sometimes we have to look at being conservative and maybe whether it be athletics or CT or whatever it is, we need to look at being a little more conservative

062and make that and sometimes sometimes you maybe don't get as much as you want because we have to we have to plan for you know hey we knew we knew airline prices were going up a long time ago. This this is conflict has been so you know that that's part of the budgeting process. Do you really need all that? Does every coach need a full wardrobe for every sport? >> Can I ask a question on how budget is spent? So like let's say just because we're on TSA, not to kick Miss Buck, but we're on TSA. Okay, we'll just continue with that. So let's say Miss Buck gets a budget, right? And she >> has planned for whatever, but that she gets to spend her budget how she wants to, right? Because it's her budget

063and she's planned for it and she said she spent it. So, what if we get to the end of the year, but she spent her budget and there's really no money left over, right? Do those kids like where's the checks and balances for a campus administrator spending their budget, right, as they want? But like there being some type of purse strings to where the district is really overseeing that to where we don't have a principal who's coming and going, you know what, I'm taking all my staff to lunch or I'm buying them whatever. And there's really no other money left over. like how are those funds or how do we as a district kind of manage giving them the ability to essentially what their campus is but also making sure that we're being good stewards

064of what that budget is so that we don't come to the end of the year and we're like well sorry you spent your budget and now we have to tell kids no >> there that that's that's describes at my point in the purchasing cube sometimes it is hard not hard um because you want to give campus and departments authority to spend how they, you know, you want to trust that they're spending how they need. Um, but then also having some sort of oversight in the zoomed out picture is, do we need to buy this before the close of budget? Is this really necessary? Um, one of the things that I've been trying to not fight, but instill in campuses and departments since I've been here is not burn your budget. I I've heard that that

065term a lot. And you know, you may have a a funded line code that has $1,000 in it and all of a sudden we need oh, I need all this stuff before purchasing. Maybe this teacher just never maybe they do need it at the end of the year. Could you categorize that as burn your budget style expenditures? Could maybe that teacher just never hit her budget that year and she doesn't or he or they needed that budget. Um, but I do try to every time we have a business meeting, I send out a purchasing email once a month. And it is, remember, it's not burn your budget. It is, you know, spend effectively because we would like to see purchasing, you know, start at the beginning of the year, kind of go up and then

066taper off towards purchasing. And we don't really want to see this, you know, shoot up right at the end because that means we're just eating to eat at the buffet. You know, if you're full, if you got the stuff that you need, spend the money on stuff that's effective. That's important to us. That's our try to instill. But then you also have the uh authority of a campus principal department head to you know I don't want to babysit you and say do you really need this? And so it is it's a fine line to walk. Uh I have seen purchasing I've seen every purchase order come through this district for the last two and a half years. And so I there's not a lot of exorbitant purchases. Is there stuff towards the end of purchasing

067that you know you could kick back because it very much looks like burn your budget. Yeah. But it's also, you know, I'm not on the campus. Maybe it is a true need. And so if it's egregious, yes, I do say something. But, uh, typically it's our purchasing queue is pretty tame as far as, uh, what people are requesting. >> And my f So, you summed up my question. My original question perfectly is just if if somebody comes to us at the end of the year and asks for us to make a budget amendment, the question is why? So, Miss Buck said, "I plan for 45 kids to go to state and nationals. We set aside $50,000, blah, blah, blah. I'm having to come to you and ask for an additional 15 because not because I

068didn't budget, but because airline tickets doubled." >> That's an explanation that we go that makes sense. That was something out of our control as opposed. So, but my question was before whoever that principal was or that department person made the budget and when they came back the end of the year, we go, "Well, why didn't you budget better?" That was that's my question. If the district took over that post-secondary budget part and and and they can't whoever that administrator is doesn't have the ability to budget that anymore, that was my question. No longer is it because Miss Bug failed to budget correctly. the district took over that budgeting. So, it's not that that was my that was my original question starting all this 30 minutes ago. So, 45 minutes. >> Real quick question. Sorry. But

069with you saying that, you get input from the campus administrators before you budget that amount. You don't just go by, oh, I think we got 10 kids that are going to go to nationals. You don't just do that. You get with them and y'all work, y'all collaborate. >> So, this is the first year if we're if we're talking post district, right? >> Yeah. Okay. Just Yeah, that's what we're on. >> So, um just Yeah, I just I figured that. I just want to make sure. So, if we're talking post district, um we TSA is an expensive is a high percentage of that post district funding. And so, um, going into this year, I didn't set the amount and I didn't do the calculations on it, but, um, we figured 75 was enough or at least

070it was set aside that 75 would be enough to cover post district TSA and then anybody else that contributed to it. Um, it it is a a very high expenditure. Um, like this year I I don't know if it was looked into that TSA is going to Washington DC and so I don't think that was looked into. So like this year I was talking to Brooke and I was like well where's TSA next year? She's I think she said Grapevine. So we have post district. Next year we're still going to have post district but it's going to be a lot cheaper to send kids to Grapevine than it is to Washington DC. So that is I now that I have these data sets I'm you know some of these people don't post their national things.

071I'm trying to gather some we know general numbers of kids that attend and go to that. But being able to at least look forward if they posted their conference for next year then we can try to anticipate you still we're talking about something a year from now kids change kids may not go but at least now we can see a location and know that the big cost category out of post district next year will be Texas-based. So that is savings. So you but you collaborate wherever the money sits whether it's but you're collaborating with the people the subject matter experts on it because you don't have I mean all day long that's not that's not your thing but it is theirs. They're watching that stuff. So you're collaborating you budget x amount of dollars. It

072sits at the district level or it sits at the campus level but it's in collaboration. >> So what works is we have it in one bucket and then as we get more requests I'm like hey we need to do this. So then I take pour that bucket out make a bucket for this group this core group stuff like that. So as they come in now we have data points groups that do are going to utilize it then I can actually work like this this fall hey Miss Kamacho how many CTE kids are going to be going to this hey how's TSA you know we know TSA is a given but once we opened up as post district then all of a sudden it's just maybe groups that never went because it wasn't al you know

073we have the data now and trying to build sense out of data a year from now is what I'm going to try to do Um it does help that at the top level the core expensive group for post district is Texas based next year. So we'll be able to build numbers and go off of that. But at least we have the data set now of groups that are coming in >> on on >> I just have a it's more of a a budgeting question just curiosity. I know what happens in a business world but I I don't know what happens with this in a nonprofit type place. you you the the budget is $10 million for the year for everything that the school district does and that's planning on posted all that stuff and none

074of that happens at the end of the year. We've only spent 9 million. >> What happens at 1 million? It just roll over. >> It goes back into fund balance. >> So it's just part of >> it goes into our savings account >> in the business world and profit. But I was just curious >> putting back into fund balance is good. Um, we want to do that, but then also we want to make sure we're properly funding and making sure groups, you know, we're we're not a business. >> Well, we don't want to have a bit, you know, I just I want to it's I hope this opens it up to where you're trying to hit this this mark that is so tight to where yes, we're putting back into fund balance in some degree,

075but also not so much that we didn't we underfunded and said nobody can do this. So trying to hit that bullseye is like you said it is we're trying to you know hit a very tiny margin but then also make sure that people are funded properly. >> Well and and just I asked that because it feels like at the end of the year everybody like you said is burning their budget is is buying just because that money is there. Um and you know they probably will use it the next year. You know they're looking at future stuff. >> But I didn't know if it was something like for whatever weird reason it went back to the state. you know, why are they why are they having to spend that money if they don't if you

076give them $10,000 for the year and they only spend nine? Do they only get 9,000 the next year? And that's their fear. >> Like, oh, spend that money. So, we don't >> There is a very common trope in in or not trope, but a common, you know, whatever you want to call it, belief that if you don't spend down to the penny, it will be cut. And one of the big things that we've done, and that's why we've shifted it over to campus principles and secretaries funding their accounts, is because yeah, if I'm going through budget and I'm building everybody's line code and we had $2,000 for an English teacher and they spent a th000, I'm like, okay, yeah, you could con conceivably say they don't need that $1,000. So, by giving the money back

077to the campus principles to allocate now, they can allocate it on actual needs. You know, there may be some times where, oh, this teacher always just buys this. I'm like, "Okay, well then if you know they have fluff, you know, adjust it on yourself because you know that there's fluff in their budget." Like, you know, we want to have the like we're talking about the margin putting back into fund balance. We want those line codes of supply counts to have that margin, too, to where it's not overfunded. Obviously, we want to make sure a teacher or campus or department has what they need to do what they want. And also, if there's if they're putting $500 back into fund balance and they're just going to burn it real quick, we wanted the campus principles and

078secretaries to make sure their budget is trimmed to based on what they need. And so, we don't want to underfund somebody, but that's, you know, trying to stop the burn your budget. If you know people burn their budget at the campus level, then that's why we give it to them to allocate based on that. Um, >> yeah. >> We don't have property values, so this is just a just looking from a mile away. I just wanted to have something up there. Um, I know you all are not huge function people, but this is, you know, payroll by function has broke out in kind of what we're looking as far as allocation. Everything I'm showing is we're pretty much going to be flat. Um we'll see it on the next one. Um at least on the

079early revenue estimation for the state funding. Uh we can look at our ADA. So in the four six weeks we're looking at an average of 2033 ADA. Um fall snapshot was66 and then we're starting to trend upward this year. So we're looking at 2050 ADA. So, we should be following at the end of the year somewhere in between these two, which is going to put us, you know, we're trending away from 2033 ADA. I don't know if we're going to hit 2050, but you can see at least as far as the state school fund revenue, um, we're somewhere in there. So, we're basically looking about being about flat compared to last year. So, if ADA improves and that average comes up, um, but essentially it's almost about the same from last year and we've had

080stuff go up. So, that is trying to make that balance. Um, as far as future looks, um, these are magic crystal ball numbers. I I played with our template to put numbers in there. Um, this is the demographer report. Um, so if we look at a standard for next year, they projected that we were going to have 2,270 students. Um, I'm projecting about 2,191 students uh going into next year. So that's about a 3% reduction in what the demographer. So, if we apply a 3% reduction across what they put in there, um, that's kind of what we're looking at. Estimated enrollment, that could change. We could have the population bounce go up and then it could go up. So, I mean, this is we're just trying to look at numbers in the future. Um, our

081ADA gain, if it does go up, we are looking at slowly ticking up as this goes along. You know, we went for a bond. We're building a new school. This growth will be happening at some point. Um, but I'm ready to see it start to tick back up. That's I'm ready to see that. So, um, if we're looking at a refined ADA for this is how we get funded from our state, um, we're looking at there really wasn't a super decline between 22 23 23 24 u, we're looking at one, which is, you know, you want to that's flat. Uh, but we are in our 24 25, we ended up 2076 ADA. Um, when I did this slide, we were at 2032. The fifth six weeks was showing us about 2050 ADA. And so if

082that's going to average out, we're probably looking at about 2040. So we'll be down about 36 kids. You know, it looks like about 30 kids a year since 24 25 26. So um we get funded on that. Um even if enrollment's going off, you know, we we still we get funded on ADA. So we are looking at our at least our second year of about a 30 kid decline. Now it's not huge crazy numbers, but you know, it does add up. It does add up. And so that's why we're talking about the budget recalibration and making sure that that big entire pie chart is we have thought and processes going into whether it's payroll or supplies. Um here's our average ADA throughout the year. Um blue is 2023 24 25 26. So you can see

083it just slowly trending down. One of the hard parts is as we're trying to project ADA throughout the year. Uh first this is the six weeks reporting period. Um we are showing an upward trend. Uh I don't anticipate it being like 2023 where it's going to fall back down. Hopefully this is returning to back to some of those 23 style levels. Um but it is just showing you how sometimes when you're trying to build the budget and you've got a declining ADA and you've got these upswing, you know, trying to see where that this last little tick's going to go, is it going to bring the average up for the rest of it? So that that's just kind of what we're tracking on that side as far as ADA. Um moving on to our March

084enrollment. So, we've got our March enrollment right here. We're going to shift it and then move everyone down. So, uh you've got kindergarten is going to be first grade, first grade is going to be second grade. This is how we go and build our campus allocations and student numbers. Um I've included our demographer report. Uh you can see where, you know, obviously this is stuff that was a given on the demographers report. Um but you can see on the early numbers were, you know, these are kids that were coming in after the demographers reports made. So, You know, Mr. Gatewood and I were talking, there's just sometimes less people having kids sometimes. Um maybe not seeing how I walk my dog a lot around my neighborhood and I see a for sale sign go up.

085Next time I'm walking them, it's gone in a couple days, you know, starting to see those signs stay a little bit longer, you know. So, that is that will change at some point. People will start moving here, but it's just waiting for that uptick to come in. Um these are going to be our projected campus uh totals for next year. So, we're looking at 2231 this year as far as our enrollment. Um, this number does change depending on when it is. Uh, but once you shift the grade levels and the senior class comes out, this is about what we're looking for next year. So, uh, we're looking at being about 10 kids down. That could be different on the kindergarten level. We have pre-k kids, but then you have some people that just show up

086for kindergarten. They've never done into prek. Um, elementary is going to be down about 35. Uh, VMS is going to be down about 19. And then the big eighth grade class is going to be moving to the high school. So we're going to see about 18 coming up. Um these are our projected campus budgets. The way we do this is we um part of the recalibration processes we determined a per student amount based on what we had allocated and removed some of the extra not fluff in their budget but you know bilingual funds were included in the campus fund. So, one of the things we did in 2425 was really hammer down what these campus budgets were based on what they needed at the campus. So, taking bilingual funds, we didn't take it away from

087the campus, but we just created a category for Miss Rhoden to say, you know, here's your, you know, it's still being allocated to that, but the person who's over that particular spending category was in control of it. That allowed us to kind of establish a standard rate to fund these campuses based on the number of kids. So as kids go down, kids go up. That is uh what we're looking at uh projected uh budgets for the campuses. Um there is just a certain amount that primary even though they're down, there's just a certain amount in that funding that they need to, you know, operate their campus. >> Can I ask a question about the upcoming we talked about Head Start, right? Do those kids factor into our ADA or is that a totally separate program?

088Are we looking to have additional kids in that program? What does how does that look for our next school year? Uh right now ma'am that program is on hold because theou uh is not in our favor. Uh and that's something to cover with you guys. Theou is written all towards their favor. They have a caveat to we have to maintain the sticking point for me. They have a partnerou to where we have to have 40 kids enrolled in that program. But if we don't have 40 kids enrolled in that program uh we still have to maintain the staff here and they take those kids to a different city. Like for instance here uh if the closest city I have we don't have 40 kids so if we have 35 they'll take those 35 kids and

089they'll take them down to say the next nearest head start which should be Cleburn and that is a sticking point in ourou but if those kids were and it would count towards our ADA. >> Okay. >> Um the other thing is and you know part of this budget workshop is just letting y'all know what's going on on outside of just campus style budgets. Um our sped growth has really grown this last uh this school year. Uh we've gone from 277 to 330. That's about a 16% growth in sped students. Um we've got 50 in referral and um waiting for eval. Um just in general the increase in sped students leads to an increase in cost categories whether it's therapy, bilingual eval evaluations or testing materials and assessments. So, um, that's just more just keeping y'all

090aware of as a board what is going on on the sped side and how we're trying to get ahead of that and make sure it's properly funded and funded effectively. And so, u, but yeah, there there's we're up 53 kids. So, that's a, uh, you know, it's not the same comparison, but if we had a sport group that had five kids in it and all of a sudden 53 kids, you know, that it is a cost category. So, that is part of what we're going for. um some of the SPE stipen changes we're trying to implement. Um this is a stipen that we do have currently the life skills. We're trying to open it up to behavior aids. Um that way it's going to give us more opportunity for employee retention uh especially at that

091position. Um how many there's three behavior aids. So it wouldn't have a huge financial impact and hopefully would allow us to retain more sped style uh sped staff. Um the new stipend that we're proposing will be an adaptive PE uh stipend. Um that's going to be for one of our physical uh education coaches. Uh to get this stip in it would involve going to different campuses and uh being able to provide that adaptive PE for students that do need that service. It would just be a one stipend on that one. >> How many kids are we looking for um that to impact for the under the adaptive PE? delays. So this is an area we want to grow. members. >> So ballpark like just kind of off the top of your head knowing kind of

092our student demographic, right? What what would you think would be like And is that across all four campuses or just um all four campuses? >> And would the person who's responsible for adaptive PE, would they be like a current um employee or what are like the criteria that goes into being like an adaptive PE? Is it an aid? Is it a teacher? Like what all goes in like what would be their I can't imagine us hiring somebody for a primary function for five to 10 kids. So what would be their primary function >> outside of those five to 10 kids? for adaptive requires to be certified. What happens instruction? >> So, do we already have a person? >> So, Maybe you answered it and I just didn't get the answer. But I think Kirby had

093asked >> what the person would take on. >> Okay. I have a question. So you're telling Hold up. >> So we already have the person here. They have another position already. This would be in addition to what they're doing. >> Yes. >> Okay. Okay. So my I guess I'm a little con I guess I'm a little concerned out of all four districts we have not had any related services where we've offered adapted PE to any of these children in all of these years. >> In the past we had certain locally provide services and that's where cost or double and triple district once you start. What we're hoping to do is move under our department. So they would, if I'm understanding what you said a minute ago, so this person would over could oversee it or

094actually do it. So they would oversee it if they over if it was a existing PE teacher they've got their certification they would oversee possibly an aid who's doing this >> possibly >> and then the aid would fall under the $1,200 >> uh possibly. Yes, because some of those students receiving um potentially receiving you hop up to the microphone. I if we're having I just want people at home to be able to hear kind of what you're saying because I think this it's new and great. So potentially someone um providing those services for adaptive PE could be someone from the life skills classroom because a lot of those students um that potentially could benefit from it are in a life skill situation because of cognitive disabilities. It also would ensure any student not necessarily even

095under special education but we have like 504 students who are in wheelchairs and uh they could provide the services um or at least provide some consult for the PE teachers for those students so that they have access um to to physical education. >> So I think we definitely need this. I'm just trying to I think understand so we would have an existing PE teacher who would get the certification for this No, they would actually be the one working with the student. >> Yes. >> Or they would oversee it >> and get the stipen and somebody else would be working with the student potentially either or. Um in special education we have two types of of services. One is direct meaning that person directly provides the service or it could be indirect. So some of the

096direct and indirect services are like occupational therapy, physical therapy and also it could be adapted PE as well. Does it make sense? >> Um these are positions that we currently do have. Um we're just putting them on the actual compensation plan. they've either been a teacher that so it's just if y'all hadn't seen that I didn't want y'all to be shocked that are we adding you know these are people that we currently employ we're just getting them on the actual pay scale in these roles so we can actually establish those um >> can I ask a question about where that comes out of so the since we're on budget that comes out of sped budget or does that come out because or does it go to like a normal stipens list where they're all >>

097these uh the sped stipen changes the life skills and the adaptive PE >> so that would be um funded on the payroll side And so that would go into our payroll calculations. You know, we u when we're calculating payroll, we are if we have x amount of stip, you know, this is just zooming out. If we have x amount of stipens, we're making sure that we're allocating, you know, funding blank stipins because this is how many we're going to use. Then we have that payroll side. So, um it would come from the payroll side coded to sped. >> And so the new stipen changes, does that come to us for approval? >> Yeah, it'll be part of the compensation plan. Uh it'll be on that like we have our this is our stipen list. Do

098we approve it? This is our compensation plan. Do you approve it? I'm just giving you a heads up on when you see it and giving you the backstory of why it's going to be on there. >> And I I just have questions around like how we came up to the 30,000. Are there other campuses in this area that already offer adaptive PE? >> That's about if I remember discussing with Kelly, that's about the local rate of what we do for AD or not what we do, but would be the local stipen amount based on typically what we do if we're trying to bring something like that on. We go to other school districts like we may look at Ferris D. We may look at other districts that have very similar population styles and demographics and

099see what they're offering on their compensation plan and that's where we build it from there >> and their compensation plan per the kids that we're servicing. Right? So if we're talking about Ferris ID who has a larger enrollment than we do if we're talking about 3,000 that's what Ferris is offering for the same amount of kids. I'm just looking at like cost breakdown something $3,000 10 kids that's $300 a kid right like that's just kind of how I logistically or even if it's five it's definitely five kids it's definitely more than that but I think what I'm trying to say is the $3,000 for the adaptive PE I love that concept um but when we're talking about direct or indirect I would hate to see us have a current PE teacher where we have certified

100they're getting the $3,000 I've been and they're telling I'm certified at $3,000 but I'm telling Tasha to go do all the work right it's like trying to understand that money and how we're putting it to work on that we're saying the adaptive PE could be direct or indirect. I feel like that is a little loose on how we're managing that just based off of the cost. Right. >> And I guess that's where my frustration is too because I've never been anywhere in I've looked at any district where the adaptive PE is done indirect where it's not done by the person that is certified. Um, personally I have seven kids out of my own classroom that get AP and none of us do that. So it is a direct service. So to have like Kirby says

101now Kirby I'm certified but Kirby you go do the work and I'm still going to get paid for it. I don't agree with that. >> Yeah. I I love the concept like the life skills aid. Like I love the concept. I just want to make sure that when we're building out the framework that it's one of those where we don't have, you know, somebody that we're paying $3,000 for that we're just let they went through the certification, but they're just indirectly telling somebody else how to do it. Especially if we have if that's another aid who doesn't get the stipen, but they're performing the services. Just to seeing how that framework is built out. did put the aid position in there a while back ago was because of the amount of changes and the um

102we did do that. Now, I'm not saying behavioral aids do not get that because believe me, they they get hurt on a daily basis also, but that's what the life skills was was to get them a higher pay because they are having to do the changes, the bathrooms, the feedings, all of that. >> And I love the adaptive PE and just I'm looking at the dollar amount per the kid, right? Versus the life skills behavior aid per the kids, right? Just making sure that adaptive PE requires a certification. and we're looking at 5 to 10 kids, but we have a last skills behavior aid who might have seven kids fulltime, right? But we're only paying them 1,200. I'm just looking at like the cost versus the reward making sure that we're being because I mean

103adaptive PE absolutely that's a service, but Alaska skills behavior making 1,200 having significant more. Right. >> You said this is a stipen going to how many people? >> So there's going to be one adaptive PE stipen given to currently who would that go to? That hasn't been determined. >> Like in Mansfield, they have adapted PE person, a position, >> correct? >> That travels all throughout the district. >> Correct. >> That goes to different campuses that goes that that that so every period of every day they have a place they'll go with. Now much busier district. So I get I'm just trying to figure out who that would go to and how we >> we have we have a a blind student at the middle school. We have three or four kids at the elementary, you

104got some at the primary, you got maybe at the high school. How are we going to determine where they where they go? And if it's only one stipen given to one person and it goes to a middle school P teacher and they only have that blind student once a day. That's where that's where I'm mixed up on. >> Yeah, I think that So let's just say the middle school PE teacher gets the sip and they would they would then travel throughout the district to other campuses. That's how >> And then how did So then how does Miss Buck cover >> one of her PE classes is a when that when that >> So like to me that's a position that's not a stipen that's a position that's a person that goes around every period of

105every day to all around if if you give it to a if you give it to the high school PE teacher then while that high school PE teacher is going to all the other places of the district who covers the high school PE class I mean as a as a as an old principal I have a teacher covering that. if you take my teacher and send them to go do something else, then then I've got to cover that. So now I have an aid making a quarter as much as the teacher who's covering the PE class. >> And I g I guess I do have a question. Before we decide that we want to pay this $3,000 adaptive PE to one person, we currently have zero students enrolled in that group. How much is contracted

106if we were to contract say with one one kid or you're saying that we possibly could have 10 next year. How did it go from zero right now to 10 next year? And then what's the cost benefit of because I'm I'm with Randall here where we're going to take someone out of a classroom and now we're going to have to find someone to cover that classroom where we might not have that person to cover where we all know that we are short on subs. So, it's not like it's somebody that's going to be able to do that. And an adaptive PE setting is normally between 20 and 25 minutes per child per week that they would have to do. So if there's 10, you've got 20 minutes plus you've got travel time, which our travel

107time is not very much, but you still have to account for that. So I guess that's I'm I'm also with >> only only having 25 or 30 minutes required that travel time for for us would be >> right. >> Yeah. >> But you still have to >> I just don't understand how we can get away with a stipen and not a not a position. >> Well, I think the intent is to be fiscally responsible. So, for example, um not having any students currently participating in adaptive PE, you're you're looking at um growing a growing a service and this is where we we want to grow a service. Now, there are so many variables here because there were several questions that came, but um as you were asking these questions, I was thinking about all the

108variables. Number one, adaptive PE doesn't necessarily have to be direct instruction every single day. Um, it can be that a person is overseeing it, going in providing direct one time a week, paraprofessionals providing it's it's almost like inclusion support where you have a teacher overseeing a paraprofessional um to provide those services for a student. So the reason why that you would give this stipen is number one the person has to get the certification and take the test. Number two they have to write an evaluation that has to be reviewed in the art committee. Number three they have to develop IEP goals. Number four they have to monitor those goals over the school year. So that is why the adapted PE person would get a 3,000 stipen. And if if you're talking about um equity here,

109there are um extra responsibilities and those things that that I just articulated. So I don't I think that where we're thinking is this would require a person off of their their responsibilities on a daily basis. It may not necessarily look like that. It may be some consult. It may be one time a week. And also, you're going to have some students that are working. They're in classrooms. So, when they go to PE, they're going to PE as a class. So, that there could be um several students benefiting from the um adapted instruction. Um at the same time, >> I don't I don't think I'm not questioning at all the the need for the stipen. I think that that's I'm actually on the other side of I think you need more. I think you need I

110think it's a position. So my question is for you, if let's just just let's say whatever a middle school PE teacher gets that stipen, who's going to cover for that middle school PE teacher during middle school classes when that when that teacher is out at other campuses doing other responsibilities >> and that would >> and is a special ed department going to pay to cover because now you're having a now they're going to have to hire an aid to cover for that PE teacher while that PE teacher is gone. So either way, we're adding a position. >> We're gonna It may $3,000 stipen may be cost effective, but at the middle school, they're going to have to add an FTE aid to cover for that PE teacher or the district's going to have to cover

111an FTE to cover while that >> maybe that's just for some people to assume it's a teacher, right? Maybe that's maybe >> they have to have that certified. >> Yeah, it has to be it has they have to be P certified. But yeah, so whoever that person is as opposed to the district adding an FTE that says this person is the is the adaptive PE. I know you're you're we're gonna walk before we run, I guess, is what you're saying. So, but I I just want to make sure as administrator when you call and say this is the person on my campus who gets this stipen and is going to be required to do these hours somewhere else. Who's going to cover their responsibilities on my campus while they're gone? >> Actually, Mr. Buck, I

112have experience with this here. uh what I utilized as a high school principal. Uh the person that did it was my head heads volleyball coach cuz our head volleyball coach all she did was coach volleyball. She was the person that was available uh just to go from she went from campus to campus. Now there's one thing I do have to ask. We got to make sure if we're doing it that way that we build in a depth of PE equipment that's already positioned at those particular campuses because you can't expect that person to travel with that. I used their volleyball coach because her schedule was free. old is maybe it to use like for instance here I don't want to put the guy's name out there you do have some individuals that do coach whose

113uh schedule's very flexible with that certification uh and that was that's was the person that I utilized over at Red Oak because she just had to give her up and she traveled from campus to campus >> district the size of Red Oak Walker where we have positions who don't have really teaching responsibilities they have but here we don't our volleyball let's for instance our volleyball coach teaches the full load so if we do have somebody let's say, I'm throw titles out there. Head football coach, athletic director, other people who don't teach classes. Maybe if that's a plan, then y'all just say, "Hey, we have a plan." Then we have that. But I just want to make sure I don't we don't put our principles in a position to where, hey, man, we got this adaptive

114PE person. And the principal's like, "Well, who's going to cover their responsibilities while they're gone?" If you have a plan, then I'll say, "Let's walk. Let's let's do the stipen before we hire a position." But so y'all are telling me y'all have a plan. >> Yes, sir. Would not put a uh a campus principal in a position where she a principal has to cover that particular class. Yes, sir. >> The fact that we have no students now that would need this. Where does the the number come from that we might have next year? That's based on my knowledge of our current students and those that are in life skills classrooms who do struggle to participate in physical education. >> We have we do have kids now that >> would be if we did the program

115>> like like we're not hoping kids come in that need it. We have kids here that >> so so yes, visual impairment would be included under that. uh some students uh depending on their schedule of services some students if they're not participating in PE which does happen there are some grade levels uh where they are not actively uh engaged in PE uh that would be the uh exception but yes uh that could be potentially for a blind student a student in a wheelchair um student with cognitive delays >> well the reason I say that is because I don't want it to you know we we we jump on this and and add this to somebody and then there's no one for them to >> Yeah, there's no way to take care of >> we we

116anticipate this is a need and also you know we are required legally you know to provide related services and this would be a related service. Is there a way to caveat that if we do add this and the service isn't used isn't needed would like I mean I don't want to spend the money on something that we're not you know utilizing >> we anticipate this will be used >> well I I get the anticipation and I appreciate that because I'm I'm I love being proactive rather than reactive but on the other end of that is anticipation is just that we're we're we're predicting the future. statistics. >> Okay, that and that's what I was asking. Do we have kids now that as soon as it starts they will start getting that >> when you name

117this person? >> And that's my question. They haven't been they haven't been given the the adaptive PE on their IEPs now. So, we don't have them in a classroom for that. That's my question is instead of $3,000 is a lot cheaper than if we were to service it out, if we were to contract it out, but until we have a number to pay for the 3,000, I I would like to see what the contracted services would be since we have zero right now. But you're saying we could have five, maybe 10, but we don't have it. >> What's the break now? Yeah. Like we don't break even point because the teacher's going to have to go get certified. So that's at least a $200 certification. Who's going to pay for that? They've got to go

118and get their own hours in that and then they have then they're going to get the the we're going to get adapted person for $3,200. >> I'm not saying that. But we have zero students in the program right now. >> But the thing about it is they had the EV valuations. So you're saying that as our sped director, we have not done any of the AP certif or evaluations and all of the evals that you have done. >> There are currently no students being served under adapted PE at this time. But should they be but have they had the >> there are students that could potentially benefit and that would be based on a full evaluation. So for me to say everything is based in our related services is based on an evaluation. So >>

119we haven't >> so we haven't done the evaluations to know >> would we essentially do evaluations first and then or do we have to have the like staff to do the evaluations? What comes first typically? >> But if you do the evaluation then once the evaluation is complete the next day we provide services. This person when they get this certification they start then they go back and look at all the case files correct me if I'm wrong and they may re-evaluate and when they reevaluate and we come up with six kids who qualify now we have a person that can provide services and services >> those evaluations are reviewed in an R committee just like any other evaluation is reviewed. So it could be potentially the valuation is completed. Uh generally we within 30 days

120we review evaluations once they are completed 30 calendar days and so from that point on an art committee would determine the scope of services if the student qualifies. >> Okay. I think for purposes of what this meeting is which is a budget meeting we have talked about this. I think we have other questions that would not really fall under budget. So I think if anybody >> well the recommendation was >> we're not voting on it today and we're going to go through stipens in more detail in May. >> So I think we can yeah we can hit that another >> um I think we hit this slide. All right. So um some other sped increases uh we're going to be looking at SLP SLPA and then psychologist stipen increases. Um this is we have not

121a psychologist at Venus um I think since before COVID and so um that's a very expensive contracted service. So I'm I'm trying to retain local talent, get local talent and not cont. It's just like renting. It costs more to rent than it is to not own but you understand the dynamic. Um it is more when you're contracting a service out. So, um, this is kind of just like a breakdown of SLPA psychologist. Um, these are local midpoint salaries with these proposed stipend changes. Um, so you can see with the contracted SLPA, if we contract them versus local with the stipend increase, um, we're looking at saving $20,000 on a SLPA with the psychologist. Um, this would be a contract. I calculated these contracted amounts based on instructional days. And so, um, if we hire a

122psychologist, with the the stipen even increasing, we're still looking at $32,000 savings versus contracted versus having somebody local. Um, so just on those two positions, that would be almost $50,000 in contracted services. >> So, not to get into the dollar pieces and all that, do we think we will find people that would come and do this? Because I know these are usually pretty hard positions to fill. You think? >> Yes. I'm not saying whether >> we've had some applicants. Uh so we have uh interviewed uh speech assistants. We've interviewed um school psychologists, school psychologist interns and also um one of the things that we haven't interviewed as a speech pathologist. We anticipate a u a retirement this year from our lead speech pathologist. So that position will be posted. So that one is one that

123uh we are um actively trying to recruit recruit. >> Okay. Thank you. >> But just giving you the breakdown on why we're proposing those stipen changes. >> And we're Yeah. >> Trying to >> not related so much to budget as just >> Yeah. Especially for the amount that they're making versus the amount they would be making. >> Yeah. Exactly. Um, continuing stipens, Mr. Hoffman had brought up last budget workshop on the ESL, the VPS versus VES, VMS. Um, the difference, even though it's labeled like that on the sheet, um, the VPSE is really ESL supplemental. That's what we have it in our system. And then the VMS VHS is for the ELPAC chair. So, we're going to be updating those names. It's still these amounts. a ESL primary elementary gets the same as a ESL

124supplemental at the high school and middle school. So, it was just clarification on what those amounts were. It was communicated last time that the teachers get the bigger amount, but only one to two people get this and then the vast majority of people who get ESL supplemental, it's the ESL supplemental, not broke down like that. >> From our own knowledge, what is ELPAC? >> It is the language proficiency assessment committee. >> Thank you. Um this is our stipen data. This is our top allocated. This is the number of stipens that we do have. Um the top one is the ESL supplemental. Uh we have 54 of those allocated. Uh phone at 600. Uh sped allocation and then certifi. So this is the number of stipens that we do have allocated. >> I have a question

125on the phone stipens. So this is who all this is just for special education phone stipens. >> No, we are we have moved away from sped and now we're just getting into general stipens. >> Okay. So 21 total sum of 12,000. When I looked at the budget and I could be totally wrong that that dollar amount seems wildly different than what we were sent as far as phone stipens. It should be 600. >> Let me look at mine. >> This is for anybody that would be on call or typically, you know, campus administration, maintenance. Uh, you know, there's times where Ronnie calls me early in the hey, I need to get a PO. You know, anybody that's trying to get something done. on vacation. >> It's going to be uh admin, principles, maintenance. Um good

126example is it in case the network you know goes down something like that. So anything that is you have your normal working hours but if something goes wrong hey we need you to tackle this or do this depending on what their role is. So >> we had a question earlier. >> Oh, their phone numbers. Um we put this in place to us on your phone. Not that you had to answer but you were expected but all if you received this your number was listed like >> all all 21 people all in this number. >> So all these numbers are everyone has >> so a campus administrator would have all of these phone numbers in case something happened. at least these 21 people would all have all whether it be a CFO if you're getting a

127back >> you know we share contacts and stuff like that and as far as the actual framework of here is the list I I we can make sure that it's available. But if somebody is in a position of I was walking my dog and Renee had a question on one of her people traveling and I was like, "Yeah, give me a sec. Let me send you that tax form." So that is, you know, the people. >> Yeah. >> Call >> like >> Yeah. No, it happened. >> I'm just thinking from my experience as an administrator times where I mean, there there's a flood. >> So, but I need I need Ronnie's phone number. If Ronnie doesn't answer, I need I I want Gatewood's phone number. I may need your phone number because we're going to

128have to contract with with a a company to come pump water out. There's going to be, you know, >> if somebody didn't get paid, it's the beginning of the year and we have a new employee that didn't get paid for whatever reason and they need to be able to get in touch with HR, finance or Right. didn't go out. >> Yeah, it's um when we had City Bank um not that it was a bad card company, but it was through the state procurement that there there would just be times where it would get declined. It was a credit card that had a PIN number. Sometimes people would try to bypass it. If you bypass it, it would lock it up and it got to the point to where I would just my phone would be

129on the credit card sleeve that I give out. So, you know, >> next year people need >> Yeah. >> less than 600 a year, right? That's annually what we're >> 600 a person that gets the stipen. >> Okay. Um here's our top um total sum of stipens based on categories. And so this is just the you know there there's other amounts but this is the top allocated amount. So our top one's bilingual. We have the campus chairs and ESL supplementals but it's just the top amount that we spend per stipent. Um I have these up here as a we're getting ready to put everything in the oven. Is there anything like these are what we have on the list. Um I know in the past when we bring it to you for approval there's what

130about the you know rightfully so you know this is the opportunity if there's something that's been kicking around that you know um this is going to be the primary and elementary school style uh based stipens. >> If it had a slide it was the sped ones. those are increasing. So those, you know, I tried to isolate the ones that are increasing so that way when you see it on there, you at least have background knowledge of what's going on. But these are just are still our core stipens that we have on the website. >> So I have a question for Mr. Gatewood. Um on our stipens, because you've worked in other districts, is are our stipens pretty in line with other or do you see where we pay certain stipens that you've maybe never seen

131before or we're not paying stopins that you see other districts pay? Uh yes, ma'am. Uh do we do have uh some stipens that's jumps out at me a little bit and I'll just put it out there to you. Uh department chairs, I'm used to seeing uh like $1,000. I've never seen $4,000, but and that's okay if the board wants to pay the $4,000. Uh that's just from my experience that I've seen there. Uh that's just uh >> department. Let me just ask. >> Yes, ma'am. The department >> department chair is like your lead, your department lead. That would be the person like if you're in English that person would go to them. >> Is that >> okay? Correct. >> So can you tell me what they do? >> Uh that person is supposed to be

132in charge of the campus budget. Um running uh PLC department's budget not campus department budgets. Uh running PC meetings ordering supplies uh those particular administrative duties for that particular department. Um like say for inance you're the science department chair you're ensuring that the budget gets ran you're ensuring a meeting for PLC uh you're ensuring less you're ensuring lesson plans that are being turned in on time a lot of administrative duties that is occurring you I'm just used to seeing that's is it's okay if the district wants to keep that budget but I'm used to not seeing that amount for that particular budget. Can I ask the difference between what's a campus department chair at the middle school versus a team lead for core subjects at the BPS and BES? >> Actually, there is not ma'am.

133>> So, is there a reason why that is not all one like why it's not consistent across the board? Is there different work that goes into it? Is there I don't see one for the high school. I don't know what does the high school have that at all. did used to be the department chair would would be was the same secondary department chair back when back in the back in when that when that was implemented. There was a distinct difference between a primary uh what the expectations were from from those of us that were administrators in our conversation. there was a distinct difference between what the primary and elementary department people were expected to do and what the high school and the secondary were expected to do. That was a something that we discussed as

134all administrators. That that asked me a few years ago when I was administrator, but that was but we had a written like that was my question, Mr. Gaywood, you know, do we have like a job description for those people who get these stipens that explain exactly why you're getting $4,000? You know, it's don't don't don't whine to me about it's all it's all the extra time outside of school you have to spend doing things like at home. They have to check lesson plans for their entire department every every week or every couple days. Uh if there's if there's a substitute, that department chair is responsible for coverage, class coverage. uh making sure that substitute is uh is is up to date with you know what what's going on in that class checking in on that

135class that they're running PLC's they're like you said budget but there was a we had an actual job description for our department chairs that said these were the things that that why you got 400 or a period off. So, as an administrator, you got the option. You got four grand. As a principal, you could give them four grand or you can give them another planning period to do all that stuff. But if you didn't give them a planning period, my expectation is after school hours on your own time, you were you were going to do $4,000 worth of work in a year. Not >> Not unreasonable. But why would the campus department chair be responsible for lesson plans or anything like finding a sub or making sure >> not finding a sub making sure the

136sub is making sure the sub is like when the sub shows up in the morning that department chair one thing they would do is go to make sure that all the information was there the the teacher had left uh stuff to do because that that department chair should be on in sync with everything that department is doing right now whereas the principal has the oversight naturally of that. But that department chair knows dayto day everything's going on where they are in the lesson where they are and and uh >> and how many of those do we have? Like let's say campus department chair. How many department chairs do we have? >> They have four. Well, I would say I I say the cores where there may be maybe five. I don't know. What do you

137know? >> Can I ask one more question? I'm comparing campus to campus. I see middle school chair but I don't see VHS chair. Does it come out of a different >> Let me get the actual number of chairs. I I have it on spreadsheet, but I >> I have it broke down on my printed sheet a little bit differently. So, you said the number of campus chairs. >> Yeah. Well, and also team lead for >> I only say that because I think like electives get the elective chairs don't get the same. They don't get $4,000. >> Electives get,000. >> Yeah. So that's that back in I guess it's a little I haven't read it but >> well then they call them team leads at the primary and elementary. So just how many team leads do

138we have and how many campus department chairs do we have? >> I can get you that. >> And then do we not have a department chair at the high school that's no longer >> um I I can get you that too. So some of this stuff is I'm presenting the numbers and the actual HR side of this person gets this, you know, but I can definitely >> but that's why we're doing this meeting. >> Yeah. And then lastly also again I see middle school cheer but I don't see high school cheer on the stipens as well because I know that we pay I would assume we would pay both. I just don't know if that's a >> but middle school cheer is on BMS. Why would it not be under athletic? >> I did send

139you guys a actual uh breakdown of all the stipens. uh this what Mr. Lson's done here. Uh what Lanny's done here, he's uh summarized it up, but I did send you guys an actual breakdown. >> Why is middle school a department stipen? >> I don't know. >> Yeah, that's my question because I see middle school under VMS base, but like she's pulled up athletic cheers under athletic stipen. Why are they not under the same? >> Whicher? >> Which group on? >> So, >> what's the gray box say? So, I can >> Yeah. So, if you go to VMS, you have middle school cheer, which is 20,000 bottom second from bottom. >> Okay. And then if you go to VHS, they don't have a middle, they don't have a cheer stipen here, but I think she

140found it on the athletic stipen instead. >> And then I'll just throw one in there, too. >> So my Hold on. My question is why is varsity and JB cheer under athletic, but middle school cheer is not? >> Same same sport, just different just questioning about budgets. this general document is what's on the website and so getting this cleaned up and to where it's organized and it makes sense because this this this general document where I pulled the stipens from HR you come back to um this was a confusion last year and that why are we paying VMS and VHS more than middle when every the vast majority of people who get the supplemental is getting this because in our system it's like this. So it could be that it's on the sheet like that,

141but then we just have cheer in the system. But making sure that this sheet where I took these data points is cleaned up and accurately presents what we're going for is >> and then can I ask one last question while I've got the mic? Um on band directors, so middle school and middle school has band and assistant, high school has banded and assistant. Are different? Like middle school has a band director, high school has band director. Some person kind of double both types. >> To my knowledge, it should be two indiv. If you're getting that as a director, you are do you are a human being like two separate human beings. >> Okay. >> Yes. >> Okay. >> Not just like one person being I'm the director here and there like >> I feel like

142at some point in time we probably had voters in that category. We've grown our band program like in staff. So I just wanted to make sure that we weren't like >> Yeah. No, that that is, you know, in pulling the stipen data. It is, you know, because like when we ran the assistant football coach stuff, I called Go over like, "Hey, you know, how's this break out?" You know, and he's like, "Well, it depends on what the head coach is because you may have outside linebackers. Depends on what they want as their so on the football assistant coach. It's not labeled outside linebacker, but it is a standard rate depending on how the actual head coach wants that allocated to, you know, I want to have a dedicated outside linebacker. I want to have a

143dedicated secondary guy." So it just kind of so some of that stuff is trying to you know if we put outside linebacker on there and he wants to have an outside linebacker we can't technically give it to somebody who's out you know so that sometimes it's vague like that but making sure it is cleaned up and you can digest this information in a normal way is very important because like you can see with the ESL one um you could conceivably look at this and be like well I might as well be ESL at one of the you know middle and high school because I'll get $1,000 more when it was just a labeling error. So, making sure it's cleaned up for that. We'll we'll make sure. >> And then I do have I do have

144one question. Sorry. But um on here it does show like I'm just wanting to make sure that all of our life skills aids are actually getting the $1,200 because it shows that it is on the high school, but it does not show on any other campus that they are getting those stipens for life skills. >> And then what are you looking at >> at your high school part? It says it's the very last bottom says life skill aid but then on your VMS it does not show anything and either does it it does not show it on your VPS and vees either that life skill aid gets anything. >> Yeah. So it let me see >> and I know you said there's eight and I know we only have two or three at the high

145school. So I know there's other ones. I just want to make sure that it's on their stipen list. Also, >> maybe for the next meeting if if >> just do a different spreadsheet of of I think I think I think they're all probably there and they're probably getting it. It's just the way the spreadsheets are aligned that it looks like it's a bunch of >> Yeah. I just wanted kind of like what Donald said earlier. Just want to make sure it's fair across the board and everybody knows what they're getting because, you know, it is different if you're a PE aid than you are if you are a life skills aid. >> Yeah. having this cleaned up. This was just I could only pull what was on the website. So this is where starting but

146having it cleaned up to where it does make sense but typically if it's a life skills a dep regardless of what you know that they get that rate. So >> well let me say first of all thank you for this information. >> Yes sir. >> Super long form. I I love it. It's this is my great great information. The pre-information we got from you Mr. Greywood outstanding. So thank you for that. So questions on stipens. Number one, I would I would like to investigate a little bit further what junior high coaches make compared to our region. I think our junior high coaches I think is 1750 isn't it for three sports and the amount of hours they spend. I don't I don't know. I know I know our from back when I was a I

147was a head coach at $3,000 I think in the And so that that's total raised $2,000, but I don't think our junior high coach and stipen has raised hardly at all. So just respectfully, I don't expect us to pay what Mansville pays, but really a Mansfield assistant, a junior high coach coaching three sports is spending the same amount of hours, our our guys are. So maybe just a look at at possibly raising those junior high stipens a little bit. Uh I'm not saying anything. our middle school practice after school. >> So, a junior high coach, football practice after school, basketball practice after school, track practice after school. So, those coaches are all year long or after school every day, whereas maybe a high school coach makes more money, but when football season's over, they may

148be off all of basketball season and don't have to coach again till baseball season. And so, but they make they make more money than a junior high. So, I just just a consideration of of raising that junior high coach's uh stipen for Mr. Gatewood. So, head our head football coach gets 7500. >> The same guy gets another 7500 for being assistant athletic director. Correct. Let me see. Double check. >> So, $15,000 in stipens. And does that person teach classes? >> Actually, typically uh I know he does some inclusion classes. Uh he does some inclusion classes. Um but that is correct on the amounts. Uh we do have a I sent you guys a spreadsheet. What I didn't put is names on there. Uh I can go back and put names on there. I didn't want

149to discuss names today. We do have a lot of double dipping. >> I'm just trying to think. They get >> So, you have a you have a you have an you have an athletic director who gets a salary. Then here recently in the last few years, we've named an assistant athletic director and they get $7,500. And now that our athletic director is no longer our football coach, we've given a $7,500 stipen to our head football coach. Now, say let's say I don't have problem any of those. What about what does a what does a a boys coordinator do? So, if you have an athletic director and you have an assistant athletic director, but then you have a boys a boys coordinator and a and a girls coordinator, what what do they all do? Not not

150offensive coordinator, athletic high school boys coordinator, athletic high school girls coordinator. Isn't that by definition athletic director? >> I will go and get an answer to that, Mr. Buck. That is uh there's a a lot of strange uh things going on our stipens. Our stipen list is $600,000. Uh and >> that is a great question. I am used to seeing a coordinator at the middle school level, not a high school level. I'm used to seeing a director. >> And I think that position still exists at the middle school. So, I just want to I'm not looking at cutting anybody's salary this year, but maybe going forward for the next year of hey, FYI, this is but you haven't you we've added an assistant athletic director in the last five years and we still now we're

151paying a high school boards coordinator. So in essence, not saying any names, but the assistant athletic director and the head football coach, are any of those people also getting the athletic high school boys coordinators or girls coordinator? >> Okay. >> So those are different people. >> Yes. >> All right. I just like to my my question earlier was does every stipend come with a job description? >> Uh yes sir. But uh that there is some that double dip. So there that >> I'm not even against double dipping if it's necessary but I just want I want want to make sure that that our athletic director has a job description. Our assistant athletic director just wasn't a way to to bump up somebody's salary. They need a job description. uh are are both of those people

152required to be at every game and they're require if both of those people are required to be at every game because they're getting massive stipens for it. Your principles don't get stipens for being at all those games, but they're required to be at all those games, too. Your elementary principles required to be at high school football games, but I've got a high school coordinator, a girls coordinator, an athletic director, and an assistant athletic director. That sounds to me like maybe that's enough for game duty right there. Why do we need all of our high our principles going to game? Just just questions for you to >> Yes, sir. But we and I I'll explain a little bit. It seems to me like just just putting things into context. Uh just looking back, these stipens have

153been out there for a long time. It seems like we have a history of saying, "Okay, in Venus, we don't pay this on a pay scale, so we'll just give stipens." That's what it appears to me. Uh now we pay well well enough this we can start to unravel all these crazy stipens that we have out there for a district our size. We do have over $600,000 in stipens going out and this looks that way to me. Uh I want to recruit Coach Shaw out here. I know I can't pay Coach Shaw on the salary. So I'm going to tie some stipen to get Coach Shaw to come out here. That's what it just appears to me. >> So that that brings my question then why don't we just put that in the pay? What's

154the point of having the stipen if we know that a a coach is going to spend all this time and we're willing to give them an extra $6,000 stipen? Why don't we just raise the pay $6,000 and and get rid of >> because they're a teacher first. >> It's a Yeah, the teacher teacher first. >> Oh, okay. >> So, they have to >> they have to get paid on the teacher scale. >> Does that make sense? >> Who sets that that scale? >> We do. So, if all of our teachers come in, if I'm a six-year teacher and you're a six-year teacher, we make the same off of the pay scale, but I may coach and you may you may not coach. >> So, I might get the $6,000 or $5,000 to coach. >> Okay.

155>> Where you won't because you're not coaching. But because we're both six-year teachers, we both come in at the six-year pay scale, >> but you can't just go to that person that's doing the extra duty and just raise their pay up that $6,000. It has to separate. >> You can't adjust the salary schedule. That's a more decision and that has to be adjusted for everybody. >> Oh, so this was a way to adjust it without board approval. Oh, gotcha. Okay. >> Greg, you have a question? Yeah, I actually would like to see names of what everybody's doing because these positions, as you say, first off, it's public information anyway. But if you got the the list of names, if you could put that with the position, it'd be easier for me to track than just

156have a position here. I mean, because we could have somebody I don't know because I can't tell. For instance, you could be our superintendent or athletic director or principal. I mean, you could be getting all kinds of duties, you know, that I have no clue who's why. I just know they're here. So, I would like to see a name with that. >> Are these all of the the like the high school stipen? This list this is all of the stipens that are going out to people right now. Th this is what what the information being presented is what we currently have on our stipen list getting ready to update for next year. So that yes, this is everything that could be available to somebody. Just if the amount's there, sometimes we may not allocate it

157if we don't have a but sometimes it's easier to have that stipen on there just in case. >> Is there not a stipen for the um like the FFA teachers? No, they're on 226. >> They get paid longer. So, normal your your regular teachers are on a 165 and then they get paid extra days to go and do their stuff that they do like their competitions and their stuff like that. They get that's already included in their salary. They don't get a sip. It's in included in their salary. >> So, we we included it in that one. >> Yes. >> Not yet. >> Well, no. They're getting they're getting paid on a they're getting paid >> more days. They're getting paid for 20 more days working a year >> than they do. >> Okay. So,

158that 20 days extra pay, >> does anybody looked at whether or not that covers the hours and hours and hours that they spend when it's icy in Fort Worth and you can't drive up there and and they've slept there for three days, you know, the hours they spend just like all the other coaches and people do. But I understand we we you g paid them more days to make their pay higher, but is that covering the same that like we're trying to cover with these types? You know, again, I'm just trying to trying to hit that. >> What position are you talking about? I'm sorry. >> Like that particular one I'm thinking of. >> They get a stipen, right? >> there's not CTE stipend or anything like that that they get. So, they just get

159the extra days. >> Same as administrator. >> Okay. >> Administrators don't get paid to work to go until midnight to a football game somewhere else. have to do duty, but it's part of their 226 contract that >> the expectations are that you're going to do this. If you take the job, you understand as a principal you're going to do this. If you're an FFA teacher, you also go get to work all those shows for 15 shows. And >> then then then that's the problem. That's what we need to change because agreed that they that's an expectation but head coaches have expectation and everybody has these we pay them more. Why are we not paying those administrators more? Well, we could we could, but I think most most FF when we we we addressed this before,

160most FFA teachers >> would rather be on 226 contract than get a $4,000 stipen >> because honestly, if you look at it and you break down their pay the and them having the extra days, it's probably more than the $3,000 stipen. >> That ended up being my question was has there been investigation into that to know whether or not we are paying them? Well, because okay, let's just I'll throw Mr. Web out there. You know, he's a >> he's he's got the multiple years, 25 26 years that he's been here. So, his daily rate is so much higher than what his stipen would be. So, it's it's cost effective for him to be on >> more days than it is for him to get a 3,000 $3,000 stipen. >> Well, it is also a state

161that's a state. Yes. I mean, all FFA teachers in the state are on the same deal. You'd be hardressed to find any that pay us tonight. So, it's not that's just the system. The way the system was set up, it's kind of like coaches of why don't we just pay them why don't we just pay him 226 contracts. Well, somewhere along the way, you know, that's not the way they they did it. So, >> would an example be kind of the same? Because his job is FFA. Yeah, >> a the baseball coach's job is math. >> I'm I'm just throwing that out there. Math >> and he's doing this extra thing. Now, if we were big enough to have just a baseball class and that's all that person did all the time, >> band uh

162well, band gets extra days and a stubben >> I don't think so. No, I think they're on a regular >> workshop. >> From my under back when I was here, it was they were on a regular contract and they got 10 extra days >> plus a stipen. >> Well, coaches get 10 extra days >> and a stipen. But you could take away coaching. >> Yes. you wouldn't take away ad another reason is like a coach you we can we we can we can hire and fire a coach based on two things if they're not if they're not being adequate in the classroom you can let them go because they're because they're not a very good teacher or if they're not on the coaching field the athletic director can nonrenew them as a coach >> and

163they can stay as a teacher >> adult is just one position so You don't you can't you can't let an FFA teacher go because they're not doing their A duties correctly, but keep them as a as a as an A teacher. Those are two separate things. So, they're on 226. So, as a as a coach, if they're not coaching well and athletic side wants to let them go, I can keep them as a teacher, but they lose their coaching statement. But an FFA teacher is all tied to one thing. That's their >> Well, I mean, they're a right. They're they're an A teacher. FFA is CTE. is is different is is not what an egg teacher does. That's just who does it, >> you know. >> Well, but you were asking about the FFA getting

164a sip for doing FFA. >> Well, I I meant I guess I should have said the A teachers that are doing the FFA because that is an addition to the A because their their job is a teacher animal science stuff like that. The FFA is an additional thing. FFA is a is a extracurricular organization. It's not a teacher. Can I ask a question about athletic siphons? I'm unless >> No, no. I mean, that was >> I that's just one thing I was I didn't see FFA as a stipen on here and I knew that that was a secondary that's a teacher teaching animal science or whatever. Then they do a or the FFA and that's a lot of I mean that's a lot of extra duties on them. Also, >> I think if you ask

165I think if you ask an F if you ask an a teacher if they would like to go to a teacher contract and get a $5,000 stipen for like a head baseball coach would I think they would giggle and and tell you that >> well again that was the that was the question was you know >> because it is more than So we have do we have other staff that are 226 >> and they get stipens? >> Do we have other staff on 226 and they get a >> stipen? He's asking is there anybody else on a 226 and >> for something for anything? >> I would just have to run numbers on that. >> That's what something I'm interested in finding out. Can I ask a question about athletic siphons? >> I don't want

166to. If you're done, yeah, let's just I'm just next on board. Is there a reason why our athletic siphons are not consistent with like all head sports? So, I see most head sports are 5,000, but then I look on tennis, golf, and cheerleading are all at 3,000 versus 5,000. used to be all tennis tournaments and stuff on Saturdays. Now all tennis tournaments and stuff are during the day. So like they go to all your tennis tournaments and golf tournaments are during the school day. They may go over into the evening hours a little bit, but like a baseball coach, all games start at 6 or cross country. Cross country always runs during the day on the in the mornings and they run >> on Saturdays. >> No, they run during the day. They run on

167Tuesdays and Thursdays or Tuesdays and Fridays. Usually the same day as game day. >> Good question about consistency. That was that was the reason. Yeah, just the consistenc that was uh because they were they were taking school time to go do all their events >> because I mean I've even tried to do Well, maybe it's length of the season. Well, most of the seasons are pretty much the same. I mean, and I just saw the inconsistency in that column on those three positions. >> Yeah, I can um give a domain and go over make sure. And then lastly, just the football, the offensive coordinator, the defensive coordinator, and the assistant varsity. >> So offensive and defensive coordinator because I heard you say like it'd be hard like outside linebacker, whatever. >> So the offensive coordinator,

168are they also an assistant or are they just getting the offensive coordinator and not the assistant >> without having the sheet in front of me? Okay. If you're the offensive coordinator, then I would assume that you're just getting offensive coordinator and then you'll have, you know, then we get into the assistant being special teams, branching out from there. You know, that would be, but yeah, if you're getting coordinator on one of those, I would I can run the numbers one offensive coordinator on. Okay, >> you should be >> Yeah, I can run the numbers and check, but >> I would assume on that. >> Can I ask um an athletic equipment manager? So sometimes we do have stipens on here that are not allocated and so yeah. So that's >> Yeah. >> So that's part

169of the cleanup process. >> The athletic equip all stipens are are designed to pay for after school hours. >> So you're getting a stipen because that's above and beyond what you're doing. So the equipment manager has time in the summer or other time that they have to prepare equipment for either the upcoming season or closing out the season where all the other coaches are relieved. The equipment manager stays after and and has to either inventory equipment or so. I don't know if y'all were asking why that. >> Yeah, I I can find out if it's allocated, but sometimes there are stipens on here that aren't allocated and given to somebody just in case, you know, somebody we don't need that need. Maybe it arises later in the year. >> For instance, we have one that's

170uh titled uh assistant principal academy coordinator, which we don't $2,000. We don't have an assistant principal coordinator academy. >> Yeah. So, but getting the stuff that's, you know, it's not crazy that we could need an athletic equipment manager at some point. So, leaving that on there, but not allocating it is something we would do. But, especially the one he Mr. Gatewood brought up, that would be something we're removing because that's just not something we >> It's probably grant funed and we don't need it anymore. So, >> okay. So, and that was my next question. So, the ones that say like blended learning manager that So, those are going to come off. >> Yeah, they're going to come off because those those were tied to grants. Why? They were on the district stipen sheet. It was

171just tied to a grant. >> Okay. And so all those Okay. Got it. >> Yeah. Um blended academy. Yeah. Those are going to be coming off and um Yeah. Because they're tied to grants, so it's not on the official one. >> So I can I make the recommendation like the things like the assistant principal academy coordinator was an outstanding thing regardless of who gets the stipen. That was a great that was a great thing for all the all the APs to get together only them without any principles there to to talk about their jobs and how their jobs could become better. That was ended. But before we just ask that and take it off, >> I would just ask you consider talking about leaving that program since the money is already budgeted. >> So what

172did the coordinator do though? because I feel like if my thought on that is if I'm understanding it is say we're all assistant principles and we're new, couldn't we all just kind of get together and decide to meet to kind of, you know, throw things at each other and things like that versus having to pay somebody $2,000 to say, "Hey, y'all are going to meet on Monday." >> Well, yeah. Typically, that person would pick a a topic or or or maybe talk to them ahead of time on what topic they need help with. like if they're talking about evaluations or something like that and they would they would spend an hour and a half once a month coaching them on on on that topic like what do they have trouble with the last normally it's

173newer assistant principal assistant principles there just learning you know that that would now just it doesn't have to be >> it's great for people to collaborate and talk >> but it's normally somebody who who's not an assistant principal anymore who could help coach them on how to do that better or what's you know >> that's the way it was designed Okay. So, I think we Yeah. Trying to get the Yeah. So that that would be kind of the wrapup of district stipens if that this this was just the sped style stipens that we had just showing the changes. Um uh prior to me coming it was assigned to someone in the special education department. So that has uh been open. I have tried to provide the training to the campuses for 504. Um and so

174like this year for example um with the elementary assistant principles being new um new to um the district and new to processes uh there was a lot of hands-on training that I did with the assistant principles on 504 referrals and paperwork and implementation. Uh so we that is not currently a stipen assigned to anyone at this time. No, this is an existing one, but it's a vacant one at this time. >> I was making sure someone else work. >> No, sir. But we work together uh with the APs. I work together with APS on the five 504 um th those students and coordinating those services here. >> That's a good question. Uh we have really um grown this year. I'm very very excited about our partnership um with the Texas Workforce Commission and so we

175are doing things on the high school campus this year that with training and life skills and them coming in and teaching coursework that we have not seen in the past. So I would say this is one of our glows this year. our transition coordinator um works together with the workforce commission um schedules meetings between um campus administrators and the Texas workforce and coordinating those services. Also, one of the things that she has done this past week is organizing with our high school students uh some day camps and getting permission slips and and chaperoning for that. So there is a lot um that she does do and it it is beyond the typical hours. Uh she is the diagnostician for the high school and so she has done a lot to improve our our services and

176getting parents coordinated uh with outside resources. So um I'm very excited about that. Yes ma'am if I'm correct that is required once a kid gets to high school and that's when special ed students start to become part of the actual art process in attending right that >> it is required by the state that we have a transition designate and she is that person but she coordinates those services so she's done a very good job in um I would I would love to give you guys more information when we do more of a comprehensive overview of special education which is now required by law to give you guys a you know um an annual reporting we can give you more information about that. So you can hear >> she does not attend all 8th grade ARS

177um but if that's something that we need to discuss you know um in the future that is something we may consider >> transition services. Yes. Uh on the students 13th uh when they're 13 at their committees, we are already starting to talk about transition services and we're already indicating you know pathways uh for endorsements for high school when they're 13. >> Just want to make sure $5,000. >> Yes. Yes. >> Yes. and and another thing that she is doing, she's coordinating all our crisis prevention intervention. There is no stipen attached to that. She uh went and got trained. She is a trainer um now. And so she we've we've saved uh money and resources that we haven't had to send um folks to the region service center because she has been providing that training on

178site. So that is something she is doing above and beyond that is not incorporated into a stipen. It was a beautiful day. Um and it was it was a great time um had by all the where we have been this year with the Special Olympics. We had um a bowling event that was in the fall. We had uh we participated with Berles in their um what was it called? Amber um BFF uh a Friends Fest uh there. Um we want to extend next year maybe with some basketball. Um that's something we've talked with uh Mr. Gatewood about. Um and so and then we we did um the walks hatchy special Olympics. So it does take coordinating um there are you're coordinating the u volunteers that may go and assist the students um in working with

179the uh like with walkatchd and getting students registered and so there are some organizational pieces to that but we're trying to grow that program as well. Yes, we did. >> Um, >> I do have a question for the slide before. >> Um, professional hourly pay for miscellaneous and pray for professional hourly pay for miscellaneous. What would those be? And you don't have to give me that right now. Just something that you can maybe tell me >> where >> right there >> after Saturday school teacher. >> Oh, gotcha. Let me find >> And so just so I know I'm providing the correct information, >> that's normally all day. >> It's normally all day. >> Can you repeat your I just want to make sure I got all the >> It's the pair the professional hourly pay

180for miscellaneous and the pair professional hourly pay for miscellaneous. Gotcha. Okay. >> Um, >> replacement plan for next year. I uh I just I struggle with 90 grand. I'm not I want to know what kind of laptops we're buying. And that's this is for the bus department, right? Or is this for >> No, this is just >> Oh, I'm tied in with I'm thinking >> this is in general. >> What laptops are we buying for the bus department? This is Okay, never mind. >> This is zoomed out as a whole. >> Sorry, general public. I apologize for that ignorant >> moabate um the bus viewer. That's what that is for, the bus viewer. That does not work. >> But yeah, this this would be districtwide replacement plans going into next year. Um, >> okay. I'll

181keep that in mind. Um, but yeah, uh, thankfully Tubs uh, we do have a grant for a new bus next year, so that will reduce the needed amount for a bus. So, at least we still need to chip in about 60 for that depending on what it comes into. Um, a lot of our laptops were bought with Esser money and so to prevent a, you know, we're trying to replace them as annually and so instead of having one big ticket thing and we're still in this four or five year cycle of buying them, trying to slowly replace them. If we could chip in more RAMs going up and tariffs. So, we'll see what we can do, but at least that's what I'm trying to preliminary put into that. Um, I'm still going to get Katherine

182one of the ID machines at one of the schools has gone down. So just allocating for that but that'll put us about 153 uh for replacement plan stuff for going into next year. Um these are going to be our early but ID machine. >> There's an ID machine at each library and part of our pre-budget meetings is what's broke, what's going on, is there anything I need to know about and there was only one machine that was communicated to me that was broken. So, so, um, going into preliminary budgets, um, we're look, I'm looking right now until we get property values. If property values are up a little bit higher than last year, but right now I'm looking about a 3% cut. Um, I see purchasing, and this falls within the margin of what ending

183balances do usually end up at for campuses and departments. So, uh, it's not necessarily putting anybody in jeopardy, but this would be about the margin of error in which typically you're going to see about 3% left over in there. So, that that's going to be about where that number is coming from. Once I get certified values, if we plug it in and it doesn't have to be that, then obviously I don't want it to be that, but we just are in declining ADA. So, I'm just trying preemptively trying to and that's within the margin of where they typically end up. Um there are some cost categories that have not cost categories, some departments that have gone up and that's based on need and we can go through them. Um I have them segmented out so

184if you have any questions we can roll through it. Um I can give you a general cost breakdown for each one. >> Yes. So if it's in brackets it's negative. So basically, you've met with every you've met with every department and they know their their budgets were cut by. >> Right now I I'm waiting for property values to come out so I can see. I don't want to do that, but their stuff is going up. I'm trying to increase, you know, it's until I get property values and get things plugged in that I'm just preemptively trying to give you something of where our my head is at. So, >> and thank you for this. I asked for this for two years. I don't know why it was so hard to get this, but to see

185that that the board has a $26,000 budget, it it's easy that the superintendent I thank you for this. This is a that's part of the recalibration stuff. Well, and it there was just no clear lines drawn between campuses and departments. Sometimes there'd be, well, this is my money. Mary Sue told me to buy this two years ago, so it's always been in my budget. So drawing these lines and not letting transfers happen between these you know trying you know obviously if something's gone on something's gone on but we do try to >> draw a line and these are these funds for you only >> full transparency >> if if I'm getting cut three is the finance department getting cut three so this no I'm I'm talking about in the past in the past we listened

186to all the principles talk about how their budgets were cut but nobody else this is a very clear every department the superintendent got cut three. So, if you're a if you're a community member and you're listening to all the all the talk about how the we're cutting campus budgets, but our administration department offices add to their budgets, >> does that mean our salaries going down >> and then >> we're going to start paying to come in? >> We don't apply the 3% to campus budgets because it's you you still have students and you have to fund them and so that's why we have that per student allocation. So that way it exists outside of the >> well that's the rumor mill when every year in budget time comes up it's it's the upper administration is

187hogging all the money and campuses are suffering and so this is just a simple document that kind of clarifies. >> Yeah. And I I've got breakdowns for each one. Um but this is just where we're going through if you have a question on any certain page. >> You ready for library? >> I'm ready. >> Go. >> I didn't know Mr. Gaywood if you talked with the city about numerous things over the course. I don't know if libraries come up at all, but uh I don't have an issue with our library, but I would my question is how much of of the 69,000 or the 67,000 which is going to be this next year are we're using for the community library? >> Yeah, >> I know. But is it But are we using any of that

18867,000? Because if we're only if we're spending for the community library and the and the and the and the city's kicking in one, >> that's not great. But if we're spending 67 for the community library and and the city's kicking in one, that's >> that's way way bad. So, I just want to >> wor >> I don't know if you've had any conversations with the city at all about >> actually Mr. Buck. Uh, I sat down with Katherine Roberts and actually that we're spending way more than that for the community library. What's hitting in that cost there? Those are just for supplies. What's hitting is the actual manpower, >> right? I was going to say $20 an hour for all those hours. There's no way we're getting out of that for $9,000 a year. >>

189They're working year round, ma'am. Uh, on on in the evening. I have I have all the figures sitting on my desk and I can forward that to you guys. Uh, I actually pulled out actually the foot traffic that comes into the library, the community library, not just ours. Uh, what outside services we're offering for just adults such as GED and ESL classes that we offer adults in the community who are benefiting from that. So, we offer quite a bit and the contract was written in 1995 with a neverending date and it's $1,000. Uh that's something I'm going have to revisit with the city uh because it's just an unfair uh contribution that they're putting towards us. >> So the person who >> the person who is working the community library is one of our employees

190>> and they're getting $20 per hour when they're working it. Correct. They're also getting paid for the when they work for the school district. Is that is it a blended rate? Like how does that work? Because wouldn't the Fair Labor Standards Act say they're actually still doing the same job? So if they hit overtime, we're having to pay them time and a half to be in compliance with FLSA. Let me research that and get you the numbers on that >> because I think you can also do like you know I know we have aids that'll also uh bus or and and they can you do a blended rate but I think there is still some sort of overtime in there. >> So when I see it from the the coding side >> Uhhuh. >> that

191payroll is coded to I think function 61 community service style stuff. Now who I don't know who who's doing does that make sense? like >> you don't know if it's Tasha Gore or if it's Randall Buck. >> So, we do have separate payroll funding based on that function, which would be community ser who would be >> serving that the after hours stuff. Now, who that p that human being is that's doing that >> and I think I don't need to know who it is, but if they're a full-time employee of the school district, >> um I I do believe and definitely look into this, but they are doing the same job. It would be like if we had somebody in maintenance who works Monday through Friday 40 hours and then we say, "Hey, we want

192you to come in and work Saturday in maintenance, but we're going to pay you contract." That's not legal. So, we would have to figure out I think we could do blended rate or it's just straight overtime, time and a half. If it was a if it would actually be overtime, the same job, if they were doing a different job, then it would be blended. You could do a blended rate or just pay them overtime. So I think my question is that $20 may not really be $20. It may be time and a half dollars. Um so I think that's my question. >> I I will research who who's doing it. I And this is obviously I'd like to back up things with data. I I thought it was separate like somebody was only the community

193service thing. I could be wrong but >> it's not one of our own employees. Yeah, >> it is an it is an employee. Both fulltime employees clock HR can tell you differently but they clock out of their day job at 4:00 and they clock in at 401 to the community >> but same job same roles >> from HR standpoint I'm not HR difference but I think the understanding is they're clocking out at 4:00 in 401 for a which is now working for the community. >> So anyway, yeah, if you could just check on that >> city again, >> Right. So, and then that >> under under that context that would be you say same job, but it would really be more like you work at Exxon till 4:00, then you move over to Waterburg. But

194at Exod, I'm just checking you out for your Cokes >> and then I'm cooking your burger. So, it would technically be a different job. This is really same payroll, same job duties, >> except for the library wouldn't be open if it wasn't the community library. >> Agreed. No. Right. But it's still >> still being paid by the same company. >> It's like having two businesses in the same group, >> but it's the same company you're being paid for. >> Hey, come in. Hey, come in and work on this building. >> Sorry. Um, so you're a bus monitor in the morning. You clock out of your bus monitor. You go to the elementary, you work your aid position at the elementary, you clock out of your aid position, you go be a bus monitor. How do

195we pay that any differently than >> it's a blended rate when it and it's >> we're just asking if the library pays the way >> when it comes to overtime. It's a blended rate. >> Okay. >> But yeah, that's what I'm wondering because I feel like our $20 is really more than the $20. And then in the community library, does that include um do we pull out separately in code like electricity um all of those things? Now we've got the power on things like that. So I'm wondering I just feel like that community library dollar is higher. So I'm just curious what all is >> this is included in that. >> Just the supplies. This would be >> just the supplies. So we've still got >> this is not payroll. This is not >> these

196all these things. >> This is just the paper and pens and this and that. >> If Miss Roberts is on the community library side holding you know I took my little girl to blue day. there was a Bluey event. So like if the materials needed to have Bluey Day there would come from this community library thing during the summer. So that yeah this this is not the payroll side. This this is just strictly >> Yeah. All of these planans to maybe talk some of the stuff Miss Gore is talking about as well as putting a presentation together and going and talking at a city council meeting because ultimately I the the rumor right now in in the community is the board is going to cut the community library and that that that's not necessarily true.

197I I we would we love the community library. We want to continue. I don't even have an issue with that $9,000 total. I just if if the real if the real cost with electricity and everything else involved is $90,000 a year, 50,000 whatever total for people listening out there. I don't know what the total is. I'm just throwing numbers. But if it's $50,000 a year payroll and all that, then if the city's not going to help pay the the the city of Venus Community Library addition portion, then in essence, it's the city cancelling the community library, not necessarily. >> Yeah, I totally agree. I don't I'm not saying either. But do we have a plan to go to the city and talk about a partnership and and maybe redoing that? Because back in the day,

198the community library wasn't open as much as is now. And it didn't have as many things 25 years ago when I moved here. It has it has evolved quite a bit. So when that contract was written in 1995, it probably was $1,000 was probably a a reasonable input to what >> to be open on Saturday. >> Yeah. Maybe it was open just on Saturdays or or so. And we offer quite a bit during the summer. I mean, they have something every single day for June and July. They are open almost all day. I mean, it it is really extensive up there. My grandkids enjoy it. >> Yeah. >> To answer your question, Mr. Buck, actually, I do have a plan to meet with the city manager about that library. I last week, I gathered the

199data from Mrs. Roberts, sat down with her. I wanted to know what are we actually paying? Uh bottom line, it's more than just the supplies. Uh it's more closer to the figures around $68,000. That's we're paying as a district. Uh and they're giving $1,000. Uh so right now we have an equity issue. What's going on with them? Uh I did put like I said again, I put the foot traffic for what people are coming to the library for. Uh what programs are coming for, number of people. So, I do have a plan to meet with the city manager. >> And again, I cannot tell you how much I enjoy this today because this has been one of the most extensive and comprehensive that we have had >> and this is like year nine for me.

200So, thank you. >> Thank you. Yeah, it it is. Um yeah, you know, I if if you're more informed about the budget building process as a board, there just less things you feel like, you know, at the end of the day, we're trying to present and make sure we're taking care of students and everybody involved and there's just a lot of stuff that goes into it and a lot of discussions and being able to hear and you know, I may be thinking we need to talk about this a lot and then we may hammer down on one thing and so >> and that's great because >> Sorry. Oh, no. I mean, >> can we can we uh can I go transportation? We done with library for now? >> Uh Mr. Gaywood, this is a question.

201I know you you followed Midlotheian and and their attempts at raising their numbers. Have we have we considered anything similar as to uh if you live in Patriot Estates or anything us offering transportation to those kids and and allowing a transfer in for those? Middleian said basically if their bus already goes to that area they will gl they will gladly take you to well I'm sure there's got to be a qualification but they will bus you there. So I didn't there's a difference between saying hey you can if you live in Venus side of patron state you can go to melothium there's there's another difference between busting them because I don't think do you get I don't think you get reimbured from the state for busing if they don't live in the district. Uh no

202sir I have not considered that reason being uh and I don't want to speak too much about another district. They're in a different financial situation than we we are in right >> uh rather not play tit for tat for with them. Uh but I do keep an eye on what they're doing and seeing if it fits our students. Right now it doesn't fit our students to just open up to hey if you live over in Patriot Estates you live on the Midlotheian sides we'll drive over and come over and get you. It does not fit what we do here. Uh not saying that's something we can't entertain uh down the road, but right now does not fit our students. >> I don't mean I didn't mean to talk about competing, but look, that's not enough.

203I was just But with with this new large 30,000 housing division coming up, Goodland, uh you know, there's there there are going to be situations where even in Homestead, there are situations where there's literally one house between us and and Alvaro. I I don't I don't want to compete with anybody else, but if a kid applied for residency here, I mean, applied for school here because they live literally in the same neighborhood. Just a thought process, we're all going to be competing for kids in the next five years because the of the way the situations are. So, I just didn't know if that's a maybe keep that in our future. >> I mean, is that something we could do instead of going and picking them up at their house? Could we do like bus stops

204and say, "Hey, we're going to pick up at this this street." Especially for the ones that are, you know, we might have one or two that are trickling in, but we could say we're going to pick up where we already pick up some of our that are close to their house. >> Yeah. I don't know. I don't know. Like there has to be a delineating factor of like there's Patriot Estates. If you live in Patriot Estates, we'll do it because otherwise there's no end. That neighbor is that neighbors, that neighbor. Where do you draw the line and tell know somebody? But if you're in a div. So I don't Yeah, I would that's going to take a lot of investigations. >> Yes, sir. And that's totally a board's decision. That's that's totally you guys decision.

205If you would like to open that up, I can do some research on see uh just through the backtracking from a logistical standpoint, what would it cost us to pick up uh in diesel uh all over Patriot Estates if that's something you'd like to entertain so you can have actual data and numbers. He could go as far as city limits. >> And that that you know could be a drawing line. >> Is that something you can get us the data? Okay. Awesome. Thank you. >> That's not this year's budget, >> right? something. >> Can I ask a question about child care? >> Sure. >> I was just moving on the line. Is there has is there any other discussion about uh about advancing our about extending our child care to maybe becoming a for-profit? Only

206reason I asked that is that if if the uh what is the program of uh >> Head Start if Head Start comes in that that could potentially take a a decent portion of our child care kids out of out of their child care at least what is it three four year four year olds is it >> so if you took all the three and four year olds I mean you're talking about maybe five six kids but the size of our daycare if you took five or six kids out And just just the thought we were already supplementing child care again >> I don't think that he was in on the talks when we were talking about that um because that was a Dr. Tortois question that we had already asked um and >> Mayo yeah

207Brandy brought it to us and said that it would take some time to do that but I agree I think that we should open it to the community. Um I don't remember all the things because it got shut down pretty quickly. So >> I will say this here, we are going to lose kids anyway. Uh whether head starts come to the not because uh we're in a unique situation with every uh I was at the child care just last week and walked around. Every kid told me they were four years old. So all of them are leaving. Every a whole class is disappearing over which is a good thing over to the primary every kid. And that's kind of the first time that's happened. So, it's going to it's really going to be curious to

208see how many staff members kids that facility is holding next year because every fourth grade classroom kid is disappearing. There are no three-year-olds in that classroom. >> Well, because we also don't make any money there. We're actually not even Yeah, we're red with them quite a bit. So, >> a huge fan of childcare. Don't get me wrong% if there's if there's a way to go >> if there's a way to go public. I know there's also a plan in the in the in the city about about a large childcare facility being built, but with our current infrastructure problems in the city. They're not issuing any more certificate oxy or sewer tops. So that's going to be at least a couple years. But I'm just if we're >> I I think it's definitely something if we

209could look at obviously not this year, but to see how what it would cost to get us there because she used Brandy was over daycarees or something. she had something like that where she had a lot of knowledge about that and it I'm going off memory of a couple years ago but it seems like it was going to cost quite a bit to do it >> and then the so there was a lot to it so I don't think we would be able to just say okay we're flipping the switch but I think maybe if not next year maybe the following or something something to look into for sure >> do something with like right now we're able that we're able to like fund some of their like if they're not able to fund salaries

210like we house primarily a lot of that. I think it was the switch to say, "Hey, you have to make sure that you have enough >> revenue to pay for all the overhead essentially is was I think is kind of what she was saying >> on the accounting side. You would have to set up like an enterprise fund and it would almost you know, you got food service which is its own fund, activity funds. You would have to set up an enterprise fund and then it becomes a profit and loss situation to where we have to absorb the losses. Um, I did uh I had reached out to and this has been a while since I've talked to Tammy, but um when we represented this, I think when Deian first got here, I'd reached out

211to her about the community outreach. I was like, "Hey, how many times?" She's like, "I don't obviously were a school daycare, so people aren't just calling a school daycare and saying, but the call volume was very low as far as public reaching out to see if they had it." Obviously, a lot can change in a year. So, um, >> and I don't Oh, sorry. I don't think a lot of people know about it unless you were in the school district or know somebody in the school district. New people coming in would never probably know about the daycare. I don't think >> because go look at any of the Facebook pages asking for daycare. >> Yeah. >> If we were to make it public, it would have to be a public I mean an enterprise fund

212on the accounting side. We would have to absorb any losses that they do take on and move it into the general fund and then or not general fund but you know out of our fund because it we are operating it. Um, and it would have to involve some sort of data research. You know, hey, if we open up, it didn't, you know, I know y'all know that, but there would be a lot of, like you said, a couple years out, making sure that we have some sort of survey, how many kids would come in and then, you know, if somebody opens up a daycare center, then we got to shift it back. And, you know, it is there's a lot of variables that can be researched, but it it is it just there's a lot

213of steps that would go into it. And like you mentioned, having a multi-year outlook on that would be something we would need to develop. >> Yeah, that's just their general allocated. >> I know last time we talked about budget, we were supplementing 165,000 or something like that. >> If our numbers are dropping that much, it's also fair to the need a director, assistant directors. >> Okay. Um, let me see. Can I ask? >> Yes. >> A great deal on all the air conditioners we got that were going out of style or whatever it is, but it seems they're all breaking down. I I didn't know if there's any thought going into in the replacement plan of maybe a warrantied project or or something. I don't know. I'm sure you're on top of that, but uh

214is that is that replacement plan big enough to to fix the number of replacements we're going to need going forward for this next year? >> Yes, sir. Once it's on the replacement plan right now, we have a several that operate on Freon. Those are the first one because once they're gone, they're gone. You can't fix a Freon unit. Uh so my plan right now told uh Mr. Lisby is just to run those into the dirt. Once they're done, we'll get rid of them. Uh the ones that are constantly breaking down. Uh they're uh we're constantly getting them fixed. Those are the newer ones. Uh that's something I have to go on back and look at their warranties. I don't think I don't know if we bought the Monday uh made air conditioners the year we

215bought them, but we do have quite a bit of problem with the newer ones. The old ones, the crazy thing, the older ones that are freon based, those rarely ever break down. It's the new AON ones that we purchase. uh as we do replace we're not going to purchase aons uh because we haven't had a good tracker record with those but we do have a plan Mr. buck and right now the plan is to replace the ones that's on freon. Sir, >> I just know we had we had a number of classrooms this last year that spent months like four months with without AC and we we put swamp coolers in there. We put and it was a miserable situation. Stuff got ruined because of the humidity level and I just that that shouldn't happen.

216you know, if we're already trying to get the most out of our educational minutes and then you got to put three classes in a gym because a unit went down a unit, you know, controls multiple classrooms. I just I want to make sure that that total is enough to that we don't have that problem. We can call and have a company come out and replace an air conditioner unit and get our kids back in class where they ought to be. So >> yeah, that part of that was their budget used to be rolled all into one amount and so we do try to separate it out to say this needs to be spent on these units being replaced. So that that's why used to it was just one big pot, you know, maybe wrong, you

217know. So that's where we even though this is tech, you know, both maintenance, but we do separate it out and make sure that this is stuff that needs to get replaced. So, as time goes on, maybe the cost category goes down, the flooring goes down, AC goes up, but this is Ronnie, this needs to be spent on the units or whatever is a top priority need to fix and replace. >> That's grouped into that. >> Um, it just may come out like I work with Ronnie on it. I can't remember exactly where it was. Maybe it was like the elementary but you know carpet in XYZ classrooms you know stuff like that different places just >> yeah some >> um typically if we allocate for flooring it's any flooring style expenditure. So um it's usually

218done on a as not as needed but what is the top priority need that we what is the high traffic area what needs to be done and so as far as whether it's a gym floor that um usually it's up to Ronnie to give us the information as far as what is the top priority need but yeah that that would be allocated in the flooring style or side and then on these just you know if there's one that pops out you want to know cost breakdown what's going on um insurance. So, it's not necessarily deceiving, but um the amount that was allocated this year because when we switched to a July one school um start, our current TASBY insurance was through September. So, that allocation amount is a little bit lower because it was only

219had to cover 10 months. And so, um so it is a higher amount that is coming in, but it is um because now we're back on a 12- month cycle. Uh, I am I haven't got TASB yet, but I'm working with PCAT and I'm working with um I can't remember the other one, but they're both co-op insuranceances. So, we'll have three on that, three comparisons. I'm going to bring those in April so we can look at that and then have final approval in April on the insurance. So, >> on for all copers. >> So that 41,000 is what we're contractually pay canon for the um for all of our copers. So now it's coded out by you know where it's located like the copier lease. I can't I can't remember how much they break down

220a unit but let's say we have 41 units of a thousand. So 19934 transportation would have a th000 allocation but that is the contracted amount we signed up for with Canon. >> That's a question for years ago. We made a financial reason for that. I don't have the numbers in front of you, but I'm just curious how we got >> the understanding was going one to one that our copier, you know, that's only $65,000 in our grand budget. So, but be realistic. Have have have our copers gone down is you know we every student is almost one to one in secondary schools. >> I think but I don't know but I think I want to throw that out there. I'm definitely not the smartest person in the room but I feel like it would be

221more of looking at a copy count if you could versus dollar amount because who knows what the cost of paper is now compared to what it was. But I totally remember I remember that conversation that we weren't going to have to use as much. So I'm wondering if we have you if we >> just talked about $9,000 for replacing computers, >> right? >> All these kids have computers. I just I just want to make sure that the commitment we had was, >> you know, if we're still spending $70,000 a year on on copers and copy paper, then I get elementary and and primary aren't they're not. I just want to see there's a return on that investment of one to one. >> I think I think For me, it's going to be are we making

222less copies because I don't know how we would be able to look at the price of paper then and now. >> Yeah. How whatever the whatever the comparison is, I just want to see that from from your desk. Are we are we making a conscious effort in in reducing, >> you know, those some of those costs or or or some of those usages based on, you know, on the investment we made for one to one >> and and and uh I'm going to say this is probably unpopular, but I'll say it anyway. Uh, I don't think we can cut corners on papers. I view technology as something that supplements tier one instruction. I'm a little old school. I think kids need to write, use paper, write things out more. I was actually pleased as I

223walked through the middle school and saw them doing their uh, STAR exam for uh, English other day. All the kids were utilizing all the paper, writing on it with their strategies that Mr. Vulmer taught them. And I was uh ecstatic. I I just think we cannot cut corners on paper. Uh because again, I view technology as just something that supplements education. Nothing beats that teacher in front of that student's teaching with paper and pit. Sir, >> fair enough. >> Yeah, there is just sometimes we have instructional material that is you have they have to print it out. So you do have those cost. Um at least on the copier lease. Um, oh, when I worked with Warren on this, we did reduce the number of big units we had or, you know, if somebody has

224a big multi-function, do you really need that? Can we give you a a smaller printer? So, there was some thought into the copier lease total cost of, you know, this department doesn't need this big fancy one, you know, like there was a lot of that, but there still is the the unit of just sometimes paper is just needed. The the big I do work with campuses and departments on this is color copies are about three cents and then black and white is it's about 600% more expensive to print on color than it is black and white. >> There that's up to the they do have it available at the campus level and so it does hit their campus budget and so departments pay for their copies and stuff like that. >> Yeah. And so that

225is one way to control just general district expenses is to limit color copies because it is 600% more expensive to print color. And if you've got a teacher that's not paying attention, not a teacher, anybody that is employed by the district's not paying attention rips 100 copies in color because when I make a copy of this, the printer will say, "Oh, there's blue and red." So that's a full color copy right there. So that that is one way to in the world of there's typically a general standard paper usage that we still have to maintain even though we are digital um tackling the actual expenditures on the color and the black and white side. That's one way as a district level we can tackle that because typically when I run our Canon invoicing if somebody's

226way upside down on color printing I'm like hey if you need it that's fine. I can't tell you that you don't need it but maybe you don't know that you've got color default 600% more expensive because at the end of the day that does add up. You know if we're ripping 50,000 copies 600% that's a lot. So I do try to tackle at least the cost savings side on that. >> So district utilities >> I've had this conversation four or five times. No one's ever considered so at you $1,500 a month or maybe whatever it is. The campus that has the most savings of the district utilities gets $1,000 to their activities teachers or But that that makes sure before principles leave they do an active sweep. Make sure all the lights all the lights

227are out. Somebody is assigned the lights. The the custodial department is is turning out lights when they get done with the deal. But and it's led by principles because they want their campus to win. I guess every campus and it and it's percentages. So Miss Buck would be at a great disadvantage because her building is the most inefficient. But if she spent $10,000 last year on water bill and this this month it was only $6,000 then you do a percentage of the savings and then you know if it $1,000 a month whatever it is. If we're saving $50,000 a year on stuff but it's only costing us $9,000 a year in payout. You know we we netted $41,000 in savings. Just a thought. I don't I guess that's probably Mr. Gatewood. I Mr. Torres and

228I had that conversation a couple times and never mind. And actually, sir, I'm glad you mentioned that. Uh, and you can ask any staff member, uh, before going on break, I always mandate that, hey, for instance, spring break, unplug stuff, uh, clear out your refrigerator, uh, turn off lights, close blinds. Those are things that we have been doing. We don't have any official document written down. There's no incentive, but we can do that. Uh, that's something that I'm willing to entertain because it we everything does help. We need to turn those things off. Not like a thousand. Even if you like I know dur convocation you offered to buy a campus lunch or something or whatever. But even if you got away with buying a whole campus lunch if the teachers thought, hey, if we

229win this month, we get Chicken Express, Chick-fil-A, whatever it but that gives them an incentive to make sure their lights are turned out when they walk out of their room. And you know, principles help reinforce that. And now if everybody, even the ones who don't win, Yes, sir. >> If they saved, you know, the winner is going to save. But if everybody across the district saved, I mean, I I can't tell you how many times water's left on, you know, a water fountain that that's running, you know, why is it running for three, four days without getting fixed, you know, at least a maintenance guy can come and turn the water off. So, >> you know, so just little ways that I that's a million dollars. >> Are are those bills split out >> the

230utilities? >> Uhhuh. Where you would be able to easily see the high schools, this the Okay. Yes, they are. I know gas is for sure. Sometimes the city. Yeah, the they are split out. Usually it's by like address like where it's at. So you might run into maybe the group in the athletic like the u the fieldhouse into it even though it's the same address. So So they are broke out figuring out what we call this building even though it's this at you know there's a method to figure it out. We can do it. It would just take some figuring out what they list as one 123 street where we Oh, well that's that building. Oh, why you know it's it's paid from the same line code, the the mu the utility line code, but

231figuring out what they consider what address h houses the building even though it may be on the same property as middle school, but it also includes figuring that is something that we could do. Yes. I just know my wife is a principal. How many days on the >> on a Saturday we go up there and all the lights are on every I mean all the lights are on. So that so a somebody left them on. I don't know if it's custodial. We're having a conversation with with our custodial company that the expectation is if they're not inactively in the room the lights out. I don't know how to do that you know but that just seems like a million dollars a year. That just seems like an easy way to to to to squeeze 60

232$70,000 in savings a year that could go somewhere else besides water and electric and gas. So, you know, the gyms are set at, you know, we come up here over spring break and the gym set at 67 degrees for the food bank and where we're air conditioning our gym is 67 degrees and nobody's even at school for a week. So, who you know, so just thoughts like that. >> Mr. J would something uh you might ask uh Ronnie about maybe do do comparison cost break death for is putting the motion instead of a switch in classrooms when no one's in there they walk out they don't have to worry about it they don't have to figure because it goes off when there's no motion you know and and I mean I've got them in different

233places in the house kids rooms stuff like the bathrooms you know you walk in it comes on you walk no motion after so long shuts off, then you wouldn't have to worry about that. And I know those switches for me to buy them one at a time aren't that expensive. I could imagine buying a few hundred of them, they'd be even cheaper. >> Yeah. And there's also um knowing what's connected what we can see you know if we have AC connected at a universal like web login point you know offering some sort of data analytical assistance into the maintenance department to make sure that we have proper settings set to you know times and you know looking into that is something I I do want to add to our because it is it it is

234a big cost category. Did we ever did we ever go any further on that company that >> came and did that uh >> that was going to that was going to do all the cost savings or whatever. >> Yeah. >> Right. And then split the the profit difference or whatever. >> Did we ever I don't remember if we ever did anything with that. >> Okay. Are you talking about the Seiko expanse, sir? When they came, >> but it's >> So, we what they do is they come in and they say, "We're gonna we're g we're going to switch one of your lights over to over to the uh uh the the automated where it turns on and off. We have to pay that." And then at the end of a year, all that cost savings

235we have because, you know, we spent $500,000 on upgrading all this equipment, LED lights and all that. And then they take 30% of the of our of the electricity savings. That's what they >> So we just do that on our own. >> That's what I'm saying. If we if we assigned a a person >> without giving them our >> to walk through every building when they get off work and you know your job is to you know I don't whoever it is but everybody has a lights out >> a light light stipen. >> I like it. >> But that that's free to us. And like even though even switching out some of those switches like uh I just wasn't expecting to hear that. >> Is currently doing that anytime a fixture light goes out. >>

236He he is replacing it with LEDs. >> Oh, okay. >> Yeah, that's an ongoing thing. >> Mr. Russell is correct. I was just about to add to that. That is something we're doing slowly on our own. As something goes out, let's get more efficient. Uh and unfortunately, we still have some places with fluorescent lights and we're running it till it goes out. Okay. I I have two question. >> Okay. So, substitutes 160. Um I cannot remember. Did he say that's what we're actually spending? >> I know, but are we actually sending them ESS that money? Is that how much we're actually spending on? >> Yeah. So, we increased it from last year to this year and we're approaching that funding amount. And so, it is I'm glad we're hitting fill rate, but there is a

237cost savings implementation for the campuswide to make sure people are making sure it's being properly utilized because we did increase it and we're approaching potentially having to increase it again. So having make sure you're here on this day, you know, I don't want to increase it because I feel like if you increased it about $40,000 that we don't need to increase it again. Um because the rates are relatively the same. But having >> I it it is just we are in April and we're approaching that cost category right now. So >> Okay. So I'm going to ask a question and I've asked this before and I asked Dr. tourist and I actually asked Har Hopper also. >> Is it not more effective for us to pay for a couple of subs? I know we need

238more than four, >> but would it be not more cost effective to have some floating subs that we can go or we keep one at the primary and they go fill in where they need to one at the middle school? Again, I know we need more than four, >> but is there a way to offset? >> Yes. Yes. as a floating pair that just goes in and goes to where is needed. >> And I've seen that in different districts. Typically districts do have that. It's just a person that's on staff. They're just the utility player. They go here and there. I've seen that. >> Exactly. Exactly. So that's my question. Would it not be more? Again, I know we need more than four because our fill rate is not even being filled, >> but I

239think so with the substitutes, if we were to look at their hourly rate, not all up with benefits and workers comp and all of that, is it about the same hourly rate that we would pay ours here? >> I can look at it. Um, I would >> because the reason I'm asking is it's just going to be a a one for one no matter what because in that 160 you're paying on their hourly rate plus you're paying for their workers comp, you're paying for their benefits, you're paying you're giving them the state days, the local days, all of that stuff, which this includes all of that. So it it would really just be a wash. What that having somebody floating would really be, it wouldn't be a dollar piece. It's going to just being making

240sure we have somebody to fill a classroom. So, if we're getting the fill rate, if we're actually filling, it's going to really be really about the same because we've got to pay all of those things. >> I don't think we're getting the fill rate. I don't think we're getting better than what we were. I just don't think that we're we're not 100% filled. >> We're not 100% filled, but we are getting better where three people I think we're probably getting better by having at least three more fills. So, I think if we were to do that, it would have to be a lot of people, but I think we have to look at are we looking at the dollar amount because I think the dollar amount's going to be pretty much a wash with everything.

241Or are we looking at we need fill rate and if so, that's a different conversation with him. >> Maybe just an investigation because this is just giving you information. If we could just look at what it what it cost because it cost we we pay them $80, but we pay $130 I think a day for us to through the company. So, is it If it's the same if it's the same >> if we hire two per campus. >> If it's the same hourly rate though, say it's the same hourly rate, it's going to be the same hit to us. >> That's what I'm saying. Maybe there's looking look at the pay and see see if it is the same hour. If we hired an aid, if we hired two aids per campus, how much would

242it cost us per day with the benefits? >> Because they give us a markup rate, correct? So, it's >> Yeah. >> $10 plus a percent. I'm I'm just using $10 for my easy math skills, but it's $10 and then it's a 30% markup. And what that 30% markup covers is >> the benefits the person, you know, because some they've got to make money. >> Yeah. >> Um so, but it's that's what that's covering. So, if there's a way to figure out, you know, like you said, the $80 divided by how many hours in a day, which gives you the hourly rate plus their hourly rate, >> I think you're talking apples to apples. Total crazy thought. And I'm just saying right now we're approaching $160,000 a year for this for substitutes. Just crazy thought. What

243if we how much would it cost to hire four aids per campus for an entire year and do away with the subsystem? >> Four campus. Well, you gota but you look at the AIDS hourly rate or what they make in here, but then you've got to add in the benefits, the workers comp, the taxes, you know, you've got to add in all of that to get an all up number. >> I'm just saying that's a crazy thought, but I'm just saying >> I have a feeling that would cost more. >> Yeah. >> Than this. >> And then you could be dealing with a I mean, I think it's a great idea. I just don't think the dollars would But you know what? I'm not the I'm not the >> I mean, but if you hired

244four per if you hired four per campus and this campus only needed two, the other two were available to go >> somewhere else. I'm just >> Yeah, >> I've never seen that done anywhere. I just That was a stupid idea that just came. >> No, it's not stupid. I mean, I think it's a good idea. I just don't think we would see. >> Yeah. >> Well, I worry about uh springtime because springtime there's kids going all over the place. I don't think there's a I'm on those email strands and there's coaches and kids going all over. I think we would exceed uh those four per campus in the springtime. That was that was one. Okay. My next question is I see on here softball maintenance, softball, baseball. >> Okay. Dumb question because I know even

245last night when it rained softball girls had to leave here and go to Alvaro to play. So, we are having to pay other towns to use their facilities when it rains because we cannot use our fields. We're already paying almost a million dollars. How much, and I do not know, how much it does it cost for us to turf these fields? I mean, because we're not going to have to pay the maintenance that we're paying every year for this. So, is it more cost effective to turf them where we can actually not pay a million dollars It it is 100. >> Yeah. Thousand. >> Oh, yeah. 100. I'm sorry. >> Okay. I just I want to make sure the public >> I did I did say a million. I was >> when >> Yeah. No.

246So, 100,000. I'm sorry. 100,000. >> Just for the people. >> Hold on. Yeah. I have my looking at the wrong side of my glasses. >> I think last time this was brought up it was and I don't know the price, but ballpark it was 400 $500,000 field is a general. >> Does that sound about right per field? Per field. It it was when we did the >> on a >> million. >> All the data will tell you on a tur field on a 10y year on a 10-year plan, it's about a wash. So, but to to put at $100,000 a year for this maintenance for us, you know, that that over a 10-year plan is about a million dollars. You could probably turf the infield of the of the baseball and the softball field for

247$500,000, a little bit more than that. Now, probably not the outfield. The baseball outfield is a lot bigger and that's that's not counting, you know, the dirt replace, something like that. But it's a it would probably be about a wash over a 10-year plan. The question is before when we talked about it was how do you how do you find the million dollars to do it? So, but it the the all the data will tell you when you're looking at turf, it's about a over a 10-year plan, it's about a wash if you're doing your maintenance correctly. So, they were not doing it correctly on a softball field, but right before softball season, they changed the they changed the guy and he got I think Mr. Gaywood talked to him and they kind of but

248I agree with that. M Grafton, sorry. That I'd love to see that, but uh >> Well, I mean, because I also know that we have to pay to go to these other towns to use >> to use their fields. So, where does does that where does that money come from? I mean, because they're paying anywhere between >> Well, like last night was was lightning. It wasn't field. It wasn't the >> No, no, no. The field was It got too dangerous. That's what was told. It was too dangerous to play on the field and they got moved. It was not lightning. It was a 40minute delay, but no, it was it was because it was too dangerous to play on the field. They had to come over and finish over in Alvaro. >> And that's only

249because we were on a 40-minute delay in Alvaro. >> So, athletics has a miscellaneous expense account and that's like fees, stuff like that. That's where that would come from. >> Okay. >> Yeah. I mean, I love that. I think that's a that's a long that's a long time past of of just doing the the infields at least. >> That's where your biggest problems come in. >> But you could regrade the outfield where it drains better and add French drains out there for a lot cheaper than turf. And but that's all I had. All right, got that down. Um I think that's that's it. So is there anything in general you know next budget workshop like this we'll have more concrete numbers and data and revenue and expenditures. Um is there anything else outside of this?

250I know we've talked a lot about the stipens getting that cleaned up. Is there any other I have a lot of data requests I've scribbled down, but as far as the actual >> is there anything else? >> May for me there's a terrible month >> between three graduations and and so Saturday and May would be hardressed. So if there's any way we can get the information out kind of like we did out early to where we can review it and then do a a 45 minutes before a board meeting or a or something like that, I know it's not not all about me, but I can only speak for me. That would be better for me than doing a Saturday because that's that is a May is is a is a pretty busy time. I

251mean, even if even an evening like a a weekday evening or something like that, but >> Saturdays for me is is is tough. So, >> just when you're looking at when you're looking at days, but like you did today, outstanding. Best one I've been to >> between Mr. Gaywood and this information. >> Kudos. >> Thank you. I appreciate that. I'll get with Rosie and kind of see what how we need to align stuff and see what best works for everybody involved. >> Is is the salary stuff a part of its own like pay you know stuff like that part of its own budget? >> So what we would do is we would bring the this is our uh pay schedule. This is what we you know if you get hired as blank this is what

252we would pay you or if you're a teacher this is your step scale. So that will be brought uh probably should be brought and be about the May meeting where we this is our pay scale we're bringing. Do you approve of it? So that's where that would there's not a lot of like changes. We're not adding a lot of positions. I think the only core changes is House Bill 2. We have to pay an uncertified year zero teacher less than a year zero certified teacher. So little legislative tweaks like that. Uh but outside of that, we're not adding it. It should be I' I've brought this up before and and and I don't remember exactly how the conversation went, but I know I got yelled at. Um I won't say by by any of the

253ladies on the thing, but Oh, did I say ladies? I apologize. >> Um I I would I would just like to go back and look at how we the teachers are on a step scale. So there there are teachers that have been teaching less time that make more money than some of our administrative principles, assistant principles, stuff like that because they aren't on that step scale. >> Um I don't think that's I don't think that's right. I could be alone in this. I don't know. that I feel like the leaders of our campuses um with their experience, with their certifications they have to have just to get to those spots, we need to look at somehow consider putting together some sort of >> step scale for them. I don't care what other districts do. I

254know a lot of people, oh, well, no one no one, you know, they traditionally don't do that, but traditionally it's wrong. It's just wrong. and and I think that they I think we need to look at that and it may be not something doable for this upcoming one. But >> I just I I don't think it's right that campus leaders or are have people who have been in the business long or less time but simply because they stayed as a teacher. >> You know, a principal could quit, come back a week later and get all her time and make more money. Why should they have to go through that process just to get a raise, >> you know, and and I don't know where it fell flat the last time, but I know I hadn't

255heard anything on it >> you about that and and I haven't seen it in the budget. Okay. So, I'm just curious if we can look at doing something like that for these administrators. >> And even something there's not even something like a fiveyear evaluation. >> Like, you know, like I said, if you if you if you started working here as an administrator and you signed on for $50,000 and you never left, 20 years later, you're still making $50,000. Whereas the the a new principal coming in is making 90 or whatever it is. So, maybe every Even if you only did it every three years. Every three year an evaluation of so every three years we're going to re ree maybe not I mean I'm great with yearly but >> you know somebody who as a

256reward for staying here a long time every every every three four years we'll do an evaluation of your of your salary and get you back up to where you know the the market rate is for for three to five years. I don't know that I like I said I don't know anywhere else but I'm with Donald on you know maybe it's not done that way but it's it's just >> well especially >> there's no benefit to state >> their responsibilities >> leave here go to Waka Hatchee I make I make 15,000 more leave walkatch come back to Venus I make I make 5,000 more just for leaving I leave Venus I go to Midlotheian I make 5,000 more I leave and it's just a constant skipping back and forth we just let's just cut the

257middle guy out and because you're going to pay the next guy the same anyway when I leave you're going to pay the next Uh, so >> yeah, we had whoever's going to take your spot has the same amount of time you do, they're we're going to give them that money. Why not just give it to you, >> especially if they're a good, you know, principal, assist principal, you know, they're they're >> Can I ask a question about the sub pay? Can is there any way to break that out by campus? Like how much we're paying per campus? I I can only assume which campus probably pays out the most, but I would just like to see which campus I can deduct on why one campus or two campuses pay out more, but I would really

258like to see like per campus how much are we like where do our subs fit in if we can if we can break that out to >> I mean so >> I mean do we have like an athletic issue or do we have like an attendance issue, right? Can we maybe see just data driven on that? >> I can get Yeah, I can get you the numbers on >> Can you drill that can you drill that down to athletic take out the athletic absences? without >> you. >> I know. Can they do that on a I guess they >> so because we get we get invoices from ESS and I don't know how that data like we get the ESS amount and then I know what it is per campus uh how that information is.

259So we could try to tie the when they put in an absence school you know I don't know how yes there is a data path there whether it's the ESS data invoicing has that data there or we have to kind of like string to I can at least give you campus total expenditures too for sure >> or you can just I mean when you put in for your day off I mean when they go in and put their day off it's got to either say professional >> um professional business or you know just personal so I mean you should be able to do it that I mean that's an HR thing they should be able to do that but I do agree I I think that you know your high school middle school is going

260to have more for athletics and you know and FFA and stuff like that >> then you are but again is it because we have teachers absences I mean >> do we have is that an issue because we've already discussed that this year >> along those lines just tied into budget wise of substitutes I guess the super how far how far away are we from this This is one of the few schools I've ever been at that we have so many crossover teachers that you have a whole bunch of high school coaches at that work at the middle school. And I just know how how close are we to getting that down to to where a middle school teacher is a middle school teacher and a middle school coach and a high school teacher is a

261high school teacher. And I know some of it is is availability and hiring the best person and sometimes you got to have a you know but I just didn't know because I think that plays a lot into you know we we talk about different holes at different campuses. Well when you're when you're missing when you're missing seven people because I'll just take the middle school for example when when you know five of those are high school coaches those and and the subs don't feel you got to you got to cover that somewhere and that gets covered somewhere either in the department so now math teachers are doubling up classes that affects math instruction or science instruction. Just do you want to answer that? I just didn't >> actually I can answer that. That drives me

262crazy. Uh one of the uh things that I talked to Dr. Vega about as we uh go into the hiring season also coach Gober if it's possible if we have to share personnel that those coaches are not in core subjects. It's different if I am a uh an elective teacher uh vice a right now we have a coach that's a math teacher in a critical area and a math teacher he's a high school coach but he works at the seventh grade middle school that puts a strain on that core academic area to where we need to improve at. So I don't like seeing that we're far way off from just being the middle school having their own staff and the high school having their own staff and not sharing just that's just the nature of

263business. We're not there yet, but >> it's just not going to work. Yeah, that's that's not going to work then. But we're we're a little bit off right now. Uh but >> in the interim, let's not let's make sure they're not core subject teachers because that puts you're right now you have double the kids in a math class. They're sitting in down there in the uh annex and different things like that. No, we are the gym. We've got to get away from that. Okay. Do we have any other questions? >> No. Okay. We're going to move to number nine, adjournment at 11:57.