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Good evening and welcome to the april work session meeting of the richardson isd board of trustees.

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I'm chris poteet, board president. Mr. Eager will not be joining us today.

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however, we do have a quorum present and this meeting is called to order at 6.01 p.m.

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at this time, we will proceed with our public comment section. Ms.

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renteria, do we have any persons who have signed up to address the board?

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we do not, mr. Poteet. All right. Thank you. With that, we'll move

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to our first item on the agenda. It's an information item,

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and we're going to receive a presentation regarding algebra 1 for all.

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ms. Brannan. Thank you, president poteet. Thank you, board.

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several years ago, our teaching and learning team, along with school leadership,

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underwent a journey to really look

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at and why many of our students were not accessing higher level math, as well as looking

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at tsi scores, sat, act, and continued

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to recognize that one of the barriers that our students have in taking that higher

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level math was algebra 1, and really not taking algebra 1 until that freshman year.

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and research has been very clear that when students take algebra 1 in eighth grade,

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they that it opens up tremendous avenues for students, especially

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first-generation college students. And our team at that point made a commitment that we

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were going to do the work, and we knew it was going to be a long road ahead

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to adjust curriculum, to provide professional learning to teachers,

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to support student readiness, to help communicate with parents the reason why this was such an important project

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for us. We are not where we need

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to be yet, but man have we made great strides and we are excited

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to just provide an update. One of the main outcomes that

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we wanted for this meeting was we know every time that

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we present for example our math scores we always look at that funky kind of grade

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seven and eight and part of that is because we have this acceleration and so we just

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wanted to provide you board as well as our community. With a little bit

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of deeper understanding of why this is important and the

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work that we are doing to increase student outcomes,

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student achievement specifically measured with algebra 1. And so huge applause to our

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teaching and learning team and to our math team who have just been steadfast.

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and there have been many times when we look at each other and we say, hey, is this the right work?

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and we keep coming back to our why of our north star goal and providing access

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to every opportunity for students that we can. So I'm going to now turn it over to dr.

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leeper and to ms. Teague, who are going to just walk us through the work and where we are and how

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we're going to continue to improve those outcomes. Thank you so much for such a

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great introduction. I feel complete now. All right, so we are going

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to be looking at algebra for all tonight, and we do appreciate the opportunity to bring an update because it

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really is important work. I want to start off, as we always do,

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by grounding ourselves in the north star goal. Every student, teacher, and

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leader will meet or exceed their academic growth goals.

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the next thing I want to do, though, is introduce you to the newest member

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of my team. She's been with us since last july. Her name is mia watson.

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she is our middle school specialist. She works with our

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pre-algebra and algebra and even our algebra one in high school.

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so it has been a wonderful year working with her.

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and so she is going to bring, y'all know how I like to do in math, I like you

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to have a little activity. We're going to call this the ignite activity because we are

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paying homage to the learner framework and so we want to do that for you and

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we are so excited and mia is going to take it away now.

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hi everybody. The first thing I would like to do is, this activity is called the

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algebra, the equation elevator. I would like for you all to look

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at the cards that are in front of you. There are pink cards,

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there are yellow cards, and the blue cards. The blue cards are the grade level. So we're going to start

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at sixth grade, and we're going to go all the way down to algebra 1.

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and then we have the purple cards, which are the teks indicators. And then we have the orange

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cards, which are the equations. So I'm going to give you

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about a minute. You and your partner are going to work together.

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and you are going to match the correct grade level with the correct equation and also

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try to find the right indicator for that grade level.

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we're yes.

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okay. Do you want to tell them the answer? Okay.

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so thank you for doing that activity. I loved all of the talking

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and like processing all of the vocabulary that are inside of the cards.

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and you were able to match the teaks with the correct grade level. And also I saw that

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in the groups, you and your partner may have been wondering that.

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seventh and eighth grade, how they went, what order did those equations go in, and sometimes that's where

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our students, that's how they feel. Like, I don't know what

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to do first or what comes before something else, and so here in risd,

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we have tried to make a conscious effort when we, now that we don't have a actual

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seventh grade math class, that we embed those skills within sixth grade and then

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also embed them in the eighth grade. Math or the seventh grade math that they take now.

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so the pre-algebra class that we have. So the first equation for sixth grade is equation a,

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which also goes with the one step equation.

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so all they have to do is combine like terms and then isolate the

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variable. Then seventh grade is equation d.

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they have to know how to combine like terms and then isolate the variable. Second is the eighth grade

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teac, which is equation b. Equation b has variables

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on both sides, but this question has a variable, I mean a constant

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on the outside where they have to distribute to the parentheses. And then equation c is

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algebra one, where they combine all of those skills. So it starts really early. You may think it starts

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in sixth grade, but it actually starts in elementary. Can you believe your students do algebra

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in elementary school? Yes, they are. This is a building block. For where we are sending our

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students. So when you think about algebra 1 for all, you need to think ground level.

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like where will they start? How are we preparing them in elementary to go up into

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secondary math and being successful? This is a very good indicator

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of how college will go for our students. And we want

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to make the math accessible to everybody. And that's what we've been doing here now

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by having our pre-algebra in 7th grade and our 8th graders taking algebra 1. It helps them.

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and we are able to build that math skill that we want people to have.

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and it makes them confident. You can hear them talking like today. I was at north, you know,

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helping with star. I've been helping prepare the kids for star and they look so happy today.

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they did not look stressed out at all. So our teachers are doing a really good job bridging the

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gap from where they were to where we are now. And the students looked happy

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and I was happy to see that because I'm a math person. So I just I wanted I want everybody

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to feel the way that I feel about my content. And I could see it in the students when I go

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to the campuses and visit with the middle school kids. So yes we were very excited to hear one

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of our co-workers got a call from her son and he said oh it was easy. It's a little bit scary

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to hear that but at the same time we're going with it was a positive.

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okay I want to start off tonight looking

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at the journey of algebra for all because it it has been a journey

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to get where we are now. In 2018-2019, risd made the decision

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to begin the work to make rigorous math accessible

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to all students.

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and so they phased in a program called algebra for all.

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and I will tell you, just personal, I love that name. I think it's a great name.

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I think it's a great message. Our second step occurred in

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2019 and 2020 when we actually launched. The program.

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we started it at two schools, liberty and apollo, and unfortunately

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covid hit, and so we never got star scores that year. We went home

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at spring break, and we didn't come back until the next school year.

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2020 and 2021 then were our second year, and we continued to phase in

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that program and roll schools into the program.

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in 2023, tea jumped on our bandwagon. They released senate bill

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2124, which encourages all schools and all school

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districts to get students into algebra 1

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in eighth grade. In 2425, all eight of our

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junior highs and middle schools were implementing algebra for all.

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and so that's very exciting because it tells you where we are now. We're fully in.

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I want to talk about the why. Why is it important that we

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put eighth graders in algebra 1? And there's several things

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that we have to think about with this. First of all is college

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readiness and access for all. We want to increase the

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opportunities for underrepresented students. We want to ensure that

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they're not shut out of pathways for college and competitive careers.

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I always think about this. It doesn't end when they walk across the stage.

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we want them to have good jobs and be strong members of the community.

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and so what we've done those previous 13 years, that's the start

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to get them going. The other thing that is

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really good with algebra is for abstract thinking. And if you've seen me present

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before, you know that I talk about concrete, representational,

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and abstract. Abstract is what we get in algebra 1.

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and the great thing about that crucial, critical thinking and problem solving

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is that it's transferable. If you can problem solve in algebra 1, you can transfer

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that to other disciplines and areas in your life.

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and that's what we want. Our kids need to be able to solve problems.

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finally, we know. That research supports this. Research tells us that

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getting into algebra at an earlier age will increase and

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make higher math scores and a greater likelihood of taking

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advanced mathematics. And I'll show you in just a second,

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that's true in our district. It's also with better long-term outcomes because

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what we see is kids completing degrees and having greater earning potential.

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and those things are so important. And so when we look at algebra

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at the early ages or in eighth grade, we really are seeing and setting our

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kids up for more success. And maybe, julie, could you touch on,

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we also recognize that for many students, going directly into college

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may not be their pathway. They may have their eyes set on a career going right out

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of high school that might also be high wage,

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high demand. How does this work also prepare them maybe for some

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of those skilled trades? That's a good question and it obviously does because what

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we see with our kids that have completed algebra and moved on to higher

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mathematics is they have those crucial critical thinking skills and so they're able

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to problem solve. They're able to be working on a construction site and

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realize that something's not right or realize that something doesn't fit.

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we see those kids really grow in their personality and

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in their ability. It's not just math. It really is

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about skills that you can use in your lifetime.

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not all kids are going to go to college and do that route, and we know that.

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one of the things, well, I'll talk about it on another slide, but we're

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seeing such improvement in our ccmr scores, and that's something that we

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really, really want to celebrate. On the next slide, you'll see

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that we've come a long way in just a few years.

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when you look at what our scores are or how many

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of our children took algebra 1 in 8th grade in 2018, the

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year before we rolled out this program,

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you see that we had a total of 960 students that were

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in algebra 1 that year. In 2025, you see that we had

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02,061 students in algebra for all.

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and the other thing that I want you to notice are the numbers

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below the 2061. Because what you see there is

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almost an identical snapshot of our actual enrollment in the district.

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and that is so important for us to understand. Because we are getting our

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kids in there that were

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underrepresented and now are able to do this.

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just to point out that those demographic percentages almost mirror that of our district.

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I went and looked today. We're at 30% white, 38% hispanic.

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it was almost identical. I was really surprised and very happy when I looked

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at that. When we look at the number

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of testers, this is where we will see some different numbers come into play.

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and I think it's important that we acknowledge this and look at it.

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in 2023, we were well into algebra for all. We'd been doing it

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for two or three years at that point. And so you'll see that

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in seventh grade, we only had 202 seventh graders taking the seventh

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grade star. Two years later, as we rolled everybody in,

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last year we had 14 seventh graders take the seventh

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grade star. It didn't all leave the

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district. They were just all in eighth grade math.

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and so that is what is so exciting. When I look at,

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and I'm going to jump over to the column that says eighth graders taking algebra 1, I

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think it's important to see that in 2023, we had 01,772 students taking

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algebra 1 in eighth grade. Bless you. In 2024, we had 2007.

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and in 2025, we had 2,061 eighth graders taking

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algebra 1, and that is exciting. The other number that you'll

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notice that really is changing is our ninth graders taking algebra 1. The more kids we can get

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through algebra 1 in middle school, the better off we'll be

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for those kids. We know that we will never

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have no kids in algebra 1 in high school. Because there will always be

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kids that move in that were at a place where maybe algebra 1 wasn't as prevalent

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in eighth grade as it is here in richardson. There will always be students in there, but we went from

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01,946 in 2023 to 1,210, a difference of over 700

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students in two years taking algebra

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in high school. I want to look at some data

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trends that we've seen because it is important and it is something that we are

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very cognizant of that the scores are not exactly where we want them to be.

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the work is not done. We are continuing to improve and work

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on things, but I want to look at this full picture. You can see that we had

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seventh graders taking the algebra 1 test. These are a handful of advanced kids who are

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obviously actually working. Two grades above where they

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would be and you can see how high their scores are and so that tells you they're

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exactly where they need to be. They have not overstepped what they can do.

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in eighth grade, taking algebra 1, you see that our scores are really hanging in there.

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some years, the test is harder than other years. We know that.

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but we also can see that our kids are doing a really, really good job.

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in ninth grade, we see that as well as eighth grade. We need some more support

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there, and we are looking at ways to get that done,

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and I'll talk about those in just a minute, because it is important that we know the

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work isn't done. This work continues and we are continuing to do it.

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on this slide, I wanted to

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give you a teacher's perspective. Catherine, and she goes by

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katie caravano, is a middle school teacher at apollo

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junior high. She has been there for several years.

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she taught pre-algebra and now teaches algebra. And so I thought she was a good voice to talk

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about how it feels on the... On the end of it

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of a teacher and so I want to play her do I just point this and press let's see oh here

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we go hello I'm catherine

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caravano and I work at apollo junior high I am an algebra one teacher I've been

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doing algebra one for three years we do our algebra for all program where our sixth

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grade students move up as seventh graders into pre-algebra and then the

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eighth graders will take algebra 1.

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before we had this program, we had to convince the sixth graders

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to take advanced math so that they could move on to pre-algebra seventh graders.

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and a lot of them heard that word advanced and they're like, nope, I'm not going

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to do it. And I would have them sitting in my class bored doing the lesson before I even finished it,

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like being done. And so we would then have to do a process of have them take a test so they could

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then skip a grade and that was always more of a struggle whereas now they get that

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chance from the beginning and then they move on and they just do beautifully seamlessly one thing that I

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would love to add into the program for the students who are struggling

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with that jump is if we had a math lab, it would really be helpful to

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those students who just need a little bit more help front loading and getting those gaps in.

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and then we see, we just see

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so, like I've seen so much more growth because

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like I said, I used to teach pre-algebra and seventh grade math. The number of kids that I see

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successfully taking their algebra 1 class and that star test has just been so many

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more numbers from when we only have them taking it as advanced students.

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our on-level students do awesome in algebra 1, they

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really do, and it's great to see that they can then take algebra 2 starting

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in high school and move on and take ap courses and get that college credit from the get-go.

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okay, tonight we are kd squared. Because I had katie caravano

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and we also have katie motron who is our principal at westwood so she has dealt

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with this from a little bit of a different perspective.

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I am very proud principal of westwood junior high I'm really glad to be here to talk about math.

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also our principal of the year by the way secondary principal of the year well, I

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have a great math team I think that's why you know, we started the pre-algebra.

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so I say pre-algebra because eighth grade math, seventh graders taking it always

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confuses me. So pre-algebra, we started that in 2023.

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and certainly, you know, as we've kind of talked about, our data isn't exactly where we need

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it to be. But what has been really cool is every year we have made

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huge, huge strides. And then when we look at that seventh grade math. Our students

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in seventh grade on the eighth grade test are performing higher on that than other seventh graders

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within the state. And I think that that's a really important piece to make here,

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that while maybe our seventh graders, you know, there's a few gaps in terms

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of how they're performing against eighth graders

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statewide, they're outperforming seventh graders in the state in math.

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and so I think that just tells us just... A linear analytical person, I think that that tells us that this is working, right?

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we need strong teachers who know how to differentiate for kids and who know how to meet kids where they are and

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grow them and believe that this is possible for them.

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certainly at first it was a little scary, right? Our numbers were really high when you have kids who are

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self-selecting and accelerating into algebra 01, and now everybody is going to be in there.

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there's a few, you know, teachers can be apprehensive about that.

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but I do know that with the right support from really our curriculum

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department and within the campus, it can happen, right?

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our algebra I scores have remained high. We have still been competing

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and higher than the state. And that's eighth graders compared to a lot of ninth

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graders and mainly ninth graders. So I think overall it's really, really exciting.

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I love the opportunities that it expands for. Students in high school, right?

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they can take... More rigorous math at the high school and just even seeing kids be like wow

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like I'm in algebra 1 I'm an eighth grader and and ninth graders are doing this and

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I'm performing at a high level I think there's a lot that students that belief

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in themselves especially in math and moving on is really exciting for

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them you're welcome anytime you have a program you have

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to look at the ups and the downs and the grows and the glows.

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so I want to take a few minutes and kind of look at the things that are happening

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that we know are really great and then some of the areas that we want

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to see improvement. With our glows, we have 04,813 total hours

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of college math credit earned by the class of 2025.

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and I think that is so exciting. Think about that.

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that's just in math. When you think about all of the courses and all, we graduated so many kids that

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were going to walk into college as juniors. That is so exciting. And their parents are excited

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too, because that's two years they're not having to pay for.

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we also, because we've done eighth grade eoc

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in eighth grade, so we've got that off their back, they're able to have that opportunity to

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take those advanced math classes, and we are seeing... Increased enrollment

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in our advanced math, and I'm so excited about that.

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and the last thing I kind of alluded to a minute ago is that we had 97% ccmr met last

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year, and that is huge. That's further than we had

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even set our goals, and that's very exciting. When we think about grows,

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obviously the impact on accountability, because now it's not just our

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advanced eighth graders in algebra one it is kids who probably never dreamed that

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they would be in an advanced math course.

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but the exciting news is they are and they're passing. And that's what we want.

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we want our kids to get in there and learn it and meet and master and do all

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of that because they can. We know that this is an area of growth

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for us as we continue to get those scores up, but we will continue to work

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to get the scores up. I want to talk next

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about next steps, what are we doing next, and key takeaways.

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the first thing that we are so excited about is our new curriculum.

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we have a new curriculum resource that we will roll out this summer with trainings and then

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for the next school year in sixth grade through algebra one. This new curriculum resource

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has a lot of enrichment activities.

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it has a lot of differentiation. It's a very strong program.

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the teachers voted for it unanimously. They were very, very excited

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to have this program. We had a big committee of teachers and administrators

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and people that came and saw what the programs that we offered were.

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and this was the one they selected. And we're very, very excited about it.

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also, the vertical alignment. We're all going to be on the same program.

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and that is going to help so much with that vertical alignment.

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increased rigor and alignment for elementary, that's an area that we know we need to shore up.

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there are several things on the horizon that are going to help us there too.

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first of all, we have math academies that we're about to start rolling out,

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not next year, but the next. And we know that will increase the rigor and tie

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that alignment more tightly to where we need it to be in those early lower grades.

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my team... Audrey robertson, megan mayo, and myself have

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actually been selected to pilot it. And so we will be piloting those math academies next

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year. So we're really excited about that and the work that we're

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doing in elementary. We want to continue supporting our current

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teachers, administrators, and students as they work through these higher level

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math because we know it's so, so important.

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one of the things, and I want to give a shout out to you, is that part of

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what is so important here is that we retain our teachers. And part of retention is

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something that you guys have done.

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and that is with increased salaries. We know money talks and

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teachers listen. And it has allowed us to keep our really great teachers.

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also get teachers to come here who are great and

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experienced, but because of what we offer,

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they are so excited to be here, and that helps our administrators.

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because then they get the very best math teachers. The other thing we need

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to do is continue to communicate what it is and the why behind algebra for

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all. That's so important. Finally, with any program,

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you're going to have to refine. And I will tell you that when

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I met with katie caravano, I did not know that we were going to be implementing all

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the math labs next year. And so watching her say that,

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I was like, oh, my goodness,

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yes, because that's something that I have felt very strongly about

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for a while. Some of our kids don't walk through that door in seventh grade going into

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eighth grade math quite prepared for what they're about to see, and that's okay, because if we can have

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a math lab that front loads what's going to be taught, that scaffolds back and helps

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pick up those misconceptions, that's going to make a world of difference

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for those kids. And so the math labs are something I am super supportive

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of and excited about. Student data. With ddi, the way we have

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addressed that the last two or three years, we look at each student's name and need.

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what is it that child is struggling with? I always use this.

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it's kind of an analogy. It's just something I say. Where do the wheels come off?

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because a lot of times when you look at a student's work, you can tell exactly where they strayed

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from what they needed to be doing. One step. When you really understand

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that, that's when you can fix it. Fifth grade curriculum, we

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know there are ways that we can support sixth grade even more because sixth grade is

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aligned to middle school. Fifth grade is aligned to elementary,

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and there's a gap in there. So one of the things we've done is that... Next tuesday, our fifth

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graders will take star. And after that, the teks they will work

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on are sixth grade. We start teaching integers. Those last few weeks,

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we have over a month left in school, or about a month left

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in school. And we can't waste that time. So we're teaching integers and exponents and all the

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things that we can to get our fifth graders ready for sixth grade.

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the other thing that I'm super excited about is the middle school transformation.

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pulling those kids up into middle school, if you look at forest meadow and if you look at lake

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highlands middle school, you see the difference it makes.

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those teachers go back and forth and talk to each other.

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when I'm at an elementary school, I don't ever go to the middle school to talk to the eighth grade math

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teacher and say, what is it you really need my kids to be able to do?

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but at that middle school, they do. And it really is making a

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difference. We are seeing amazing scores from that.

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the last thing I want to say is this.

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implementing algebra for all in 2019 was a bold move, and it put risd ahead

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of the curve in mathematics.

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algebra for all is not a one-size-fits-all. And so the fact that we

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continue to refine the program. And work to make it even

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better just shows our dedication to it. Our teachers are wonderful.

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we have some very strong math teachers, and I'm so proud of them, and I'm so proud of

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the work they do. I cannot tell you how much they care, and I cannot tell

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you how proud they are of their kids.

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I know that we want to continue this work.

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and I want to say this, and tab said this when she opened

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for us, it's the right work.

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and most of all, it shows our commitment to our students and to doing

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the right thing. I want to thank you for your support with all of

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this and then ask if you have any questions. First of all, I have to let

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kaysen know he thinks after star next tuesday that it's like smooth sailing the rest of his fifth grade.

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well. So I'm going

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to do some pre-teaching of integers. I don't want him to be mad at me, but no, it's not a downhill slide.

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he loves to speak. But I think I really want to

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highlight what you mentioned around algebra one for all is

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not a middle school focus. Just like we say graduation

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is not just a responsibility, or ccmr is just not the responsibility of the high schools.

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it's a pre-k-12. So when I think about elementary, we talk a

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lot around how important it is, for example, for students to have automaticity

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of their math facts. We send home flashcards for addition.

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third graders, we send home flashcards for multiplication. We equip parents with fun,

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easy games that they can use for those flashcards. And this is just my plug

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for any parents who are out there listening on this thursday night. How important it is that they

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are reinforcing that. As our students are taking more complex math, what we

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don't want is students having to process those basic math facts.

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we want them focused on the new concept or skill that they're developing.

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and if they have to worry about what is eight times six, they're focusing on that and not the skill that

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they're applying that math skill to. So parents, please use those

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flashcards. We want our students to have, and we believe in doing it the old school way,

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flashcards, practicing that, having fun games with that,

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manipulatives, because that really does bring that automaticity.

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so, again. Huge congratulations and appreciation to julie and her

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team and we would love to take any questions or comments. All right, we'll open it up

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to questions or comments. Board members.

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yes, mr. Andrea. Thank you. Yeah, what a wonderful

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presentation. Just so much excitement behind everything that you mentioned and I think it's

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awesome. I think for me, I know my own personal experience, I struggled with math.

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but all it took was one or two really bad math teachers, right?

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absolutely. And I think that that stays with you. And so it was like a catch-up for me, right?

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and math has always, I mean, I've always seen it as almost learning another language, right?

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and like with any other second language, it takes practice, right?

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you apply it. You have to keep doing it. And so that's something or the approach we took

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with our two children. So I love the excitement and I love this awesome presentation.

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I did want to see if you could clarify for me. You mentioned math labs. Can you just clarify a little

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bit about what that is and what it looks like? I mean,

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what is a math lab? Okay. So for our kids who take start,

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obviously, at the end of the school year, one year, and then they move

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into math the next year. For our kids who are not able to meet or master, that means

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they're not really performing at grade level. Even if they approached.

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it means they're slightly under. They need to be at the meets level.

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and so for those kids, we want to offer them a class that is a lab

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in that they'll go in, they'll have a teacher.

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this is at the middle school and junior high level. It's not at our elementary schools.

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we're not doing that there next year. But at our middle schools, our kids will go

432
00:37:57,200 --> 00:37:59,233
into a class with a teacher who will um go ahead and

433
00:38:01,733 --> 00:38:05,433
front load some of the things that they know they're going to be taught.

434
00:38:06,400 --> 00:38:09,567
we know from research that seeing something more than once really does help us understand it and retain it.

435
00:38:11,767 --> 00:38:14,500
and so seeing that, our kids will go in,

436
00:38:16,600 --> 00:38:20,333
they'll see that. We'll work on math facts. A lot of times those are the

437
00:38:21,233 --> 00:38:24,433
kids who it took longer to take the test. Maybe they didn't even finish.

438
00:38:25,333 --> 00:38:28,433
maybe they got tied and gave up because they don't know 6 times 7 is 42. And so they're sitting there

439
00:38:30,600 --> 00:38:34,367
counting on their... Fingers seven times. Well, if they get off

440
00:38:36,067 --> 00:38:39,100
at some point and put 43, we all understand why, but the answer's not going

441
00:38:40,367 --> 00:38:44,167
to be right. So working with those facts is going to be an important part

442
00:38:45,333 --> 00:38:48,767
of that. Learning the rules of integers, those things like that, that they need

443
00:38:49,933 --> 00:38:53,833
that reinforcement on, those are things that will happen in math labs. I'm very excited

444
00:38:55,767 --> 00:38:58,900
about front-loading. Because I will tell you,

445
00:39:00,000 --> 00:39:03,433
when I was a coach, one of the things I did was front load with my kids. And I couldn't believe the

446
00:39:05,667 --> 00:39:08,600
difference. I was talking to a teacher last week at one

447
00:39:09,767 --> 00:39:13,467
of the schools, and she was saying that she had started front loading some of her kids.

448
00:39:14,900 --> 00:39:18,467
and she was like, oh, my gosh, we got to class the next day. And they had their hand up

449
00:39:19,500 --> 00:39:22,700
because they knew what it was she was teaching. That was the experience I

450
00:39:24,267 --> 00:39:28,167
had. Their confidence built. They were excited. And that's what we want.

451
00:39:29,300 --> 00:39:31,967
and so in those labs, there will be a lot of front-loading.

452
00:39:33,733 --> 00:39:37,433
and I don't know if that clears it. I think so. Okay. So it's only in the middle

453
00:39:38,400 --> 00:39:41,800
school, junior high right now, like you just said. So we will have a math lab for our sixth and then

454
00:39:43,333 --> 00:39:46,600
seventh and then eighth. It's really just

455
00:39:47,667 --> 00:39:51,567
about providing more time. We recognize not every student masters a skill or a concept at the same rate.

456
00:39:53,000 --> 00:39:55,833
so having additional time, smaller class sizes so that the teacher can really

457
00:39:57,600 --> 00:40:00,333
differentiate and group students based upon what they need.

458
00:40:01,933 --> 00:40:05,167
and again, either prepare the students for what's coming up next, or

459
00:40:06,167 --> 00:40:10,100
maybe it is we recognize there's a skill that you lost in fourth grade and we need to make sure that we fill

460
00:40:11,300 --> 00:40:14,733
that before you walk into class tomorrow. Okay, I get it.

461
00:40:15,733 --> 00:40:19,533
and so not every student will be, you know, in a lab, right? So it's just those that we

462
00:40:20,567 --> 00:40:23,733
find that what taffer just described. Yes, ma'am. We're a little bit ahead,

463
00:40:25,333 --> 00:40:27,567
but in our next presentation around the schedule, again, I have a fifth grader.

464
00:40:29,833 --> 00:40:33,533
and so when I think about him in sixth grade, he's an advanced math student.

465
00:40:35,067 --> 00:40:39,067
and so many people would think he would not need additional time. However, these are

466
00:40:40,067 --> 00:40:43,500
foundational. This is foundational curriculum work and one of

467
00:40:45,500 --> 00:40:48,067
the opportunities we're going to be able to provide with the new schedule is that all

468
00:40:49,633 --> 00:40:53,600
sixth graders will also have an option to take an enrichment math. So not only is it

469
00:40:54,633 --> 00:40:57,700
about supporting students who may need that additional time to master a skill,

470
00:40:59,333 --> 00:41:02,533
but kids that need to go deeper and that need to be pushed, that need

471
00:41:03,733 --> 00:41:07,233
to be challenged. It may be more complex problem solving. It may be, you know,

472
00:41:08,900 --> 00:41:11,700
raising the rigor of the skills that they're learning, but making sure that they are

473
00:41:13,000 --> 00:41:16,000
equally challenged and that they have additional time, just like our students who

474
00:41:17,300 --> 00:41:20,533
may need time to master a skill. That is something that we

475
00:41:21,700 --> 00:41:25,033
have talked about doing for a long time, and for the first time the schedule is going to allow us.

476
00:41:26,067 --> 00:41:30,000
to make that happen more time isn't just for students who need intervention it's also for students who can go

477
00:41:31,333 --> 00:41:34,800
farther exactly I think that's wonderful so thank you for clarifying that and you know once again I think this

478
00:41:35,833 --> 00:41:38,733
is awesome and it's just it makes me excited about math thank you yes other board

479
00:41:40,267 --> 00:41:43,633
comments or questions on the presentation let's check

480
00:41:45,400 --> 00:41:45,400
out hi, thank you so much for

481
00:41:52,800 --> 00:41:56,200
your presentation. I loved it. I'm so excited to see just the engagement of

482
00:41:58,133 --> 00:42:02,100
our students and the diverse groups of students are taking advantage of these courses.

483
00:42:03,733 --> 00:42:07,533
also, you know, how they're performing on their end of year course exams.

484
00:42:09,500 --> 00:42:13,433
I have a question and you all mentioned it. You know, we we are taking care of the student

485
00:42:14,533 --> 00:42:17,633
from kindergarten on. Right. They don't start math at sixth grade.

486
00:42:19,567 --> 00:42:22,533
and then you gave the explanation on the math labs, which was also one

487
00:42:24,067 --> 00:42:27,567
of my questions. But how do we know that they're ready in sixth grade?

488
00:42:28,767 --> 00:42:32,067
or do they all go and then we do math labs for additional support or enrichment?

489
00:42:33,333 --> 00:42:33,333
okay.

490
00:42:43,033 --> 00:42:43,033
so we have math.

491
00:43:14,100 --> 00:43:16,900
the kids that go into seventh grade math are in a very challenging math

492
00:43:18,667 --> 00:43:22,667
course with no calculator. When our kids...

493
00:43:25,233 --> 00:43:27,967
yes, per the state. It's not because we wouldn't give them one.

494
00:43:29,767 --> 00:43:33,000
if anyone asked, if it were up to me, we would do calculators starting in sixth grade because how many

495
00:43:34,267 --> 00:43:37,500
of us truly do division of three numbers divided into six numbers without a

496
00:43:40,233 --> 00:43:43,033
calculator? I mean, honestly,

497
00:43:44,400 --> 00:43:46,100
I'm glad our kids can do it, but the truth is a calculator

498
00:43:48,900 --> 00:43:52,833
would help them. But in seventh grade, the math is hard and there's no

499
00:43:54,933 --> 00:43:58,467
calculator. By bumping them into pre-algebra, the math is

500
00:44:00,933 --> 00:44:04,233
not that much harder and they get a calculator. And we know that helps our

501
00:44:05,467 --> 00:44:09,267
kids who are struggling, especially with those basic skills.

502
00:44:12,100 --> 00:44:15,533
they still have to know how to do the math or they wouldn't know what to put in the calculator,

503
00:44:16,867 --> 00:44:20,200
but it keeps them from having to sit for so long doing the computation of something that takes such a

504
00:44:21,267 --> 00:44:24,233
long time when we know that moving forward they will be able

505
00:44:27,733 --> 00:44:30,267
to use that calculator. And so that's one of the things that we know.

506
00:44:33,433 --> 00:44:36,867
if we go ahead and put them in pre-algebra, and if you look

507
00:44:38,067 --> 00:44:41,733
across the state, seventh grade scores are a struggle all across the state, and I'm

508
00:44:43,367 --> 00:44:47,167
talking seventh graders and seventh grade math. It is.

509
00:44:48,467 --> 00:44:52,333
and so giving them that calculator, giving them that boost, that extra lab support is really going

510
00:44:53,433 --> 00:44:56,733
to make a difference. And so that's part of the reason we're so

511
00:44:57,667 --> 00:45:01,200
excited about it. But we want to give all of our kids that chance. Ok, I love that.

512
00:45:02,033 --> 00:45:05,300
I was curious because I'm sure families are wondering, is my kid just automatically placed in this class?

513
00:45:06,200 --> 00:45:09,800
do I opt out? Do I opt in? Like, how does this work?

514
00:45:10,800 --> 00:45:14,433
so I appreciate the explanation. I'm just, you know, full

515
00:45:15,567 --> 00:45:17,500
disclosure, I wasn't allowed to use a calculator until grade.

516
00:45:20,400 --> 00:45:24,133
so, yes, I did that kind of math. But I'm glad that they can use it for when they need it.

517
00:45:25,367 --> 00:45:28,500
the other thing I noticed, and I guess like you mentioned, we'll always have some

518
00:45:29,667 --> 00:45:33,567
of our ninth graders taking algebra 1 just because we have people who move in. We have students who move

519
00:45:35,467 --> 00:45:38,167
slower in the process or just, you know, have other things that

520
00:45:39,633 --> 00:45:43,367
they're really good at and math is just not it. Absolutely. But we need math, right?

521
00:45:44,800 --> 00:45:48,467
so I'm glad that we still have those options available to all our students and the

522
00:45:50,000 --> 00:45:53,900
opportunities to enrich and, of course, improve on concepts that they may be

523
00:45:55,033 --> 00:45:58,567
lacking. So, yeah, thank you. I'm excited. I've always been excited

524
00:45:59,667 --> 00:46:03,233
about the algebra for all, and it's good to see the numbers increase. Thank you.

525
00:46:06,567 --> 00:46:08,933
other comments or questions from the board? Ms. Timmy.

526
00:46:13,167 --> 00:46:15,033
microphone is revolting against me tonight I wonder why thank you guys we're

527
00:46:17,333 --> 00:46:20,900
great all three of you presenting that um I want to thank you

528
00:46:22,333 --> 00:46:25,567
to you guys I also want to just take the moment to say thank you to your point

529
00:46:26,733 --> 00:46:29,867
to the community for passing the bond so that we can have instructional alignment it is

530
00:46:31,600 --> 00:46:34,600
it is different when you have some vertical alignment that

531
00:46:35,933 --> 00:46:38,267
have specific really direct alignment such as this.

532
00:46:40,900 --> 00:46:43,700
to have those students ready for the algebra for all. So I know that instructional

533
00:46:44,967 --> 00:46:48,333
alignment is going to make a difference, especially when you're adopting a curriculum 6th

534
00:46:49,567 --> 00:46:52,467
through 12th grade. Having them in the same spot where you can support them is incredibly important, where

535
00:46:53,633 --> 00:46:56,400
in elementary, until that happens, we're just going to have to, you know,

536
00:46:58,000 --> 00:47:01,567
have two different kinds of support and know two different kinds of curriculum.

537
00:47:02,500 --> 00:47:06,467
but thank you to the community for doing that. It will make an instructional difference.

538
00:47:07,433 --> 00:47:10,467
one of the things, while I share... I show the same reasons for liking this alignment and

539
00:47:12,267 --> 00:47:14,133
this push as my colleagues do, but also, too,

540
00:47:17,133 --> 00:47:18,667
I think oftentimes out of good reasons and good

541
00:47:21,833 --> 00:47:25,333
intentions, we predetermine kind of where we think kids will be successful,

542
00:47:26,500 --> 00:47:29,667
and so they end up in those classes because we think they might be. And I think math is one place

543
00:47:30,867 --> 00:47:34,067
where you can see some kids shine, maybe in areas where they might struggle in other areas.

544
00:47:35,633 --> 00:47:39,067
and if you predetermine what they're going to be good or not good at, you're also going to

545
00:47:40,033 --> 00:47:43,433
predetermine their outcome. And I can guarantee you that if you don't expose them to the highest rigor,

546
00:47:44,600 --> 00:47:48,000
they're never going to reach that, right? And they may not reach it if they're exposed,

547
00:47:49,033 --> 00:47:52,667
but that's because of the skill set, what they may need, and not because somebody else has

548
00:47:53,600 --> 00:47:56,300
predetermined their outcome form. So I really like that option here.

549
00:47:58,900 --> 00:48:02,733
in thinking about that, though, also, we don't want to slow other classes down or I don't know another way

550
00:48:05,133 --> 00:48:09,067
to say it, but like drag instruction down. If we have students in there who aren't ready and who do need extra support

551
00:48:10,000 --> 00:48:13,967
significantly, right, we don't want to stifle learning at class. Do we support that

552
00:48:14,900 --> 00:48:18,200
with any ways, like looking at students who might need that maybe by class size? Like looking at like there

553
00:48:19,200 --> 00:48:22,100
might be some classes that have a larger size if kids are more ready and smaller class size if we know there's

554
00:48:23,600 --> 00:48:26,733
going to need to be more support? Well, so for example, students who are accelerated

555
00:48:27,733 --> 00:48:31,533
in math, you know, they're a lot of our kids, like, you know, kacen will be actually

556
00:48:32,767 --> 00:48:36,033
taking eighth grade and seventh grade. I mean, taking algebra 1 in seventh grade.

557
00:48:37,000 --> 00:48:40,467
so, yes, like those class sizes will be bigger. One of the reasons why the math lab is so important to

558
00:48:41,667 --> 00:48:44,467
us is that it will have differentiated class sizes to be smaller so that our

559
00:48:46,100 --> 00:48:50,067
teachers really can differentiate. A typical algebra 1, what we have not done is we've not

560
00:48:51,367 --> 00:48:55,367
tracked kids. So our algebra 1 kids, we really do.

561
00:48:56,867 --> 00:49:00,400
it's... The entire eighth grade and however their schedule fell, they are in algebra 1

562
00:49:01,500 --> 00:49:03,433
together in that class. There are some challenges

563
00:49:06,100 --> 00:49:09,400
with that, but there are also some benefits. And that's where I think when you heard our amazing apollo

564
00:49:10,833 --> 00:49:14,600
teacher mention why she feels like she needs that math lab, it's that she knows sometimes she needs to provide a little

565
00:49:15,700 --> 00:49:19,167
bit more treatment and a little bit more time and intensity with our kids that need that reinforcement.

566
00:49:20,133 --> 00:49:24,000
and right now, that's where she's struggling to find that time. And I think if you talk

567
00:49:25,300 --> 00:49:28,167
to all of our algebra 1 teachers at... Junior high, they would say

568
00:49:29,600 --> 00:49:33,267
the same thing. It's having that ability to meet all of them. Absolutely.

569
00:49:35,000 --> 00:49:38,233
I would like to also echo what you say that when you can front load for kids, listen,

570
00:49:39,333 --> 00:49:43,033
if somebody front loads me on something, when I go in and I know what I'm I know what's being talked about.

571
00:49:44,033 --> 00:49:47,633
I have a little bit. You talked about that they're going to raise their hands and things.

572
00:49:48,867 --> 00:49:51,967
they will participate more. Everybody wants to be successful. And when everything's hard

573
00:49:53,067 --> 00:49:56,667
for you every day, but you have now, you have a little bit of a leg up, it gives you an opportunity

574
00:49:57,600 --> 00:50:00,833
to participate and be engaged in a different way. And kids who are engaged in instruction, in my opinion,

575
00:50:01,767 --> 00:50:05,767
are just going to have better outcomes, right, other than trying to blend into the wall and, like, not make eye contact so

576
00:50:06,600 --> 00:50:10,433
you don't call them on them. So. So, I really think that's an excellent support.

577
00:50:11,433 --> 00:50:14,533
I think also, too, sometimes even understanding what the words mean. Like, maybe they know,

578
00:50:15,700 --> 00:50:19,367
but maybe they don't. Like, and it just, yeah. Sometimes you have kids who need

579
00:50:20,467 --> 00:50:24,200
to overlearn a concept, especially if they struggle in math, right? And that does happen. You have kids who are

580
00:50:25,033 --> 00:50:28,500
stronger, right, in certain subjects. So, I do, I think that's going to be a really great model.

581
00:50:29,333 --> 00:50:32,833
I'm glad to hear that you guys are using that. It sounds like that's going to be a really good support. Let's see.

582
00:50:35,400 --> 00:50:37,800
are you guys going to correlate how many kids are

583
00:50:40,767 --> 00:50:43,800
in this and the difference in how it goes to the ccmr outcomes?

584
00:50:44,967 --> 00:50:47,633
I'm trying to get to this. Are we going

585
00:50:49,667 --> 00:50:52,200
to see the correlation of starting them early and how it benefits them through

586
00:50:53,900 --> 00:50:56,833
additional coursework so that we're going to be able to see that over time? Yes, ma'am.

587
00:50:58,800 --> 00:51:02,167
so we began tracking that, and we provided some of that for you.

588
00:51:03,600 --> 00:51:06,967
but that is our next step. Once we have that full cohort, we will begin to show, before we did

589
00:51:07,900 --> 00:51:11,567
algebra 1 for all, this is how many kids that took, for example, it may be a business math, or it may be

590
00:51:12,767 --> 00:51:15,900
an ap calculus, calculus bc. And now this is how many kids

591
00:51:18,133 --> 00:51:20,533
that are accessing that because they had that math earlier.

592
00:51:22,633 --> 00:51:25,833
so yes, we're going to be able to track that. Tsi. Right.

593
00:51:26,667 --> 00:51:30,367
yes. Tsi before, tsi after. Well, with a new system, that's going to be huge. Yeah, it's going

594
00:51:31,900 --> 00:51:35,433
to be huge. Yes. So, yeah, we even as a district, you know,

595
00:51:37,200 --> 00:51:40,333
we flipped algebra 2 and geometry, again, as another tool around ccmr and tsi.

596
00:51:42,467 --> 00:51:46,067
so, again, measuring that, allowing kids to go straight from algebra 1 to algebra

597
00:51:47,067 --> 00:51:49,567
02, geometry is kind of a little... A whole different math.

598
00:51:51,400 --> 00:51:54,333
yes. A whole different language. So moving that,

599
00:51:55,467 --> 00:51:58,400
so kids have algebra 1, algebra 2, and then they take the tsi right there. So we really use the tsi as

600
00:51:59,533 --> 00:52:01,967
our assessment of algebra and so what is that continuum?

601
00:52:03,667 --> 00:52:06,800
so, yes, we will begin to report on all of that

602
00:52:09,167 --> 00:52:13,133
for you. That's great. And then I'm assuming, too, for the kids who aren't

603
00:52:14,000 --> 00:52:17,600
successful going through there or who struggle, you'll be able to track that in the same way and be able to see, like, how we can

604
00:52:18,733 --> 00:52:22,567
channel them so that they still have the opportunities for those outcomes, even if this is just a challenge. You know, we want growth or

605
00:52:25,067 --> 00:52:28,367
whatever, and I want them to be the best that they can be for sure, but I also would hate

606
00:52:29,467 --> 00:52:33,233
for this pushing to prevent kids from getting into some places if we can

607
00:52:34,167 --> 00:52:37,967
channel them a different way, right, because there's so many multiple tracks that sometimes you need just the

608
00:52:39,133 --> 00:52:41,900
intentionality of if you're, like, there are other options if this isn't

609
00:52:43,200 --> 00:52:46,300
working the right way. One of the things we are really beginning to look

610
00:52:47,500 --> 00:52:51,133
at and where, again, we're so excited, again, thank you to our community for the support of the bond

611
00:52:52,067 --> 00:52:55,500
of our cte center. Because we also think it's super important to match math

612
00:52:56,500 --> 00:52:59,733
with their cte pathway. Absolutely. And there are some maths that, depending upon what

613
00:53:00,967 --> 00:53:04,100
your pathway is, are going to be better aligned to what it is that you're going to need

614
00:53:05,833 --> 00:53:08,633
to do versus others. Absolutely. So if we're going

615
00:53:10,167 --> 00:53:13,167
to support you in career, how do we align your math sequence to support you in that,

616
00:53:14,500 --> 00:53:18,267
versus if we know you're at rhs, we have a student that's going to mit.

617
00:53:19,333 --> 00:53:23,333
so his pathway for math. Was very differentiated from, you know, other students. And so how do we do that?

618
00:53:24,267 --> 00:53:27,633
so it's not just here's the course catalog and you take this class and then you take this class and you take this

619
00:53:28,500 --> 00:53:31,567
class. To julie's point, name a need.

620
00:53:32,667 --> 00:53:36,000
what do you need, ms. Timmy, that's different than ms. Pacheco and how do we make

621
00:53:36,933 --> 00:53:40,633
sure that that sequence looks like that? That's so great. Well, I want to thank all of our math teachers,

622
00:53:41,667 --> 00:53:45,633
our math department, who obviously do a great job, the fact that you guys were bold with this and have continued

623
00:53:46,600 --> 00:53:49,467
to stay with it even when it's been a struggle because some of the scores when they've not been, on that

624
00:53:50,833 --> 00:53:54,300
advanced track have been really tough right like and said that you guys have stayed with that and really worked

625
00:53:55,367 --> 00:53:58,467
to find supports and to fill those gaps um that along with the community allowing

626
00:53:59,533 --> 00:54:02,933
us to have some instructional alignment by having middle schools and moving that sixth grade up I think all

627
00:54:04,167 --> 00:54:07,600
of those things are going to student growth and student outcomes and I think that's what we want so thank you

628
00:54:12,133 --> 00:54:16,067
thank you for those comments do we have I see you reaching across the table. Ms.

629
00:54:17,133 --> 00:54:20,067
harris, you're up. Great. I mean, I've written

630
00:54:21,400 --> 00:54:24,867
down quite a few notes. And really what I want to focus on is just really comments.

631
00:54:26,833 --> 00:54:29,933
because when I think of math and algebra and all the things,

632
00:54:31,100 --> 00:54:35,000
the first thing that comes to mind for me is fear. I also feel

633
00:54:37,967 --> 00:54:41,567
like there's a lot of kids out there that feel the same way. And because they are so

634
00:54:42,767 --> 00:54:45,200
fearful of this stuff that they don't recognize, don't understand,

635
00:54:47,067 --> 00:54:49,233
they would just prefer to just shut down and not try and not do it.

636
00:54:51,367 --> 00:54:54,833
so all these extra things, the flashcards, something as simple as

637
00:54:56,533 --> 00:54:59,333
flashcards, take these home, I love it. I mean, engaging the parents,

638
00:55:00,933 --> 00:55:04,433
even though some of the parents may not know what the heck is going on. But it gives that student and

639
00:55:06,200 --> 00:55:09,233
the parent an opportunity to collaborate and to kind of try

640
00:55:10,433 --> 00:55:13,033
to figure this thing out, even if they have to google it.

641
00:55:14,733 --> 00:55:18,033
right. And so, you know, I really appreciate that. I love that because I was I

642
00:55:19,100 --> 00:55:21,367
was not strong in math at all. Right.

643
00:55:23,467 --> 00:55:25,167
still not today. But yeah, it does.

644
00:55:27,633 --> 00:55:30,600
it absolutely does. I mean, but you have some people out there just absolutely love

645
00:55:31,700 --> 00:55:35,633
it. So I just appreciate the opportunity that you're giving to students who may

646
00:55:37,433 --> 00:55:40,300
not know how well they can do in this. And it sounds like you all

647
00:55:42,067 --> 00:55:46,000
are headed in the right direction in doing that. So I really appreciate it.

648
00:55:46,933 --> 00:55:50,467
and trustee harris, if I can tell you that a secret objective outcome that I have is to eradicate our students

649
00:55:52,500 --> 00:55:56,133
saying I'm not good at math. I don't do math.

650
00:56:00,267 --> 00:56:03,800
math may be a little bit more challenging. We may spend more time on it, but you can be good at math.

651
00:56:04,800 --> 00:56:08,000
and we're going to show you how to be good at math. So that's my, I may not be able to measure that, but I

652
00:56:09,400 --> 00:56:13,233
do believe if we can change that mindset that we believe you can, and then we just give you the tools

653
00:56:15,300 --> 00:56:18,633
to do it, all kids can be successful.

654
00:56:19,567 --> 00:56:23,200
I think you'll be able to see it in your percentages. I absolutely think you'll.

655
00:56:24,167 --> 00:56:28,000
and you'll be able to see it in those students that wouldn't typically. Sign up for those classes

656
00:56:29,600 --> 00:56:33,100
because I know a lot of students like that. I know a lot of students

657
00:56:33,933 --> 00:56:37,233
like that. In our math department, we say every person is a math person because a lot

658
00:56:38,933 --> 00:56:41,367
of people say, oh, I'm not a math person. Yeah, you are.

659
00:56:43,200 --> 00:56:46,333
you are. You got here on time to work today, didn't you? That was math.

660
00:56:47,567 --> 00:56:51,067
you got your paycheck and you paid your bills. That was math. We're all math people. We may be

661
00:56:52,000 --> 00:56:53,767
at different levels, but we are all math people, period.

662
00:56:59,800 --> 00:57:01,000
other comments or, okay. Do you have a,

663
00:57:05,933 --> 00:57:09,700
squeeze one more in? Okay. I'm sorry. I want to squeeze one more in because I do think it's

664
00:57:10,900 --> 00:57:14,733
important. One thing that I did hear, and I heard it on that video,

665
00:57:16,000 --> 00:57:19,267
which is why I really want to come back to it. It is clear, and to me, I hope it is clear to others

666
00:57:20,700 --> 00:57:24,400
that. A teacher being comfortable enough to say in a video,

667
00:57:26,033 --> 00:57:30,000
I want a math lab, like I would like for you all to provide that.

668
00:57:31,033 --> 00:57:34,867
and then for you guys to already have had that, to me that speaks to, a, that our teachers feel comfortable enough to give feedback and

669
00:57:35,767 --> 00:57:39,400
ask what they want. That doesn't happen by accident. It happens because you guys overtly solicit it because

670
00:57:40,600 --> 00:57:43,433
our principals are making our teachers feel confident enough that their voice matters.

671
00:57:44,800 --> 00:57:48,433
and the fact that knowing this was coming to a board meeting, a teacher felt comfortable enough in

672
00:57:49,300 --> 00:57:52,033
letting us know. What they needed. That all speaks to how

673
00:57:53,367 --> 00:57:57,300
important the teacher's voice is. I think it goes to why they would want to come to work

674
00:57:58,467 --> 00:58:02,333
in richardson, why they would want to stay. That comes from great leadership and instilling

675
00:58:03,333 --> 00:58:06,867
confidence in other leaders and all of you all implementing that. And that's a little thing

676
00:58:08,200 --> 00:58:11,800
that could pass by pretty easily. And I just didn't want to let that go

677
00:58:12,733 --> 00:58:14,433
without saying it. So thank you guys for doing that.

678
00:58:16,867 --> 00:58:20,400
all right. Any other comments from the board questions? I will.

679
00:58:21,267 --> 00:58:24,433
close this item out, but one of the words I know that ms. Timmy used earlier, and this

680
00:58:25,400 --> 00:58:27,867
is a little bit more of a global comment, she used the word bold.

681
00:58:29,600 --> 00:58:32,067
and when I look back and you went over the journey and the timeline, how we were ahead

682
00:58:34,033 --> 00:58:38,000
of where the state was. And that made me kind of think, okay, where else have we been ahead

683
00:58:39,233 --> 00:58:42,667
of the state? Maybe cell phone policy. Maybe in our project right size,

684
00:58:43,767 --> 00:58:47,400
we were way ahead of a lot of our peer districts. And so all that together. Tells me that we're making

685
00:58:49,700 --> 00:58:52,033
bold decisions to the benefit of our

686
00:58:53,867 --> 00:58:57,300
students and everybody else has to play catch up around us so that brings a little

687
00:58:59,167 --> 00:59:02,767
bit of that independent in the independent school district that we've been looking for and feel like

688
00:59:03,867 --> 00:59:07,600
it's fleeting sometimes I think that shows a little independence that we're using in our isd and that builds a

689
00:59:08,800 --> 00:59:12,033
reputation and we will have a reputation where we take the bold steps for our students

690
00:59:14,133 --> 00:59:18,067
and our teachers so anyway, those just were some things that, as I heard some of these words and saw that

691
00:59:19,100 --> 00:59:22,333
timeline, I thought about. So appreciate the presentation.

692
00:59:23,933 --> 00:59:27,900
thanks for the time tonight. And with that, we are going to go to our second item,

693
00:59:28,833 --> 00:59:32,600
our next item on the agenda. Thank you.

694
00:59:33,433 --> 00:59:36,500
yes, thank you. Thank you, ms. Matra. The next item on the agenda

695
00:59:37,500 --> 00:59:40,267
is an information item to receive a presentation regarding secondary scheduling.

696
00:59:42,300 --> 00:59:45,967
ms. Branham. Thank you, trustee poteet. At our last meeting, I brought forward a series

697
00:59:47,000 --> 00:59:50,167
of reductions to help continue to right-size our budget

698
00:59:52,000 --> 00:59:54,967
to really better align with our current enrollment. And one of the adjustments

699
00:59:56,500 --> 00:59:59,200
that I did bring forward was moving our secondary schedule model.

700
01:00:01,433 --> 01:00:05,000
to a traditional seven or eight period day. We know that there are lots

701
01:00:06,333 --> 01:00:09,100
of questions in the community that we wanted to make sure to provide as much clarity as

702
01:00:11,467 --> 01:00:15,100
possible, and tonight we felt like this was the right time

703
01:00:16,367 --> 01:00:17,633
to bring that forward. I want

704
01:00:20,467 --> 01:00:23,033
to assure the community, I want to assure the board, that our team would not have

705
01:00:24,733 --> 01:00:27,733
brought that recommendation forward if we did not believe that the schedule and a new

706
01:00:29,200 --> 01:00:31,967
schedule would still align and support our north star goal.

707
01:00:34,433 --> 01:00:38,400
everything we do is around ensuring that we bring this from words on a page to to life in our students.

708
01:00:40,167 --> 01:00:43,800
and so if you go to the next slide and we're sharing because jenny's going

709
01:00:45,367 --> 01:00:47,867
to be presenting in a minute. If you keep going,

710
01:00:50,233 --> 01:00:52,600
what I want to highlight for everyone is like the calendar there's no perfect

711
01:00:54,533 --> 01:00:57,633
schedule. I actually went back to my email emails

712
01:00:58,800 --> 01:01:01,867
from when we transitioned during covid to a block schedule.

713
01:01:04,267 --> 01:01:07,233
and if the board will remember, we implemented that

714
01:01:09,100 --> 01:01:12,167
in response to our health experts asking us to reduce transitions and

715
01:01:14,200 --> 01:01:17,400
to try to prevent as, you know, minimum moving

716
01:01:18,933 --> 01:01:22,267
between classrooms, large groups in the hallways, and the block schedule did afford

717
01:01:23,100 --> 01:01:27,033
that. And as I went back to my emails, it's eerily similar to a couple of the emails

718
01:01:28,100 --> 01:01:31,867
that I have received from students and parents related to this schedule.

719
01:01:33,733 --> 01:01:36,933
you can have a student that is an advanced student who

720
01:01:38,200 --> 01:01:41,600
loves a block schedule, and you can have an advanced student that thrives

721
01:01:42,700 --> 01:01:44,733
in a seven-period day. You can have a student

722
01:01:47,067 --> 01:01:50,200
with anxiety that sitting in a classroom for 90 minutes is overwhelming, trying

723
01:01:51,833 --> 01:01:55,467
to tackle too many concepts at once. That can be overwhelming,

724
01:01:57,033 --> 01:02:00,100
and a seven-period day with added transitions can be overwhelming.

725
01:02:02,367 --> 01:02:05,233
so it's not even a certain profile of a student may or may not fit one schedule or

726
01:02:06,933 --> 01:02:10,567
the other. I wanted to, as transparently as I could,

727
01:02:12,167 --> 01:02:15,500
really just communicate to our stakeholders, what do we see as the

728
01:02:17,267 --> 01:02:20,767
benefits of both? Because both schedules are fine.

729
01:02:21,867 --> 01:02:24,533
like, both schedules are fine. Some of the benefits of a

730
01:02:27,100 --> 01:02:30,567
traditional seven-period day, for a lot of our students, the consistency.

731
01:02:32,300 --> 01:02:35,633
when you have a block schedule, for example, depending upon if you miss a friday and then maybe

732
01:02:37,300 --> 01:02:40,267
monday, for example, we had to have a snow day, then you may not see your a or b

733
01:02:41,633 --> 01:02:44,933
teacher for six days or five days. And that, for a lot

734
01:02:46,367 --> 01:02:49,833
of students, missing that instruction and not having their connection

735
01:02:51,200 --> 01:02:54,067
to their teacher for that long. Can be something that's

736
01:02:55,633 --> 01:02:59,333
really challenging. So knowing no matter what day, I know I'm going to see one

737
01:03:00,333 --> 01:03:02,667
through seven. I don't have to guess. Is it a day or b day?

738
01:03:04,633 --> 01:03:08,100
like that consistency can really be a benefit. For our teachers, our teachers, again,

739
01:03:09,300 --> 01:03:12,867
they're amazing at what they do, and they can thrive in either schedule.

740
01:03:13,700 --> 01:03:17,500
I will say that when you're teaching to a 50-minute class period, there's an urgency to maximize every instructional

741
01:03:18,433 --> 01:03:21,067
minute. One of the challenges that sometimes we have in a block

742
01:03:22,667 --> 01:03:26,567
setting is that when you have 90 minutes, you don't necessarily want to try to introduce too many

743
01:03:27,767 --> 01:03:31,067
new concepts, because that can be completely overwhelming, and you can't introduce the next

744
01:03:32,200 --> 01:03:34,400
concept until you know the students have mastered the first.

745
01:03:36,233 --> 01:03:39,700
so a lot of times our teachers will give extended time for independent practice.

746
01:03:40,667 --> 01:03:43,333
they may even give some time for homework. Well, one of my kids,

747
01:03:45,133 --> 01:03:48,367
they are going to take advantage of every minute, and they are going

748
01:03:49,533 --> 01:03:52,633
to get that homework done. They're going to study. Another one, he would have been on his

749
01:03:53,767 --> 01:03:55,933
chromebook doing all kinds of things that mr.

750
01:03:57,967 --> 01:04:01,133
hall probably would have had to check out and address. So that urgency of maximizing

751
01:04:03,533 --> 01:04:06,500
those instructional minutes we see as a real benefit to the 7 or 8 period day.

752
01:04:09,367 --> 01:04:12,767
daily skills, just having that daily practice. There's less decay

753
01:04:14,033 --> 01:04:17,633
of learning. So I've learned something today,

754
01:04:18,533 --> 01:04:21,567
and guess what? I'm going to be back at it tomorrow. I'm not having to wait from,

755
01:04:22,900 --> 01:04:25,933
you know, thursday to monday to practice that or to ask a question of my

756
01:04:27,567 --> 01:04:30,667
teacher because maybe I got lost in something and I had to wait for it. Now I even forgot what

757
01:04:31,933 --> 01:04:35,367
question I had. So being able to every day be able

758
01:04:36,400 --> 01:04:39,733
to address that. Performance subjects specifically, they require

759
01:04:41,267 --> 01:04:45,067
that muscle memory. Fine arts, for example, is a curriculum area that they

760
01:04:47,700 --> 01:04:50,900
thrive with a shorter class period where they're meeting

761
01:04:53,200 --> 01:04:55,667
every day and they're practicing skills to get to that muscle memory.

762
01:04:57,367 --> 01:05:00,733
lower absentee impact. When students do miss a day, they're not having to wait

763
01:05:02,767 --> 01:05:05,133
for so longer as well as missing so much content. In that 90-minute block.

764
01:05:07,333 --> 01:05:09,633
so it does lessen what it feels like when I have to

765
01:05:12,133 --> 01:05:15,700
miss a day because I am sick, or maybe I've traveled with a team to compete or

766
01:05:17,000 --> 01:05:19,967
to perform somewhere. And then we do have to address attention cycle.

767
01:05:21,233 --> 01:05:23,767
and actually you're going to see that this is kind of a benefit on both sides.

768
01:05:26,067 --> 01:05:29,900
for some students, give me 50 minutes, I can be all in for 50 minutes,

769
01:05:30,867 --> 01:05:34,700
and then I get to transition and I get to move to something new. So for many students that is

770
01:05:35,667 --> 01:05:38,700
a real benefit. On the block schedule, again, you get instructional depth.

771
01:05:40,400 --> 01:05:42,500
if I'm a science teacher, give me the block schedule

772
01:05:44,600 --> 01:05:48,233
all day, every day, because I can get through a lab from beginning to end, and I don't have

773
01:05:49,933 --> 01:05:52,833
to break it up into parts. Instructional variety, when I have 90 minutes,

774
01:05:54,167 --> 01:05:57,967
I might be able to group students. We might be able to have different activities.

775
01:05:59,833 --> 01:06:03,600
all that happens in with one schedule. There is less student transition.

776
01:06:04,933 --> 01:06:07,867
there may be extended periods within that block where I have an opportunity

777
01:06:09,033 --> 01:06:11,767
to connect with our teachers. When our teachers have a

778
01:06:13,067 --> 01:06:16,933
planning period, they have a full 90-minute period, and I can get a lot done in

779
01:06:18,233 --> 01:06:21,967
90 minutes. Sometimes with 50 minutes, by the time I get all my resources organized, I may

780
01:06:23,333 --> 01:06:25,867
not feel like I'm being as productive as if I have a full 90-minute block.

781
01:06:28,167 --> 01:06:31,233
more athletic time is built into the schedule. Some additional minutes

782
01:06:33,300 --> 01:06:36,767
to complete homework in class. So being very cognizant of that, and we're going

783
01:06:37,833 --> 01:06:40,800
to address that in a minute. And then again, on the other hand,

784
01:06:41,867 --> 01:06:45,300
attention cycle of kids. So having a block for many of our kids and not having to think about eight or seven

785
01:06:46,533 --> 01:06:49,800
different classes in a day, and just today I'm just focusing on these four,

786
01:06:50,967 --> 01:06:53,200
that feels doable. And so again, depending upon the individual

787
01:06:55,000 --> 01:06:58,200
student, they can have different impacts. So there's no perfect

788
01:07:00,467 --> 01:07:04,400
schedule. There's no perfect schedule. So if you come back to what

789
01:07:07,400 --> 01:07:10,233
we know impacts student achievement, and I know you hear us talk

790
01:07:11,433 --> 01:07:14,667
about this in the board, you have extended your value, as ms.

791
01:07:15,933 --> 01:07:19,233
teague said, to this research as well. The most consistent finding

792
01:07:20,433 --> 01:07:23,400
in educational research is that the schedule matters less than the pedagogy.

793
01:07:24,500 --> 01:07:27,833
among all student-related factors, including facilities, leadership, and services, teachers have two

794
01:07:29,133 --> 01:07:32,100
to three times the impact of any factor on student achievement.

795
01:07:33,733 --> 01:07:37,500
in the end, it comes down to the teacher in the classroom. And our phenomenal teachers are going to do great things

796
01:07:38,733 --> 01:07:42,033
and help grow our students, regardless if they're in a seven- or eight-period day or if they're

797
01:07:43,233 --> 01:07:43,233
in a block schedule.

798
01:07:47,400 --> 01:07:50,300
so just some context that I wanted to provide. Again until 2021, risd had

799
01:07:51,900 --> 01:07:55,567
implemented a traditional seven and eight period day. We had our health center that

800
01:07:57,033 --> 01:08:00,133
was at richardson methodist hospital, and our students traveled over there for all

801
01:08:02,167 --> 01:08:05,767
of the same courses that we have today. And we navigated that very

802
01:08:08,533 --> 01:08:11,600
successfully. As I mentioned, the block schedule was implemented to

803
01:08:13,200 --> 01:08:16,700
reduce transitions. I also think it's important to note that even, for example, plano isd will

804
01:08:17,567 --> 01:08:21,300
be in our new athletic district next year. And they are also on a seven-period day.

805
01:08:22,433 --> 01:08:25,567
mckinney isd, conroe, round rock, houston are just a few examples of districts that are

806
01:08:26,567 --> 01:08:27,767
on a traditional schedule like we are.

807
01:08:30,900 --> 01:08:34,100
almost every district in the state for middle school implements a traditional seven- or

808
01:08:35,567 --> 01:08:38,933
eight-period day. We were actually one of the outliers in middle school, and I think

809
01:08:40,033 --> 01:08:44,033
you all can imagine where some of the challenges I mentioned with the block schedule,

810
01:08:45,400 --> 01:08:46,700
it's exacerbated for our middle students.

811
01:08:49,767 --> 01:08:53,467
as they are developing and maturing, that 90-minute block and keeping up with everything every other day

812
01:08:54,567 --> 01:08:56,000
can sometimes really be difficult.

813
01:08:58,667 --> 01:09:02,067
and then lastly, there's really no significant risd data point to indicate

814
01:09:03,367 --> 01:09:07,100
student achievement or program success was impacted by a schedule design.

815
01:09:08,300 --> 01:09:11,267
so if you go back and look at fine arts enrollment, fine arts, you know,

816
01:09:13,567 --> 01:09:16,700
successes, we were equally successful. The success of our athletics

817
01:09:20,433 --> 01:09:23,900
programs, we had district winning,

818
01:09:26,133 --> 01:09:29,900
area winning programs on a traditional schedule just like we have had

819
01:09:31,067 --> 01:09:34,267
on the block schedule. So with that, we know

820
01:09:35,867 --> 01:09:39,367
everyone is anxiously awaiting for some of the details of the schedule, and so

821
01:09:40,700 --> 01:09:44,667
ms. Bates is going to provide some of the information. Go ahead.

822
01:09:46,700 --> 01:09:50,033
I'll turn it over to you, ms. Bates. Go.

823
01:09:51,000 --> 01:09:54,500
thank you, superintendent branham, board. I do apologize. I did not bring an activity today.

824
01:09:55,767 --> 01:09:59,667
I didn't know that that was a part. I'm just chalking it up to you.

825
01:10:00,333 --> 01:10:03,733
sorry. So thank you for giving me this opportunity to kind of explain to you kind of

826
01:10:04,633 --> 01:10:07,700
what this will mean as we shift over to this. First of all, first and foremost, the $4 million

827
01:10:08,667 --> 01:10:12,067
district savings, I think, is a good point of reference as we start this slide, because that is really kind

828
01:10:13,367 --> 01:10:15,833
of the why behind that. So this is actually for middle school.

829
01:10:17,467 --> 01:10:20,167
this is the junior high. Wait, wait, wait.

830
01:10:22,667 --> 01:10:26,567
I'm so sorry to interrupt you. Here's one.

831
01:10:28,867 --> 01:10:31,333
they're moving on to state. Yay they're going to be one

832
01:10:33,367 --> 01:10:36,067
of eight. They're one act play. Biddle just texted me. Oh, my, wow okay.

833
01:10:38,467 --> 01:10:41,933
no, that was a great interruption. I thought you were interrupting me because you said you've messed up

834
01:10:43,533 --> 01:10:47,133
already. She really wanted an activity. Woo, I know.

835
01:10:48,000 --> 01:10:50,467
I'm like, there was the activity. So that is amazing.

836
01:10:53,467 --> 01:10:56,233
okay, no, okay. Okay, so back to the junior high and middle school

837
01:10:57,933 --> 01:11:01,067
schedule. So, again, as we're transitioning

838
01:11:03,400 --> 01:11:07,200
to our middle school model across our district, we're going from a 90-minute

839
01:11:09,000 --> 01:11:12,367
block every other day to now a 45-minute bell schedule every day, just as

840
01:11:14,400 --> 01:11:18,067
superintendent brandon explained prior. With that, though, I will say

841
01:11:19,667 --> 01:11:23,000
that we will be adding 10 minutes to the day at the junior high and middle school

842
01:11:24,100 --> 01:11:26,867
only to accommodate for a couple of items. First, the middle school

843
01:11:28,500 --> 01:11:31,800
construction as we embark on that with six of our eight middle school junior highs

844
01:11:33,867 --> 01:11:36,900
now going to middle school. We also have to accommodate

845
01:11:38,133 --> 01:11:40,800
for the cte minutes. Every class period has to be 45 minutes.

846
01:11:42,267 --> 01:11:45,100
so in order for that to happen, we have to extend the day a little bit.

847
01:11:47,567 --> 01:11:51,333
and then, of course, advisory is very important, especially in our junior high and middle school years.

848
01:11:53,033 --> 01:11:56,333
to make sure we continue with the connections, some of the study skills as we

849
01:11:57,367 --> 01:12:00,600
transition to this new model. It's going to be really important that we help our

850
01:12:01,633 --> 01:12:04,167
junior high students and middle school students with some of those skills,

851
01:12:06,000 --> 01:12:09,500
and we can do that through our advisory period. And then, obviously, the

852
01:12:10,433 --> 01:12:14,100
instructional minutes that is needed. And then, as you can see, too, they will have a daily

853
01:12:15,067 --> 01:12:17,167
advisory built into the schedule. Okay, next I want

854
01:12:20,167 --> 01:12:23,900
to talk a little bit about the junior high reading, language arts, and math. So thank you to julie teague

855
01:12:25,833 --> 01:12:28,933
and cruz. You kind of led a lot into this for our math.

856
01:12:31,067 --> 01:12:33,800
so I will say that will be a part of this presentation as well.

857
01:12:35,567 --> 01:12:38,400
so I first want to start off with our rla scheduling. So one of the things in sixth

858
01:12:40,200 --> 01:12:43,367
grade only that rla will still be double-blocked. So we'll utilize the daily

859
01:12:45,400 --> 01:12:49,167
block. To focus on our literacy foundations and accelerated

860
01:12:50,267 --> 01:12:53,133
reading and then this total instructional time is aligned with our current elementary

861
01:12:54,667 --> 01:12:58,500
and middle school standards so when they when since sixth grade is still

862
01:13:00,067 --> 01:13:03,967
in some of our elementary schools that is that is that matches what we're doing in

863
01:13:05,900 --> 01:13:09,367
um our middle school so I wanted to point that out and then we will be providing an

864
01:13:11,033 --> 01:13:14,100
intervention opportunity as well in our seventh and eighth grades so there will

865
01:13:16,033 --> 01:13:19,533
be a double blocked rla, just like we talked about math,

866
01:13:21,500 --> 01:13:24,833
the same will apply for rla, that if they did not meet, then we will require have some intervention time

867
01:13:25,567 --> 01:13:29,400
for them as well. And then mta and take flight will also be separate courses. So this is exciting as well.

868
01:13:30,500 --> 01:13:33,633
so that way we're not having to pull them out of other courses so they can still meet their dyslexia schedule.

869
01:13:34,933 --> 01:13:38,400
and now moving over to math. Again, there will be double

870
01:13:41,733 --> 01:13:44,867
block required for students below meets. Standard including algebra

871
01:13:45,833 --> 01:13:48,700
so there was a lot of conversation around this in our previous presentation.

872
01:13:50,233 --> 01:13:52,067
so this is kind of where this is going

873
01:13:54,467 --> 01:13:58,200
to support all of what we just talked about. So I too want to share that I

874
01:13:59,900 --> 01:14:03,100
am super excited about the way that this math lab is going to be because I was a

875
01:14:04,033 --> 01:14:06,433
principal in this model and it really was powerful for our kids who were struggling

876
01:14:08,133 --> 01:14:11,267
in math. And I also seen the relationships that were built

877
01:14:12,733 --> 01:14:15,967
with their teachers. That helped with that confidence in math.

878
01:14:16,900 --> 01:14:20,700
so I just kind of wanted to put my little opportunity, have my plug in there for the math lab. And then we will have an

879
01:14:21,800 --> 01:14:25,733
advanced tracks for meets and masters. And in math enrichment will be required for sixth grade advanced and meets and master

880
01:14:26,867 --> 01:14:30,500
students. And again, giving them that opportunity to differentiate for their increased math,

881
01:14:32,300 --> 01:14:35,600
their love of math. And so we can continue to keep pouring into that.

882
01:14:38,533 --> 01:14:41,400
you will see on the bottom that because of this, each student,

883
01:14:43,367 --> 01:14:46,367
depending on their star performance, could actually add another

884
01:14:47,633 --> 01:14:50,767
elective period. So that's super exciting, and we'll talk a little bit about why

885
01:14:51,767 --> 01:14:54,667
in our next slide, because now they'll get an opportunity to have a little bit more flexibility

886
01:14:56,000 --> 01:14:59,067
in their schedules. Okay, so one of this, though,

887
01:15:00,333 --> 01:15:04,267
about the designated school-wide collaboration time for plcs, we are still going

888
01:15:05,333 --> 01:15:07,967
to provide opportunities for our tested. Subject areas

889
01:15:10,233 --> 01:15:13,933
for core teachers in rla 6 through 8, math 6 through 08, history or social studies,

890
01:15:15,100 --> 01:15:17,267
and science in eighth grade.

891
01:15:19,200 --> 01:15:22,133
so that is important that our teachers have that time together to collaborate

892
01:15:23,633 --> 01:15:26,400
in what we refer to it as a plc or a professional learning community so they

893
01:15:28,900 --> 01:15:32,500
can have time to make sure that they're meeting the rigor of our state test to that way that they are

894
01:15:33,733 --> 01:15:37,467
preparing our kids for that. So they will still have that designated plc time

895
01:15:38,600 --> 01:15:42,233
for our core teams. The other opportunity that this allows in junior high

896
01:15:43,867 --> 01:15:47,200
and middle school is our college and career and military readiness.

897
01:15:49,400 --> 01:15:52,833
the ric strongly recommends that all of our middle school students leave

898
01:15:54,367 --> 01:15:57,333
with two high school credits to increase space and high school schedule

899
01:15:58,633 --> 01:16:02,267
for additional electives. So this opens that for them to have that opportunity

900
01:16:03,533 --> 01:16:07,333
to get. Kind of leave junior high and middle school with high school credits,

901
01:16:08,733 --> 01:16:12,367
just like we encourage high school students to leave high school with college credits.

902
01:16:13,367 --> 01:16:17,200
so that kind of mimics that a little bit. And so a couple of options they could have is foreign language, health,

903
01:16:18,333 --> 01:16:21,700
additional cte courses, algebra 1, and then of course we're also going

904
01:16:22,633 --> 01:16:26,067
to continue to provide summer enrichment opportunities so they can also free up their schedule and do some

905
01:16:27,367 --> 01:16:30,367
of these courses in the summer. Okay, so superintendent

906
01:16:33,667 --> 01:16:36,300
branham kind of touched on a lot of these implications, and,

907
01:16:37,900 --> 01:16:39,600
of course, fine arts is going to be what

908
01:16:42,400 --> 01:16:46,233
we're really excited about. And, again, because pierce is now going to the state finals,

909
01:16:48,000 --> 01:16:50,967
that's another example. But what it will do is increase in program growth

910
01:16:52,500 --> 01:16:55,467
at pivotal entry points. So currently there is a struggle at the junior high

911
01:16:56,600 --> 01:16:59,867
and middle school because they do have to choose. Because there's not as many

912
01:17:01,333 --> 01:17:04,300
opportunities in their schedule for elective choices.

913
01:17:06,000 --> 01:17:09,667
the daily reinforcement and development of fine motor skills, when they get to see their

914
01:17:10,800 --> 01:17:14,667
students every day, that has a huge impact. And then increased retention of the materials.

915
01:17:15,867 --> 01:17:18,533
so it's very much when they're practicing every day and seeing them every day,

916
01:17:20,067 --> 01:17:22,767
that's going to help increase with the retention.

917
01:17:24,167 --> 01:17:27,133
and then, again, it goes without mentioning higher success rate of their craft.

918
01:17:28,733 --> 01:17:31,633
when they practice more frequently. So that will help

919
01:17:32,967 --> 01:17:36,067
with fine arts. The rapid feedback loop, so they're not having to wait another day.

920
01:17:37,067 --> 01:17:41,067
so they get to see them every day. So they can continue to do that in there.

921
01:17:42,500 --> 01:17:46,267
when you talk about immediate feedback, fine arts teachers do it the best. They give that immediate

922
01:17:47,267 --> 01:17:50,633
automatic feedback that I think even sometimes our core teachers could learn from because it's automatic and

923
01:17:51,833 --> 01:17:54,300
they're like, well, they practice and practice and they don't move on

924
01:17:56,433 --> 01:18:00,067
until they get it right. And then just retention and muscle memory. So that's implication

925
01:18:00,933 --> 01:18:03,933
on fine arts, which is all positive. Now, athletics, again, as superintendent branham said,

926
01:18:05,067 --> 01:18:07,700
that it will be a little bit of some longer days while in season for athletic staff

927
01:18:09,233 --> 01:18:11,633
because there is going to be some before and after school implications now.

928
01:18:13,333 --> 01:18:17,133
construction, that will impact the six campuses because

929
01:18:18,367 --> 01:18:20,667
of the way that we're having to move fields and move practice locations.

930
01:18:22,567 --> 01:18:25,367
we are going to have to transport and shuttle. Some students back and forth

931
01:18:27,167 --> 01:18:30,833
for a couple of years. So there will be some impact on that, but the long-term effects will be amazing when

932
01:18:32,067 --> 01:18:34,800
we see our brand new facilities. And just to know, that would

933
01:18:36,300 --> 01:18:40,067
be the case whether we're on block or on a traditional schedule, just like we did at lake highlands middle school.

934
01:18:41,000 --> 01:18:44,567
correct. Thank you for that. And then, of course, our cte, again, increased enrollment

935
01:18:45,933 --> 01:18:49,000
because now it's opening up a spot in their course to explore another cte option

936
01:18:51,167 --> 01:18:54,433
because as we know in junior high and middle school. That's where I spent most

937
01:18:56,000 --> 01:18:59,067
of my career. And we know that they don't make good decisions

938
01:19:00,233 --> 01:19:03,200
in that age. So giving them opportunities to explore some

939
01:19:04,333 --> 01:19:07,967
of those things and be able to change their mind when they think about what they want to do

940
01:19:09,200 --> 01:19:12,733
in their next phase of their life. So that's another exciting

941
01:19:13,767 --> 01:19:17,000
thing about this. And then offering some new course pathways for them so they can look

942
01:19:18,333 --> 01:19:21,333
at some of the things and do what they want. And maybe then change their

943
01:19:23,033 --> 01:19:26,100
mind like I just said, and then expand access to cte foundations and give students

944
01:19:27,333 --> 01:19:30,900
an opportunity to take principal's course, which also will give them

945
01:19:31,600 --> 01:19:35,267
high school credit, and then allows more time to explore cte options.

946
01:19:37,900 --> 01:19:41,600
the next slide I do want to make sure that this is just a sample bell schedule. I don't want, we're just,

947
01:19:42,800 --> 01:19:45,333
we're currently working through some mock and some schedules but I just wanted

948
01:19:50,200 --> 01:19:53,133
to put this up here to let you know that the schedule is, this is just a sample,

949
01:19:54,600 --> 01:19:56,900
but this will represent the 45-minute class periods with the advisory and then you can

950
01:19:58,700 --> 01:20:00,767
also see the lunch blocks but also know too it will also depend vary from campus to

951
01:20:04,167 --> 01:20:07,300
campus because what really impacts our bell schedule is

952
01:20:08,333 --> 01:20:11,033
the amount of lunch periods that a campus can have so I just wanted to note that okay

953
01:20:12,700 --> 01:20:12,700
now um we'll move on to high

954
01:20:16,733 --> 01:20:20,267
school so again we will anchor this part in with the

955
01:20:22,033 --> 01:20:25,633
seven million dollar district savings that it will recapture for us as we move

956
01:20:27,767 --> 01:20:31,500
into high school um this will be the additional zero hour option so we are going

957
01:20:33,467 --> 01:20:34,833
to be adding that to our high school schedule.

958
01:20:39,000 --> 01:20:42,233
now let me, this is not required, so I don't want everybody to think, oh my gosh, they're

959
01:20:43,467 --> 01:20:46,800
now extending that day. This is just to help with some of this transition so we can make sure that we

960
01:20:48,000 --> 01:20:51,033
can get all the requirements in. So we will be going from

961
01:20:52,167 --> 01:20:55,033
eight periods to seven periods, so that will be a reduction,

962
01:20:56,200 --> 01:20:59,800
one of the periods in this model. And so you will still have 28 credits available

963
01:21:01,067 --> 01:21:04,667
without zero hour, and this is where athletics will not be double blocked. We still will be having

964
01:21:06,300 --> 01:21:09,367
junior and senior release periods. So if you are a parent out

965
01:21:11,100 --> 01:21:12,967
there and your junior or senior had late arrival or

966
01:21:15,333 --> 01:21:18,433
early release, that will still apply. And then we will still be having daily advisory.

967
01:21:19,700 --> 01:21:23,400
I think it's super important to note that our athletes currently, if they're in athletics or any of our

968
01:21:24,833 --> 01:21:28,800
courses that we currently double block, they already have a 28-credit schedule because their athletics is

969
01:21:32,100 --> 01:21:35,433
taking up two of the eight periods. So we're really working hard

970
01:21:36,633 --> 01:21:40,633
to help educate and remind our parents of that so that they do not feel like their students are actually losing

971
01:21:41,767 --> 01:21:44,800
an opportunity on a seven-period day because many of our students are actually,

972
01:21:45,833 --> 01:21:48,533
it's almost like a wash because now athletics is one period versus taking up two.

973
01:21:50,700 --> 01:21:50,700
okay.

974
01:21:55,500 --> 01:21:58,800
next slide. So just real quick over some zero-hour options that could be possibility.

975
01:22:00,000 --> 01:22:03,900
fine arts, cte. Seniors needing an aid slot for endorsement pathways.

976
01:22:04,933 --> 01:22:08,433
this is an option for dual credit, ap on-ramps, and then it will be from 8 to 8.50, but it is important

977
01:22:09,867 --> 01:22:13,000
to note that transportation will not be provided for this.

978
01:22:14,933 --> 01:22:17,667
several of our teachers have expressed excitement about

979
01:22:19,033 --> 01:22:21,800
this because it also would allow them to have a flex schedule.

980
01:22:23,267 --> 01:22:27,000
so it might be that they could come in and teach a zero hour, and then they might actually not

981
01:22:28,100 --> 01:22:31,633
be there until the end of the day. So it also provides some flexibilities

982
01:22:32,633 --> 01:22:36,267
for our teachers. Okay, and again, the high school program implications,

983
01:22:37,733 --> 01:22:40,033
we have it divided again with fine arts, athletics, and cte.

984
01:22:41,867 --> 01:22:43,900
so with fine arts, again, it's just that daily reinforcement of the practice

985
01:22:46,767 --> 01:22:50,767
and muscle memory. With athletics, it will be full practice. That longer fits in

986
01:22:52,633 --> 01:22:55,600
within the school day. But like superintendent branham just said, that it's now no longer going

987
01:22:56,700 --> 01:22:59,800
to be double-blocked. But that is where it will be a little bit longer for our

988
01:23:01,433 --> 01:23:04,400
coaches and our athletes and our facility usage. With cte,

989
01:23:06,400 --> 01:23:09,100
just it's daily practice for skill mastery. And then the 45-minute

990
01:23:10,567 --> 01:23:13,467
requirement for funding is being met and prioritized. And then just making sure

991
01:23:15,467 --> 01:23:19,067
that we are ensuring that transportation and practicum courses are prioritized as

992
01:23:20,267 --> 01:23:23,933
well. And then for high school, the

993
01:23:24,900 --> 01:23:28,800
designated plc or common planning periods, as they're sometimes normally referred at, will be for english 1,

994
01:23:30,267 --> 01:23:34,067
english 2, algebra, biology, and u.s. History. And then also, too, just our

995
01:23:35,700 --> 01:23:39,167
junior and senior release periods, because we don't want anybody

996
01:23:40,767 --> 01:23:44,000
to be worried about those going away, because we know how important those are

997
01:23:44,867 --> 01:23:48,400
for our juniors and seniors. And as long as they are meeting their cte or ccmr indicators,

998
01:23:49,900 --> 01:23:52,867
they will still be. Eligible for those release periods and

999
01:23:54,433 --> 01:23:56,533
on track to graduate. Thank you.

1000
01:23:59,667 --> 01:24:02,267
okay, so I've also provided a high school sample bell schedule here as well. This bell schedule reflects

1001
01:24:03,967 --> 01:24:04,900
the 50-minute class periods with the advisory.

1002
01:24:08,567 --> 01:24:12,467
again, I just want to make sure that we note that this will vary from campus to campus based on what is needed

1003
01:24:14,000 --> 01:24:17,967
at each campus. Okay, secondary scheduled

1004
01:24:19,300 --> 01:24:22,300
transition and support. So we also know that that is where some

1005
01:24:24,667 --> 01:24:27,700
of the change that's coming through and how are we going to support our students

1006
01:24:29,533 --> 01:24:32,567
through this. So we will be having some targeted professional

1007
01:24:34,800 --> 01:24:37,267
development for our teachers because as we have talked about previously, moving

1008
01:24:39,833 --> 01:24:43,800
from a 90 minute teaching block now to 45 minutes, we are also going to need to provide support for our teachers to make sure

1009
01:24:45,167 --> 01:24:47,867
that they are. Equipped to meet those needs in our classroom.

1010
01:24:49,333 --> 01:24:52,667
homework and testing schedule, it will be similar expectations prior to the last year's schedule change.

1011
01:24:53,800 --> 01:24:57,667
so we will not be, this will not be an increase in homework. It will just be that we'll

1012
01:24:58,733 --> 01:25:02,500
have to look at it a little bit differently. And then just-in-time support from teaching and learning

1013
01:25:03,967 --> 01:25:07,567
and our campus instructional coaches for our teachers who are needing that as well. Bye.

1014
01:25:09,000 --> 01:25:10,367
our teaching and learning department is working

1015
01:25:13,267 --> 01:25:16,200
on curriculum realignment to make sure that the pacing tools and resources are

1016
01:25:17,567 --> 01:25:21,400
for shorter daily sessions, and that makes sure that we will be have clear,

1017
01:25:22,867 --> 01:25:26,533
purposeful lesson segments with longer concepts strategically chunked along classroom periods,

1018
01:25:27,967 --> 01:25:31,800
and then focus on more engagement. I think that is the piece I want to pull out from this

1019
01:25:33,067 --> 01:25:35,867
slide is the engagement piece that we're really wanting to make sure that it's more

1020
01:25:37,567 --> 01:25:41,567
about. Keeping our students engaged in the curriculum and the

1021
01:25:42,600 --> 01:25:46,300
activities that they're doing, rather than just making sure that we're getting through the lessons.

1022
01:25:47,367 --> 01:25:51,100
and then leadership support. We will be continuing to revisit and look at this to make sure that we are having our leadership teams

1023
01:25:52,833 --> 01:25:56,500
look at this and make sure if there's any adjustments we need to make. I want to also add,

1024
01:25:57,733 --> 01:26:00,767
when we focus on engagement, one of the opportunities that we have is kind of that daily mastery

1025
01:26:02,700 --> 01:26:06,233
check. Where we are, you know, as we

1026
01:26:08,500 --> 01:26:11,633
introduce and students have that independent practice, did they actually learn what

1027
01:26:12,567 --> 01:26:15,900
we expected them to learn? Did they master it at the level and the depth that we needed them to learn?

1028
01:26:17,767 --> 01:26:20,400
and I think that we do think that that 50-minute class period allows for that

1029
01:26:21,933 --> 01:26:24,967
to be short, frequent checks, so we catch a misconception right away versus waiting

1030
01:26:27,100 --> 01:26:30,100
until, you know, maybe that next block where we finally

1031
01:26:31,967 --> 01:26:35,833
realize that. Thank you guys. Yes, that is a good point. And then the reteach can

1032
01:26:36,833 --> 01:26:40,233
happen almost immediately. Okay. And then now the next slide is just our student support.

1033
01:26:41,500 --> 01:26:45,367
so again, we refer to the advisory period. So we will have specific advisory lessons to help

1034
01:26:46,833 --> 01:26:49,367
with the implementation of this new model, especially with

1035
01:26:51,567 --> 01:26:55,367
organizational and time management skills. That's going to be a huge support for our

1036
01:26:56,633 --> 01:26:59,300
students as they transition to this new. Schedule and then our

1037
01:27:00,967 --> 01:27:04,733
principal focus groups we use to get input and feedback and then as our amazing counselor team summer martin and her

1038
01:27:06,167 --> 01:27:08,767
team will be providing counselor support for students who may feel

1039
01:27:10,200 --> 01:27:12,900
this increased anxiety as well as making sure that she's supporting them in any

1040
01:27:14,600 --> 01:27:18,300
of the scheduled changes okay so now I will turn it back over to you superintendent

1041
01:27:20,167 --> 01:27:22,233
brandon again I absolutely want to thank our central

1042
01:27:25,867 --> 01:27:28,900
team our principals and lead teachers who have given feedback as we've designed

1043
01:27:29,933 --> 01:27:33,233
how we are going to support this transition. I do want everyone to know that actually beginning

1044
01:27:34,333 --> 01:27:37,900
tomorrow morning we have communication that will be sent to students and to parents that will allow them

1045
01:27:38,933 --> 01:27:42,900
to adjust their scheduled course selections. For some of our grade levels there's no impact because

1046
01:27:44,100 --> 01:27:47,767
it's like a net neutral transition. For other students it might be that they get

1047
01:27:49,033 --> 01:27:51,733
to pick up an elective or it may mean that they need to prioritize what elective that

1048
01:27:53,500 --> 01:27:57,167
they would have. Our counselors have done a phenomenal video that walks our students and our parents

1049
01:27:58,467 --> 01:28:02,300
through the process, and then there's a tailored way for each student to be able

1050
01:28:04,833 --> 01:28:08,533
to give that feedback to their counselor so that we can make those adjustments as we're building the new master schedule.

1051
01:28:09,500 --> 01:28:12,867
in addition, there is a website that will be live first thing in the morning that is specific to this

1052
01:28:14,233 --> 01:28:18,200
schedule change. I believe it has over 20 faqs.

1053
01:28:19,400 --> 01:28:23,100
it has sample schedules. And it had I'm sure there's some information that we have not addressed, and if there

1054
01:28:24,267 --> 01:28:28,200
is, we will add it as we get new questions. But we really have tried to lift up a resource that our

1055
01:28:29,700 --> 01:28:32,400
parents, students, and staff can access as we move forward with the transition.

1056
01:28:34,033 --> 01:28:37,267
again, I just want to just reiterate that while we know it's a change, and some

1057
01:28:43,233 --> 01:28:46,367
of our staff and some of our parents and some

1058
01:28:47,533 --> 01:28:50,633
of our students will feel like they won the jackpot, others are going to feel like, you know,

1059
01:28:51,633 --> 01:28:55,633
this. They're losing something that they loved. And so we will absolutely,

1060
01:28:57,000 --> 01:28:59,900
you know, our counselors are available, our principals will be supporting everyone

1061
01:29:01,867 --> 01:29:05,767
as we go through the change, making sure we get feedback along the way.

1062
01:29:07,167 --> 01:29:09,967
from this point, majority of the feedback that our stakeholders receive will

1063
01:29:11,267 --> 01:29:15,167
come from the principals. At this point, this is now kind of a campus management implementation

1064
01:29:17,167 --> 01:29:21,000
because there are nuances at each campus. That might be different, might be unique.

1065
01:29:22,400 --> 01:29:25,133
for example, at pierce high school, they have two lunches, whereas at lake

1066
01:29:26,567 --> 01:29:30,267
highlands, they have to have three, just based upon preference and size of cafeteria and all

1067
01:29:31,167 --> 01:29:35,033
of those things. So this was our night to basically say from a district level,

1068
01:29:36,067 --> 01:29:39,833
here are our expectations, and then now from here, our campuses are really individualizing it based upon

1069
01:29:41,167 --> 01:29:44,633
the needs of their campuses. A lot of people have asked, well,

1070
01:29:46,133 --> 01:29:49,633
why is this a cost savings? And so I just want to make sure that we communicate that

1071
01:29:50,900 --> 01:29:53,533
a traditional seven and eight period day is less resource intensive due to specifically

1072
01:29:55,067 --> 01:29:57,967
the athletics double block. So if you think

1073
01:29:59,133 --> 01:30:02,300
about a coach, if they teach ninth grade football and they coach varsity,

1074
01:30:03,367 --> 01:30:07,233
that might be four periods of their eight period day that they no longer are teaching

1075
01:30:08,267 --> 01:30:09,533
their actual content area. And then additional.

1076
01:30:12,367 --> 01:30:13,367
additionally, with looking at and really strategically

1077
01:30:16,733 --> 01:30:16,733
placing that plc, that is

1078
01:30:22,667 --> 01:30:25,967
also supporting the reduction. We couldn't reduce plc on a block schedule because then

1079
01:30:27,133 --> 01:30:30,167
you would have teachers that would not have a conference period every single day.

1080
01:30:32,133 --> 01:30:35,533
and we did not feel, as we listened to teachers, that that would be a great

1081
01:30:37,133 --> 01:30:40,700
system for anyone where they could thrive. Every teacher needs an

1082
01:30:42,067 --> 01:30:46,033
opportunity to breathe during a day. And then, again, just want

1083
01:30:47,100 --> 01:30:50,533
to reiterate over and over again and show great appreciation to the board

1084
01:30:52,300 --> 01:30:55,367
that as we know our campuses are going to be reduced in their allocations,

1085
01:30:57,233 --> 01:31:00,367
that we are doing all of that through attrition. So we are not looking at

1086
01:31:02,567 --> 01:31:05,200
anyone and saying you don't have a job this year. It is you will have a job.

1087
01:31:06,967 --> 01:31:08,933
it may not be in that same course,

1088
01:31:11,500 --> 01:31:14,333
that same grade level, may be in a different campus. But everyone will have a job.

1089
01:31:15,567 --> 01:31:18,567
I will also, as I shared with the board at our last meeting, we may

1090
01:31:19,800 --> 01:31:22,233
not see the full savings until 27-28, because again,

1091
01:31:24,533 --> 01:31:27,233
we're not looking at any one teacher and saying, sorry,

1092
01:31:28,700 --> 01:31:30,333
you don't have a place. So if there happen to be some

1093
01:31:34,133 --> 01:31:36,500
allocations we aren't able to reduce as a result

1094
01:31:38,567 --> 01:31:42,133
of attrition, then that will help to lower class sizes or to provide additional support

1095
01:31:43,233 --> 01:31:47,033
in another way. So I just want to make sure that we're being very transparent with that.

1096
01:31:49,033 --> 01:31:51,967
so finally, in case you didn't guess, there's no perfect schedule.

1097
01:31:54,733 --> 01:31:58,533
there's no perfect schedule. But I promise you our team, our principals, we would not

1098
01:32:00,167 --> 01:32:03,633
bring this forward if we did not feel like we still absolutely could realize the north star goal and ensure

1099
01:32:04,967 --> 01:32:07,900
strong outcomes for extracurricular and academic programs

1100
01:32:09,967 --> 01:32:13,167
on a traditional schedule. You can see we have strong transition programs that are

1101
01:32:14,800 --> 01:32:17,900
in place, and we will be ready to help

1102
01:32:19,367 --> 01:32:21,100
our entire system as we move. Y'all,

1103
01:32:23,733 --> 01:32:27,233
we've done this before. We were successful, so we feel very confident that we

1104
01:32:28,567 --> 01:32:31,733
can do that again. And then in the end, you know, we're keeping the main

1105
01:32:33,033 --> 01:32:35,567
thing the main thing, and that is how do we make sure that we love and grow our

1106
01:32:37,167 --> 01:32:40,133
kids. And then, again, we're going to be soliciting a lot

1107
01:32:41,200 --> 01:32:44,567
of feedback, and we will make just-in-time adjustments based upon the feedback that we receive.

1108
01:32:45,933 --> 01:32:49,000
so, again, thank you to our team. Thank you to our principals, our counselors.

1109
01:32:50,900 --> 01:32:53,667
of fine arts, athletics, all the people for all that they have done

1110
01:32:55,167 --> 01:32:58,167
to have this ready. Without these reductions, a conversation that we're going

1111
01:32:59,700 --> 01:33:02,400
to have later tonight about an appetite for compensation would not be

1112
01:33:04,233 --> 01:33:07,433
even a conversation that we could have. So again, just I appreciate

1113
01:33:08,800 --> 01:33:11,033
the staff and message this in our monday message.

1114
01:33:12,900 --> 01:33:16,233
our staff, while many of them feel all different kinds of ways about the change,

1115
01:33:17,500 --> 01:33:20,333
they have all been incredibly gracious in understanding why this is necessary.

1116
01:33:24,933 --> 01:33:27,833
and I'm just incredibly grateful for them that they have just expressed a

1117
01:33:30,667 --> 01:33:34,633
commitment that we're going to do great things for kids.

1118
01:33:36,567 --> 01:33:39,367
and we recognize that there's a why behind why we're having to do this right now.

1119
01:33:41,600 --> 01:33:44,733
thank you for the presentation. Thank you as well.

1120
01:33:46,867 --> 01:33:49,167
we'll open it up to questions and comments there's a lot here so board members we'll

1121
01:33:51,167 --> 01:33:54,833
start here and come back down towards uh miss mcgowan thank you um really really great

1122
01:33:56,800 --> 01:33:59,667
presentation um you all have been busy um it's a lot of cognitive lift to go

1123
01:34:02,033 --> 01:34:05,867
through this and to think of every possible outcome think of it from every single person's point of view

1124
01:34:07,067 --> 01:34:10,933
to map it out and try to figure out where your pressure points are and to make an faq and

1125
01:34:12,033 --> 01:34:14,967
to have all of these resources ready

1126
01:34:17,500 --> 01:34:20,933
with all of the communications um that is a lot of work that is a lot

1127
01:34:23,067 --> 01:34:26,967
of people I am like outside of just this room I know that goes into that

1128
01:34:28,233 --> 01:34:32,233
to do it so um I want to say thank you guys for that that is I mean I'm

1129
01:34:35,500 --> 01:34:39,300
saying it for the second time but that really goes back to the leadership

1130
01:34:40,300 --> 01:34:43,933
of that and taking care of the people and trying to find the way forward and I it may be hard to understand

1131
01:34:45,300 --> 01:34:47,700
like how much thinking all of these things through is exhausting and worrying about

1132
01:34:49,567 --> 01:34:53,500
what you miss and worrying about how it's impacting staff and worrying

1133
01:34:55,000 --> 01:34:58,700
about when you communicate it out like what did we miss right so I want to say thank you to you and

1134
01:34:59,767 --> 01:35:02,433
your staff it's a big deal um also too I want to thank our staff in the

1135
01:35:03,800 --> 01:35:07,133
buildings who are experiencing this change because not only are they hearing some messages that

1136
01:35:08,000 --> 01:35:11,733
are hard to hear um that we hate that have to be delivered but also too that we're asking them to do some...

1137
01:35:14,467 --> 01:35:17,933
changes as well, and I know that may mean you know for our coaching staff that's going

1138
01:35:18,867 --> 01:35:22,400
to be longer hours and for our teachers that may mean some more prep in one day, right? They're going to be lots of

1139
01:35:23,200 --> 01:35:27,100
different things that are going to be hardships, but I really appreciate the fact that unfortunately that we're having

1140
01:35:28,700 --> 01:35:32,367
to make some tough decisions, and how you guys are handling that how our staff's handling it certainly certainly do

1141
01:35:34,100 --> 01:35:36,367
appreciate that um you mentioned the money,

1142
01:35:38,867 --> 01:35:42,833
and I just want to be I just wanna be sure we talked about it'll take a couple of years right like this to

1143
01:35:43,833 --> 01:35:47,500
in your we're talking about when you're saying like, oh, this is $7 million and this is $4 million, you're talking

1144
01:35:48,500 --> 01:35:52,200
about we're saving that in staffing allocations? Yes, ma'am. Is that where the saving comes from?

1145
01:35:53,033 --> 01:35:56,533
yes, ma'am. It's purely staffing allocations. Okay, and that's why it may possibly take two years,

1146
01:35:57,167 --> 01:36:01,167
right, for that realignment? So, for example, and this is not a specific number, but let's say we have

1147
01:36:02,500 --> 01:36:05,600
a high school that with the new model, they may need 24 less teaching allocations than they had

1148
01:36:06,767 --> 01:36:10,367
this year. They may not have 24 resignations or retirement. Right.

1149
01:36:12,233 --> 01:36:16,067
so let's say they only get to 15, and there's not another campus that needs that one teacher that has

1150
01:36:17,967 --> 01:36:21,100
that one certification. So that allocation, that teacher may stay

1151
01:36:22,300 --> 01:36:25,700
on that campus and, for example, help reduce class sizes, those other things.

1152
01:36:27,167 --> 01:36:30,733
so we may have that additional allocation for another year until we receive more resignations or

1153
01:36:31,767 --> 01:36:34,600
retirements. Great. Thank you. Just in thinking it

1154
01:36:35,900 --> 01:36:38,867
through with, like, knowing that the new cte center is coming and knowing that

1155
01:36:40,167 --> 01:36:43,933
that's going to have some transportation implications and things like that, how is this scheduling potentially

1156
01:36:45,033 --> 01:36:48,200
going to impact that? Just thinking about, like, getting to there, taking courses, getting back,

1157
01:36:49,100 --> 01:36:52,433
how does that? We are very fortunate that we have a neighboring district that is actually opening

1158
01:36:53,700 --> 01:36:57,600
their cte center next year. Plano isd is opening their cte center. And really, we were, I think

1159
01:36:58,433 --> 01:37:01,900
we felt very confident that. The schedule we developed for

1160
01:37:03,467 --> 01:37:07,400
the health science program. Again, if you think about like highlands traveling over to richardson

1161
01:37:09,267 --> 01:37:12,933
methodist, that schedule will be the same schedule that we will apply to the cte

1162
01:37:13,867 --> 01:37:17,333
center. And when we checked with our sister school district in

1163
01:37:18,367 --> 01:37:21,733
plano, they're actually implementing the exact same model. So we will go and watch and

1164
01:37:23,000 --> 01:37:26,267
hear feedback to make sure it's working as well for the cte center as we design and launch ours.

1165
01:37:27,767 --> 01:37:30,733
that's great. Thank you. I mean, again, going back to

1166
01:37:32,067 --> 01:37:35,233
this is a large lifter. I'm thinking through all the things, right?

1167
01:37:36,667 --> 01:37:40,600
like it's hard to think through all of these things. Are you guys also looking at,

1168
01:37:42,267 --> 01:37:46,033
and I'm sure that you are, I know that because of, I know that there is going to be potentially more prep,

1169
01:37:46,967 --> 01:37:50,900
like there are going to be more preps in a day because there may be however many preps of certain teachers.

1170
01:37:52,267 --> 01:37:56,000
are there caps on those things? And are there ways that you guys are ensuring that we're not?

1171
01:37:56,833 --> 01:38:00,133
yes, I love you said that. Actually, today we sent we sent guidelines and expectations to the campus

1172
01:38:01,333 --> 01:38:04,733
principals related to the number of preps any educator could have,

1173
01:38:05,933 --> 01:38:07,133
as well as expectations around coaches schedules to

1174
01:38:10,367 --> 01:38:13,400
ensure that they had they had their planning period as well as time to respond

1175
01:38:15,467 --> 01:38:18,533
after that. They are coaching as well. So all of those expectations

1176
01:38:20,033 --> 01:38:24,000
have been communicated to principals and they know what that needs to look like. Listen, like I said,

1177
01:38:25,100 --> 01:38:28,933
y'all have been very busy. There are a lot of things that are happening right now between testing, things like this.

1178
01:38:30,400 --> 01:38:33,867
it's incredibly impressive that you guys have done this. You know, to your point, there are pros and cons

1179
01:38:35,600 --> 01:38:38,800
of all things, right? There are pros and cons to all things. I think you guys have done a

1180
01:38:39,900 --> 01:38:42,967
really great job in trying to find the best path forward. While thinking of all the people, while

1181
01:38:44,933 --> 01:38:48,400
ensuring that we have high standards, while ensuring also that we're being responsible and aligning

1182
01:38:49,600 --> 01:38:53,433
to our north star goal, what we want are student outcomes, and ensuring that we're not losing traction

1183
01:38:54,433 --> 01:38:58,433
by a change like this, while also being fiscally responsible in a time where we really

1184
01:38:59,600 --> 01:39:02,000
have to be, and working on not cutting people and programs and really working

1185
01:39:03,767 --> 01:39:07,133
on those things while maintaining our culture of support and importance for

1186
01:39:09,767 --> 01:39:12,467
our staff. Because you have said it tonight and you'll say it

1187
01:39:14,100 --> 01:39:16,967
other nights that that teacher in the classroom is the biggest determiner

1188
01:39:18,600 --> 01:39:22,400
of the outcome of those students have. So taking care of people takes care

1189
01:39:23,533 --> 01:39:27,467
of our students. And so thank you. All right. Thank you.

1190
01:39:28,300 --> 01:39:31,833
ms. Mcgowan, you're next. Thank you

1191
01:39:32,700 --> 01:39:36,067
for the presentation. Just a couple of questions. When you, one slide showed 4

1192
01:39:37,000 --> 01:39:40,600
million, the other showed 7 million. Is that a total of 11 million in savings? Correct. It's cumulative.

1193
01:39:41,333 --> 01:39:44,933
yeah. You add those numbers together. Okay. Awesome.

1194
01:39:45,700 --> 01:39:49,000
and the other question I have is, are we having to cut? Does that come from like cutting the course catalog,

1195
01:39:49,833 --> 01:39:52,700
the courses being offered? No, ma'am. There's no changes to the course selections.

1196
01:39:53,867 --> 01:39:57,067
perfect. That's it. Thank you.

1197
01:39:57,900 --> 01:40:01,300
okay. Other questions, comments? Yes, ms. Pacheco. Okay, great.

1198
01:40:02,267 --> 01:40:05,600
thank you so much for the explanation on the schedule changes. I remember in the past

1199
01:40:06,433 --> 01:40:09,767
with one of my kids we had this type of schedule and then with the other kid I had the other

1200
01:40:10,700 --> 01:40:14,200
schedule for the last remaining parts of his years and I was always confused I didn't know what

1201
01:40:15,467 --> 01:40:18,700
ab was and I was so happy that you guys had it on the board there when I was

1202
01:40:20,367 --> 01:40:21,900
driving up so great yeah always used it

1203
01:40:25,300 --> 01:40:28,533
but I had a question on the schedule changes and you know

1204
01:40:31,000 --> 01:40:34,067
I I don't know what parents are doing right now. Do we have zero period

1205
01:40:35,533 --> 01:40:37,933
with block period, or are we just implementing zero period again?

1206
01:40:40,067 --> 01:40:43,633
we really don't have zero. None of our four high schools right now have a zero hour. Okay.

1207
01:40:45,167 --> 01:40:48,567
and so this is something that they were very excited about bringing back with the traditional schedule.

1208
01:40:50,167 --> 01:40:53,433
well, I'm just as excited because I know one of my kids did take full advantage of that zero hour and did all

1209
01:40:54,667 --> 01:40:57,733
kinds of fun things and also opened up her schedule for the regular school day to

1210
01:40:59,000 --> 01:41:01,767
do the things that she really liked. And trustee pacheco, just as

1211
01:41:04,700 --> 01:41:07,767
a reminder to our parents and our students, tomorrow when they receive their scheduling

1212
01:41:08,967 --> 01:41:12,267
information, there is an opportunity for them to basically

1213
01:41:13,533 --> 01:41:16,467
indicate that they would like to take a zero hour and give us information so that,

1214
01:41:17,600 --> 01:41:20,967
again, that is information that our principals can use in building the schedule. That sounds great.

1215
01:41:22,000 --> 01:41:25,533
I do know that's good that they're doing that because sometimes she was interested in a class but there weren't

1216
01:41:26,867 --> 01:41:30,133
enough students. So we don't have a class. Right. So I'm glad that you all are

1217
01:41:32,000 --> 01:41:35,667
doing that early so we can have enough students take advantage of the zero period hour. With some

1218
01:41:37,567 --> 01:41:40,433
of the middle schools, I noticed you are providing the students that opportunity,

1219
01:41:41,867 --> 01:41:43,867
right, to take the summer classes or get ahead with this presentation,

1220
01:41:46,033 --> 01:41:49,267
right? Yeah, all students have an opportunity to take summer enrichment.

1221
01:41:50,300 --> 01:41:53,333
and then for our, the class that we have the most. As dr.

1222
01:41:56,200 --> 01:41:59,433
martin and I talked the other day, we have the most concern for is making sure our

1223
01:42:00,433 --> 01:42:03,900
juniors to seniors, that if they are impacted in any way moving from eight periods

1224
01:42:05,433 --> 01:42:08,833
to seven periods. Oh, yes. So we will have specific

1225
01:42:10,967 --> 01:42:14,433
virtual courses as well as in-person courses that we will be offering for free

1226
01:42:16,333 --> 01:42:19,700
for any of our rising juniors or seniors that their graduation plan was in any way impacted

1227
01:42:20,500 --> 01:42:24,400
by this change. We will have those available, and they'll have some options to make sure that their graduation plan is not

1228
01:42:25,267 --> 01:42:28,500
impacted because of the schedule change. Okay, great. I was wondering about that,

1229
01:42:29,667 --> 01:42:33,067
and I was wondering because sometimes when I used to see the options, they were usually half-semester

1230
01:42:34,133 --> 01:42:38,133
classes. So with this option for our rising seniors,

1231
01:42:39,233 --> 01:42:42,200
are they going to be able to do a full year maybe? Yes, we're actually, dr. Martin and the counselors, as

1232
01:42:43,300 --> 01:42:46,867
soon as we receive back the adjustments that our parents and students will look at tomorrow,

1233
01:42:47,933 --> 01:42:51,200
then we will begin to process what are those courses that we need to stand up.

1234
01:42:53,033 --> 01:42:55,800
because we know that our students were impacted by the schedule change so that there

1235
01:42:57,167 --> 01:43:00,367
will be multiple options available I can't speak to which ones yet because we need to hear from our kids

1236
01:43:01,500 --> 01:43:05,133
but we are our teaching and learning team we're ready we're just waiting to know what the need is and we will

1237
01:43:06,067 --> 01:43:09,767
stand those up and I know it's a lot of work it's a lot of kids so I'm really thankful that you

1238
01:43:11,200 --> 01:43:14,767
guys are thinking through this working out with the students and their families lastly again just

1239
01:43:16,000 --> 01:43:19,233
trying to you know get them more credits as quickly as they can can students...

1240
01:43:20,967 --> 01:43:24,000
test out of language and not actually take a class? They can.

1241
01:43:28,500 --> 01:43:31,767
yes, ma'am. They can do a credit by exam. And we do have several kids

1242
01:43:33,033 --> 01:43:36,667
actually that do that. We test them, especially if they're native speakers. They can go ahead and get

1243
01:43:37,700 --> 01:43:41,167
their spanish 1 and 2 credit and then go into spanish 3, ap spanish. We are looking at,

1244
01:43:42,300 --> 01:43:45,700
to that point, offering spanish 1 and 2 possibly over the summer as well. Just looking at different

1245
01:43:46,900 --> 01:43:49,867
courses that we haven't offered in the past to also help them

1246
01:43:51,067 --> 01:43:52,200
in junior high to get those high school credits.

1247
01:43:55,100 --> 01:43:58,500
credit to open up their courses. The 9-1-1 is those juniors to seniors making sure that we

1248
01:43:59,267 --> 01:44:03,233
know what courses they need there but then also thinking back. We do that cbes but a lot with spanish we have here is

1249
01:44:04,167 --> 01:44:07,200
mostly in the district but we also offer it for any language. Over 500 different languages.

1250
01:44:09,000 --> 01:44:12,133
that's really awesome. I didn't realize I saw it there and I was

1251
01:44:13,100 --> 01:44:17,100
like wait can they also test out besides just taking the class? So I think that's great. I know it's a change, change

1252
01:44:18,833 --> 01:44:22,367
is hard for everybody. And I'm just thankful that you guys are working it through.

1253
01:44:23,467 --> 01:44:26,867
you have a whole website that's going to be ready, so I'm excited that the families will now be able to look

1254
01:44:27,933 --> 01:44:31,333
at something, look at samples, communicate, and, of course, share with their

1255
01:44:33,800 --> 01:44:36,300
students and guidance counselors on courses. And I just think it's great.

1256
01:44:38,967 --> 01:44:42,167
I really feel like it's going to give them a bigger opportunity

1257
01:44:44,433 --> 01:44:47,000
at taking extra classes, you know, stretching themselves,

1258
01:44:49,500 --> 01:44:53,433
learning something different that they probably wouldn't have an opportunity to do. With a block schedule trustee

1259
01:44:54,600 --> 01:44:55,633
pacheco one of the the areas that we we think we will see

1260
01:44:58,700 --> 01:45:02,433
that the greatest impact for example is students will have an opportunity

1261
01:45:03,367 --> 01:45:06,433
to take that principles of a cte pathway in middle school and more students will have available slots to take

1262
01:45:07,633 --> 01:45:10,967
that um and why we're excited number one if they take that class in middle school they're much more likely

1263
01:45:12,067 --> 01:45:14,067
to finish that pathway in high school but also if they take a pathway and they

1264
01:45:16,367 --> 01:45:20,200
realize this is not for me I don't like blood after all, and I don't want to touch it.

1265
01:45:21,300 --> 01:45:24,367
and they still then have all four years of high school to dive into another pathway

1266
01:45:27,067 --> 01:45:29,767
and potentially find something else that better aligns

1267
01:45:31,367 --> 01:45:34,333
with their interests. So I think this gives them some more flexibility. It will take us a minute

1268
01:45:35,400 --> 01:45:39,100
to get there, but we do think that that's going to be a real benefit. Yes, I think it is.

1269
01:45:40,633 --> 01:45:43,633
I mean, we do still have the one group of kids that are going to be in that transition and

1270
01:45:45,067 --> 01:45:48,067
senior year, and, of course, that's really important. To get them to

1271
01:45:49,267 --> 01:45:51,867
to the final mark but I think everybody else will see the advantages and have less

1272
01:45:53,600 --> 01:45:57,567
confused parents like myself so I appreciate it and thank you for that presentation and

1273
01:45:58,700 --> 01:46:01,267
all the hard work other comments questions yes mr andrea uh just one quick

1274
01:46:07,967 --> 01:46:10,667
question and this may have already been answered

1275
01:46:12,367 --> 01:46:15,467
in what ms pacheco said but I was wondering like the programs that are like with pip.

1276
01:46:16,533 --> 01:46:19,633
that you have internships. Help me remember, because I know that that was still

1277
01:46:21,633 --> 01:46:24,933
something when my son did it, but even on this new schedule,

1278
01:46:26,233 --> 01:46:29,433
they'll still be able, it's not going to affect, or when the students that go

1279
01:46:30,633 --> 01:46:31,800
off campus, okay, so it'll all stay the same.

1280
01:46:35,200 --> 01:46:39,200
right, right. That's what I remember. Yes, we had all of those programs on our traditional schedule as well. Okay, perfect.

1281
01:46:39,900 --> 01:46:43,200
thank you. All right.

1282
01:46:44,067 --> 01:46:47,100
great questions, great discussion. The one question that I had

1283
01:46:48,267 --> 01:46:52,267
and I think I know the answer but there's no impact on class sizes right because we will be increasing I'm so

1284
01:46:53,867 --> 01:46:55,267
glad that you mentioned that we are not increasing class

1285
01:46:57,900 --> 01:47:00,967
sizes so that is not part of the reduction so we're maintaining our current class

1286
01:47:02,100 --> 01:47:05,600
size and that same ratio is in place and that's how allocations were calculated

1287
01:47:07,533 --> 01:47:10,367
excellent all right great and I know we were at the the ambassador meeting and there

1288
01:47:12,267 --> 01:47:12,267
was a lot of questions about

1289
01:47:17,633 --> 01:47:20,600
you know why couldn't we have done this three months ago why couldn't we have done

1290
01:47:22,300 --> 01:47:25,767
this in the fall and I just think that it's important to understand kind of the the sequential manner that we got

1291
01:47:26,900 --> 01:47:30,133
here and knowing what our revenue is going to be drives the decisions that we've got

1292
01:47:32,100 --> 01:47:36,100
to make and unfortunately we don't have that until appraisal districts give us numbers so we have our final

1293
01:47:37,767 --> 01:47:40,300
enrollment numbers so there were a lot

1294
01:47:41,833 --> 01:47:44,667
of pieces that had to hit before we actually got this presentation as an option

1295
01:47:45,900 --> 01:47:49,200
that we had to consider. So we're always open. I know you all are

1296
01:47:50,300 --> 01:47:53,500
at the district level, at the administration level, to answer those questions. But I know that's been one

1297
01:47:54,467 --> 01:47:56,267
that I've heard quite a few times is the timing of this.

1298
01:47:58,733 --> 01:48:01,133
and with that being said, again, kudos to turning around in such quick order.

1299
01:48:02,800 --> 01:48:06,767
the planning and the execution. I mean, it's dr. Martin and her group of counselors and

1300
01:48:08,100 --> 01:48:11,233
department. I mean, they're burning the

1301
01:48:14,000 --> 01:48:17,633
midnight oil trying to get this all hammered out and they will be over the next few weeks.

1302
01:48:18,833 --> 01:48:21,933
so it's not, we wouldn't have asked

1303
01:48:23,400 --> 01:48:26,233
for it this way, but we were given this and had to react and bravo

1304
01:48:27,433 --> 01:48:30,100
to the reaction. So, okay. With that, I am going to,

1305
01:48:31,700 --> 01:48:34,600
let's take a quick 15-minute break before we come back for...

1306
01:48:36,933 --> 01:48:39,833
the next item, so it is, let's say this, at 8.05 we'll

1307
01:48:41,600 --> 01:48:43,633
return and get going again. Thank you.

1308
01:48:47,467 --> 01:48:50,667
all right, we're going to get started. We are one minute early.

1309
01:48:52,800 --> 01:48:56,267
so the next item on our agenda is an information item to receive an update on bond

1310
01:48:57,767 --> 01:49:01,000
2025 middle school bond projects for apollo middle school and richardson north

1311
01:49:02,700 --> 01:49:05,600
middle school. Ms. Branham.

1312
01:49:07,100 --> 01:49:10,333
thank you. Thank you very much. We wanted to bring forward a presentation tonight.

1313
01:49:11,367 --> 01:49:15,233
really, we chose our two most complex projects because these are going to involve the most movements

1314
01:49:16,767 --> 01:49:18,633
in terms of phases and or may involve the most

1315
01:49:20,900 --> 01:49:24,567
portables. And we know that as our

1316
01:49:25,400 --> 01:49:29,033
parents and our staff are processing that information, we just want to make sure

1317
01:49:30,233 --> 01:49:32,800
we're very transparent, make sure they know the plan. Make sure they know all of

1318
01:49:35,000 --> 01:49:38,533
the amazing safety supports that our facilities team have put in place to make sure

1319
01:49:39,633 --> 01:49:43,433
that this construction over the next two years is a safe one and a project that still

1320
01:49:45,200 --> 01:49:47,533
allows for students to focus on learning, because in the

1321
01:49:49,333 --> 01:49:53,067
end that's what they're there for. The great news for us is we've been

1322
01:49:54,033 --> 01:49:57,533
through this a couple times. Not just with lake highlands middle school and with forest meadow,

1323
01:49:58,700 --> 01:50:02,067
but we've also been through it with mohawk and brentfield and pierce for three years.

1324
01:50:03,333 --> 01:50:07,033
I mean, we have had practice at how do you, northridge, stoltz, lots of opportunities for us to

1325
01:50:08,633 --> 01:50:12,533
recognize what lifting up a project like this looks like in a way that doesn't have to completely disrupt learning.

1326
01:50:14,233 --> 01:50:16,433
so we've invited the facilities team.

1327
01:50:18,400 --> 01:50:22,333
I think, lee, you're going to be the lead tonight. But I thank all of them for the incredible work they've

1328
01:50:23,300 --> 01:50:26,933
done. Also, huge kudos to our strategy and engagement team because, like the schedule

1329
01:50:28,167 --> 01:50:30,800
presentation we just had, we have a bond 2025 website that is already listed up.

1330
01:50:33,033 --> 01:50:36,933
it's already live, and there are already, again, faqs, information, so that

1331
01:50:38,767 --> 01:50:41,700
parents have a go-to place as they're seeking out information.

1332
01:50:43,300 --> 01:50:46,867
so I'll turn it over to you all. Thank you, superintendent

1333
01:50:48,500 --> 01:50:52,100
brannon. Good evening, board of trustees. I'm going to walk through the

1334
01:50:53,033 --> 01:50:56,567
construction phasing of apollo middle school and richardson north middle school.

1335
01:50:57,900 --> 01:50:59,267
as superintendent bram said, you know, k-12 projects are

1336
01:51:01,933 --> 01:51:05,233
the most complicated. You have a couple

1337
01:51:06,533 --> 01:51:10,500
of factors. The campus needs to be occupied. There's not a big window of time except for summer

1338
01:51:11,600 --> 01:51:15,567
where students are not there. And then you also are dealing with students, students that are learning every day. So you need to make sure that

1339
01:51:16,433 --> 01:51:19,467
their learning environment is sacred and it's not disrupted during construction. So with that being said we've

1340
01:51:20,567 --> 01:51:23,867
been working with these contractors who are very qualified and have done lots of k-12 projects

1341
01:51:24,833 --> 01:51:28,267
in phase construction for the last year to really determine what's the most efficient phasing that we can

1342
01:51:29,267 --> 01:51:33,000
have for these two projects so I want to really highlight apollo first and just to look back at the end goal

1343
01:51:34,133 --> 01:51:37,867
right these beautiful renderings it will take two years to get apollo to look like this but we also have to

1344
01:51:39,200 --> 01:51:41,933
remember this is the end goal right this is this is the wow this is the august of 2028

1345
01:51:43,433 --> 01:51:47,333
this is what our students will be walking into but to get there, it's going to be quite a journey

1346
01:51:48,733 --> 01:51:52,367
for the next two years. It's exciting, very exciting, and I want to walk through that

1347
01:51:53,633 --> 01:51:56,967
in the most efficient, simplified way I can. So looking at this schedule

1348
01:51:58,400 --> 01:52:01,300
that we've put together, it has from 2026 all the way to 2028, where we have

1349
01:52:02,533 --> 01:52:05,633
substantial completion of august in 2028. For apollo, apollo's really

1350
01:52:07,267 --> 01:52:10,767
broken down into two big phases. You have phase one and you

1351
01:52:13,400 --> 01:52:17,033
have phase two. And if you can see the ticker on the top, where you see the two different colors are kind of big milestones that

1352
01:52:18,233 --> 01:52:20,433
there's a big turnover or a big milestone switchover for the contractors.

1353
01:52:24,167 --> 01:52:27,567
so from april to july is one kind of phase one part. From august to may is a chunk.

1354
01:52:28,600 --> 01:52:31,767
the summer of june and july and 27. And then august to

1355
01:52:32,967 --> 01:52:36,733
december. And then january to may. And then each slide that I'll

1356
01:52:37,900 --> 01:52:41,133
go through next corresponds to each one of those chunks. To give a breakdown

1357
01:52:42,133 --> 01:52:45,033
of bite-sized pieces as we go through from today all the way to 2028.

1358
01:52:46,500 --> 01:52:50,233
so looking at the first phase, this is looking from april to april of 2026 to july of 2026, so this coming

1359
01:52:52,067 --> 01:52:54,567
summer. So I broke every single slide

1360
01:52:56,167 --> 01:52:59,900
into what's happening on the outside, exterior, and what's happening on the inside.

1361
01:53:01,600 --> 01:53:04,700
you guys can see holistically what the plan will be. So on the exterior, starting

1362
01:53:05,800 --> 01:53:09,467
in april, the construction, fencing, and mobilization has already commenced. You should see it at apollo

1363
01:53:12,500 --> 01:53:15,833
right now, some construction. Site utilities and

1364
01:53:16,767 --> 01:53:20,500
infrastructure are starting. The portables and the covered walkways are also starting. Those will not be occupied until august

1365
01:53:21,433 --> 01:53:25,433
of this coming year, but they need to set up all the infrastructure for it. And then site paving and parking is going

1366
01:53:27,300 --> 01:53:30,267
to be started. On the inside, which will happen after school releases in

1367
01:53:31,833 --> 01:53:35,267
may, so june and july, there will be selective abatement in the area in red, and temporary administration

1368
01:53:36,467 --> 01:53:39,933
suite will be getting built. Structural demolition will start happening in june and july.

1369
01:53:41,000 --> 01:53:44,133
we'll start renovation on some of the existing, and then we'll start the new

1370
01:53:45,467 --> 01:53:49,233
academic. And then as I go through these diagrams, I want to point out the line

1371
01:53:50,233 --> 01:53:54,167
in blue is going to be the construction fencing. And then everything within that construction fencing is

1372
01:53:55,433 --> 01:53:58,667
where the contractor will be laying down his materials. That's where the workers will be.

1373
01:53:59,700 --> 01:54:03,600
parked most likely, that's where all their materials will be. Everything in red that you

1374
01:54:04,867 --> 01:54:08,167
see is going to be kind of off limits. No students will be there, no one will be there

1375
01:54:09,433 --> 01:54:13,000
in the chunk of time that we're talking about. So april to june, that will

1376
01:54:14,033 --> 01:54:18,000
be occupied. Everything that you see in white within the building will be occupied, and then you'll see in the next coming slides,

1377
01:54:18,867 --> 01:54:22,800
things that are in green are going to be occupied. I'm trying to keep it consistent

1378
01:54:24,067 --> 01:54:26,633
for all the phasing. So after...

1379
01:54:31,933 --> 01:54:35,933
I've got it. Sorry, skipped a slide. So just to zoom in

1380
01:54:36,767 --> 01:54:40,267
on the portables, I really wanted to highlight some of our safety measures regarding the portables.

1381
01:54:41,633 --> 01:54:45,633
so the entire area that you see in yellow, and it's pretty small, but the whole area in yellow is going

1382
01:54:46,500 --> 01:54:50,267
to be completely secure. There will be covered walkways from the main campus to the portables

1383
01:54:51,133 --> 01:54:54,433
with the exception of fire lane. And it's very small, but anytime you leave the main

1384
01:54:55,400 --> 01:54:58,867
campus, you will be under a covered walkway with the exception of the fire lane.

1385
01:55:00,200 --> 01:55:03,667
all of the secured gates with panic hardware, there'll be panic hardware throughout. So if there was any

1386
01:55:04,633 --> 01:55:07,533
emergency, students can exit and leave out of those gates

1387
01:55:08,700 --> 01:55:12,467
with the panic hardware. It's those push bars that you see on doors. There'll be sensing,

1388
01:55:13,567 --> 01:55:17,500
like I said, all around the portables, which you can see that's outlined in that yellow area secured.

1389
01:55:19,333 --> 01:55:22,800
all classrooms have controllable air conditioning and heating. All classrooms have emergency

1390
01:55:24,233 --> 01:55:27,333
phones, full fire alarms, security cameras, interior corridors.

1391
01:55:28,700 --> 01:55:32,400
and the exterior walkways, as well as the public address system that's tied into them.

1392
01:55:33,567 --> 01:55:37,433
then another point is the restrooms are provided in the portables. And these portables are a

1393
01:55:38,433 --> 01:55:42,000
little different than what you normally see as a typical portable. So these portables are

1394
01:55:43,267 --> 01:55:46,767
actually a building that has a hallway and then classrooms. So the classroom doors aren't

1395
01:55:47,967 --> 01:55:51,667
on the very exterior of the building. You're actually going into a building, there's a

1396
01:55:52,800 --> 01:55:55,967
hallway, and then you go into your classroom. So that's one of the key differences

1397
01:55:56,867 --> 01:56:00,267
on these portables for apollo, and I'll talk about portables at north that are different.

1398
01:56:01,233 --> 01:56:04,600
so that's one key difference. And then another factor that I want to talk about just very briefly is why so many

1399
01:56:05,700 --> 01:56:09,333
portables. So the way we work with the contractor is we had a lot of limitations

1400
01:56:10,867 --> 01:56:13,533
on the existing structure of the building. These buildings were built

1401
01:56:15,167 --> 01:56:18,133
in the 70s and 60s and 70s. So the code back in the 60s and 70s were very different

1402
01:56:19,733 --> 01:56:23,133
than what we need today. So after working with the city and some pretty strict

1403
01:56:24,400 --> 01:56:28,333
code interpretations that we had, they didn't allow us to occupy lots of chunks of the building that we

1404
01:56:29,600 --> 01:56:33,500
wanted to have. But we had a lot of limiting.

1405
01:56:34,333 --> 01:56:37,233
we could only go 20 feet. It was very unrealistic in some of these spaces.

1406
01:56:38,767 --> 01:56:42,100
so that's what, with the available land that apollo had, we were able to say, how about we just do

1407
01:56:43,033 --> 01:56:46,167
two large phases, move a lot of the students out into the portables, and able

1408
01:56:47,867 --> 01:56:51,100
to turn over some of these spaces a lot quicker. So that was one

1409
01:56:52,733 --> 01:56:56,267
of the main whys on why we had so many on the site and then so after we just had summer so this

1410
01:57:00,300 --> 01:57:02,600
now is a snapshot of okay what is august of 20

1411
01:57:08,167 --> 01:57:11,433
so phase one the 2026-2027 school year again, you can see the blue fencing is still

1412
01:57:12,900 --> 01:57:16,033
intact. Everything in green and everything in white is going

1413
01:57:17,300 --> 01:57:19,567
to be completely occupiable, so students will be in those spaces.

1414
01:57:21,433 --> 01:57:24,933
so on the outside, the new south fire lane and the east parking lot and drive is

1415
01:57:26,633 --> 01:57:30,467
complete, but it's only used for emergency. The portables and the covered

1416
01:57:31,733 --> 01:57:34,867
walkways, those are complete. Inside the building, the temporary admin suite is

1417
01:57:35,800 --> 01:57:38,933
complete. What that shows is a red dash.

1418
01:57:40,000 --> 01:57:43,667
as you can see, everything in red is currently under construction, which included the new administration area.

1419
01:57:44,567 --> 01:57:47,733
we needed to put... A temporary admin somewhere we did this very similar to you so the area that's dashed

1420
01:57:48,767 --> 01:57:51,967
in red is where the temporary admin will go and then again renovation of the existing is still ongoing and the new

1421
01:57:52,867 --> 01:57:56,167
academic wing which is on the north side of the building that's ongoing so that would be the whole first

1422
01:58:00,067 --> 01:58:02,300
2026-2027 looking into phase two again two big phases so

1423
01:58:04,333 --> 01:58:06,700
the majority of that that building was taken over. Going

1424
01:58:08,567 --> 01:58:10,033
into the second school year in summer of starting june

1425
01:58:14,567 --> 01:58:17,467
of 2027 and july of 2027, on the outside

1426
01:58:19,367 --> 01:58:23,100
of the building, they're finishing that north fire lane on the north. Again, it's used for starting

1427
01:58:25,067 --> 01:58:28,900
the detention corner over there. We have a reduction

1428
01:58:29,833 --> 01:58:33,433
in portables. That second summer, we're reducing the portables in half.

1429
01:58:35,133 --> 01:58:38,633
there's less portables out there. We're starting a covered walkway for the new academic.

1430
01:58:40,167 --> 01:58:43,567
I'll show you that in the next slide. And then inside, the existing renovation is still ongoing

1431
01:58:44,733 --> 01:58:46,167
and the new academic. So the next slide is august

1432
01:58:49,767 --> 01:58:53,767
of 2027. So this phase is showing the

1433
01:58:55,000 --> 01:58:58,800
fall semester of 27. So on the outside now, the fire lane is still complete and the south is complete.

1434
01:59:00,567 --> 01:59:03,533
but again, it's only used for emergency. The reduced portables is

1435
01:59:06,233 --> 01:59:09,300
complete. So if you can see in the bottom.

1436
01:59:10,333 --> 01:59:14,333
with the green portables those have been reduced now but they're still occupied the detention pond is ongoing and if you can see in that

1437
01:59:15,500 --> 01:59:18,967
light blue there is a covered walkway so that new academic wing is complete

1438
01:59:21,933 --> 01:59:25,033
on the north everything in green it's complete and so we need to connect that new

1439
01:59:26,833 --> 01:59:29,333
academic wing to the new cafeteria so that will be a

1440
01:59:30,933 --> 01:59:34,167
covered walkway that has fencing all around we've done this

1441
01:59:35,833 --> 01:59:38,900
before we've done it on pierce new completed wings

1442
01:59:42,033 --> 01:59:45,533
like I said the new academic wing and storm shelter is also complete um the renovate portion of level two is also

1443
01:59:47,100 --> 01:59:50,033
complete I want to bring up level two because I'm not showing it in the diagram the

1444
01:59:51,800 --> 01:59:55,733
new cafeteria and stage is complete which is on the south end the southeast corner um this is a very

1445
01:59:57,133 --> 02:00:00,200
small image but it's a big green box in the bottom the demolition

1446
02:00:01,300 --> 02:00:05,267
of the existing cafeteria is ongoing and then renovation of the the existing, ongoing, and the new competition.

1447
02:00:06,467 --> 02:00:08,933
again, this is a snapshot of what august, the fall

1448
02:00:12,000 --> 02:00:13,300
2020 semester was. Going into spring of 2028,

1449
02:00:16,500 --> 02:00:20,333
you can now see that a big chunk of the building now is all green.

1450
02:00:22,133 --> 02:00:25,267
on the exterior, the detention pond is complete. There's another reduction

1451
02:00:26,600 --> 02:00:28,933
of portable classrooms, so only one is remaining for athletics.

1452
02:00:31,400 --> 02:00:35,267
in the interior, the new main entrance, the media center, the new administration.

1453
02:00:36,200 --> 02:00:39,500
new cte classrooms art classrooms and all the second floor at drive on the northeast as well that's now

1454
02:00:41,300 --> 02:00:44,367
complete too um so the you can see the construction center has moved now so now

1455
02:00:45,500 --> 02:00:48,967
they're utilizing the new drop-off and the new pickup and the new admin the cafeteria courtyard and

1456
02:00:51,100 --> 02:00:54,333
interior courtyards are complete and then the renovation of the existing

1457
02:00:55,467 --> 02:00:59,333
practice gym the new competition area addition and the fine arts wing that is

1458
02:01:00,700 --> 02:01:03,900
all under construction in the red and this is a snapshot of what spring of 2028 looks

1459
02:01:07,233 --> 02:01:09,133
like so by spring of 2028 probably 80 of the building

1460
02:01:12,433 --> 02:01:14,833
is now so then going into summer of 2028 the track

1461
02:01:19,500 --> 02:01:22,233
and field is gonna will be starting construction and the fine arts and new locker room

1462
02:01:24,100 --> 02:01:27,667
renovation and new competition gym will be getting underway.

1463
02:01:30,133 --> 02:01:33,533
and finally... August of 2028, all

1464
02:01:35,233 --> 02:01:38,733
of it's green. It's all completed. The track and field will be completed at the end of

1465
02:01:39,667 --> 02:01:43,033
august. The only remaining items left for that august would be punch list items, and the

1466
02:01:44,300 --> 02:01:47,467
building is the same. Then going on to north middle school, again,

1467
02:01:49,633 --> 02:01:52,067
snapshot of what the end goal is.

1468
02:01:55,300 --> 02:01:55,300
so for apollo and north,

1469
02:02:01,433 --> 02:02:01,433
there was two different...

1470
02:02:05,500 --> 02:02:09,300
for phasing the apollo you had two big chunks two big

1471
02:02:11,000 --> 02:02:14,667
moves to get the project completed there was available land at north, we didn't have a ton of land, but a bunch

1472
02:02:16,067 --> 02:02:18,667
of portals. We have some,

1473
02:02:20,667 --> 02:02:24,400
and I'll show you that in a minute. But the mindset with north was we take it all in little chunks.

1474
02:02:25,633 --> 02:02:29,133
so as you can see on the construction page here, there's multiple phases in little chunks where students or staff will be kind

1475
02:02:30,233 --> 02:02:32,467
of turning over once new parts of the building.

1476
02:02:34,333 --> 02:02:37,633
so from may to july is phase 1a. From august to december, it's phase 1b.

1477
02:02:39,567 --> 02:02:43,033
january to may of 27 is phase 1c. And then so on and so forth. And each of those correspond

1478
02:02:44,400 --> 02:02:47,000
with the semester. So again, a different school

1479
02:02:49,267 --> 02:02:53,100
of thought because of the site-specific conditions. Apollo, two big chunks

1480
02:02:54,300 --> 02:02:57,100
to get the project done. On north, smaller chunks throughout the whole thing.

1481
02:03:00,400 --> 02:03:03,800
so going into, again, same kind of graphics where

1482
02:03:05,333 --> 02:03:09,100
blue is the construction fencing, red is kind of off-limits, white is occupied,

1483
02:03:10,200 --> 02:03:13,300
and then green will be... So looking at phase 1a, which is summer

1484
02:03:14,567 --> 02:03:18,133
of this year, june and july of 2026, the construction, fencing and mobilization will

1485
02:03:19,333 --> 02:03:22,467
start, site utilities will start, the portables and covered walkway will also

1486
02:03:23,600 --> 02:03:26,600
start, and that's the box in the bottom right corner, and then site paving

1487
02:03:28,733 --> 02:03:32,533
demolition. And then on the inside, they

1488
02:03:33,333 --> 02:03:35,133
will be demolishing the northwest corner of the building.

1489
02:03:39,300 --> 02:03:42,133
looking at portables again, again, same safety measures that we have for apollo,

1490
02:03:44,200 --> 02:03:47,667
but there's a couple of different nuances. So the entire area in yellow is going

1491
02:03:48,700 --> 02:03:52,333
to be secured. There's covered walkways from the main campus portables, again, with the exception

1492
02:03:53,333 --> 02:03:56,833
of the fire lane. There's secured gates with panic hardware throughout. All classrooms and exterior

1493
02:03:58,100 --> 02:04:01,167
doors are walkable. The fencing around the portables is feet-foot tall.

1494
02:04:02,600 --> 02:04:06,300
all classrooms have controllable air conditioning. And again, all classrooms

1495
02:04:07,733 --> 02:04:11,200
within those portables. They have emergency phones, full fire alarms, security cameras, as well as public

1496
02:04:12,800 --> 02:04:16,667
address that's tied into the main campus. And then the difference on north is that the restrooms

1497
02:04:17,833 --> 02:04:20,733
are accessed in the main campus, and we did at forest meadow

1498
02:04:22,100 --> 02:04:23,467
where students have a bathroom pass.

1499
02:04:30,533 --> 02:04:34,233
so looking at fall of 2026, this is a snapshot of what fall of 2026 looks

1500
02:04:35,233 --> 02:04:38,500
like. So that north parking lot is closed. The new fine arts and

1501
02:04:39,500 --> 02:04:42,967
athletic addition started, so that big red box at the northeast corner.

1502
02:04:44,367 --> 02:04:46,500
and then portables and the covered walkway, those are complete.

1503
02:04:49,333 --> 02:04:52,933
again, all of the white is going to be occupied during the fall of 2026.

1504
02:04:55,133 --> 02:04:59,033
on the inside, the renovation of the classroom south of the courtyard, level one and two,

1505
02:04:59,967 --> 02:05:03,867
those are started. So they'll be renovating those.

1506
02:05:05,267 --> 02:05:07,967
and then again, just wanted to put out the bus loop is also still open.

1507
02:05:14,233 --> 02:05:17,400
the traffic on this one, the bus loop is still open. Looking

1508
02:05:18,333 --> 02:05:21,633
into the next semester, so phase 1c is spring of 27. So in spring of 27, that fine arts and athletic

1509
02:05:23,100 --> 02:05:26,333
edition is still ongoing at that northeast corner. The north parking lot and parent drop-off, that's now

1510
02:05:27,300 --> 02:05:31,100
opened. Again, going back, during the fall it was closed. They're working on it,

1511
02:05:32,067 --> 02:05:35,533
so now it's open spring of 27. On the inside of the building, they've now

1512
02:05:36,667 --> 02:05:39,600
finished those south classrooms, and they've moved on

1513
02:05:40,867 --> 02:05:44,600
to the north classrooms north of the courtyard. So the strategy here is you basically flip around the courtyard every semester.

1514
02:05:46,200 --> 02:05:49,767
one area gets completed, they flip to the next area to start renovation. And this applies to both

1515
02:05:51,033 --> 02:05:52,500
level one and level two. So looking into summer of

1516
02:05:55,733 --> 02:05:58,600
2027, so that south parking lot is started.

1517
02:06:00,367 --> 02:06:03,533
the portion of the east fire lane is complete and used for emergency only.

1518
02:06:05,167 --> 02:06:08,600
the remaining portion of the east fire lane is started.

1519
02:06:10,033 --> 02:06:13,000
the athletics and fine arts wing is still ongoing. And on the inside,

1520
02:06:14,600 --> 02:06:18,000
the middle of the building is going to be completely demolished on the north side

1521
02:06:20,000 --> 02:06:23,833
during that summer of 27. The temporary administration area renovation is started as well.

1522
02:06:24,600 --> 02:06:28,000
this is very similar to apollo where we're working on the administration area, so we need a temporary one.

1523
02:06:28,933 --> 02:06:31,767
and again, we've done this before at forest meadow. And then a covered walkway

1524
02:06:33,067 --> 02:06:35,300
connecting the main campus. So fall of 2027.

1525
02:06:38,900 --> 02:06:40,667
so fall of 2027, you see a lot more green.

1526
02:06:43,667 --> 02:06:47,000
the new athletic and fine arts additions at north and south parking lot are

1527
02:06:48,800 --> 02:06:52,333
complete now. That east fire lane is complete, but again,

1528
02:06:53,733 --> 02:06:57,300
it's only for emergencies. Existing bus loops still

1529
02:06:59,867 --> 02:07:03,400
remain on the inside. Those renovated classrooms west of the courtyard have started, so now we've taken

1530
02:07:04,400 --> 02:07:07,700
over the west side of the courtyard. The new administration wing cafeteria and library have

1531
02:07:08,767 --> 02:07:11,600
started as well, which is the... Big red block

1532
02:07:12,967 --> 02:07:15,533
in the center. That's the new admin that's started.

1533
02:07:17,333 --> 02:07:19,867
the new athletics and fine arts addition is complete. So the big box

1534
02:07:21,667 --> 02:07:24,967
in the right, that is complete. Temporary admin area is shown

1535
02:07:25,967 --> 02:07:29,967
in the red dashed on the south building. And then there's a covered walkway connecting the staff

1536
02:07:31,667 --> 02:07:35,633
parking lot to the main campus and a covered walkway connecting the main campus to the new athletic and fine

1537
02:07:36,833 --> 02:07:36,833
arts.

1538
02:07:43,800 --> 02:07:46,733
that's shown in blue. So looking at spring of 27, so the next semester, all the

1539
02:07:48,100 --> 02:07:51,533
portables have been removed. The track and field renovations have started. The covered walkway now from

1540
02:07:53,100 --> 02:07:55,733
the north staff parking lot to the main campus is complete.

1541
02:07:57,533 --> 02:08:01,100
renovation of the bus loop has started. And then the tennis courts have started.

1542
02:08:02,233 --> 02:08:05,533
and then inside, the renovation of the classrooms west of the courtyard are complete now.

1543
02:08:06,800 --> 02:08:09,667
now we're flipping over to the east side where the new sped classrooms and new

1544
02:08:10,867 --> 02:08:14,100
classroom renovations on the east courtyard have started. And then the new administration wing and

1545
02:08:15,267 --> 02:08:18,700
cafeteria and library and then finally that summer of

1546
02:08:22,767 --> 02:08:26,133
28 is the track and field renovation is still ongoing the covered walkways have

1547
02:08:27,467 --> 02:08:30,133
been removed renovation of the bus loop is complete the tennis courts are ongoing the

1548
02:08:31,700 --> 02:08:34,167
new sped classrooms and classroom renovations courtyard are complete and

1549
02:08:35,933 --> 02:08:38,767
then the new administration wing that includes the cafeteria library in the

1550
02:08:40,200 --> 02:08:43,733
courtyard are ongoing or finishing up that summer august of 28 the track and

1551
02:08:46,167 --> 02:08:49,633
field and tennis courts are complete all the remaining items left are punchless in

1552
02:08:52,200 --> 02:08:52,200
the building now that was a

1553
02:08:57,167 --> 02:09:00,800
lot to digest and we've been working on these plans for over a year and I tried to condense it as much as

1554
02:09:01,733 --> 02:09:05,200
possible but some key takeaways from this project or from this presentation is you know

1555
02:09:06,567 --> 02:09:09,467
each project requires phase construction to ensure the campus remains operational

1556
02:09:10,733 --> 02:09:14,300
students and staff safety in a priority with affordable and then the projects aligned to rsd's middle school

1557
02:09:16,000 --> 02:09:19,100
transformation in which modernization is complete grade students to attend

1558
02:09:22,700 --> 02:09:25,900
middle school beginning fall of 2028 as tabitha mentioned

1559
02:09:27,600 --> 02:09:30,133
bond 2025 website is where we will keep everyone up to date on I also want to add

1560
02:09:32,533 --> 02:09:35,767
that again this team is absolutely amazing all of our

1561
02:09:37,200 --> 02:09:40,133
partners whether it's our construction crew or architects, they have just

1562
02:09:42,033 --> 02:09:45,600
been amazing. I also want to speak

1563
02:09:47,033 --> 02:09:49,767
for a minute from a mom's perspective. So karis, when she was

1564
02:09:51,267 --> 02:09:54,933
graduating from pierce, her freshman year, she got hit with covid.

1565
02:09:56,467 --> 02:10:00,133
and then her sophomore, junior and senior year were all construction.

1566
02:10:01,233 --> 02:10:04,600
so when I think about, we recognize that there's disruption, even though they put all

1567
02:10:06,000 --> 02:10:09,033
of these measures in place to make sure that students can stay focused on learning

1568
02:10:10,400 --> 02:10:14,000
teachers can stay focused on teaching. We know that there are still going to be some experiences

1569
02:10:15,267 --> 02:10:19,267
that is very different for this group of students as we go through construction.

1570
02:10:20,933 --> 02:10:24,067
my own son, when he transitions, we will be under construction when he goes

1571
02:10:25,200 --> 02:10:28,433
to middle school. Kirsten was like, mom, you couldn't at least sacrifice

1572
02:10:29,633 --> 02:10:33,000
one. I'm like, no, I treat you equally. You both are going

1573
02:10:35,100 --> 02:10:38,167
to have construction. So when we're in the meetings,

1574
02:10:40,233 --> 02:10:43,567
I do bring that mom lens. It's like as a mom, what how would I want to make sure that we are looking

1575
02:10:44,700 --> 02:10:48,067
at safety? How are we communicating to parents so that they have a heads up and they can prepare the students?

1576
02:10:48,967 --> 02:10:52,800
how do we make sure that we message this to students so that they are aware of what the changes look like and that they feel secure as

1577
02:10:53,767 --> 02:10:57,500
well in their new learning environment? So again, we recognize that for our junior high students, they're there

1578
02:10:58,733 --> 02:11:01,700
for two years. And when they're there for two years, both years,

1579
02:11:03,067 --> 02:11:05,400
they're going to be under construction. And sometimes...

1580
02:11:07,100 --> 02:11:10,467
like I would tell karis, sometimes we make a little bit of a personal sacrifice

1581
02:11:11,900 --> 02:11:15,333
because the outcome is going to benefit graduating classes that leave pierce high

1582
02:11:17,300 --> 02:11:20,433
school for the next 50 years. And guess what? You still had an amazing high

1583
02:11:21,867 --> 02:11:24,733
school experience and you don't even think about the construction anymore.

1584
02:11:26,100 --> 02:11:29,833
but I would be remiss if we didn't acknowledge that we do recognize that what parents think about when they send

1585
02:11:31,000 --> 02:11:33,867
their kids to that next place is not necessarily construction.

1586
02:11:35,100 --> 02:11:38,833
but we do believe in the end the outcome will be worth it. So again, thank you team and

1587
02:11:41,467 --> 02:11:44,100
we are happy to take any questions.

1588
02:11:45,900 --> 02:11:47,733
all right. There's a lot there.

1589
02:11:51,300 --> 02:11:53,800
let's open it up. Questions, comments on any of these?

1590
02:11:56,433 --> 02:12:00,133
do any of the board members have? Okay. We'll start with rachel and

1591
02:12:01,033 --> 02:12:03,767
then we'll go to ms. Pacheco. Thank you for the presentation.

1592
02:12:05,200 --> 02:12:09,133
it's gorgeous, the outcomes. I think we're going to have to go back to the presentation. It's just about security.

1593
02:12:10,267 --> 02:12:14,000
and as a mom, I think about portables and my kids being in portables. And you said, I know there's

1594
02:12:15,300 --> 02:12:18,267
an eight-foot wall that's around the portables, but that area is secured. How secure,

1595
02:12:19,433 --> 02:12:21,400
like truly secure, are those portables for an active shooter?

1596
02:12:29,533 --> 02:12:32,833
well, the use of portables is pretty standard. We know from previous projects that we've done here

1597
02:12:33,967 --> 02:12:37,167
in the district, and, of course, we know from other districts, that they're a necessary part

1598
02:12:38,133 --> 02:12:41,833
of doing phasing as complicated as this. So when you ask about... How secure are they?

1599
02:12:43,167 --> 02:12:46,333
so the standard starts with an eight-foot non-scalable fence with all the panic hardware

1600
02:12:47,467 --> 02:12:50,200
in case there's an emergency where kids had to exit that area.

1601
02:12:52,100 --> 02:12:55,233
and so that's the starting point. The portables at apollo

1602
02:12:56,733 --> 02:13:00,133
versus the portables at north, and correct me if I'm wrong, lee, they're a little

1603
02:13:01,767 --> 02:13:05,133
bit different in the fact that they have an interior corridor.

1604
02:13:06,967 --> 02:13:10,800
so the classroom doors at the apollo portables don't face the exterior, don't face the outside.

1605
02:13:11,833 --> 02:13:15,567
so there's another layer of added safety there with that additional door to enter that hallway to get

1606
02:13:16,833 --> 02:13:19,467
to your portable classroom. Does that kind of speak to what you're asking?

1607
02:13:21,500 --> 02:13:25,000
yeah. Additionally, it's important to note our sros.

1608
02:13:27,033 --> 02:13:29,833
so we will be collaborating with either rpd or dpd and with those sros.

1609
02:13:31,100 --> 02:13:34,633
this may change, for example, what their walking pattern looks like,

1610
02:13:36,200 --> 02:13:39,700
especially at apollo when you have such a concentration. Where they're spending the majority of their time,

1611
02:13:41,000 --> 02:13:44,967
where we locate their office, is going to be close to those portables so that, again, we have that proximity

1612
02:13:46,133 --> 02:13:49,533
as well. It really is similar. Our students are outside

1613
02:13:51,367 --> 02:13:54,167
practicing football and soccer, so it's under that same kind of experience.

1614
02:13:56,800 --> 02:14:00,467
but safety is by far, and this is, again, why we wanted

1615
02:14:01,567 --> 02:14:04,467
to bring it forward, all the steps that we've taken, security cameras, all of those things.

1616
02:14:06,033 --> 02:14:09,867
to make sure our parents know that that is a priority for us. Yep, ms. Branham,

1617
02:14:10,700 --> 02:14:14,700
along the same lines, thank you for bringing up the security cameras. We'll have all the same

1618
02:14:15,933 --> 02:14:19,100
functionality that we do in the brick-and-mortar building as it exists right now, including the new phones that

1619
02:14:20,333 --> 02:14:23,933
we updated this school year. If you remember, if the board will recall, we went through a dva,

1620
02:14:25,567 --> 02:14:29,200
a district vulnerability assessment, and so one of the key components was that each classroom is enabled with a

1621
02:14:30,500 --> 02:14:33,700
911 panic, if you will, button. In case of emergency.

1622
02:14:34,700 --> 02:14:37,933
our staff also has, through informacast, the ability to enter into any of the srp protocols,

1623
02:14:40,033 --> 02:14:44,033
those kind of things. So all the functionality that we have in the regular building, the

1624
02:14:45,667 --> 02:14:48,333
portable classrooms will have that as well. Ms.

1625
02:14:51,700 --> 02:14:54,733
pacheco. Okay, great. Thank you so much for your

1626
02:14:56,067 --> 02:14:59,267
presentation. I thought I followed it really well.

1627
02:15:00,733 --> 02:15:03,900
I appreciate you breaking it down into the faces. And showing us the different

1628
02:15:04,900 --> 02:15:07,800
things that both schools are going to have. I wish we didn't have

1629
02:15:09,400 --> 02:15:13,400
to do this like the way we're doing it, but it's necessary because it is important, right, to align our students in

1630
02:15:14,400 --> 02:15:18,233
their learning and better outcomes and to really move those sixth graders into the middle school.

1631
02:15:20,000 --> 02:15:23,500
so I appreciate all the hard effort, our community, for ensuring that we are able to do this for the remaining

1632
02:15:24,733 --> 02:15:28,600
schools that we have. And, you know, just... Ask our families, you know,

1633
02:15:30,300 --> 02:15:32,933
be patient. You know, it's going to be a little bit hard,

1634
02:15:34,567 --> 02:15:37,667
but we have a plan. We're going to keep our kids safe.

1635
02:15:38,867 --> 02:15:42,600
they're going to still be able to stay motivated, active, and engaged in school and

1636
02:15:43,733 --> 02:15:45,767
learning and activities. I'm sorry.

1637
02:15:47,867 --> 02:15:51,067
and, you know, it's just going to be great. I think it's going to be really nice.

1638
02:15:52,033 --> 02:15:55,567
it's beautiful. I truly believe our kids are just going to come in there.

1639
02:15:56,667 --> 02:16:00,233
and be wowed by it. I just, I'm wowed and I'm looking at renderings.

1640
02:16:01,200 --> 02:16:05,200
I can't imagine learning in classrooms that look like that and going into a school that look like that.

1641
02:16:06,467 --> 02:16:10,100
so I appreciate it and all the hard work. So thank you. Ms.

1642
02:16:11,000 --> 02:16:14,900
pacheco, if I could, you actually hit on a point that we want to make sure that we share with the board in that the

1643
02:16:15,833 --> 02:16:18,567
board will continue to get periodic updates on the various, six various

1644
02:16:20,333 --> 02:16:20,333
projects that are going on.

1645
02:16:24,600 --> 02:16:28,233
of course, we talked a little bit about phasing, and so you can imagine that we might come back at different points

1646
02:16:29,200 --> 02:16:32,667
during the two-year process to update you on those. As part of the comprehensive communications plan

1647
02:16:33,667 --> 02:16:36,933
with strategy engagement, we're working hand-in-hand. We will also meet

1648
02:16:38,467 --> 02:16:42,100
with parents and community, kind of in alignment with the phasing process. We've already begun to meet

1649
02:16:45,000 --> 02:16:47,833
with campus staffs because they're the ones that are going

1650
02:16:49,167 --> 02:16:52,033
to be immediately impacted. Apollo, for instance, has the fencing up already.

1651
02:16:54,033 --> 02:16:57,700
and so those types of meeting and communication will happen throughout the course of the two years because we want to

1652
02:16:58,800 --> 02:17:02,733
be as thorough and transparent and offer everyone the chance to ask questions so they understand

1653
02:17:04,233 --> 02:17:07,067
the why behind it, not just the you guys decided to do this kind of thing. In addition, our junior high

1654
02:17:08,600 --> 02:17:12,433
principals will be adding a construction connection message to each of their newsletters, so they

1655
02:17:14,167 --> 02:17:18,133
will be providing weekly updates to parents, letting them know how the construction is progressing. They're going to also be

1656
02:17:19,033 --> 02:17:21,700
sharing those updates with elementary feeders, so that elementary students who, again, if I'm a parent

1657
02:17:24,567 --> 02:17:28,000
of a fifth or sixth grader, I know my kiddo is going to be going up to that. I'm being kept apprised

1658
02:17:29,100 --> 02:17:31,867
along the way as well, so I know what to prepare when my kiddo is ready

1659
02:17:33,967 --> 02:17:36,767
for that transition. Great.

1660
02:17:42,633 --> 02:17:46,633
other comments? Only one I've got in question is engagement

1661
02:17:47,767 --> 02:17:50,600
with the neighborhoods. So traffic flow, construction, traffic,

1662
02:17:51,967 --> 02:17:55,867
all that kind of stuff. How is that being handled, communicating with all of the surrounding neighborhoods?

1663
02:17:57,000 --> 02:18:00,267
because it's pretty tight. Yeah, actually, we met last week, and we were looking specifically, for example,

1664
02:18:01,300 --> 02:18:05,267
at north. Parking at north is going to be really rough for a year.

1665
02:18:06,767 --> 02:18:09,733
and it already is hard, and then this is going to exacerbate that. So when they have big events,

1666
02:18:10,967 --> 02:18:14,400
meet the teacher, all of those things. And so some of the things that we talked

1667
02:18:16,133 --> 02:18:19,667
about were making sure that there are, maybe that we put a mailer in the mailbox to let them

1668
02:18:21,733 --> 02:18:24,800
know open house is coming, or we're meeting with the homeowners association so

1669
02:18:26,000 --> 02:18:28,700
we're communicating, hey, here are the five big events. On these nights you might see

1670
02:18:31,867 --> 02:18:35,800
extra parking in the neighborhood. We want to make sure that we are good neighbors, good

1671
02:18:37,067 --> 02:18:40,167
friends, and that they know, again, this is for a short period of time.

1672
02:18:41,633 --> 02:18:44,567
yeah, and to that point, I'm sorry, lee, to that point, I really want to commend both principals,

1673
02:18:45,667 --> 02:18:49,200
ms. Gaither and mr. Lopez. Mr.

1674
02:18:50,267 --> 02:18:53,500
lopez particularly is coming over from pierce who lived through the project there. And so he's got a keen sense

1675
02:18:54,700 --> 02:18:58,267
of what's about to happen because he's lived it. And he was very, very clear when we met

1676
02:18:59,367 --> 02:19:01,633
with he and his team last week about the parent messaging.

1677
02:19:03,533 --> 02:19:06,467
the top of his list is if we tell them ahead of time, they'll still kind

1678
02:19:07,700 --> 02:19:10,300
of have feelings about how critical mass it's going to be for a little while,

1679
02:19:11,733 --> 02:19:14,367
but they'll figure it out because they know the end game is worth it.

1680
02:19:15,933 --> 02:19:18,867
and so both principals really deserve a lot of accolades for their communication.

1681
02:19:20,367 --> 02:19:23,933
we've also worked with the city jurisdictions, the city of dallas and city of richardson. We've hired consultants to do

1682
02:19:24,900 --> 02:19:28,467
traffic management plans and traffic analysis for us, and this has all been approved

1683
02:19:29,533 --> 02:19:33,333
by the city already as well. We've worked with the city on communication with the neighbors. We've had community meetings

1684
02:19:34,267 --> 02:19:37,300
where they specifically talked about city or talked about traffic management. So we've gone

1685
02:19:38,467 --> 02:19:40,700
through all those avenues on all six projects. Excellent.

1686
02:19:44,667 --> 02:19:48,367
all right. Great presentation. Thank you, ms. Estes.

1687
02:19:49,567 --> 02:19:52,267
thank you, mr. Hossow. Mr.

1688
02:19:54,533 --> 02:19:57,700
watson, thanks for being here. Support. And we are going to move on

1689
02:19:58,600 --> 02:20:01,933
to our next item. Last item, our final item on the agenda is an information item to receive a

1690
02:20:02,933 --> 02:20:06,567
presentation regarding the 2026-2027 compensation and

1691
02:20:09,333 --> 02:20:12,667
budget update. Ms. Brannon. Yes, thank you, trustee poteet.

1692
02:20:13,400 --> 02:20:16,767
yes, we started this journey in january, and we are headed to the end of april, and we are still phase-by-phase

1693
02:20:17,800 --> 02:20:20,833
moving along, trying to provide the critical information that you need,

1694
02:20:22,667 --> 02:20:24,733
board, to make decisions. First and foremost related to compensation and then overall

1695
02:20:26,700 --> 02:20:29,700
the direction you would like for us to take in our final adopted budget

1696
02:20:30,833 --> 02:20:33,667
in june. So tonight the presentation is going to be shared by

1697
02:20:34,967 --> 02:20:37,967
mr. Pate and dr. Goodson, so I'm going to turn it over to them.

1698
02:20:40,200 --> 02:20:44,100
thank you, ms. Branham. Trustees, you know, we've talked about the north star goal, you know,

1699
02:20:45,167 --> 02:20:48,233
the budget's 90 percent compensation and it is, its entire focus is

1700
02:20:50,800 --> 02:20:53,967
on providing the resources. To achieve the district's north star goal as ms brown

1701
02:20:57,000 --> 02:21:00,433
said we'll go over the general fund budget I'll turn it over to dr goodson to discuss compensation options

1702
02:21:02,533 --> 02:21:06,033
and then we will look at some a couple of revenue increase options and then

1703
02:21:07,533 --> 02:21:10,300
pull it all together with next steps and we'll be glad

1704
02:21:12,833 --> 02:21:14,133
to address your questions this evening starting

1705
02:21:17,567 --> 02:21:20,700
with the 2627 general fund budget I just want to ago. Kind of start

1706
02:21:22,133 --> 02:21:25,467
at the beginning of the budget with enrollment. Our budget is really now with

1707
02:21:26,500 --> 02:21:30,300
the way past legislations have gone, legislative sessions have gone, it is really all

1708
02:21:31,600 --> 02:21:35,167
about enrollment. That is what drives our funding.

1709
02:21:36,367 --> 02:21:39,200
and you can see going back to 2014, we were at 38,283 students.

1710
02:21:40,967 --> 02:21:43,400
we hit our peak in the 2019-2020 school year.

1711
02:21:50,067 --> 02:21:51,333
with 39,619 students and for this year,

1712
02:21:56,500 --> 02:21:59,167
and I should have mentioned, all the blue columns are our actual enrollment and the red

1713
02:22:01,333 --> 02:22:04,433
columns are the demographer projections. So here we are,

1714
02:22:06,633 --> 02:22:09,767
the last blue column there at 25-26 school year, and these are all pems enrollment

1715
02:22:11,733 --> 02:22:15,700
dates in blue, the last friday in october. And we were at 36,228. Our demographer is predicting

1716
02:22:17,467 --> 02:22:20,600
35,704 students for 2027, with a decline down to 34,207 students

1717
02:22:21,833 --> 02:22:21,833
in the 2030-31 school year,

1718
02:22:28,433 --> 02:22:28,433
which is an average of

1719
02:22:34,800 --> 02:22:36,800
about 400 students a year decrease through 2031.

1720
02:22:39,967 --> 02:22:42,900
and just a reminder from when mr. Huff presented

1721
02:22:44,600 --> 02:22:46,833
the demographic study these projections do not have any

1722
02:22:48,867 --> 02:22:52,467
estimated impact of the education savings accounts or waivers I mean or vouchers

1723
02:22:56,433 --> 02:23:00,100
excuse me factored in so we don't know what those are going to do we know people

1724
02:23:01,433 --> 02:23:04,700
just received information about whether or not they received a voucher that they applied for but we have not

1725
02:23:06,467 --> 02:23:09,967
we do not have the data to factor that into these calculations at this point so michael

1726
02:23:11,067 --> 02:23:13,200
freeman prepares this report for us.

1727
02:23:18,567 --> 02:23:21,667
and it is enrollment for each week on mondays.

1728
02:23:23,733 --> 02:23:25,733
and so he sends that out. The gray and the blue lines

1729
02:23:28,533 --> 02:23:28,533
are the prior two years.

1730
02:23:33,600 --> 02:23:33,600
the orange line is the

1731
02:23:37,933 --> 02:23:41,233
current year. And as of the 23rd monday of the school year, we were

1732
02:23:42,567 --> 02:23:45,167
at 35,585 students. And that is 119 students

1733
02:23:48,733 --> 02:23:50,767
below our demographer projection for next year.

1734
02:23:54,300 --> 02:23:57,900
and you'll also notice that while we always have some enrollment declines

1735
02:23:59,233 --> 02:24:02,500
in the spring, we hit a peak in the fall, and then it declines a little bit

1736
02:24:03,667 --> 02:24:07,300
into the spring, that our decline we're experiencing this year is a higher rate of

1737
02:24:08,433 --> 02:24:11,900
decline than we've experienced in previous years.

1738
02:24:15,200 --> 02:24:18,967
just a comment on that. We've dug in specifically to look

1739
02:24:20,067 --> 02:24:23,133
at the students and just like we reported to you in the fall when we gave you an

1740
02:24:24,300 --> 02:24:27,533
enrollment update, we lost almost another 600 students specifically

1741
02:24:29,100 --> 02:24:29,100
in our hispanic population.

1742
02:24:33,267 --> 02:24:36,267
so again, it is the enrollment loss is specific to a demographic.

1743
02:24:37,900 --> 02:24:41,533
of that, the majority of those students are also economically disadvantaged.

1744
02:24:43,000 --> 02:24:46,200
so we're specifically seeing it in a specific area based upon lots of different

1745
02:24:47,733 --> 02:24:51,467
factors that we know exist right now.

1746
02:24:56,233 --> 02:24:58,533
so again, this is just complicating the data for next year.

1747
02:25:00,533 --> 02:25:03,600
I have shared this slide with mr. Huff last week, and he is

1748
02:25:06,133 --> 02:25:09,500
taking a look at things. But again, it's not necessarily

1749
02:25:10,867 --> 02:25:14,233
at this point enough data to modify. The demographer projections

1750
02:25:16,733 --> 02:25:20,733
for next year. So, we have, this is just a reminder, I will not go through this in detail, but

1751
02:25:22,133 --> 02:25:25,533
this is the expenditure increases that we brought forward in the march meeting.

1752
02:25:27,733 --> 02:25:31,033
there's been no change to these expenditure increase requests.

1753
02:25:34,100 --> 02:25:37,400
if I can also just add, there's been some confusion through a little, a few let's

1754
02:25:39,100 --> 02:25:42,200
talks that I've received. The board has not made a decision on if you are going

1755
02:25:43,900 --> 02:25:47,667
to move forward with advertising and marketing or if you're going to improve any of these

1756
02:25:48,800 --> 02:25:52,800
expenditure increases. We just bring these forward as a reminder that these are the things that are

1757
02:25:54,000 --> 02:25:57,267
on the table and need to be under consideration as we adopt a final budget.

1758
02:25:59,267 --> 02:26:03,200
but there has no decision been made that we are going to invest that $500,000 in this marketing.

1759
02:26:04,433 --> 02:26:07,333
it's an option available to the board as well as there are options that are cheaper.

1760
02:26:09,100 --> 02:26:09,100
that we can be very specific

1761
02:26:14,067 --> 02:26:17,933
and some some actions that the board would want to take, but no decision has been made on that.

1762
02:26:19,533 --> 02:26:23,367
thank you, ms. Brandon. And yes, so you will see this 1m dollars in the multi year financial forecast just because effectively this is

1763
02:26:24,100 --> 02:26:28,100
a, as mr. I said, it's a worst case scenario.

1764
02:26:29,167 --> 02:26:29,167
okay.

1765
02:26:35,600 --> 02:26:39,267
and here are the 25m dollars in. Budget efficiencies that were

1766
02:26:41,200 --> 02:26:43,833
brought forward in the previous meeting. We went through the high

1767
02:26:45,267 --> 02:26:48,067
school and middle school schedule changes in great detail

1768
02:26:49,867 --> 02:26:52,967
in a previous presentation. And so this, again, this number has not changed.

1769
02:26:54,133 --> 02:26:56,900
it is still the $25.7 million presented previously. And so pulling this all

1770
02:26:58,433 --> 02:27:02,133
together into the multi-year forecast,

1771
02:27:03,833 --> 02:27:06,967
I just want to kind of give you the foundation of what the assumptions are

1772
02:27:08,033 --> 02:27:11,733
based on. So we have taxable property value growth.

1773
02:27:13,167 --> 02:27:16,933
we ended up with a decline or expected decline this year of 1.22%. That is a smaller

1774
02:27:22,500 --> 02:27:24,500
decline in taxable value growth than we were

1775
02:27:28,567 --> 02:27:31,933
predicting back in the summer when we received our certified values. And I'll just remind you,

1776
02:27:33,067 --> 02:27:36,367
we had the... One of the largest dollar amounts of value under protest that we've had

1777
02:27:37,467 --> 02:27:41,367
in recent years. And so we did recover more of that than we were expecting. So we are better off

1778
02:27:43,000 --> 02:27:46,667
on the property value there. We just received last week our certified estimated

1779
02:27:47,533 --> 02:27:47,533
property values from dcad.

1780
02:27:52,100 --> 02:27:55,233
so right now we're holding taxable value growth

1781
02:27:59,867 --> 02:27:59,867
for next year at 0%.

1782
02:28:06,000 --> 02:28:09,400
we will start in may. We'll start getting almost weekly updates from dcad on what our values are doing.

1783
02:28:12,400 --> 02:28:16,233
so we'll just continue to monitor that. For 27, 28, and 28, 29, I'm

1784
02:28:18,467 --> 02:28:22,100
just using a 1% value growth, being very conservative at this point.

1785
02:28:23,133 --> 02:28:26,833
because when we have had declines in the past, some of those we have seen up

1786
02:28:27,700 --> 02:28:31,567
to a three to four year of downward trend in values before it starts going back

1787
02:28:33,067 --> 02:28:36,133
up. And it does not always go

1788
02:28:37,400 --> 02:28:40,733
back up quickly. So we're using the conservative one and two

1789
02:28:42,400 --> 02:28:46,067
percent. And again, our revenue in the general fund is primarily

1790
02:28:47,367 --> 02:28:49,000
driven by the number of students.

1791
02:28:51,500 --> 02:28:55,033
so higher value, less students, more recapture. So we don't really benefit

1792
02:28:56,167 --> 02:28:59,633
from value growth on the general fund side. We do on the debt service fund side, but not

1793
02:29:00,800 --> 02:29:04,767
on the general fund side. And then our enrollment growth is just our actual pems for this year and,

1794
02:29:06,567 --> 02:29:10,100
of course, what our demographer provided for the future years.

1795
02:29:11,233 --> 02:29:14,333
and then, again, with the current state of the economy and fluctuations,

1796
02:29:16,233 --> 02:29:18,000
we're using a 5% inflation factor.

1797
02:29:21,900 --> 02:29:24,133
on the non-payroll portion of the budget,

1798
02:29:26,300 --> 02:29:29,133
that would include fuel, utilities, insurance, which all areas that we've seen

1799
02:29:30,667 --> 02:29:33,800
some pretty substantial increases in, even though inflation is not currently

1800
02:29:34,900 --> 02:29:38,467
running at 5% overall, went ahead and did a 5% inflation factor there.

1801
02:29:41,833 --> 02:29:41,833
so looking at our multi-year,

1802
02:29:46,367 --> 02:29:49,867
I'm going to start you there with the 25-26. Estimate for how we're going

1803
02:29:52,733 --> 02:29:55,367
to end the year, we're looking at a $25 million deficit, almost $26

1804
02:29:57,467 --> 02:30:00,467
million deficit. One thing I'll point out as we look at going

1805
02:30:02,267 --> 02:30:03,433
from 25-26 to 26-27, you'll see that's about a

1806
02:30:06,667 --> 02:30:07,933
$17 million decline in revenue.

1807
02:30:15,700 --> 02:30:18,167
well, there's about $6.8 million in 25-26 that is one-time revenue.

1808
02:30:20,367 --> 02:30:24,067
from the state related to property value audits that are, purdue brandon does

1809
02:30:28,067 --> 02:30:31,967
those for us. They evaluate them every year.

1810
02:30:34,733 --> 02:30:38,667
and so we can protest, just like our taxpayers can protest their values with dcad,

1811
02:30:40,200 --> 02:30:43,900
we can protest property values with the comptroller's office that are used in the state funding formula.

1812
02:30:44,933 --> 02:30:48,733
and so purdue brandon, you get, I think, two.

1813
02:30:50,533 --> 02:30:53,467
opportunities to protest your value in a certain time period and

1814
02:30:55,100 --> 02:30:58,433
purdue monitors that for us regularly and protests when it is advantageous to us.

1815
02:31:01,333 --> 02:31:03,467
so we received $6.8 million for prior years in the current year.

1816
02:31:06,133 --> 02:31:08,767
so that is part of why that drop looks so large going from $25.26 to $26.27

1817
02:31:11,333 --> 02:31:13,333
compared to the other declines in

1818
02:31:16,500 --> 02:31:20,267
revenue. Which are really just related to the declines in enrollment.

1819
02:31:22,433 --> 02:31:23,667
you can see our recapture cost, relatively stable,

1820
02:31:28,200 --> 02:31:31,867
five and a half, roughly to six and a half million

1821
02:31:33,233 --> 02:31:36,367
dollars. Our recurring expenditures, and as you'll remember for

1822
02:31:37,967 --> 02:31:41,233
2526, we're using the proceeds from the sale

1823
02:31:43,333 --> 02:31:47,333
of the sherman property to... Reduce the level of deficit we have. As I said, a $25.8 million

1824
02:31:51,333 --> 02:31:53,900
deficit estimated for the current year. Our ending fund balance

1825
02:31:55,633 --> 02:31:59,467
with that deficit would be $140 million. And our target for fund balance,

1826
02:32:01,233 --> 02:32:04,733
and that is total fund balance, and so our targeted fund balance is $110 million,

1827
02:32:08,233 --> 02:32:11,467
and that is 25% of expenditures.

1828
02:32:13,200 --> 02:32:14,833
and then just carrying that across there, you can see.

1829
02:32:19,700 --> 02:32:23,300
so as we get into 26-27, you'll see the budget increases we discussed

1830
02:32:26,267 --> 02:32:29,333
of a million, the budget reductions of 25.7, total expenditures of 419.

1831
02:32:30,500 --> 02:32:34,233
you'll notice in those total expenditures, no raise is listed on there for any year because dr.

1832
02:32:35,867 --> 02:32:39,000
goodson will go over the raise options with you.

1833
02:32:40,667 --> 02:32:43,733
but just at this point, even without giving a raise, we're expecting a $21 million

1834
02:32:44,833 --> 02:32:48,800
deficit, and that deficit will continue to grow because none of those years have a raise.

1835
02:32:51,900 --> 02:32:55,133
and you can see there in 27-28. The targeted fund balance

1836
02:32:57,133 --> 02:33:00,667
would be $105 million, and our estimated ending fund balance is $90 million.

1837
02:33:02,167 --> 02:33:04,033
so we're about $15 million under our target,

1838
02:33:07,433 --> 02:33:11,000
and that also just continues to grow in future years. Two important points.

1839
02:33:12,200 --> 02:33:15,967
we have the permanent school fund, just as a reminder to the community and the board, and we're going

1840
02:33:17,167 --> 02:33:20,600
to talk a little bit more about that as a compensation option. And then secondly, when you

1841
02:33:21,833 --> 02:33:25,400
say that that deficit moves forward, that's also to say if we don't do anything else to intervene

1842
02:33:26,667 --> 02:33:29,833
to reduce our expenditures. Correct. And the other thing, and

1843
02:33:30,967 --> 02:33:32,833
at this point, I'm not inclined to bet

1844
02:33:35,067 --> 02:33:38,867
on this option, but just remember, in the spring

1845
02:33:40,400 --> 02:33:42,600
of every odd-numbered year, we do have a legislative

1846
02:33:44,867 --> 02:33:47,000
session. So this forecast is built

1847
02:33:48,900 --> 02:33:52,733
on current law, but there's not been a substantial increase in the basic allotment

1848
02:33:55,467 --> 02:33:58,767
in a very long time now for us. So, you know, the only option

1849
02:33:59,867 --> 02:34:02,433
I have is to do this on current law. And again, we have options

1850
02:34:04,300 --> 02:34:06,633
to continue to work on this. And I'll prove, as ms.

1851
02:34:08,467 --> 02:34:11,533
branham said, we'll talk a little bit more about the local permanent

1852
02:34:12,733 --> 02:34:16,233
school fund in a minute, and we'll talk about a couple of revenue enhancement

1853
02:34:17,433 --> 02:34:20,300
options in a minute. But I just want to make sure I'm laying an appropriate

1854
02:34:22,167 --> 02:34:24,567
foundation here and not glossing over anything for you.

1855
02:34:28,467 --> 02:34:32,367
and with that, I will turn this over to dr. Goodson. Maybe click and talk. Okay.

1856
02:34:35,200 --> 02:34:37,900
thank you, mr. Pate. Good evening, board. We just want to bring back

1857
02:34:39,233 --> 02:34:43,133
to the table some options in terms of possible compensation packages for 26-27.

1858
02:34:44,333 --> 02:34:47,500
we shared several options with you in our march meeting. And then based on some of the

1859
02:34:48,567 --> 02:34:52,033
feedback that you provided, we came back and have kind of fleshed out a few of the options,

1860
02:34:53,133 --> 02:34:56,233
tweaked them a little bit. And so, again, we always want to show you there are lots

1861
02:34:57,767 --> 02:35:00,267
of possibilities in terms of the way that you look at a pay increase

1862
02:35:02,133 --> 02:35:03,500
for the next school year. And see,

1863
02:35:06,567 --> 02:35:09,833
that's why I don't get. Thank you. Ok. So just as a reminder,

1864
02:35:11,033 --> 02:35:13,767
if you were to provide a percentage increase to all employees.

1865
02:35:16,467 --> 02:35:19,433
the approximate cost of a 1% pay increase will be $3.6 million, 2% will be

1866
02:35:20,533 --> 02:35:23,133
$7.2, and then 3% will be $10.8. And as noted here, david

1867
02:35:24,700 --> 02:35:27,000
wants to be sure we remind everyone, these raised

1868
02:35:29,467 --> 02:35:33,200
calculations are general fund only and with employer

1869
02:35:34,467 --> 02:35:37,933
benefits excluding health insurance contributions. So last time we gave you option a, b, and c.

1870
02:35:39,200 --> 02:35:42,867
tonight, we're going to show you a little bit of a different take with option a and then a1 and then

1871
02:35:44,400 --> 02:35:47,733
option b. So for option a, similar to what we shared

1872
02:35:48,967 --> 02:35:52,533
in our last meeting, this would be a pay increase for all teacher types before we've delineated with

1873
02:35:54,500 --> 02:35:57,500
classroom teachers and then a separate increase for non-087 teachers.

1874
02:36:02,867 --> 02:36:06,300
for this particular model, we are bringing the group back together, so to speak.

1875
02:36:07,567 --> 02:36:11,133
so t-types in this setting are all teachers, librarians, counselors, and nurses. Anyone completing one to 10

1876
02:36:14,300 --> 02:36:17,033
years, they would see a $1,000 increase.

1877
02:36:19,000 --> 02:36:22,033
for anyone completing 11 years and up, they would receive a $2,000 increase.

1878
02:36:23,333 --> 02:36:26,700
and so the bullets underneath there show you that for next school year, a teacher who's completed five

1879
02:36:28,033 --> 02:36:31,367
years will be making $66,000. With the $1,000 increase

1880
02:36:32,767 --> 02:36:36,000
for 10 years, it would be $71,000 and so on. So you can see this is what

1881
02:36:37,367 --> 02:36:40,433
that individual would be making for their...

1882
02:36:42,133 --> 02:36:46,000
new salary for 26-27. The cost for that is approximately $5.6 million.

1883
02:36:47,500 --> 02:36:51,333
that's a little bit higher than what we shared with you last time because in our last option a, it was just classroom

1884
02:36:52,333 --> 02:36:55,400
teachers, and then we grouped the others in a different group.

1885
02:36:56,433 --> 02:36:59,700
so that's why that has gone up just a little bit. And then on the right, that still means that

1886
02:37:00,700 --> 02:37:04,500
for a new year, a new teacher starting in 26-27, we would recommend that the zero-year salary

1887
02:37:05,867 --> 02:37:09,700
will be $63,500. That would be $5,000 below what a one-year teacher would

1888
02:37:11,000 --> 02:37:12,067
be making. So again, new teacher this

1889
02:37:17,367 --> 02:37:19,700
year is $63,000. If they got a $1,000 increase, it will be

1890
02:37:22,267 --> 02:37:25,567
$64,000. So then that means a new teacher coming

1891
02:37:26,867 --> 02:37:30,800
in will be making $63,500. And then to make sure that we're staying compliant with the legislation,

1892
02:37:32,067 --> 02:37:34,867
an uncertified teacher coming in at zero years experience will be making $63,000, which

1893
02:37:36,133 --> 02:37:39,533
is where we are starting now. Dr. Goodson, just to clarify,

1894
02:37:40,967 --> 02:37:43,800
when you mentioned the separation between teachers and then counselors, nurses,

1895
02:37:45,067 --> 02:37:49,033
and librarians, that was not a delineation that richardson isd identified. That came

1896
02:37:50,300 --> 02:37:54,233
from the state as a result of the last legislation. Thank you for the clarification.

1897
02:37:55,233 --> 02:37:59,067
yes, that difference, that separation on the teacher scales of the pay scales and the pay

1898
02:38:00,300 --> 02:38:02,933
increases were the result of the state legislation. Yes, ma'am.

1899
02:38:05,333 --> 02:38:08,500
what we've done to target the other groups down below there is that all the other employees,

1900
02:38:09,833 --> 02:38:12,733
if we're talking about central campus staff, administrators, and others,

1901
02:38:13,967 --> 02:38:16,600
that will be a 2% pay increase. That's a proposal here.

1902
02:38:18,033 --> 02:38:21,700
we would also propose a 3% pay increase for all paraprofessional and auxiliary staff, and that

1903
02:38:23,067 --> 02:38:24,233
would be approximately $2.7 million.

1904
02:38:28,667 --> 02:38:32,433
so option a1 is a different approach to the pay increase, and for this scenario,

1905
02:38:33,800 --> 02:38:37,700
we are looking at you a $1,000 increase for one to 10 year employees and a $2,000 increase for 11 plus

1906
02:38:39,833 --> 02:38:43,467
years employees. And that would be all employees and it would be

1907
02:38:44,733 --> 02:38:48,300
provided in the form of a retention stipend. So I have to apologize

1908
02:38:50,433 --> 02:38:53,233
because when you see the bullets under option a1 there,

1909
02:38:54,700 --> 02:38:58,433
the sub bullets, it says 2627 salary. But that's my apologies that that basically is the 2627

1910
02:39:00,333 --> 02:39:04,333
take home for the teachers and the employees. I'm sorry. The base salaries would not

1911
02:39:05,367 --> 02:39:08,367
change because it's a one-time stipend. So our salaries would be

1912
02:39:09,800 --> 02:39:12,733
at the same level, which is also why we have the cost as it is and the starting

1913
02:39:14,033 --> 02:39:17,700
teacher salary. We are bringing this concept forward strictly from working

1914
02:39:19,667 --> 02:39:21,367
towards managing our current deficit budget and trying

1915
02:39:24,633 --> 02:39:24,633
to give another,

1916
02:39:29,833 --> 02:39:32,467
for example, might this be the year. That since it's a stipend it

1917
02:39:34,167 --> 02:39:36,700
would not be a recurring line item in the budget this might

1918
02:39:38,400 --> 02:39:41,767
be the time that we tap into the permanent school fund use that to pay for this

1919
02:39:43,467 --> 02:39:47,200
retention stipend so it gives us another year to find the additional 20

1920
02:39:48,733 --> 02:39:52,067
million dollars and that we need to in savings to completely right size our

1921
02:39:54,533 --> 02:39:57,300
budget um so again it's just an idea it's a concept um that would just again provide

1922
02:39:58,733 --> 02:40:01,767
a little bit more capacity a little bit more time for us to find the reductions.

1923
02:40:03,167 --> 02:40:05,700
again, this may not be something that the board has an appetite for.

1924
02:40:07,600 --> 02:40:11,567
this may not continue to accomplish the objectives that you set up. But I felt

1925
02:40:12,667 --> 02:40:15,133
like it would be remiss to at least not bring forward an option that doesn't increase

1926
02:40:16,933 --> 02:40:18,367
our recurring budget moving forward.

1927
02:40:23,333 --> 02:40:25,567
so for option b, it's similar to option a. In terms of the structure,

1928
02:40:27,400 --> 02:40:30,000
but the difference here is that the dollar amount increased for one to 10 years

1929
02:40:32,100 --> 02:40:35,867
instead of $1,000. We are showing what it would be if it was $1,500. Again,

1930
02:40:37,133 --> 02:40:40,800
for all teacher types, teachers, librarians, counselors, and nurses, and then for 11 plus years,

1931
02:40:42,700 --> 02:40:46,200
$3,000. And so that approximate cost would be $8.1 million.

1932
02:40:47,967 --> 02:40:51,900
with the sub-bill is there, you can see what a five-year teacher would be making, $10, $15, $20, and 30.

1933
02:40:53,400 --> 02:40:56,767
with this particular option, we would need to start our zero-year teaching salary

1934
02:40:58,600 --> 02:41:00,867
for 26-27 at $64,000. So that still stays below

1935
02:41:04,800 --> 02:41:07,833
what a new one-year experienced teacher would be making.

1936
02:41:09,900 --> 02:41:13,267
and then again, with the uncertified, we would propose keeping that at $63,500 so that there's

1937
02:41:14,567 --> 02:41:17,567
still a difference between uncertified and certified. And then the cost

1938
02:41:18,700 --> 02:41:20,900
at the bottom for the other employees is the same at $2.7 million

1939
02:41:23,100 --> 02:41:26,667
with them grouped. By 2% increase

1940
02:41:27,700 --> 02:41:30,800
for central and others, and then 3% for paraprofessional and auxiliary.

1941
02:41:32,800 --> 02:41:35,867
I leaned in a little close and it got louder, sorry. So this is just a comparison

1942
02:41:36,967 --> 02:41:39,867
page for all three of these options. Again, not proposing one

1943
02:41:41,633 --> 02:41:45,400
over the other, really just discussion points for us to consider and for you to consider today.

1944
02:41:46,733 --> 02:41:49,833
and then the approximate cost on the far right hand side. And then again,

1945
02:41:50,900 --> 02:41:54,433
across the bottom, if you were to give a flat one, two or 3% pay increase. Those are the dollar amounts

1946
02:41:55,300 --> 02:41:58,300
associated with those as well. I also want to mention that the board may also have an

1947
02:41:59,500 --> 02:42:03,067
option of doing kind of a combination. The board may decide we want to make sure that we're

1948
02:42:04,133 --> 02:42:07,500
continuing to invest in the teacher's salary. So we might decide that you're going to go

1949
02:42:08,833 --> 02:42:11,433
with one model and, again, add that potentially to our recurring costs.

1950
02:42:13,467 --> 02:42:16,633
but, for example, for the central, it might be more of a

1951
02:42:18,000 --> 02:42:20,300
retention stipend so that we're not building that in. Into our recurring costs so

1952
02:42:22,600 --> 02:42:26,333
there even some flexibilities within what we've brought forward for the board to consider and provide us

1953
02:42:27,733 --> 02:42:30,133
feedback moving back to the revenue recommendations you'll remember our community

1954
02:42:38,867 --> 02:42:42,433
budget steering committee recommended a va tre and they recommended expanding explore

1955
02:42:45,267 --> 02:42:45,267
enrollment so we're going

1956
02:42:51,500 --> 02:42:55,333
to look at a couple of options related to that now, starting with

1957
02:42:56,967 --> 02:43:00,200
explore. If you have detailed

1958
02:43:02,367 --> 02:43:05,700
questions on this, I'm going to turn it over to dr. Laper, but I will do my best

1959
02:43:07,000 --> 02:43:09,967
to cover this at this point. The proposal is

1960
02:43:11,300 --> 02:43:13,567
to increase the, what I call the school day or school year

1961
02:43:15,633 --> 02:43:18,733
explore rates by $5 a week for the afternoon community, free and reduced lunch,

1962
02:43:20,067 --> 02:43:22,633
and then a $6 increase related to for our employees.

1963
02:43:35,767 --> 02:43:39,600
and you can see the comparison. There in the middle are current explore rates with the proposed for 26-27

1964
02:43:40,633 --> 02:43:44,333
and the rate increases on the far right. An increase of $10 a day for our holiday explore

1965
02:43:45,867 --> 02:43:48,967
program and then summer explore, an increase of $25 a week.

1966
02:43:53,200 --> 02:43:56,800
and all of this combined would generate about a $700,000 increase.

1967
02:43:58,200 --> 02:44:00,133
and it would so part of this is also in the lower

1968
02:44:02,567 --> 02:44:04,000
left corner is a raise for our explorer personnel

1969
02:44:07,933 --> 02:44:09,967
from $16 to $18 an hour. And so that would help offset

1970
02:44:13,633 --> 02:44:13,633
the cost of that increase

1971
02:44:18,567 --> 02:44:21,133
in the explorer, I mean, for paying our explorer staff.

1972
02:44:27,100 --> 02:44:30,200
and historically, our explorer program has made a contribution back

1973
02:44:31,467 --> 02:44:33,767
to the general fund. It is not a cost center. It is a small profit center.

1974
02:44:35,833 --> 02:44:39,467
and, you know, with wage inflation everywhere and the

1975
02:44:41,300 --> 02:44:45,100
competition that we have for staff and our attempts to increase our enrollment

1976
02:44:50,633 --> 02:44:53,767
in explore, we do need to pay our staff some more so that we can stay staffed up and

1977
02:44:54,900 --> 02:44:57,967
attract the quality of staff that we need for our explore program.

1978
02:45:04,333 --> 02:45:05,267
and then moving on to the vatre.

1979
02:45:08,367 --> 02:45:09,933
you may remember that back in the fall of 2018, our

1980
02:45:12,533 --> 02:45:14,767
voters approved a tre for all 13 cents available

1981
02:45:19,000 --> 02:45:23,000
at the time. And then immediately

1982
02:45:24,200 --> 02:45:28,100
in that spring of 2019, back in the 86th legislative session, the state passed, I do not remember the house

1983
02:45:30,033 --> 02:45:33,933
bill number now, but it compressed our property tax rates. And so the state actually

1984
02:45:35,033 --> 02:45:37,700
took away. 3.17 cents that our voters had given us.

1985
02:45:39,433 --> 02:45:39,433
and so they made it so that

1986
02:45:43,933 --> 02:45:47,000
we have to go back to the voters to get back the 3.17 cents

1987
02:45:48,200 --> 02:45:51,100
that they had given us back in the fall of 2018. So what you have here, the

1988
02:45:53,433 --> 02:45:56,133
top half is just property tax revenue, state revenue,

1989
02:45:57,467 --> 02:45:59,700
and recapture. Without a vatre,

1990
02:46:01,633 --> 02:46:03,833
and they changed the name from tre, tax ratification election, to voter approval

1991
02:46:05,667 --> 02:46:08,367
tax ratification election. And so the top part is no vatre.

1992
02:46:10,767 --> 02:46:12,967
the bottom is with the vatre. And really the important

1993
02:46:15,067 --> 02:46:18,567
number for you is the blue row

1994
02:46:20,767 --> 02:46:23,000
at the very bottom, and you can see the increase

1995
02:46:24,800 --> 02:46:26,867
in revenue for a successful vatre.

1996
02:46:29,333 --> 02:46:32,467
is about $7.7 million. It's all really in the property tax revenue side.

1997
02:46:35,633 --> 02:46:39,400
we have an increase in property tax revenue, small to no change

1998
02:46:40,400 --> 02:46:43,900
in state revenue, and then an increase in recapture.

1999
02:46:47,500 --> 02:46:50,700
so we end up netting with all of those changes, again, about $7.7 million.

2000
02:46:52,700 --> 02:46:52,700
a couple more comments

2001
02:46:57,433 --> 02:47:00,633
on this in just a second. Just a little bit more information for you here.

2002
02:47:05,000 --> 02:47:07,800
so this is our statewide peer districts and how many pennies they have left

2003
02:47:10,500 --> 02:47:14,300
available to them if they wanted to call the atre.

2004
02:47:16,100 --> 02:47:18,667
and you can see several of them are in the same boat we are.

2005
02:47:21,200 --> 02:47:25,033
they have 3.17 cents. Some of you have gone to their voters for all of their pennies.

2006
02:47:26,133 --> 02:47:28,633
the little asterisk there. Ector county, midland, and spring branch, all are also

2007
02:47:30,700 --> 02:47:34,167
in the same boat we are. They have a local option homestead exemption in place.

2008
02:47:35,267 --> 02:47:38,633
and you can see at the bottom of the slide there in the lower right,

2009
02:47:39,767 --> 02:47:42,700
I just put the amount of pennies available to us for a vatre, that 3.17 cents.

2010
02:47:46,033 --> 02:47:48,867
here are our north texas peers.

2011
02:47:50,200 --> 02:47:52,867
and you can see, again, very similar.

2012
02:47:57,200 --> 02:47:58,733
allen has a little over $0.05 they can go for.

2013
02:48:02,367 --> 02:48:04,233
carrollton, dallas, and frisco all have the same

2014
02:48:09,933 --> 02:48:12,933
$0.0317. Garland just recently passed a vatre, so they have all

2015
02:48:14,233 --> 02:48:18,233
of their pennies now. Mckinney, same boat we are. Mesquite has nine cents available. Plano, rockwall have gone

2016
02:48:19,267 --> 02:48:22,467
back to their voters for all of them. And wiley with 12. And in dallas county, I know

2017
02:48:23,500 --> 02:48:26,867
we've discussed this many times, but dallas and highland park are the only two districts in dallas

2018
02:48:27,900 --> 02:48:31,033
county that still have a local option homestead exemption. And we do not use highland

2019
02:48:32,800 --> 02:48:34,967
park isd as one of our peer districts for this.

2020
02:48:38,400 --> 02:48:42,133
so some vatra considerations. We only have 3.17 cents to go for.

2021
02:48:44,333 --> 02:48:47,700
yes, ma'am. And if I can say that the main reason that we are bringing this forward and

2022
02:48:48,800 --> 02:48:52,400
highlighting this, as david mentioned, we are going into a legislative session.

2023
02:48:53,633 --> 02:48:57,567
and one of the items that is always up for consideration is austin making it more

2024
02:48:58,833 --> 02:49:02,767
difficult for districts to bring forward vaters as well as bring forward bond

2025
02:49:03,667 --> 02:49:06,367
elections. Whether it's changing a vote majority number or not even

2026
02:49:08,267 --> 02:49:10,500
giving us this option. So this is really the last window of time where we have

2027
02:49:12,367 --> 02:49:16,133
certainty that it's an option. We're not necessarily recommending it.

2028
02:49:17,033 --> 02:49:20,100
we just want to put everything out on the table and make sure that the board knows their full menu

2029
02:49:21,167 --> 02:49:24,667
of options and what it would look like to move forward with this process, just so you're aware.

2030
02:49:26,133 --> 02:49:28,867
thank you, ms. Brennan. Yes, legislative outcomes are

2031
02:49:30,333 --> 02:49:33,333
always uncertain. At one time, we could have removed the local option homestead exemption, but the

2032
02:49:34,500 --> 02:49:37,933
legislature several sessions ago set a date, and we cannot consider removing the local option homestead exemption.

2033
02:49:39,100 --> 02:49:41,867
and they have extended that deadline in the last several legislative sessions.

2034
02:49:49,133 --> 02:49:50,400
so we are being punished for having done that

2035
02:49:55,033 --> 02:49:58,533
at this point. We leave money

2036
02:49:59,500 --> 02:50:02,967
on the table. Just like all the other districts do that have a local option homestead

2037
02:50:03,667 --> 02:50:06,833
exemption. So we're at a competitive disadvantage to our peers that either never gave a

2038
02:50:07,933 --> 02:50:10,967
local option homestead exemption or removed theirs. Some of the other vatre

2039
02:50:12,167 --> 02:50:15,133
considerations in addition to legislative uncertainty, we do have the 3.17 cents

2040
02:50:17,100 --> 02:50:20,667
available. We will have to hire an auditor to conduct an

2041
02:50:22,200 --> 02:50:24,800
efficiency audit if you want to move forward

2042
02:50:27,033 --> 02:50:30,533
with a vatre. Our current audit firm can

2043
02:50:31,667 --> 02:50:35,467
conduct the efficiency audit. They've done so for other school districts. I have reached out

2044
02:50:36,567 --> 02:50:39,467
to them. The cost of that efficiency audit is $15,000.

2045
02:50:42,333 --> 02:50:45,433
we will have to have a board meeting to discuss the results of the efficiency audit,

2046
02:50:46,700 --> 02:50:49,100
kind of a public hearing type situation. I've got all the important

2047
02:50:51,100 --> 02:50:54,967
dates related to the vatre process on the following slides, and we'll go over those

2048
02:50:56,400 --> 02:50:58,600
in just a second. And I just wanted to.

2049
02:51:00,533 --> 02:51:03,067
remind everybody of the tax rate. So I have,

2050
02:51:05,733 --> 02:51:08,700
assuming I've got a with and without a vatre for 2627 listed here.

2051
02:51:09,967 --> 02:51:11,400
so with a vatre, the m&o rate would rise to

2052
02:51:14,067 --> 02:51:15,400
78.69 cents. The ins rate does increase

2053
02:51:20,433 --> 02:51:21,467
from the current 35 cents to the 39 cents.

2054
02:51:24,867 --> 02:51:28,000
that's the four cents. That we told the voters that was associated with the $1.4

2055
02:51:29,333 --> 02:51:32,800
billion bond election. So with a vatre, the total tax rate would be

2056
02:51:33,900 --> 02:51:35,767
$1.1769. Without the vatre m&o rate,

2057
02:51:37,967 --> 02:51:41,733
I expect to stay at $0.7552. Again, that could change when

2058
02:51:45,767 --> 02:51:47,433
tre, excuse me, tea gives us our maximum compressed rates,

2059
02:51:51,267 --> 02:51:53,200
but it would change in both cases.

2060
02:51:55,367 --> 02:51:58,267
the ins rate. It's still going to the 39 cents, and I expect us to be

2061
02:51:59,967 --> 02:52:01,167
at $1.1452 without a vatre.

2062
02:52:04,067 --> 02:52:07,767
so what are all the dates? So I've added in red on each of this is the budget

2063
02:52:08,967 --> 02:52:12,667
calendar you're used to seeing, but anything in red is key dates that are associated now have been

2064
02:52:16,900 --> 02:52:20,400
added for the vatre timeline. So we will need to, at the

2065
02:52:21,533 --> 02:52:23,133
june 4th meeting select an auditor and get that

2066
02:52:26,167 --> 02:52:28,967
on the agenda to hire the auditor for an efficiency audit.

2067
02:52:33,000 --> 02:52:36,133
that is our last meeting before july 3rd, last scheduled meeting,

2068
02:52:38,900 --> 02:52:42,200
unless you wanted to have another one, but that is the last scheduled meeting.

2069
02:52:43,233 --> 02:52:46,933
and the deadline to hire an auditor to conduct the efficiency audit is july 3rd. The other key dates, august

2070
02:52:50,867 --> 02:52:54,400
7th. We will need to publish the notice of hearing

2071
02:52:55,433 --> 02:52:58,700
on the tax rate, no less than 10 days, no more than 30s.

2072
02:52:59,733 --> 02:53:02,967
that is all the normal timeline. But if you choose to call for vatre, we will have

2073
02:53:04,167 --> 02:53:07,800
to publish a new notice. That is, there's no option there.

2074
02:53:09,533 --> 02:53:13,533
we will have to do that. August 17th, and this is just what the timeline has

2075
02:53:15,500 --> 02:53:17,967
to be. August 17th is the last day

2076
02:53:19,567 --> 02:53:23,300
to call a vatre. That is a monday, and we do have a work session scheduled on august 20th, but because that's the

2077
02:53:24,733 --> 02:53:27,300
last day to call an election, august

2078
02:53:31,433 --> 02:53:35,333
7th, and you'll see right there, august 5th, that's the last day for tea

2079
02:53:37,200 --> 02:53:38,933
to provide our maximum compressed rate.

2080
02:53:41,567 --> 02:53:44,000
we need that information. To get our notice in the newspaper.

2081
02:53:45,700 --> 02:53:49,433
and so this is as early as we can push up anything, is to have that notice published

2082
02:53:51,367 --> 02:53:53,200
in the morning news on august 7th.

2083
02:53:56,300 --> 02:53:59,767
therefore, because it's got to be 10 days, at least 10 days before that august 17th, and that is the last day

2084
02:54:01,300 --> 02:54:03,600
to call an election. Then october 1st,

2085
02:54:06,400 --> 02:54:10,200
we would have to post the results of the efficiency audit on our website and hold an open

2086
02:54:11,133 --> 02:54:14,900
board meeting to discuss the results. This is a thursday. There is no meeting currently

2087
02:54:16,567 --> 02:54:20,167
scheduled that I'm aware of for that thursday, but it is at least on a traditional

2088
02:54:21,233 --> 02:54:24,867
board meeting night. And then, of course, the november 3rd general election

2089
02:54:26,067 --> 02:54:29,800
date would be when the vatre would be held. And then november 17th is the

2090
02:54:31,733 --> 02:54:35,400
last day to canvas the election results. And then we would send out tax bills as close to

2091
02:54:38,533 --> 02:54:41,533
november 18th as possible as soon as we can get those published.

2092
02:54:44,000 --> 02:54:44,000
what are our key takeaways

2093
02:54:49,533 --> 02:54:51,200
and next steps? Despite the $41.7 million

2094
02:54:54,300 --> 02:54:57,967
in budget reductions since project right size began, we'll still adopt a deficit

2095
02:55:00,500 --> 02:55:01,633
budget for 26-27, even without a raise.

2096
02:55:05,167 --> 02:55:08,267
we don't know what the impact of education savings accounts is going to be at this point.

2097
02:55:09,400 --> 02:55:13,267
I wish I could give you information

2098
02:55:14,200 --> 02:55:17,700
on that. I would love to have information on that. It would make me a lot more

2099
02:55:18,700 --> 02:55:21,933
comfortable with this whole process. And as ms.

2100
02:55:23,300 --> 02:55:26,733
branham said, is now the time to tap into the local permanent school fund or rainy day fund.

2101
02:55:28,333 --> 02:55:31,467
to carry us through the 90th legislative session, which begins in january.

2102
02:55:32,733 --> 02:55:32,733
so the local permanent school

2103
02:55:37,700 --> 02:55:40,167
fund, just for a refresher for everyone,

2104
02:55:41,800 --> 02:55:44,800
our predecessors created this, prior boards, prior administrations created the

2105
02:55:46,333 --> 02:55:49,367
local permanent school fund. When I bring you the document in the summer

2106
02:55:52,333 --> 02:55:54,967
to restrict fund balance, is on there.

2107
02:55:58,933 --> 02:56:01,933
that is one of the things you're restricting for. We've recorded in a completely separate fund

2108
02:56:03,067 --> 02:56:05,967
number. It is a local special revenue fund.

2109
02:56:07,533 --> 02:56:11,267
it has various one-time kind of found monies that were put in it over the years,

2110
02:56:14,267 --> 02:56:17,467
and we invest it separately, and it continues to earn interest, and it has

2111
02:56:18,833 --> 02:56:22,267
grown, and so there is currently a balance of $27 million

2112
02:56:23,633 --> 02:56:27,467
in that rainy day fund that is an option for us. We will not spend it

2113
02:56:31,433 --> 02:56:34,433
without board authorization. And then the community

2114
02:56:36,133 --> 02:56:39,833
budget steering committee has recommended that we consider a vatre.

2115
02:56:41,200 --> 02:56:44,167
again, it would generate about $7.7 million. And then as ms.

2116
02:56:47,900 --> 02:56:50,633
branham said, it is unclear as to whether or not the vatre will be an

2117
02:56:53,100 --> 02:56:56,233
option after the 90th legislative session. We do know that there is a

2118
02:56:57,933 --> 02:57:00,200
desire to reduce isd's taxing ability, taxing authority.

2119
02:57:04,900 --> 02:57:04,900
and city.

2120
02:57:10,133 --> 02:57:14,033
and city, county, basically anybody that levies a property tax.

2121
02:57:15,667 --> 02:57:18,633
there is a desire to restrict that for all of us.

2122
02:57:20,233 --> 02:57:23,000
and it is our only real source of revenue. Cities do have various fees,

2123
02:57:24,267 --> 02:57:28,100
water, sewer. Sanitation fees, cities do collect sales tax benefit

2124
02:57:30,233 --> 02:57:33,967
from sales tax, property tax is our only source of revenue outside of the

2125
02:57:35,833 --> 02:57:39,833
state funding and they are very closely linked. With that we'll be glad to

2126
02:57:42,667 --> 02:57:46,200
answer any questions and thank you.

2127
02:57:55,700 --> 02:57:58,300
well, with that presentation, thank you very much. We will open it up

2128
02:58:00,333 --> 02:58:01,700
to comments and questions from the board.

2129
02:58:05,167 --> 02:58:07,900
that's right. All right, ms. Pacheco, you can start us off.

2130
02:58:09,867 --> 02:58:12,633
all right. Well, awesome presentation on all the things that.

2131
02:58:13,967 --> 02:58:16,467
and should not happen to us as a school district.

2132
02:58:20,900 --> 02:58:24,900
thank you so much for all of the hard work, the explanations that you do, mr. Pate.

2133
02:58:25,933 --> 02:58:29,633
I think our community and I know we appreciate it so much. One question, I have a couple

2134
02:58:30,900 --> 02:58:34,533
of questions, but it may be out of order because my brain is a little bit out of order

2135
02:58:35,467 --> 02:58:38,700
with this. If we were to do like a vatre and we get those pennies,

2136
02:58:42,800 --> 02:58:46,200
when I looked at the chart, recapture increases so recapture is not based on

2137
02:58:47,400 --> 02:58:50,767
student enrollment numbers it's just based on tax rate value that we earn they're

2138
02:58:52,000 --> 02:58:54,967
linked but it increases like by three million dollars

2139
02:58:59,800 --> 02:59:02,400
that's I mean more than three so that's kind of yes but

2140
02:59:04,200 --> 02:59:07,867
it's all it it all ties back to wealth per student is what the recapture is it's part of

2141
02:59:08,967 --> 02:59:12,733
the old terminology robin hood and so the wealthier per student we become the larger

2142
02:59:14,100 --> 02:59:17,200
the recapture is but because um we do because our voters authorize them we do get

2143
02:59:22,433 --> 02:59:26,367
to keep a portion of the additional revenue generated uh through the atre through those essentially local

2144
02:59:30,500 --> 02:59:33,467
option pennies but yes you're right we we do have

2145
02:59:35,367 --> 02:59:37,867
to give some of them away right I yeah I know it's

2146
02:59:39,900 --> 02:59:42,467
disappointing because not that I mind giving away and providing support

2147
02:59:44,900 --> 02:59:48,733
to other school districts, but if we're already doing $6 million and we know we need more money here,

2148
02:59:50,267 --> 02:59:53,200
we should be able to keep some of that, more of that, especially when they

2149
02:59:55,167 --> 02:59:59,067
took it away to begin with. But that's just an opinion, but thank you

2150
03:00:00,067 --> 03:00:03,933
for explaining that. The second part I had a question on was one of our pay-raise modeling

2151
03:00:05,433 --> 03:00:08,467
comparisons, and option a1 is a stipend. So with this amount, it's a

2152
03:00:11,667 --> 03:00:14,733
one-time amount that is given to each person. And is this amount, like

2153
03:00:17,300 --> 03:00:21,167
in corporate world, it gets charged as a bonus, or does this get taxed as

2154
03:00:23,000 --> 03:00:26,267
whatever tax bracket this person belongs to? Like what happens

2155
03:00:27,767 --> 03:00:30,000
to that amount? Yes, ma'am.

2156
03:00:32,133 --> 03:00:35,267
go ahead. It is taxed as ordinary income. So it would be taxed.

2157
03:00:36,367 --> 03:00:40,233
based on whatever an employee put on their w-4 and the appropriate tax tables.

2158
03:00:41,733 --> 03:00:45,400
but I will point out that because it is a one-time payment, a retention stipend,

2159
03:00:50,133 --> 03:00:51,800
if you will, it is not part of their trs salary,

2160
03:00:55,567 --> 03:00:58,433
so it does not contribute to their trs because it is a one-time payment.

2161
03:01:00,900 --> 03:01:03,933
like you said, it's more like a bonus. Than pay for work done.

2162
03:01:06,767 --> 03:01:08,900
pay for work, okay. And then if I could add,

2163
03:01:10,967 --> 03:01:14,767
one thing that we've done in the past is we stagger the payment so that it's usually not all

2164
03:01:16,067 --> 03:01:19,400
in one check as well. So we wait a few months until the school year is there so we make sure that the person

2165
03:01:20,567 --> 03:01:24,433
has actually come back to receive the stipend. And then we've broken it up into two payments, one

2166
03:01:25,300 --> 03:01:29,000
in the fall and one in the spring. So it's not 2,000 additional dollars, for example, all in

2167
03:01:30,167 --> 03:01:34,067
one check that could cause more taxes. We try to just break it up into chunks.

2168
03:01:36,933 --> 03:01:40,133
and so it'll cross our employees' income tax year, which is the calendar year

2169
03:01:45,433 --> 03:01:48,167
generally for most, if not all, employees.

2170
03:01:49,633 --> 03:01:53,433
okay, perfect. And then just for further clarification, I just want to make sure,

2171
03:01:55,300 --> 03:01:57,333
option a and option a1. Option a is ongoing,

2172
03:01:59,533 --> 03:02:03,433
and it'll compound for the following year, right? Right, that would be

2173
03:02:04,133 --> 03:02:07,800
recurring. Recurring. Okay. And then option a1 is that one-time thing we added and

2174
03:02:08,933 --> 03:02:11,767
then it's gone. Correct. Like we don't add it again,

2175
03:02:13,200 --> 03:02:15,467
ever again. Yes, ma'am.

2176
03:02:18,067 --> 03:02:22,067
okay. Option b, we added continuously?

2177
03:02:22,933 --> 03:02:26,400
recurring. Okay. Yes. So option a, so going back to the multi-year, option a,

2178
03:02:27,267 --> 03:02:30,400
you would see, options a and b, you would see in the 26-27 column, 27-28 column, 28-29 column,

2179
03:02:31,700 --> 03:02:35,500
and 29- 30 column. Option a1 would only appear in the 26-27 column.

2180
03:02:39,433 --> 03:02:42,167
and you could bring revenue in, you could do a transfer in from the local permanent

2181
03:02:44,167 --> 03:02:47,367
school fund, as ms. Branham said, into the general fund for

2182
03:02:49,333 --> 03:02:52,733
26-27 so that there would be equal revenue and equal expense for option a1 and it

2183
03:02:54,367 --> 03:02:55,967
would have no net impact. On the 21 million dollar

2184
03:03:00,233 --> 03:03:04,000
deficit, whereas a and b would increase the deficits.

2185
03:03:05,767 --> 03:03:05,767
it does increase the deficit,

2186
03:03:10,200 --> 03:03:13,333
but we can't use that fund. Right or we can you week week I mean yes I can make a

2187
03:03:15,300 --> 03:03:18,733
decision even if it was recurring so that doesn't matter right the board that's

2188
03:03:20,300 --> 03:03:24,267
right if the board decided we yes we want to invest in a recurring raise the board can still make a decision you're

2189
03:03:25,233 --> 03:03:27,100
going to commit x percent of the permanent school fund

2190
03:03:29,633 --> 03:03:32,867
to help offset the increase in expenditure and again give

2191
03:03:34,267 --> 03:03:37,367
us more time to find those efficiencies also I want to say with a one as I mentioned that it could be a

2192
03:03:38,933 --> 03:03:42,167
combination. You all could decide. For teachers and

2193
03:03:43,533 --> 03:03:47,300
for t-types, we're going to do that as a recurring. We're going to invest

2194
03:03:48,400 --> 03:03:52,400
in their salary. But for central, for example, that might be more of a

2195
03:03:53,600 --> 03:03:56,567
retention stipend that we would pay for one time. So you have some options and

2196
03:03:58,467 --> 03:04:01,600
flexibilities based upon just kind of your willingness to see what happens in the

2197
03:04:05,000 --> 03:04:07,800
next legislative session. You know, each time we go to find $20 million of

2198
03:04:09,500 --> 03:04:13,167
savings. It gets harder and harder to find $20 million in savings.

2199
03:04:14,700 --> 03:04:17,100
so I just want to present a menu of choices for our consideration as we

2200
03:04:19,500 --> 03:04:19,500
continue to right-size.

2201
03:04:23,833 --> 03:04:26,967
yes, I know you say $20 million, but I feel like it's a little higher than that at the end of the day,

2202
03:04:27,900 --> 03:04:31,167
right? Yes, and just to reiterate what ms.

2203
03:04:32,367 --> 03:04:36,000
brenner said, you could direct us, for instance, to bring in, say, a fourth of the...

2204
03:04:39,100 --> 03:04:42,700
balance in the local permanent school fund, just divide it by four and bring

2205
03:04:44,000 --> 03:04:46,833
in one fourth every year for years 26, 27 through 29, 30 as an option.

2206
03:04:49,867 --> 03:04:53,733
right. But that then reduces the investment opportunity of the fund itself. And that's probably not the

2207
03:04:54,900 --> 03:04:58,633
best move. Okay. So with the combination of things, I do have a

2208
03:04:59,667 --> 03:05:02,533
question and I know you mentioned this before to us, but is there

2209
03:05:04,100 --> 03:05:07,000
like a reason, I know the reason between certified and uncertified

2210
03:05:08,967 --> 03:05:12,700
teachers, and the amount, but is there a reason why the difference is only 500? Like, why isn't it 6,300 and

2211
03:05:13,733 --> 03:05:16,333
the other uncertified teacher, I don't know, 62 or 61?

2212
03:05:17,900 --> 03:05:20,233
like, where did these numbers?

2213
03:05:22,967 --> 03:05:26,467
sorry, we just picked the number that aligned with the particular option that we had.

2214
03:05:28,267 --> 03:05:32,100
we could always have that uncertified teacher number be lower. It was just a requirement

2215
03:05:33,300 --> 03:05:36,400
with the legislation to make sure that there was a difference between the compensation for

2216
03:05:37,333 --> 03:05:40,467
it. A certified teacher and uncertified? Where I would caution having

2217
03:05:41,400 --> 03:05:44,500
too much of a differentiation is, for example, our cte teachers.

2218
03:05:45,500 --> 03:05:49,467
many of them are uncertified, but they're highly skilled because they've had such incredible industry

2219
03:05:50,667 --> 03:05:54,300
experience. So even if I think about some of our health care, they've

2220
03:05:55,400 --> 03:05:58,000
had such incredible industry experience that that is a part of our district of

2221
03:05:59,667 --> 03:06:03,500
innovation plan. So it's not the same thing as the plan that we brought forward to the board.

2222
03:06:04,633 --> 03:06:07,733
to reduce our uncertified teacher in core areas. So I would just caution us

2223
03:06:09,300 --> 03:06:11,833
because we need our strong cte teachers

2224
03:06:14,033 --> 03:06:17,533
for our pathway. I get it. So thank you

2225
03:06:18,567 --> 03:06:21,800
for the clarity. I mean, you know, some people don't know, and they don't, you know, I don't fully understand what a

2226
03:06:22,667 --> 03:06:26,400
certified teacher versus an uncertified teacher. So that makes a lot of sense as to where

2227
03:06:27,833 --> 03:06:31,133
uncertified teachers are and the things that they're providing our students

2228
03:06:32,400 --> 03:06:35,700
around the district. So that's really important to know and understand and why the difference is smaller

2229
03:06:36,900 --> 03:06:40,000
versus bigger. Let's see. I think full fund,

2230
03:06:41,467 --> 03:06:41,467
restrict fund balance.

2231
03:06:45,533 --> 03:06:49,500
okay. I think that's it. Thank you so much. I appreciate it.

2232
03:06:50,433 --> 03:06:53,700
thank you, ms. Pacheco. All right. Ms. Timmy, go ahead.

2233
03:06:54,867 --> 03:06:57,833
okay. I want to just talking about one, about a1, specifically

2234
03:06:59,100 --> 03:07:02,967
in the stipend. I just, this is just my opinion. One of seven, I know, but

2235
03:07:04,167 --> 03:07:07,467
just my opinion. I always get concerned when we talk about doing a stipend

2236
03:07:09,067 --> 03:07:12,133
and masking the raise that we're giving while I understand the flexibility

2237
03:07:13,800 --> 03:07:17,300
that's needed, but it may mean in order to catch up and then potentially give another

2238
03:07:18,433 --> 03:07:21,567
raise, we're at 4% to 8% at that point. And so we almost at times anti-ourselves

2239
03:07:23,333 --> 03:07:25,400
to perception. And I think that's really,

2240
03:07:27,767 --> 03:07:31,433
really important. I would rather... Just my opinion, I would

2241
03:07:32,200 --> 03:07:35,500
rather us give the raise that needs to be given versus a stipend that masks what we're

2242
03:07:38,733 --> 03:07:41,133
doing. We got ourselves into

2243
03:07:43,567 --> 03:07:46,533
trouble, and that was part of the compression issue. It was part

2244
03:07:47,600 --> 03:07:51,100
of the reason it looked like we were giving raises at one point in time, and then we came back and we were

2245
03:07:51,967 --> 03:07:55,467
not. I think there's a different message that that sends. So I just want to throw that

2246
03:07:57,233 --> 03:08:00,267
out there just as my feedback on that. I mean, I certainly want to look

2247
03:08:01,367 --> 03:08:04,467
at do some other research on some of the other ones just to make sure that the due

2248
03:08:05,567 --> 03:08:08,267
diligence is done for that can we look at slide 19 real quick?

2249
03:08:10,933 --> 03:08:13,167
I just have a question on that.

2250
03:08:17,600 --> 03:08:21,567
on that one, when we're talking like it says total revenue, and it says, you know, approximately $3.5 million

2251
03:08:22,567 --> 03:08:26,133
overall in revenue on the bottom right part of that table, is that less expensive?

2252
03:08:30,767 --> 03:08:34,067
so that would be like expense, like that would be like we're bringing in 3.5

2253
03:08:35,000 --> 03:08:38,333
after expenses. That's just our profit. Okay. It's not.

2254
03:08:39,100 --> 03:08:42,933
okay. Great. That's what I wanted. And then on slide 20, I think I'm asking a dumb question,

2255
03:08:43,700 --> 03:08:47,100
but I'm going to go ahead and do it. When I'm looking at, listen, I do it all the time.

2256
03:08:47,933 --> 03:08:50,900
I'm, you know, nothing new over here. I'm just preparing y'all. Right.

2257
03:08:52,000 --> 03:08:55,067
so the giggles stay minimal. Looking at the increase on the vadr on those bottom blue lines.

2258
03:08:56,100 --> 03:08:58,967
if I'm looking at what the forecast is for 28-29 and the forecast for 29-30, why is there

2259
03:09:00,367 --> 03:09:03,633
like a $2 million difference there, but all the other ones look the same or more similar?

2260
03:09:06,267 --> 03:09:10,067
I am still trying to figure that out. I will be honest with you. I don't know if that is an

2261
03:09:10,933 --> 03:09:10,933
error in omar's template or

2262
03:09:21,100 --> 03:09:24,267
if it is just really that's the way it's supposed to work. I have concerns that it does

2263
03:09:25,433 --> 03:09:27,867
drop that much in that year. Especially if you look

2264
03:09:31,833 --> 03:09:35,433
at the year before. Yes. There's some other pricing difference or other revenue pieces in there that are

2265
03:09:36,333 --> 03:09:38,633
lower and look different, but yet it doesn't drop it. I don't know.

2266
03:09:40,433 --> 03:09:44,400
I can't understand why it would devalue by $2 million. I'm still trying to figure that out,

2267
03:09:45,367 --> 03:09:49,000
and I will continue to work on that. Not as dumb as I thought. No. Thank you very much.

2268
03:09:53,067 --> 03:09:56,367
I just did a shorter number, and I was and I apologize that I did not highlight that

2269
03:09:57,333 --> 03:10:00,900
earlier because that has been driving me a little crazy. Absolutely.

2270
03:10:03,033 --> 03:10:06,133
okay. I think, I don't know, I mean, I'm not really sure

2271
03:10:07,233 --> 03:10:11,200
what's being asked. I think this is just information and presentation. I do just want to say that,

2272
03:10:12,333 --> 03:10:16,033
like, I do think there's some due diligence that really needs to be done here. I would be remiss if I didn't say that we've talked all

2273
03:10:16,833 --> 03:10:20,400
night about, like, how having the best teachers in that classroom is what's going to get us to our north star goal.

2274
03:10:22,033 --> 03:10:25,300
I know some of our neighboring districts that we're going to compete with. I've seen some of their

2275
03:10:26,233 --> 03:10:29,633
starting salaries. I've seen some big percent raises. I've also seen some other

2276
03:10:30,833 --> 03:10:34,233
funding models that we'll compete for for some of those experienced teachers. I think we jumped out ahead

2277
03:10:35,333 --> 03:10:38,767
of the curve, as we should have, appropriately. But I also think, too, like if we're really going

2278
03:10:40,067 --> 03:10:43,967
to be committed to that north star goal, then we have to really be sure we take care of our teachers.

2279
03:10:44,900 --> 03:10:48,133
now, how we do that, right, that's what we get to decide. But I do think that ensuring

2280
03:10:49,200 --> 03:10:50,633
that what we're putting in in a really tough time frame,

2281
03:10:53,567 --> 03:10:56,567
in a really tough time to be paying teachers and having to make some difficult choices

2282
03:10:58,167 --> 03:11:01,600
and whatever choice, whatever we end up going with, I know is going to make

2283
03:11:02,400 --> 03:11:04,233
more difficult conversations down the road.

2284
03:11:07,567 --> 03:11:10,267
and to me, it's not just a risk tolerance. It's that.

2285
03:11:11,733 --> 03:11:15,300
but it's also the tolerance of the conversations that we're going to be forcing going forward

2286
03:11:16,500 --> 03:11:19,800
for that. But this is I mean, listen.

2287
03:11:21,300 --> 03:11:24,400
this is why we get paid the big bucks, right? We have to have these conversations,

2288
03:11:25,333 --> 03:11:28,800
and that's part of our job. But I do hope that just as the board, and we do continue

2289
03:11:29,667 --> 03:11:32,900
to keep that north star goal and aligning our resources, as small as they might be at this point, with the

2290
03:11:34,767 --> 03:11:38,367
outcomes that we desire, I do think this is a situation where you get what you pay

2291
03:11:39,567 --> 03:11:43,033
for. So that's it. Thanks.

2292
03:11:43,867 --> 03:11:47,800
timmy, do you have any feedback related to our... Just as I think about modeling this out

2293
03:11:48,867 --> 03:11:52,700
further and bringing back the information that you would need to help give us directional approval

2294
03:11:54,100 --> 03:11:57,567
in our first may meeting, because we would like to share our compensation in that may meeting, get

2295
03:11:59,000 --> 03:12:01,967
directional approval. Y'all don't adopt the budget until june.

2296
03:12:03,533 --> 03:12:07,300
do one of these models speak to you? I hear a1 is not something that you would like for us

2297
03:12:09,467 --> 03:12:12,333
to continue with, and of course, look forward to other feedback

2298
03:12:14,033 --> 03:12:17,767
from the board. But a or b in any way. Yeah, so listen, I tend

2299
03:12:19,067 --> 03:12:22,133
to lean more towards a and I mean, listen, if I had my heart's desire,

2300
03:12:23,533 --> 03:12:27,333
we would definitely be doing that is where I would land. That being said, I also feel like it is incumbent upon us

2301
03:12:28,533 --> 03:12:32,500
to do our due diligence to look at the modeling. I think what I would like to look for is I would like

2302
03:12:33,533 --> 03:12:36,000
to see what the other starting salaries that we are competing with.

2303
03:12:38,967 --> 03:12:42,767
I would also like to see how you guys have done it before where it looks like we're the experienced

2304
03:12:43,767 --> 03:12:47,667
teachers. I know that's a little bit harder. But that benchmarking data from the other districts,

2305
03:12:48,933 --> 03:12:52,867
like I know that mckinney is giving like a three and a half percent raise. I don't know where that then

2306
03:12:54,733 --> 03:12:58,400
puts us in relation to them. I understand there's some districts that we won't be able to model against because of the model

2307
03:12:59,233 --> 03:13:03,133
that they're using, which is fine. That's I mean, that is what it is. But what I would I just would

2308
03:13:04,033 --> 03:13:07,933
like to see where we land. We worked really hard to get where we are. I am committed to our teachers in this

2309
03:13:08,867 --> 03:13:11,833
district. I know as our enrollment drops that we are going

2310
03:13:13,333 --> 03:13:17,333
to have to have different conversations. I understand that,

2311
03:13:18,767 --> 03:13:22,133
but we're going to just have to really, I would like to see that because I just would have a very hard time

2312
03:13:23,600 --> 03:13:27,200
dropping in where we've been when we've made the progress that we've made. And so those would be the

2313
03:13:28,900 --> 03:13:31,800
kinds of things that I'm going

2314
03:13:33,500 --> 03:13:37,233
to look at. Okay, thank you for that. One last just follow-up. In terms

2315
03:13:38,300 --> 03:13:42,100
of other employee types, would you like to see any adjustments in that percent increase? Would you like us

2316
03:13:43,100 --> 03:13:46,733
to lower that? Would you like... Any feedback on that? You're talking about outside of just t-types as you're

2317
03:13:47,667 --> 03:13:51,533
defining them now? Yes, ma'am. I'm talking specifically central and paraprofessional. Listen, I would like

2318
03:13:52,733 --> 03:13:55,867
to give everybody all of the money. Let's just be honest.

2319
03:13:57,133 --> 03:14:00,867
that's right, matt. I think I know we've done a little bit of pay on paras. I would say that I would have

2320
03:14:04,267 --> 03:14:07,633
to go back and look at that to see because I would want to see what that looks like. I mean, I think I'd be

2321
03:14:08,700 --> 03:14:12,200
hard-pressed. I mean, 3%. On what we don't pay them enough already

2322
03:14:13,167 --> 03:14:17,033
for what we ask of them. I would be extremely, it would be extremely hard for me to ever get behind

2323
03:14:18,300 --> 03:14:22,233
anything that would drop that. That's how we felt as well. Yeah.

2324
03:14:24,033 --> 03:14:27,233
I don't, and I don't know that I think I would want to on central office either at this time, especially

2325
03:14:28,133 --> 03:14:32,067
given the cuts that we're making and the amount of work that they're having to pick up in light of the cuts that we're making.

2326
03:14:33,133 --> 03:14:36,567
like we're making these cuts and we're getting a lot of less people, but it doesn't mean that those jobs

2327
03:14:37,533 --> 03:14:40,967
aren't there. It means we've shifted them to someone else. Right.

2328
03:14:42,000 --> 03:14:45,800
I know that we'll also be asking for additional cuts, right? I mean, it's going to have to happen.

2329
03:14:46,533 --> 03:14:49,633
I don't know where that comes from. It will be starting in august.

2330
03:14:52,933 --> 03:14:55,967
yeah. I don't know where that's going to come from, but I

2331
03:14:57,267 --> 03:15:00,533
would assume we would be doing the same thing. It's not like the work's getting less.

2332
03:15:01,500 --> 03:15:05,067
we're going to continue to shift more work on fewer people. And so I would have a hard time then not giving them an

2333
03:15:06,033 --> 03:15:09,800
increase, asking them to do more work while they're being prepared to determine what cuts we're going to make. Well, we're not giving them a

2334
03:15:10,667 --> 03:15:14,133
salary increase. I would have a very hard time getting behind that. That's just my thoughts. That helps us know kind

2335
03:15:14,967 --> 03:15:17,367
of what to model. All right. Others. We'll go to ms. Mcgowan now.

2336
03:15:20,067 --> 03:15:23,400
yeah. Would you like to add on to ms.

2337
03:15:24,167 --> 03:15:24,167
timmy?

2338
03:15:29,800 --> 03:15:32,267
I think ms. Timmy and ms. Pacheco have said plenty.

2339
03:15:36,600 --> 03:15:39,933
I do have just explore. I just had a question wrote down, like, is this our only child care option?

2340
03:15:41,267 --> 03:15:44,833
or do we look into other options for after school? Or does that even make a

2341
03:15:46,400 --> 03:15:49,900
difference? I don't know. We provide what I think is a

2342
03:15:51,133 --> 03:15:54,633
high-quality after school option, and it's very, very affordable. Right.

2343
03:15:55,633 --> 03:15:59,133
I was going to say, you can't find anything cheaper. Even with the increase, you cannot find cheaper than that.

2344
03:16:00,067 --> 03:16:03,367
and we've not. We purposely, again, we recognize that. I know.

2345
03:16:04,733 --> 03:16:08,400
cost of living for everyone is increasing, so we have been very conservative

2346
03:16:09,267 --> 03:16:12,400
in not addressing explore. I think it's been three years, maybe four, since we've last adjusted this.

2347
03:16:14,100 --> 03:16:17,767
we did look at all of our benchmark districts, and we are by far charging right now the lowest.

2348
03:16:18,833 --> 03:16:22,733
and I feel like there's even financial assistance for parents in the explore program.

2349
03:16:24,100 --> 03:16:27,667
so where does that assistance come from? It basically drops the revenue from the explore

2350
03:16:28,700 --> 03:16:31,833
model. Yes. I mean, again, this program

2351
03:16:32,933 --> 03:16:36,633
still generates revenue. It still generates. It just reduces the revenue. Is this,

2352
03:16:37,733 --> 03:16:41,467
is it a separate company? No, ma'am. It's all us. Yes, dr.

2353
03:16:43,167 --> 03:16:47,167
lieber and david burkholder and his team lead the entire thing. Okay. Well, I know because the ymca

2354
03:16:48,200 --> 03:16:51,700
has tried to break in. I thought they were like an outside. I thought it was outside of the district.

2355
03:16:52,733 --> 03:16:56,700
but if it's all internal, then we've got to hold on to all of that. Yes. For sure. Again, it is a revenue

2356
03:16:57,533 --> 03:17:01,200
generator for the district. One of the hopes that we have, and this is one

2357
03:17:02,333 --> 03:17:05,400
of the recommendations from the community budget steering committee, is if we can increase, and we didn't

2358
03:17:07,000 --> 03:17:10,433
model this because we don't know, but if we can increase that hourly rate and we can attract more workers, we have

2359
03:17:11,633 --> 03:17:14,200
a significant waiting list for our explore program. It's so cheap.

2360
03:17:16,300 --> 03:17:19,833
yes. It's just finding enough workers. So we're hoping that if we

2361
03:17:20,767 --> 03:17:22,800
can increase this hourly rate, maybe we will attract some more workers so that we

2362
03:17:25,100 --> 03:17:26,500
can get more students in to even increase the revenue.

2363
03:17:29,233 --> 03:17:32,867
gotcha. Wow. Yeah. Okay. Thank you for that.

2364
03:17:34,267 --> 03:17:37,333
I would also like to see, I know ms. Timmy mentioned seeing the comparison

2365
03:17:38,433 --> 03:17:41,533
with or benchmark districts, but I also wrote down the different employee types,

2366
03:17:44,833 --> 03:17:48,633
like you were saying, your parent professionals. I would like to see, and I wrote that down, are we aligned

2367
03:17:49,700 --> 03:17:50,500
with our neighboring districts on that pay?

2368
03:17:54,067 --> 03:17:57,133
today, are we even aligned? On the specific raise or on salary?

2369
03:17:58,800 --> 03:18:02,167
salary. It depends upon which employee type you're talking

2370
03:18:03,000 --> 03:18:06,633
about within that category. So within that, there are layers

2371
03:18:07,967 --> 03:18:10,867
of employees. It might be auxiliary staff. It may be a classroom

2372
03:18:12,000 --> 03:18:15,733
paraprofessional. It may be an executive assistant. It may be our sdss.

2373
03:18:17,000 --> 03:18:20,300
so there's a... Multitude of positions and each one benchmarks differently based upon what

2374
03:18:21,867 --> 03:18:25,000
we've been able to do and adjust over time. I will say they probably,

2375
03:18:26,233 --> 03:18:29,167
they all at some point will have to do some market adjustment,

2376
03:18:30,967 --> 03:18:34,167
but we know we don't have the capacity and the budget to do that. And that's why we knew we had

2377
03:18:35,333 --> 03:18:39,333
to at least bring forward a 3% consideration for that job category. Dr.

2378
03:18:42,233 --> 03:18:45,767
goodson, I don't know if you want to add anything to that. No, that actually is... Very accurate.

2379
03:18:46,933 --> 03:18:50,467
they are the lower paying positions. And so over the last several years, we've tried to bring

2380
03:18:52,633 --> 03:18:56,500
forward those groupings of employee types that needed to have some type of adjustment because they were

2381
03:18:57,700 --> 03:18:59,533
the farthest behind the rest of our benchmark districts

2382
03:19:03,033 --> 03:19:06,200
with actual salary and in some cases the starting salary for new hires coming in.

2383
03:19:07,567 --> 03:19:11,133
so we've made progress coming into this year. We targeted assistant

2384
03:19:12,633 --> 03:19:14,000
principals, we targeted central special

2385
03:19:17,167 --> 03:19:20,733
education, paraprofessionals, executive assistants, different groupings within the paraprofessional ranks.

2386
03:19:26,267 --> 03:19:29,433
and so we know that that's going to have to be the case moving forward.

2387
03:19:30,600 --> 03:19:33,067
I think we have to stick to that.

2388
03:19:35,633 --> 03:19:38,433
I feel like that we have to stick to that pay increase for that type.

2389
03:19:41,100 --> 03:19:44,933
and my last question is, ms. Pacheco touched on the certified teacher.

2390
03:19:46,667 --> 03:19:50,133
and then you clarified, because I wrote the same question down, and then you clarified the cte space.

2391
03:19:51,367 --> 03:19:54,967
but then my mind went to, but what about in the classroom space for our non-certified teachers

2392
03:19:56,733 --> 03:19:58,167
there? Can we further that?

2393
03:20:01,600 --> 03:20:05,233
can we widen that gap, like the classroom uncertified versus the classroom certified, and not touch the

2394
03:20:06,467 --> 03:20:09,133
cte uncertified? Well, there are a few other. Job categories that I would

2395
03:20:11,067 --> 03:20:13,933
recommend we would want to keep

2396
03:20:16,167 --> 03:20:19,400
in that close differential. What I would offer is, for example, this year,

2397
03:20:20,767 --> 03:20:23,233
unless we have, I don't anticipate having as many openings because of some of

2398
03:20:24,933 --> 03:20:27,767
the attrition work we're doing. But if we do, hr knows we

2399
03:20:29,900 --> 03:20:33,333
have to hire certified people. We are under legislation that

2400
03:20:34,733 --> 03:20:38,400
requires us in the core areas to have certified teachers. We have presented a plan that

2401
03:20:39,867 --> 03:20:42,467
the board approved. To reduce the amount of uncertified teachers we have

2402
03:20:44,933 --> 03:20:48,167
by 50%. So I think we have kind of a project in place,

2403
03:20:49,200 --> 03:20:52,500
a system in place that will address that without having so many different salary

2404
03:20:54,600 --> 03:20:57,700
schedules that it makes it incredibly complex for our hr system and our payroll system

2405
03:20:59,000 --> 03:21:02,733
to make sure that we are adequately paying everyone what they need to.

2406
03:21:03,933 --> 03:21:07,633
of course, whatever the board, I'm at the will of the board.

2407
03:21:09,067 --> 03:21:12,000
but I think we have another way to solve that that would allow us to kind

2408
03:21:13,267 --> 03:21:15,567
of maintain. Pulling all uncertified

2409
03:21:17,300 --> 03:21:20,567
teachers out of the classroom. Reducing, yes. Kidding.

2410
03:21:21,833 --> 03:21:25,167
working to reduce that. Just kidding. Okay, awesome. I appreciate that.

2411
03:21:26,567 --> 03:21:29,667
I love that plan. I appreciate the work. It's a lot. So, yeah, that's all.

2412
03:21:30,667 --> 03:21:33,633
thank you. Thank you. Comments or questions?

2413
03:21:35,067 --> 03:21:36,867
mr. Andrea.

2414
03:21:39,500 --> 03:21:42,833
I think my colleagues already said a whole lot. I mean, I just, yeah, I agree with everything that

2415
03:21:43,900 --> 03:21:46,267
was said, especially on the part with the paraprofessionals and all.

2416
03:21:48,133 --> 03:21:51,533
absolutely agree across, I mean, for the longest time, I mean, they have been the most, I guess, underpaid,

2417
03:21:52,900 --> 03:21:56,367
and they do so, so much work. I mean, they are equivalent to what a teacher does

2418
03:21:57,467 --> 03:22:01,333
in the classroom. And so that, again, I agree with that. One of the questions I did

2419
03:22:02,467 --> 03:22:05,767
have was on the very beginning, on the very, I don't know what slide,

2420
03:22:07,000 --> 03:22:11,000
what slide is this? Slide seven. You know, I just think it's super important.

2421
03:22:12,100 --> 03:22:15,300
I think all of us here, when we get to a certain topic, we talk about how important that is,

2422
03:22:16,833 --> 03:22:20,800
right? And so absolutely, I think all of us agree that the teacher compensation is super

2423
03:22:21,933 --> 03:22:25,067
important. If we could, we would give them exactly, I mean, give everybody the top most,

2424
03:22:26,400 --> 03:22:30,000
yeah, in a race. But I think it's offsetting these things. So when we talk about,

2425
03:22:31,200 --> 03:22:34,767
I know we talked about the marketing. How important that was when we did that presentation,

2426
03:22:35,867 --> 03:22:39,500
right? I just feel like whatever's in front of us, we're like, yeah, let's do that. And then, yeah,

2427
03:22:40,267 --> 03:22:43,067
let's do that. And yes, we'll do that. But when it comes to this, again, I think for all

2428
03:22:44,433 --> 03:22:46,467
of us, I know for me, the teacher compensation is super important and top priority.

2429
03:22:49,467 --> 03:22:52,767
I mean, what everybody said here is absolutely right. But when I see some of these other things, I

2430
03:22:53,700 --> 03:22:57,100
mean, this right here on this slide, are these like, I know the advertisement one you said,

2431
03:22:58,067 --> 03:23:01,967
we can go back and forth. There's things that we can move around. But are some of these pretty

2432
03:23:03,233 --> 03:23:06,700
much, I mean, there's just, and I know it only adds up to that, you know, the $1

2433
03:23:08,500 --> 03:23:10,967
million here. But say like property auto

2434
03:23:12,567 --> 03:23:15,367
liability, cyber insurance, is that like just something that it is what it is,

2435
03:23:16,800 --> 03:23:19,600
right? The cost increase.

2436
03:23:21,100 --> 03:23:24,700
where the board would have some options, for example, the fine arts supplies. That is a request that mr.

2437
03:23:25,633 --> 03:23:28,900
sinet with visual arts brought forward. We've not made any adjustments

2438
03:23:29,767 --> 03:23:33,733
in supply budget. For elementary or secondary visual arts teachers um and so he he did ask that we make

2439
03:23:35,233 --> 03:23:38,333
a a small adjustment but the crossing guard is required by the city

2440
03:23:40,900 --> 03:23:43,533
of richardson and we have to we have a cost associated

2441
03:23:45,600 --> 03:23:49,000
with that. The two special education teachers and four central paraprofessionals,

2442
03:23:50,367 --> 03:23:53,667
we could continue to work with our special student services.

2443
03:23:54,867 --> 03:23:58,267
we could potentially put a pin on that and see if we can find some efficiencies, maybe

2444
03:23:59,533 --> 03:24:02,533
add one or two students depending upon the special program that it is.

2445
03:24:06,467 --> 03:24:08,633
we just know that our students... Identification continues to

2446
03:24:10,633 --> 03:24:13,567
increase our request is that we hire that early so we can

2447
03:24:17,300 --> 03:24:21,033
get higher quality individuals versus realizing in october that we need those

2448
03:24:22,267 --> 03:24:24,933
classrooms and then trying to find teachers and paraprofessionals

2449
03:24:26,333 --> 03:24:30,167
in that classroom in october so there there potentially might be some flexibility there so really advertising

2450
03:24:31,633 --> 03:24:33,567
and marketing plan potentially the special

2451
03:24:35,700 --> 03:24:38,667
education classrooms and the fine art supplies the other things are unfortunately

2452
03:24:40,700 --> 03:24:44,067
that's just what it is okay well that was my question because I didn't know what else yeah

2453
03:24:45,000 --> 03:24:48,333
but again I think I agree with my colleagues here where I mean the as far as the teacher pay I agree that's a

2454
03:24:50,133 --> 03:24:51,400
tough part yeah thank you and thanks for the presentation

2455
03:24:54,400 --> 03:24:54,400
do other board members have

2456
03:24:58,933 --> 03:25:00,900
any feedback related to a versus b you go

2457
03:25:07,567 --> 03:25:11,333
to slide slide 16. Slide 16.

2458
03:25:14,633 --> 03:25:18,467
and, again, as we referenced all models, we brought but there may be something else that you would like

2459
03:25:19,800 --> 03:25:23,633
to see us model and compare to benchmark. So we're open to your

2460
03:25:24,767 --> 03:25:26,900
feedback. I'll go last. All right.

2461
03:25:31,600 --> 03:25:34,667
just waiting over here. As far as feedback, I think I

2462
03:25:36,600 --> 03:25:40,533
would definitely want to see more on a and b. Maybe there's a combination or something we do in

2463
03:25:41,867 --> 03:25:41,867
between with it.

2464
03:25:46,567 --> 03:25:50,400
I agree with ms. Timmy on seeing benchmarks on teachers with experience and what do the salaries

2465
03:25:51,667 --> 03:25:54,633
really look like for our auxiliary and paraprofessionals.

2466
03:25:56,433 --> 03:25:59,267
I asked about the stipend because I was just really curious.

2467
03:26:00,800 --> 03:26:04,167
I hadn't seen something like this before, and I was like, does that really move the needle?

2468
03:26:05,267 --> 03:26:08,367
what is it exactly? But really and truly, it's kind of like one of

2469
03:26:10,033 --> 03:26:13,600
those that doesn't really change a lot for any of our employees.

2470
03:26:14,733 --> 03:26:18,100
and when it doesn't also help with their retirement and it doesn't help with other

2471
03:26:19,433 --> 03:26:22,367
things versus a salary increase. It truly is.

2472
03:26:24,167 --> 03:26:27,433
it's very different. I mean, thank you for providing an option.

2473
03:26:28,667 --> 03:26:32,600
but that's definitely not one that I would think it's going to really make a difference. Is that one, so the one to

2474
03:26:34,200 --> 03:26:34,200
10 years, 1,000, 11 plus

2475
03:26:38,433 --> 03:26:41,333
years, 2,000, that is the stipend we're talking about, right?

2476
03:26:42,833 --> 03:26:46,333
that's going across the... So a and b, actually, that is a salary increase, whereas a1, it would be a

2477
03:26:47,900 --> 03:26:51,300
one-time, two times a year, but it's more

2478
03:26:55,067 --> 03:26:59,033
of a one-time stipend. So it does not increase the actual salary.

2479
03:27:01,667 --> 03:27:05,533
I'm going to lean towards because I know what they're doing in fort worth, which is

2480
03:27:06,967 --> 03:27:09,067
insane. I mean, it's not insane, I'm so sorry.

2481
03:27:11,533 --> 03:27:15,433
but I'm going to lean more towards b. We're going to adopt the deficit.

2482
03:27:18,000 --> 03:27:21,333
and, I mean, it just doesn't even really move the needle that much in salary pay,

2483
03:27:22,433 --> 03:27:25,300
right? But if that's on the table, that's what I'm leaning

2484
03:27:26,733 --> 03:27:29,900
towards. Anybody else want

2485
03:27:31,500 --> 03:27:34,267
to speak? Any other trustees? Okay.

2486
03:27:35,600 --> 03:27:39,433
can you go to, no? I can't see. Okay.

2487
03:27:41,500 --> 03:27:42,633
can you switch back to slide 10?

2488
03:27:46,333 --> 03:27:48,600
and I know we're focusing on compensation decisions and stuff ahead of may.

2489
03:27:50,600 --> 03:27:53,933
slide 10, and I'm kind of, I keep coming back to this big overall picture

2490
03:27:55,100 --> 03:27:57,667
of where we're headed, right? And I know we're focused

2491
03:27:59,200 --> 03:28:02,533
right now on decisions that we're making today. We're kind of touching on.

2492
03:28:03,633 --> 03:28:07,467
next year and impacts beyond that. But when you look at this and you look at the

2493
03:28:08,933 --> 03:28:09,867
ending fund balance compared to the fund balance targets,

2494
03:28:13,767 --> 03:28:16,867
we hit an exponential cliff in 27-28. You can see we go to a $15

2495
03:28:18,333 --> 03:28:21,333
million deficit in where we need to be with our fund balance to a

2496
03:28:22,433 --> 03:28:24,233
50 to 110 or whatever. I don't know what the plan is

2497
03:28:27,033 --> 03:28:31,033
going forward to. I mean, how many cuts can we make

2498
03:28:32,067 --> 03:28:36,033
to make up $100 million in the next two or three years? I mean, that's just not.

2499
03:28:37,900 --> 03:28:41,900
so I know we're talking about. We're kind of splitting hairs on compensation discussion a

2500
03:28:43,000 --> 03:28:45,800
little bit because when we're talking about that magnitude of change, and that's not

2501
03:28:47,767 --> 03:28:51,167
like in five years. I remember when we had this conversation years ago and we said, oh,

2502
03:28:53,033 --> 03:28:56,100
it's five years out. We're going to take some bold moves, which we needed

2503
03:28:57,733 --> 03:29:01,700
to do and we could. Well, the light in the tunnel is the train, and it's about on top of us.

2504
03:29:03,367 --> 03:29:06,500
so this is an important slide for me to kind of think about things.

2505
03:29:08,067 --> 03:29:10,800
I know we've committed to bold moves. We've committed

2506
03:29:12,267 --> 03:29:15,300
to bold compensation moves for our teachers, especially multiple times,

2507
03:29:16,900 --> 03:29:20,000
because we go back to our north star goal and we're looking at outcomes.

2508
03:29:21,533 --> 03:29:24,433
and we know that the teacher in the classroom, the veteran teacher,

2509
03:29:26,400 --> 03:29:30,133
the good teacher that we want to retain, the great teacher we want

2510
03:29:31,100 --> 03:29:34,767
to recruit, those are what's going to so when we take these bold actions, I just have to remind myself there's

2511
03:29:36,200 --> 03:29:39,600
additional pressure now to produce outcomes. I mean, it's just you feel it, right?

2512
03:29:40,900 --> 03:29:44,033
I mean, because we're taking risk. And I know you mentioned a

2513
03:29:46,400 --> 03:29:50,233
risk. That's part of the equation, right, the risk proposition. So we're taking this risk

2514
03:29:51,100 --> 03:29:54,800
on a fiduciary side of the house for the roi on the student outcome side. And so the more risk we take,

2515
03:29:56,833 --> 03:29:58,200
the more pressure I feel, right?

2516
03:30:01,500 --> 03:30:05,400
and I think that's how it's supposed to happen at the end of the day, right? But this is a lot of

2517
03:30:06,433 --> 03:30:09,933
pressure. There's a lot of risk there. And I know that $8 million this year, a decision, or

2518
03:30:11,100 --> 03:30:14,500
$10 million, or $12 million, or whatever. We're just talking a few million here and there.

2519
03:30:15,733 --> 03:30:18,800
but according to that, I mean, we've got bigger problems than just $8 or $10

2520
03:30:20,333 --> 03:30:24,067
million. And that's really what at least caused me to say we needed

2521
03:30:25,600 --> 03:30:28,933
to have this conversation. Because without a compensation increase.

2522
03:30:30,567 --> 03:30:33,733
we need to find $21 million next year. Just next year.

2523
03:30:37,233 --> 03:30:40,700
you want the year after that. Right.

2524
03:30:41,533 --> 03:30:45,100
50. Right. It's not, yeah, it increases exponentially. Absolutely.

2525
03:30:47,967 --> 03:30:51,300
I hear you. So I'm more talking than asking a question, but these are things that, as

2526
03:30:52,133 --> 03:30:55,200
we have the discussion that keep going through my head, one, compression. We took care of that,

2527
03:30:56,833 --> 03:31:00,200
right? So none of these reintroduce compression. We've kind of made the.

2528
03:31:01,200 --> 03:31:04,933
that's basically why we adopted this. Okay. I just want to make sure in

2529
03:31:06,133 --> 03:31:09,667
my mind that I understand we're not accidentally sliding back into something like that.

2530
03:31:14,100 --> 03:31:16,867
use the term completely right size our budget. That's something later on we

2531
03:31:18,200 --> 03:31:20,267
can see what that looks like. The challenge I have is that

2532
03:31:22,967 --> 03:31:25,600
what the amount is that I need to identify to right size our keeps is a moving

2533
03:31:27,667 --> 03:31:31,433
target. Yes, absolutely. And as long as we're losing

2534
03:31:33,300 --> 03:31:35,667
enrollment, it's like catching a falling knife. So, I know.

2535
03:31:37,500 --> 03:31:40,933
okay. Well, bear

2536
03:31:42,300 --> 03:31:45,733
with me. A couple of questions on the audit.

2537
03:31:46,967 --> 03:31:50,200
I don't understand what that all means, the definition of the efficiency audit. But it sounds like, I mean,

2538
03:31:51,333 --> 03:31:53,933
this is probably going to be a no-brainer on having to do that.

2539
03:31:55,400 --> 03:31:59,300
but how long is that audit good for? Because we're operating on all these slides

2540
03:32:00,133 --> 03:32:02,333
on we have to go to the voters in the fall. Yes, I will double check.

2541
03:32:04,467 --> 03:32:06,733
there is a time period where it would have to be refreshed, and the

2542
03:32:08,800 --> 03:32:12,433
audit is actually state. The testing or the procedures associated with this efficiency audit is mandated

2543
03:32:14,333 --> 03:32:17,433
by the state. So it's not like your normal financial statement audit

2544
03:32:19,167 --> 03:32:20,567
that we're used to having it as a special purpose.

2545
03:32:27,500 --> 03:32:30,667
so my leading question there is, do we need to go

2546
03:32:32,467 --> 03:32:35,800
in the fall? And I know we talk about the pressures of potential action

2547
03:32:36,800 --> 03:32:40,200
at the legislative session. And we talked about that last time because we almost accelerated our bond

2548
03:32:41,100 --> 03:32:45,100
to get ahead of that, which it ended up it was a bill. It went to the house. It did not get passed.

2549
03:32:46,700 --> 03:32:49,467
thank goodness. But, you know, can we do it in the spring?

2550
03:32:50,867 --> 03:32:54,800
if they do legislation, when does it take effect? Is it immediately? Is it september 1? I'm just seeing is our only

2551
03:32:56,233 --> 03:32:59,933
option. Just to note, right now, vaders can only be done in november. November, okay.

2552
03:33:01,800 --> 03:33:05,133
so it would be this november or next november.

2553
03:33:06,600 --> 03:33:10,567
so, yes, only in november, and chances are, based on prior legislative activity, if they pass any legislation

2554
03:33:11,600 --> 03:33:12,867
related to vatre, we let's see, in 27.

2555
03:33:27,133 --> 03:33:30,867
chances are like 20 legislation coming out of the 90th session in 27 could very likely prevent us

2556
03:33:32,633 --> 03:33:35,233
from having a va tre in the fall of 27 they had a

2557
03:33:39,600 --> 03:33:43,567
kind of out the last time if we had discussed it within a certain time period,

2558
03:33:44,500 --> 03:33:47,833
but I don't know if they would give that to us again.

2559
03:33:50,867 --> 03:33:53,967
okay. So my point is that we're tying this to this

2560
03:33:54,900 --> 03:33:57,867
november. One of my other concerns with that is the and please note, we're open

2561
03:33:59,533 --> 03:34:03,533
to board feedback. We just want to make sure you had all the information that you needed to let it, like,

2562
03:34:04,533 --> 03:34:07,500
nope, we don't have, like, that's not something we even want to explore.

2563
03:34:08,600 --> 03:34:12,200
no, we need to continue to see what that would look like. And that vader, I think we're

2564
03:34:13,367 --> 03:34:17,333
getting to the point where if you look at this, we've got to execute every, we've got to pull every lever that we

2565
03:34:18,367 --> 03:34:21,633
have. We've got to consider it and we've got to probably do more than consider it.

2566
03:34:22,767 --> 03:34:26,500
we've got to find the change in the cushion of the couch. We're digging everywhere we

2567
03:34:27,800 --> 03:34:31,333
can. I know you've talked about the permanent fund. That's a good option as well.

2568
03:34:32,267 --> 03:34:36,133
I'm not sure I want to exhaust it all in a year or two or whatever. But I also wonder what the

2569
03:34:37,300 --> 03:34:40,467
appetite of our voters are going from a bond to a vader

2570
03:34:41,800 --> 03:34:44,600
in a short order. And so the whole point of that question was,

2571
03:34:45,967 --> 03:34:49,133
can we put space between those two requests?

2572
03:34:52,800 --> 03:34:56,333
and I totally know and we can preach all day that they're two different buckets of money and two colors

2573
03:34:57,400 --> 03:35:00,833
of money. But it's a tax, all of us. Right. And so that's my concern is

2574
03:35:04,067 --> 03:35:08,067
that separation between the bond. And the vader.

2575
03:35:09,300 --> 03:35:12,467
and so that's what leads me to ask about the audit and the timing of the election and

2576
03:35:13,800 --> 03:35:17,167
all that kind of stuff. So anyway, that's my comment

2577
03:35:18,067 --> 03:35:22,000
is just a concern that I want to make sure that we keep on our radar. And if I can note

2578
03:35:24,100 --> 03:35:26,467
to something you mentioned about the bond, I just just

2579
03:35:30,167 --> 03:35:34,067
to clarify. We did not accelerate the bond to a november election just out of concerns

2580
03:35:35,200 --> 03:35:38,867
from legislators. It was also if we wanted to have any chance of being open in the august of 28.

2581
03:35:41,533 --> 03:35:44,933
that's true. We had to do it in november.

2582
03:35:45,800 --> 03:35:49,067
otherwise, it would have been like a january, which doesn't make sense with a school calendar year.

2583
03:35:50,667 --> 03:35:53,500
I know we were on a five-year cycle, and then we got off of that for a number of reasons.

2584
03:35:55,033 --> 03:35:58,700
hopefully just this one time. Yeah. Mr. Poteet, can I add just a piece?

2585
03:35:59,533 --> 03:36:03,467
I do want to add, there was something that you said, and I think you've said a couple of times, but I actually think it's

2586
03:36:04,667 --> 03:36:08,233
like incredibly relevant. So we're talking about like the $10 million raise for our teachers, right?

2587
03:36:09,033 --> 03:36:12,400
like 10.8, right? I think is that what it is? But we also, if that's what we went,

2588
03:36:13,733 --> 03:36:17,433
right? Like at max, like max is I think what we're talking about. But if I'm really,

2589
03:36:18,433 --> 03:36:21,600
and I know we're talking about like these deficits and things like that and out to

2590
03:36:22,933 --> 03:36:26,567
2930 and I fully get that. We already know that on the legislative priority list that there is a piece to go

2591
03:36:27,767 --> 03:36:30,500
to zero ability to collect any tax payer or any property tax, which is, as you said,

2592
03:36:31,933 --> 03:36:34,633
our sole source of funding, which means the whole system at some point, if that goes

2593
03:36:36,100 --> 03:36:39,200
through, they're going to have to figure that out because then what?

2594
03:36:40,467 --> 03:36:43,000
so then it doesn't become those numbers at all.

2595
03:36:44,900 --> 03:36:47,967
and I know we cannot plan on what we think the legislative session will or will not do,

2596
03:36:49,133 --> 03:36:52,367
and I get that. And I'm... On one hand don't think we should but I also think too

2597
03:36:53,300 --> 03:36:56,500
you you mentioned we're talking about splitting here is about 10.8 million dollars to

2598
03:36:58,533 --> 03:37:01,100
give teachers a raise and a potential of a complete and different funding system so

2599
03:37:02,833 --> 03:37:06,267
like when I look at that when that's the legislative priority I do look at those

2600
03:37:07,367 --> 03:37:08,567
deficits a little bit differently um because 10.8

2601
03:37:11,767 --> 03:37:15,500
in that and having no funding sources coming in at all I I just I it doesn't seem like well we want

2602
03:37:16,700 --> 03:37:19,233
to be while we want to be responsible fiscally

2603
03:37:22,900 --> 03:37:26,200
with our funds, if we don't continue to fund

2604
03:37:27,200 --> 03:37:30,933
our teachers the way we are, trying to base it on a current system, which we don't know if it's going

2605
03:37:32,067 --> 03:37:35,567
to be there, which we don't, like, I, in my mind, have to keep my eye on the prize,

2606
03:37:37,967 --> 03:37:41,600
which is student outcomes, because I can't with all the other things that are happening. I hope that, listen,

2607
03:37:42,500 --> 03:37:45,667
I very rarely will get into politics in here for a number of reasons on, from a work perspective.

2608
03:37:48,000 --> 03:37:51,167
however, I do hope that our community will get out and understand the impact it's going to have to our

2609
03:37:52,333 --> 03:37:55,567
education system should we not find a way to fund our schools without the strings and

2610
03:37:56,800 --> 03:38:00,800
without the harnesses to programs that may not be right for our community in order to increase that.

2611
03:38:09,033 --> 03:38:12,433
but I think that it makes it not arbitrary. I don't mean that those

2612
03:38:14,333 --> 03:38:16,433
numbers are arbitrary, but I do think that... I think in some ways it does.

2613
03:38:18,567 --> 03:38:22,400
and so I just want to leave it at that.

2614
03:38:24,167 --> 03:38:27,400
I also want to recognize what both of you said. I hope you know that there's not a person in this room

2615
03:38:28,667 --> 03:38:31,900
that does not share your urgency around student outcomes. And we know that...

2616
03:38:33,067 --> 03:38:34,933
again, you have made the investment, and now our

2617
03:38:37,533 --> 03:38:39,700
central systems have to support our educators

2618
03:38:41,967 --> 03:38:44,500
in realizing those outcomes. So 100%. Yeah, and just now I was speaking more about my,

2619
03:38:47,667 --> 03:38:50,767
the pressure that I feel, you know,

2620
03:38:52,200 --> 03:38:55,400
and I know you do every day, all day. But I just think that it's like everything else we do.

2621
03:38:56,967 --> 03:39:00,933
it's a balance. It's a balance of looking at sticking with the north star goal and the

2622
03:39:02,167 --> 03:39:06,133
commitments, the bold commitments we've made. But then it's a balance of also looking at.

2623
03:39:08,333 --> 03:39:11,900
knowing the landscape as it is today, the law as it is today, you know,

2624
03:39:12,900 --> 03:39:16,267
this is what we're looking at in two and three years out. So where do we find that balance and where's the risk

2625
03:39:17,133 --> 03:39:20,300
in the decisions that we make? So I appreciate the presentation.

2626
03:39:21,333 --> 03:39:25,133
hopefully you got a lot of feedback from the board. Ms.

2627
03:39:26,667 --> 03:39:30,400
harris, are you good? Can I ask a couple of clarifying? Okay.

2628
03:39:32,267 --> 03:39:36,033
well, we're not voting here. I know, but do you have any directional feedback on what you'd like us

2629
03:39:37,000 --> 03:39:40,467
to bring back? What I want to see? No, I mean, I do feel that the stipend, I

2630
03:39:41,733 --> 03:39:44,867
appreciate you bringing that forward just so that we could have the discussion, understand that option and

2631
03:39:46,100 --> 03:39:49,233
what it means. I do think that there's, while it looks good

2632
03:39:50,900 --> 03:39:54,000
on paper, there's other second and third order impacts, like we said to trs

2633
03:39:55,300 --> 03:39:58,200
and things that that's culturally impactful as well. To our teachers so um so I I

2634
03:39:59,733 --> 03:40:01,700
am more interested in option a and b and to our

2635
03:40:03,800 --> 03:40:06,733
point that we had a while ago you know is is two million dollars in the grand scheme

2636
03:40:09,033 --> 03:40:10,833
of things do we get but also the questions ask you know

2637
03:40:14,000 --> 03:40:17,333
does an extra two million dollars does that what do we get for that so you kind of got to look at both

2638
03:40:18,633 --> 03:40:21,767
of those but I think we're I see some coalescence around those kinds

2639
03:40:24,600 --> 03:40:28,600
of options. Yep. So all right do you have one

2640
03:40:29,667 --> 03:40:32,733
more question? Talking about stipends, while we're on the stipend point,

2641
03:40:33,767 --> 03:40:35,867
I know a lot of our bilingual teachers received a stipend for, like, our bilingual.

2642
03:40:38,000 --> 03:40:41,300
we're not changing that. So we're going to continue that? Yes, ma'am.

2643
03:40:42,600 --> 03:40:46,100
okay. Not in the presentation related to stipend reduction. We are not, our special

2644
03:40:47,133 --> 03:40:50,467
education, bilingual, many of our other specialty stipends, we are not reducing that. We're really targeting things

2645
03:40:52,233 --> 03:40:54,400
like travel, for example, to earn a certain. You know, travel allotment,

2646
03:40:56,367 --> 03:41:00,167
you know, a staff member may have to travel 172 miles in a month

2647
03:41:02,833 --> 03:41:06,767
to have earned that amount. We know that that is probably not happening. And so it's those kind of

2648
03:41:07,700 --> 03:41:11,367
targeted things that we're looking at, but we're really trying to maintain, especially for

2649
03:41:12,400 --> 03:41:16,300
our bilingual and our special student services classroom teachers, we're holding on to those stipends.

2650
03:41:19,433 --> 03:41:22,767
I just wanted to add something too.

2651
03:41:23,767 --> 03:41:27,767
I think that, you know, it's, it's, for me, it's a frustration, right? It's really a frustration

2652
03:41:28,800 --> 03:41:32,767
because both sides of what mr. Poteet and also what ms. Timmy said, you know,

2653
03:41:33,900 --> 03:41:37,000
we're kind of caught in the middle. And I think the frustrating part for me is that, you

2654
03:41:38,133 --> 03:41:41,067
know, with austin, you know, it's the blatant almost, you know, intention to dismantle

2655
03:41:42,333 --> 03:41:46,067
public education. And it's coming at all of this, right?

2656
03:41:47,600 --> 03:41:49,467
because we're doing the very best we can.

2657
03:41:52,933 --> 03:41:56,500
I mean, and I know that our... That other districts are doing the same thing

2658
03:41:57,467 --> 03:41:58,967
in the state. But, you know, again,

2659
03:42:01,933 --> 03:42:04,900
I think that as we talk about we don't know what's going to happen with this next

2660
03:42:06,100 --> 03:42:10,067
legislative session. We don't know what's going to happen, and we're all trying to guess, and

2661
03:42:10,933 --> 03:42:14,333
at the same time trying to do what we're supposed to do, and then at the same time provide and keep those teachers.

2662
03:42:15,100 --> 03:42:18,967
it just seems so impossible, right? I mean, we're trying to split hairs here on what it is, and it's really hard,

2663
03:42:19,900 --> 03:42:23,800
you know. But I get frustrated because, you know, the cuts keep coming from further up.

2664
03:42:25,033 --> 03:42:28,667
and it's an intentional and, you know, just like I said, a blatant and intentional point to just continue to dismantle

2665
03:42:29,933 --> 03:42:32,400
public ed. I would also just add that

2666
03:42:35,000 --> 03:42:38,267
it's not only the underfunding, but then it's

2667
03:42:40,000 --> 03:42:42,467
also a continued change in the rules of the game.

2668
03:42:45,367 --> 03:42:47,867
so just ccmr is one example of as districts have continued to work towards.

2669
03:42:49,467 --> 03:42:51,933
what they're holding up as like this is where we need you to be,

2670
03:42:53,833 --> 03:42:56,133
then they continue to change the rules of what counts, what doesn't,

2671
03:43:00,500 --> 03:43:04,033
how many points you get. And so even for our current high school students, we're having to reimagine all

2672
03:43:05,133 --> 03:43:07,800
the work we have done to make sure that we're doing great things for kids.

2673
03:43:09,233 --> 03:43:13,133
we're having to reimagine it all over now because the state has moved

2674
03:43:14,133 --> 03:43:17,567
that target. And that's just one. That's just one area.

2675
03:43:20,700 --> 03:43:24,367
that's not alone, all the other areas. And, david, if you could hit the last slide, the takeaway slide, because I do want the

2676
03:43:25,700 --> 03:43:28,667
community especially to hear this as we're having this conversation.

2677
03:43:31,967 --> 03:43:35,267
I know this year, as we hear a $25 million reduction, I just have

2678
03:43:37,367 --> 03:43:41,300
to continue to communicate that we've not been on this journey just one year. We have been on this journey

2679
03:43:42,500 --> 03:43:45,533
since project right size. We have reduced our expenditures by almost $42

2680
03:43:48,433 --> 03:43:51,733
million in three years. So we have not taken this lightly. We have not put our head

2681
03:43:55,967 --> 03:43:55,967
in the sand and pretended

2682
03:44:01,900 --> 03:44:04,467
like we're not in this. This current financial

2683
03:44:06,200 --> 03:44:09,167
situation, every year we have continued to find as many efficiencies, keep them as far away from

2684
03:44:11,033 --> 03:44:12,500
the classroom as possible because we feel that urgency.

2685
03:44:15,733 --> 03:44:19,633
but to think that in three years we've reduced by $41 million and

2686
03:44:21,000 --> 03:44:24,267
to know we've got to do another 20 next year. That is still not enough.

2687
03:44:25,533 --> 03:44:28,867
right. I mean, and every time we get to a certain point, they move the needle.

2688
03:44:31,200 --> 03:44:34,933
yes. I mean, they're just moving more and moving more. And that's what I'm saying.

2689
03:44:35,867 --> 03:44:39,733
and then for those who don't understand that it's like, well, our public schools aren't doing enough. Our public schools don't

2690
03:44:40,600 --> 03:44:44,400
provide this and that. And even to mr. Poteet's point about having, I thought the same thing.

2691
03:44:45,400 --> 03:44:48,400
I was like, well, we just passed and our community was kind enough and understood how important this bond was.

2692
03:44:50,333 --> 03:44:54,067
but then to also come again and say, hey, guys,

2693
03:44:54,933 --> 03:44:57,833
now we need this evader. It's like, what more do you want? And we're just trying

2694
03:44:59,367 --> 03:45:03,000
to stay afloat. We're just trying to stay afloat. It's like a hamster wheel

2695
03:45:03,933 --> 03:45:07,933
because if we don't have facilities and if we don't have the learning environment that will attract and retain, it's kind of

2696
03:45:08,800 --> 03:45:12,467
like the marketing, right? Right. I recognize we don't have $500,000 to spend

2697
03:45:14,133 --> 03:45:17,300
on marketing. I get it. Like, we don't. At the same time, we recognize the only way

2698
03:45:19,667 --> 03:45:22,967
to increase revenue is to try to recruit more. And so it's a hamster wheel in every area,

2699
03:45:24,533 --> 03:45:26,533
and I'm desperately trying to find the off ramp to get us

2700
03:45:29,033 --> 03:45:32,000
off the hamster wheel but we keep getting like sucked back in exactly

2701
03:45:33,367 --> 03:45:34,867
so I just I just had to communicate like we had

2702
03:45:37,633 --> 03:45:40,133
the board has been very strategic with charging staff to find

2703
03:45:43,200 --> 03:45:46,400
these efficiencies the community budget steering committee was very strategic in making recommendations so

2704
03:45:47,667 --> 03:45:51,600
I just that's why I just feel like we're all doing our part right we're all trying really

2705
03:45:52,700 --> 03:45:54,367
hard except it seems like austin is not austin's not

2706
03:45:56,800 --> 03:46:00,167
doing their part and that's what's frustrating and minutes. Yeah, yeah,

2707
03:46:01,667 --> 03:46:05,100
exactly. I do just, okay, and I'll be quiet over this. I do just want

2708
03:46:06,200 --> 03:46:09,500
to add, I would be remiss if I did not say we are so lucky

2709
03:46:10,667 --> 03:46:13,833
that you are superintendent. I know you're not asked for this because this is hard work. Your team and what you

2710
03:46:16,433 --> 03:46:19,000
all do, this is such hard work. And I know you guys get hit with so

2711
03:46:20,933 --> 03:46:23,667
much negative all the time. I mean, that just. Somewhat of the nature

2712
03:46:25,233 --> 03:46:28,933
of the job. I mean, we get that as principals sometimes too, but not always all the positive pieces of this, but this is not easy work.

2713
03:46:30,000 --> 03:46:33,633
this is extremely hard. I'm just thinking of the presentations we had tonight, all the thought and all

2714
03:46:34,767 --> 03:46:38,367
of the planning and all of the repercussions and all of the different things that you all are working through

2715
03:46:39,667 --> 03:46:43,567
from just a cognitive load of just thinking through every single aspect of that,

2716
03:46:46,033 --> 03:46:47,500
how difficult that is. We don't tell you thank you

2717
03:46:50,433 --> 03:46:53,267
enough for those things. We don't tell your team thank you enough

2718
03:46:54,467 --> 03:46:57,367
for those things. It takes the entire team to make this happen. I'm so glad that you

2719
03:46:59,033 --> 03:47:01,533
guys, you have such a strong team that helps her do that, but also, too,

2720
03:47:03,933 --> 03:47:07,833
for your leadership in allowing them to help and work with that. I hate to think

2721
03:47:09,833 --> 03:47:12,767
where our district would be if we didn't have somebody who could lead this kind

2722
03:47:14,300 --> 03:47:17,900
of stuff. It's hard. So thank you. Any other? Oh, yes, ms. Mcgowan. One more question, and this is

2723
03:47:18,900 --> 03:47:22,300
probably the dumbest question, ms. Timmy. So I'm going to take that. Is this a competition? I'm taking that

2724
03:47:23,333 --> 03:47:26,600
on tonight. Okay, so, and just for the public to understand, because people are always speculating and

2725
03:47:27,733 --> 03:47:30,433
throwing things out, like, oh, they shouldn't do this, they shouldn't do that, oh, they should do this. Can you

2726
03:47:31,967 --> 03:47:35,267
put it in layman's terms? Like, what would it take to truly right-size our budget?

2727
03:47:36,300 --> 03:47:39,867
like, what would you have to really do? Shut down what at this point? And because we

2728
03:47:41,800 --> 03:47:45,433
can't, like, realistically, you cannot do those things, right? It's not possible. So if you were talking to

2729
03:47:47,233 --> 03:47:50,967
someone and they were like, well, why don't you do this? Why don't you do that? Tell them exactly what it would take to

2730
03:47:51,933 --> 03:47:53,800
truly right-size our budget. Sorry, it's a moving target.

2731
03:47:58,667 --> 03:48:02,133
so if you're asking what are our next steps in finding the next $20

2732
03:48:03,333 --> 03:48:06,733
million? I'm saying options that are not even on the table, options that

2733
03:48:07,667 --> 03:48:11,567
we're not even considering. Like what would you have to do to just be like, if you had a magic wand and you're

2734
03:48:12,800 --> 03:48:16,367
like, I can't even, I wouldn't even want to speculate on that.

2735
03:48:17,433 --> 03:48:20,067
because people are going to speculate. Yeah, I don't want to become a headline

2736
03:48:22,000 --> 03:48:22,000
on it. What I will say is

2737
03:48:26,133 --> 03:48:30,133
just like it took us to find this $25 million, our team will start in

2738
03:48:33,667 --> 03:48:37,333
august. We will get school started. And then that very next week, we will get back to the work of identifying

2739
03:48:38,433 --> 03:48:41,933
every opportunity. To find the next efficiency. So, you know,

2740
03:48:44,333 --> 03:48:46,567
changing staffing models, you know, looking

2741
03:48:48,667 --> 03:48:51,867
at how can we provide services to campuses differently

2742
03:48:52,867 --> 03:48:56,867
with less people. You know, we'll have to start looking at programming and are there

2743
03:49:00,100 --> 03:49:02,700
certain programming options that we we have

2744
03:49:04,500 --> 03:49:08,200
to explore and look at differently. So it's it it will start in august and we will work august through

2745
03:49:09,767 --> 03:49:13,433
december. Just like we did this year to begin to identify those and then begin to bring those forward for

2746
03:49:14,700 --> 03:49:18,333
feedback all right thank you somebody told me a term one time called abundance mindset

2747
03:49:20,100 --> 03:49:22,800
heard that so that's a good way I think to bring this all back

2748
03:49:24,667 --> 03:49:28,300
around that we we deal with this we've got hard decisions we got hard discussions but

2749
03:49:29,833 --> 03:49:32,867
as you've told staff throughout the entire

2750
03:49:34,233 --> 03:49:38,000
district we need to approach this with an abundance mindset you sometimes that's harder

2751
03:49:39,000 --> 03:49:41,700
to do than to say. We absolutely do. Well, thank

2752
03:49:44,100 --> 03:49:47,533
you very much. Thanks for all the information, mr. Pate down there. Thank

2753
03:49:49,367 --> 03:49:53,000
you. Thank you, superintendent branham.

2754
03:49:54,267 --> 03:49:57,433
thank you, dr. Goodson. Appreciate it. Didn't want to leave you out

2755
03:49:59,800 --> 03:50:03,767
down there. So with that, I would like to thank the staff, our visitors, and my colleagues for being here this evening.

2756
03:50:05,567 --> 03:50:09,000
we will not have a closed session tonight, and therefore this meeting is

2757
03:50:10,533 --> 03:50:10,533
adjourned at 10.04 p.m.