[0:32] Okay, good afternoon. This meeting is now convened at 104 PM, like to ask everyone to please silence all cell phones.

[0:42] Quorum of the board members is present in the board auditorium.

[0:47] Let's see our first order of business is to hear from speakers to the agenda.

[0:54] Public comment during school board meetings will only be available to those persons who have signed up to speak prior to the meeting time.

[1:00] current protocol, verbal and other disruptions by persons during school board meetings are

[1:04] not acceptable as they inhibit the board's ability to connect business and the public ability

[1:09] to public's ability to observe those processes.

[1:12] Persons who participate in such behavior will be given a one morning and then if the

[1:17] neighbors repeat it, we'll be asked to leave the meeting.

[1:20] We have 14 speakers signed up today who will be limited to two minutes each per board policy.

[1:26] We ask that you stay on topic and refrain from naming individuals, especially students, as our identities protected under the law, but you may name your own child.

[1:34] I ask you to please respect our procedures and the other speakers and your comments properly when your time is expired and the time of ranks.

[1:44] We will first hear from in person speakers, followed by speakers who are on Zoom and person speakers, please come to the microphone in your number order.

[1:53] please state your full name before you, your remarks.

[1:58] Smith, are you going to call folks?

[2:00] Yes, speakers one, three, six, please state your name

[2:04] before you head the podium and then begin.

[2:15] Dear members of the HRSD Board of Managers,

[2:18] I'm speaking to you as a deeply concerned member

[2:19] of the middle college high school

[2:21] at the ULX Project Community

[2:22] regarding the devastating budget cuts

[2:24] proposed for the 2025-2026 school year.

[2:27] Our campus serves a unique invite

[2:28] population of 130 students, 99% of whom identify as Hispanic.

[2:33] As an early college high school with all alternative education and accountability provisions

[2:36] our program is specifically designed to serve students for whom the traditional high school

[2:40] setting was not effective or accessible.

[2:42] Many of our students are on track to graduate but face life circumstances that require more

[2:45] flexible and supportive environment to thrive.

[2:48] Others are underserved youth who may not have never accessed college without the personalized

[2:52] support we offer to spite operating with minimal resources or staff and students have

[2:55] to achieve a remarkable outcomes, a 94% graduation rate, a 94% attendance rate, 97% graduation

[3:01] rate, 97% college readiness rate, 93.2% students are earning an approved industry-based

[3:07] certification, 85% students enrolled in one or more college courses, academic growth, and

[3:12] star EOC scores that consistently exceed state averages across all course subjects. We operate

[3:17] with only three office staff members in an administrative system, a red soar in an account

[3:21] are teaching staffs to provide just eight teachers, each responsible for at least three plus.

[3:25] For you, perhaps, plus a credit recovery course, and we receive only one planning period

[3:30] every other day.

[3:31] This already got to say that it will models about to worsen, we've informed the duty of the

[3:34] coming budget cuts.

[3:35] Our registrar for this will be eliminated.

[3:36] The planning is to combine the rules of registrar and councilor, but this is not feasible.

[3:39] Our councilor is new to the role, and has no experience as a registrar.

[3:42] Asking them to perform both jobs would not only be unreasonable, but we directly jeopardize

[3:46] the stability of our camera campus.

[3:47] The alternative that was discussing turning in two teacher positions is equally unthinkable.

[3:51] With only eight teachers carrying a full-out already, we cannot lose anyone without sacrificing

[3:55] the quality and breadth of instructions we provide to our students.

[3:58] We employ the rest of the small school in high school environments so that we make people

[4:01] retrorimentator-current staff and levels.

[4:03] Doing so will allow us to continue developing the high-quality personalised education that

[4:07] our students don't only observe but have come to rely on.

[4:09] For our kids more than just a school that's placed a second chances of transformation throughout

[4:12] the police.

[4:15] Thank you.

[4:26] My name is Judy Chene, I'm a parent and a taxpayer.

[4:30] I believe everyone in this room has a responsibility

[4:33] in short that every student in the true district has a chance to succeed.

[4:38] When you don't fund the mandate of salary increase

[4:41] and when you cut campus budget, you're directly impacting the cultural learning.

[4:45] Let me be clear, this cuts are not due to declining attendance,

[4:49] but rather because the PUA is lower than previous years.

[4:52] In fact, the PUA is an all-time low.

[4:54] So what happens when standardized test score in court subject dominate the

[5:00] With the limited budget principles of force to cut what makes school meaningful, the four languages, fine arts, and athletics.

[5:08] As I'll go to a salary HIT enrollment decline by stripping schools, their programs, and reducing them to core only test prep centers.

[5:17] And here's a question to all to ask, that why is money not following the students? 80% of HIT students are economically disadvantaged.

[5:25] They're needs some change just because they switch campuses, but somehow the funding allocated

[5:32] precedence very drastically from school to school, and what about the stay high school

[5:36] alignment?

[5:37] Why isn't the funding going directly to school to support students as designed by law?

[5:43] Cutting campus budget means cutting programs and staff, and that means cutting into the heart

[5:48] of what helps students grow and learn.

[5:51] If we want to increase enrollment, we must start following a human capital, because of those

[5:56] in the building, our teachers, counselor, and staff, they make or break a school.

[6:02] I'm asking you to make meaningful changes, focus on the real learning, give our school,

[6:07] the resources they need to be excellent, not just adequate.

[6:11] Media accuracy is not acceptable, not to our students, not for city.

[6:16] I know that this decision ahead, not easy, but I also know was at stake the feature of our students and I hold you to a high standard because they deserve nothing less.

[6:26] Thank you.

[6:27] Thank you.

[6:35] Good afternoon.

[6:36] I'm for Gorgoria.

[6:39] Per usual as I was driving over here.

[6:40] I tried to put myself in your shoes and

[6:45] I would think if I was sitting up there with you all.

[6:48] One of the things that went through my head as I drove over here today

[6:51] is some of the rhetoric that Mike Miles has said recently in the press, things like, there

[6:59] is no superintendent that could make the achievements I've made or things that Jim Terry

[7:04] and I are the only ones who can save this HISD budget.

[7:08] I've served on boards before and if that was a statement made towards me, that is something

[7:12] that would have given me great pause and question, so I just wanted to bring that up and

[7:18] And additionally, much like Judy, I also share big concerns about high school budgets

[7:23] and the PUA and money not following the students.

[7:28] I'm very concerned that we're robbing Peter to pay Paul and I am concerned that any

[7:34] yes continues to be unsustainable and not a good fiscal investment considering the decline

[7:42] and enrollment.

[7:43] And then additionally, I wanted to share concerns I have about the test prep culture in HRSD.

[7:51] At some NES schools, I learned recently.

[7:55] Students who are Vanguard and GT are allowed to enjoy recess.

[8:00] While those who are not are doing certain lessons during recess, parents have complained repeatedly,

[8:06] and they have not had any success in getting the 30 minute recess time for their children.

[8:12] that's unfortunate.

[8:15] You know, I know Superintendent Miles talks about how he semis recessed to receive speech services

[8:21] and it was really beneficial to him.

[8:24] A computer program just repeatedly repeatedly repeatedly is not a benefit.

[8:28] It's not what I could see.

[8:30] Good luck today.

[8:31] Thank you.

[8:43] I see.

[8:44] This is someone else's.

[8:47] Brooke did not bring a computer with her.

[8:51] So under loan star governments,

[8:53] you're expected to defer to the superintendent on matters of policy so long as there are measurable

[8:59] results showing progress and the problem is God bless you all. You are intelligent people. You are

[9:06] about as qualified to judge that as I am to sit on the board of the Federal Reserve. You don't

[9:13] know what questions to ask. You don't know what is considered valid data. So what you've been told

[9:19] over and over is that the district is making this great improvement because look at the 23 to 24

[9:25] change. Well, anybody, everybody in the academic world who has any integrity knows that the 23

[9:34] scores were an anomaly. They were not valid because there was such a drastic change to the

[9:40] test, both in the format and in the content everything bombed. If you want to look at the last

[9:49] and guess what?

[9:51] So far none of you have asked for that that I have seen.

[9:54] Guess what, here's the chart.

[9:56] Here's 2018, here's 2019, here's 2024.

[10:00] It is a through C-rated school, and the orange is DNF. It's identical. There's no change. So what have we gotten for that? Well, in fact, also half of the NES schools did better in either 18 or 19 that they did in 2014.

[10:18] So what have we got? We got a ballooning debt. We've got hemorrhaging enrollment, especially the NES campuses. We got no libraries. We got no wraparound service providers. We have now done the thing that you said, Mr. Campo, you knew was bad, which was too bad.

[10:29] silo, those services. We have closed campuses and there's a dramatic increase in DAAP placement,

[10:36] which is the school to prison pipeline. Everything that is evidence-based, which means

[10:41] it has been published in peer review journals, says, relationships are what make education work

[10:48] and everything that this administration is doing.

[10:55] Thank you.

[11:08] Good afternoon. I'm Kelly Blickray,

[11:10] parent. You have to take care of people first. That's what you, Mr. Campo, told the

[11:17] Kinder Institute just this month. But now you're doing the opposite. Last year

[11:22] this district had hundreds of wrap-around specialists embedded in schools, trusted

[11:27] adults who noticed when a student needed food or clothes or mental health care

[11:31] without waiting for someone to ask. This year just 44 remain and now even those

[11:37] roles are being eliminated.

[11:40] The plan, push that work on the campus staff,

[11:43] already stretched thin, or redirect families

[11:45] to sunrise centers.

[11:47] The one closest to my son's school is 18 miles away.

[11:52] Meanwhile, families are expected to scan a QR code

[11:55] from a sign posted outside the school.

[11:57] It's an English, maybe Spanish.

[12:00] HISD has students who speak over 100 languages.

[12:03] These signs are barriers, not bridges.

[12:06] They exclude our most vulnerable immigrant families, families without internet, families who don't want to ask for help from a sidewalk.

[12:16] Rapparone specialists didn't need a form to see a hungry kid.

[12:19] They didn't need a QR code to know when a student needed shoes or a safe place to sleep.

[12:23] They were there every day on campus.

[12:27] Yours is not a plan that centers students.

[12:30] It's a system that shifts the burden away from the district and onto families least equipped to carry it.

[12:36] Those who already are facing food insecurity, language barriers, job instability, or housing loss.

[12:43] This isn't neglect dressed up as efficiency.

[12:46] You say you want to put people first, then do it. Please stop outsourcing compassion.

[12:53] Stop deflecting responsibility. Bring reprosed round specialists back to our school. Thanks.

[13:00] Thank you.

[13:04] Any other in-person speakers?

[13:05] Okay,

[13:09] we'll move to Zoom.

[13:31] Dr. Benzone, you may begin.

[13:33] Thank you.

[13:34] Hi.

[13:35] Today I'm here to speak about the central goal of wrap-around services and our schools.

[13:39] Support that have been strategically dismantled by system claiming to value equity while abandoning

[13:44] the students who meet at most.

[13:46] In 2019 to 2020, HIV disease wrapped around specialists completed over 622,000 interventions,

[13:53] reaching over 75% of the targeted student population.

[13:56] Notably, students at risk of dropping out who receive these services were seven times more likely to meet grade level standards in math and five times more likely in reading.

[14:07] In June 2024, the HNSD board approved a $2.1 billion budget despite a $528 million shortfall.

[14:15] One third of it was funneled into miles' new education system. A model that offers high salaries for compliance, not creativity.

[14:22] This isn't empowerment, it's control. Meanwhile, HISD cut over 210 wraparound specialists

[14:27] and slashed $14 million from the department's budget. The 48 remaining specials have

[14:32] to split time among 5 to 10 campuses each. They were stretched and set up to fail.

[14:38] Now miles has sunrise centers as community helps for support. In theory, they could offer partnerships

[14:43] and opportunities and integrated services, but in practice they feel more like a photo

[14:47] up in a real solution. The truth is that families working multiple jobs or without reliable

[14:53] transportation can't access distant hubs during business hours. Equity means meeting families.

[15:00] Where they are. We need wrap-around services in schools, not centralized in eight hubs across 333 square miles. A flashing program that only works for the few is not equity. It's performance. And we all know that miles likes his performances. We must stop funding bonuses ranging from $40,000 to $140,000 for district executives and start investing in the students and communities we serve. We are not here to enrich demagogues. We are here to educate children with dignity, care and justice.

[15:30] Thank you.

[15:32] Thank you.

[15:38] Robert Van Borsum, you may begin.

[15:43] Good afternoon.

[15:45] Board of Superintendents Miles.

[15:47] I'm speaking here today to ask you to reconsider the priority of your current budget.

[15:52] I believe that there is a much better use piece for a lot of the money that is being pulled back and reallipied.

[16:00] To really improve the outcomes of the children in HIV.

[16:04] the fact that non-anything as schools are being penalized,

[16:07] yes schools are showing severe flood, is a poor, it is non-sensical,

[16:12] and the current budget needs to reflect that non-anything as schools

[16:16] are achieving better outcomes than having more students,

[16:20] stick them out. I know several people personally who are doing the same thing right now

[16:24] looking for non-anything as schools options within the district,

[16:28] so I do believe that the current budget as proposed is a poor

[16:31] is that a front and needs to be strongly reconsidered with that. I'll be able to rest in my

[16:38] life. Thank you.

[16:50] Christine Hurley, please unmute yourself you may begin.

[16:59] Hi.

[17:01] I've asked time I speak before you. I wonder what message will

[17:04] finally get you to listen? What words will finally get through to you? You've been provided

[17:10] with data, research, mountains, a verifiable facts. Yet you continue to have the arrogance

[17:16] that you, not the experts, know what's best, or what you claim it's that we, non-born members,

[17:23] who don't understand the full picture. In which case, it's still a lack on your heart,

[17:28] a lack of transparency.

[17:32] However, we at this point of a crisis, and you still will fully choose to

[17:35] remain blind to it. In the board Q&A, you admit that enrollment is in a free fall. Spending

[17:42] millions on age I have seen now is not going to help enrollment or student outcomes.

[17:47] Spending a million on a new teacher evaluation system that's widely criticized by experts

[17:52] is not going to help enrollment or student outcomes.

[17:56] Spending money on increased salaries for uncertified teachers is not going to help enrollment

[18:01] or student outcomes.

[18:03] Spending hundreds of thousands in bonuses and salaries for harmful administrators is not

[18:08] going to help enrollment or student outcomes.

[18:11] You know what would be money well spent, libraries, which I'm sure you're sick of hearing about,

[18:17] but you continue to disregard their importance for other emphasizing your unsuitability for your positions.

[18:23] You don't ask questions seeking to understand. You assume you know best to the vast detriment of our schools.

[18:30] I will never forgive you for the decimation of our campus. We're planning on leaving our NES campus because any of us sucks.

[18:37] But now we're terrified that with these astronaut budget cuts you're planning are not any

[18:41] as school choice will lose their library because very few campuses are supported by a

[18:47] well-being of PTO to sustain these budget deficits. I sincerely hope you all trip over

[18:53] a spin bike because I'll never forgive you the egregious waste of money on those either.

[18:58] At any point you can course correct but I doubt that I hope you're wrong.

[19:04] Thank you.

[19:14] I'm here to express deep concern over the decision to come and buy it on wrap around services within our schools.

[19:20] A move that significantly impacts our students will being an academic success.

[19:24] Currently, approximately 80% of HIC students are considered economically disadvantaged.

[19:30] These students often face challenges beyond the classroom, including food insecurity, housing instability, and limited access to medical and mental health care.

[19:38] Rappers services have been instrumental in addressing these issues providing essential support

[19:43] that enable students to focus on learning.

[19:46] We all know a hungry child doesn't learn well.

[19:49] Child that doesn't know where their speech night or when they might have clean clothes

[19:52] again is a distracted child in the classroom.

[19:55] Assuming these children and their families can make it to a sunrise center on their own is Miss Guy.

[20:00] Language barriers, distance, and potential work conflicts make these resources unattainable for the most vulnerable in our community.

[20:09] The consequences of these cuts are tangible. Chronic FCTism has become a significant obstacle to student success, with many students missing 10% or more of the school year.

[20:20] Without adequate support, students facing personal hardships or more likely to disengage, leading a lower academic performance and higher dropout rates.

[20:28] I urge the Board to prioritize the restoration of RAPRAM services and

[20:33] divest for vanity projects such as HIC now.

[20:36] The one thing might miles an eye to green on is keeping our tax dollars as close to the classroom

[20:40] and students as possible.

[20:43] Investing in the whole child is essential for ensuring every child has the opportunity to succeed.

[20:48] Thank you.

[20:49] Thank you.

[20:52] No more speakers on Zoom?

[20:54] Okay, is any other speakers come in or okay, great.

[21:01] That concludes our hearing as speakers through gender items will now conduct the hearing's schedule for this meeting.

[21:11] Okay, our first hearing is a procedure to consider this resolution of Stacey Capeski, level 3, dispute hearing.

[21:23] Proposites mean hearing involves complaints against district employees are to be held in closed session,

[21:30] unless the employee who is subject to the hearing request, request an open hearing.

[21:35] If both parties request an open session during the course of this hearing, the board may go to closed session

[21:41] to consult with an it's attorney under the terms of Texas government code section 551 dot 071.

[21:47] If any board member wishes to seek advice, Council, please make the request to me.

[21:55] For the record, Hector Morellis will, with the Texas Support personnel, employees,

[22:03] local one, representing Stacey Compeski and Stacey is a present.

[22:14] Eliza Phillips with Monti Ramirez Law representing the administration as president and

[22:19] Natasha Woods, H-I-I-C, the General Council is also present.

[22:24] Mr. Narella, would you continue an open session or a closed session?

[22:28] Open session?

[22:29] Open session?

[22:38] The issues before the school board are whether board policies and administrative procedures

[22:42] were correctly applied to the agreement and whether the administration has violated these

[22:47] policies or procedures.

[22:49] Ms. Capeski, since you asked for the board to hear this matter, your representative will

[22:54] proceed first. Mr. Morellis, you will be allowed to make a 10-minute presentation to the board

[22:59] followed by a 10-minute presentation by Ms. Phillips. Mr. Morellis, you may reserve part of your

[23:05] 10 minutes for her bubble to matter is presented by as FIPs.

[23:10] You both sides will then be available for questions from the board after each presentation

[23:16] after the liberation of board will render its decision.

[23:19] Are there any questions about how this dispute resolution hearing will be conducted or

[23:25] very good?

[23:27] Mr. Morella, how would you like to divide your time making your presentation to the board

[23:32] and with six minutes and four minutes for a rebuttal?

[23:35] six minutes and four minutes. Okay, Mr. All of you may begin.

[23:52] Good afternoon, Mr. President. Board members, you come here today to discuss an unjustly

[23:57] termination that occurred in the attrition department.

[24:01] I've always said, and I've always argued in front of you when I've come in front of you,

[24:05] to weigh in only the exhibits that were presented.

[24:09] Only the transcripts that were presented to you.

[24:12] If you look at the exhibits,

[24:14] Ms. Capesky worked for the nutrition department as a coordinator too for over 15 years.

[24:22] The problem in the concern that arise is about a pay.

[24:26] She discussed her pay, follow this one if you could please, with her HR, with the director

[24:33] of operations, with the executive director, and also her senior executive director.

[24:39] She followed the whole China command regarding her pay.

[24:44] That is the reason and that is the purpose that we're here here.

[24:48] The administration and the district is trying to say that she was terminated for misconduct.

[24:55] But if you look at the exhibits and if you look at the testimony that was presented.

[25:00] You know where does it say that misconduct was conducted,

[25:08] prime example, if you look at Exhibit B, which

[25:12] is a very important exhibit for B? She was not terminated for presconduct with work.

[25:24] Look

[25:24] at Exhibit 5, we did an open records request under the Texas open records request. All the

[25:31] documentation that we requested for whatever reason the administration denied to give it to

[25:36] us.

[25:37] And it would show proof that Ms. Capeski followed every board policy that was outlined in

[25:44] HIV's need to show that she was doing her job the way she was entitled to do it.

[25:52] Secondly, if you look at Exhibit 11,

[26:00] she met with Mr. Lewis to discuss her pay.

[26:03] He is the Director of Operations.

[26:07] If you look at the other exhibit, she met with Ms. Betty Wiggins and Ms. Palmer, who

[26:13] it's the HR and the Senior Executive Director on 828-24, again, to discuss her pay.

[26:22] And the purpose that she was going to discuss her pay is if you look at exhibit 11, which

[26:26] is a very important exhibit, exhibit 21, which is a very important exhibit.

[26:30] The purpose and the reason that she discussed her pay is there was an individual who just got promoted and

[26:40] was just recently in that row

[26:43] making 20,000 a year

[26:47] and then miraculously

[26:48] received a $65,000 increase

[26:52] who just started working in that department

[26:56] That is the reason she was questioning why she only received a $2,000 increase when the new employee

[27:04] who just started in that row with no experience came from a cafeteria manager to a coordinator too

[27:13] received a $65,000 increase.

[27:18] I'm sure each and every one of you, if you were in your profession and you realize an employee that just started

[27:23] was making less than you, but received a $65,000 increase, would raise a concern and would raise

[27:30] an issue. And that's what she did. DGBA local or policy states that employee has the right

[27:38] to raise a concern about their wages. So somehow the nutrition services cannot justify how

[27:47] While my client only received a $2,000 increase, but the newly higher employee with no experience,

[27:54] no knowledge of that department, no knowledge of the work, went from making $20,000 a year

[28:03] to a $65,000 increase.

[28:06] Now the administration is going to argue, well this took place in this took place.

[28:12] So you want to recommend termination for misconduct about raising up a concern about her pay.

[28:19] And mind you, she followed the chain of command.

[28:24] She met with HR.

[28:26] She met with a director of operations.

[28:28] She met with the executive director.

[28:30] And she also met with the senior executive director.

[28:33] And she specifically stated,

[28:35] If I'm here to discuss about my pay and my concern, would there be any retaliation taken against me?

[28:44] Faith specifically said, absolutely not.

[28:47] We'll guess what happened a week later.

[28:51] She was called into employee relations, said we're here to discuss some concerns.

[28:58] She answered of truthfully, and a few days later, she was recommended for termination.

[29:04] So my question to you, and I argue to you today, what more policy did she violate to warrant

[29:11] determination?

[29:13] If it says under DGBA local, that you can raise a concern regarding your salaries at any

[29:19] time.

[29:21] And the good thing is, she followed the chain of command.

[29:25] She didn't go outside of the scope, she didn't go way above, she went step by step by step.

[29:32] And that's what you need to look at, and that is what I ask you, and I pray that you look at only to the exhibits that were presented to you, and also the documents that were presented to you.

[29:43] Thank you.

[29:49] Thank you, Mr. Fiffs.

[29:50] May I make your presentation to the board?

[30:00] Good afternoon, board members. Thank you all for being here today. My name is Alicia Phipps, and I am with Monten Rumeras law firm, and I represent HIC in this level 3 appeal. I do have a presentation for you today just to summarize and visualize our arguments today. You just give me one moment.

[30:31] We have heard today from Mr. Morrellas, Ms. Capeski's representative regarding why he believes she should be reinstated to a position as coordinator one.

[30:43] Yet, Ms. Capeski has not in cannot meet her burden of establishing that the level 1 and the level 2 hearing officers decided incorrectly.

[30:55] Today, I will be telling you why both the level 1 and level 2 hearing officers correctly decided to deny the grievance of her request to be reinstated.

[31:06] There were no reversible errors made by either of the hearing officers for this grievance

[31:12] and I will explain why.

[31:17] This case is very simple

[31:21] and is easily broken down into three key points.

[31:25] First, HISD rightfully terminated her employment for violating DH local.

[31:33] Second, this was not her first violation of DH local and she was previously warned.

[31:42] Third,

[31:44] Miss Capeski was an at-will employee in a non-contract position as a coordinator

[31:49] one. Therefore, she could be terminated for any reason or no reason. However, as I will

[31:57] discuss, HISD did have a good cause to terminate her.

[32:10] First, I will discuss the grievance

[32:12] violation of DH local. The evidence is clear that Miss Capeski engaged in conduct

[32:17] that violated DH local, which provides that every employee is responsible for relating to colleagues

[32:22] and supervisors with respect, courtesy, and in a professional manner. It also mandates that

[32:29] the work they be spent on work related activities rather than on personal business. The level

[32:34] two record is clear.

[32:40] Miska Peski's actions around contacting co-workers during and after work hours

[32:45] created an uncomfortable and unprofessional work environment for her colleagues in violation of DH local, which will be shown by statements that her colleagues submitted.

[32:56] From September 13 to September 16,

[33:02] Ms. Capeski was,

[33:08] sorry, from September 13 to September 16, 2024, before Ms. Capeski was ever investigated by employee relations.

[33:16] Several coordinator ones reported to their supervisors, they were contacted multiple times

[33:21] and during work hours to urge them to sign a petition regarding paid differentials

[33:25] and company vehicles, which was circulated by Ms. Capeski, along with Mr. Ernen Irigo

[33:32] and Ms. Felicia May's Corbin.

[33:38] That petition is available in the administration's exhibits exhibit for

[33:42] For

[33:45] Donna Geys was one of the coordinator once who wrote her supervisor that the petition was attached and sent to Tasha Hicks on August 29, 2024.

[34:05] She stated in her email to her supervisors that I don't want to be pressured in deciding the petition.

[34:12] And she said that she felt pressured and she was contacted multiple times about the petition.

[34:18] Karen Roberts named Ms. Capeski as one of the driving coordinators out of the group of three that were contacting coordinators during the work hours, multiple times.

[34:37] We also have statements available in administration's exhibits for Shelby DeWitt and Curtis Johnson.

[34:45] Both reported that they did not want to be involved in the petition and did not want to be put in the middle.

[34:51] They had desire to remain neutral.

[35:07] Ms. Capeski's involvement is clear from her colleagues identifying her and from her email to Ms. Betty Wiggins, available at administrations exhibit nine. It was she referenced a petition requesting higher pay, rental cars and remote options. She also signed the email on behalf of the co-workers as a whole, despite the fact that, as you've seen by the statements, they did not all agree to be involved.

[35:33] And her email to Ms. Wiggins also referred to text messages between Ms. Capeski, Ms. May's

[35:41] Corbin, and others regarding the company car situation.

[35:48] And I have included on this slide a snippet from the statement that she made.

[35:56] According to Director Keith Lewis, it was after Ms. Kymig and Ms. Minin, two of his reports,

[36:03] each had two of their reports, coordinator ones,

[36:06] complain about feeling pressure to sign the petition

[36:09] that Mr. Lewis decided he needed to have HR,

[36:12] launching investigation.

[36:14] This decision was driven by concerns over the comfort

[36:18] of the employees in the workplace

[36:20] and integrity of the work culture.

[36:26] During the investigation,

[36:28] Ms. Capeski admitted to Browna Turner in employee relations

[36:31] that she, Mr. Urgo, and Ms. Mays Corbin,

[36:33] created the petition to encourage others to sign,

[36:40] and this is on this slide as a excerpt from her statement.

[36:51] Second, I will talk about the grievance prior DH local violation and the warning she received.

[36:56] On this slide, you see a prior letter of concern that she was issued on October 5, 2020, and the highlighted portions are the most relevant excerpts from her.

[37:10] the citation she received.

[37:14] Ms. Capeski's DH local violation that immediately preceded her October 2024 termination

[37:19] was at least her second violation of the same board policy. On October 5, 2020, Ms. Capeski's

[37:26] supervisor issued her a letter of concern for disrespectfully communicating with a colleague

[37:31] in violation of the same DH local provision.

[37:37] Third, and finally, I will discuss the at-will nature of Ms. Capeski's employment as a coordinator.

[37:43] One, Ms. Capeski was an at-will employee in a non-contract position as stated in her personnel file.

[37:53] And you can see on this slide, this is a letter regarding her termination, and she is identified as a non-contract at-will employee pursuant to DCD local.

[38:04] And

[38:13] so, pursuant to DCD local, she could be terminated for any reason or no reason.

[38:18] However, as I showed earlier, HISD did not terminate Ms. HISD, did terminate Ms. Capeski

[38:25] for good cause, which was her violation of DH local, not once but at least twice.

[38:30] She was warned that disciplinary action could follow, but still engaged in conduct of violated

[38:36] the policy.

[38:36] This is why HISD terminated her on October 2, 2024, and Mr. Morales arguments that she was unjustly

[38:46] terminated given the alleged misconduct of others is completely baseless and nothing more

[38:51] than a red herring to distract from the simple truth. The truth is that she broke board policy

[38:56] twice and was terminated for that. HISD did not need a reason to terminate her because of

[39:02] at Will Status, but HISD did provide a reason which is well documented and presented in the record

[39:09] before you today. As an overview,

[39:16] I have talked about why the level 1 and level 2 decision

[39:19] to deny Rense Statement Mustang. One, I have discussed how HISD terminated her for good cause

[39:25] due to her violation of DH local and reviewed the evidence which proves this. Two, I have shown

[39:31] she had a pattern of breaking the same rule and was worn previously by her supervisor.

[39:36] And lastly, I have reiterated that Ms. Capeski wasn't at will employing and therefore

[39:40] could be terminated for any legal reason or no reason. Yet the record before you proves

[39:45] H.I.S.D. was justified in terminating her as a repeat violator of D.H. local.

[39:51] Therefore H.I.S.D. respectfully request that you uphold both the level one and level

[39:55] decisions and, again, deny the grievance renal.

[40:00] Thank you for hearing my presentation, and I look forward to any questions you may.

[40:06] Thank you. Mr. Morellus, you have four minutes remaining?

[40:16] Trying to be very professional and I get upset like I did last time.

[40:20] So my concern to you is, when someone is fabricating something, I believe they should back it up.

[40:27] Prime example, the administration talks about the employees who are being, for whatever, threatened by my client.

[40:36] But if you look at exhibit eight, which is a very important exhibit, as she stated, carrying Roberts,

[40:41] let me read what she says.

[40:43] Three coordinators are Stacey Gampeski.

[40:45] I never spoke to her about a petition.

[40:50] These are the statements that were given by the administration from the employees that alleged

[40:57] that she was the corporate and she took place in what occurred.

[41:02] That's one statement right now, exhibit eight.

[41:06] She stated that the employees were scared of Ms. Capeski.

[41:09] You have one employee on the record.

[41:13] She'd ever spoke to Ms. Capeski.

[41:15] If you look at exhibit seven, again,

[41:17] this is the administration's exhibit.

[41:19] Again, Mr. Curtis Johnson, I'll read what he says.

[41:23] I wrote his supervisor.

[41:25] I wasn't going to sign a petition because of how far

[41:27] have come as a unified front. I talked to her not about the progress and changes that have been made

[41:33] already with coordinators. Again, nothing happens overnight. Never do they mention Ms. Capeski's

[41:40] name at all. Let's look at Ms. Shelby to win. Exhibit 5. Road her to our please consider my desire to

[41:49] remain neutral with all the information above. I do not want to be put in the middle of anything.

[41:54] that's exhibit five. Again, the administration's exhibit. Where does it mention Meska pesky's

[42:02] name, nowhere? On any of the exhibits that the administration admitted to you,

[42:13] the administration

[42:13] has always argued that their act will employees, and I'm always on the record. They're

[42:18] not slaves. More policy says you have the right to follow the grievance regarding your

[42:24] They unjustly terminated, I don't know why they continue are you in that that they're in

[42:30] that will employ you.

[42:33] But under board policy, if an employee feels they're unjustly terminated, they have the right

[42:38] to follow grievance.

[42:39] If it's has to do with pay, they have the right to follow grievance.

[42:43] And that's what Ms. Kepeski did.

[42:44] She exercised her rights under DGBA.

[42:47] And that is the purpose and the reason that we're here.

[42:49] The administration has not given you sufficient enough evidence to warrant the termination.

[42:58] I ask you, please weigh in only to the exhibit.

[43:01] What I just read to you does it implicate my client at all, at all, and she said,

[43:08] it did, but I just read to you the employee statements that the administration used as exhibits.

[43:15] And it says, one of them says, I never talked to Ms. Kepeski.

[43:20] One of them says, I never mentioned Ms. Kepeski.

[43:23] So how in the world can you uphold something

[43:27] that employees who entered as a statements and exhibits

[43:31] from the administration never implicates my client?

[43:35] I ask you to please, and I'm begging you please,

[43:39] weigh in only to the exhibits and the statements,

[43:42] The statement's alone shows that my client didn't participate in this at all.

[43:49] Is there a witch hunt? Who knows?

[43:52] But also consider the reason why she spoke out freely.

[43:57] An individual came in at 20,000 and jumped to 65.

[44:02] That's the reason she spoke out.

[44:04] That is the reason why she wants to be it correctly.

[44:07] In closing, I'm begging you, and I'm asking you to weigh in on the statements

[44:12] And that are exhibits that we're presented to you today.

[44:15] Thank you for your time.

[44:18] Thank you.

[44:22] The parties have completed their presentations.

[44:23] It's now time for the board members to make our decision on the issues before us.

[44:28] We must apply only the facts presented in the transcript to the applicable policy and

[44:32] or law and make a decision.

[44:35] If there's any dispute between Ms. Capeski and the administration as to what the

[44:40] policy or procedures mean, then is the board's responsibility to determine the

[44:44] or application of the policies and procedures.

[44:47] The record of the level two hearing must support any action we take.

[44:51] That is, if the record supports the position of the administration or the position,

[44:56] And this is Ms. Capeski, we...

[45:00] May fine accordingly. Is there any discussion?

[45:08] Okay. As there need to go to close session? Anyone?

[45:21] Okay.

[45:23] I move that we deny all requests to relief not previously granted by the level two hearing officer and uphold the decision of the level two hearing officer.

[45:34] It's for a second.

[45:37] We have a motion in the second member's please vote.

[45:50] Motion passes. 5, 4. Thank you.

[46:03] A letter or no, if I'm both party selection of this board shall be prepared and signed by the Executive Director of the Board of Relations, as soon as possible, this hearing is concluded at 150pm.

[46:17] What's that?

[46:23] Yes.

[46:24] Okay.

[46:26] We're going to take a quick brief.

[46:51] Okay.

[46:52] We're going to take a quick brief.

[46:53] We're going to take a brief brief.

[46:55] We're going to

[48:07] take a brief brief.

[48:08] We're going to take a brief brief.

[48:10] Okay.

[48:10] Yes, I can go ahead. We're not back yet. Okay, we're back in session at 152 p.m.

[48:29] Do we have the other group here?

[48:42] Hard to start if we don't have another party, right? I agree with it.

[48:56] Okay,

[49:02] okay?

[49:09] She was here earlier. I'm sorry. I felt my mic was on.

[49:12] Oh, I outside.

[49:34] She actually just walked out of the room apparently.

[51:13] Okay, well, let's go ahead and we have some procedural things we have to do before we start, okay?

[51:18] The purpose of this meeting is to consider the dispute filed by Turingness Shields, a special education research

[51:27] development chair at Breyer Grove Elementary School. Complaints against the district employees are to be health and

[51:32] closed session and less employee who is subject to hearing, request and open hearing.

[51:38] If both parties request an open session during the course of this hearing, the board will go into closed session to consult with the attorney in terms of the Texas government code section 551.071, if any board member wishes to seek advice for Council, please make this request down to me.

[51:54] For the record, Ms. Shields is present, Corey Rush, with Spalding, Nichols, Lampus

[52:01] and Lingos represents the administration as present, Katasha Woods, HST General Council's

[52:06] also present. Ms. Shields, do you wish to have an open or closed session?

[52:15] It can be open, it's fine.

[52:17] Open is, open is what you choose, that's fine.

[52:20] Thank you.

[52:21] Okay.

[52:25] The issue for the school board is whether the board policy or administration

[52:28] and administration procedures were correctly applied to the grievance.

[52:32] And whether the administration has violated those policies or procedures.

[52:36] Michelle's, since you asked to ask the board,

[52:40] here this matter, you will proceed first.

[52:42] It will be allowed to make a ten-minute presentation of the board,

[52:45] followed by a ten-minute presentation by Mr. Rush.

[52:48] Michelle, you may reserve a part of your ten minutes for a battle

[52:52] to matters presented by Mr. Rush,

[52:54] both sides will be available for questions from the board after their respective presentations

[52:59] and after deliberation, the board will win to a decision. Are there any questions about

[53:04] how the dispute resolution hearing is going to be managed? You're good, okay?

[53:11] Michelle's, how would you like to divide your time making your presentation today to the board

[53:16] based on the transcript?

[53:19] You can say you can be up 10 minutes and you can split it between

[53:23] How do you want and then sort of make a rebuttal after?

[53:27] I would love the opportunity to explain it is.

[53:30] Great, so how'd you like to split it then?

[53:34] Three minutes first and the remainder of the time.

[53:38] Three minutes to start and seven for the remainder.

[53:41] You may begin.

[53:42] OK, thank you.

[53:43] Good afternoon, Board.

[53:45] Thank you for having me here today.

[53:47] My name is Torda Shields.

[53:49] a former employer or employee of HISD. I pulled the agenda last night and I saw that I'm

[53:59] listed as employee. I suppose that's procedural because I was an employee when I found the

[54:06] grievance in November of 2023. I had the level one hearing at the end of November. I was

[54:17] five with the response so I requested level two. The level two hearing was in February of 2024.

[54:26] I received the response from the hearing officer on February 21st and everything from level two

[54:36] is in the transcript that you all should have received by now and so I received a certified letter

[54:45] Last week stating that we had all arguments have to be restricted to this transcript so I'm gonna do the best that I can to do so

[55:00] Everything that I listed as a concern that was in this grievance that I found was valid in the first, after the first, or the level one hearing, the hearing officer responded with mood for every single item that I request a resolve for.

[55:23] after the level two hearing, the hearing officer accepted the first and what really ended up being the bulk of my response or rather my complaint involving another coworker that I was concerned about and the administrations, my campus administrations, what I thought was failure to respond to my concern.

[55:50] So, I just went to point out that I didn't get the opportunity to have a

[56:00] rebel and the level two hearing and attorney rush, I believe,

[56:11] he commented about my

[56:14] including some students' names within documentation that I submitted for the

[56:21] grievance. If by chance I happen to be

[56:27] recommended for that, I do want to say that part of that information included some

[56:34] sheets that I received from my

[56:39] A praiser and the a praiser was the one who included still

[56:48] okay. Yeah, that's that's your three minutes. Mr. Rush you may make your presentation to the board based on the transcript

[56:55] maybe again

[57:00] Good afternoon Mr. President and fellow trustees

[57:04] I

[57:06] Suspect that after the three minute presentation. There may be some confusion as to what this this matter is about

[57:13] And there may even be confusion if you've gone through the level two transcript and the level two decision and there may be confusion if you've gone all the way back to level one about what this case is about.

[57:23] I'll confess to you that I think of myself as a fairly or reasonably smart person.

[57:29] I sat in the level two I argue level two and I still standing before you here today.

[57:34] Can't tell you with the greatest certainty in the world what it we're here complaining about.

[57:41] at level two, Ms. Shields was still an employee, so we were talking generally about some terms and conditions of her employment.

[57:48] And she disagreed with some spot observations she had.

[57:52] For example, in some memorandum she received, so for example, there was a contention that Ms. Shields was upset that she received a reprimand on the third day of school last school year for the 23-24 school year.

[58:07] somehow making that as improper or some unfair surprise.

[58:13] But in the record, you can see it in front of you.

[58:17] There's a, it's behind-have three on page 41.

[58:22] There's a text message conversation between the prior

[58:25] group elementary and administration of the shields,

[58:27] showing that the expectation, district-wide,

[58:30] was that instruction started day one,

[58:33] and there weren't going to be excuses for that.

[58:35] So when instruction did not go forward on day one,

[58:39] Ms. Shield received a valid write up.

[58:41] There was no surprise from that.

[58:44] When the Sunday before school starts,

[58:46] there's an actual in-riding conversation

[58:50] saying instructions are at day one.

[58:52] There's no confusion there.

[58:55] With spot observations, you can look through this record

[58:58] and they are behind tab three

[59:00] with the spot observations Ms. Shields received while she was employed.

[59:03] There's a lot of through-line consistencies about issues that we're going on in the classroom such as not hosting the objective for the day on the board.

[59:14] That as long as I've worked representing HISD, that's been an expectation that learning objectives are present in the classroom from Bell to Bell.

[59:25] There's a failure to submit lesson plans on time and some

[59:29] Alligation from a shield that was surprising that there was a deadline to submit lesson plans,

[59:34] but on page 40 of behind-tapped through page 40,

[59:39] is an excerpt from the campus' handbook last school year that dictates exactly when

[59:43] lesson plans are due.

[59:45] So when it comes to the job performance documentation,

[59:49] documentation, the loyalty record is very clear that Miss Shields was just held accountable

[59:54] as we would expect, I believe, at every one of our campuses that teachers are held accountable

[59:59] to do their job.

[1:00:00] Accountable to do their jobs.

[1:00:04] But with Michelle's no longer being employed, I think that does, largely, to deal a little

[1:00:09] word from the lower level decisions that largely moves that part of the screen.

[1:00:13] But just so the record is clear, I wanted to highlight a few of those things.

[1:00:18] The other thing we talked a lot about at the level two conference was the workload.

[1:00:24] And I believe that I said this at level two, and I'll say it now because it's a core

[1:00:29] truth for me, teachers are the hardest working people on this planet and have 90 jobs to

[1:00:36] one, right?

[1:00:37] You know, that's common, I wish that we're different, we all wish that we're different.

[1:00:42] And Miss Shields was also on top of that, the Department Chair for Special Ed and at the

[1:00:50] campus, and that comes with extra responsibilities, not to mention that just being a special

[1:00:55] education teacher is a lot of work.

[1:00:59] There's so many requirements put on special education teachers

[1:01:02] with paperwork and with art meetings and just

[1:01:06] helping most importantly are students who need the most help.

[1:01:10] They're most vulnerable population we have.

[1:01:13] So of course, to do anything other than acknowledge that

[1:01:17] working as a special education teacher in public education

[1:01:20] is not a hard job would be foolish, it's a hard job with a lot of work.

[1:01:27] What I will say is that the record reflects that the administration was very supportive

[1:01:36] and attempted to aid missiles and other special education professionals in getting the job

[1:01:43] done and getting it done on time.

[1:01:45] One thing about the IDEA and special education is that there are a lot of deadlines and those deadlines are very important

[1:01:52] We have very little time to waste and our meetings need to be efficient in order for our meetings to be efficient

[1:02:00] There needs to be quite a bit of pre-planning so you're not walking in ice cold

[1:02:04] And you're not learning as you go, which could end up disrupting the process

[1:02:09] but that's exactly what happened with Miss Shields as she came to at least one

[1:02:14] art meeting, seemingly unprepared, left at some point, came back and started asking

[1:02:18] questions that the rest of the art committee had already moved on from.

[1:02:21] So the administration stepped in and this is on page 66 behind tap 3.

[1:02:26] This stepped in and advised Miss Shields that, sure, this is a lot of work, but you

[1:02:32] need to do some pre-planings and pre-preparation before art meetings to make sure

[1:02:36] go efficiently and gave very detailed thorough and thoughtful instructions about how to accomplish

[1:02:41] that.

[1:02:43] And the campus also out of their own budget last year engaged a retire-re-hire e-paraprofessional

[1:02:51] that was not from the Fed budget that was from the campuses budget I believe I'm correct

[1:02:56] in order to assist that department in getting up to compliance with special education requirements

[1:03:02] as well as a paraprofessional from the special education department budget.

[1:03:06] So this was not a campus that was unsupportive of this special education department as a

[1:03:10] whole or Miss Shields individually.

[1:03:13] Finally, the big elephant in the room on this grievance is about this conversation that seemingly

[1:03:21] happened between Miss Shields and one of our co-workers, where Miss Shields receive any

[1:03:27] text messages or throughout the record.

[1:03:28] But they start on page 12 and go from many pages, they're after behind-tapped three, where

[1:03:36] Michelle's got these text messages and believed that her co-worker might have been experiencing

[1:03:40] some sort of mental health episode or being in distress out of respect for that person who

[1:03:47] was not here to talk for themselves.

[1:03:48] I'm not going to mention the name.

[1:03:49] I'm not going to go into the details of what distress may have been present.

[1:03:52] The bottom line is, Michelle's did bring her concerns about this co-worker to the attention

[1:03:59] of her administrators, and they did the only thing that the administration can do,

[1:04:07] or can rationally do, or can reasonably do, and can thoughtfully do, and they did a well

[1:04:12] fair check.

[1:04:12] They called this particular employer and went to this particular employee, asked if she

[1:04:16] was doing okay when she confirmed that everything's fine.

[1:04:21] That's, they took her word for it.

[1:04:23] That's all we can do is make sure that our people are okay,

[1:04:27] offer help, offer, offer services, that's what they did.

[1:04:32] And then they confirmed that we've reached out to this employee,

[1:04:35] confirmed that she's not having, or is saying that she's not having any sort of distress.

[1:04:44] Is there anything else you need to tell us?

[1:04:47] And that's kind of where it stops.

[1:04:49] So I don't know what response Michelle's would have preferred in that situation.

[1:04:54] On a situation I understand that she seemingly was pulled into the middle.

[1:05:00] But once she handed it off to the administration, frankly, that's no longer Michelle's business. And once the administration checked on the employee and confirmed to their satisfaction that the employee was actually doing okay and did not need any intervention.

[1:05:15] It was frankly none of HRSD's business, what this woman was going through anymore. So I don't really know what we're here to fight about.

[1:05:21] I do know that the level to record is replete with information that supports that HISD did not violate any policies or procedures or law with regard to anything

[1:05:36] doing, having to do with Michelle's employment, last school year, and given Michelle's

[1:05:42] ultimate termination from this district at the end of the school year last year,

[1:05:48] the requested remedies in this case are plainly moved. So with that in mind, a high will hand back

[1:05:54] my of out minute remaining, and thank you very much for your attention. Thank you.

[1:05:57] Miss Shields, you now have seven minutes.

[1:06:03] Thank you.

[1:06:09] Thank you.

[1:06:10] So I want to

[1:06:16] discuss some of the items that Tony Rush mentioned.

[1:06:21] First, or they'll be in deeper to explain.

[1:06:25] There was a retiree that was brought on to our campus.

[1:06:29] under the guise of helping me become more familiarized with the special education system.

[1:06:40] When she got there, it was not at the start of the school year.

[1:06:47] I'm sorry for me back up a little.

[1:06:50] I was a new hire or return employee for HISD in August of 2023.

[1:07:00] When I got to the campus, there were urgent arts that were necessary, and that the district

[1:07:09] had a strict mandate about those arts being hailed and completed before the first day of school.

[1:07:16] I had to go through two modules, two sets of modules in order to get certified to gain access

[1:07:24] to their special education system and once I did, I had to pull student parents, name, contact

[1:07:33] them, schedule the meetings, send out the invitations to everyone that would be a part of

[1:07:42] the IEP committee and then hold or prepare the paperwork beforehand. When the meetings were

[1:07:53] I had to facilitate the meetings as well as take minutes in the meeting.

[1:08:00] And so essentially I received a write-up because after that initial set of urgent hours

[1:08:11] that had to be ready by day one, we had an additional three that had another deadline

[1:08:18] in the second week of September.

[1:08:24] I, the first week of school was the last week of August.

[1:08:29] I believe the start date was August 28th of that year.

[1:08:33] We went into the weekend, came back at Tuesday after Labor Day,

[1:08:40] and I was presented with my first memo or a write-up.

[1:08:45] And this was in regards to the urgent ours and being compliant with dates and all of this.

[1:08:57] I had shared with administration that I didn't know the system.

[1:09:03] They did hire someone who was supposed to come in.

[1:09:06] I wasn't asked familiar with the system.

[1:09:09] And that person that retiree was brought on at the end of September.

[1:09:16] Up until that time, I had sent the invitations and served as special education department here,

[1:09:26] and also served as students to the best of my ability.

[1:09:32] Another thing was the reason I had these two bands here.

[1:09:38] There was a lot of paperwork that carried over into my tenure when I arrived and these

[1:09:49] are two bins that I walked into my room and found that had zip ties to tie them down.

[1:10:00] And when I cut the zip ties, they were filled with safe folders of kids, paperwork.

[1:10:08] And I had a massive amount of load on me, yes.

[1:10:13] And I also believe that that is part of the exhibit that was submitted in the level two hearing as well.

[1:10:21] You all will see folders and paperwork on a rug, where I placed sticky notes with alphabet

[1:10:31] on them, and as I pull papers out, my attempt was to get them organized.

[1:10:37] We had students who no longer were in our district whose papers were inside of those

[1:10:42] bands.

[1:10:43] We also had students who were currently on our campus whose paperwork was inside of those

[1:10:49] bands.

[1:10:50] That was done before I got there.

[1:10:53] And so, needless to say, even though I saw this, I had or attempted to just take the

[1:11:03] deep breath, died in and tried to get this done, thinking I would have supported enough.

[1:11:09] From campus administration, the principal Ms. Jones seemingly was supportive, however,

[1:11:16] my praiser at the time, I'm assuming the assistant principal was not. She began writing me up

[1:11:25] and also given me low performance scores. What is not what was not mentioned by Attorney Rush.

[1:11:37] Those performance scores, or rather, I'm sorry, the first day of school, I received a text message

[1:11:43] the Sunday before after having talked with Miss Niu about the first week and how the first

[1:11:50] week was going to go, which would be my going around introducing myself to students and then

[1:11:58] going back to my class to get everything organized. I received the text message from her after completing

[1:12:07] the urgent first-day arts that Friday before the first-day of school, I

[1:12:13] see the text message from her that Sunday, the day before school, and

[1:12:17] afternoon, saying, teaching will start from day one.

[1:12:25] So, after having talked

[1:12:27] with her and having had an agreement with her that I would go and introduce

[1:12:34] myself to students and then work to continue to organize, especially considering I was

[1:12:39] back down and bought in a lot of ours that had to be done. By day one, to give that

[1:12:49] text message, it was a shocker. It was upsetting, disappointing.

[1:12:56] So, needless to say,

[1:13:01] I

[1:13:01] I showed up day one and I continued, even throughout all of the attempts.

[1:13:14] Thank you.

[1:13:16] The parties, or any questions to colleagues?

[1:13:19] I've got one question, ma'am, are those documents these two bins or those girl exhibits?

[1:13:25] Are those the, those you are, are those student records?

[1:13:30] Okay.

[1:13:42] These are empty.

[1:13:44] Okay.

[1:13:44] Thank you.

[1:13:45] Thank you.

[1:13:45] All right.

[1:13:46] Thank you.

[1:13:47] Any other questions?

[1:13:50] Okay.

[1:13:51] The parties have completed their presentation since, and it's now time for the Board to make our

[1:13:56] decision on the issues before us.

[1:13:58] We must apply only the facts presented in the transcript to the applicable policy or law

[1:14:03] and make a decision.

[1:14:05] If there is any dispute between the issues and the administration and the policies and

[1:14:10] or procedures mean, then it's the Board's responsibility to determine the meaning or

[1:14:15] application or the policies and procedures, the record of the level two hearings must support any action we take.

[1:14:21] That is, if the record supports the position of the administration or the position of

[1:14:25] Miss Shields, we may find accordingly a certain discussion, and by need a closed session, okay.

[1:14:39] Then do I have a motion?

[1:14:43] Have a motion and a second. Members, please vote.

[1:14:47] All you need me to say that? I'm sorry. Yeah, go ahead.

[1:14:50] I move that we deny all requested relief not previously granted by the level 2 hearing officer and a pulled a decision of the level 2 hearing officer.

[1:14:59] Okay, we have.

[1:15:00] The motion in a second. Please vote.

[1:15:09] Voting is closed. The motion passes. The board at this point has voted, and we will be sending a letter, note finding, both parties of action of the board and shall be in the action of the board shall be prepared and signed by the Executive Director of the Board of Relations as soon as possible. This hearing is concluded at 219 p.m.

[1:15:34] Thank you.

[1:15:36] Okay, board members, we're now going to address one item on our business agenda.

[1:15:42] Do I have a motion to approve item four authorization to negotiate an execute

[1:15:48] interlocal venue rental agreements with governmental entities and Texas Public Institutions

[1:15:52] or Higher Education?

[1:15:54] Do I have a motion?

[1:15:56] Can I have a second?

[1:15:59] Any questions or comments?

[1:16:02] Can I have a second?

[1:16:03] Sure.

[1:16:18] No, I just wanted to.

[1:16:32] Thank you.

[1:16:35] Okay, any other questions or comments?

[1:16:38] Okay.

[1:16:39] Let's please vote.

[1:16:52] Motion passes.

[1:16:56] Okay, we are now going to take a brief break.

[1:16:59] We will reconvene at.

[1:17:02] I think we're taking a 15 minute break.

[1:17:04] Correct.

[1:17:05] Okay, so we will reconvene at.

[1:17:09] Let's do it at.

[1:17:11] What would that be?

[1:17:11] Let's try like 240.

[1:17:13] Make it even. Okay. Thank you. We stand adjourned.

[1:17:56] Are we good?

[1:18:04] We are.

[1:18:07] This meeting is reconvened at 242 p.m.

[1:18:11] We will now address our workshop topic to 2025-26 district budget.

[1:18:17] Superintendent Miles, you have the floor.

[1:18:37] Mr. President, members of the board we're here to talk about the budget and this is

[1:18:43] the third workshop. I will do a presentation first if you know mine and then when we get

[1:18:48] the questions as I need to call staff forward we'll call them forward and they can address

[1:18:54] the board from either of these chairs or the podium.

[1:19:00] So as you know we've done a couple already

[1:19:03] this time we're going to be looking at just a broad overview of the department budgets,

[1:19:09] the school budgets, the NES budget, and then some legislative updates. Keep in mind that the

[1:19:16] workshops at this point in the year are an overview. They are draft and they will continue to

[1:19:22] change as we said back in January or February when we did the methodologies and assumptions report

[1:19:28] change mostly for two reasons one, we don't have

[1:19:34] finality on the legislative allocations so the revenue side changes and when the revenue

[1:19:41] side changes that changes what we have to cut or expand. So we're in draft and that's what this

[1:19:58] So

[1:20:00] Once the legislature puts in, let's say it's the final number signed, then we'll adjust the budgets to include that, so if the average allotment goes up by X, then that allotment will flow through the schools.

[1:20:13] Yes, sir. So for example, the one you just intimated was the basic allotment. That impacts the PUA.

[1:20:22] And so the board will recall that last, first of all, in the budget methodology and assumptions report that we did in February, we had to take a guess of what that might be.

[1:20:34] And we said it would be around 200, our estimation was $250 increase per student for the basic alignment.

[1:20:42] And so that is in the house, in the Senate now, having passed the house, house bill too.

[1:20:52] So, looks like we're going to get better than that.

[1:20:56] And then at the, in three weeks ago, based on that assumption or the likelihood of passage,

[1:21:04] we increase the schools PUA by $250 per student.

[1:21:12] If we get more money, then we can increase it even more.

[1:21:17] If, yeah, $75 per student, because if the basic

[1:21:20] a lot of them goes up to $250, then that equates to $75 per

[1:21:25] student for the school budgets.

[1:21:27] If the legislature comes out with more, which is possible,

[1:21:31] not likely, but possible, will increase that even further.

[1:21:34] if they decrease it below 250 for the district, then most like we'll have to decrease the

[1:21:42] PUA amount. That's also unlikely, but that's how it impacts. That's why this is

[1:21:49] draft for almost every part of the budget.

[1:21:55] All right, so here we are, this is the third

[1:21:58] workshop. You see what we're doing there and you can see what we did last time and then

[1:22:03] we'll be doing next time. The high level budget, which Jim is Jim and team are working on,

[1:22:11] won't be done until June, but I mean the budget won't be done until June, but we will give

[1:22:16] the board a high level budget next time.

[1:22:21] And there's the timeline as you see. So by state law,

[1:22:25] the board needs to pass a budget in June before the new fiscal year.

[1:22:36] Our goals are still the same,

[1:22:39] We're supporting transformation budget to follow actions, so you had a briefing on action planning.

[1:22:46] And so we stay true to that.

[1:22:48] And then also, as the board has been concerned about ever since last year, we need to make sure our budget is sustainable.

[1:22:56] As part of that sustainability, we told the board,

[1:22:59] we will try to have a balanced budget either this year or next year, and we're going to stay true to that.

[1:23:06] Which meant last year we had to cut a whole bunch of positions and a lot of purchase services even to get to the deficit that we had.

[1:23:16] Well, most likely be similarly making some cuts either to positions or and and contractor purchase services for this for this next year.

[1:23:34] We will continue to keep cuts as far away from the classroom as possible.

[1:23:40] So you won't see a huge increase in class size.

[1:23:43] For example, you won't see a lot of decreased

[1:23:48] the number of teachers except as it relates to enrollment and things like that.

[1:23:54] We will prioritize resources as always when we have scarce resources

[1:23:58] and we will keep in mind this notion of long-term financial stability.

[1:24:03] sustainability.

[1:24:06] All right, so let's talk first about central or office budgets or department

[1:24:10] budgets. Again, I'll say maybe three more times throughout the presentation. These are

[1:24:15] draft, but you see the budgets there on the left that they currently have budgeted. For

[1:24:22] example, facilities and operations, $108 million.

[1:24:27] You can see also that almost every department

[1:24:31] is being cut. I talked about since February, $30 million worth of cuts from central office.

[1:24:39] It might have to be a little bit more. It might have to be a little bit less. We'll see what the

[1:24:43] legislature comes in at, but you can see that every department is being reduced. Now, given the

[1:24:51] size of the budget, the reduction is fairly small, relative to the size of the current budget.

[1:25:00] And also relative to the cuts that we had to do a year ago.

[1:25:04] And then on the change, you can see the change from the two budgets.

[1:25:11] The first column of fiscal year 25 versus the second to last column of fiscal year 26.

[1:25:19] We pay particular attention to the K. That's thousands of dollars versus million.

[1:25:25] that we didn't want you to miss that.

[1:25:29] You see what I mean?

[1:25:30] So, police has not been reduced $17 million to $17,000.

[1:25:38] Huge difference.

[1:25:40] And then this is the rest of the team,

[1:25:46] same story.

[1:25:51] So, almost every budget is cut.

[1:25:56] Chief of staff is a little bit different

[1:25:57] because we're doing the data integration team.

[1:25:59] All total, again, draft is on the right-hand side down at the bottom, is $24.9 million, almost

[1:26:07] $25 million, and remember we're not done, we wanted to get to $30 in a probably a little

[1:26:15] bit more than that.

[1:26:17] Again, it all depends on the legislature, but we're still working on department budgets as

[1:26:24] we speak.

[1:26:25] But this gives you an idea of the scale.

[1:26:30] And the scale is not like last year.

[1:26:33] Remind the board that a year ago, we cut almost 1,400 central office positions.

[1:26:42] This year, you look at the numbers here again.

[1:26:46] This is going to change, so I just want to note that.

[1:26:52] But it shows you that the scale is much larger down at the bottom line there.

[1:26:55] You'd see the 103, those 103 cuts to central office staff.

[1:27:06] So while that might be larger, it'll be nowhere close to what we did a year ago.

[1:27:19] I'll, sir, if you, I'm done with this part, the departments, maybe I should take questions or I can keep going.

[1:27:25] Sure, board, whatever's any questions?

[1:27:29] I have a question.

[1:27:31] On the chief of schools office, that seems to be the largest person to change.

[1:27:36] Can you just tell us what's going on there generally, just my level?

[1:27:39] Yes, so I've talked a couple board members about or talked to the board before about data integration team.

[1:27:51] So we're at that point in the district we've been two years now where we've gotten the department's fairly strong.

[1:28:01] We've got some ways to go to make sure the processes are squared away in each department.

[1:28:08] Now we have to definitely align cross-functionally.

[1:28:12] We've started that, but now we're at a point where we can do that in earnest.

[1:28:18] And so the data integration team is a data integration and alignment team

[1:28:22] to make sure that we're working cross-functionally align

[1:28:25] and that our business rules are in place and the service of a green term place and that cuts across all departments.

[1:28:33] Hence, the increase in the Chief of Staff's Office, meaning that Chief of Staff Monica's Raleigh Fsky will oversee that data integration team.

[1:28:45] That's what that reflects.

[1:28:46] I'm sorry, I wouldn't be in doubt if I said this right.

[1:28:49] I was asking that the Chief of Schools Office, the decline that I've almost done.

[1:28:53] Yeah, so the chief of schools is losing 9.8 million and the reason is why we cut 800

[1:29:06] teacher positions a year ago because of declining enrollment and because there wasn't a cut

[1:29:11] during the ester funded years, we still didn't cut the chief of schools central staff.

[1:29:20] So, the divisions were staffed at a higher rate than usual because of the number of positions

[1:29:28] there were, and even though the enrollment had gone down.

[1:29:33] So knowing that we had to cut central office, we also cut the staffs at the division level,

[1:29:43] which falls into chief of schools.

[1:29:45] That's what that is.

[1:29:46] Okay, just a quick follow-up. So then when we look at the next page, which is the one on the

[1:29:52] FTE, is that is that accounted for by the 49 people? That's correct. Got it. Thank you.

[1:30:01] Go ahead. Thanks, Mike. To make sure I understand what expectation could we have around the point that

[1:30:11] this is a draft, right? And that, depending on the direction of the legislature's decisions later this year, this will change.

[1:30:21] But in what way can we expect these changes in other words as a percentage up or down or

[1:30:28] are there certain programs or teams that would significantly change based on those numbers changing?

[1:30:34] Yeah, thanks for asking and so it gives me a chance to clarify a little bit.

[1:30:38] So the departments have turned in their budgets, but it's an iterative process, meaning

[1:30:45] we're looking at the department budgets, we're looking at the district budget and what we're

[1:30:51] And we are looking closely at whether we have to cut some of the, some of the positions or services.

[1:30:58] And that's iterative and what we ask the departments to do is turn in a 60, 2020 budget.

[1:31:05] And by that, they have already prioritized 60, the top 60% of their budget is things that they absolutely need to get their job done.

[1:31:16] And meet the goals of the district that have been set.

[1:31:19] The next 20% is something that if we were to cut with significantly, they would still

[1:31:27] be able to get worked on, but not to the level that we need when you're in a high performance

[1:31:33] culture.

[1:31:34] The last 20% and we know we're forcing it.

[1:31:38] The last 20% is if we need to find more money to balance the budget, or to get closer,

[1:31:44] balance budget, we're going to be looking closely at that bottom 20% and not the whole

[1:31:48] 20% of the things.

[1:31:49] I didn't line items within that bottom 20% and so in that way, we're able to say, look, I'm making this up.

[1:32:01] The legislature didn't come through. We still need $10 million.

[1:32:07] And so we're going to look across these bottom 20% to find $10 million.

[1:32:12] The other thing is, right now, the various departments went through a version of modified

[1:32:20] zero-based budgeting last year.

[1:32:22] They're doing the same thing this year.

[1:32:24] What that means is some functions, some departments, some sections,

[1:32:32] losing priority versus what we're actually trying to do.

[1:32:36] So for example, you really, you can't cut curriculum that much because we're still trying

[1:32:44] to improve our curriculum and add more subject matters that fall into the curriculum.

[1:32:51] So that's not a department you can cut but there may be another section that doesn't

[1:32:56] have quite the same priority and that might be cut.

[1:32:59] So the scale is about this, you'll see more cuts or either people or programs, but I don't

[1:33:10] want to give you a number because that'll tie our hands, but there won't be near the scale

[1:33:16] that was last year.

[1:33:19] Here, but good?

[1:33:20] Okay, go ahead.

[1:33:22] All right.

[1:33:24] And again, we're going to talk more about the overall budget next time, so we'll have more opportunities

[1:33:30] to say ask questions about it.

[1:33:33] I know right now the schools are dealing with their own budget.

[1:33:37] The school budgets are due April 28th.

[1:33:39] So I want to talk a little bit about that.

[1:33:41] You've gotten some of the spreadsheets that show what every school is dealing with, the

[1:33:50] PUA schools.

[1:33:52] And so this is, you've seen this slide before, this is a quick overview, and 2324 we held

[1:33:56] harmless.

[1:33:59] There was no time. We just, the budgets were actually already set when my team got

[1:34:05] here. So that was held harvest. This current year, which is a 2425 middle column there,

[1:34:13] we eliminated hold harvest and we went with the way budgets are done, PUA times ADA times

[1:34:21] enrollment. The difference this year, this current year, is we kept the loss if there was

[1:34:28] a loss at 12% and then just like always, we screwed up. We do a true up in late October

[1:34:39] after the peams report. So that was this current year. This next year, for this schools, as we

[1:34:47] We talked about last time, we multiple IPUA, and we didn't change the PUA, times enrollment, projected enrollment, times ADA.

[1:34:58] And then we will true up.

[1:35:00] And then if you lose money, we give you 10% of that loss, that difference. So we add back only 10%, and of course, we will

[1:35:12] true up in October again. And there have been a few schools that have come and asked, hey, we disagree

[1:35:19] with enrollment number, we think that's a little bit too high, we make a good estimation and then we

[1:35:29] of front, even though the projection, let's just say the projection is a hundred kid loss,

[1:35:36] so we may have changed that to 50, and then if it comes out that is a hundred student loss,

[1:35:44] we will true up in late October. You follow me? So the schools would rather have the money

[1:35:51] up front and then lose money in October, you know, second half of the year, then for us

[1:36:00] not to give that money. So they don't have to trip, you follow me. So anyway, so we're

[1:36:08] helping all the schools, but we will true up in late October.

[1:36:14] Again, this is how it's

[1:36:16] calculated, and by the way, this is how we get the money. It's a project in enrollment,

[1:36:21] it's actually the actual enrollment, we get there is a projection,

[1:36:28] then actual enrollment times

[1:36:29] ADA times PUA. And in this case we added, remember, $75.

[1:36:42] So that's the top line, the 2425 allocation,

[1:36:46] this year, minus what is going to happen next year is a reduction. We take that reduction in

[1:36:53] by 10% and we added back into the allocation.

[1:37:00] So you all have this list for every school,

[1:37:06] every PUA school.

[1:37:07] So I just want to go over four examples quickly.

[1:37:13] The first example is field elementary school.

[1:37:18] They actually have increased projected enrollment.

[1:37:22] And so you can see that that third column there is 37, that's the increase, the change in enrollment, so they're adding 37 kids.

[1:37:33] Their ADA is good, by the way, it's 96.2, that's average daily attendance, that's good, that helps them get more money.

[1:37:40] So, there,

[1:37:45] PUA, from 2425, you can see there's, you know, 5,344 dollars,

[1:38:01] and so, there

[1:38:02] allocation for the 2526 school year is 2.8 million, that's an increase of 25,000 dollars.

[1:38:13] They don't have a 10% add-back because they didn't lose any kids, or they didn't lose any budget, rather.

[1:38:22] All right, so that's example A, that's an easy example because you increase enrollment.

[1:38:30] This one is

[1:38:37] the similar enrollment.

[1:38:40] So here you have a loss of one kid, so that's similar enrollment.

[1:38:44] And this is Bastion Elementary School, by the way.

[1:38:48] So you can see their ADA, by the way, is low, 91.7.

[1:38:56] So this current year was almost 3 million, 2.9, you see that.

[1:39:02] So the PUA will change, right?

[1:39:05] So we added $75 to their last PUA, that's

[1:39:09] what that $5,049 is.

[1:39:12] So that's $75 more than last year, and then times the ADA and projected enrollment gives you 2.9, 3.9, so hardly any change at

[1:39:26] all, and then you can see their total allocation.

[1:39:32] Again, we didn't have to add back any money because they didn't lose any money.

[1:39:39] Now, this is West Breyer, this is a decrease that's, in this case, less than $150,000.

[1:39:48] So, in this case, the school lost 42 students.

[1:39:54] They're ADA's average.

[1:40:00] So there budget a lot, this current year is 4.8, 7.5 million.

[1:40:06] Their P-way for this next year is going to be $75 more than what it was last year.

[1:40:13] So it is now 5, 2, 7, 1.

[1:40:18] When you multiply that P-way times their projected enrollment times their ADA, you get 4.731.

[1:40:31] million, which is $143,000 less. Because the budget is less, we add back 10% to

[1:40:41] we add back 14,000 and that gives you the total allocation of 4.745. So that's

[1:40:50] What is that?

[1:40:54] That's $125,000, something somewhere around there, $130,000.

[1:41:01] So $130,000 is what they're losing.

[1:41:05] They have $952 students, so that's not, I mean,

[1:41:14] Schools will think any dollars a lot, but a hundred and thirty dollars with school with the

[1:41:19] thousand kids is not that much to be able to

[1:41:23] figure that out.

[1:41:28] And then the last example is

[1:41:31] the sixteen schools that have lost

[1:41:34] more than two hundred and fifty

[1:41:36] thousand dollars out of two hundred or out of the all the PUA schools

[1:41:42] sixteen nine of which are elementary

[1:41:45] in this case is the Herrera Elementary School.

[1:41:48] 6887 projected enrollment, that's a decrease of 35,

[1:41:56] and then the 8a is 93.6, but the

[1:41:59] 8a last year was 94.5, or yeah, 94.7,

[1:42:09] so they lost, no, 94.5, they lost almost a

[1:42:14] percentage point.

[1:42:20] So 80, remember that the total budget there is the new PUA, which is

[1:42:27] 586 times the enrollment times the ADA, which gives them $3,000, $270,000, which is $31,000,

[1:42:38] short, or not short, different from that year before, we add back 10% of the loss and that

[1:42:48] gives them 3.3 million. So, they're $270,000 off. They're by different a year ago,

[1:43:03] and we

[1:43:03] have 16 schools in this category.

[1:43:08] So, I mean, you can go through the whole spreadsheet.

[1:43:11] We are working with the handful of schools that are struggling to make and meet, so to speak.

[1:43:21] And the finance department is helping them with that.

[1:43:24] Same with the chief of schools office, they're helping to see if they can do it.

[1:43:29] And I'm not talking about the small schools, I'm going to talk about that in a minute.

[1:43:32] But there are some other schools that are having a hard time making ends meet with some of the cuts.

[1:43:38] So we're looking at that. A lot of it has to do with enrollment. So we talked about it

[1:43:46] school today. They're losing a hundred and some kids. So we're going to project

[1:43:52] only 50 kid loss. And so we'll let them do what they can do with only 50 kids loss

[1:44:00] And then we will true up in October.

[1:44:04] You follow me?

[1:44:06] So that helps them with their budgeting process.

[1:44:12] All right.

[1:44:12] And then finally, small schools.

[1:44:16] There is a small school of subsidies.

[1:44:17] That hasn't changed, but I'm talking about other schools

[1:44:20] that are not small by design.

[1:44:23] But are so small, like the 220 kids or 196 kids.

[1:44:30] It's almost impossible to make ends meet when you have so few kids.

[1:44:38] So, we are working to help them, we're not going to run a school and then not support it to make sure that it's successful.

[1:44:47] So, these are the small schools, for example, in the elementary orbit.

[1:44:55] So, Briscoe, we probably will have to help even though they ain't.

[1:45:00] Objective to increase enrollment by 19, but there's still under 200. So we will probably have to subsidize that school.

[1:45:09] Meaning we will, for example, we probably will give them an AP, or we will give them another teacher, or something like that so that they can hold all the classes.

[1:45:24] That's what we'll do for Brisco. Every school is a little bit different. So I don't want to say exactly what we're going to do for each school, but,

[1:45:31] We will take a look and make sure that they can run a good school anyway, even if we have to subsidize that.

[1:45:40] These are the middle schools. Keep in mind that some of these schools are, in fact, most of them are small by design.

[1:45:51] So we want to be careful, and they've been supporting and they still get the small school subsidies.

[1:45:55] So we're not just going to jump at and say, you know, what do you want and we just give it to you.

[1:46:00] We're going to look at each program specifically and if they need more money, then we will look closely at it and make sure they can run their good program at each of these schools.

[1:46:11] I'm not too worried about schools with over 350 kids, but even those schools may need some help.

[1:46:20] And you can see that it's not really about enrollment because enrollment is not decreasing that much,

[1:46:28] except for the high school ahead of academy, but that's a different beast.

[1:46:34] And so that is, again, small by design and we will support it to make sure it can function well.

[1:46:41] In these are your high schools and you can look at these the same thing. Most of these are

[1:46:45] small by design. They probably will not need help but we're looking closely at each one

[1:46:53] of them. We'll be talking to the division chiefs and the principles to see if they need

[1:47:00] any help. Again, it's not a matter of enrollment. There's only two up there that are losing

[1:47:06] I'm 21 and 23 schools that are rest are less, fewer than 20 kids.

[1:47:13] So most of these are small by design.

[1:47:21] I'll stop there.

[1:47:23] Questions about the school budgets?

[1:47:27] Questions?

[1:47:31] Thank you, sir.

[1:47:32] We're trying to, a lot of information for Schwarz and Digest, thank you for this.

[1:47:36] You mentioned small school subsidies.

[1:47:39] Can you remind me what that amount is?

[1:47:41] Do you guys have that amount in your hand?

[1:47:53] So it's not a set rate, it's varies by school.

[1:47:57] What are you looking for when you determine that formula?

[1:47:59] What information are you gathering at that time?

[1:48:02] Continuation of the program to predict the buying that's necessary for their mission.

[1:48:09] And does the allocation that you'd determine that you'd share?

[1:48:13] Does that include the small school subsidies?

[1:48:15] Can you guys?

[1:48:16] both the back and 20, 20, 20, 20, 20, 20, 20, 20,

[1:48:23] all the way around there, it didn't seem to put a small school of substance.

[1:48:27] That time, you know, that's kind of the lock here to say.

[1:48:31] Anyway, the gives is going to be an addition to what we're talking about.

[1:48:34] It's locked in that P-U-I.

[1:48:36] Yeah, in addition to, okay.

[1:48:38] I think you have Alex right behind you.

[1:48:42] I apologize.

[1:48:43] That's okay.

[1:48:44] I heard you did it, buddy.

[1:48:45] Who are you?

[1:48:47] And can we get another handheld out here guys?

[1:48:52] So again, so it varies by school.

[1:48:54] You have a discussion that I said formula.

[1:48:57] At some point superintendent,

[1:48:59] I would like to see what the small schools are.

[1:49:01] Because you didn't mention that there's by design, right?

[1:49:04] And so I don't want any schools except for, but I get it.

[1:49:07] But those are by design when you need to make sure we're supporting them, right?

[1:49:11] Yes, sir.

[1:49:11] So what I was saying earlier,

[1:49:13] But every school on that list, we'll look at closely to see if they need help financially

[1:49:23] and we'll make sure that they can run their programs and the actual design of the school

[1:49:29] with money.

[1:49:30] And we made a commitment not to close any schools this coming year.

[1:49:37] So, not going to let some of the smaller schools that aren't suffering because of programs,

[1:49:42] but it's suffering because it's just low enrollment,

[1:49:45] not to be able to run a effective school.

[1:49:47] So that's where the subsidy comes in.

[1:49:49] What Jim was saying earlier is that the PUA amount

[1:49:52] included the small school subsidies from the past,

[1:49:56] and we didn't change the PUA amount.

[1:49:58] But...

[1:50:00] Next year, when a school says they don't have enough money, I'm trying to think I'm pretty sure it's

[1:50:06] pleasant feeling for a Houston where we added to the budgets anyway, even this year, to make

[1:50:12] sure that they could run the program they're supposed to run a school effectively. And so we'll

[1:50:18] do the same thing. And if a school isn't on this list, and for some reason feels like they can't

[1:50:24] get it done, then we'll look closely at that.

[1:50:28] I mean, it's not just formulaic.

[1:50:32] I mean, I know several schools I went to this year

[1:50:35] were, I thought they should have an additional AP,

[1:50:38] because to run a school even under 300 that doesn't have an AP,

[1:50:43] even though you should budget for that.

[1:50:45] But if they didn't feel that they had the money to do it,

[1:50:48] I insisted that they put an AP there,

[1:50:51] or at least a principle of premise.

[1:50:55] And so that's the kind of support we're going to give regardless.

[1:50:57] And I think that's good to hear because to your point, you know, some of the feedback, at least from, I go back to the high school senior engagement, but this was last year as well.

[1:51:07] Some of the things that they were missing for some of these specialties schools were like more counselors because they had a shared counselors and that mean that change.

[1:51:13] But it's important to know that that is important for those particular campuses.

[1:51:16] I want to go to, I don't know if you had this document, it was actually the document that we, it was shared with us with regard to, let me see,

[1:51:26] curriculum for P-way, it does say that for all P-way cam, this is H-I-Z curriculum, I'm

[1:51:33] certainly going back there. This central office will fund core curriculum, so does that

[1:51:37] mean that even non-H-I-Z, they're going to fund non-H-I-Z created curriculum, central office

[1:51:43] will still fund that?

[1:51:44] So there are, there's a list of three curricula, and language arts, math, and science, and social

[1:51:51] studies.

[1:51:52] And so I'm looking at Kristen, can you come up with just a case of questions for you?

[1:51:57] And if they select one of those, those are vetted, then we pay for it.

[1:52:03] But if you have another curriculum that, and if you're defined autonomy three, four, and three,

[1:52:11] and you have a curriculum that you purchase that you want Singapore math,

[1:52:16] because you've always been using Singapore math, then you have to buy Singapore math.

[1:52:21] Does that correct?

[1:52:22] That's correct.

[1:52:23] We essentially find anything on the approved list.

[1:52:26] And that's the list that we kind of improved

[1:52:27] of being at school year, right?

[1:52:28] The high quality instruction materials.

[1:52:30] It's on that.

[1:52:32] And then again, I always want to go back to board, right?

[1:52:35] So outcomes.

[1:52:36] How does it impact outcomes?

[1:52:38] For one of the, it says the criminal curriculum

[1:52:41] and digital resource.

[1:52:42] And then we've talked about this.

[1:52:43] What it would be nice for me to see is

[1:52:46] perhaps resources that were once

[1:52:50] provided by central office or by the distant administration to schools, but are no longer going

[1:52:56] to be paid for by the school. So I think about this, the central office will fund the

[1:53:00] following supplemental resources and talks about ZERN math, RLA, Summit K-12, but it references

[1:53:05] only for NES campuses and PUA special focuses. So what are options with those schools? One,

[1:53:11] is how does that tie to outcomes? I can from experience. I can see where ZERN, my kids use it,

[1:53:17] So if it has helped them, but they're not in any of school, not in a PA special for T-Vote

[1:53:22] focus school.

[1:53:23] So for those schools that will not receive these resources, what options do they have,

[1:53:27] and how do we make sure that they're still obtaining those outcomes that we want to obtain?

[1:53:31] Yeah, so far, we are getting the outcomes we need for the PUA.

[1:53:37] Yes.

[1:53:38] It has improved.

[1:53:40] But there's a fine balance between defined autonomy and resources, meaning this, if

[1:53:47] We're not chartered, but if you were a charter school and have ultimate autonomy, then you pay for everything, and you have your own program, and you figure out a way to get the outcomes you need.

[1:54:04] We are giving X amount of autonomy, and so, to the PUA schools, especially if you're autonomy

[1:54:13] forward and three, and you put your own budget together, and you make the choices to try

[1:54:19] to get the outcomes you want, because we, yes, we want outcomes, but we're giving you the

[1:54:26] time either to pick your resources. So the answer is if you want Zern, then you need to pay

[1:54:34] for Zern, and that means you don't have something else that you want. And you don't, but you

[1:54:42] don't have to follow the curriculum if you want, if you don't want to follow a free curriculum

[1:54:46] then you pay for the curriculum. And things like that. So you could choose to have a free curriculum

[1:54:51] that we pay for and then pay for Zern, or you can choose not to have a free curriculum and then

[1:55:00] Then don't pay for adjourned. And there are things like that. So it's choices that principles make, and we will keep striking that balance between, you get to run your school and running your school a certain way costs x amount of dollars.

[1:55:18] Okay. That's a lie for now.

[1:55:23] Okay. Go ahead.

[1:55:25] All right. The last thing is the NS Campus budgets.

[1:55:30] So, right now, I'll come back to that side,

[1:55:37] what we do in the NES orbit is we have a

[1:55:40] pretty defined staff staffing model. Teachers, learning coaches, apprentices, there's

[1:55:50] not a lot of extra programming except for the program that have already been there,

[1:55:59] the

[1:56:00] have very slim. The money comes in on the right-hand side there where you see

[1:56:04] centrally funded. The biggest dollar amounts are the teacher premises in the

[1:56:09] learning coaches.

[1:56:12] There is one teacher premise for every 100 kids, one learning

[1:56:16] coach for every 100 students, and so that you can just kind of estimate a school

[1:56:21] with 500 students is going to have 10 additional adults running around. And that's

[1:56:27] that's the difference in the two.

[1:56:30] So we are right now in the process of doing what we call the crosswalk.

[1:56:35] We also look at projected enrollment.

[1:56:38] We also look at ADA.

[1:56:40] We look at all of that and then we determine how many staff members you should have based

[1:56:47] on that number.

[1:56:50] And then after we get that number and we know the real enrollment, that's when we know

[1:56:56] of the projected enrollment, that's when we hire

[1:56:58] a teacher premises and learning coaches.

[1:57:00] We do a true up in the fall,

[1:57:04] or sometimes, as early as September,

[1:57:06] if 100 kids then come, let's just say,

[1:57:10] then you're gonna lose a learning coach

[1:57:11] and you're gonna lose a new premise.

[1:57:14] And that happens early on in the year.

[1:57:17] So there's a true up process there as well,

[1:57:20] but their budgets are easier in the sense that

[1:57:23] It's a pretty set template.

[1:57:26] You use the HICRICUM, which has been cost anything at the school level.

[1:57:33] You get apprentices, you get it's all formulaic.

[1:57:36] So that's how we know what the budget will be for NES.

[1:57:40] And we're going through that process now.

[1:57:44] Questions on the NES budgets?

[1:57:48] I have a question.

[1:57:50] I just want to make sure I'm following.

[1:57:51] On teacher apprentices, I think you said one per 100 students,

[1:57:55] And then the same is true for learning coaches.

[1:57:58] And then how about teachers?

[1:58:00] What is the reason?

[1:58:02] We shoot for 1 to 25.

[1:58:04] I'm in a different set in a Christian, Sandy.

[1:58:09] 1 to 25.

[1:58:13] Right, 1 to 25 for teachers.

[1:58:16] And then, okay, so in the administration, what's the...

[1:58:20] So the administration, it depends.

[1:58:23] So in middle school, almost always there's one per grade.

[1:58:26] And then for others, I think it's 1 to 400, do you guys have Monica?

[1:58:32] Okay, thank you.

[1:58:34] And I mean, you know, that is not a question that has to be answered right this second.

[1:58:38] But I mean, if you've got it, we'll take it. If not, we can take it later.

[1:58:46] Yeah, I think gracious. So for middle schools, they assist principals 1 to 200.

[1:58:51] We do a minimum of three. So one per grade level.

[1:58:54] counselors are 1 to 400 and then in high school,

[1:59:06] APs we do 1 to 200 with a minimum of

[1:59:09] four following that same rationale of 1 per each grade and then counselors we do 1 to

[1:59:14] 300 with a minimum of four and we include a lead counselor in that for the high schools.

[1:59:23] We can send this to you as well.

[1:59:27] Thank you.

[1:59:37] Thank you for the information superintendent back in I was trying to pull up on my computer back in I think it was February. We got budget assumptions and

[1:59:48] We were I have a question around enrollment. I think we were projecting.

[1:59:53] Well, let me ask you. What are we projecting as far as enrollment decline?

[1:59:56] It's 6,000 guys

[2:00:01] 6800.

[2:00:04] 6800.

[2:00:05] 6800.

[2:00:08] So, I don't see it right now.

[2:00:09] I thought it was higher than that.

[2:00:10] So, 6800.

[2:00:12] And then the P-U-A number was around at a little less than 1,500,

[2:00:16] based on what you sent us.

[2:00:17] So, the balance of that would be the NES schools.

[2:00:23] I'm assuming.

[2:00:26] So, for that then, what are we?

[2:00:32] Does the small school subsidy also apply to any schools or is just that something for PUA because we're setting the budget for any schools differently?

[2:00:41] We're setting it differently, but they will be subsidized. The small schools also will be subsidized. For example, you heard one to 200 for APs or 250.

[2:00:53] And even if it's a small school, and any of us, most likely we'll get either AP, or a principal

[2:01:01] apprentice.

[2:01:03] Okay.

[2:01:04] Okay.

[2:01:04] So things like that, and they will still get a nurse or a share nurse with another small school

[2:01:10] that's close by things like that.

[2:01:13] Okay.

[2:01:14] Thank you.

[2:01:14] And do we have a, do we have, and so we're calling a small school 300, 400, and below, is that what

[2:01:21] is below 400?

[2:01:22] So, in elementary, yes, and for middle school, I think it's 800, and then for high school it's, no, middle school is 600 and high school is 800.

[2:01:41] Okay, thank you for that.

[2:01:42] But keep in mind, even if regardless of that, if they're struggling because of let's say they're, you know, 320,

[2:01:51] we were still entertained to see if they can,

[2:01:56] we can still run a good school.

[2:01:59] Got it. Okay. Thank you for that.

[2:02:01] I wanted to go back. I was trying to, um,

[2:02:05] hop in after Orlando. Um,

[2:02:07] the terms special focus schools,

[2:02:10] I've heard,

[2:02:11] especially when unique schools. I've heard

[2:02:13] magnet schools. We've heard that.

[2:02:15] Please define special focus schools.

[2:02:18] Special focus schools are the 25 PUA schools

[2:02:21] that had the lowest scores on accountability,

[2:02:24] two of them have F's and the rest have low D or a D rating.

[2:02:33] Or low C.

[2:02:37] There are differences for why they have that accountability

[2:02:40] rating and so those are the, is it 25 or 24?

[2:02:55] So the 24 special focus goals are the non-NAS goals that are CD or F. And that was mainly

[2:03:04] because, well, we should do it anyway, but the board, multiple times of board meetings last

[2:03:10] year, made a big push to what are we doing to support PUA schools? We're doing all this

[2:03:16] for NES. What are we doing for PUA? We wanted to make sure that those CDF schools did not

[2:03:20] drop. So we've put a lot of extra effort with support, leadership development, taking them

[2:03:27] to other schools to see what other principals are doing, so that those special focus

[2:03:32] schools can improve.

[2:03:35] Is it all C, campuses? So, I mean, it's only 24, but C, D and F, right?

[2:03:43] Okay. I'm just, I'm asking you if it's all C, P, A's, schools with us, C, and E, and F.

[2:03:49] They have to see their special focus.

[2:03:51] Okay.

[2:03:52] I think we heard at that I heard low sea, so see.

[2:03:55] Okay.

[2:04:00] Okay.

[2:04:01] Thank you for that.

[2:04:01] And then a question back on the curriculum.

[2:04:06] How many schools do we anticipate we'll be purchasing their all curriculum?

[2:04:09] I mean, if we have a list of high quality instruction curriculums, then because we're talking about it like there are some schools that want to purchase or there will be purchasing their own.

[2:04:19] Kristen, do you have that number?

[2:04:22] I can, while she's coming up here,

[2:04:25] the most of the schools over one majority will either,

[2:04:29] will use HICD curriculum,

[2:04:32] and then most of the others are using apophyr,

[2:04:36] they approve vendors.

[2:04:37] Do you have an idea of how many are using

[2:04:40] that will be paying for their own curriculum?

[2:04:43] It's going to vary by content,

[2:04:45] and sometimes even grades,

[2:04:46] So we can very easily just pull a report for you from that lens.

[2:04:51] But I believe the report was 83% in some way.

[2:04:54] We're using HISD curriculum.

[2:04:55] So that gives you a little bit of a sense of that.

[2:05:00] That's 83% of all schools, not just PUA. So that would be any SPSP?

[2:05:03] And the latest principal survey had 95%. We'll use it next year.

[2:05:10] But again, it'll vary by course in subjects we can pull that for you as a data poll.

[2:05:17] Okay. I think that's all for now. Thank you so much.

[2:05:23] Anybody else?

[2:05:29] Good afternoon. Thank you for the presentation.

[2:05:31] And I have, I have, I guess a couple of little follow-ups.

[2:05:37] Some of the question is, is regarding kind of the big picture,

[2:05:41] because I was trying to put everything together and sort of

[2:05:45] malignate like, what is our total budget that we're going to see

[2:05:49] reductions.

[2:05:50] So one of the things I see just at the big pictures,

[2:05:54] we got 25 coming from Central, 8 coming from PUA,

[2:05:58] something coming from NES, but I don't know what.

[2:06:02] When we add it all up, can you just sort of paint that picture at a high level?

[2:06:11] For the total budget,

[2:06:14] the total budget is very little based on the school budgets.

[2:06:24] Do you guys have an idea as far as savings or cuts from the schools?

[2:06:31] Yeah, you have to understand that, you know, with the total budget is really dependent upon

[2:06:37] what a revenue stream is coming in from the state and other sources like, I don't get too

[2:06:45] technical, but the state also forces us down in terms of our tax rate. And so that means

[2:06:52] less money coming in and remember we also have declined in our enrollment, which is one of our

[2:06:59] of drivers for how much revenue we're going to see, but as I say, we are at a very high level

[2:07:07] and we're not locked in yet and it is now just in the April and May is by the end of May,

[2:07:16] we'll have a pretty good lock in number. I wish I could say an exact number at this point,

[2:07:23] but it's, you know, legislative year.

[2:07:27] I'm sorry about, I'll let him try out a little bit.

[2:07:30] I'm just thinking of the decisions based on that,

[2:07:33] which wanted to remove the crime.

[2:07:34] So that's something like 80 million,

[2:07:36] roughly out into the executive budget.

[2:07:40] But things in power,

[2:07:41] power, where those reductions come from, collectively.

[2:07:46] And what are the sort of targets?

[2:07:49] And then it doesn't have to be like, you know,

[2:07:51] Yeah, I don't know, obviously. Just sort of make a picture.

[2:07:55] Yeah, big picture we have reductions in the teaching force and the school side, as you

[2:08:04] saw from Chief of Schools office, you have reductions there for the number of teachers based

[2:08:12] on enrollment. If we lose 6,000 kit students, that means we're going to lose teacher positions.

[2:08:17] That's what this crosswalk is about.

[2:08:20] So you're going to have some teacher positions moved out

[2:08:25] and some chief of schools office moved out.

[2:08:28] So that's one portion.

[2:08:31] And again, that will vary a little bit by enrollment.

[2:08:35] What's happening with the PUA, but just right now,

[2:08:38] if their enrollment goes down as you saw a couple examples,

[2:08:42] more often than not, that means a teacher position

[2:08:44] or maybe two teacher positions in a PUA school

[2:08:48] losing enrollment.

[2:08:50] And because that's where the biggest part

[2:08:52] of the money is is in salaries.

[2:08:55] Having said that, most of the money that will be cutting

[2:09:02] from expenditure side will come from central office,

[2:09:08] So either in programs, purchase services, or people.

[2:09:13] So, we're going to be losing quite a bit on that side, and now we right-size quite a bit.

[2:09:22] We're not done with that, so we're going to lose people on that side as well.

[2:09:27] So, the combination between central office expenditures and then the decrease in staff as a result of enrollment.

[2:09:37] And most of that is in the NES side.

[2:09:40] Got it. Got it. Yeah, and that helps someone. It would be good, like as we continue to

[2:09:47] hone our math there that we just continue to help paint that bigger picture. It would be helpful for me.

[2:10:00] Other aspect of what I was considering was around.

[2:10:08] So we've got a lot of services that we do at the central office, and so it's an extensive list there.

[2:10:17] As we go forward, and perhaps there has already been a study of some sort, but the line

[2:10:25] with the outcomes that we're trying to achieve, and the objectives that we've laid out

[2:10:31] in 2035, et cetera, it will be helpful if we had a bit of a crosswalk there as well,

[2:10:38] that just shows like, okay, here are all the things we're doing.

[2:10:40] This is why they're there and how effective they are and what they're supposed to do and and how we're

[2:10:49] measuring them

[2:10:50] for success and

[2:10:52] perhaps you've done some of that already

[2:10:54] partially or in full. I'm going to be helpful if you just share it a little bit of your thought process there

[2:11:01] We can do more, but

[2:11:03] Essentially, this is how we get the outcomes we need.

[2:11:08] The outcomes that we have, the board goals and the outcomes

[2:11:11] get out of intervention status are around student achievement.

[2:11:15] And so the whole organization is tied to getting the outcomes

[2:11:20] and supporting the schools.

[2:11:23] So the metrics, you can't tie a metric in the grounds keeping

[2:11:29] to an achievement, but you can tie that metric around support of the schools, and you can

[2:11:36] tie the metrics around transportation to the support of the schools and getting the kids

[2:11:41] to school on time. Having a crosswalk with how they get the ultimate goal achievement

[2:11:47] is not going to be a reliable study. Still, we are in the process. We have done a good job

[2:11:56] with department goals, but now we have to do goals for individual people within the

[2:12:02] department, and that's happening. That's also part of our data work. Thank you.

[2:12:14] Can I ask a question about enrollment since that's what defines our budget? So much, I'm trying

[2:12:22] to understand it. I think you said that we're working towards $6800 as an estimate of loss of

[2:12:27] total enrollments, that right?

[2:12:29] That's correct, and why it's very little bit.

[2:12:33] It's the individual schools that come back to us.

[2:12:37] We employed a demographer this year who has many, many years,

[2:12:44] the school experience behind her.

[2:12:46] And she has given us the original, which you all saw.

[2:12:49] But as we work through the budget, and we talk about programs and needs,

[2:12:54] and then very input, we make little adjustments.

[2:12:58] So, and I think the original number,

[2:13:00] that was one of the assumptions was about 8,000.

[2:13:02] So, it sounds like that's come down by about 1,200,

[2:13:05] just right now, is that still a work in progress?

[2:13:09] I take it.

[2:13:10] Yes.

[2:13:10] And so, you're pretty close.

[2:13:12] Okay.

[2:13:14] And just what Ms. Bandy said a moment ago,

[2:13:18] that the PUA, when we got the chart,

[2:13:19] it looked like it was a decline in about 1,400 total students.

[2:13:24] Is that that's based on the demographer plus input from the principles?

[2:13:29] Yes, most of the decline was in the NES schools not to be used.

[2:13:34] Do we have any clarity with regard to the NES schools whether that's primarily in the older grades, younger grades?

[2:13:43] Is it driven by demographics and what's going on?

[2:13:46] It's driven by demographics and I think her comment to me was, I can't believe how many babies aren't.

[2:13:54] being bored, so. But we can break it down where the numbers are coming from.

[2:14:01] Because I think last year the enrollment declines, the solar were larger in the

[2:14:07] middle and high schools than in the elementary. And so I'm just wondering if that if we're

[2:14:11] seeing that trend continue or not. I haven't looked up, but I will provide that for you.

[2:14:17] I can't tell you over the last four years with our current projections we're down about 17,000

[2:14:24] Thank you.

[2:14:30] Yeah, everyone follow up.

[2:14:31] Go ahead.

[2:14:32] We mentioned, actually, special focus scores.

[2:14:37] You know, do you special focus scores can they come off,

[2:14:41] being considered special focus scores after a certain,

[2:14:43] I don't think we've talked about that piece before.

[2:14:45] So let's say, for example, this year they become an A school.

[2:14:48] Does that mean that they're budget now moves differently?

[2:14:50] How does that work?

[2:14:51] So that,

[2:14:57] right?

[2:14:57] methodology. What we do.

[2:15:00] We'll add supports if we need support.

[2:15:05] And so they have more supports, but they also have more monitoring and more guidance on how to

[2:15:14] improve schools.

[2:15:17] So coming off isn't there's still PUA, they still have a certain level of autonomy.

[2:15:25] We haven't changed their staffing model, things like that.

[2:15:27] at the same time, we're providing support.

[2:15:31] So, well, if they still need the support,

[2:15:34] we'll continue to provide the support

[2:15:37] and they'll be a special focus school.

[2:15:39] But what we're going to, for example,

[2:15:41] we're going to wait to see what happens in,

[2:15:43] at the end of the school year,

[2:15:44] we'll look at the makeup, the staff,

[2:15:47] and we'll look at the style results,

[2:15:48] the accountability results,

[2:15:50] and then we'll determine new special focus schools

[2:15:52] if we need to.

[2:15:54] And then last piece, you mentioned one teacher

[2:15:56] for 25 at NES schools, is that so right?

[2:15:59] Yeah, class size of 25, all the,

[2:16:04] invariably that means you actually have a lower per teacher ratio.

[2:16:10] Just like right now in the district,

[2:16:12] I think it's 1 to 16 or 1 to 15.

[2:16:15] That's because you also have elective teachers,

[2:16:18] that means you also have other classes that are not full,

[2:16:24] things like that.

[2:16:25] Thank you.

[2:16:30] Thank you.

[2:16:30] Good.

[2:16:31] The last thing, so it was like about dates, you probably know as much, looks like we'll get

[2:16:38] a school safety allotment, that's it's none of this is past yet, actually the school safety

[2:16:46] allotment may be on the way for signature, I'm looking at my team to anybody know.

[2:16:53] So if the school safety allotment passes would be huge for us because we need the police officers

[2:17:00] and we need some of the safety infrastructure items put in place so that will be a great help if that passes.

[2:17:12] And then hospital 2 did pass out of the house, it's going, it's at the Senate, I believe it does show an increase in the basic allotment

[2:17:23] for the pre-cafonding and hold-harmless.

[2:17:29] Senate Bill 26 has yet to be entertained, that's the teacher pay-and-trace that would be,

[2:17:35] it'll be budget neutral because we will be paying teachers increasing their salaries,

[2:17:42] it has to go to teacher salaries.

[2:17:44] So it'll be a good thing for teachers, doesn't really help our budget that much.

[2:17:48] And then the final thing is the shars.

[2:17:53] School Health and Related Services Program does look like that.

[2:17:57] It's going to pass.

[2:18:00] Again, we're giving you an update, but really, you got to wait and see.

[2:18:05] Any questions?

[2:18:07] Questions or comments?

[2:18:09] I have a question.

[2:18:11] Sorry.

[2:18:13] When we talked earlier, you were telling us that the 75 additional

[2:18:17] to the PUA number is based on the assumption of $250.

[2:18:23] And so we don't know what's going to happen.

[2:18:26] A house bill too has an increase of more than 250.

[2:18:30] Do you have any thoughts, pull them in early,

[2:18:34] about what are we going to do with that additional $145?

[2:18:39] So if it increases, well the formula will likely did the 250, so the reason you get $75

[2:18:47] is that 40% of any increase in the basic lotment has to go to salaries, of that 40%

[2:18:57] 75% of that, where is it 70%. 75% of that 40% has to go to teacher salaries, so you

[2:19:05] 12.250 by 0.4 times 0.75 and that's why you get 75 dollars.

[2:19:11] So we'll do the same if the basic allowed me goes up and if it doesn't conflict with

[2:19:19] Senate Bill 26 we'll see what happens there then we'll increase the basic allowed me or the

[2:19:30] We have a lot of needs, you know, and we'll pay for curriculum or pay for central office staffing or pay for.

[2:19:43] Hazel, how things like that with that money.

[2:19:46] Thank you.

[2:19:51] Thank you. Quick question about Senate Bill 260. I do see that it was passed out of the house as amended.

[2:20:00] Are there any constraints about how the additional funding can be spent?

[2:20:05] I don't know the answer to the question except that in the original legislation, most of that

[2:20:15] has to be spent on actual security, police officers, or perimeter fencing, vestigial things like that.

[2:20:24] I think we'll let's wait to see what the legislation says in the end, but it'll be limited to that.

[2:20:31] And since we have enough need anyway, police officer, injuries, we need a lot of

[2:20:39] perimeter fancy, we need vestibules. I mean, this will not, this will make it, this will

[2:20:44] be helpful, but it won't solve all of our security needs.

[2:20:54] Okay. That's all I have to say.

[2:20:56] Great, but thank you. Thank you so many miles. Any other comments or questions, board members?

[2:21:02] I guess we have our next meeting coming up here. Just thank you. I know this is a lot of work.

[2:21:08] So, dear entire team, thank you for doing this and I really appreciate the pacing of the workshops over the spring to allow us to focus on certain topics.

[2:21:17] So, I just want to extend my thanks to each of you for all the contributions you're making into into this budget process.

[2:21:23] Thank you, ma'am.

[2:21:27] Okay, if there are no other comments, we will during the meeting. Time is 3.46.

School Board on 2025-04-23 1:00 PM - Special Meeting

Agenda

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