Feb 22, 2024 Regular Board Meetings

[00:00:04]

>> GOOD EVENING. WHAT A TREAT

[I. CALL TO ORDER]

THANK YOU SO MUCH FOR COMING OUT.

WE REALLY APPRECIATE YOU COMING TONIGHT.

I'M REGINA HARRIS. I AM THE PRESIDENT OF THE RICHARDSON ISD BOARD OF TRUSTEES.

THANK YOU SO MUCH FOR ATTENDING OUR FEBRUARY MEETING.

THIS MEETING IS NOW CALLED TO ORDER AT 6:03 PM.

DR. HELLER, WOULD YOU PLEASE INTRODUCE OUR GUESTS TO LEAD US IN THE PLEDGES OF ALLEGIANCE?

>> YES, I WILL, PRESIDENT HARRIS.

I'M VERY EXCITED THAT THIS EVENING WE HAVE WITH US FIFTH AND SIXTH GRADE STUDENT COUNCIL OFFICERS FROM SPRING CREEK ELEMENTARY.

WE HAVE HARPER DAVINI, EZRA HERNANDEZ, KATIE NEITH, OLIVIA STATS, AND MR. FORD WHITE.

IF YOU WOULD PLEASE COME FORWARD AND THEY ARE GOING TO LEAD US IN OUR PLEDGES THIS EVENING.

IF YOU'LL PLEASE STAND.

>> PLEASE JOIN US IN THE PLEDGE OF ALLEGIANCE.

>> PLEASE JOIN ME FOR THE TEXAS PLEDGE.

>> GREAT JOB, STUDENTS.

[APPLAUSE] THANK YOU SO MUCH. THAT WAS GREAT.

THANK YOU. RIGHT NOW, WE'RE JUST GOING TO TAKE JUST A FEW MOMENTS.

WOULD YOU PLEASE JOIN US IN A MOMENT OF SILENCE? THANK YOU. COLLEAGUES, IT IS NOW TIME FOR OUR RECOGNITIONS. DR. HELLER.

>> YES. AS OUR BOARD OF TRUSTEES AND SUPERINTENDENT BRANHAM ARE COMING FORWARD, I WOULD LIKE TO WELCOME YOU TO OUR FEBRUARY MEETING.

THANK YOU FOR JOINING US TONIGHT.

THE ISD BOARD OF TRUSTEES UNDERSTANDS THE IMPORTANCE OF RECOGNIZING THE ACHIEVEMENTS OF STUDENTS, STAFF, SCHOOLS, AND DEPARTMENTS.

OUR TRUSTEES ALSO RECOGNIZE THE IMPORTANT CONTRIBUTION OUR LOCAL BUSINESSES, COMMUNITY ORGANIZATIONS, AND INDIVIDUALS MAKE TO THE DISTRICT.

AT EACH REGULAR MONTHLY BOARD MEETING, WE TAKE TIME TO CELEBRATE THESE ACHIEVEMENTS.

WE ASK THAT ALL OF OUR GUESTS AND VISITORS THAT ARE HERE TO HELP CELEBRATE THESE RECOGNITIONS.

IF YOU WOULD PLEASE STAY AND ENJOY THE ENTIRE RECOGNITION PROCESS.

THIS ALLOWS EVERYONE TO SHOW THEIR APPRECIATION FOR EACH RECIPIENT.

THERE WILL BE A SHORT BREAK AT THE CONCLUSION OF THE RECOGNITIONS PORTION OF THE AGENDA, AND ANY GUEST WISHING TO LEAVE THE AUDITORIUM CAN DO SO AT THAT TIME.

FIRST, FOR THE MONTH OF FEBRUARY, WE WANT TO CELEBRATE AND RECOGNIZE ACTIVITIES AND EVENTS THAT HAVE BEEN HAPPENING ACROSS THE DISTRICT AS ISD CELEBRATES BLACK HISTORY MONTH.

BLACK HISTORY MONTH IS AN ANNUAL CELEBRATION OF THE ACHIEVEMENTS BY AFRICAN AMERICANS AND A TIME FOR RECOGNIZING THEIR CENTRAL ROLE IN US HISTORY.

SINCE 1976, EVERY US PRESIDENT HAS OFFICIALLY DESIGNATED THE MONTH OF FEBRUARY AS BLACK HISTORY MONTH.

OTHER COUNTRIES AROUND THE WORLD, INCLUDING CANADA AND THE UNITED KINGDOM, ALSO DEVOTE A MONTH TO BLACK HISTORY.

AS WE CELEBRATE BLACK HISTORY MONTH, THERE ARE MANY WAYS OUR COMMUNITY CAN LEARN ABOUT THE IMPORTANT CONTRIBUTIONS AND ACHIEVEMENTS OF BLACK AMERICANS THROUGHOUT HISTORY.

THROUGHOUT THE MONTH, OUR EQUITY DIVERSITY AND INCLUSION DEPARTMENT HAS BEEN SHARING INFORMATION THROUGH VIDEOS AND POSTERS AND MORNING ANNOUNCEMENTS, AS WELL AS INFORMATION ON HISTORICAL SITES AND SHOUT OUTS HIGHLIGHTING LOCAL BLACK HISTORY.

THEY ACTUALLY BROUGHT BACK THIS MONTH A CHALLENGE FOR OUR ISD COMMUNITY TO VISIT THE ANDERSON BONNER PARK.

ANDERSON BONNER WAS BORN ENSLAVED AND BECAME ONE OF THE BIGGEST LANDOWNERS NORTH OF DALLAS BY THE TURN OF THE 19TH CENTURY.

THE BONNER FAMILY ATTENDED ANDERSON BONNER SCHOOL AND HAMILTON PARK, WHICH BEGAN AS A K12 SCHOOL FOR BLACK STUDENTS.

ADDITIONALLY, THE ANDERSON BONNER ENDOWMENT SCHOLARSHIP ESTABLISHED AND MAINTAINED BY BONNER DESCENDANTS HELPS STUDENTS ATTEND PRAIRIE VIEW A&M UNIVERSITY.

TO LEARN MORE ABOUT THIS SCHOLARSHIP OPPORTUNITY, YOU CAN VISIT THE RICHARDSON ISD FOUNDATION WEBSITE.

THIS EVENING, WE ARE FORTUNATE TO HAVE DESCENDANTS

[00:05:01]

WE'D LIKE TO RECOGNIZE THEM FOR THEIR CONTINUED CONTRIBUTION TO OUR COMMUNITY, TO ISD STUDENTS, AND TO PRESERVING BONNER'S LEGACY.

WITH THE BONNER FAMILY, STAND SO THAT WE MAY HONOR YOU.

[APPLAUSE] THANK YOU SO MUCH, AND THANK YOU FOR YOUR CONTINUED SUPPORT FOR THE RICHARDSON ISD COMMUNITY.

ALSO, IN FEBRUARY, FEBRUARY IS A BUSY MONTH AS WE HIT THAT JUST PAST THE MID YEAR MARK OF THE SCHOOL YEAR.

IT IS ALSO CAREER AND TECHNICAL EDUCATION MONTHS.

FEBRUARY IS CTE MONTH.

CTE, OUR CAREER AND TECHNICAL EDUCATION PROGRAMS PREPARE OUR STUDENTS FOR LIFE AFTER ISD THROUGH INTENTIONAL AND MEANINGFUL CAREER FOCUSED PROGRAMS OF STUDY.

STUDENTS EXPERIENCE REAL WORLD LEARNING ENVIRONMENTS IN INDUSTRY SPECIFIC PROGRAMMING EQUIPPED WITH THE KNOWLEDGE AND TECHNICAL SKILLS NECESSARY FOR EMPLOYMENT, AND THE SOCIAL AND EMOTIONAL CAPACITY TO SUSTAIN EMPLOYMENT.

CTE STUDENTS GRADUATE ISD READY FOR SUCCESS.

DID YOU KNOW THAT WE HAVE 31 CAREER FOCUSED PROGRAMS OF STUDY, EACH ALIGNED TO A MEANINGFUL OUTCOME? THESE INCLUDE INDUSTRY BASED CERTIFICATIONS, LEVEL 1 COLLEGE CERTIFICATES, AS WELL AS COLLEGE CREDIT AND/OR ASSOCIATED DEGREES.

WE HAVE 168 UNIQUE CTE COURSES THAT ARE TAUGHT AND LED BY 180 INDUSTRY EXPERT TEACHERS.

WE HAVE 80% OF OUR SECONDARY STUDENTS ARE CURRENTLY ENROLLED IN CTE PROGRAMMING.

THOSE ARE SOME GREAT STATISTICS.

I BELIEVE MEMBERS OF OUR CAREER AND TECHNICAL EDUCATION DEPARTMENT LEADERSHIP TEAM ARE PRESENT TONIGHT.

IF YOU ARE PART OF OUR CTE PROGRAM, A CLASSROOM TEACHER, OR ONE OF OUR LEADERSHIP TEAM MEMBERS, CAN YOU PLEASE STAND AND WE CAN RECOGNIZE YOU AT THIS TIME? [APPLAUSE] THANK YOU SO MUCH FOR WHAT YOU DO TO SUPPORT OUR STUDENTS AND MAKE SURE THAT THEY ARE READY BEYOND RSD.

WE ARE VERY EXCITED FOR OUR PARTNER RECOGNITION THIS MONTH.

IT TIES IN TO ALL THINGS CTE AS WELL.

WE ARE VERY EXCITED.

WE HAVE CAROLYN DENT, MANAGING DIRECTOR OF OMNI DALLAS HOTEL, HERE THIS EVENING.

WE ARE EXCITED THAT WE ARE GOING TO BE HOSTING OUR RIBBON CUTTING THIS NEXT WEEK ON THE BRAND NEW RICHARDSON HIGH SCHOOL, RICHARDSON ISD HOTEL HUB.

LET ME TELL YOU A LITTLE BIT ABOUT THIS PARTNERSHIP AND WHY IT'S SO SPECIAL.

OMNI DALLAS HOTEL AND RICHARDSON HIGH SCHOOL HAVE COME TOGETHER IN AN EXCITING COLLABORATION TO PROVIDE STUDENTS WITH AN IMMERSIVE AND INNOVATIVE LEARNING EXPERIENCE IN THE WORLD OF HOSPITALITY.

INTRODUCING THE HOTEL HUB, A UNIQUE AND DYNAMIC CLASSROOM ENVIRONMENT, METICULOUSLY TRANSFORMED BY OUR PARTNERS AT OMNI HOTEL AND RESORTS, AND IT'S DESIGNED TO TEAM INTO A FULLY FUNCTIONING SIMULATED HOTEL LOBBY.

IMAGINE STEPPING INTO A SPACE THAT REPLICATES THE ATMOSPHERE OF A LUXURY HOTEL, COMPLETE WITH A BUSTLING FRONT DESK, THOUGHTFULLY DESIGNED COLLABORATIVE MEETING SPACE, CASUAL DINING AREA, AND ALL THE AMENITIES YOU WOULD EXPECT FROM A HIGH END LOBBY.

THIS IS AN INCREDIBLE LEARNING ENVIRONMENT THAT RICHARDSON HIGH SCHOOL HAS CREATED IN PARTNERSHIP WITH THE ICONIC OMNI DALLAS HOTEL.

BUT THE COLLABORATION DOESN'T STOP THERE.

OMNI DALLAS HOTEL HAS PLAYED AN INTEGRAL ROLE IN ENSURING THAT THESE STUDENTS RECEIVE THE BEST POSSIBLE PREPARATION FOR A CAREER IN THE HOSPITALITY INDUSTRY.

OFFERING GUIDANCE, SUPPORT, AND INVALUABLE EXPERTISE.

THE HOTEL HAS TRULY BECOME A KEY PARTNER IN THIS EXCITING VENTURE.

THE OFFICIAL GRAND OPENING OF THE HOSPITALITY HUB IS AN EVENT THAT PROMISES EXCITEMENT AND CELEBRATION.

IT IS SET FOR NEXT WEEK, FEBRUARY 28TH, AT ONE O'CLOCK.

THE RIBBON CUTTING EVENT WILL BE A TESTAMENT TO THE REMARKABLE ACHIEVEMENTS AND REALLY THE POWER OF SCHOOL DISTRICT AND BUSINESS PARTNERSHIPS.

IN THE OMNI DALLAS HOTEL AND RICHARDSON HIGH SCHOOL PARTNERSHIP, A SHEER PASSION FOR EMPOWERING FUTURE LEADERS IN THE HOSPITALITY INDUSTRY COMES TOGETHER.

IT'S A COLLABORATION THAT IS SURE TO PAVE THE WAY FOR ENDLESS POSSIBILITIES AND ENSURE THAT THE NEXT GENERATION OF HOSPITALITY PROFESSIONALS IS WELL EQUIPPED TO THRIVE IN AN EVER-EVOLVING INDUSTRY.

SO WE ARE SO EXCITED, WE CAN'T WAIT TO DO THE OFFICIAL RIBBON CUTTING, AND JUST THANK YOU FOR YOUR PARTNERSHIP AND SUPPORT FOR RICHARDSON ISD.

[APPLAUSE]

[00:10:30]

>> THANK YOU AGAIN, OMNI, APPRECIATE YOU. WE'LL SEE YOU NEXT WEEK.

AS I MENTIONED, FEBRUARY IS A VERY FULL AND BUSY MONTH, AND WE WOULDN'T HAVE IT ANY OTHER WAY.

WE ALSO WANT TO RECOGNIZE THAT THE FIRST FULL WEEK OF FEBRUARY THIS YEAR WAS FEBRUARY 5TH-9TH.

WE RECOGNIZE NATIONAL SCHOOL COUNSELING WEEK.

NATIONAL SCHOOL COUNSELING WEEK FOCUSES PUBLIC ATTENTION ON THE UNIQUE CONTRIBUTION OF SCHOOL COUNSELORS WITHIN OUR SCHOOL SYSTEMS. NATIONAL SCHOOL COUNSELING WEEK HIGHLIGHTS THE TREMENDOUS IMPACT SCHOOL COUNSELORS CAN HAVE IN HELPING STUDENTS ACHIEVE SCHOOL SUCCESS AND PLAN FOR A CAREER.

OUR NATIONAL SCHOOL COUNSELING WEEK HAS ALWAYS CELEBRATED THE FIRST FULL WEEK OF FEBRUARY.

IN RSD, WE HAD A LOT OF FUN CELEBRATING ALL OF OUR COUNSELORS.

WE RECENTLY ANNOUNCED OUR COUNSELORS OF THE YEAR, WHICH WE WILL BE BRINGING BACK FOR CELEBRATION, AND JUST THANK THEM SO MUCH FOR EVERYTHING THEY DO EVERY SINGLE DAY TO HELP, AS THEY SAY, HELP BUILD BETTER HUMANS.

IF MEMBERS OF OUR COUNSELING TEAM ARE PRESENT TONIGHT, IF YOU CAN PLEASE STAND, EITHER IF YOU'RE A CAMPUS COUNSELOR OR WITH OUR CENTRAL OFFICE TEAM.

IF YOU COULD PLEASE STAND AND WE CAN RECOGNIZE YOU.

[APPLAUSE] WE ARE ALSO WANTING TO WELCOME A NEW MEMBER TO THE DISTRICT LEADERSHIP TEAM.

IF KELSEY KARCHER IS HERE, IF SHE CAN PLEASE COME FORWARD.

WE WOULD LIKE TO RECOGNIZE KELSEY.

WE RECENTLY RECOGNIZED HER FOR ANOTHER RECOGNITION, BUT WE HAVE ANOTHER REASON, AND WE ARE EXCITED TO INTRODUCE HER AS OUR NEW DIRECTOR OF ADVANCED LEARNING PROGRAMS AND SERVICES HERE IN RICHARDSON ISD.

KELSEY IS A 20-YEAR PUBLIC SCHOOL EDUCATION PROFESSIONAL, AND SHE HAS BECOME A PASSIONATE ADVOCATE FOR GIFTED AND ADVANCED LEARNERS, THEIR TEACHERS, AND THEIR FAMILIES.

IN HER WORK TEACHING STUDENTS AND GIFTED PULL OUT SERVICES, GIFTED CLUSTERED CLASSROOMS, SELF-CONTAINED CLASSROOMS FOR HIGHLY GIFTED STUDENTS, AND RISD'S WRAP PROGRAM.

SHE HAS BUILT A DEEP UNDERSTANDING OF THE UNIQUE ACADEMIC, SOCIAL, AND EMOTIONAL NEEDS OF GIFTED KIDS.

KELSEY IS ALSO THE 2023 TAG, ADVOCATE FOR THE GIFTED, AN HONOR THAT IS DEEPLY MEANINGFUL TO HER BECAUSE SHE WAS SELECTED BY HER PEERS ACROSS THE STATE.

AS A RICHARDSON RESIDENT AND RISD EMPLOYEE, SHE IS THRILLED TO BE THE NEW DIRECTOR OF ADVANCED LEARNING PROGRAMS AND SERVICES, AND SHE LOOKS FORWARD TO CONTINUING THE TREMENDOUS WORK ALREADY IN PLACE IN THE DISTRICT.

WELCOME ABOARD, KELSEY.

CONGRATULATIONS.

[APPLAUSE] WE'RE GOING TO GRAB A PICTURE AFTER EACH RECOGNITION.

CONGRATULATIONS AGAIN, KELSEY.

NOW WE ARE GOING TO CONTINUE WITH SOME VERY SPECIAL STAFF RECOGNITION THIS EVENING.

WE ARE EXCITED TO BRING FORWARD TO YOU OUR 2023/24 TEACHERS OF THE YEAR.

[APPLAUSE] YES.

BEFORE I SHARE A LITTLE BIT ABOUT THE PROGRAM, I WOULD LIKE TO INVITE OUR BERKNER LEARNING COMMUNITY CAMPUSES TEACHERS OF THE YEAR.

IF YOU CAN PLEASE RISE.

COME TO MY LEFT, YOUR RIGHT, AND GET AN ORDER.

THERE SHOULD BE A NUMBER ON YOUR CARD.

YOU GUYS ARE MASTER TEACHERS, I KNOW YOU CAN FIGURE THIS OUT, AND THEN WE'RE GOING TO INTRODUCE YOU.

WE'RE GOING TO TAKE A PICTURE BY LEARNING COMMUNITY.

AS THESE TEACHERS ARE COMING FORWARD, I WOULD LIKE TO SHARE THAT WE ARE SO EXCITED TO RECOGNIZE OUR CAMPUS TEACHERS OF THE YEAR FOR 2023/2024.

THESE TEACHERS WERE SELECTED BY A LOCAL CAMPUS COMMITTEE WHO IDENTIFIED A SPECIAL TEACHER WHO HAS MADE A DIFFERENCE IN THE LIVES OF LEARNERS BY EXEMPLIFYING BEST TEACHING PRACTICES, WHILE ALSO SERVING AS AN AMBASSADOR FOR PUBLIC EDUCATION.

THESE TEACHERS WE ARE RECOGNIZING THIS EVENING UNDERSTAND AND EXEMPLIFY BEST PRACTICES IN TEACHING AND LEARNING.

THESE EDUCATORS FULLY EMBRACE, SUPPORT, AND PROMOTE THE MISSION AND VISION OF OUR DISTRICT.

[00:15:02]

THIS REALLY JUST KICKS OFF A WHOLE SEMESTER OF CELEBRATION.

WE ARE CELEBRATING THEM THIS EVENING WITH A FRAME CERTIFICATE, AS WELL AS THEIR OFFICIAL TEACHER OF THE YEAR YARD SIGN, BECAUSE EVERYONE NEEDS A GREAT YARD SIGN.

[APPLAUSE] BUT WAIT, THERE'S MORE.

WE HAVE AN AWESOME, I TELL YOU, WE ARE BLESSED WITH GREAT BUSINESS PARTNERS.

OUR BUSINESS FRIENDS PARTNER AT THE RICHARDSON NOTHING BUT CAKES HAS DONATED A SWEET TREAT FOR EACH OF OUR TEACHERS.

YOU CAN GRAB YOUR SIGN AND YOUR SWEET TREAT ON THE WAY OUT.

WITHOUT FURTHER ADO, LET'S INTRODUCE OUR TEACHERS OF THE YEAR FROM THE BERKNER LEARNING COMMUNITY.

WE HAVE MICHELLE GASPAR, AUDELIA CREEK ELEMENTARY, [APPLAUSE] KIM ADEYEMI, BIG SPRINGS ELEMENTARY, [APPLAUSE] SAMANTHA PEREZ FROM DARTMOUTH ELEMENTARY, [APPLAUSE] GENEVIEVE PRICE, FOREST RIDGE ELEMENTARY, [APPLAUSE] KATHLEEN WEATHERFORD FROM JESS HARBEN ELEMENTARY, [APPLAUSE] VICTORIA VALLE FROM MARK TWAIN ELEMENTARY, [APPLAUSE] ALICIA MCCORMICK FROM RICHARDSON TERRACE ELEMENTARY, [APPLAUSE] MISS AMY THIBODEAUX FROM O. HENRY ELEMENTARY, [APPLAUSE] BETH ERSCHEN FROM RICHLAND ELEMENTARY, [APPLAUSE] KRISTIN KING, YALE ELEMENTARY, [APPLAUSE] KATHERINE CHESTER, LIBERTY JUNIOR HIGH, [APPLAUSE] AND FROM BURKNER HIGH SCHOOL, WE HAVE MR. TIM SPENCER.

CONGRATULATIONS. [APPLAUSE] NOW, AFTER COACH SPENCER GOES THROUGH THE LINE, WE'RE GOING TO ORGANIZE A PICTURE.

I WOULD NOW LIKE THE LAKE HIGHLANDS LEARNING COMMUNITY TEACHERS OF THE YEAR, IF YOU COULD PLEASE RISE AND LINE UP TO MY LEFT AGAINST THIS WALL IN NUMBER ORDER, PLEASE.

[BACKGROUND] CONGRATULATIONS TO OUR BERKNER LEARNING COMMUNITY TEACHERS OF THE YEAR.

NOW TO RECOGNIZE FROM THE LAKE HIGHLANDS LEARNING COMMUNITY.

I CAN HEAR AND FEEL ALL THE EXCITEMENT IN THE AIR, BUT WE WANT TO BE SURE THAT EVERYONE CAN HEAR THEIR NAME BE READ. THANK YOU.

FIRST FROM AIKEN ELEMENTARY, WE HAVE KELLY HARMON.

WE HAVE JOHNISE BRYANT-TIPPINS FROM FOREST LANE ACADEMY.

[APPLAUSE] EUREDIA MONTELONGO FROM LAKE HIGHLANDS ELEMENTARY.

[APPLAUSE] ELIZABETH LEAL FROM MERRIMAN PARK ELEMENTARY.

[APPLAUSE] TONI CROOK FROM MOSS HAVEN ELEMENTARY.

[APPLAUSE] SHAQUITA THOMAS FROM SKY VIEW ELEMENTARY.

[00:20:02]

[APPLAUSE] JULIA ROBINSON FROM WALLACE ELEMENTARY.

[APPLAUSE] BRIAN ROTE FROM FOREST MEADOW JUNIOR HIGH.

[APPLAUSE] FROM LAKE HIGHLANDS HIGH SCHOOL, WE HAVE MR. ROBERT GERALD.

CONGRATULATIONS.

[APPLAUSE] WE ARE SO EXCITED TO CELEBRATE THESE TEACHERS AND ALL OF OUR TEACHERS.

WE'RE GOING TO GO AHEAD AND GRAB A LEARNING COMMUNITY PICTURE.

AS THEY'RE GETTING THEIR PHOTO, WE WOULD LIKE THE PIERCE LEARNING COMMUNITY TEACHERS, IF YOU CAN PLEASE STAND AND COME AND LINE UP, PLEASE, IN NUMBER ORDER.

CONGRATULATIONS.

WE'RE GETTING ONE MORE PICTURE.

CONGRATULATIONS TO OUR WILDCATS.

WE ARE GOING TO CONTINUE NOW.

CONGRATULATIONS, WILDCATS.

IF I CAN HAVE EVERYONE'S ATTENTION SO WE CAN NOW INTRODUCE OUR VERY DESERVING TEACHERS FROM THE PEARCE LEARNING COMMUNITY.

FROM BOWIE ELEMENTARY.

WE HAVE NATALIE ROPER.

[APPLAUSE] FROM BRADFIELD ELEMENTARY, DIANA CARTER.

[APPLAUSE] WE HAVE KATIE KOCH FROM GREENWOOD HILLS ELEMENTARY.

[APPLAUSE] CHRISTIE ROBINS FROM NORTHRIDGE ELEMENTARY.

[APPLAUSE] KAREN HASTINGS, PRAIRIE CREEK ELEMENTARY.

[APPLAUSE] MAGGIE PEREZ, PRESTONWOOD ELEMENTARY.

[APPLAUSE] DR. RENESIA MCCUIN FROM CHRISTA MCAULIFFE LEARNING CENTER.

[APPLAUSE] MARY RICHARDS FROM MEMORIAL PARK ACADEMY.

[APPLAUSE] COURTNEY HUNTER FROM PARK HILL JUNIOR HIGH.

[APPLAUSE] CONGRATULATIONS.

I THINK HE'LL BE SIGNING AUTOGRAPHS AFTERWARDS IN THE FOYER.

WE HAVE DAVID MORAN FROM NORTH JUNIOR HIGH.

[APPLAUSE] ALYX TOLLESON FROM PEARCE HIGH SCHOOL.

[APPLAUSE] CONGRATULATIONS TO OUR PEARCE LEARNING COMMUNITY TEACHERS OF THE YEAR.

LET'S GIVE IT ANOTHER ROUND OF APPLAUSE FOR THEM.

[APPLAUSE] AS THEY'RE GETTING A PICTURE, I WOULD LIKE TO INVITE THE RICHARDSON LEARNING COMMUNITY TO PLEASE LINE UP BY NUMBER.

CONGRATULATIONS AGAIN TO PEARCE LEARNING COMMUNITY.

FOR OUR FINAL LEARNING COMMUNITY, WE HAVE OUR RICHARDSON HIGH SCHOOL LEARNING COMMUNITY CAMPUS.

FROM ARAPAHO CLASSICAL MAGNET, WE HAVE RACHEL DRESEL.

[00:25:01]

[APPLAUSE] SHANNON SOUTHWARD FROM HAMILTON PARK PACESETTER MAGNET.

[APPLAUSE] NICOLE UPCHURCH FROM MST MAGNET.

[APPLAUSE] STEPHANIE PATEL FROM NORTHWOOD HILLS ELEMENTARY.

[APPLAUSE] WE HAVE JASON HENRY FROM RICHARDSON HEIGHTS ELEMENTARY.

[APPLAUSE] REGINA VALDEZ FROM RSD ACADEMY.

[APPLAUSE] SARAH GILES FROM SPRING CREEK ELEMENTARY.

[APPLAUSE] VIVIAN ARROYO FROM WESTWOOD JUNIOR HIGH.

[APPLAUSE] REPRESENTING RICHARDSON HIGH SCHOOL, DEBBIE REESE.

[APPLAUSE] OF COURSE, WE ARE GOING TO GET A PHOTO WITH OUR RICHARDSON LEARNING COMMUNITY TEACHERS OF THE YEAR.

HOW ABOUT ONE MORE BIG ROUND OF APPLAUSE FOR ALL OF OUR CAMPUS TEACHERS OF THE YEAR.

CONGRATULATIONS.

[APPLAUSE] NOW WE HAVE HAD SOME INCREDIBLE STAFF AND PARTNERS TO CELEBRATE THIS EVENING, AND NOW WE HAVE SOME AWESOME STUDENTS THAT WE GET TO CELEBRATE NEXT.

I SHOULD HAVE TOLD YOU TO WEAR MORE COMFORTABLE SHOES BEFORE YOU CAME UP TONIGHT.

AT THIS TIME, WE ARE GOING TO RECOGNIZE OUR CLASS OF 2024 NATIONAL MERIT FINALISTS.

IF YOU ARE ONE OF THE STUDENTS WE ARE RECOGNIZING FOR NATIONAL MERIT, IF YOU COULD PLEASE COME FORWARD AT THIS TIME FOR INTRODUCTION.

[APPLAUSE] AS THEY ARE COMING FORWARD, I WOULD LIKE TO READ A LITTLE ABOUT THIS PRESTIGIOUS RECOGNITION.

ALL 10 OF THE RSD SENIORS THAT WERE NAMED SEMI FINALISTS HAVE BEEN NAMED FINALISTS.

I KNOW THAT IS AMAZING.

THEY ARE AMONG 16,000 NATIONAL SEMIFINALISTS, LISTEN TO THIS, REPRESENTING FEWER THAN 1% OF ALL SENIORS ACROSS THE COUNTRY WHO ARE COMPETING FOR SOME 7,140 NATIONAL MERIT SCHOLARSHIPS WORTH NEARLY $28 MILLION.

THEN THEY WILL BE AWARDED LATER THIS SPRING.

HIGH SCHOOL STUDENTS ENTER THE PROGRAM BY TAKING THE PSAT, NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST.

THAT SERVES AS AN INITIAL SCREEN OF ABOUT 1.5 MILLION ENTRANCE EACH YEAR.

THE HIGHEST POSSIBLE SCORE ON THE PSAT IS A 228 AND IN TEXAS, A STUDENT MUST HAVE A MINIMUM SCORE OF 219 TO REACH THE LEVEL OF NATIONAL MERIT SEMIFINALIST.

THESE NATIONAL MERIT FINALISTS EXHIBIT EXCEPTIONAL ACADEMIC ABILITIES, SKILLS, AND ACCOMPLISHMENTS, AND ARE HIGHLY RECRUITED BY SELECTIVE COLLEGES AND UNIVERSITIES ACROSS THE NATION WITH SOME COLLEGES AND UNIVERSITIES OFFERING SIGNIFICANT SCHOLARSHIPS OR EVEN FULL RIDES BASED ON NATIONAL MERIT STATUS.

AGAIN, PLEASE JOIN ME IN RECOGNIZING THESE STUDENTS.

THEY ARE ALL GETTING, IN ADDITION TO THEIR MEDAL, THEY'RE GETTING THEIR OFFICIAL YARD SIGN HOME OF A RICHARDSON ISD NATIONAL MERIT FINALIST.

[APPLAUSE] I'M SO EXCITED FROM LAKE HIGHLANDS HIGH SCHOOL.

WE HAVE JULIAN LILMAR ROBINS.

CONGRATULATIONS.

[APPLAUSE] FROM RICHARDSON HIGH SCHOOL WE HAVE ISABEL ARGERWALL.

[APPLAUSE] FROM PIERCE HIGH SCHOOL, COOPER FOREIT.

[APPLAUSE] ALSO FROM PIERCE HIGH SCHOOL, JOSH BORRELL.

[APPLAUSE] FROM RICHARDSON HIGH SCHOOL, MR. NICHOLAS WEBB [APPLAUSE] AND MR. WESLEY PHILLIPS FROM RICHARDSON HIGH SCHOOL.

[00:30:08]

THANK YOU.

[APPLAUSE] SOME OF YOU ARE GOING TO BE RECOGNIZED FOR THIS NEXT ONE, SO I'M GOING TO ASK YOU TO PROBABLY JUST REMAIN UP HERE BECAUSE WE ALSO, OUT OF THIS GROUP, HAVE CANDIDATES FOR THE 2024 PRESIDENTIAL SCHOLARS PROGRAM.

YES, WE'RE SO EXCITED.

WE HAVE FOUR OF OUR SENIORS WHO HAVE BEEN NAMED CANDIDATES FOR THE PRESTIGIOUS 2024 PRESIDENTIAL SCHOLARS PROGRAM.

LET ME SHARE WITH YOU A LITTLE BIT ABOUT THIS PROGRAM.

IT WAS ESTABLISHED IN 1964 BY EXECUTIVE ORDER OF THE PRESIDENT TO RECOGNIZE AND HONOR SOME OF OUR NATION'S MOST DISTINGUISHED GRADUATING HIGH SCHOOL SENIORS.

IN 1979, THE PROGRAM WAS EXTENDED TO RECOGNIZE STUDENTS WHO DEMONSTRATE EXCEPTIONAL TALENT IN THE VISUAL, CREATIVE, AND PERFORMING ARTS.

IN 2015, THE PROGRAM WAS AGAIN EXTENDED TO RECOGNIZE STUDENTS WHO DEMONSTRATE ABILITY AND ACCOMPLISHMENT IN CAREER AND TECHNICAL EDUCATION FIELDS.

EACH YEAR, UP TO 161 STUDENTS ARE NAMED AS PRESIDENTIAL SCHOLARS, ONE OF THE NATION'S HIGHEST HONORS FOR HIGH SCHOOL STUDENTS.

ROUGHLY 5,000 STUDENTS FROM ACROSS THE COUNTRY COMPRISE THIS YEAR'S COHORT.

STUDENTS ARE SELECTED ON THE BASIS OF SUPERIOR ACADEMIC AND ARTISTIC ACHIEVEMENTS, LEADERSHIP QUALITIES, STRONG CHARACTER AND INVOLVEMENT IN COMMUNITY AND SCHOOL ACTIVITIES.

AND WE'RE SO PROUD OF THESE FOUR THAT WE ARE RECOGNIZING THIS EVENING.

WE HAVE JULIAN LILMAR ROBINS FROM LAKE HIGHLANDS HIGH SCHOOL.

[APPLAUSE] ISABEL ARGERWALL FROM RICHARDSON HIGH SCHOOL [APPLAUSE] AND NICHOLAS WEBB ALSO FROM RICHARDSON HIGH SCHOOL.

[APPLAUSE] OF COURSE, WE NEED TO GET THE OFFICIAL PHOTOGRAPH.

CONGRATULATIONS.

WE'RE SO PROUD OF YOU.

[APPLAUSE] FINALLY, THIS EVENING WE HAVE OUR RSD BELIEVES AWARD.

WE HAVE A COUPLE STUDENTS AND A FEW STAFF WE WOULD LIKE TO RECOGNIZE.

AGAIN, WE WOULD LOVE TO GIVE A SHOUT OUT TO OUR FRIENDS AT NOTHING BUN CAKES AND RICHARDSON FOR SUPPORTING OUR STUDENT AND STAFF.

RISD BELIEVES AWARDS WINNERS, THEY ARE ALSO GETTING A SWEET TREAT.

THEY DELIVERED THOSE. THEIR MANAGER, ERICA KOSTER, CAME BY EARLIER THIS EVENING.

SO THANK YOU AGAIN FOR SUPPORTING RISD.

AT THIS TIME, I WOULD LIKE TO INVITE GEANCARLOS VIEGAS FROM RISD ACADEMY TO PLEASE COME FORWARD.

[APPLAUSE] WE ARE SO EXCITED TO RECOGNIZE GEANCARLOS THIS EVENING.

AT THE BEGINNING OF THE YEAR, THERE WERE ABOUT 6-8 STUDENTS THAT ARE CHOSEN AS THE SHINE GROUP.

ASSISTING IN MORNING DOOR DUTIES AND HELPING OUR YOUNGER STUDENTS GET TO CLASS.

JOHN CARLOS, MY APOLOGIES.

JOHN CARLOS, THAT'S A BEAUTIFUL NAME.

JOHN CARLOS FAITHFULLY CONTINUES TO ARRIVE EARLY AND ASSIST IN HELPING OUR YOUNGER STUDENTS EVERY DAY WITH A SMILE ON HIS FACE.

WE ARE SO THANKFUL FOR HIS SERVICE TO OTHERS.

CONGRATULATIONS JOHN CARLOS, WE'RE VERY PROUD OF YOU.

[APPLAUSE] WE'RE GOING TO GRAB A PHOTO REAL QUICK. GOT THAT PHOTO? [APPLAUSE] WE

[00:35:10]

IF YOU COULD PLEASE COME FORWARD.

WE WOULD LIKE TO RECOGNIZE YOU THIS EVENING AS WELL.

HE IS FROM RICHARDSON NORTH JUNIOR HIGH.

LET ME SHARE WITH YOU WHY WE ARE RECOGNIZING JOAQUIN THIS EVENING.

HE IS ONE OF OUR ABBOTT STUDENTS WHO SUPPORTS OUR SIXTH GRADE VISITS AS A TOUR GUIDE.

THE TOUR GUIDE'S JOB IS TO LEAD STUDENTS THROUGHOUT THE ROTATIONS WHERE TEACHERS SHARED THE PERKS OF THEIR ELECTIVE CLASSES.

AFTER REALIZING WE HAD A LARGE GROUP OF SPANISH SPEAKING STUDENTS AND NO ADULT TO TRANSLATE, JOAQUIN STEPPED UP AND TRANSLATED AT EVERY STATION.

HE WAS HESITANT BECAUSE THE GROUP WAS LARGE.

THERE WAS 30 STUDENTS.

HE DIDN'T KNOW IF HE FELT PREPARED AND WASN'T NECESSARILY CONFIDENT WITH THE SPANISH.

HOWEVER, HE PUT THE NEEDS OF THE STUDENTS FIRST AND HE DID AN AMAZING JOB.

WHAT A TRULY SAVED THE DAY AND MADE THE VISIT ENJOYABLE FOR ALL THE STUDENTS IN THE GROUP.

THANK YOU SO MUCH JOAQUIN, FOR STEPPING UP AND HELPING OUT.

[APPLAUSE] WE'D LIKE TO GRAB A QUICK PHOTO.

[BACKGROUND] [APPLAUSE] CONGRATULATIONS.

WE HAVE A COUPLE STAFF BELIEVE AWARDS THIS EVENING.

I'D LIKE TO SEE, DID MR. FEATHERSTON CHECK IN? IS MR. FEATHERSTON HERE THIS EVENING? RODNEY FEATHERSTON. WE WILL NEED TO INVITE HIM BACK.

MISS IBAY FROM SPRING CREEK.

IBAY, PLEASE COME FORWARD.

WE'RE EXCITED TO RECOGNIZE YOU THIS EVENING.

IS IT GAMZE? GAMZE IBAY IS ALWAYS TAKING CARE OF OTHERS IN OUR SCHOOL COMMUNITY.

SHE HAS ARRANGED FOR A FAMILY WITHOUT A CAR TO TAKE AN OVER TO A HEALTHCARE CLINIC FOR THEIR CHILD.

SHE HAS GIVEN A CAR SEAT TO A FAMILY IN NEED.

THE WELL BEING OF THE STUDENTS ON THEIR CAMPUS AND THEIR ATTENDANCE IN SCHOOL IS A PRIORITY FOR HER.

SHE ALSO USES HER ARTISTIC AND DECORATING TALENTS TO BRING LIFE TO OUR FRONT OFFICE FOR EVERY HOLIDAY.

CHILDREN, STAFF, AND VISITORS LOOK FORWARD TO IT.

SHE IS A TRUE LIGHT FOR ALL OF US.

SHE SEES THE GOOD IN OTHERS AND TAKES CARE OF THEM SO THAT THEY CAN SHINE AS WELL.

SHE GIVES MEANING TO THE WORD SERVANT LEADER.

WOW. WHAT A EXTRA SPECIAL PERSON TO HAVE ON YOUR CAMPUS AT SPRING CREEK ELEMENTARY.

CONGRATULATIONS.

[APPLAUSE] AS WE'RE GRABBING A PHOTO, IS MISS LESTER BOOKER HERE? KIMBERLY? CONGRATULATIONS.

[APPLAUSE] I'M ALSO EXCITED TO PRESENT TO YOU KIMBERLY LESTER BOOKER.

SHE'S THE LIBRARY AIDE AT RICHARDSON WEST JUNIOR HIGH.

LET ME SHARE A LITTLE BIT ABOUT WHY WE ARE RECOGNIZING YOU THIS EVENING.

THE CAMPUS WAS FORTUNATE ENOUGH TO HIRE MRS. BOOKER AS THEIR PART TIME LIBRARY AIDE THREE YEARS AGO.

SINCE THEN, SHE HAS MADE AN INCREDIBLE IMPACT ON THEIR CAMPUS AND WITH THEIR STUDENTS.

SHE IMMEDIATELY IMMERSED HERSELF INTO CAMPUS LIFE, SIGNING UP FOR AFTER SCHOOL ACTIVITIES, VOLUNTEERING AS A SPONSOR FOR SEVERAL CLUBS, ATTENDING SPORTING STUDENT SPORTS EVENTS, AND PERFORMANCES IN THE EVENINGS.

IN NUMEROUS OTHER WAYS, SHE HAS SOUGHT TO CONNECT WITH STUDENTS AND STAFF, AND IN SUPPORTING THE SCHOOL.

MRS. BOOKER IS SUCH A BRIGHT SPIRIT, GREETING EVERYONE BY NAME, AND OFTEN ASKING AND REMEMBERING PERSONAL DETAILS ABOUT THEIR LIVES, ALWAYS LETTING STAFF AND STUDENTS KNOW HOW MUCH SHE CARES.

SHE TRULY HAS A SERVANT HEART.

CONGRATULATIONS.

[APPLAUSE] THANK YOU SO MUCH FOR ALL YOU DO TO SUPPORT RICHARDSON WEST.

[APPLAUSE] AS WE GATHER THIS PICTURE, I WOULD LOVE TO ASK MISS SALADO TO COME FORWARD, IF SHE'S HERE THIS EVENING, TO BE RECOGNIZED FOR AN ISD BELIEVES AWARD.

MISS SALADO FROM PRESTON WOOD.

[00:40:20]

[APPLAUSE] WE HAVE ONE FINAL RECOGNITION THIS EVENING AS PART OF OUR ISD BELIEVES STAFF AWARDS, AND SHE IS ON THE STAFF AT PRESTONWOOD ELEMENTARY.

WE WANT TO MAKE SURE WE PRONOUNCE HER, ELLIE.

ELLIE SALADO IS ABSOLUTELY AMAZING.

SHE CONSISTENTLY KEEPS OUR CAMPUS BEAUTIFUL AND ALWAYS HAS A SMILE ON HER FACE.

SHE GOES ABOVE AND BEYOND EACH AND EVERY DAY AND WE WOULD LOVE TO RECOGNIZE HER FOR HER KINDNESS AND CARING FOR EACH AND EVERY STAFF MEMBER AND STUDENT ON OUR CAMPUS EVERY DAY.

THANK YOU FOR BEING SUCH A BLESSING AT PRESTONWOOD ELEMENTARY.

CONGRATULATIONS.

[APPLAUSE] WE'RE GOING TO GRAB THAT LAST PHOTO.

CONGRATULATIONS.

[APPLAUSE] I WOULD JUST LIKE TO ASK, I KNOW WE HAVE NUMEROUS FAMILY AND FRIENDS AND NEIGHBORS WHO HAVE COME THIS EVENING TO SUPPORT THOSE THAT WE HAVE RECOGNIZED.

IF YOU COULD PLEASE STAND SO WE COULD RECOGNIZE YOU, AND THANK YOU FOR ALL OF YOUR SUPPORT FOR RICHARDSON ISD.

[APPLAUSE] THIS CONCLUDES OUR RECOGNITIONS AND APPRECIATIONS FOR THIS EVENING. THANK YOU SO MUCH.

THANK YOU, FAMILY AND FRIENDS.

CONGRATULATIONS TO THOSE WHO WERE RECOGNIZED.

WE APPRECIATE EVERYONE COMING OUT.

WE'RE GOING TO GIVE YOU A MOMENT TO EXIT THE AUDITORIUM IF YOU'D LIKE TO AND WE WILL PROCEED WITH THE REST OF OUR BOARD MEETING.

THANK YOU ALL FOR COMING OUT.

[BACKGROUND]

[00:47:56]

WE'RE GOING TO GO AHEAD AND PROCEED WITH OUR AGENDA ITEMS. AT THIS TIME, WE WILL MOVE INTO PUBLIC HEARING PORTION OF THE MEETING.

[II. PUBLIC HEARING]

PERSONS WHO WISH TO ADDRESS THE BOARD DURING THE PUBLIC HEARING MUST HAVE SIGNED UP ONLINE DURING THE PUBLIC COMMENT REGISTRATION WINDOW PRIOR TO THIS MEETING.

WHEN YOUR NAME IS CALLED, PLEASE COME TO THE CENTER MICROPHONE TO MAKE YOUR COMMENTS.

MR. POTEET WILL CALL THE NAME OF EACH SPEAKER.

STAFF WILL KEEP TIME IN THE SAME MANNER AS DURING THE REGULAR PUBLIC COMMENT SECTION OF OUR MEETINGS.

EACH SPEAKER SHOULD LIMIT HIS OR HER COMMENTS TO THREE MINUTES AND THE TOPIC MUST RELATE TO THE ANNUAL PERFORMANCE REPORT.

MR. POTEET, DO WE HAVE ANY SPEAKERS FOR THE PUBLIC HEARING?

>> YES, PRESIDENT HARRIS WE DO.

OUR FIRST SPEAKER TONIGHT IS MR. EWEN BLACKMAN.

>> YOUR SCHOOL BOARD SUPERINTENDENT BRANDON, PRESIDENT HARRIS, ESTEEM EMPLOYEES.

TODAY I RISE TO TALK ON THE DATA.

BUT CAN WE JUST TALK ABOUT TAYLOR AND TRAVIS TRAILER, SORRY, WRONG DATA.

FACT OR OPINION. WHAT'S THE DIFFERENCE? FACTS WE CAN'T ARGUE.

FACTS ARE FACTS NOT ARGUABLE.

OPINION COMES AS THE DERIVATION OF WHAT THOSE FACTS MEAN.

WHAT DO THEY TELL US? IN LOOKING AT THIS REPORT TODAY, IN REGARDS TO THE SCORES, WE MUST CONSIDER WHERE WE SIT AS A DISTRICT COMPARED TO THE STATE,

[00:50:02]

DATA COMES FROM THE EXECUTIVE SUMMARY ON RSD.ORG AND INSPIRING US THE MINISTRY OF EVERY SINGLE NUMBER JUST STATING NUMBERS.

I WANT TO TELL YOU THE DIFFERENCE BETWEEN RISD AND THE STATE IN EACH ONE OF THESE METRICS.

FOR ALL START TESTING THE AGGREGATE, WE ARE PLUS ONE PERCENTAGE POINT BETTER THAN THE STATE, EL A MINUS ONE.

MATH, WE'RE DEAD, EVEN AT 75% EACH.

SCIENCE WERE DOWN ONE.

SOCIAL STUDIES UP THREE.

THEN WE GO TO GROWTH GOALS AND PERHAPS WHEN WE HAVE THE PRESENTATION LATER, AND I MEANT TO ASK MR. CORTEZ, BUT THIS IDEA THAT GROWTH GOALS AT 50% IS A GOOD NUMBER TO ACHIEVE IN READING THESE AT 64,67, AND 66% DOES THAT TELL US EVEN BETTER? ARE WE SHOOTING FOR 100 OR WAS THAT NUMBER 50? WHICH IS WHAT I HEAR IN THE PRESENTATIONS, WHAT IS THE NUMBER WE'RE SHOOTING FOR THERE EITHER OR READING WE ARE PLUS ONE BETTER THAN THE STATE MATH, PLUS ONE BETTER ON THE GROWTH GOALS? IF YOU TAKE BOTH MATH AND READING, WE'RE PLUS TWO.

ACCELERATED LEARNING, MINUS FOUR, MINUS ONE, MINUS THREE, THAT'S FOR READING, MATH AND BOTH SO IT'S ACCELERATED LEARNING.

THERE WE COULD TAKE A FINAL LOOK AT EMERGING BILINGUAL ENGLISH LANGUAGE LEARNERS, WE'RE BEHIND THE STATE IN ALL CATEGORIES.

OUR GRADUATION RATE, 91% YET OUR HIGHEST STAR SCORE FOR THE DISTRICT IS 81% HAD MET THE STANDARD, SO 81% MEET THE STANDARD AT 92% GRADUATE AND SOME OTHER FACTORS BE IN THERE, BUT I'D LIKE TO SEE THOSE NUMBERS REFLECT EACH OTHER A LITTLE CLOSER.

A DROP OUT NUMBER 7.6% COULD USE A LITTLE WORK FOR SURE.

IN THE MOVIE JERRY MCGUIRE, THERE'S A FAMOUS SCENE WHERE JERRY IS TALKING TO ROD AND HE SAYS, "WHAT CAN I DO FOR YOU? HE SAID ONE VERY IMPORTANT, VERY PERSONAL THING.

"SHOW ME THE MONEY." WHERE DOES THAT COME FOR YOU? CCMR, WE'RE BEHIND THE STATE BY 13.4%.

ON ONLY COLLEGE, WE'RE BEHIND BY 6.2% AND ON MILITARY READY AND CAREER READY, WE'RE BEHIND 14% AS A PERCENTAGE POINTS, NOT 14% AS A TOTAL.

THAT'S WHERE WE CAN FIND THE OPPORTUNITY BECAUSE THE STATE GIVES US MONEY FOR CCMR. THANK YOU.

>> THANK YOU, MR. BLACKMAN.

OUR NEXT SPEAKER IS MISS AMY PHIPPS.

>> HELLO. I'M AMY PHIPPS.

I'VE BEEN LOOKING OVER SOME OF THE INFORMATION THAT WAS PROVIDED ONLINE IN REGARD TO, IT SAYS TSDS PEIMS STUDENT DISCIPLINARY ACTION INCIDENT COUNTS BY REASON CODE.

I PULLED THE INFORMATION FOR THE FOUR HIGH SCHOOLS, AND WHAT I WAS LOOKING AT WAS CODE 04, WHICH IS POSSESS, SOLD, USED, OR WAS UNDER THE INFLUENCE OF MARIJUANA OR OTHER CONTROLLED SUBSTANCE.

I'M ASSUMING FROM WHAT I'VE BEEN ABLE TO RESEARCH THAT THIS INCLUDES VAPING NUMBERS AS WELL.

I COULDN'T FIND A BETTER CATEGORY FOR THE VAPING NUMBERS TO GO UNDER.

ANYWAY, ALTOGETHER, WE WERE LOOKING AT 209 VIOLATIONS LAST YEAR, WHICH PROBABLY DOESN'T SEEM TERRIBLE, IF YOU LOOK AT HOW MANY STUDENTS THERE ARE, IT'S STILL WAY MORE THAN IT SHOULD BE.

I DON'T THINK ANYBODY WOULD DISAGREE THAT WE REALLY DON'T WANT THE KIDS INTO THIS TYPE OF THING.

I LOOKED UP A FEW STATISTICS.

ACCORDING TO DSHSTEXAS.GOV, 5,700 YOUTH ARE STARTING TO VAPE EVERY SINGLE DAY, I THOUGHT THAT WAS PRETTY ALARMING.

IN TEXAS, IT'S ILLEGAL TO PURCHASE OR VAPE IN GENERAL UNTIL YOU'RE 21.

MY PROBLEM WITH THIS STATISTIC IS I THINK IT'S ACTUALLY VERY, VERY LOW.

IN THE SHAC MEETING A COUPLE OF MONTHS AGO, WE FOUND OUT THAT THERE ARE NO VAPING DETECTION SYSTEM IN THE LOCKER ROOMS. SO THESE ARE BASED OFF OF BATHROOMS, WAS MY UNDERSTANDING, JUST BATHROOMS. IF YOU HAVE ATHLETES AT ALL, YOU'VE PROBABLY HEARD SOME CONCERNING STORIES ABOUT THINGS THAT GO ON IN THE LOCKER ROOM, AND I'M QUITE SURE VAPING IS ONE OF THEM.

THESE NUMBERS I'M AFRAID ARE SADLY LOW.

I'D ALSO LIKE TO KNOW WHY WE DON'T HAVE VAPING DETECTION IN THE LOCKER ROOMS. WE DID ASK THAT QUESTION IN THE SHAC MEETING LAST MONTH.

WE WERE TOLD IT'S TOO BIG OF A SPACE.

[00:55:03]

IT JUST MEANS YOU PUT MORE THAN ONE IN, LIKE A SMOKE ALARM AT YOUR HOUSE.

WE DON'T HAVE JUST ONE, YOU PUT MORE IN.

THE CONCERN THAT I'M HEARING IS THAT IT LOOKS LIKE WE'RE PROTECTING ATHLETES.

I HOPE THAT'S NOT TRUE, BUT I'M AFRAID THAT IT IS.

I JUST WANT TO KNOW WHO'S IN CHARGE, WHO'S MAKING THOSE DECISIONS.

IF IT COMES FROM THE TOP DOWN, THAT'S YOU GUYS.

IF WE COULD DO SOMETHING TO GET AHOLD OF THIS, BECAUSE IT'S BETTER FOR THE KIDS TO LEARN THESE LESSONS AS KIDS AND NOT LEARN THEIR LESSONS THE HARD WAY AS ADULTS. THANK YOU.

>> THANK YOU, MISS PHIPPS. THAT CONCLUDES OUR SPEAKERS FOR THE PUBLIC HEARING SECTION OF THE MEETING.

>> THANK YOU, MR. [INAUDIBLE], AND THANK YOU ALL FOR COMING OUT AND SPEAKING ON THE PUBLIC HEARING SECTION.

WE WILL NOW HAVE THE PUBLIC HEARING TO RECEIVE THE 2022/2023 RISD ANNUAL PERFORMANCE REPORT.

MISS BRANHAM, DO YOU HAVE SOME INFORMATION FOR US?

>> YES. THANK YOU, PRESIDENT HARRIS.

I'VE INVITED MR. CORTEZ TO COME TO THE FRONT AND PRESENT THIS YEAR'S TAPR REPORT.

AS YOU KNOW, THIS IS A REQUIRED ANNUAL REPORT.

THIS IS ALL DATA THAT WE HAVE PRESENTED TO THE BOARD PREVIOUSLY.

WE'VE HAD ROBUST CONVERSATIONS AROUND WHAT DOES THE DATA MEAN AND HOW WE ARE ADDRESSING THE DATA.

BUT WE ARE REQUIRED, PER TEA, TO PRESENT THIS AND MAKE SURE THAT OUR PUBLIC KNOWS HOW THEY COULD ACCESS THE TAPR REPORT TO HAVE AN UNDERSTANDING OF HOW OUR DISTRICT IS DOING AND ALL OF THE CATEGORIES REQUIRED.

MR. CORTEZ, COULD YOU PLEASE WALK US THROUGH THE TAPR REPORT?

>> YES, MA'AM. GOOD EVENING, BOARD.

THANK YOU, MISS BRANHAM.

THANK YOU, BOARD, FOR THE OPPORTUNITY TO PRESENT TO YOU TODAY.

AS MISS BRANHAM SAID, THIS IS A REQUIREMENT FROM TEA.

AS PER THE TEXAS EDUCATION CODE, SECTION 39.36, STATES THE BOARD OF TRUSTEES SHALL HOLD A PUBLIC HEARING WITHIN 90 DAYS OF THE RECEIPT OF THE TAPR REPORTS FROM THE TEA.

OUR TAPR REPORT'S RELEASED FROM TEA ON DECEMBER 15TH, 2023, AND SO WE ARE STILL WITHIN THOSE 90 DAYS.

PER THE REQUIREMENTS OF THE TAPR REPORT, WE MUST INCLUDE THE FOLLOWING REPORTS.

THE TAPR AS PROVIDED FROM TEA, AND THAT MEANS UNALTERED, SO THEY GIVE US THE PDF DIRECTLY.

THE PEIMS FINANCIAL STANDARDS REPORTS OF THE '21, '22 FINANCIAL ACTUAL DATA.

THE DISTRICT ACCREDITATION STATUS, CAMPUS PERFORMANCE OBJECTIVES, WHICH WE GET THROUGH OUR CAMPUS IMPROVEMENT PLANS, SPECIAL EDUCATION DETERMINATION STATUS.

THE REPORT ON VIOLENT OR CRIMINAL INCIDENTS, STUDENT PERFORMANCE IN POST-SECONDARY INSTITUTIONS AS RECEIVED FROM THE TEXAS HIGHER EDUCATION COORDINATING BOARD, AND PROGRESS TOWARDS OUR HOUSE BILL 3 GOALS THAT WE'VE ADOPTED.

FOR THIS YEAR'S REPORTS, WE HAVE INCLUDED EACH OF THESE SECTIONS ON THE WEBSITE.

THIS TABLE DOES SHOW THE DIRECT LINKS THAT WE CAN ACCESS EACH OF THESE THINGS ON OUR WEBSITE.

THERE IS AN EXECUTIVE SUMMARY AVAILABLE THAT SUMMARIZES THE TAPR, JUST IN GENERAL POINTS OUT SOME HIGHLIGHTS BETWEEN DISTRICT PERFORMANCE AND STATE PERFORMANCE IN ALL OF THE AREAS REPORTED THERE.

WE DO HAVE DIRECT LINKS FOR EACH OF THE DISTRICT AND CAMPUS REPORTS AVAILABLE ON THE WEBSITE, ALONG WITH THE PEIMS FINANCIAL INFORMATION.

WE DO HAVE A PDF FROM THE TDA WEBSITE THAT SHOWS THAT THE DISTRICT IS ACCREDITED, ALONG WITH THE FIRST RATINGS THAT ARE PROVIDED TO US.

WE HAVE DIRECT LINKS TO THE DISTRICT AND CAMPUS IMPROVEMENT PLANS FROM THE '22, '23 SCHOOL YEAR, THAT SHOW NOT ONLY THE GOALS THAT WERE SET BY THE CAMPUSES, BUT ALSO THEIR PROGRESS TOWARDS EACH OF THOSE GOALS.

ADDITIONALLY, THE SPECIAL EDUCATION DETERMINATION STATUS IS SUPPOSED TO BE REPORTED EVERY YEAR, HOWEVER, AT THIS TIME, THAT IS NOT PUBLICLY AVAILABLE.

JUST LIKE OUR ACCOUNTABILITY RATINGS FOR A THROUGH F, THE RELEASE OF THIS REPORT IS PENDING JUDICIAL RULING AND DECISIONS FROM THE 88TH LEGISLATURE.

ALSO AVAILABLE ARE THE REPORT ON VIOLENT AND CRIMINAL INCIDENTS.

[01:00:04]

WE TAKE THE GRADUATION INFORMATION THAT LOOKS AT POST-SECONDARY PLACEMENT AFTER TWO YEARS OF STUDENTS FROM THE THECB, AND TAKE THAT REPORT AND PROVIDE IT FOR OUR SCHOOLS.

THEN WE HAVE A LINK TO THE DASHBOARD THAT'S BEEN PROVIDED TO THE PUBLIC THAT'S EMBEDDED IN OUR WEBSITE THAT SHOWS THE PROGRESS TOWARDS OUR HOUSE BILL 3 GOALS AS OF LAST YEAR.

WE SHOWED THAT TO YOU EARLIER THIS YEAR ONCE WE HAD OUR DATA BACK IN SEPTEMBER.

HERE'S THE LINK ONCE AGAIN WHERE YOU CAN FIND ALL OF THESE DIRECT LINKS THAT YOU CAN FOLLOW THROUGH.

ADDITIONALLY, HARD COPIES ARE AVAILABLE FOR THOSE WITHOUT INTERNET REQUEST OR ACCESS UPON REQUEST.

WE DO MAKE THOSE THINGS AVAILABLE SHOULD WE HAVE SOMEBODY THAT NEEDS ASSISTANCE WITH THAT.

WITH THAT, THAT IS ALL.

>> THANK YOU, MR. CORTEZ. I WOULD LIKE TO TAKE A MOMENT JUST TO THANK MR. CORTEZ FOR HIS SERVICE TO RICHARDSON ISD.

WE HAD AN OPPORTUNITY TO SHARE WITH THE BOARD THAT MR. CORTEZ HAS AN OPPORTUNITY WITH DISD.

WE'RE SO EXCITED FOR HIM.

IT'S A HUGE LOSS FOR THE DISTRICT, BUT WE WISH YOU NOTHING BUT THE BEST, AND THANK YOU FOR ALL YOU'VE DONE TO CONTRIBUTE TO RICHARDSON ISD.

YES, THANK YOU. WITH THAT FINAL, ONE OF HIS LAST PRESENTATIONS, I DO RECOMMEND THAT THE BOARD OF TRUSTEES APPROVE THE '22, '23 ANNUAL PERFORMANCE REPORT AS PRESENTED.

>> THANK YOU, MR. CORTEZ.

WE REALLY APPRECIATE YOU.

>> THANK YOU.

>> BOARD MEMBERS, WE HAVE RECEIVED A RECOMMENDATION FROM THE SUPERINTENDENT TO APPROVE THE 2022/2023 ANNUAL PERFORMANCE REPORT, AND THE PUBLIC HAS HAD AN OPPORTUNITY TONIGHT TO PROVIDE INPUT ON THIS TOPIC.

DOES ANYONE WISH TO MAKE A MOTION? THANK YOU, MISS TIMMY. IS THERE A SECOND?

>> SECOND.

>> THANK YOU, MR. [INAUDIBLE].

THERE IS A MOTION BY MISS TIMMY, A SECOND BY MR. [INAUDIBLE].

BOARD MEMBERS, YOU NOW HAVE THE OPPORTUNITY TO DELIBERATE ABOUT THIS RECOMMENDATION AND TO ASK QUESTIONS.

DOES ANYONE WISH TO ASK QUESTIONS OR MAKE COMMENTS? MISS TIMMY.

>> I REALLY JUST WANT TO SAY THANK YOU MR. CORTEZ FOR THIS PRESENTATION.

BUT I WOULD LIKE TO TAKE A MINUTE TO SAY, THANK YOU FOR DOING SUCH A GREAT JOB ON MAKING THE VERY COMPLEX PRESENTATIONS ON DATA SO THAT EVERYONE CAN UNDERSTAND, SO THE COMMUNITY CAN UNDERSTAND, SO THE DISTRICT HAS THE BEST INFORMATION TO WORK WITH.

I WORK WITH ACCOUNTABILITY FOLKS ACROSS NORTH TEXAS ALL THE TIME, AND I CAN'T SAY I KNOW A BETTER ONE.

THE DISTRICT THAT YOU'RE GOING TO CERTAINLY IS GETTING A GREAT ONE, AND WE APPRECIATE YOUR WORK FOR ISD.

>> THANK YOU, MISS TIMMY. WE APPRECIATE THAT.

ANY ADDITIONAL QUESTIONS, COMMENTS, BOARD? HEARING NONE.

ALL IN FAVOR, PLEASE RAISE YOUR HANDS REAL HIGH SO I CAN SEE THEM.

MOTION PASSES, 7-0.

THANK YOU AGAIN, MR. CORTEZ.

THE PUBLIC HEARING IS NOW CLOSED AT 7:06 PM.

[III. PUBLIC COMMENT SECTION]

MR. PROTUT WE HAVE ANY PERSONS WISHING TO ADDRESS THE BOARD TONIGHT?

>> YES, WE DO. PRESIDENT HARRIS.

THANK YOU, AND ON BEHALF OF THE BOARD, I WELCOME ALL OF OUR VISITORS.

FOR TODAY'S MEETING, SPEAKERS MAY COMMENT ON BOTH AGENDA AND NON AGENDA RELATED ITEMS THAT ARE ON OUR BOARD'S AGENDA.

AS A REMINDER, PLEASE FOLLOW THE PUBLIC COMMENTS PROTOCOLS AS NOTED ON THE RSD WEBSITE.

WHEN I CALL YOUR NAME, PLEASE APPROACH THE PODIUM AND WE WILL GET STARTED WITH MS. BROOK GREEN.

MS. KIMMY ATOPAGIO.

>> GOOD EVENING. THANK YOU FOR HAVING ME HERE TODAY.

I WANT TO COMMENT ON THE COMPLAINT NG POLICY.

[01:05:04]

ONE OF THE SECTIONS TALKS ABOUT THE INFORMAL PROCESS.

I WANT TO SAY THAT PARTICULAR SECTION IS NOT VERY CLEAR.

IT'S VERY DIFFICULT FOR A PARENT TO BE ABLE TO DECIPHER WHAT IS INFORMAL AND WHAT IS FORMAL.

THERE NEEDS TO BE A PROCEDURE IN PLACE WITHIN THIS DOCUMENT.

WE'RE STATING THAT THERE IS AN INFORMAL PROCESS.

WE NEED TO DEFINE WHAT THE INFORMAL PROCESS IS.

BECAUSE IF I'M COMING TO THE PRINCIPLE AND I'M GIVING AN OFFICIAL COMPLAINT LETTER, HOW DO I THEN DIFFERENTIATE THAT THIS IS INFORMAL OR FORMAL? BECAUSE THAT'S STILL THE SAME GRIEVANCE CHANNEL.

THERE NEEDS TO BE A BIT MORE CLARITY THAT WHAT IS DEFINED AS INFORMAL.

WHEN DOES THE INFORMAL END? WHEN YOU START THE MAIN COMPLAINT? BECAUSE FOR INSTANCE, IN MY OWN COMPLAINT, I THOUGHT I WAS GOING THROUGH THE FORMAL PROCESS AND I STILL THINK I WENT THROUGH THE FORMAL PROCESS.

ANOTHER SECTION I WANT TO TALK ABOUT IS THE DOCUMENT DOES STATE THAT THE DISTRICT PROVIDES THE POLICY, BUT IT'S NOT VERY CLEAR AS TO HOW PROVIDES THE POLICY.

I KNOW I'VE SPOKEN TO QUITE A NUMBER OF SCHOOL OR SOME OF THE DISTRICT MEMBERS AND THEY SAY THE ONUS IS ON THE PARENTS TO FIND THE POLICY.

IT'S YOUR POLICY, IT'S NOT ON THE PARENTS.

THERE NEEDS TO BE MORE CLARITY AS TO WHERE IT'S LOCATED.

IS LOCATED ON RISD'S WEBSITE? IS IT LOCATED ON THE THIRD PARTY'S WEBSITE WITH A LINK TO IT.

THERE JUST NEEDS TO BE A BIT MORE CLARITY ON THAT.

THEN THERE NEEDS TO BE ALSO IF THE DISTRICT DOESN'T PROVIDE THE APPROPRIATE FORM IN TIME, AND THEN THE COMPLAINT IS SUBMITTED LATE, WHO GETS PUNISHED FOR IT WHAT'S THE PENALTY FOR THAT? BECAUSE THE DISTRICT SHOULD HAVE PROVIDED THE PARENTS WITH THE POLICY AND THE COMPLAINT FORM.

I KNOW THE POLICY DOES STATE THAT IF THE COMPLAINT IS SUBMITTED TO THE WRONG OFFICER, THE OFFICER SHOULD NOTE THE DATE AND TIME IT WAS SUBMITTED AND SEND IT TO THE APPROPRIATE OFFICER.

THAT ALSO SHOULD APPLY TO THE FORM BECAUSE SOME PARENTS DON'T KNOW WHERE THE FORM IS, THEY DON'T EVEN KNOW WHICH FORM TO USE.

IF WE'VE SUBMITTED, FOR INSTANCE, WE SENT AN EMAIL, WE SENT A LETTER OF OUR COMPLAINT, AND WE'RE THINKING IT'S GOING THROUGH THE OFFICIAL MEANS.

WE NEED TO BE INFORMED THAT THERE IS A POLICY THAT NEEDS TO BE COMPLETED AND WE NEED TO BE PROVIDED WITH THAT POLICY.

I KNOW THIS IS STILL IN THE WORKS, BUT THESE ARE MY THREE COMMENTS THAT NEEDS TO BE TAKEN INTO CONSIDERATION.

CLARITY ON WHAT IS INFORMAL AND FORMAL PENALTY AS TO WHEN THE DISTRICT DOESN'T PROVIDE THE POLICY AND THE FORM IN TIME AND ALSO TO MAKE THE FORM SENT, SO IF THE PERSON HASN'T GONE THROUGH THE RIGHT CHANNEL, GIVE THE PERSON THE OPPORTUNITY TO GO THROUGH THE RIGHT CHANNEL BY PROVIDING THEM WITH THE FORM AND THE POLICY. THANK YOU.

>> THANK YOU. MS. ATOPAGIO.

NEXT WE HAVE MR. RANDY BLANKENSHIP.

>> YEAH, I'LL LEAVE IT THIS WAY. GOOD MORNING.

EVENING. MY NAME IS RANDY BLANKENSHIP, AND I WISH TO THANK THE BOARD OF TRUSTEES FOR THIS OPPORTUNITY TO SPEAK TOPIC.

WHAT IS WORSE THAN DEI? EVERYONE KNOWS THE SAD TRUTH ABOUT THE EFFECTS OF SOCIAL MEDIA ON YOUNG CHILDREN.

THE US CONGRESS SPOTLIGHTED THIS PROBLEM.

A VOLUNTARY SUBSCRIPTION IN GRAHAM TIKTOK, FACEBOOK AND OTHER SOCIAL MEDIA TOOLS CONTRIBUTE TO ADVERSE EMOTIONAL AND PSYCHOLOGICAL EFFECTS SUCH AS DEPRESSION, BULLYING, UNHEALTHY SELF IMAGING, AND EVEN PHYSICAL HARM AND SUICIDE.

THE NEWEST PROBLEM IS ARTIFICIAL INTELLIGENCE, A DECEPTIVE DIGITAL TOOL THAT CAN LEAD THE PUBLIC ASTRAY AND BELIEVE IN THINGS THAT ARE NOT TRUE AND REAL.

WHAT IS WORSE, DIVERSITY, EQUITY AND INCLUSION BY POLICY INTENDED TO CURB THE SYSTEMIC AND INSTITUTIONALIZED RACISM.

BUT AS WE KNOW, IT ONLY DOES THE OPPOSITE WIDELY MORE DANGEROUS FOR ITS INVOLUNTARY PRESENTATION OF AN IGNORANT AND HATEFUL IDEOLOGY.

GIVEN IN A CLOSED CLASSROOM, WHERE YOUNG STUDENTS ARE SURROUNDED BY PEER PRESSURE, THE YOUNG STUDENTS MUST SUCCUMB TO ITS EVIL TEACHINGS.

WHICH THEN ALTERS THEIR PERSPECTIVE OF OTHERS BY RACE, PHYSICAL CHARACTERISTICS, NOT BY CHARACTER.

FURTHER EVIDENCE IS DISPLAYED IN OUR COLLEGE STUDENTS, YOU KNOW, WHERE TEACHERS ARE TAUGHT AND INDOCTRINATED.

[01:10:02]

THAT'S COLLEGE STUDENTS WHERE THEY STARTED IN PUBLIC EDUCATION.

THEY ALSO BECOME DISILLUSIONED IN THE FUNDAMENTAL PRINCIPLES OF THEIR COUNTRY AND EMBRACE SOCIALISTIC IDEAS.

WHAT CAN BE WORSE THAN INVOLUNTARY INDOCTRINATION OF SICK SOCIAL AND POLITICAL IDEOLOGIES REDEFINING RACE, GENDER, AND LIFE IN GENERAL.

I'LL TELL YOU A GROUP OF ELECTED OFFICIALS WHO HAVE THEIR EYES AND EARS CLOSED FOR THE TRUE DUTIES AND PURPOSE OF ELECTED OFFICIALS THAT SHOULD DIRECT THEIR ATTENTION TO A BALANCED BUDGET, IMPROVING AND MAINTAINING A POSITIVE SCHOOL CLIMATE, AND PRESENTING A MORE FOCUSED ATTENTION ON ACADEMIC ACHIEVEMENT OR EXCELLENCE.

ONCE THE DEPARTMENT IS CLOSED, THE SCHOOL DISTRICT WILL BEGIN TO IMPROVE ALL THREE AREAS OF RESPONSIBILITIES. YEAH, I'M TALKING TO YOU.

THE TRUSTEES CLOSE THE DEPARTMENT AND PROTECT OUR YOUNG CHILDREN FROM THE INGRAINED, SICK, EVIL IDEOLOGY.

THEY HAVE ENOUGH GOING ON ON THEIR PHONES. THANK YOU.

>> THANK YOU, MR. BLANKENSHIP.

OUR NEXT SPEAKER TONIGHT WILL BE MR. JURGEN BLACKMAN.

>> MONEY MAKES THE WORLD GO AROUND.

THAT WAS A FAMOUS SONG, LIZA MINNELLI, BACK IN 1972 FOR CABARET.

WHEN I STARTED MY JOURNEY WITH THE SCHOOL BOARD IN 2016, IN TERMS OF BEING MORE ACTIVELY INVOLVED, THE BUDGET BACK THEN WAS AROUND $300 MILLION.

NOW IT'S ABOUT $400 MILLION, AN INCREASE OF SOME 33%.

WE'RE NOT UNDERFUNDED AS A DISTRICT, WE'RE OVERSPENT, WE'RE OVERSTAFFED, AND YOU'LL SEE SOME OF THAT IN THE PRESENTATION LATER TODAY.

FOR EXAMPLE, FROM THE '17-'18 SCHOOL YEAR TO THE '22-'23 SCHOOL YEAR, WE INCREASED STAFF BY 1,074 POSITIONS.

THREE HUNDRED AND ONE OF THOSE WERE TEACHERS, AND 199 OF THEM WERE TRANSPORTATION BUS DRIVERS, FOLKS IN TRANSPORTATION COMING ACROSS WHEN THEY DISSOLVED DALLAS COUNTY SCHOOLS.

THAT LEAVES US WITH 574 NEW POSITIONS CREATED OR HIRED OR GROWN IN THE PAST SEVEN YEARS.

IF YOU TAKE THAT AT THE AVERAGE OF $55,000 PER EMPLOYEE'S SALARY, SOME WILL BE HIGHER, SOME WILL BE LOWER, YOU GET ABOUT $31.5 MILLION, $31,500,000.

SOME OF THOSE POSITIONS, COORDINATOR, AREA ACADEMIC FACILITATOR, THERE'S 10 OF THOSE, CENTRAL EXECUTIVE ASSISTANT, THERE'S 10 OF THOSE, EXECUTIVE DIRECTOR, SEVEN OF THOSE, AND 27 ASSISTANT PRINCIPALS.

NI TALKED AT LENGTH ON THIS WHEN WE DID THE TRE BACK IN 2018, HOW EVERY SCHOOL DIDN'T NEED AN ASSISTANT PRINCIPAL BUT THAT WAS PART OF THE PITCH WE DID FOR THE TRE BACK THEN.

MY SOLUTION TO FIXING THE PROBLEM WITH NOT HAVING THE PRINCIPAL IN THE BUILDING WAS TO NOT HAVE THE PRINCIPAL OUT OF THE BUILDING ALL THE TIME FOR MEETINGS.

I THINK WE COULD TAKE ANOTHER HACK AT THAT FOR SURE.

LET'S TALK ABOUT CLOSINGS OR THE ETHOS AND CONSOLIDATIONS.

WE CAN REDUCE THE FOOTPRINT IN SCHOOLS.

WE CAN MOTHBALL CLASSROOMS AND THEREFORE REALIZE HUGE SAVINGS ACROSS THE ENTIRE DISTRICT, THEY ARE NOT JUST WITHIN ONE OR TWO SELECTED SCHOOLS.

IF YOU GET A PROPOSITION THAT SAYS, LET'S CONSOLIDATE BY SHUTTING DOWN FOUR OF OUR LOWEST POPULATION SCHOOLS, THEN YOU SAY, OKAY, LET'S TAKE, FOR EXAMPLE, THAT'S FOUR CUSTODIANS OF THAT SCHOOL ACROSS FOUR SCHOOLS, THAT'S 16 CUSTODIANS.

BUT NOW IF YOU SAY, HOLD ON, LET'S REDUCE THE SIZE OF FOOTPRINT OF ALL THE SCHOOLS THAT HAVE A LARGE AMOUNT OF EXCESS FOOTAGE.

YOU CAN SAY, WELL THAT'S SAY IT'S ONE CUSTODY IN PER SCHOOL BECAUSE NOW THEY DON'T HAVE AS MUCH TO CLEAN.

YOU SAY THAT ACROSS SAY, 30 OF OUR SCHOOLS, OF THE 56 CAMPUSES, YOU NOW GOT A REDUCTION OF 30 INSTEAD INSTEAD OF 16.

THE MATH WORKS OUT BETTER IF YOU DO A SMALL BUT AT A MULTIPLE OR MULTITUDE OF CAMPUSES THAN IF YOU JUST GO AFTER 1, 2, 3 OR FOUR SCHOOLS.

I'LL ALSO BE REMISS IF I REMIND YOU THAT WE TAKE PRIDE IN OUR COMMUNITY SCHOOLS.

WHEN YOU CLOSE THE COMMUNITY SCHOOL, YOU ADVERSELY AFFECT THE COMMUNITY IN A NUMEROUS WAYS THAT UNFORTUNATELY, I DON'T HAVE TIME TO ENUMERATE FOR YOU.

BUT THE NUMBER 1 FACTOR IN IMPROVING STUDENT PERFORMANCE IS CLASS SIZE.

WHEN YOU START CLOSING SCHOOLS AND YOU PUT THOSE STUDENTS CONSOLIDATED IN OTHER SCHOOLS, YOU WILL INCREASE THAT.

YOU WILL INCREASE THE ENTIRE SCHOOL POPULATION.

I THINK ALL THE RESEARCH SHOWS TIME AND TIME AGAIN THAT HAS BAD OUTCOMES FOR OUR STUDENTS.

WE CARE ABOUT OUR STUDENTS, WE WANT THEM TO LEARN, WE WANT THEM TO IMPROVE WHERE THEY ARE ACADEMICALLY AND GROW.

THEN I WOULD SUGGEST WE FIND A WAY TO MAKE THOSE CUTS WITHOUT CLOSING THE SCHOOLS. THANK YOU.

>> THANK YOU, MR. BLACKMAN. NEXT WE HAVE MISS AMY PHIPPS.

[01:15:03]

>> HELLO AGAIN. I WOULD ALSO LIKE TO ADDRESS THE OVERSPENDING THAT'S HABITUAL IN THIS DISTRICT OVER THE LAST SEVERAL YEARS.

AT LEAST FOR SOME LAST SEVERAL YEARS I'VE BEEN PAYING ATTENTION.

IT'S REALLY OBVIOUS WHEN YOU LOOK AT THE NUMBERS THAT WE ARE VERY ADMIN HEAVY.

HUNDREDS HIRED IN THE LAST SEVERAL YEARS AND THEN OUR ENROLLMENTS DOWN A COUPLE THOUSAND PLUS.

THERE ARE RUMORS ALL OVER SOCIAL MEDIA NOW ABOUT WHAT YOU GUYS ARE GOING TO DO ABOUT THIS.

SCHOOLS ARE GOING TO BE CLOSING.

PEOPLE ARE SAYING ONE SCHOOL IN EACH FEEDER PATTERN.

THE SPED PARENTS, THE SPECIAL ED PARENTS ARE PANICKING BECAUSE THEY FEEL LIKE THEY NEVER HAVE THE BUDGET AND THE MONEY THEY'RE SUPPOSED TO HAVE SO THEY'RE AFRAID YOU'RE GOING TO CUT FROM THEM.

ALL OF THOSE ARE REALLY BIG CONCERNS THAT I'M HEARING IN THE COMMUNITY NOW FROM PEOPLE I KNOW AND FROM SOCIAL MEDIA, VARIOUS FACEBOOK PAGES AND THINGS LIKE THAT.

IT WOULD BE NICE TO KNOW WHAT YOU GUYS ARE DOING, WHERE YOU'RE HEADED WITH ALL OF THAT, AND FOR IT TO BE CLEARLY ADDRESSED TO THE COMMUNITY, I THINK WOULD BE HELPFUL.

I WANT TO AGREE WITH MR. BLACKMAN CLOSING SCHOOLS DOWN, IT'S A LOT OF NEGATIVES.

WHEN YOU MAKE IT HARDER FOR KIDS TO GET TO SCHOOL, YOU MAKE IT HARDER FOR THE PARENTS TO GET TO SCHOOL.

YOU MAKE IT HARDER FOR THE PARENTS TO BE INVOLVED, FOR THEIR KIDS TO PARTICIPATE IN EXTRACURRICULAR THINGS THAT THE SCHOOLS DO.

I ONLY SEE NEGATIVE THINGS.

LARGER CLASSROOM NUMBERS IN THE SAME CLASSROOM SPACE.

I WOULD ALSO ASK THAT YOU NOT CLOSE THE SCHOOLS.

THAT YOU DO WHAT'S BEST FOR THE COMMUNITY, FOR THE CHILDREN, FOR THE PARENTS, ALL THOSE INVOLVED IN THOSE INDIVIDUAL SCHOOLS.

ALSO THAT YOU WOULD JUST ADDRESS THE FEARS OF SCHOOLS BEING CLOSED.

IF THAT IS ON THE TABLE, I THINK THE COMMUNITY NEEDS TO KNOW AND IT NEEDS TO BE PUT SOMEWHERE THAT'S EASY TO FIND AND CLEARLY RELATED TO THE PUBLIC.

ON A DIFFERENT NOTE, PLEASE MOVE THE MEETINGS BACK TO MONDAYS.

THURSDAYS ARE TERRIBLE FOR PARENTS.

THURSDAYS, EVERYTHING HAPPENS.

THERE'S A TON OF AFTER SCHOOL STUFF THAT HAPPENS ON THURSDAYS. PLEASE GO BACK TO MONDAYS.

>> THANK YOU, MISS PHIPPS. NEXT WE HAVE FRANCISCO ORDAZ, AND WE HAVE JESS COLLIER.

JESS COLLIER. MISS HARRIS, THAT CONCLUDES OUR SPEAKERS FOR PUBLIC COMMENTS TONIGHT.

>> THANK YOU, MR. POTEET. THANK YOU SPEAKERS.

THANK YOU FOR COMING OUT TONIGHT. WE APPRECIATE IT.

WE APPRECIATE HEARING YOUR VOICE.

BOARD, WE DO HAVE A SPOT FOR A BREAK.

DO YOU GUYS WANT TO JUST KEEP PUSHING ON UNTIL YOU LET ME KNOW OR DO YOU WANT TO TAKE A BREAK?

>> PUSH ON.

>> PUSH ON? ALL RIGHT. LET'S GO.

[IV. CONSENT / CONFIRMATION AGENDA ITEMS]

DOES ANYONE WISH TO PULL ANY CONSENT AGENDA ITEMS FOR SEPARATE CONSIDERATION?

>> MISS HARRIS, I DO. I'D LIKE TO PULL THE TWO POLICIES THAT RELATE TO GRIEVANCES, FNG(LOCAL) AND DGBA(LOCAL) FOR DISCUSSION SEPARATELY FROM CONSENT AGENDA.

>> THANK YOU MISS TIMME. WE'RE GOING TO PUT THAT TO THE SIDE.

ANY OTHER MEMBERS BEFORE WE MOVE ON WITH THE CONSENT AGENDA? IS THERE A MOTION TO APPROVE THE CONSENT AGENDA EXCLUSIVE OF THE ONES THAT MISS TIMME WANTS TO PULL? IS THERE A MOTION?

>> SO MOVED.

>> THANK YOU, MR. POTEET. IS THERE A SECOND?

>> SECOND.

>> THANK YOU, MR. EAGER. THERE IS A MOTION BY MR. POTEET, A SECOND BY MR. EAGER ANY QUESTIONS OR COMMENTS? TRUSTEE TIMME HAS REMOVED ITEMS 4, NUMBER 6 AND 7, RIGHT?

>> [INAUDIBLE].

>> OKAY. SORRY. WE DO HAVE A MOTION BY MR. POTEET, A SECOND BY MR. EAGER. THERE'S NO COMMENTS.

ALL IN FAVOR, PLEASE RAISE YOUR HANDS.

MOTION PASSES 7-0.

NOW, WE'RE GOING TO MOVE TO THE REMOVED ITEMS. MISS TIMME?

>> YES. I JUST HAD A COUPLE OF QUESTIONS THAT I WANTED TO ADDRESS BEFORE WE CONSIDER VOTING ON THIS.

ON THE GRIEVANCE POLICY, AND I GUESS MISS [INAUDIBLE] ADDRESS IT TO YOU AND THEN YOU CAN ADDRESS IT TO ME, WHOEVER YOU'D LIKE TO.

BUT I JUST WANTED YOU TO SHARE WITH US IN THE REASON FOR THE TIMELINES ON POLICIES.

I KNOW WE'VE HEARD SOME FEEDBACK FROM THE COMMUNITY FROM TIME TO TIME, AND I JUST WANT TO GET AN UNDERSTANDING OF THE TIMELINES ON THE POLICY SUCH AS LIKE SEVEN BUSINESS DAYS TO APPEAL OR WHATEVER, JUST SO THAT WE CAN HAVE AN UNDERSTANDING OF WHY THOSE ARE INCLUDED THE WAY THEY ARE.

>> YES, MA'AM. I'M GOING TO ASK MISS MCGOWAN OR DR. GIBBONS.

DR. GIBBONS LEADS OUR GRIEVANCE PROCESS ALONG WITH DR. GOODSON FOR EMPLOYEES AS WELL.

[01:20:07]

DR. GIBBONS, DO YOU WANT TO ADDRESS THE QUESTION FIRST?

>> YES, MA'AM. THANK YOU. GOOD EVENING, BOARD.

FROM MY PERSPECTIVE LEADING THE GRIEVANCE PROCESS AND MAKING SURE THAT WE WORK WITH THE COMMUNITY, THE TIMELINESS PIECE IS REALLY IMPORTANT.

WE WANT TO MAKE SURE THAT WE'RE ADDRESSING THE ISSUE AS QUICKLY AS WE CAN IN ORDER FOR THINGS TO GET REMEDIED AS QUICKLY AS POSSIBLE.

OF COURSE, WE'VE HEARD SPEAKERS TALK ABOUT THE INFORMAL PROCESS.

THAT'S OUR GOAL EVERY TIME.

BUT IF NOT, WE WANT TO MAKE SURE THAT THE FORMAL PROCESS IS RELEGATED TO SOME SPECIFIC TIMELINES SO WE CAN GET THINGS MOVING AND GET THEM SOLVED AND IN A GOOD PLACE SOONER THAN LATER.

I FEEL LIKE IF WE PUSH TIMELINES OUT FROM THE DISTRICT'S PERSPECTIVE AND ALSO FROM THE GRIEVANCE PERSPECTIVE, WE MIGHT LOSE SOME OF THE DETAILS AND EVEN SOME OF THE CHALLENGES THAT WE HAVE BECAUSE THAT PROCESS HAS BEEN SO ELONGATED.

FROM MY PERSPECTIVE, I FEEL CONFIDENT THAT THE SEVEN DAYS THAT WE'RE SETTLING ON WOULD HELP KEEP THE PROCESS MOVING.

>> THANK YOU. THEN JUST ANOTHER QUESTION.

I THINK FROM TIME TO TIME WE HEAR SOME THINGS ABOUT OR SOME CONFUSION AROUND THE DIFFERENCE BETWEEN A GRIEVANCE AND A LEGAL PROCEEDING AS FAR AS SUBMITTING EVIDENCE AND LEGAL TERMS AND THINGS LIKE THAT AND SO I JUST WANTED TO GET SOME CLARITY AROUND THE DIFFERENCE BETWEEN A GRIEVANCE VERSUS A LEGAL PROCESS.

>> I'M GOING TO ASK OUR PHENOMENAL GENERAL COUNSEL TO PLEASE ADDRESS THAT QUESTION. MISS MCGOWAN.

>> [INAUDIBLE]

>> YOU MIC MISS MCGOWAN.

>> WE'RE GOING TO SHARE MICROPHONES.

>> WE'RE GOING TO SHARE MICROPHONES AND THAT WILL MAYBE ONE DAY GET FIXED.

GOOD AFTERNOON AND GOOD EVENING.

THE DIFFERENCE IS THIS, THE IMPORTANT THING TO REMEMBER ABOUT GRIEVANCES IS THAT IT IS THE OPPORTUNITY, WHETHER IT IS A STUDENT, A PARENT, EMPLOYEE, OR A MEMBER OF THE PUBLIC, TO MAKE THEIR GRIEVANCE COMPLAINT HEARD.

IT IS STRICTLY AN ADMINISTRATIVE PROCESS.

IT IS NOT A LEGAL PROCESS, IT IS NOT A TRIAL.

THE RULES OF EVIDENCE, THINGS LIKE DISCOVERY, DO NOT EXIST IN THIS PROCESS.

IT IS STRICTLY DESIGNED TO PROVIDE THAT OPPORTUNITY TO BE HEARD.

>> MISS MCGOWAN MAYBE JUST TALK A LITTLE BIT.

I KNOW THROUGH THE GRIEVANCE PROCESS, THE COMPLAINANT HAS THE OPPORTUNITY TO PRODUCE EVIDENCE AND IT'S REALLY NOT UNTIL THAT BOARD HEARING THAT THE DISTRICT HAS AN OPPORTUNITY.

CAN YOU SPEAK A LITTLE BIT TO THAT, FOR EXAMPLE, WHY YOU IN A LEVEL 3 HEARING, THE DISTRICT PRODUCE NEW EVIDENCE BUT THE COMPLAINANT CAN'T.

>> THE WAY THAT AGAIN, THE GRIEVANCE PROCESS IS STRUCTURED, AND AGAIN IT'S AN ADMINISTRATIVE PROCESS, IS THAT THE GRIEVANT IS THE ONE BRINGING FORWARD THE COMPLAINT, WHICH MEANS THEY ARE ALSO PROVIDING INFORMATION IN SUPPORT OF THEIR COMPLAINT.

THEY'RE THE ONES WHO'S MAKING THE DECISIONS ABOUT WHAT DOCUMENTATION THEY WANT TO PRESENT TO THE DISTRICT THROUGH THE HEARING OFFICER TO BEST SUPPORT THEIR COMPLAINT, THEIR GRIEVANCE AGAINST WHETHER IT'S AN INDIVIDUAL OR A PROCESS WITHIN THE DISTRICT.

THE DISTRICT IS NOT PROVIDING ANY EVIDENCE BECAUSE THE DISTRICT IS NOT PUTTING ON A CASE.

THIS IS AGAIN PROVIDING AN OPPORTUNITY FOR THE GRIEVANT TO BE HEARD AND TO PROVIDE INFORMATION.

IT IS ACTUALLY NOT UNTIL THE LEVEL 3 HEARING THAT THE DISTRICT IS ACTUALLY PUTTING ON ITS CASE, ITS RESPONSE.

THAT IS WHY THERE IS THE OPPORTUNITY FOR THE DISTRICT TO PROVIDE SOME DOCUMENTATION BECAUSE IT'S THE FIRST TIME TO DO SO.

WHAT THE POLICY HAS DONE AND WHAT IT WILL CONTINUE TO DO UNDER THE DRAFT, IF THE BOARD PASSES, IS IF THE ADMINISTRATION DECIDES TO PROVIDE EVIDENCE IN SUPPORT OF THE DISTRICT'S RESPONSE, WE HAVE TO PROVIDE THAT INFORMATION AT LEAST THREE DAYS PRIOR TO THE GRIEVANT.

I WILL SAY OUR PROCESS HAS BEEN TO PROVIDE A LIST OF PROPOSED DOCUMENTS AT LEAST A WEEK IN ADVANCE SO THE GRIEVANT IS NOT BEING CAUGHT OFF GUARD ABOUT ANY INFORMATION OR DOCUMENT THAT

[01:25:05]

>> A COUPLE OF OTHER THINGS I WOULD LIKE TO SHARE IS THE BOARD GAVE US SOME SPECIFIC FEEDBACK RECENTLY AT A PREVIOUS LEVEL 3 HEARING REGARDING ENSURING, NUMBER ONE, THAT OUR ADMINISTRATORS ARE TRAINED ON THE PROCESS AND THAT OUR ADMINISTRATORS UNDERSTAND THEIR RESPONSIBILITY AND MAKING SURE THAT THE GRIEVANCE PROCESS IS PRESENTED TO PARENTS.

OF COURSE, IT IS IN THAT BEGINNING OF THE YEAR HANDBOOK, BUT WE ALSO KNOW THAT IN THE MOMENT, PARENTS NEEDED TO BE REMINDED THAT THERE IS A FORMAL PROCESS THAT THEY CAN TAKE ADVANTAGE OF.

THE OTHER FEEDBACK THAT THE BOARD GAVE US IS THAT WE KNOW THAT THIS PROCESS CAN BE COMPLEX AND YOU ASKED US TO SIMPLIFY THE LANGUAGE THAT WE USED AND THE WAY THAT OUR COMMUNITY AND EMPLOYEES COULD ACCESS THAT INFORMATION AND I REALLY WANT TO COMMEND DR. GOODSON, DR. GIBBONS, AND MISS MCGOWAN.

WE HAVE A WEBSITE THAT WE HAVE LIFTED THAT WILL BE LIVE PENDING THE DECISION OF THE BOARD THAT REALLY WALKS OUR COMMUNITY AND OUR EMPLOYEES THROUGH STEP BY STEP, WHAT TO DO, WHERE TO TURN FORMS IN.

WE HAVE COMBINED THE FORM INTO ONE FORM THAT IS EASILY UNDERSTOOD, AND IT LITERALLY IS A STEP BY STEP PROCESS.

WE HAVE TRANSLATED THAT FORM INTO SPANISH AND MADE THAT AVAILABLE TO OUR COMMUNITY IN SPANISH AS WELL.

REALLY RECOGNIZING THAT IT CAN BE AN INTIMIDATING PROCESS, AND WANTING OUR PARENTS TO FEEL LIKE IT IS SOMETHING THAT IS AVAILABLE TO THEM AND THAT THEY WOULD KNOW HOW TO NAVIGATE.

>> ANY ADDITIONAL QUESTIONS? COMMENTS? TIMME? TRUSTEES, ITEM FNG AND DGB WAS PULLED FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION.

MISS BRANUM, DO YOU HAVE A RECOMMENDATION FOR THE BOARD CONCERNING THESE ITEMS?

>> YES, MA'AM. I DO RECOMMEND THAT THE BOARD OF TRUSTEES APPROVE DGB AND FNG AS PRESENTED.

>> THANK YOU VERY MUCH. IS THERE A MOTION TO APPROVE THE CONSENT AGENDA?

>> SO MOVED.

>> THANK YOU, MISS PACHECO. IS THERE A SECOND?

>> SECOND.

>> THANK YOU, MISS RENTERIA.

THERE IS A MOTION BY MISS PACHECO, A SECOND BY MISS RENTERIA.

ARE THERE ANY ADDITIONAL QUESTIONS OR COMMENTS? ALL IN FAVOR, PLEASE RAISE YOUR HANDS.

MOTION PASSES 7-0.

OUR NEXT ACTION ITEM IS TO CONSIDER GIFTS. MISS BRANUM.

[V.A. Consider Gifts]

>> THANK YOU, MISS HARRIS. WE ALWAYS LOVE THIS PART OF THE AGENDA.

AGAIN, WE ALWAYS WANT TO THANK OUR COMMUNITY, OUR BUSINESS, OUR PTAS, WHO POUR INTO OUR CAMPUSES TO PROVIDE THESE ADDITIONAL RESOURCES AND SUPPORT FOR OUR STUDENTS AND OUR STAFF.

MR. PATE, I WOULD LOVE IF YOU WOULD PLEASE SHARE OUR GIFTS OVER 5,000.

>> THANK YOU, MRS. BRANUM. I'M HAPPY TO PRESENT GIFTS RECEIVED THIS MONTH.

WE HAVE ONE GIFT, OVER $5,000 SUBMITTED FOR BOARD APPROVAL.

NAF FUTURE READY DONATED $5,000 TO THE RSD CAREER AND TECHNOLOGY EDUCATION PROGRAM AND WE HAVE 25 GIFTS LESS THAN $5,000 FROM A VARIETY OF SOURCES TO CAMPUSES ACROSS THE DISTRICT TOTALING $22,984.36 WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION.

TOTAL GIFTS THIS MONTH ARE $27,984.36.

>> THANK YOU, MR. PATE. I DO RECOMMEND THAT THE BOARD ACCEPT THE GIFTS OF $5,000 OR MORE AS LISTED.

>> THANK YOU, MR. PATE. THANK YOU, SUPERINTENDENT BRANUM. IS THERE A MOTION?

>> SO MOVED.

>> THANK YOU, MR. EAGER. IS THERE A SECOND?

>> SECOND.

>> THANK YOU, MR. POTEET.

THERE IS A MOTION BY MR. EAGER, A SECOND BY MR. POTEET.

ARE THERE ANY QUESTIONS OR COMMENTS, BOARD? HEARING NONE, ALL IN FAVOR, PLEASE RAISE YOUR HANDS.

MOTION PASSES 7-0 OUR NEXT ITEM IS AN ACTION ITEM TO

[V.B. Ratify Client Service Agreement with the United States Conference of Catholic Bishops for Services to Refugee and Asylee Students]

>> THANK YOU MISS HARRIS. WE ALWAYS LOVE AN OPPORTUNITY WHERE WE HAVE A PARTNER WHO IS WILLING TO PROVIDE SERVICES AND SUPPORTS, AND RESOURCES TO STUDENTS THAT WE KNOW HAVE VERY REAL NEEDS.

WE ARE ENROLLING OUR REFUGEE AND ASYLUM STUDENTS DAILY.

THEY ARE COMING TO US FROM HONDURAS, FROM VENEZUELA, AND OUR REFUGEE SERVICES DEPARTMENT IS DOING A PHENOMENAL JOB OF ENROLLING THEM.

OUR TEACHERS AND PRINCIPALS ARE DOING A GREAT JOB OF WRAPPING OUR ARMS AROUND

[01:30:02]

WE ARE EXCITED ABOUT THIS OPPORTUNITY TO CONTINUE TO FUND AND SUPPORT THAT.

MR. PATE, IF YOU COULD PLEASE SPEAK TO SOME OF THE SPECIFICS OF THIS AGREEMENT.

>> THANK YOU. MISS BRANUM. YES. WE ARE A SUB-GRANTEE OF A GRANT THAT THE US CONFERENCE OF CATHOLIC BISHOPS RECEIVED FROM THE US.

DEPARTMENT OF HEALTH AND HUMAN SERVICES.

THE GRANT STARTED OCTOBER 1ST AND WE HAVE BEEN WORKING ON THAT MEMORANDUM OF UNDERSTANDING WITH THE US CONFERENCE OF CATHOLIC BISHOPS, AND NOW WE HAVE FINALIZED THAT AGREEMENT AND ARE BRINGING IT TO THE BOARD FOR YOUR APPROVAL.

>> THANK YOU, MR. PATE. AGAIN, YOU HAD AN OPPORTUNITY TO HEAR SOME OF THE WORK THAT WE'RE DOING.

THIS SHOULD NOT BE BRAND NEW TO THE BOARD.

WITH THAT, I DO ASK THAT THE BOARD OF TRUSTEES RATIFY THE AGREEMENT WITH THE UNITED STATES CONFERENCE OF CATHOLIC BISHOPS TO RECEIVE FUNDING FROM ORR FOR BRIDGING REFUGEE YOUTH AND CHILDREN'S SERVICES.

>> THANK YOU, MISS BRANUM. IS THERE A MOTION?

>> SO MOVED.

>> THANK YOU, MR. POTEET. IS THERE A SECOND?

>> SECOND.

>> THANK YOU, MISS RENTERIA.

THERE IS A MOTION BY MR. POTEET AND SECOND BY MISS RENTERIA.

ARE THERE ANY QUESTIONS OR COMMENTS? MR. POTEET.

>> QUICK QUESTION JUST FOR CONTEXT ON THIS.

I KNOW WE DO THIS EVERY YEAR AND RENEW THE AGREEMENT, I GUESS EVERY YEAR.

IS THIS TYPICAL AMOUNT OR HAVE WE SEEN THIS HISTORICALLY IN THE SAME AMOUNT OR ARE WE SEEING ANY TRENDS IN THAT?

>> I APOLOGIZE, I DO NOT REMEMBER THE DOLLAR AMOUNT AND HOW THAT IS TRENDING.

I WILL GET THAT INFORMATION FOR YOU.

I WISH I DID HAVE THAT, BUT I'LL TRY GET THAT FOR YOU.

>> THANK YOU. MR. POTEET. ANY ADDITIONAL QUESTIONS? COMMENTS? HEARING NONE, ALL IN FAVOR PLEASE RAISE YOUR HANDS.

MOTION PASSES 7-0.

OUR NEXT ITEM IS AN ACTION ITEM TO RATIFY

[V.C. Ratify User Access Agreement with the Texas Department of Public Safety]

MR. PATE.

>> THANK YOU, MRS. BRANUM. THIS IS ONE OF MY FAVORITE TYPES OF AGREEMENTS TO BRING FORWARD TO THE BOARD BECAUSE THERE IS NO COST ASSOCIATED WITH THIS AGREEMENT.

WE JUST NEED THE BOARD TO APPROVE THIS AGREEMENT.

AGAIN, TRYING TO WORK THROUGH THE PARTICULARS OF THE CONTRACT WITH THE TEXAS DEPARTMENT OF PUBLIC SAFETY TO ALLOW OUR HUMAN RESOURCES DEPARTMENT TO ACCESS MOTOR VEHICLE INFORMATION FOR OUR EMPLOYEES DRIVING DISTRICT VEHICLES.

>> I'M SORRY. THAT WOULD ALSO INCLUDE THE RISK MANAGEMENT DEPARTMENT AS WELL BECAUSE THEY DO A LOT OF THE WORK WITH ANYBODY WHO'S DRIVING IN THE DISTRICT.

>> THANK YOU BOTH.

WITH THAT, I RECOMMEND THAT THE BOARD RATIFY THE INTERLOCAL AGREEMENT WITH THE TEXAS DEPARTMENT OF PUBLIC SAFETY FOR USER ACCESS TO THE DRIVER RECORD SERVICES.

>> THANK YOU MISS BRANUM. IS THERE A MOTION?

>> MOVED.

>> THANK YOU, MISS PACHECO. IS THERE A SECOND?

>> SECOND.

>> THANK YOU, MISS MCGOWAN.

THERE IS A MOTION BY MISS PACHECO, A SECOND BY MISS MCGOWAN.

ARE THERE ANY QUESTIONS OR COMMENTS? HEARING NONE, ALL IN FAVOR, PLEASE RAISE YOUR HAND.

MOTION PASSES 7, 0.

OUR NEXT ITEM IS AN ACTION ITEM TO RATIFY

[V.D. Ratify Maintenance Agreement and Current Expenditures with IdentiSys, Inc.]

MRS BRETT? DR. GOODSON.

>> [LAUGHTER] SHE'S LOOKING RIGHT AT ME. GOOD EVENING, BOARD.

YES. THIS IS JUST SIMILAR TO WHAT MR. PAYTON JUST DESCRIBED.

WE HAVE AN AGREEMENT WITH THIS PARTICULAR VENDOR.

WE COORDINATE ALL OF OUR FINGERPRINTING AND BACKGROUND CHECKS WITH THEM.

THIS IS JUST A MAINTENANCE AGREEMENT JUST IN CASE ANY OF OUR EQUIPMENT GOES DOWN.

JUST AGAIN, CHECKING ALL OF OUR AGREEMENTS, MAKING SURE THAT THEY ARE UP TO DATE.

WE JUST WANT TO MAKE SURE THAT WE HAVE THIS UPDATED ON FILE.

>> THANK YOU, DR. GOODSON.

WITH THAT, I DO RECOMMEND THAT THE BOARD RATIFY THE AGREEMENT AND CURRENT EXPENDITURES AS PRESENTED.

THANK YOU. IS THERE A MOTION?

>> I SO MOVED.

>> THANK YOU. MISS TIMMY, IS THERE A SECOND?

>> SECOND.

>> THANK YOU, MR. EAGER. THERE IS A MOTION BY MISS TIMMY AND SECOND BY MR. EAGER. ARE THERE ANY QUESTIONS OR COMMENTS? HEARING NONE, ALL IN FAVOR PLEASE RAISE YOUR HAND.

MOTION PASSES 7, 0.

MR. BOTIDER DID YOU RAISE HAND?

>> YES.

>> OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER THE ADOPTION OF

[V.E. Adoption of 2025-2026 Academic Calendar]

>> THANK YOU TRACY HARRIS.

AGAIN, WE ARE WORKING A YEAR IN ADVANCE TO ENSURE THAT OUR COMMUNITY AND OUR STAFF HAS AN OPPORTUNITY TO PLAN AND MAKE ARRANGEMENTS FOR THEIR FAMILY ACCORDINGLY.

[01:35:06]

HOWEVER, UNDER THE LEADERSHIP OF MR. HASSO AND OUR CALENDAR COMMITTEE, THEY BROUGHT FORWARD TWO AMAZING OPTIONS THAT REALLY VERY MUCH MIRROR THE CALENDAR THAT WE'VE HAD THIS YEAR AND THE CALENDAR THAT WE WILL HAVE FOR '24, '25.

WE DID POST AS WE SHARE, WE WOULD WE DID PROVIDE A LET'S TOP CHANNEL TO GATHER INPUT FROM STAFF AND COMMUNITY MEMBERS.

MR. HASSO IS GOING TO SHARE WITH YOU THE RESULTS AND THE FEEDBACK THAT WE RECEIVED FROM THE CALENDARS.

THEN SHARE WITH YOU THE CALENDAR THAT WE WOULD LIKE TO MOVE FORWARD FOR YOUR CONSIDERATION. MR. HASSO.

>> THANK YOU. MISS BRANUM. BOARD, GOOD EVENING.

THANK YOU FOR JUST A LITTLE BIT OF TIME TONIGHT TO CIRCLE BACK.

OF COURSE, WE WERE TOGETHER IN JANUARY TO REVIEW BOTH CALENDAR OPTIONS.

I ALSO WOULD BE REMISS IF I DIDN'T THANK THE CALENDAR COMMITTEE FOR REALLY ENGAGING IN THIS WORK, OUR VERY OWN, MISS MCGOWAN, SERVES ON THAT COMMITTEE, WE WERE GLAD TO HAVE HER AT OUR OCTOBER MEETING WHEN WE DEVELOPED THE CALENDAR OPTIONS.

AS MISS BRANUM SAID, THE DAY AFTER THE JANUARY MEETING, WE OPENED A STAFF COMMUNITY FEEDBACK, LET'S TALK CHANNEL.

THAT RAN FROM JANUARY 19 THROUGH FEBRUARY 15TH.

YOU SEE THE SLIDE THERE JUST TO REMIND THE BOARD OF HOW WE WENT ABOUT SOLICITING FEEDBACK ON THE OPTIONS.

THE FEEDBACK CAME BACK FAVORABLE TOWARDS OPTION B.

JUST VERY BRIEFLY I WILL WALK YOU THROUGH.

IF YOU'RE LOOKING AT THE SLIDE AND BOARD, YOU SHOULD HAVE COPIES OF THIS.

IF YOU PREFER TO LOOK AT A HARD COPY, WE'RE LOOKING AT COPY B.

BUT AS I'M LOOKING AT THE SLIDE, I'M LOOKING AT THE TABLE.

JUST A REMINDER THAT READING FROM LEFT COLUMN TO RIGHT, WE WOULD START STUDENTS ON A TUESDAY.

THAT WAS AN IMPORTANT CHARACTERISTIC THAT THE COMMITTEE FELT STRONGLY ABOUT.

THAT NOBODY WANTED TO START ON A MONDAY AND SO TUESDAY, AUGUST 12TH WOULD BE THE DAY THAT WE START.

YOU CAN SEE JUST GOING DOWN THE ROWS, STARTING AGAIN FROM THE LEFT TO THE RIGHT, THE STAFF AND PD HOLIDAYS.

YOU SEE THE NOVEMBER THIRD AND FOURTH COINCIDE WITH THE DAY BEFORE AND THE ACTUAL DAY OF THE ELECTION.

THAT'S SOMETHING THAT WE'VE DONE HERE FOR THE PAST FEW YEARS.

THEN WE SEE THAT WE WOULD COME BACK JANUARY FIFTH, AND WE WOULD HAVE FEBRUARY 15TH OFF AS WELL.

WE DID HAVE COMMENTS IN FAVOR OF COMING BACK AIR QUOTES EARLIER THIS YEAR THAN WHAT WE DID IN 25, 26 EARLIER THAN WHAT WE DID THIS YEAR.

FOR WORKING PARENTS, THERE WAS SOME DISCUSSION THAT THAT WAS A CHALLENGE TO FIND CHILDCARE AND THOSE TYPES OF THINGS, SO THERE WAS SOME FAVORABLE RESPONSE TO THAT. MOVING ON.

FIRST SEMESTER ENDS DECEMBER 19TH.

ACTUALLY, I SKIPPED ONE STUDENT HOLIDAY.

THE THIRD ROW THERE, STUDENT HOLIDAY AND STAFF EXCHANGE DAY.

I WILL CALL TO YOUR ATTENTION AUGUST FOURTH.

THAT EXCHANGE DAY WOULD BE BEFORE CLASSES BEGIN, AND THAT WOULD ACTUALLY BE THE DAY BEFORE WELCOME WEEK.

WELCOME WEEK IS THE WEEK THAT WE SPEND TYPICALLY IN PROFESSIONAL LEARNING.

AUGUST FOURTH WOULD BE THAT DAY PREVIOUS TO THE START OF WELCOME WEEK.

THAT BECAME NECESSARY, SO TO SPEAK, BECAUSE IF YOU GO ALL THE WAY DOWN TO WHERE YOU SEE STUDENT AND STAFF HOLIDAYS, YOU CAN SEE THAT OCTOBER 10TH, IT WOULD NOW BE CONSIDERED A FALL HOLIDAY WHICH COINCIDES, THAT'S FRIDAY AND WOULD BUDDY UP ON OCTOBER 13, WHICH IS OUR TYPICAL FAIR DAY.

THERE WAS AN APPETITE FOR A FALL BREAK IN THE DISTRICT.

UNFORTUNATELY, WE WEREN'T ABLE TO CREATE A FULL WEEK BREAK, BUT WE FELT LIKE A FOUR DAY WEEKEND WOULD BE A GREAT STEP IN THE RIGHT DIRECTION,AND THAT HAD FAVORABLE RESPONSE FROM SEVERAL OF THE FOLKS THAT RESPONDED.

JUST VERY QUICKLY AGAIN, FIRST SEMESTER ENDS DECEMBER 19TH.

YOU CAN SEE IT'S 84 DAYS IN THE FIRST SEMESTER, THAT'S ABOUT SIX DAYS FEWER THAN THE SECOND SEMESTER OR THE SPRING SEMESTER.

IT'S PRETTY TYPICAL.

THE SECOND SEMESTER INVOLVES HEAVY DOSE OF TESTING AND SO SOMETIMES WE HAVE MORE INSTRUCTIONAL DAYS IN THE SECOND SEMESTER.

ONE OF THE FINAL THINGS THAT I WOULD CALL YOUR ATTENTION IS SPRING BREAK IS LISTED AS MARCH 16TH THROUGH THE 20TH.

WE DISCUSSED IN JANUARY HOW THAT'S TENTATIVE BECAUSE WE LINED UP TO DALLAS COUNTY COMMUNITY COLLEGE AND THEY AT THIS POINT, HAVE NOT ANNOUNCED WHAT THEIR SPRING BREAK WOULD BE AT THAT POINT.

WITH THAT BEING SAID, I'VE TRIED TO SHARE SOME OF THE FEEDBACK THAT WE GOT.

THE FOUR DAY FALL BREAK, SO TO SPEAK, WAS MET WITH A VERY FAVORABLE RESPONSE.

THEY ENJOYED OR THEY'RE LOOKING FORWARD TO AN EARLIER RETURN FROM WINTER BREAK.

[01:40:01]

WITH THAT BEING SAID, I WILL BE HAPPY TO ENTERTAIN ANY QUESTIONS THAT YOU HAVE.

>> BOARD, I DO RECOMMEND THAT YOU APPROVE CALENDAR B FOR THE 25, 26 CALENDAR AS PRESENTED.

>> THANK YOU, MISS BRANUM. THANK YOU, MR. HASSO.

THANK YOU VERY MUCH. IS THERE A MOTION?

>> MOVED.

>> THANK YOU, MISS TIMMY. IS THERE A SECOND?

>> SECOND.

>> THANK YOU, MISS PANDHRIA.

THERE IS A MOTION BY MISS TIMMY AND SECOND BY MISS PANDHRIA.

ARE THERE ANY QUESTIONS OR COMMENTS ABOUT THE PERFECT CALENDAR. MISS MCGOWAN?

>> YEAH, I'D JUST LIKE TO SAY THANK YOU, MR. HASSO FOR LEADING THAT AND FOR ALL THE PARENTS AND TEACHERS THAT TOOK OUT TIME AND THEIR BUSINESS SCHEDULES TO PARTICIPATE IN MAKING SURE THAT OUR KIDS ARE WHERE THEY NEED TO BE WHEN THEY NEED TO BE THERE. THANK YOU.

>> ABSOLUTELY. THANK YOU. MR. EAGER.

>> MR. HASSO I'D LIKE TO ALSO COMMENT, PLEASE DON'T GIVE UP ON STRIVING TO GET TO THE PERFECT CALENDAR, [LAUGHTER] BECAUSE SOME DAY YOU CAN ACHIEVE THAT GOAL.

>> YES, SIR. I'M A PERFECTIONIST, SO I HEAR YOU.

>> THANK YOU SO MUCH. ANY ADDITIONAL QUESTIONS? COMMENTS? PERFECT. SO THERE IS A MOTION BY MISS TIMMY, AND SECOND BY MISS PANDHRIA.

ALL IN FAVOR, PLEASE RAISE YOUR HANDS.

RIGHT MOTION PASSES 7, 0. OUR NEXT ITEM IS AN ACTION ITEM FOR THE APPROVAL

[V.F. Approval of Culture of Voting Resolution]

>> THANK YOU, MISS HARRIS. I REALLY APPRECIATE THE BOARD USING THEIR VOICE TO HELP SUPPORT COMMUNITY WIDE MESSAGES THAT WE WOULD LIKE TO SHARE, BOTH INTERNALLY AND EXTERNALLY.

AS WE ARE MOVING INTO THE PRIMARY ELECTIONS AND OTHER IMPORTANT ELECTIONS THAT WE WILL FACE THROUGHOUT THE NEXT YEAR, WE WANT TO CONTINUE TO MESSAGE THE POWER OF USING YOUR VOICE TO VOTE.

REGARDLESS OF YOUR POLITICAL STANCE AND YOUR PERSONAL BELIEFS, JUST BEING ABLE TO EXERCISE YOUR VOTE MAKES A DIFFERENCE.

I OFTEN SHARE WITH OUR STAFF.

AS EDUCATORS, WE HAVE 5,700 EMPLOYEES.

IF ALL 5,700 OF OUR EMPLOYEES, ALONG WITH EDUCATORS ACROSS THE ENTIRE STATE, LEVERAGE THEIR VOICE, I THINK WE COULD MAKE A REAL DIFFERENCE IN SUPPORTING AND ADVOCATING FOR PUBLIC EDUCATION.

I WANT TO THANK MISS MORRIS FOR HER WORK IN DEVELOPING THIS RESOLUTION, BUT IT GIVES US A PLATFORM TO HELP REALLY MESSAGE TO ALL OF OUR STAKEHOLDERS JUST HOW IMPORTANT IT IS TO MAKE SURE THAT THEY GET OUT THERE AND THEY VOTE.

NOT JUST IN THE PRIMARY ELECTION BUT IN EVERY ELECTION.

I DO ASK THAT THE BOARD APPROVE THE RESOLUTION AS PRESENTED.

>> THANK YOU. MISS BRANHAM.

IS THERE A MOTION?

>> SO MOVE.

>> THANK YOU. MISS MCGOWAN.

>> IS THERE A SECOND?

>> SECOND.

>> THANK YOU. MR. POTEET.

THERE IS A MOTION BY MISS MCGOWAN, A SECOND BY MR. POTEET.

ARE THERE ANY QUESTIONS OR COMMENTS? MR. POTEET. [OVERLAPPING]

>> I GOT ONE REALLY QUICK HERE? WE TALK A LOT ABOUT THE KEY TO OUR STUDENTS SUCCESS IN THE FUTURE IS THROUGH EDUCATION AND WE FIRMLY BELIEVE THAT.

BUT I THINK THAT THE KEY TO OUR DEMOCRACY IS PROMOTING VOTING, BEING ENGAGED IN THAT DEMOCRACY.

I THINK THAT THAT'S KEY, THAT'S A CORNERSTONE.

THAT'S SOMETHING THAT WE EASILY GET DISSUADED FROM THROUGH THE COMMERCIALS AND THE FLYERS AND THE AD NAUSEAM THAT WE GET HIT OVER THE HEAD.

BUT I THINK THAT IT'S EVEN SUPER MORE CRITICAL NOW, SO FULLY IN SUPPORT OF THIS CULTURE THAT WE'RE TRYING TO BUILD.

NOT PUSHING PEOPLE ONE DIRECTION OR ANOTHER, BUT PUSHING PEOPLE TO ENGAGE, WHICH I THINK IS ULTRA IMPORTANT.

I JUST WANTED TO SAY THAT.

>> THANK YOU FOR THE IMPORTANT COMMENT, MR. POTEET. MISS MCGOWAN.

>> I DO HAVE ONE QUESTION. I THINK THERE IS POLICY IN THE DISTRICT THAT TEACHERS CANNOT SUPPORT I GUESS BOARD CANDIDATES.

IS THAT POLICY WRITTEN? AND IF THAT'S SO DOES THAT CHANGE ANY OF THIS?

>> JUST TO CLARIFY, IT'S ACTUALLY STATE LAW THAT DISTRICT RESOURCES CANNOT BE USED TO ADVANCE ANY PARTICULAR CANDIDATE.

THAT'S NOT LIMITED TO SCHOOL DISTRICT ELECTIONS, IT'S ANY ELECTION.

>> THANK YOU, MISS MCGOWAN.

ANY ADDITIONAL QUESTIONS, COMMENTS? PERFECT. THERE IS A MOTION BY MISS MCGOWAN,

[01:45:03]

IF THERE'S NO ADDITIONAL QUESTIONS OR COMMENTS ALL IN FAVOR, PLEASE RAISE YOUR HANDS.

MOTION PASSES, 7,0. OUR NEXT ITEM

[V.G. Salary and Compensation Update]

>> THANK YOU, PRESIDENT HARRIS.

I HAVE ASKED DR. GOODSON AND MR. PATE MAY CHIME IN AS WELL.

I REALLY WANTED TO ANCHOR THE NEXT BOARD PRESENTATION THAT WE HAVE COMING UP AFTER THIS WITH INFORMATION AND DATA AROUND WHERE WE ARE WITH SALARY AND COMPENSATION.

IN THE END, AS WE ALL KNOW, MORE THAN 85% OF OUR BUDGET IS INVESTED IN OUR PEOPLE.

TONIGHT IN THIS PARTICULAR PRESENTATION, WE'RE GOING TO REALLY FOCUS OUR EFFORTS ON OUR 2,700 TEACHERS.

THERE ARE 55,000 TEACHERS LEAVING THE PROFESSION ANNUALLY.

THE AMOUNT OF INDIVIDUALS THAT ARE MOVING INTO THE PROFESSION AND MAJORING IN COLLEGE, IT CONTINUES TO GET SMALLER AND SMALLER.

THERE ARE TEACHER PROGRAMS ACROSS THE NATION THAT ARE CLOSING BECAUSE THERE IS NOT AN INTEREST IN THE PROFESSION.

AS A RESULT OF THAT, IT IS PUTTING MORE AND MORE PRESSURE ON ALL SYSTEMS, ALL DISTRICTS ACROSS THE STATE AND I WOULD SAY ACROSS THE NATION TO ENSURE WE HAVE A VERY COMPETITIVE COMPENSATION PLAN.

AS WE HEAR THE NEXT CONVERSATION ABOUT PROJECT RIGHT SIZE AND HOW DO WE CREATE SPACE IN THE BUDGET TO KEEP COMPENSATION AS A PRIORITY IN THE DISTRICT.

I REALLY WANT TO MAKE SURE THAT OUR COMMUNITY UNDERSTANDS THE NEED AND THAT THEY UNDERSTAND WHAT IT IS THAT WE'RE UP AGAINST IN RECRUITING THE BEST OF THE BEST.

NOT ONLY RECRUITING THEM, BUT MOST IMPORTANTLY, RETAINING THE BEST OF THE BEST.

I'M GOING TO TURN IT OVER TO DR. GOODSON TO LEAD US IN THIS CONVERSATION.

THEN OF COURSE, OTHER MEMBERS OF CABINET CAN PLEASE CHIME IN AS WELL. DR. GOODSON.

>> THANK YOU, MISS BRANHAM. GOOD EVENING, BOARD.

YES. MR. PATE WILL BE HELPING ME OUT AS WE GO THROUGH THE PRESENTATION.

THANK YOU FOR THE SET UP.

IT REALLY COVERS REALLY EVERYTHING THAT WE'RE GOING TO TALK ABOUT TONIGHT.

JUST FOR THE FEW MINUTES THAT WE'RE GOING TO BE WITH YOU HERE, WE WANT TO COVER A FEW DIFFERENT ITEMS. ONE IS JUST A BRIEF DISCUSSION ABOUT THE EDUCATION JOB MARKET.

JUST AN OUTLOOK AND THE CONTEXT BEHIND IT.

MISS BRANHAM REFERENCED IT A LITTLE BIT, BUT WE DO WANT TO MAKE SURE PEOPLE UNDERSTAND THE NEW LANDSCAPE OF WHAT IT MEANS TO BE IN EDUCATION RIGHT NOW.

WE ALSO WANT TO MAKE SURE THAT PEOPLE UNDERSTAND THE IMPACT OF THE LACK OF ACTION RESULTING FROM THE LEGISLATIVE SESSION AND THEIR INABILITY TO INCREASE THE BASIC ALLOTMENT BECAUSE IT DOES HAVE AN IMPACT ON EVERYTHING THAT WE'RE TALKING ABOUT AS IT RELATES TO COMPENSATION AND RETENTION.

WE WANT TO REVIEW THE '23, '24 COMPENSATION AND BENEFITS PLAN THAT YOU APPROVED COMING INTO THIS SCHOOL YEAR.

JUST AS A REMINDER OF SOME OF THE STEPS THAT WE HAVE TAKEN WITH YOUR GUIDANCE AND LEADERSHIP TO MAKE SURE THAT WE'RE TAKING CARE OF OUR EMPLOYEES.

THEN BRIEFLY DISCUSS SOME OF THE COMPENSATION CONSIDERATIONS FOR NEXT SCHOOL YEAR FOR '24, '25.

WHEN WE TALK ABOUT RISD, JUST EVEN FROM A BUSINESS PROFILE, MANY PEOPLE MAY NOT REALIZE THAT WE'RE ONE OF THE LARGEST EMPLOYERS IN DALLAS COUNTY, AND WE'RE ACTUALLY THE SECOND LARGEST EMPLOYER IN THE CITY OF RICHARDSON, RIGHT BEHIND STATE FARM.

THAT'S PRETTY SIGNIFICANT.

WE HAVE A LOT OF EMPLOYEES, WE SERVE A LOT OF STUDENTS, AND SO OBVIOUSLY FOR US EDUCATION IS THIS INDUSTRY THAT AFFECTS THE LOCAL ECONOMY.

BECAUSE WE KNOW THAT AS WE SUPPORT STUDENTS LEARNING AND GROWING AND GOING OUT INTO THE WORLD, THEY ARE THE NEXT ROUND OF EMPLOYEES FOR THE COMMUNITY.

WE KNOW THAT THE LOGISTICS THAT GO INTO OPERATING A SCHOOL SYSTEM THAT SERVES OVER 37,000 STUDENTS IS COMPLEX, IT'S NUANCED, BUT IT HAS TO BE TIGHT AS WELL.

IT'S IMPORTANT TO HAVE GOOD SYSTEMS IN PLACE.

WE HAVE 5,790 EMPLOYEES AND AS PER THE PEIMS SNAPSHOT, AND THAT'S ALL TYPES OF EMPLOYEES.

AS OF THE SNAPSHOT, WE HAD 2,758 TEACHERS, 1612 PARAPROFESSIONALS AIDS AND SUPPORT STAFF, 1420 AUXILIARY STAFF, INCLUDING FACILITIES, CAFETERIA STAFF, CUSTODIAL STAFF.

THEN FOR TRANSPORTATION, JUST REMINDING OUR COMMUNITY AND OUR STAFF THAT WE HAVE 175 BUSES TRAVELING OVER 1.4 MILLION MILES.

THAT'S A LOT OF STUDENTS, THAT'S A LOT OF MILES BUT WE KNOW THAT WE HAVE TO HAVE THAT IN PLACE SO OUR STUDENTS CAN ACCESS THAT LEARNING.

WHAT WE DO AS A BUSINESS IS SUPPORT OUR EMPLOYEES. THAT'S OUR JOB.

OUR JOB AS A DISTRICT, NOT JUST HR, AS OUR CAMPUS ADMINISTRATORS, DISTRICT LEADERSHIP.

[01:50:04]

WE'VE LOOKED AT SOME ARTICLES ALONG THE WAY.

AS MS. BRANUM MENTIONED, WE'RE SEEING A SMALLER NUMBER OF PEOPLE GOING THROUGH THE EDUCATION PIPELINE, WE'VE TALKED ABOUT THAT BEFORE.

THE CONCEPT OF THE GREAT RESIGNATION OR THE GREAT RESHUFFLING, WE LOOKED AT AN ARTICLE FROM GALLUP THAT REALLY DELVED INTO THAT.

IN 2021, THEY ASKED EMPLOYEES WHY THEY LEFT THEIR EMPLOYER AND WHAT WOULD ATTRACT THEM TO GO TO A NEW EMPLOYER.

WHAT WE SAW IS, IT WASN'T JUST AS SIMPLE AS EVERYBODY WAS LEAVING OR RESIGNING, AND THIS WAS REALLY A CONVERSATION THAT KICKED IN AFTER COVID, OBVIOUSLY.

IT WASN'T THAT THEY WERE JUST RESIGNING, BUT THEY WERE JUST SHUFFLING, THEY WERE GOING FROM ONE EMPLOYER TO THE NEXT, IN SOME CASES, ONE PROFESSION TO THE NEXT.

WHAT THE RESPONDENT SAID IS, WHILE PAY AND BENEFITS WERE DEFINITELY TOP REASONS THAT THEY GAVE FOR LEAVING, ONLY 14% OF THE RESPONDENTS MENTIONED THEM.

ABOUT 75% OF THE TOP REASONS THAT EMPLOYEES GAVE IN TERMS OF WHY THEY'RE LEAVING OR WHAT WOULD BRING THEM TO ANOTHER PLACE INCLUDED EMPLOYEE ENGAGEMENT AND CULTURE.

HOW DO I FEEL ABOUT THE PLACE WHERE I WORK? HOW ENGAGED AM I WITH MY WORK ENVIRONMENT? CHANCES FOR ADVANCEMENT AND DEVELOPMENT OPPORTUNITIES, NOT BEING TREATED WITH RESPECT, UNREALISTIC JOB EXPECTATIONS AND RESPONSIBILITIES, AND THEN OVERALL, EMPLOYEE WELL BEING.

MAYBE I HAVE TO RELOCATE, I NEED TO TRY TO HAVE SOME WORK-LIFE BALANCE THAT IS VERY IMPORTANT AND THEN OTHER PERSONAL REASONS AND WORK SCHEDULE.

IT REALLY HIGHLIGHTED A LOT OF THE, AGAIN, THE COMPLEXITIES BEHIND WHY PEOPLE LEAVE AND WHY THEY'RE LOOKING TO GO SOMEWHERE ELSE.

YOU MAY RECALL BACK IN 2023, WE CONDUCTED A BENEFIT SURVEY FOR ALL OF OUR EMPLOYEES.

WE'RE VERY HAPPY WITH THE NUMBER OF RESPONDENTS, IT WAS FOR ALL EMPLOYEES, AND WE WANTED TO GET THEIR FEEDBACK ON WHAT WAS IMPORTANT TO THEM.

ONE OF THE FIRST QUESTIONS WAS KNOWING THAT BOTH ARE IMPORTANT, IF YOU HAD TO PRIORITIZE, WHICH ONE WAS MORE OF A PRIORITY, BETTER COMPENSATION OR BETTER BENEFITS? 88.8% OF THE EMPLOYEES WHO RESPONDED PRIORITIZE BETTER COMPENSATION AS A PRIORITY FOR THEM.

BOTH ARE IMPORTANT.

WE DID CONTINUE TO ASK QUESTIONS ABOUT COMPENSATION AND BENEFITS, BUT THAT WAS A STAGGERING NUMBER RIGHT OFF THE BAT OF THIS IS MORE IMPORTANT RIGHT NOW.

75.8% OF THE RESPONDENTS PREFERRED A HIGHER BASE SALARY OVER OTHER COMPENSATION OPTIONS.

YOU'LL RECALL WE TALKED ABOUT A LOT OF DIFFERENT POSSIBILITIES, WHETHER IT WAS STIPENDS, OR PAYING FOR UNUSED DAYS, OR OTHER TYPES OF THINGS LIKE THAT.

FOR THEM, HIGHER BASE SALARY WAS MORE IMPORTANT.

WHEN WE ASKED THEM MORE DETAILED QUESTIONS ABOUT THE TYPES OF BENEFITS, THE ANSWERS REALLY RANGED BASED ON THE YEARS OF EXPERIENCE OF THE EMPLOYEE.

OUR VETERAN EMPLOYEES WHO MORE THAN LIKELY COULD BE CLOSER TO RETIREMENT, THOSE TYPES OF BENEFITS WERE MORE IMPORTANT, THE RETIREMENT CONTRIBUTIONS, THE COMPENSATION FOR UNUSED LEAVE DAYS.

FOR THOSE WHO ARE IN THAT MID RANGE, MAYBE 10-15 YEARS OF EXPERIENCE, AGAIN, COMPENSATION FOR UNUSED LEAVE DAYS AND THEN LOWER HEALTH INSURANCE PREMIUMS. THEN FOR OUR NEWER EMPLOYEES, THE REAL EMPHASIS FOR THEM WAS ON PAID LEAVE OPTIONS.

TYPICALLY, FOLKS WHO ARE NEW TO THE COMMUNITY, NEW TO THEIR NEW CAREER, AND NEWER FAMILY SITUATIONS ABOUT TO HAPPEN.

AS WE CONTINUE TO TRY TO ANALYZE WHERE WE ARE WITH COMPENSATION AND BENEFITS, WE ALSO TOOK A LOOK AT A 2022 TEXAS TEACHER POLL BY THE CHARLES BUTT FOUNDATION THAT CONFIRMED THE CHALLENGES FOR THE ENTIRE INDUSTRY, AS MS. BRANUM SAID, AND I THINK IT'S IMPORTANT TO HIGHLIGHT, IT IS NOT JUST A TEXAS EDUCATION CONCERN, IT REALLY IS A NATIONAL LEVEL CONCERN.

BUT WE LIKE THIS SPECIFIC STUDY BECAUSE IT GAVE US DETAILED INFORMATION ABOUT BEING AN EDUCATOR IN TEXAS.

THEY SURVEYED RANDOM SAMPLING OF TEXAS PUBLIC SCHOOL TEACHERS AND FOUND THAT 77% HAVE CONSIDERED LEAVING THE PROFESSION, AND THAT'S A 19 POINT INCREASE FROM TWO YEARS AGO.

I'M JUST GOING TO LET THAT SIT THERE FOR A SECOND BECAUSE THAT'S CRISIS MODE; THAT'S REALLY WHY WE HAVE TO CONTINUE THESE CONVERSATIONS ABOUT COMPENSATION AND BENEFITS AND SUPPORT.

PAY IS STILL A MAJOR FACTOR, 81% OF TEXAS TEACHERS SAY THAT THE PAY IS UNFAIR, AND THAT'S UP 12 POINTS IN ONE YEAR.

WHAT I THINK WE APPRECIATED ABOUT THIS TYPE OF STUDY IS THAT IT REINFORCED WHAT WE HAVE HEARD FROM OUR EMPLOYEES ALONG THE WAY OVER THE YEARS.

OUR TEACHERS, OUR STAFF MEMBERS, WHETHER IT'S PARAPROFESSIONALS, DIAGNOSTICIANS, SDSS, WE CONSISTENTLY HEAR, AS WE'VE HAD THESE INTERACTIONS,

[01:55:03]

41% OF THOSE RESPONDING, THEY SAID THAT THEY'RE WORKING AN ADDITIONAL JOB OUT OF FINANCIAL NEED, THEY HAVE TO HAVE ANOTHER JOB, AND IN MOST CASES, THIS IS DURING THE SCHOOL YEAR.

IT'S NOT LIKE THEY WAIT FOR THE SUMMER AND WORK A SECOND JOB, THEY'RE WORKING TWO JOBS RIGHT NOW.

ADDITIONALLY, MORE THAN 80% OF TEACHERS SEE SEVERAL THINGS INCLUDING INSUFFICIENT PLANNING TIME, NON-INSTRUCTIONAL RESPONSIBILITIES, AND HIGH-STAKES TESTING AS OBSTACLES TO THEM BEING THE EFFECTIVE TEACHER THAT THEY KNOW THEY CAN BE AND THAT THEY WANT TO BE.

>> I THINK IT'S REALLY INTERESTING THAT BOTH OF THESE, WHETHER IT'S THE GALLUP SURVEY OR THE CHARLES BUTT FOUNDATION SURVEY, THAT REALLY THEY COINCIDE.

WE ARE ASKING TEACHERS TO DO MORE.

THE NEEDS OF OUR STUDENTS ARE GREATER THAN THEY'VE EVER BEEN, WE'RE ASKING OUR TEACHERS TO ADDRESS THEIR EMOTIONAL NEEDS, THEIR ACADEMIC NEEDS, WHILE ALSO THEN NOT PAYING THEM WHAT THEY THINK THAT, WHAT YOU'RE ASKING ME TO DO, THE PAY, IS NOT COMMENSURATE WHAT IT IS YOU'RE ASKING ME TO DO.

YOU'RE ASKING ME TO STAY AFTER AND TUTOR, YOU'RE ASKING ME TO DIFFERENTIATE MY LESSON PLANS TO MEET THE NEEDS OF ALL OF THE STUDENTS THAT I SERVE EVERY DAY.

IF I'M AN ELEMENTARY TEACHER, THAT IS TEACHING FOUR DIFFERENT SUBJECTS, YOU'RE ASKING ME TO DESIGN ENGAGING LEARNING EXPERIENCES IN ALL FOUR OF THOSE SUBJECT AREAS, YOU'RE ASKING ME TO ENGAGE WITH PARENTS AND COMMUNICATE WITH PARENTS AND HAVE PARENTS PARTNER IN THE PROCESS.

THERE'S JUST A LOT THAT WE ASK FOR OUR TEACHERS TO DO AND THEN WE DON'T COMPENSATE THEM AT A LEVEL THAT THEY GO, I'M WORKING SO HARD AND MY PAY DOES NOT SEEM TO MATCH UP WITH THAT, AND THEN SOMETIMES I'M NOW HAVING TO WORK A SECOND JOB AND STILL DO ALL THE THINGS THAT YOU'RE ASKING ME TO DO ALL DAY.

I THINK THAT CULTURE HAS TO BE THERE, THOSE SUPPORTS, THAT TIME HAS TO BE A PRIORITY, AND THEN YOU HAVE TO THEN ALSO MATCH THAT WITH COMPENSATION WHERE OUR TEACHERS AND OUR STAFF FEEL SEEN AND VALUED.

YOU HAVE TO ADDRESS IT FROM BOTH ANGLES.

>> THANK YOU, MS. BRANUM. AS WE CONTINUE, WE KNOW THAT IT'S A PROBLEM THAT NEEDS TO BE ADDRESSED, BUT WE ALSO KNOW THAT IT'S NOT JUST A SINGLE SOLUTION.

IT'S NOT JUST COMPENSATION, IT'S NOT JUST EMPLOYEE WELL-BEING, IT HAS TO BE AN APPROACH THAT ADDRESSES BOTH, AND THAT HAS REALLY BEEN OUR APPROACH AS A DISTRICT, WITH YOUR GUIDANCE AND LEADERSHIP ALONG THE WAY AS WELL BECAUSE WE KNOW THAT WE NEED TO CONSIDER THE BIG PICTURE.

BECAUSE WE'RE NOT JUST TALKING ABOUT RAW NUMBERS, WE'RE TALKING ABOUT PEOPLE, WE'RE TALKING ABOUT PEOPLE WHO ARE HERE TO HELP KIDS LEARN.

THAT HAS BEEN THE EMPHASIS FOR US IN TERMS OF LOOKING AT BOTH EMPLOYEE WELL-BEING AND COMPENSATION.

AS AN ORGANIZATION, WE HAVE TO PRIORITIZE BOTH.

WE CAN'T JUST CHOOSE ONE AND THEN WAIT FOR THE OTHER ONE LATER, WE HAVE TO DO BOTH BECAUSE BOTH OF THEM CONTRIBUTE TO BURNOUT AND STRESS AND HAVING PEOPLE LEAVE, OR NOT HAVING PEOPLE COME TO THIS DISTRICT IN THE FIRST PLACE.

OBVIOUSLY, WE ALWAYS GO BACK TO OUR NORTH STAR GOAL, AND WHAT I REALLY APPRECIATE ABOUT THIS PARTICULAR STATEMENT IS THAT IT IS INCLUSIVE OF EVERYBODY IN THIS DISTRICT, EVERY STUDENT, EVERY TEACHER, EVERY LEADER.

IF I AM A PARAPROFESSIONAL, IF I'M A BUS DRIVER, I'M A LEADER IN THIS DISTRICT.

IF I'M A CAMPUS ADMINISTRATOR, IF I AM MAINTENANCE AND OPERATIONS STAFF MEMBER, I AM A LEADER IN THIS DISTRICT.

TO HAVE A STATEMENT AS STRONG AS THIS THAT SAYS EVERYBODY IS INCLUDED IN THIS GOAL IS VERY POWERFUL.

THAT REALLY KEEPS US LOOKING FORWARD AS WE TRY TO FIND OTHER WAYS TO BE STRATEGIC WITH COMPENSATION AND BENEFITS.

A FEW WAYS THAT WE HAVE PRIORITIZED THE EMPLOYEE WELL BEING ASPECT AND YOU'RE FAMILIAR WITH THESE, BUT IT'S ALWAYS A GOOD REMINDER FOR EVERYONE JUST TO SHOW WHAT TYPE OF PROGRESS WE ARE TARGETING AND TRYING TO MAKE.

WE HAVE CONVERSATIONS ABOUT CULTURE.

JUST THE CULTURE OF RECOGNITION AND CELEBRATION.

I THINK TONIGHT WAS A PERFECT EXAMPLE.

WE DIDN'T USED TO HAVE A TEACHER OF THE YEAR FOR EVERY SINGLE CAMPUS, MS. TAMI AND I, I KNOW WE REMEMBER THE DAYS WHERE THERE WAS A VERY SMALL NUMBER OF PEOPLE WHO GOT THAT VERY FORMAL AND JUST POWERFUL RECOGNITION.

NOW WE HAVE THAT FOR EVERY SINGLE CAMPUS.

WE WANT TO CELEBRATE THE GREAT THINGS THAT ARE GOING ON.

WE HAVE SUPER TEACHER RECOGNITIONS.

WE HAVE EVENTS LIKE THE RESSA BOSSES EVENT EARLIER THIS WEEK.

WE WANT TO CELEBRATE EACH OTHER.

WE WANT TO CONNECT WITH EACH OTHER BECAUSE THAT'S WHAT FAMILIES DO.

WE KNOW THAT THERE ARE GREAT THINGS HAPPENING IN THIS DISTRICT.

WE ALSO KNOW THAT WHEN CHALLENGES DO HAPPEN, WE NEED TO PROVIDE SUPPORT FOR OUR EMPLOYEES, WHETHER THAT'S PHYSICAL HEALTH OR MENTAL HEALTH AND WE CONTINUE TO CELEBRATE OUR FOCUS ON EMPLOYEE WELLNESS WITH OUR PARTNERSHIP WITH RICHARDSON METHODIST AND THE EMPLOYEE CLINIC.

AGAIN, THAT EVERY EMPLOYEE HAS ACCESS TO $10 CO-PAY, WHETHER YOU'RE ON THE INSURANCE OR NOT.

EVERY EMPLOYEE HAS ACCESS TO THAT.

WE HAVE OUR EMPLOYEE MENTAL HEALTH CLINIC WITH OUR PARTNERSHIP THROUGH TEXAS A&M COMMERCE.

AGAIN, ANY EMPLOYEE AND THEIR FAMILY MEMBER AT NO COST,

[02:00:02]

BECAUSE ALL OF THE CONTEXT THAT WE'VE TALKED ABOUT SO FAR, THE ENVIRONMENT THAT IS PUBLIC EDUCATION RIGHT NOW, IT'S A LOT FOR ANYBODY TO JUGGLE.

WE WANT TO BE SURE THAT, AGAIN, LOOKING AT THE BIG PICTURE, OUR EMPLOYEES HAVE ACCESS NOT JUST TO THE EMPLOYEE ASSISTANCE PROGRAM THROUGH OUR INSURANCE.

AGAIN, YOU DON'T HAVE TO HAVE INSURANCE TO ACCESS THAT EITHER.

BUT WE KNOW THAT WE CAN DO MORE AND SO WE'RE LEVERAGING OUR PARTNERSHIPS WITH OUTSIDE GROUPS TOO.

I'VE TALKED ABOUT JUST THAT FAMILY ATMOSPHERE.

IT'S NOT JUST A DISTRICT EXPECTATION THAT WE HAVE A FAMILY ATMOSPHERE.

WE CAN HAVE FUN WITH EACH OTHER, BUT OUR CAMPUS LEADERS KNOW THAT THAT'S AN IMPORTANT ASPECT OF THEIR LEADERSHIP AT THE CAMPUSES AND IN THE DEPARTMENTS THROUGHOUT THE DISTRICT.

COMMUNICATION. REGULAR AND ONGOING COMMUNICATION ONE EXAMPLE IS TABS MONDAY MESSAGE TO STAFF.

EVERY EMPLOYEE IN THE DISTRICT GETS TO HEAR FROM THE SUPERINTENDENT EVERY WEEK.

MORE OFTEN THAN THAT, OBVIOUSLY.

BUT THE REALITY IS WE NEED OUR STAFF TO KNOW THAT WE CARE ABOUT THEM, WE WANT THEM TO KNOW WHAT'S HAPPENING IN THE DISTRICT, WHETHER IT'S AN UPDATE ON A BOARD MEETING OR JUST WHETHER IT'S FINE ARTS OR ATHLETICS, THINGS THAT ARE HAPPENING IN THE DISTRICT.

WE WANT THEM TO BE CONNECTED BECAUSE THIS IS THEIR COMMUNITY TOO.

ALSO, WE HAVE THAT QUESTION FOR ORGANIZATIONS WHERE EMPLOYEES MUST BE ON SITE, HOW DO YOU PROVIDE FLEXIBILITY? BECAUSE THE REALITY IS THERE ARE STILL LOTS OF JOBS OUT THERE WHERE PEOPLE DON'T GO TO THE OFFICE ANYMORE.

THERE'S STILL LOTS OF PROFESSIONS WHERE EVERYTHING IS STILL VIRTUAL.

THEY STILL GET THE JOB DONE, BUT THEY DON'T HAVE TO REPORT TO ANY LOCATION.

NOW, OBVIOUSLY WE DON'T HAVE THAT OPTION, WE DON'T HAVE THAT LUXURY.

WE TRY TO FIND OTHER WAYS TO PROVIDE FLEXIBILITY, INCLUDING THINGS LIKE THE THREE EARLY RELEASE DAYS DURING EACH SEMESTER TO PROVIDE AND GIVE PEOPLE MORE TIME TO DO PLANNING OR PROFESSIONAL LEARNING OR TO JUST WORK IN THEIR ROOMS. THE FIVE PROFESSIONAL LEARNING DAYS DURING THE SCHOOL YEAR ARE DESIGNED TO, WELL FIRST OF ALL, SOMETIMES TO JUST PROVIDE A LITTLE BIT OF A BREAK IN THE ROUTINE, BUT THEN ALSO FOCUS ON THEIR LEARNING, THAT ENGAGEMENT THAT WE WERE TALKING ABOUT EARLIER.

THEN EVEN SOMETHING AS SIMPLE AS MORE FLEXIBILITY IN THE DRESS CODE.

YOU MIGHT HAVE HEARD AGAIN OF SMART CASUAL, WHERE WE NEED TO MAINTAIN PARAMETERS.

WE DON'T NEED WORKOUT MONDAY, WORKOUT TUESDAY, WORK OUT WEDNESDAY, WORKOUT THURSDAY, AND WORK OUT FRIDAY.

WE WERE EDUCATING STUDENTS. THAT WOULD BE GREAT.

I'M SURE EVERYBODY WOULD PREFER THAT.

BUT WE HAVE AN IMAGE AND A REPUTATION TO UPHOLD BECAUSE WE ARE PUBLIC SCHOOL EDUCATORS.

BUT THOSE TYPES OF STEPS ARE DEFINITELY RECOGNIZED BY THE STAFF AND WE CONTINUE TO TRY TO GET CREATIVE WHEN WE CAN.

WHEN IT COMES TO EMPLOYEE COMPENSATION, WE HAVE TO GO BACK AND REMIND EVERYBODY THAT THE LEGISLATURE TOOK NO ACTION TO INCREASE THE BASIC ALLOTMENT.

THAT BASIC ALLOTMENT IS HOW WE PROVIDE THE FUNDING FOR RAISES.

THAT BASIC ALLOTMENT HAS STAYED THE SAME SINCE 2019 AND SO WITH THAT BEING THE CASE, THAT'S WHERE THE EMPHASIS AND THE CHARGE FROM THE COMMUNITY BUDGET STEERING COMMITTEE CAME FROM.

CONSIDERING THESE UNPRECEDENTED TIMES.

WE HAVE TO FIND WAYS TO NAVIGATE DECLINING REVENUE AND INCREASED OPERATING COSTS.

THAT REALLY WAS THE EMPHASIS BEHIND THE RECOMMENDATIONS THAT YOU HEARD FROM THE COMMUNITY BUDGET STEERING COMMITTEE BACK IN DECEMBER AND WHY WE AS A DISTRICT ARE STILL TRYING TO FIND WAYS TO ADDRESS THOSE VERY NUANCED SITUATIONS.

OBVIOUSLY, THE STRATEGIC PLAN IS STILL AN IMPORTANT PART OF WHY AND HOW WE DO THINGS.

YOU SEE THE TWO GOALS THAT REALLY ADDRESS NOT JUST THE PEOPLE, BUT THE MONEY.

IN TERMS OF STAFF RECRUITMENT AND RETENTION, THE COMMITTEE THAT DEVELOPED THE NEW GOALS OBVIOUSLY KNOW THAT WE HAVE TO REIMAGINE THE WAY WE RECRUIT.

EVERYBODY HAS TO RECRUIT, BUT WE HAVE TO REIMAGINE THE WAY WE RECRUIT AND RETAIN QUALITY STAFF THROUGH COMPREHENSIVE STRATEGIES.

WHICH AGAIN GOES BACK TO WHY THINGS LIKE THE CLINIC AND A FEW OF THE OTHER ITEMS I WANT TO SHARE WITH YOU, DAYCARE AND PRE K AND THINGS LIKE THAT ARE PART OF THE OVERALL CONVERSATION, THE OVERALL PACKAGE IN TERMS OF BEING AN EMPLOYEE IN RISD AND THEN OBVIOUSLY BEING GOOD STEWARDS OF THE FINANCES BECAUSE THIS IS NOT OUR MONEY, THIS IS THE TAXPAYER'S MONEY, THIS IS THE COMMUNITY'S MONEY.

WE HAVE TO GET CREATIVE AND ALSO MAKE SURE THAT OUR VOICE IS HEARD COLLECTIVELY IN AUSTIN BECAUSE WE DO BELIEVE THAT CHANGE CAN HAPPEN.

A FEW OF THE WAYS THAT WE'VE TARGETED STRATEGIC COMPENSATION.

WE'VE TALKED TO YOU ABOUT TEACHER INCENTIVE ALLOTMENT AND YOU ALSO HAVE SEEN THE NOTIFICATIONS REGARDING THE NEW NATIONAL BOARD CERTIFICATION COHORT.

WE HAVE ONE COHORT THAT ACTUALLY JUST GRADUATED, SO WE HAVE SEVEN TEACHERS WHO ARE NATIONAL BOARD CERTIFIED.

[02:05:04]

BUT THE GREAT THING ABOUT THAT IS UNDER THE TEXAS TEACHER INCENTIVE ALLOTMENT, ANY TEACHER WHO HAS A NATIONAL BOARD CERTIFICATION AUTOMATICALLY EARNS A DESIGNATION UNDER THE TEACHER INCENTIVE ALLOTMENT.

THEY ARE A RECOGNIZED TEACHER.

AS A REMINDER, THE TEACHER INCENTIVE ALLOTMENT IS A WAY FOR TEACHERS TO BE RECOGNIZED FOR HAVING A SOLID IMPACT ON STUDENT LEARNING.

DISTRICTS CAN DEVELOP AND I GUESS ENACT THEIR OWN LOCAL DESIGNATION PROCESS.

IT HAS TO BE VETTED AND APPROVED BY TEA.

ISDS LOCAL DESIGNATION PROCESS WAS APPROVED AND HAS BEEN IN PLACE FOR A FEW YEARS NOW.

THE GREAT THING ABOUT THIS IS TEACHERS HAVE THE OPPORTUNITY TO EARN A DESIGNATION, EITHER RECOGNIZED, EXEMPLARY, OR MASTER TEACHER.

THAT DESIGNATION IS ON THEIR TEACHING CERTIFICATE FOR FIVE YEARS ONCE THEY EARN THE DESIGNATION.

THEN WITH EACH DESIGNATION FOR THAT FIVE-YEAR PERIOD, THEY CAN GENERATE AN ALLOTMENT, THEY CAN GENERATE ADDITIONAL FUNDS THAT GO DIRECTLY TO THEM, AND IT CAN RANGE ANYWHERE FROM 3,000 TO CLOSE TO $30,000, AND THAT'S ON TOP OF ANY OTHER COMPENSATION THAT YOU AS A BOARD AND WE AS A DISTRICT PUT IN PLACE.

REGARDLESS OF HOW WE MIGHT TACKLE A RAISE GOING INTO ANY GIVEN YEAR, THE TEACHERS WHO EARN THE DESIGNATION ARE GOING TO GET THE HIGHEST AMOUNT POSSIBLE.

WE SEND INFORMATION INTO THE STATE, WE VERIFY THAT THESE ARE CLASSROOM TEACHERS OF RECORD, THEY STUDY THE DATA, THEY APPLY OUR LOCAL DESIGNATION SYSTEM, THEY VERIFY AND VALIDATE IT, AND THEN THEY SEND US A LIST OF THE TEACHERS WITH THE DESIGNATIONS THAT THEY'VE EARNED, AND THEN THEY SEND US A DOLLAR AMOUNT.

THE DISTRICT HOLDS BACK 10 PERCENT JUST FOR OPERATIONAL PURPOSES, AND WE GIVE THE TEACHER THE MAXIMUM AMOUNT, WHICH IS 90 PERCENT OF THAT ALLOTMENT THAT THEY'VE GENERATED.

JUST AS A HISTORICAL PERSPECTIVE, THE FIRST YEAR WE FINALLY GOT DESIGNATED TEACHERS, THEY WENT THROUGH THE TWO-YEAR PROCESS OF DATA GATHERING AND THEN VERIFICATION.

WE HAD SEVEN DESIGNATED TEACHERS WHO EARNED THEIR DESIGNATION THROUGH THE RISD PROCESS.

THE VERY NEXT YEAR, WE HAD 40.

THERE ARE MORE THAN 40 TEACHERS WHO HAVE A DESIGNATION UNDER TIA BECAUSE WE ARE ALSO HIRING TEACHERS WHO COME TO US WITH A DESIGNATION ALREADY, WHETHER THAT BE NATIONAL BOARD CERTIFICATION OR THEY EARNED A TIA DESIGNATION SOMEWHERE ELSE.

BUT WE JUST WANT TO CELEBRATE THE FACT THAT OUR SYSTEM AND THE SCHOOLS THAT ARE IN THE PROCESS RIGHT NOW, WE'VE GONE FROM SEVEN TO 40.

RIGHT NOW, WE'RE IN THE PROCESS OF GOING THROUGH THE VERIFICATION WITH TEA AGAIN.

I'M ANXIOUSLY AWAITING THE NUMBERS BECAUSE I FEEL VERY CONFIDENT THAT WE'RE GOING TO SEE EVEN BIGGER NUMBERS. SORRY.

>> [INAUDIBLE].

>> THAT SOUNDS GOOD TO ME, I LOVE THAT.

BUT AGAIN, EACH TEACHER WHO EARNS THAT DESIGNATION AND THAT ALLOTMENT IS GETTING ADDITIONAL COMPENSATION.

BASICALLY, WE'VE GIVEN THEM THAT LUMP SUM IN THEIR MAY PAYCHECK.

THAT'S QUITE A SUMMER SEND OFF FOR THEM.

BUT AGAIN, THE BEST PART ABOUT IT IS THAT IT REWARDS THEM FOR THAT HARD WORK AND DEDICATION AND MAKING A DIFFERENCE WITH THOSE STUDENTS.

THE EXCITING THING THAT WE WANT TO KIND OF TEASE FOR 24/25, IS THAT, AGAIN, THROUGH THE STRATEGIC PLAN, THROUGH THE COMMUNITY BUDGET STEERING COMMITTEE, WE WANT TO EXPAND THIS.

WE WANT MORE SCHOOLS, IF THEY ARE INTERESTED, AND TEACHERS WHO ARE INTERESTED TO PARTICIPATE, BECAUSE THIS IS FROM THE STATE.

WE WANT THEM TO CONTINUE GETTING THAT RECOGNITION FOR ALL OF THAT HARD WORK.

SO WE'RE EXCITED THAT WE'LL BE ADDING A FEW JUNIOR HIGHS POTENTIALLY HERE IN THE NEXT SCHOOL YEAR, AS WELL AS ADDITIONAL ELEMENTARY SCHOOLS AS WELL.

JUST BRIEFLY, WE WANT TO REVIEW WHAT YOU APPROVED FOR COMPENSATION COMING INTO THIS SCHOOL YEAR.

AGAIN, WE TALKED ABOUT COMPENSATION FROM A BROAD PERSPECTIVE, INCLUDING SALARY, AND STIPENDS, AND BENEFITS.

WE TALKED ABOUT LOCAL LEAVE DAYS AND SICK LEAVE BANK DAYS LAST SCHOOL YEAR.

WE TALKED ABOUT A COUPLE OF EXPANSION OPPORTUNITIES FOR PROVIDING PAID MATERNITY AND PATERNITY LEAVE ACCESS, AS WELL AS BEREAVEMENT LEAVE.

AS A REMINDER, YOU AS A BOARD APPROVED THIS PARTICULAR PAY RAISE STRUCTURE.

WE WENT FROM A STARTING SALARY OF 57,000 TO 60,000, AND THEN YOU CAN SEE WE STRATIFIED THE RAISES FOR TEACHER TYPES.

I DO WANT TO BRING UP, AGAIN, JUST THE WIDE RANGE OF PERCENTAGES FROM 5.75 TO EIGHT PERCENT FOR OUR MOST EXPERIENCED TEACHERS.

WE'VE TALKED ABOUT COMPRESSION BEFORE.

WE'VE TALKED ABOUT TRYING TO MAKE SURE THAT THERE'S A COMFORTABLE DISTANCE BETWEEN THE TEACHERS WHO HAVE VARYING LEVELS OF EXPERIENCE,

[02:10:03]

WE ALSO TARGETED, WITH YOUR SUPPORT, SPECIFIC POSITIONS OR JOB CLASSES THAT WERE BEHIND THE MARKET AND WE KNEW THAT WE NEEDED TO RAISE THAT UP A LITTLE BIT MORE AGGRESSIVELY.

SO YOU'LL SEE THE CUSTODIANS, THE ELECTRICIANS, AND HVAC, AND PLUMBERS, THE PERCENTAGES WERE HIGHER THERE.

SPECIAL ED PARAPROFESSIONALS ALSO.

THEN I THINK AS ANOTHER REMINDER, JUST EVERYBODY, YOU AS A BOARD WANTED TO BE SURE THAT EVERY EMPLOYEE GOT SOME TYPE OF PAY INCREASE, AND THAT'S WHY THE NON TEACHER EXEMPT STAFF AND THE NON TEACHER NONEXEMPT STAFF WERE ALSO IN THERE.

BUT I ALSO WANT TO REMIND PEOPLE THAT THE NONEXEMPT STAFF, WHO ARE TYPICALLY OUR PARAPROFESSIONAL STAFF MEMBERS, GOT A HIGHER RAISE.

OVERALL, JUST REMINDERS ABOUT THE STIPENDS THAT ARE IN PLACE, WHETHER IT'S BILINGUAL CLASSROOM OR SPED.

WE HAVE CTE, CRITICAL NEED.

AGAIN, THE EMPLOYEE CLINIC AS A RESOURCE.

THE EMPLOYEE DAYCARE, CHILD LEARNING ACADEMIES, JUST OPPORTUNITIES FOR OUR STAFF MEMBERS TO REALLY FIND LOTS OF SAVINGS ALONG THE WAY AND FIND THE SUPPORT THEY NEED IN ADDITION TO THE EMPLOYEE PRE-K. THEN AS YOU REMEMBER, WE APPROVED INCLUDING MATERNITY AND PATERNITY LEAVE AS AN ALLOWABLE USE OF SICK LEAVE, BANK, AND HARDSHIP DAYS.

ALSO INCLUDING THREE, AND THAT WOULD BE UP TO 10 DAYS OF PAID MATERNITY AND PATERNITY THROUGH THE SICK LEAVE BANK.

THEN UP TO THREE DAYS JUST FOR SICK LEAVE BECAUSE WE DO HAVE EMPLOYEES OVER TIME WHERE THEY DON'T HAVE ANY DAYS LEFT, AND IF THEY DID HAVE TO GO OUT ON MATERNITY AND PATERNITY, OR GOD FORBID, BEREAVEMENT, THEY WOULD GET DOCKED.

SO THIS JUST GIVES THEM A WAY OF SIGNING UP TO HAVE THOSE PAID DAYS.

IT'S HARD TO PUT A DOLLAR VALUE ON ALL OF THE BENEFITS, BUT WE DID TRY TO CALCULATE A FEW.

WE'VE HAD ALMOST 30 REQUESTS WITH THE SICK LEAVE BANK TO ACCESS SOME OF THOSE EXPANDED BENEFITS.

IF WE CALCULATE, AGAIN, EVERY EMPLOYEE'S DAILY RATE IS DIFFERENT.

BUT WHEN WE LOOKED AT THE NUMBER OF DAYS THAT WERE REQUESTED AND WE CALCULATE THAT BY THOSE EMPLOYEES DAILY RATES, IN ESSENCE, THEY SAVED $40,000 BECAUSE THOSE WERE DAYS THAT THEY DID NOT HAVE TO GIVE UP.

THEY DID NOT HAVE TO GET DOCKED BY THAT, AND SO THAT IS JUST REALLY A TESTAMENT TO THE EMPLOYEES NEEDING THOSE RESOURCES.

AGAIN, WHEN IT COMES TO CHILD LEARNING ACADEMIES AND SAVINGS ON DAYCARE, EASILY COULD SAVE UP TO $9,000 BECAUSE 350 A MONTH IS VERY MUCH ON THE LOW END COMPARED TO YOUR TYPICAL DAYCARE, AND I KNOW MANY OF OUR COMMUNITY MEMBERS KNOW THAT'S A TOUGH PILL TO SWALLOW WHEN YOU'RE PAYING THOSE PRICES.

WE'VE HAD APPROXIMATELY 1,200 PATIENTS THAT HAVE ACCESSED THE HEALTH CLINIC THROUGH RICHARDSON METHODIST, THAT PARTNERSHIP.

AGAIN, WE JUST WANT TO GET AN IDEA OF THE USAGE.

WE DON'T KNOW THE SPECIFICS, WE DON'T KNOW ANY OF THE CONFIDENTIAL DATA.

BUT WE DO WANT TO MAKE SURE THAT THAT THE EMPLOYEES ARE USING IT.

I WOULD SAY IN A SCHOOL YEAR WHERE WE'VE HAD 1,200 PATIENTS ACCESSING THAT, THAT'S A GREAT SUPPORT.

AGAIN, THAT'S EMPLOYEES AND THEIR IMMEDIATE FAMILY AS WELL.

THEN WE'VE ALREADY, THIS IS JUST FROM APRIL OF '23 TO DECEMBER OF '23, WE'VE HAD ABOUT 85 PATIENTS WHO HAVE ACCESSED THE MENTAL HEALTH CLINIC THROUGH OUR PARTNERSHIP WITH A&M COMMERCE.

WE'RE GOING TO WORK ON GETTING JANUARY AND FEBRUARY NUMBERS AS WELL.

BUT TO JUST SEE THAT IT IS BEING USED ALREADY IS VERY ENCOURAGING BECAUSE THEY NEED IT.

I'LL TURN THIS OVER TO MR. PAYTON, HE'LL TALK A LITTLE BIT ABOUT THE INSURANCE CONTRIBUTIONS.

>> THANK YOU, DR. GIBSON. THIS IS JUST A REMINDER OF WHERE WE AND OUR NEIGHBORING DISTRICTS ARE WITH THEIR HEALTH INSURANCE CONTRIBUTION.

AS YOU CAN SEE AMONG THIS GROUP, ALL BUT ONE ARE STILL WITH TRS ACTIVE CARE AS THEIR INSURANCE PROVIDER FOR THEIR EMPLOYEES.

MESQUITE ISD JUST STARTED WITH, I BELIEVE, THIS SCHOOL YEAR IN A SELF-FUNDED PROGRAM OUTSIDE OF THE TRS ACTIVE CARE.

WE HAVE SEEN THE DISTRICT HEALTH INSURANCE CONTRIBUTIONS HAVE REMAINED RELATIVELY STABLE AMONG OUR NEIGHBORING DISTRICTS.

THERE HAVE BEEN SOME SMALL INCREASES AND THESE ARE THE MONTHLY CONTRIBUTIONS.

THEY'VE BEEN RELATIVELY STABLE SINCE THE 1920 SCHOOL YEAR.

HEALTH INSURANCE PREMIUMS THOUGH OVERALL, THE TOTAL BEFORE DISTRICT CONTRIBUTIONS HAVE INCREASED FOR THE ACTIVE CARE HD BETWEEN 12 AND 26% DEPENDING ON THE PARTICULAR COVERAGE, WHETHER IT'S EMPLOYEE AND CHILD, OR EMPLOYEE ONLY, OR EMPLOYEE SPOUSE, EMPLOYEE AND FAMILY.

THERE'S A WIDE RANGE THERE.

[02:15:02]

IF WE INCREASE HEALTH INSURANCE PREMIUMS, AND THIS IS THE BIG CHALLENGE WITH ALL SCHOOL DISTRICTS.

I WAS AT A CONFERENCE THIS WEEK SPEAKING WITH A NUMBER OF MY COLLEAGUES.

WHEN WE INCREASE SALARIES, WE BENEFIT 100% OF OUR EMPLOYEES.

WE ENSURE INCREASED DISTRICT CONTRIBUTION TO INSURANCE PREMIUM.

ALL OF US BENEFIT DIFFERENT PERCENTAGES OF OUR EMPLOYEE STAFF.

FOR RICHARDSON ISD, 55% OF OUR EMPLOYEES PARTICIPATE IN THE DISTRICT'S HEALTH INSURANCE PROGRAM.

I ALSO HAD THE OPPORTUNITY TO SPEAK WITH TRS HEALTH CARE DEPARTMENT AND BLUE CROSS BLUE SHIELD AT THE CONFERENCE AND NEW RATES ARE COMING OUT.

MAY 3 WAS THE DATE THEY GAVE ME.

WE'LL BE CERTAINLY KEEPING YOU UP TO DATE ON THAT WHEN WE GET THAT ADDITIONAL INFORMATION.

LET'S TAKE ANOTHER LOOK AT HOW WE COMPARE TO OUR OTHER DISTRICTS, AND ONE OF THE EASIEST WAYS TO DO THAT IS JUST TO TAKE A LOOK AT TEACHER SALARIES.

THESE ARE THE NEW HIRE SCHEDULES FOR THIS SCHOOL YEAR '23, '24 WITH SOME OF OUR COMPARISON DISTRICTS.

I HAVE IT SORTED BY ENTRY LEVEL, YEAR 0.

AGAIN, THIS IS JUST FOR NEW HIRES, AND YOU CAN SEE WHERE WE ARE AT 60,000.

IF A TEACHER COMES IN TO THE DISTRICT WITH ZERO YEARS OF EXPERIENCE, THEY START AT 60,000.

I HAVEN'T SORTED BY THAT COLUMN AND YOU CAN SEE WHERE WE ARE.

WE WOULD HAVE BEEN WAY ON THE LOW END IF WE HAD STAYED WHERE WE WERE AT 57.

GOING TO 60,000 DEFINITELY HELPED.

BUT WHAT WE ALSO WANT TO POINT OUT IS LOOKING AT THE COLUMNS GOING TO THE RIGHT, BECAUSE IF A NEW TEACHER COMES IN WITH FIVE YEARS OF EXPERIENCE, ACCORDING TO OUR SALARY SCHEDULE, THEY WOULD MAKE 61,375.

I'LL GIVE YOU A SECOND TO LOOK AND SEE WHERE THAT PUTS US WITH THE REST OF THE DISTRICTS.

THEN I REALLY WANT TO BRING YOUR ATTENTION TO YEAR 10 AND FURTHER.

A TEACHER WHO COMES TO US WITH 10 YEARS EXPERIENCE FROM ANOTHER DISTRICT, FOR EXAMPLE, WOULD MAKE 62,750.

LOOK AT WHAT THEY WOULD MAKE IF THEY WENT TO ANOTHER DISTRICT WITH THAT SAME AMOUNT OF EXPERIENCE.

WE'VE TALKED BEFORE ABOUT THE IMPORTANCE OF HAVING SEASONED EXPERIENCED TEACHERS, AND BEING ABLE TO RECRUIT SEASONED EXPERIENCED TEACHERS.

THIS IS PART OF WHAT WE HAVE TO ACCOUNT FOR.

I DO WANT TO REMIND EVERYBODY THIS IS JUST NEW HIRE INFORMATION.

WE HAVE TEACHERS WITH 10 YEARS OF EXPERIENCE IN THIS DISTRICT RIGHT NOW AND THEY DON'T MAKE 62,750, THEY MAKE MORE THAN THAT.

BUT WHAT WE HAVE TO REMEMBER IS WE HAVE FEWER PEOPLE COMING OUT OF COLLEGES AND UNIVERSITIES, AND EVEN ALTERNATIVE CERTIFICATION PROGRAMS WHO ARE GETTING IN LINE TO BECOME A TEACHER.

THAT MEANS WE HAVE TO LOOK TO OUR FRIENDS AND OUR NEIGHBORS TO GO, OKAY, WHAT ABOUT SOME OF THESE FOLKS? AGAIN, IT JUST SPEAKS TO THE IMPORTANCE OF, AGAIN, IT'S GOOD TO LOOK AT THE WELLNESS AND THE BENEFITS PART, BUT THIS IS JUST AS IMPORTANT.

AS YOU CAN SEE, AS YOU GO FURTHER DOWN THE LINE TO YEAR 15 AND 20, WE ARE AGAIN ON THE LOW END.

>> I WANT TO SIT ON THIS SLIDE FOR A MINUTE.

WE'RE ABOUT TO HAVE A REALLY DIFFICULT CONVERSATION ABOUT WHAT DO WE DO AS A DISTRICT TO RIGHT SIZE SOME OF THE EXPENDITURES THAT WE HAVE.

A BIG REASON FOR THAT IS THIS SLIDE RIGHT HERE.

IF WE WANT ACADEMIC OUTCOMES FOR STUDENTS, WE KNOW THE NUMBER 1 CORRELATE TO THAT IS THE BEST TEACHERS IN THE CLASSROOM, PERIOD.

IF WE'RE GOING TO ATTRACT AND RETAIN THE VERY BEST TEACHERS, WE HAVE TO HAVE ROOM IN THE BUDGET TO PRIORITIZE TEACHER COMPENSATION AND STAFF COMPENSATION.

OUR TEAM CANNOT ADDRESS THIS SALARY SCHEDULE AND BE AGGRESSIVE WITH THE SALARY SCHEDULE.

WHEN WE POTENTIALLY HAVE A 28, 30 MILLION DOLLARS DEFICIT BUDGET.

WE CANNOT KEEP DIPPING INTO OUR FUND BALANCE AND INTO OUR SAVINGS AT A LEVEL THAT MAKES US UNHEALTHY.

THIS IS REALLY IMPORTANT AS A DISTRICT, WE WANT TO BE THE BEST OF THE BEST, AND IT REQUIRES THAT WE HAVE THE BEST STAFF.

I NEED THE RESOURCES IN ORDER TO ADEQUATELY COMPENSATE THE STAFF THAT WE WANT TO ATTRACT AND RETAIN.

THIS IS OUR WHY. OUR STUDENTS ARE NUMBER 1 WHY, AND THE TEACHERS THAT SERVE THEM EVERY DAY FALL RIGHT BEHIND.

>> CONSIDERATIONS FOR '24, '25.

I'LL TURN THIS BACK OVER TO MR. PATE JUST TO TALK THROUGH THE NUMBERS IN THE CALCULATIONS.

>> LET ME JUST START OFF WITH,

[02:20:01]

THIS IS NOT A RECOMMENDATION FROM STAFF AT THIS POINT, IT IS JUST SO THAT YOU CAN UNDERSTAND JUST A STARTING POINT OF THE MAGNITUDE OF THE COST OF RAISES.

A 1% RAISE, 3.2 MILLION.

2% 6.4.

3% RAISE, ABOUT 9.5 MILLION.

4% RAISE WOULD BE ABOUT 12.7 MILLION.

AGAIN, IT'S JUST FOR STARTING A CONVERSATION, THIS IS NOT A RECOMMENDATION AT THIS POINT.

THEN THE NEXT SLIDE, TWO SLIDES ARE THE BUDGET CALENDAR THAT IS THERE FOR YOUR INFORMATION.

NONE OF OUR TIMELINES HAVE CHANGED ON THIS.

I LIKE TO ALWAYS MAKE SURE THAT WE INCLUDE THESE IN EVERY ONE OF OUR BUDGET CONVERSATIONS SO THAT WE CAN ALL KNOW WHERE WE ARE STAYING ON TRACK WITH THE PROCESS TO ADOPT A BUDGET BEFORE THE END OF JUNE.

WITH THAT, I BELIEVE WE WILL TAKE ANY QUESTIONS.

>> ALL RIGHT. BOARD, IT IS YOUR OPPORTUNITY TO ASK QUESTIONS.

I THINK MISS TIMME HAS HER HAND UP FIRST. PLEASE.

>> I DO. I'M VERY PASSIONATELY BELIEVE THAT WE HAVE TO HAVE THOSE BEST TEACHERS, AS YOU SAID, IN THAT CLASSROOM.

THAT IS WHAT IS GOING TO GET THE OUTCOMES THAT WE WANT FOR STUDENT GROWTH.

BUT ON TOP OF THAT, JUST AS A FORMER TEACHER AND FORMER PRINCIPAL MYSELF, THE EXPERIENCED TEACHERS BRING SO MUCH VALUE FOR OUR NEW TEACHERS, FOR OUR FAMILIES, FOR OUR STUDENTS, AND HAVING THAT BALANCE IS SO CRITICAL.

I KNOW THAT YOU SAID THAT DISPARITY REALLY WAS ONLY FOR NEW TEACHERS COMING IN, BUT I WOULD SAY THE SMALLNESS OF IT.

BUT I WOULD SAY WHEN WE LOOKED AT THE NEW TEACHERS SALARIES, AND THEN WE ALSO COMPARED WHERE WE ARE WITH OUR CURRENT EXPERIENCED TEACHERS, COMPARED TO OTHERS THAT WE FELL FAR BEHIND TOO.

WE HAVE, IN MY OPINION, DONE A DISSERVICE TO OUR EXPERIENCED TEACHERS RETAINING THEM, BUT ALSO RECRUITING THEM IN SALARY.

WE HAVE TO BE ABLE TO RIGHT SIZE THAT.

I KNOW THAT MAKES FOR DIFFICULT DECISIONS, BUT OUR EXPERIENCED TEACHERS, THAT'S THEIR RETIREMENT.

>> YEAH.

>> I DON'T KNOW HOW LONG IT WAS BEFORE THEY GOT A COST OF LIVING BOOST.

I CAN'T REMEMBER HOW MANY YEARS THAT WAS.

SO MANY, IT'S EMBARRASSING FROM THEIR TRS.

BUT WHEN I LOOK AT THOSE TEACHERS, WHETHER YOU LOOK AT OUR STARS TEACHERS OF THE YEAR OVER THE YEARS, OR WHETHER YOU LOOK AT OUR TEACHERS OF THE YEAR THAT WALKED THROUGH HERE EARLIER, THEIR EXPERIENCE IS WHAT MADE THEM GREAT.

IT IS HARD AS A NEW TEACHER TO COME IN, NOT THAT YOU CAN'T, BUT IT IS HARD.

IT IS THAT EXPERIENCE OVER TIME AND WHAT THEY INVEST IN THAT CLASSROOM AND IN THEIR CRAFT THAT MAKES THEM GET THE RECOGNITION OF THEIR COMMUNITIES, OF THEIR PEERS IN ORDER TO GET THAT AWARD FOR THEIR BUILDING.

IF WE DO NOT AGGRESSIVELY ADDRESS OUR SALARY PIECES, WE ARE NOT, TO YOUR POINT, NOT GOING TO BE ABLE TO COMPETE.

WE ARE NOT GOING TO GET THE BEST TEACHERS IN HERE.

I WANT THAT FOR EVERY CHILD.

I WANT THAT FOR MY CHILD.

I WANT THAT FOR YOUR CHILDREN.

I WANT THAT FOR EVERY COMMUNITY MEMBERS CHILDREN TO HAVE THE BEST TEACHERS IN THERE AND COMPENSATION THEY DESERVE IT. WE HAVE TO ADDRESS THAT.

I KNOW WE CAN'T MAKE IT UP IN ONE YEAR, AND I KNOW WE CAN'T MAKE IT UP IN TWO YEARS, AND I KNOW IT'S GOING TO TAKE TIME.

BUT TO YOUR POINT, IF THAT'S WHAT WE WANT TO DO, AND IF THAT'S WHAT WE WANT FOR OUR TEACHERS, AND IF THAT'S WHAT WE KNOW IS GOING TO MAKE A DIFFERENCE, THEN UNFORTUNATELY WE ARE IN THE POSITION OF, WE CANNOT HAVE ALL THE THINGS AND WE'RE GOING TO HAVE TO MAKE TOUGH DECISIONS.

BUT I BELIEVE THAT OUR STAFF AND WHAT THEY BRING TO OUR SCHOOLS AND TO OUR STUDENTS ARE WORTH IT.

>> THANK YOU, MISS TIMME. THANK YOU SO MUCH.

ANY ADDITIONAL QUESTIONS? DID YOU HAVE QUESTION? MISS ANDREA.

>> YES, I JUST WANTED TO, YES, DITTO TO WHAT MISS TIMME SAID.

ABSOLUTELY, I TOTALLY AGREE WITH HER.

I ALSO JUST WANTED TO MAKE A COMMENT ABOUT JUST AS I SAW THE CULTURE PART.

I JUST THINK THAT THAT'S AMAZING, THE WORK THAT WE'VE DONE, WHAT WE'VE DONE TO PRIORITIZE THAT.

NOT TOO LONG AGO, I HAD A COUPLE OF PEOPLE JUST BY COINCIDENCE THAT HAD COME UP TO ME AND SAID, THE DAYCARE HAS MADE SUCH A DIFFERENCE.

I THINK FOR US, WHEN THIS FIRST CAME ON FOR US TO DISCUSS, IT WAS ONE OF THE THINGS THAT WE PRIORITIZE.

OUR PRIORITY, THERE'S ALWAYS CHILDREN, AND SO WE ALSO CARE ABOUT OUR FAMILIES AND OUR TEACHERS THAT HAVE THEIR OWN CHILDREN, AND IT'S JUST WONDERFUL TO HEAR TEACHERS THAT SAY, HEY, I WAS GOING TO GO AHEAD AND MAYBE JUST QUIT OR WAIT A FEW YEARS, STAY HOME, BUT NOW I CAN DO WHAT I LOVE AND ALSO KNOW THAT MY CHILDREN ARE BEING TAKEN CARE OF.

THOSE FACILITIES ARE AMAZING.

THE QUESTION WITH THAT I HAD THOUGH, MISS BRANHAM,

[02:25:02]

THAT AMOUNT IS ASTONISHING.

IT'S BEEN A LONG TIME SINCE I'VE HAD BABIES AND TO PAY FOR DAYCARE OR SOMETHING.

BUT TO SEE THAT THE AMOUNT THAT YOU PUT THERE, $9,000 THINK IS WHAT IT SAID.

THEN WAS IT 350 IS WHAT WE CHARGED? 350. AGAIN, I CAN SEE WHERE THE GRATITUDE, THEY WERE JUST SO GRATEFUL FOR THAT.

CAN YOU TELL ME A LITTLE BIT MORE ABOUT, BECAUSE I KNOW WE HAVE R2.

>> YES MA'AM.

>> IF YOU CAN JUST ELABORATE WHERE WE'RE AT WITH THAT AND IF THERE'S A WAITING LIST OR HOW THAT WORKS?

>> WE DO, YES. WE HAVE A LITTLE EAGLES, 57 STAFF CHILDREN.

I THINK IT'S ALSO IMPORTANT TO NOTE THAT OUR DAYCARES ARE OPEN UP TO ALL STAFF, AUXILIARY, PARAPROFESSIONAL, AND PROFESSIONAL STAFF.

A LITTLE MUSTANGS. WE HAVE 67 CHILDREN THAT WE SERVE, SO THAT'S ABOUT 124.

WE HAVE 167, I BELIEVE, ON OUR WAIT LIST CURRENTLY THAT ARE HOPEFUL.

OF COURSE, WE HAD ONE OF OUR ASSISTANT PRINCIPALS WAS HERE IN THE AUDIENCE, AND SHE JUST HAD A SWEET BABY GIRL, AND SHE'S HOPING TO BE ADDED ON THE WAIT LIST AS WELL.

WE KNOW THE DEMAND IS EVEN GREATER.

AS THE BOARD HAD CREATED AN OPPORTUNITY AND HAS CHARGED THE STAFF WITH CONTINUING TO TRY TO FIND OPPORTUNITIES TO EXPAND BECAUSE THE DEMAND IS ABSOLUTELY THERE.

>> THAT'S AWESOME. THANK YOU.

>> I'M JUST AROUND THE DAYCARE REAL QUICK. I'M SO SORRY.

I THINK IT'S REALLY IMPORTANT TO FOR OUR COMMUNITY TO UNDERSTAND.

AS A RESULT OF THIS INNOVATIVE WORK, WE HAVE RECEIVED MULTIPLE TEXAS WORKFORCE COMMISSION GRANTS THAT HAVE HELPED SUBSIDIZE THE FUNDING OF THESE PROGRAMS IN HUNDREDS OF THOUSANDS OF DOLLARS.

BECAUSE THEY RECOGNIZE, AGAIN, HOW IMPORTANT IT IS TO HAVE HIGH QUALITY, AFFORDABLE DAYCARE.

WE HAVE OTHER ORGANIZATIONS THAT ARE INVESTING AND POURING IN TO HELP SUBSIDIZE WHAT THE DISTRICT IS HAVING TO INVEST IN THOSE PROGRAMS.

>> THANK YOU FOR THAT.

JUST TO END THAT, AS FAR AS THE CULTURE, AGAIN, I THINK THE COMPENSATION IS SO IMPORTANT AS MISS TIMMY MENTIONED BUT THAT CULTURE THAT WE ADD TO IT.

THE OTHER THING WAS SOMEBODY WHO CAME AND SAID THE IMPORTANCE OF OUR MENTAL WELLNESS CLINIC.

THAT IS JUST SUCH A NEED.

AGAIN, TO PRIORITIZE THAT IS SOMETHING THAT PEOPLE CAN AFFORD.

OUR TEACHERS, AGAIN, WE CARE ABOUT THEIR FAMILIES, WE CARE ABOUT THEIR OWN HEALTH, PHYSICAL, MENTAL, AND THAT THEY'RE JUST VALUED.

I THINK THAT'S SUPER IMPORTANT.

AGAIN, I'M JUST VERY GRATEFUL FOR THAT.

I THINK IF WE CAN BALANCE THOSE TWO BEAUTIFULLY, IT WOULD BE SUPER AWESOME.

>> THANK YOU FOR YOUR COMMENTS. MISS MCGOWAN, I BELIEVE YOU HAD A QUESTION.

>> YES. THANK YOU, MR. GOODSON, FOR THAT PRESENTATION.

I'M A RICHARDSON PRODUCT AND I LOVE THIS DISTRICT AND I HAVE KIDS HERE, FIVE YEAR OLD AND 15 YEAR OLD.

JUST LIKE MISS TIMMY SAID, I WANT WHAT'S BEST FOR MY KIDS AND I WANT WHAT'S BEST FOR THE DISTRICT'S KIDS.

I TO AGREE THAT WE HAVE TO PAY OUR TEACHERS.

THAT'S OUR PRIMARY RESOURCE AND WE'RE GOING TO HAVE TO DO BETTER BY OUR TEACHERS.

I'M ALSO INTERESTED IN LEARNING MORE ABOUT, IF WE CAN ABSORB MORE ON THEIR BENEFITS PACKAGES, ON THE HEALTH BENEFITS, WHENEVER WE GET THAT BACK, IF THERE'S ANY MORE WE CAN ABSORB THERE FOR OUR TEACHERS.

ALONG WITH THE PAY AND INCREASING THE PAYING FOR OUR TEACHERS.

THERE'S ALSO ANOTHER PIECE TO THIS.

IT'S NOT JUST PAYING THEM MORE, BUT IT'S DEALING WITH SOME OF THE CORE ISSUES IN OUR SCHOOLS, WHICH ARE COUNSELING SERVICES FOR OUR STUDENTS, BEHAVIORAL ISSUES, HOW WE MANAGE ACADEMIC RIGOR AND OUR EXPECTATIONS AND HOW WE HOLD EVERYONE ACCOUNTABLE IN OUR SCHOOLS, TEACHERS, KIDS, OURSELVES, AND THEN COMMUNITY WITH LEGISLATION ACTION.

ALL OF THIS GOES INTO THE ENTIRE PLAY THAT'S CRITICAL TO CONTINUE IN PUBLIC EDUCATION. I THINK THAT'S ABOUT IT.

>> I REALLY APPRECIATE YOU SAYING THAT, BECAUSE AGAIN, AS I COMMENTED EARLIER, PART OF WHY THAT PAY FEEL SO LITTLE IS BECAUSE OF THE TOTALITY OF WHAT WE ASK OUR TEACHERS TO DO EVERY SINGLE DAY.

ONE OF THE THINGS THAT OUR TEAM IS WORKING ON AND WE WILL BE BRINGING FORWARD TO THE BOARD IN APRIL AND MAY IS REALLY BEGINNING TO RETHINK DISCIPLINE AND HOW WE HANDLE STUDENT BEHAVIORS, HOW WE ADDRESS JUST EXPECTATIONS.

WHEN YOU ENTER INTO THE FOUR WALLS OF RICHARDSON ISD, WHAT IT IS THAT WE EXPECT FROM OUR STUDENTS.

AGAIN, ON OUR CLIMATE SURVEY ANNUALLY,

[02:30:02]

UNRULY STUDENTS AND HOW UNRULY STUDENTS ARE HANDLED CONTINUES TO BE AN ACHILLES HEEL.

I THINK WE'RE AT A PLACE WHERE WE HAVE TO DO BETTER TO SUPPORT OUR TEACHERS WITH THOSE BEHAVIORS, WHICH ALSO MEANS THERE'S A RESPONSIBILITY ON OUR PARENTS.

WE'RE GOING TO BE ASKING OUR PARENTS TO ALSO, AND OUR GUARDIANS AND SUPPORT SYSTEMS AND FOR SOME OF OUR STUDENTS WHERE FAMILIES, FOR A VARIETY OF REASONS, MAYBE HAVE CHALLENGES OF THEIR OWN.

HOW DO WE PROVIDE THE SOCIAL SERVICES AND THE COUNSELING SUPPORTS TO FILL IN THAT GAP? THAT WILL BE A PART OF OUR WORK.

IN TERMS OF THE COMPENSATION RECOMMENDATIONS AND HEALTH INSURANCE AND ANY OF THOSE ADJUSTMENTS, WE ARE NOWHERE NEAR READY TO BRING FORWARD ANY RECOMMENDATIONS FOR THAT.

THE MAIN REASON IS UNTIL WE MAKE DECISIONS ABOUT HOW TO RIGHT SIZE OUR BUDGET, I DON'T EVEN KNOW WHAT DOLLARS WE'LL HAVE AVAILABLE TO MAKE THOSE RECOMMENDATIONS.

WE REALLY HAVE SOME KEY DECISIONS TO MAKE BEFORE WE'LL KNOW LIKE, HEY, WE HAVE THIS MUCH CAPACITY IN THE BUDGET AVAILABLE IN ORDER TO INVEST IN WHETHER IT'S HEALTH INSURANCE, BENEFITS AND COMPENSATION.

>> ONE MORE PART TO THAT, AND YOU MENTIONED THE CULTURAL SURVEYS THAT WE DO WITH OUR TEACHERS.

HOW FREQUENT ARE WE DOING THOSE?

>> WE DO THOSE AT THE BEGINNING OF THE YEAR AND THE END OF THE YEAR.

>> THANK YOU, MISS MCGALLY.

I THINK I SAW MR. EAGER.

>> THE RESOLUTION WE JUST TALKED ABOUT, MAKING SURE THAT YOUR VOICES ARE HEARD.

BECAUSE WE SIT HERE AND WE ARE WORRIED ABOUT PAYING TEACHERS, WHICH IS EDUCATING OUR NEXT GENERATION KIDS.

I'M JUST GOING TO GIVE YOU AN EXAMPLE OF WHAT IT'S LIKE AND WHAT WE'RE DEALING WITH AND THE LACK OF FUNDING FROM THE LEGISLATURE.

IMAGINE IF YOUR JOB AND I WENT TO YOU AND SAID, HEY, IT'S 2019.

I KNOW THAT THINGS ARE TOUGH AND EVERYTHING, I CAN'T GIVE YOU A RAISE.

2020, CAN'T GIVE YOU A RAISE, '21 CAN'T GIVE YOU A RAISE, '22 CAN'T GIVE YOU A RAISE, '23, I CAN'T GIVE YOU A RACE.

BUT YET, YOUR EXPENSES ARE GOING UP, YOUR UTILITIES, YOUR FOOD COST, EVERYTHING'S GOING UP.

OH, BY THE WAY, I'M HAT IN YOUR NEIGHBORHOOD.

WHILE IT'S NEEDED, I'M GOING TO ENFORCE THAT YOU HAVE A NEW SECURITY FORCE IN YOUR NEIGHBORHOOD, OH, BY THE WAY, YOU GOT TO PAY FOR IT.

YOU DON'T GET ANY EXTRA MONEY.

THEN LET ME ADD ONE MORE THING TO THIS AND SAY, BY THE TIME YOU'RE LOOKING AT YOUR COMPANY'S FINANCIAL STATEMENTS BECAUSE I'M SORRY, I PUT THIS IN BUSINESS TERMS AND YOU HAVE THE SINGLE LARGEST PROFIT IN COMPANY HISTORY AND THEY SAY NOTHING'S AVAILABLE FOR YOU.

THAT'S WHY IT'S SO IMPORTANT THAT YOU MAKE YOUR VOICE HEARD DOWN IN AUSTIN.

FOR OUR LEGISLATORS WHO SUPPORTED PUBLIC EDUCATION, THANK YOU.

BECAUSE IT IS NOW LANDING AT OUR DOORSTEP NOW BECAUSE WE ARE DOING EVERYTHING WE CAN.

I CAN TELL YOU THAT THEY'RE DOING EVERYTHING THEY CAN TO PROVIDE A COMPETITIVE SALARY AND TO PAY OUR BILLS.

BUT IT IS 5.5 MILLION KIDS IN TEXAS THAT IS PAYING THE PRICE.

IF YOU'RE GOING TO INVEST MONEY ANYWHERE BY TAXPAYER DOLLARS, IT SHOULD BE OUR KIDS.

THEN THERE'S THIS NARRATIVE.

WELL, MR. EAGER, I'M PAYING MORE ON PROPERTY TAXES.

EVEN WITH THE RELIEF, I'M PAYING MORE THAN I EVER HAVE.

WELL, GUESS WHAT? MOST PEOPLE IN THE COMMUNITY DON'T KNOW THAT MONEY THEN COME BACK TO US.

WE DON'T GET ANY MORE FROM THAT ALLOTMENT.

I'M FRUSTRATED BECAUSE IT IS OUR KIDS AND OUR TEACHERS IN OUR COMMUNITY THAT IS PAYING THE PRICE IN THIS NARRATIVE OF A FAILING PUBLIC SCHOOL SYSTEM.

I CAN TELL YOU RIGHT NOW IN BIG BUSINESS, IF YOU WANT A BUSINESS TO FAIL OR SUBSIDIARY OF A DIVISION, YOU CHOKE IT OF FUNDING.

THAT'S HOW YOU KILL IT.

IF YOU WANT THAT IS WHAT YOU CAN DO, YOU REDUCE THE FUNDING.

BECAUSE I CAN PROMISE YOU RIGHT NOW, IF GIVEN THE FUNDING, THE SPECIAL NAMES,

[02:35:03]

I PROMISE YOU. THERE'S CORRELATIONS, THE AMOUNT OF RESOURCES AVAILABLE TO THE TOP PERFORMING STATE.

THERE IS A CORRELATION OF FUNDS AND RESOURCES AVAILABLE FOR KIDS.

>> TEXAS 43RD.

>> 43RD. NOW EVERYBODY IS 43.

I'M JUST GOING TO SAY IT IS SO IMPORTANT FOR YOU TO GO DOWN AND MAKE SURE YOU VOTE WHATEVER YOU BELIEVE.

THAT'S WHY WE ARE BLESSED TO LIVE IN AMERICA BUT IF YOU DON'T VOTE, THIS IS THE STUFF AND YOU SAY, WELL, IT'S ONLY HAPPENED IN RESTRICT.

READ AND LOOK AT THE NEWS, IT IS IMPACTING DISTRICT AFTER DISTRICT AFTER DISTRICT AND KIDS ARE PAYING THE PRICE FOR THIS.

IT'S GOING TO BE GENERATIONS OF KIDS THEY'RE PAYING BECAUSE GUESS WHAT? EVEN IF THEY WIGGLE OR NOT, JUST SEE THERE'S 4.4 BILLION DOLLAR SITTING DOWN IN AUSTIN.

IT'S BEEN APPROPRIATE, WON'T GET SPENT.

ITS NOT COMING TO US AND THIS IS WHERE IT'S HITTING OUR DOORSTEP RIGHT NOW.

PLEASE TAKE THE TIME, RESEARCH, VOTE AND MAKE SURE YOUR VOICE IS HEARD.

IF YOU CARE ABOUT PUBLIC EDUCATION, PLEASE MAKE IT HEARD BECAUSE IF WE CONTINUE WITH THIS LACKADAISICAL, MY KIDS ARE GRADUATED, BUT WE ARE SO WORRIED ABOUT THAT NEXT GENERATION OF KIDS.

WE'RE HAVING TO DO THE SHRINKING OF CLASSROOMS, WE'RE HAVING TO CUT RESOURCES.

THERE ARE ALL THESE THINGS. AS YOU CAN TELL, I'M A LITTLE FRUSTRATED AND IRRITATED.

I THINK AT THE END OF THE DAY, IT IS IRRESPONSIBLE, AND IT IS NEGLIGENT OF WHAT'S GOING ON DOWN THERE.

MAKE SURE IT'S HEARD, MAKE SURE YOU LET IT NOW SO THAT WE CAN GET BACKED, AND I HAVE HOPE OUR COMMUNITY WILL PULL TOGETHER, WE DO EVERYTHING WE CAN.

WE KNOW WE WILL GET THROUGH THIS, BUT WE SHOULDN'T HAVE TO BE DOING HALF THE STEP WE'RE HAVING TO DO RIGHT NOW.

THANK YOU FOR LISTENING.

I DO HAVE HOPE, I BELIEVE IN THIS COMMUNITY, WE ALWAYS PULL TOGETHER, AND WE'LL GET THROUGH IT.

BUT IT SHOULD BE EASIER THAN WHAT WE'RE DEALING WITH RIGHT NOW.

>> ABSOLUTELY. THANK YOU, MR. EAGER. [APPLAUSE] YES.

THANK YOU SO MUCH. WE REALLY APPRECIATE THAT.

MISS PACHECO, DID YOU HAVE SOMETHING?

>> YES, I DO. BUT I CAN'T FOLLOW THROUGH WITH MR. EAGER'S PASSION, BUT I AGREE WHOLEHEARTEDLY WITH IT.

BUT YES, TALKING ABOUT THE LACK OF FUNDING THAT WE'RE GETTING FROM THE STATE AND ALL THE DIFFERENT REQUESTS THAT WE HAVE TO FULFILL, AND THE FACT THAT WE HAVE TO GET CREATIVE TO SUPPORT OUR TEACHERS, ESPECIALLY OUR TEACHERS WITH A LOT OF EXPERIENCE.

DO YOU KNOW DR. GOODSON, IF THERE'S A WAY WHEN WE RECRUIT NEW TEACHERS BECAUSE WE HAVE TO GET CREATIVE, ARE WE QUANTIFYING THE BENEFITS OF THE CULTURE THAT THE DISTRICT IS PROVIDING IN THE RECRUITMENT, SO THAT WAY THE SALARY EVEN THOUGH IT'S LOW, BUT WE HAVE ALL THESE BENEFITS, AND IF WE QUANTIFY IT, AND HOW DOES THAT COMPARE TO OTHER DISTRICTS. DO YOU KNOW?

>> WELL, YES, WE DO.

WE MAKE SURE THAT AS WE RECRUIT, AND I WANT TO THANK MY TEAM WHO'S HERE TONIGHT AS WELL, WHEN THEY GO OUT AND THEY'RE RECRUITING, WE ARE SELLING THE WHOLE PACKAGE IN TERMS OF WHAT IT MEANS TO COME AND WORK IN OUR ISD.

WE ABSOLUTELY REFERENCE A SALARY, BUT WE ALSO GO BACK TO THESE THINGS THAT WE'VE TALKED ABOUT TONIGHT JUST IN TERMS OF, COME ON CLICKER, I THINK I MISSED IT, I'M SORRY.

THAT TOOK FOREVER, THESE ARE THE KINDS OF THINGS THAT YOU CAN LOOK FOR AND EXPERIENCE WHEN YOU COME HERE, BECAUSE WE KNOW WE MIGHT NOT HAVE THE HIGHEST NUMBER ON THE STARTING SALARY, BUT WHAT WE CAN TELL YOU IS WE TAKE CARE OF YOU FOR WHO YOU ARE.

THIS IS A FAMILY-ORIENTED DISTRICT, WE CARE ABOUT OUR PEOPLE, WE KNOW WE STILL HAVE A LOT OF WORK TO DO, BUT WE'RE ONE OF THE FEW DISTRICTS THAT HAS AFFORDABLE DAYCARE OPTIONS LIKE THIS.

WE'RE ONE OF THE FEW DISTRICTS WHERE WE HAVE A MENTAL HEALTH CLINIC AND A PHYSICAL HEALTH CLINIC THROUGH OUR PARTNERSHIPS, AND REALLY BASICALLY, ONE OF THEM IS NO COST AND THE OTHER, AGAIN, IS JUST $10.

WE COVER ALL OF IT.

WHETHER IT'S THROUGH OUR FLYERS OR THROUGH THE ENERGY THAT COMES FROM THE PEOPLE WHO ARE DOING THE RECRUITING, AND THAT DOES MATTER.

WE'RE ENGAGING WITH THE FOLKS.

I WANT TO COMPLIMENT STRATEGY AND ENGAGEMENT THE WAY OUR MATERIALS LOOK TOO, I DON'T WANT TO TAKE ANY EMPHASIS AWAY FROM THAT.

OUR MATERIALS ARE ENGAGING,

[02:40:03]

SO WHEN IT COMES TO THE WAY WE'VE CHANGED OUR BRANDING, THINGS AS SIMPLE AS THE TABLECLOTH, MAKING SURE THAT IT HIGHLIGHTS TEAM RISD ON THERE WE STAND OUT.

I'M SURE THE GUYS WILL TELL YOU THAT, WHEN WE GO TO JOB FAIRS AND RECRUITING FAIRS, PEOPLE COME UP AND TAKE SAMPLES OF OUR STUFF FROM OTHER DISTRICTS, BECAUSE THEY'RE TRYING TO GET IDEAS.

I DON'T SAY WE GIVE IT TO THEM, BUT THEY WANT TO GET COPIES OF OUR THINGS BECAUSE THEY ARE LOOKING TO REBRAND AND MAKE IT ENGAGING AS WELL.

THAT DEFINITELY IS A BIG PART OF WHAT WE DO WHEN WE'RE RECRUITING.

>> THANK YOU FOR THAT, AND I'M GLAD SOME PEOPLE WANT TO COPY US.

>> THEY DO.

>> THAT MEANS WE'RE DOING SOMETHING RIGHT. THANK YOU FOR THAT.

I DON'T REALLY HAVE ANYTHING ELSE, BEING A NEW TEACHER, THEY OBVIOUSLY HAVE DIFFERENT PRIORITIES THAN A TEACHER WITH 10,15, 20 YEARS OF EXPERIENCE.

I WOULD THINK THAT ALL OF THESE BENEFITS HIGHLIGHTED ON THE SLIDE RIGHT NOW, THEY LOOK GREAT, AND EVEN THOUGH THE SALARY RATE IS NOT THE HIGHEST OFFERED, IF YOU ADD UP ALL OF THESE OTHER THINGS TO YOUR LIFE, AND THE BENEFITS OF WELL BEING, I THINK THAT MAKES IT A LOT MORE ATTRACTIVE TO COME AND WORK HERE. THANK YOU.

>> THANK YOU, MISS PACHECO. THANK YOU FOR THOSE COMMENTS. MR. POTEET.

>> I'LL BE BRIEF. WE GOT A BIG PRESENTATION COMING UP, BUT FIRST, I WANT TO JUST SAY THAT, LIKE MISS BRANUM MENTIONED, THIS IS A WHY.

THIS CONVERSATION, THIS IS OUR SPRINGBOARD TO TAKE US INTO THE NEXT PRESENTATION.

I THINK IT'S A GOOD RESET SO THAT IT TAKES US IN THERE IN A SOLID POSITION.

ONE THING THAT I THINK WE'RE GOING TO HAVE TO PAY ATTENTION TO IS A LENS AS WE LOOK THROUGH THIS, AND PEOPLE SOMETIMES LOSE TRACK OF THIS.

WE'RE NOT ONLY GOING TO HAVE CONVERSATIONS ABOUT FINANCIAL CHALLENGES AND HOW WE'RE GOING TO ADDRESS THOSE, WE'RE NOT ONLY HELD RESPONSIBLE FOR THAT, BUT WE'RE ALSO HELD RESPONSIBLE FOR OUR STUDENT OUTCOMES AND INCREASING THOSE EACH AND EVERY YEAR, THE GROWTH EACH YEAR.

YOU'VE GOT TO DO MORE WITH LESS.

THAT'S A CHALLENGE, AND THAT'S SOMETHING THAT TAKES EVERY BIT OF CREATIVITY WE'VE GOT AS YOUR STAFF, AND YOUR ADMINISTRATION, AND LEADERS, AND TEACHERS TO ACCOMPLISH.

THAT'S THE CHALLENGE WE'VE GOT AHEAD OF US, AND WE'RE GOING TO TALK A LOT HERE IN A MINUTE ABOUT THE FINANCIAL ASPECTS, BUT TO YOUR POINT, WE'RE TURNING THAT AROUND, WE'RE HAVING THAT CONVERSATION, WE'RE TAKING ACTIONS IN ORDER TO ENSURE THAT WE CAN REACH THOSE OUTCOMES BY TAKING CARE OF STAFF.

I THINK THAT THIS IS A GREAT LEAD INTO THAT.

I WILL MENTION CULTURE AND I KNOW IT WAS MENTIONED BEFORE.

THE TEACHERS ARE ON THE GROUND, THEY ARE THE KEY COMPONENT IN THE STUDENT OUTCOMES.

BUT I WILL ALSO SAY THAT GOOD LEADERSHIP SETS THE CULTURE IN THE BUILDINGS THAT THESE TEACHERS ARE TEACHING IN.

THOSE PRINCIPALS THAT WE HAVE, THE APS THAT WE HAVE, THE ONES THAT ARE RUNNING THOSE BUILDINGS, SET THAT CULTURE.

THOSE TEACHERS, WHEN YOU TALK TO THEM, THEY'LL TELL YOU HOW MUCH THEY LIKE WORKING IN THAT CULTURE, IN THAT BUILDING, IN THAT ENVIRONMENT, AND THEY ARE SUPER CRITICAL.

I JUST COMMEND THEM, AND I KNOW WHENEVER WE GET IN FRONT OF THE PRINCIPALS, I TRY TO REMIND THEM THAT THEY'RE A KEY COMPONENT IN THIS, AND THAT TEACHER WILL WANT TO WORK FOR THAT PRINCIPAL, AND IT'S NOT ALWAYS A COMPENSATION DISCUSSION.

THE LAST THING I'LL SAY IS I'M ON TEAM EAGER.

WELL SAID. [LAUGHTER].

>> MISS MCGOWAN.

>> JUST ONE MORE QUESTION ABOUT THE BENEFIT GOING BACK TO THE COMPENSATION PACKAGE ON THE EMPLOYEE PRE-K $150 A MONTH, WHEN ARE WE OR ARE WE LOOKING AT TAKING THAT AWAY? LIKE THEY DON'T HAVE TO PAYING FOR A PRE-K? IS THAT AFTER WE FINISH THE JUNIOR HIGH TRANSITION MIDDLE SCHOOL?

>> ARE YOU SPEAKING OF EMPLOYEE PRE-K OR PRE-K FOR ALL?

>> WELL, THE EMPLOYEE PRE-K. THAT THING, IT SAYS THAT IT'S $150 A MONTH.

>> ULTIMATELY, THAT WOULD BE A BOARD DECISION IN TERMS OF REDUCING OR ELIMINATING THAT MONTHLY FEE BASED UPON BUDGET DOLLARS THAT WE HAVE AVAILABLE.

THAT COULD BE A PART OF THE COMPENSATION CONVERSATION THAT WE WOULD HAVE ONCE WE KNOW WHAT OUR YEAR FORECAST FOR OUR BUDGET WOULD LOOK LIKE.

>> I'D LIKE TO SEE THAT ONE AND SOME MORE OF THE ABSORBENCY ON THAT HEALTH CARE.

>> YES, MA'AM.

>> THANK YOU, MISS MCGOWAN. ANY ADDITIONAL QUESTIONS? COMMENTS? WHAT I THINK I HEARD AROUND THIS HORSESHOE IS A LOT OF PASSION FOR OUR TEACHERS AND OUR STUDENTS, AND A LOUD RESOUNDING GET OUT AND VOTE.

AS A MATTER OF FACT, TAKE SOMEONE WITH YOU, TAKE TWO PEOPLE WITH YOU.

WE ABSOLUTELY NEED YOU.

[02:45:01]

BEFORE WE DIVE INTO OUR NEXT ITEM, I THINK WE PROBABLY NEED TO TAKE A BREAK, WE'VE BEEN HERE FOR ABOUT THREE HOURS ALMOST.

IF YOU ALL DON'T MIND, WE'RE GOING TO TAKE US A REALLY QUICK BREAK AND WE WILL BE BACK.

THANK YOU SO MUCH.

>> WHAT TIME DO YOU WANT US BACK.

>> TEN MINUTES. [BACKGROUND] ALL RIGHT COLLEAGUES, ARE WE BACK AND READY? EVERYBODY IS READY?

>> YES.

>> OUR NEXT ITEM IS AN INFORMATION ITEM AND PRESENTATION

[V.H. 24-25 Recommended Budget Reductions: Project Rightsize]

>> THANK YOU, TRUSTEE HARRIS, AND THANK YOU BOARD, AND THANK YOU STAFF.

I WANT TO ACKNOWLEDGE, WE HAVE A LOT OF COMMUNITY MEMBERS AND WE HAVE STAFF MEMBERS THAT ARE IN THE AUDIENCE.

WE HAVE A LOT OF LONGTIME PARTNERS THAT ARE IN THE AUDIENCE.

WE HAVE MEMBERS OF OUR COMMUNITY BUDGET STEERING COMMITTEE THAT ARE IN THE AUDIENCE, AND I JUST WANT TO THANK THEM FOR HANGING IN THERE AT NINE O'CLOCK AT NIGHT ON A SCHOOL NIGHT, TO BE A PART OF THIS CONVERSATION.

BOARD AND STAFF, WHEN I THINK ABOUT THE ROLE OF THE SUPERINTENDENT, AND THE THINGS THAT WEIGH ON YOUR HEART AND ON YOUR MIND, TONIGHT'S CONVERSATION IS PROBABLY ONE OF THE HARDEST CONVERSATIONS THAT I'VE HAD TO LEAD TO THIS POINT IN A LONG TIME IN MY CAREER.

THE CONVERSATION THAT WE'RE GOING TO HAVE TONIGHT, AND THE RECOMMENDATIONS THAT I'M BRINGING FORWARD AFFECT HUMANS.

THEY AFFECT BOTH OUR STUDENTS, OUR FAMILIES, OUR COMMUNITY, AND OUR STAFF IN VERY REAL WAYS.

I DO NOT TAKE ANY OF THESE RECOMMENDATIONS LIGHTLY.

IT IS WITH AN ABSOLUTE COMMITMENT THAT WE ARE GOING TO PUT OUR STUDENTS, AND OUR STAFF, AND OUR PARENTS FIRST, BUT ALSO A RECOGNITION IF WE ARE GOING TO CREATE A BUDGET THAT IS SUSTAINABLE, IF WE ARE GOING TO PRIORITIZE WHAT WE NEED TO DO FOR KIDS, WE HAVE TO DO SOME THINGS DIFFERENTLY.

BUT IT DOES NOT MINIMIZE THE UNDERSTANDING OF THE IMPACT THAT IT IS GOING TO HAVE ON OUR DISTRICT.

WITH THAT, WE HAVE A NORTH STAR GOAL.

MR. POTEET, YOU CLOSED OUR LAST CONVERSATION WITH EVERYTHING THAT WE DO IN THIS DISTRICT IS WRAPPED AROUND THIS NORTH STAR GOAL OF ENSURING EVERY STUDENT LEAVES AT THE END OF THE DAY BETTER WHEN THEY CAME IN, AND THAT AT THE END OF THE YEAR, EVERY STUDENT, EVERY STAFF, EVERY LEADER IS MEETING OR EXCEEDING THEIR GROWTH GOAL.

THAT'S REALLY AT THE HEART OF WHAT WE ARE ABOUT.

TONIGHT'S CONVERSATION IS REALLY ABOUT THESE THREE OBJECTIVES.

FOR ME, THIS IS THE HEART AND SOUL OF WHAT I'M CHARGED WITH DOING, WHAT YOU ALL HAVE CHARGED ME WITH DOING, AND WHAT OUR TEAM IS CHARGED WITH DOING.

THAT IS NUMBER 1, MAKING SURE OUR VERY LIMITED BUDGET RESOURCES ARE USED TO PRIORITIZE COMPENSATION OF TALENT.

WE SPENT A LONG TIME TALKING ABOUT TEACHERS AS WE SHOULD, BECAUSE THEY ARE CLOSEST TO OUR STUDENTS.

BUT WE ARE COMPETING FOR TALENT FOR ELECTRICIANS AND HVAC AND PLUMBERS TO MAINTAIN OUR BUILDINGS AND TO ENSURE A LEARNING ENVIRONMENT THAT IS READY FOR TEACHERS AND OUR STUDENTS.

WE ARE COMPETING FOR TALENT, FOR PRINCIPALS, FOR SPECIAL EDUCATION STAFF, FOR DIAGNOSTICIANS, FOR RNS.

I COULD GO THROUGH THE LIST.

SO WE MUST PRIORITIZE COMPENSATION IF WE'RE GOING TO KEEP THE BEST OF THE BEST.

I WILL TELL YOU, A PRIORITY THAT YOU ALL HAVE EXPRESSED TO ME AND THAT OUR TEAM HAS EXPRESSED IS THAT WE BELIEVE IN STUDENT PROGRAMMING.

COUNSELORS MAKE A DIFFERENCE.

STUDENTS WHO ARE ENGAGED IN FINE ARTS AND ATHLETICS; FOR SOME OF OUR STUDENTS, THAT IS AN INITIAL MOTIVATION THAT KEEPS THEM CONNECTED TO THEIR SCHOOL AND KEEPS THEM COMING TO SCHOOL EVERY DAY.

OUR AVID PROGRAM.

I COULD GO THROUGH THE LIST OF SO MANY THINGS THAT WE HAVE IN PLACE.

OUR ONRAMPS PROGRAM, WE HAVE ONE OF THE ONLY ACCELERATED PROGRAM FOR GIFTED STUDENTS IN A LOT OF OUR AREA DISTRICTS.

THOSE ARE INDIVIDUALIZED PROGRAMS. THE SUPPORTS THAT WE PROVIDE FOR SPECIAL EDUCATION STUDENTS, WE WANT TO MAINTAIN THAT STUDENT PROGRAMMING AND HOW DO WE CREATE BUDGET CAPACITY THAT ALLOWS US TO KEEP CUTS AWAY FROM OUR STUDENTS?

[02:50:03]

THEY NEED RESOURCES IN THE CLASSROOMS. THEY NEED SUPPORTS IN THE CLASSROOMS SO THAT THEY CAN FOCUS ON HOW TO GROW THEIR STUDENTS.

MR. EAGER MENTIONED THIS.

I DON'T THINK YOU CAN TURN ON THE NEWS WITHOUT A DISTRICT IN OUR AREA AND ACROSS THE STATE, THAT IS NOT HAVING TO HAVE SIMILAR CONVERSATIONS.

WHILE EVERY DISTRICT HAS A UNIQUE IDENTITY, IT HAS A UNIQUE CULTURE, THEY MAY EVEN HAVE A UNIQUE STRATEGY OF WHAT THEY ARE DOING TO ADDRESS THE CURRENT BUDGET CHALLENGES THAT THEY'RE FACING.

WE ARE ALL HAVING SIMILAR CONVERSATIONS.

UNLESS YOU ARE A DISTRICT THAT IS FAST-GROWING, IF YOU HAVE A STABLE ENROLLMENT, EVEN DISTRICTS LIKE ALLEN AND FRISCO WHO HAVE BEEN FAST-GROWING, BUT EVEN THEIR GROWTH IS STARTING TO STABILIZE, THEY ARE HAVING THESE EXACT SAME CONVERSATIONS.

THIS IS NOT A RESULT OF POOR STEWARDSHIP BY PAST ADMINISTRATION OR PREVIOUS BOARDS.

THIS IS REALLY A RESULT OF INCREASED REQUIREMENTS, INCREASED INFLATION, AND NO NEW ADDITIONAL DOLLARS COMING INTO THE SYSTEM SINCE 2018, 2019.

WE ALL KNOW, AND WE HAVE DISCUSSED AT LENGTH, ON THE HEELS OF THE PANDEMIC, WE'VE LOST A LITTLE OVER 2,200 STUDENTS, 1,200 OF THOSE STUDENTS IN MULTIFAMILY HOUSING.

WE SEE THE EMPHASIS THAT OUR CITY GOVERNMENTS ARE PLACING ON RENOVATING APARTMENT COMPLEX AND CREATING LUXURY APARTMENT COMPLEXES THAT OFTEN ARE PRICING OUT A LOT OF OUR YOUNGER FAMILIES.

WE HAVE A RECORD NUMBER OF OVER 65 AND WE LOVE OUR RETIREES.

WE ISSUED 8,200 TAX BILLS WHERE THEY RECEIVED A SCHOOL PROPERTY TAX BILL OF ZERO AND WE LOVE OUR RETIREES.

WE LOVE THAT THEY'RE IN A COMMUNITY THAT THEY WANT TO STAY.

BUT THAT ALSO MEANS THEY'RE NOT SELLING THEIR HOMES AND TURNING THEM OVER TO A YOUNG FAMILY.

THE COST OF HOUSING IN OUR AREA CONTINUES TO BE SIGNIFICANT, AND IF I'M A YOUNG FAMILY WITH YOUNG KIDS, THERE'S A GREAT ENTICEMENT TO GO TO A SMALLER AREA THAT MAYBE I CAN BUY A NEW HOME IF I HAVE TO RENOVATE A HOME AND MAY PAY SIGNIFICANTLY LESS FOR IT.

WE KNOW RECORD INFLATION, I JUST WANT TO REMIND OUR COMMUNITY AND LAST DECEMBER WE RECEIVED A TAX BILL, OUR PROPERTY INSURANCE BILL, THAT SAW AN INCREASE OF A MILLION DOLLARS.

WE JUST SAW ANOTHER INCREASE OF $900,000 IN DECEMBER.

THAT'S ALMOST A TWO MILLION DOLLAR INCREASE IN THE LAST TWO YEARS; WITH AGAIN, NO ADDITIONAL DOLLARS THAT CAME INTO THE SYSTEM.

WE HAVE UNDERFUNDED AND UNFUNDED LEGISLATIVE MANDATES LIKE AN ARMED SECURITY OFFICER AT EVERY CAMPUS WITH AN EXPENDITURE LINE OVER 2.5 MILLION DOLLAR WITH ONLY $800,000 APPROPRIATED TO COVER THAT MANDATE.

AGAIN, SCHOOL SAFETY, NO ONE IS ARGUING THAT THAT HAS TO BE A PRIORITY, BUT THERE NEEDED TO BE ADEQUATE FUNDING TO MEET THAT REQUIREMENT.

I WILL ALSO ADDRESS THAT WE KNOW WE HAVE SOME INEFFICIENCIES IN OUR OPERATIONS.

I'M GOING TO SHARE A LITTLE BIT ABOUT WHAT WE HAVE DONE IN THE LAST TWO YEARS TO ADDRESS THOSE INEFFICIENCIES.

THE WORK THAT WE'RE DOING TODAY TO ADDRESS THOSE INEFFICIENCIES, AND THEN HOW WE'RE GOING TO ADDRESS SOME OF THE INEFFICIENCIES IN OUR FACILITIES.

WE ARE PROJECTING A SIGNIFICANT DEFICIT BUDGET FOR '24, '25 IF NOTHING CHANGES.

IN A MINUTE, I'M GOING TO ASK MR. PATE TO ADDRESS OUR MULTI-YEAR FINANCIAL FORECAST.

BUT WE KNEW WITH NO ADDITIONAL FUNDING COMING FROM AUSTIN, THAT WE WERE NOT GOING TO SEE A SIGNIFICANT CHANGE IN OUR CURRENT BUDGET FORECAST; AND AS A RESULT, THE BOARD IN JUNE COMMISSIONED A BUDGET STEERING COMMITTEE.

THAT COMMUNITY BUDGET STEERING COMMITTEE WORKED FOR SIX MONTHS.

AGAIN, I WANT TO THANK THEM FOR THEIR WORK.

THIS IS A COMMITTEE THAT STAYED 60 MEMBERS STRONG IN JULY AS IT DID IN DECEMBER.

THE BOARD HEARD THEIR RECOMMENDATIONS IN DECEMBER AND OUR STAFF BEGAN WORK IMMEDIATELY TO MOVE THOSE RECOMMENDATIONS FROM A RECOMMENDATION TO ACTUAL ACTION THAT WE COULD BRING FORWARD TO YOU TODAY.

MR. PATE, WILL YOU JUST PROVIDE SOME HIGHLIGHTS OF OUR GENERAL FUND MULTI-YEAR FORECAST?

>> YES. MISS BRANUM, THANK YOU.

JUST SO BEFORE I GO INTO THE DETAIL OF IT,

[02:55:02]

SO THIS DOES NOT REPRESENT ANY RECOMMENDATIONS THAT WILL BE MADE TONIGHT.

IT IS ALL BASED ON CURRENT LAW AND IT IS BASED ON THE DEMOGRAPHIC STUDY THAT WE RECEIVED IN JANUARY AND REVIEWED WITH THE BOARD AT THE JANUARY MEETING.

THE RECURRING COST SHOWN HERE, THOSE ARE BASED ON OUR ESTIMATED ACTUAL EXPENDITURES AND OUR CURRENT STAFFING LEVEL.

SO IT IS NOT 100% OCCUPANCY.

IT IS WHAT WE EXPECT TO ACTUALLY SPEND THAT RECURRING COST LINE.

THE PAYROLL EXPENDITURES ARE INCREASED BASED ON A 3% RAISE, AND YOU CAN SEE THE AMOUNT OF THAT 3% RAISE, THEY'RE GOING FORWARD.

THEN THE NON-PAYROLL EXPENSES ARE INCREASED AT A RATE OF 5% A YEAR.

EACH YEAR'S RAISE IS BUILT INTO THE NEXT YEAR'S RECURRING COST.

YOU CAN SEE THERE THAT IN THE '24, '25 ESTIMATE COLUMN, ASSUMING NO CHANGES, ASSUMING A 3% RAISE, WE EXPECT TO HAVE A DEFICIT OF 28.5 MILLION DOLLAR.

UNDER THE CURRENT FUNDING STRUCTURE AND OUR DECLINING STUDENT ENROLLMENT, THAT BUDGET DEFICIT JUST CONTINUES TO INCREASE OVER THE NEXT SEVERAL YEARS.

GETTING TO A POINT WHERE WE WILL HAVE A DEFICIT FUND BALANCE IN '27, '28 BASED ON THIS MODEL AND THESE PARTICULAR ASSUMPTIONS.

JUST THE OTHER REMINDER IN THIS PROCESS IS THE 89TH LEGISLATURE WILL MEET IN THE SPRING OF THE '24, '25 FISCAL YEAR, AND THEN THE 90TH LEGISLATURE MEETS IN THE SPRING OF '26, '27 YEAR.

>> IT'S IMPORTANT TO NOTE WE'RE NOT RECOMMENDING A 3% RAISE.

WE'RE NOT IN ANY WAY COMMUNICATING THAT THERE WOULD BE A 3% RAISE.

WE SIMPLY WANTED TO PUT SOME KIND OF PLACEHOLDER BECAUSE WE KNOW THAT THE BOARD HAS PRIORITIZED COMPENSATION.

WE WANTED TO AT LEAST PUT SOME LEVEL OF A PLACEHOLDER THERE SO THAT WE WOULD UNDERSTAND THE IMPACT ON THE BUDGET.

AGAIN, IF NOTHING ELSE CHANGES WHAT WE WOULD BE LOOKING AT, NOT ONLY FOR '24, '25, BUT MOVING FORWARD.

ULTIMATELY, WE KNOW THAT THIS IS NOT SUSTAINABLE.

IT IS NO DIFFERENT THAN, AS MR. EAGER POINTED OUT IN OUR LAST CONVERSATION, IF YOU WERE AT HOME AND YOU WERE TRYING TO MANAGE YOUR PERSONAL BUDGETS, YOU CAN ONLY DIP INTO YOUR SAVINGS FOR SO LONG BEFORE YOU HAVE TO ADDRESS HOW YOU'RE GOING TO MANAGE YOUR REVENUE AND YOUR EXPENDITURES DIFFERENTLY.

AS A RESULT OF THIS, IN THE WORK THAT OF OUR COMMUNITY BUDGET STEERING COMMITTEE, THESE WERE THE NINE RECOMMENDATIONS THAT THEY BROUGHT FORWARD.

I'M NOT GOING TO GO INTO EACH OF THESE AGAIN BECAUSE WE DID HAVE AN EXTENSIVE PRESENTATION IN DECEMBER.

BUT THESE WERE THE NINE THAT WE IMMEDIATELY BEGAN TO STUDY AND BEGAN TO MOVE INTO ACTION.

TONIGHT WE ARE GOING TO BE FOCUSING ON THE ONES THAT ARE HIGHLIGHTED.

HOW WE ARE GOING TO REDUCE CENTRAL EXPENDITURES.

DEVELOPING THE CRITERIA IN THE RUBRIC FOR THE REDUCTIONS THAT WE'RE RECOMMENDING.

WE'RE GOING TO BRING FORWARD SOME RECOMMENDATIONS AROUND RIGHT SIZING OUR FACILITIES AND FINDING EFFICIENCIES IN OUR FACILITIES; AND THEN ALSO THE PROGRESS THAT WE'VE MADE ON OUR STAFFING MODEL.

FIRST, I WANT TO ADDRESS THE COMMUNITY BUDGET STEERING COMMITTEE DID RECOMMEND THAT WE CREATE A STANDARD STAFFING MODEL.

I THINK WE EVEN HAD IN PUBLIC COMMENT EARLIER TONIGHT.

TWO OF OUR COMMUNITY MEMBERS MENTIONED AROUND THE INCREASE OF STAFF AND BEING ABLE TO ADDRESS HOW WE'RE USING EVERY STAFF MEMBER, EVERY ALLOCATION AND IS THERE A STANDARD MODEL FOR HOW THOSE ARE ASSIGNED BY CAMPUS? OUR HUMAN RESOURCES DEPARTMENT, THEY HAVE DEVELOPED A STAFFING MODEL AT THE ELEMENTARY-LEVEL MIDDLE SCHOOL.

SINCE WE WILL HAVE TWO MIDDLE SCHOOLS NEXT YEAR: JUNIOR HIGH AND HIGH SCHOOL.

THAT INCLUDES STAFFING ALLOCATIONS FOR PARAPROFESSIONALS FOR THE SDS THAT'S IN THE FRONT OFFICE, ALL THE WAY THROUGH TEACHER ALLOCATIONS, ALL THE WAY THROUGH COUNSELOR ALLOCATIONS.

WE WILL BEGIN IMPLEMENTING THOSE STAFFING FRAMEWORKS AS WE MOVE FORWARD IN STAFFING MODELS FOR THE '24, '25 SCHOOL YEAR.

WE ARE GOING TO THEN BE WORKING, I'M GOING TO BE SHARING WITH YOU THE WORK THAT WE'VE DONE TO REDUCE CENTRAL EXPENDITURES, BUT THAT THOSE STAFFING FRAMEWORKS WILL ALSO BE USED FOR ACROSS DEPARTMENTS ACROSS THE DISTRICT AS WELL.

IT IS OFTEN, AND I WOULD BE REMISS IN THAT, A LOT OF OUR COMMUNITY MEMBERS AND I THINK EVEN SOME OF OUR STAFF,

[03:00:02]

WE ARE NOW DAYCARE PROVIDERS.

WE ARE HEALTHCARE PROVIDERS.

WE HAVE REGISTERED OUR ENDS.

I COULD CONTINUE WITH THE BREADTH OF WHAT IT IS WE ARE ASKED TO DO AS A SCHOOL SYSTEM.

THOSE THINGS DO NOT HAPPEN WITHOUT LEADERSHIP.

THERE HAS TO BE LEADERSHIP.

THERE HAS TO BE STRATEGY TO ENSURE THAT WE ARE EFFECTIVELY USING THE RESOURCES, THAT WE ARE COMPLYING WITH FEDERAL AND STATE LAWS.

THE FEDERAL AND STATE LAWS AND REQUIREMENTS GROW EVERY SINGLE YEAR.

THERE IS A NECESSITY TO HAVE SOME LEVEL OF CENTRAL STAFF TO SUPPORT THOSE REQUIREMENTS.

IN ADDITION, I WOULD SAY, ALMOST ON A DAILY BASIS, WE HAVE REQUESTS FROM CAMPUSES WHERE CENTRAL STAFF ARE DEPLOYED TO HELP SUPPORT A CRISIS SITUATION, TO SUPPORT A STUDENT IN NEED, TO SUPPORT A STAFF MEMBER IN NEED.

WITHOUT CENTRAL SUPPORTS PROVIDING THAT ADDITIONAL LAYER, IT WOULD PUT AN INCREASED BURDEN ON OUR PRINCIPALS, OUR ASSISTANT PRINCIPALS, AND OUR TEACHERS, THAT AGAIN, WE WOULD BE ASKING THEM TO DO EVEN MORE, WITH EVEN LESS.

IN THE PAST TWO YEARS, THE BOARD HAS ASKED US TO FOCUS OUR CUTS AS MUCH AS POSSIBLE ON OUR CENTRAL ADMINISTRATION.

WE HAVE IDENTIFIED AS EFFICIENCIES IN THE PAST TWO YEARS ACROSS THE DISTRICT OF AROUND 14.4 MILLION DOLLARS, AND WE HAVE BROUGHT THOSE FORWARD TO YOU THE PAST TWO YEARS.

DESPITE YOU CAN SEE WHERE WE ARE RIGHT NOW, THE PERCENTAGE OF BUDGET FOR CENTRAL ADMINISTRATION AND SUPPORT, WE ARE ONE OF THE LOWEST AT 15-AND-A-HALF PERCENT OF OUR DALLAS AREA BENCHMARK DISTRICTS.

HOWEVER, THE BUDGET STEERING COMMITTEE DID SAY THEY WANTED TO CONTINUE TO SEE US ON THE LOW END OF THOSE EXPENDITURES, AND AS A RESULT, DID RECOMMEND AN ADDITIONAL CUT OF 5 TO 7% WITH 2 TO 3% COMING EACH OF THE NEXT TWO YEARS.

AS A RESULT OF THAT, WE, SINCE DECEMBER, HAVE BEEN HARD AT WORK.

WE HAVE ALREADY IDENTIFIED A LITTLE OVER A MILLION DOLLARS IN ADDITIONAL CUTS WITH A TOTAL TARGET OF TWO MILLION.

WE HOPE TO GET CLOSER MAYBE TO THAT TWO-AND-A-HALF MILLION DOLLAR MARK, WHICH WOULD BRING US HALFWAY TO THE RECOMMENDATIONS.

BUT OUR EFFORT IS BY MARCH 4TH, WE WOULD HAVE THE RECOMMENDATION OF THE COMMUNITY BUDGET STEERING REALIZED BEFORE THE MARCH 21ST BOARD MEETING.

THESE CUTS THAT WE HAVE IDENTIFIED REALLY HAVE MET THE CRITERIA THAT THE COMMUNITY BUDGET STEERING COMMITTEE RECOMMENDED.

WE DON'T WANT TO MAKE CUTS THAT IMPACT STUDENT SAFETY.

WE DON'T WANT TO DO ANYTHING THAT IS GOING TO IMPACT THE CAMPUS INFRASTRUCTURE AND CORE SERVICES AND SUPPORTS.

WE WANT TO ENSURE THAT WE STILL ARE COMPLIANT WITH LEGAL REQUIREMENTS.

MISS MCGOWAN, THANKS US FOR THAT.

THEN WE WANT TO MINIMIZE THE IMPACT ON TEACHING AND LEARNING.

WE HAVE ALSO REALLY COMMITTED THAT WE ARE GOING TO DO THIS WHENEVER POSSIBLE THROUGH ATTRITION.

WE ARE NOT IN A POSITION WHERE WE'RE TRYING TO DO A REDUCTION IN FORCE AND LAY OFF HUNDREDS OF PEOPLE.

IT IS REALLY STRATEGICALLY LOOKING AT EVERY OPENING, EVERY VACANCY, AND DETERMINING HOW CAN WE REDISTRIBUTE THOSE RESPONSIBILITIES? HOW CAN WE ELIMINATE SUBSCRIPTIONS, MAYBE TO A SOFTWARE VENDOR THAT WE'RE CURRENTLY USING, OR IS THERE ANOTHER WAY TO FUND IT? CAN WE FIND GRANT FUNDS? THAT REALLY HAS BEEN THE WORK OF OUR CENTRAL EXPENDITURE WORK.

AGAIN, WE'RE AT 14.4 MILLION GOING INTO THIS CONVERSATION WITH A TARGET OF AT LEAST ANOTHER TWO MILLION FOR '24, '25.

EVEN IF WE CUT EVERY SINGLE PERSON IN THIS HORSESHOE, IF WE CUT EVERYONE THAT OFFICES OUT OF THE RED BRICK BUILDING, THAT IS LESS THAN 2% OF OUR BUDGET.

IT WOULD NOT FIX WHERE WE ARE WITH OUR BUDGET.

[03:05:01]

KNOWING THAT, THE NEXT RECOMMENDATION THAT THE COMMUNITY BUDGET STEERING COMMITTEE DID BRING FORWARD WAS TO LOOK AT THE POTENTIAL OF CONSOLIDATING ELEMENTARIES.

AGAIN, I'M GOING TO ENTER INTO THIS CONVERSATION AND THIS RECOMMENDATION WITH AN UNDERSTANDING OF HOW IMPORTANT EVERY ONE OF OUR CAMPUSES ARE, WHAT IT MEANS TO THE COMMUNITY, WHAT IT MEANS TO THE TEACHERS THAT TEACH IN THAT BUILDING, AND OUR PRINCIPALS, AND OUR STUDENTS, AND WE DO NOT TAKE THAT LIGHTLY.

BUT THERE ALSO HAS TO BE A RECOGNITION THAT IF YOU LOOK AT THIS ELEMENTARY SIZE COMPARISON CHART, KEEPING IN MIND THAT MOST OF OUR CAMPUSES RIGHT NOW ARE PRE-K THROUGH SIX GRADE, AND WE WILL MOVE SIXTH GRADE IN LAKE HIGHLANDS NEXT YEAR.

IF YOU TAKE OUT OUR SIXTH GRADERS, BECAUSE MOST DISTRICTS ARE PRE-K THROUGH FIFTH GRADE, IF YOU DO A SIMPLE COMPARISON, YOU CAN SEE THAT BY FAR ACROSS THE STATE, WE HAVE ONE OF THE LOWEST ELEMENTARY SIZE COMPARISONS.

IF WE WERE TO BUILD A NEW BUILDING, WE WOULD NOT BUILD A NEW ELEMENTARY BUILDING THAT HOUSE LESS THAN 750 STUDENTS.

BECAUSE YOU REALLY BEGIN TO HIT A LEVEL OF EFFICIENCY WHEN WHAT REVENUE YOU'RE BRINGING IN, WHAT YOU GET FOR THAT PER STUDENT ALLOTMENT GETS CLOSE TO A BREAK-EVEN WHEN YOU HAVE 700, 750 STUDENTS SITTING IN THAT BUILDING.

NOW, I WANT TO RECOGNIZE THAT PRIOR BOARDS, PRIOR ADMINISTRATION, AND AS A COMMUNITY, WE HAVE ALWAYS VALUED OUR NEIGHBORHOOD SCHOOLS.

THERE HAVE BEEN CONSCIOUS DECISIONS OF VALUING THE GREATNESS, THAT IS, OUR SMALL NEIGHBORHOOD SCHOOLS.

I DO NOT IN ANY WAY WANT TO DIMINISH THAT.

THAT WAS ALSO AT A TIME WHEN I DON'T THINK ANY BOARD COULD HAVE EVER PREDICTED THAT SIX YEARS A DISTRICT WOULD HAVE GONE WITHOUT AN INCREASE IN THE BASIC ALLOTMENT.

THE LONGEST WE HAVE GONE IN THE LAST TWO DECADES WAS FOUR YEARS.

WE ARE NOW APPROACHING SIX YEARS, WHICH IS CAUSING US TO HAVE TO LOOK AT THIS CURRENT MODEL DIFFERENTLY.

THIS IS A SNAPSHOT OF OUR BUILDING UTILIZATION.

IT'S IMPORTANT TO NOTE THAT AS WE LOOK AT UTILIZATION, WE ARE LOOKING AT A CLASSROOM, AND THAT CLASSROOM DOESN'T SERVE 22 STUDENTS.

NOW, WE RECOGNIZE THAT IN OUR BUILDINGS, FOR EXAMPLE, YOU MAY HAVE A SPECIAL EDUCATION CENTRAL PROGRAM WHERE THERE ARE SIX STUDENTS AND THERE ARE FOUR STAFF MEMBERS, BECAUSE THE NEEDS OF THOSE STUDENTS ARE SIGNIFICANT AND THEY NEED ADDITIONAL STAFFING SUPPORT.

BUT IF WE WERE TO ASSUME IN EVERY CLASSROOM THERE WERE 22 STUDENTS IN THAT CLASSROOM, THIS WOULD BE THE CURRENT BUILDING UTILIZATION.

AS A DISTRICT, WE CURRENTLY HAVE 9,000 OPEN ELEMENTARY SEATS, AND YOU CAN SEE THAT THEY ARE SPREAD OUT THROUGHOUT THE DISTRICT.

AS WE MOVE THROUGH THE PRESENTATION, WE ARE GOING TO BE REALLY REFERRING TO THIS SET OF RECOMMENDATIONS AS PROJECT RIGHTSIZE.

OUR TEAM, AND I WANT TO COMMEND OUR LEADERSHIP TEAM WHO IN THE LAST TWO MONTHS HAVE POURED THEIR HEART AND SOUL INTO THIS WORK AND HAVE CREATED A PROJECT RIGHTSIZE BOOKLET THAT REALLY IS A PLAYBOOK, A GUIDE TO SUPPORT STAFF, STUDENTS, AND OUR COMMUNITY AND OUR PARENTS THROUGH THIS PROCESS.

WE HAVE DONE OUR DUE DILIGENCE TO TRY TO PROACTIVELY ADDRESS FREQUENTLY ASKED QUESTIONS.

WHAT IS THIS TRANSITION? WHAT COULD IT LOOK LIKE? HOW ARE WE GOING TO SUPPORT EVERYONE THROUGH THAT? ALL OF THIS WILL BE AVAILABLE ON OUR WEBSITE, AND IT IS A DYNAMIC DOCUMENT THAT AS WE RECEIVE MORE QUESTIONS, RECEIVE MORE INFORMATION, WE WILL CONTINUE TO UPDATE THAT AS WE MOVE THROUGH THAT.

WHAT DOES THIS MEAN? WHAT I WANT THE COMMUNITY TO

[03:10:03]

FIRST AND FOREMOST, WE ARE ABOUT ACADEMIC GROWTH AND SUCCESS OF OUR STUDENTS.

YOU HAVE A NORTH-STAR GOAL AND WE HAVE THREE HOUSE BILL, THREE REQUIRED GOALS IN READING MATH AND OUR COLLEGE AND CAREER MILITARY READINESS, AND THAT IS AT THE FOREFRONT OF EVERY DECISION THAT WE MAKE.

I WANT TO HONOR THE LEGACY IN THE HISTORY OF THIS GREAT DISTRICT AND OF THE CAMPUSES THAT ARE ALL GOING TO BE IMPACTED BY THIS RECOMMENDATION.

WE WANTED TO ENSURE EQUITY OF THE CONSOLIDATIONS AND RESOURCES ACROSS THE RISD AND OUR FOUR LEARNING COMMUNITIES.

AS YOU SAW, WE HAVE CAPACITY ACROSS THE ENTIRE DISTRICT AND WE WANTED TO MAKE SURE THAT THERE WAS NOT ONE AREA, ONE QUADRANT OF THE DISTRICT THAT FELT ANY OF THE CONSOLIDATION RAMIFICATIONS DIFFERENTLY THAN ANOTHER.

THERE WAS AN OPPORTUNITY FOR US TO BE MORE EFFICIENT TO RIGHTSIZE ACROSS THE ENTIRE DISTRICT.

THEN WE ALSO REALLY WANTED TO MAKE SURE THAT OUR STUDENTS AND OUR EMPLOYEES AND OUR PARENTS KNEW THAT WE ARE GOING TO PRIORITIZE THEIR EMOTIONAL WELL-BEING, AS WELL AS THEIR SENSE OF SAFETY AND SECURITY AS WE MOVE THIS RECOMMENDATION FORWARD.

I MENTIONED THAT ALL OF THESE AREAS HAVE BEEN A PART OF OUR GUIDING PRINCIPLES.

WITH EVERY RECOMMENDATION, WE ANCHORED IT BACK TO ALIGN WITH OUR NORTH STAR GOAL.

DOES THIS SUPPORT OUR STRATEGIC PLAN? IS THIS IN ALIGNMENT WITH THE BELIEFS THAT WE HAVE AS THE DISTRICT? IF NOT, THEN WE CANNOT BRING THAT FORWARD TO YOU TONIGHT.

I GIVE YOU MY ASSURANCE THAT WHAT WE'RE ABOUT TO SHARE WITH YOU, WHETHER IT'S OUR CENTRAL CUTS OR THESE CAMPUS CONSOLIDATIONS, THAT IT HONORS THESE GUIDING PRINCIPLES.

WHAT FACTORS DID WE CONSIDER? I'M GOING TO ASK MISS HAYES TO ADDRESS.

SHE HAS DONE AND I WANT TO ALSO ACKNOWLEDGE MICHAEL FREEMAN.

A TREMENDOUS AMOUNT OF WORK, STUDYING SCENARIOS, WORKING THROUGH OPTIONS, PICKING APART EVERY POTENTIAL OPPORTUNITY AND OPTION AS WE LOOKED AT THESE CONSOLIDATIONS.

MISS HAYES, WILL YOU ADDRESS WHAT WERE SOME OF THE FACTORS THAT WE CONSIDERED AS HONED IN IN THIS FINAL SET OF RECOMMENDATIONS.

>> THANK YOU. SUPERINTENDENT BRANUM? YES. ONCE THE COMMUNITY BUDGET STEERING COMMITTEE MADE THEIR RECOMMENDATIONS TO THE BOARD, MICHAEL FREEMAN AND I SAT DOWN AND LOOKED AT EACH CAMPUS IN THE DISTRICT, EACH OF OUR ELEMENTARY CAMPUSES.

WE LOOKED AT CURRENT ENROLLMENT.

WE LOOKED AT ENROLLMENT TRENDS FROM OUR PAST DEMOGRAPHER STUDIES, AND THEN IN OUR JANUARY STUDY VERIFICATION.

WE LOOKED AT WHERE OUR SCHOOLS ARE LOCATED WITHIN OUR DISTRICT.

THE AGE OF OUR CAMPUSES, THE CONDITION OF THE CAMPUS, NOT JUST THE EXTERIOR AND THE CLASSROOM, BUT THE SYSTEMS BELOW THAT HAVE TO BE MAINTAINED.

WE LOOKED AT WHERE SCHOOLS ARE LOCATED WITHIN NEIGHBORHOODS.

WE WANTED TO BE ABLE TO HONOR THE NEIGHBORHOOD SCHOOL CONCEPT.

COULD WE CREATE SOLUTIONS WHERE STUDENTS COULD WALK AND RIDE THEIR BIKES TO SCHOOL? WE WANTED TO KEEP OUR STUDENTS IN THEIR EXISTING FEEDER PATTERNS AS MUCH AS POSSIBLE.

IF THEY WERE IN A ONE HIGH SCHOOL LEARNING COMMUNITY, WE WANTED THEM TO BE ABLE TO STAY WITHIN THAT LEARNING COMMUNITY IF POSSIBLE.

WE CERTAINLY LOOKED AT TRANSPORTATION WITH THE AMOUNT OF STUDENTS THAT WE HAVE AROUND THE DISTRICT.

IN THE SIZE OF OUR DISTRICT, WE HAVE A LARGE TRANSPORTATION PIECE FOR OUR STUDENTS.

ANYTIME WE CAN KEEP STUDENTS FROM RIDING A BUS, EXTENDED PERIODS OF TIME, OR EVEN HAVING TO GET ON A BUS TO GO TO SCHOOL.

THAT'S A BONUS FOR OUR FAMILIES SO THAT THEIR KIDS DON'T HAVE TO GET UP EXTRA EARLY AND THEY DON'T HAVE TO WAIT FOR A BUS IN THE WEATHER AND THE THINGS THAT GO WITH THAT.

WE CERTAINLY TOOK INTO ACCOUNT ALL OF OUR CAMPUS PROGRAMMING THAT'S HAPPENING ON OUR ELEMENTARY CAMPUSES.

WE HAVE CENTRAL PROGRAMS THAT ARE LOCATED ON CAMPUSES CURRENTLY.

IF THERE WAS SPACE OR IF THERE WAS A NEED, WE WORKED WITH OUR CENTRAL PROGRAMMING STAFF TO CONTINUE THOSE MODELS TO MAKE SURE THOSE WEREN'T DISTURBED.

THEN WE WANTED TO MAKE SURE THE DEMOGRAPHIC MAKEUP OF OUR SCHOOLS STAYED CONSISTENT.

WE DIDN'T WANT TO COME UP WITH A SOLUTION THAT WOULD CAUSE A SCHOOL TO CHANGE ITS DEMOGRAPHY.

WE WANTED THE ENROLLMENT TO STAY AS CONSISTENT AS POSSIBLE WHILE BRINGING UP OUR UTILIZATION NUMBERS SO THAT WE ARE THE MOST EFFICIENT MODEL THAT WE COULD BE FOR OUR CAMPUSES.

[03:15:04]

MR. HOSSO AND I CO-CHAIRED THE FACILITY COMMITTEE FOR THE COMMUNITY BUDGET STEERING COMMITTEE.

THESE WERE DISCUSSIONS THAT WE HAD FOR THE PAST SIX MONTHS PRIOR TO THE RECOMMENDATIONS COMING TO YOU, AS IN THOSE MEETINGS, OR WHAT IS IT THAT WE REALLY NEED TO BE LOOKING AT IF INDEED WE'RE GOING TO TRY TO FIND A NEW SOLUTION.

>> WITH THAT BEING SAID, AND AGAIN, I'M NOT SURE THAT THIS WILL PROBABLY BE ONE OF THE HARDEST RECOMMENDATIONS THAT I EVER BRING FORWARD TO THE BOARD.

BUT I ALSO KNOW THAT WE HAVE TO ADDRESS THE INEFFICIENCIES THAT WE HAVE IN OUR DISTRICT AND WE HAVE TO GOING BACK TO OUR THREE OBJECTIVES.

IF WE WANT TO CONTINUE TO COMPENSATE OUR STAFF AND MAINTAIN STUDENT PROGRAMMING AND ENSURE THAT OUR TEACHERS HAVE THE RESOURCES THAT THEY NEED, THERE HAS TO BE SOME CHANGE.

AS A RESULT OF THAT, WE ARE RECOMMENDING THE BOARD CONSIDER SCHOOL CONSOLIDATIONS THAT WOULD IMPACT GREENWOOD HILLS, SPRING RIDGE, SPRING VALLEY, THURGOOD MARSHALL.

THAT THAT WOULD BEGIN IN '24, '25, AND THEN IN '25, '26 AN OPPORTUNITY TO LOOK AT SOME CONSOLIDATION OPPORTUNITIES WITH DOBIE.

MOVING FORWARD. WE ARE GOING TO WALK YOU THROUGH, WALK OUR COMMUNITY THROUGH WHAT EACH OF THESE PROPOSALS ARE GOING TO LOOK LIKE AND THE IMPACT THAT IT HAS, NOT JUST ON THAT CAMPUS THAT IS BEING CONSOLIDATED, BUT ALSO THE CAMPUSES THAT WOULD BE RECEIVING THE NEW STUDENTS.

I WANT TO OPEN WITH THAT AND I WANT TO REALLY FOCUS ON THE BENEFITS OF THIS PLAN.

WE DO PROJECT A SAVINGS OF ALMOST $11 MILLION.

BETWEEN TRANSPORTATION THAT IS INCLUDED IN THAT AT $11 MILLION SAVINGS, THAT IS AN ANNUAL SAVINGS EACH YEAR IN THESE EFFICIENCIES.

I ALSO WANT TO POINT OUT THAT WHEN WE'RE TALKING ABOUT SCHOOL CONSOLIDATIONS, IT DOES NOT MEAN CLASS SIZES AT THE ELEMENTARY LEVEL GET BIGGER.

IN K4 WE HAVE A 22:1 RATIO.

EVERYTHING THAT WE HAVE MODELED FOR WHAT A POTENTIAL SAVINGS WOULD BE, MAINTAINS THAT SAME LEVEL OF RATIO SO THAT CLASS SIZES WOULD NOT GET BIGGER.

DOES IT MEAN CAMPUSES WILL GET BIGGER IN ENROLLMENT? YES. BUT INDIVIDUAL CLASS SIZES WOULD STILL FOLLOW THAT SAME CLASSROOM SIZE.

WE WOULD MOVE FROM 9,000 OPEN ELEMENTARY SEATS TO AN ELIMINATION OF ABOUT 4,600, SO WE WOULD BE LEFT WITH ABOUT 4,400 OPEN ELEMENTARY SEATS IN THE DISTRICT.

WE'VE ALSO, IN THIS PROCESS, BEEN ABLE TO IDENTIFY MORE ROOMS TO ADD ADDITIONAL PRE-K, BOTH FOR OUR THREE YEAR OLDS AND OUR FOUR YEAR OLDS ACROSS THE DISTRICT.

LET'S FIRST DIG INTO GREENWOOD HILLS.

MISS HAYES, WILL YOU WALK US THROUGH FIRST WHY GREENWOOD HILLS WAS A CAMPUS THAT WE IDENTIFIED AS AN OPPORTUNITY TO CONSOLIDATE, AND THEN I'LL PULL UP THE MAP TO SHOW WHAT THAT REZONING WOULD LOOK LIKE.

>> YES, MA'AM. GREENWOOD HILLS HAS A LOW UTILIZATION.

IT IS A LARGER FOOTPRINT BUILDING.

IT'S ONLY CURRENTLY USING ABOUT 59% OF ITS UTILIZATION FOR CLASSROOMS IN THE BUILDING.

IT HAS OLDER SYSTEMS THAT NEED TO HAVE A LOT OF REPAIR DONE TO THEM OVER THE NEXT FEW YEARS COST TO THE DISTRICT.

IT IS CLOSE IN PROXIMITY TO SEVERAL OTHER CAMPUSES.

A LOT OF THE STUDENTS THAT ARE ZONED FOR THE GREENWOOD HILLS ATTENDANCE AREA SHARE NEIGHBORHOODS WITH TWO EXISTING CAMPUSES.

THEY HAVE FRIENDS AND NEIGHBORS THAT ARE POTENTIALLY ON THE SAME ONE END OF THE STREET, AND THEY GO TO ONE SCHOOL ON THE OTHER END OF THE STREET GOES TO ANOTHER.

THIS IS ONE OF THE SCHOOLS THAT WE LOOKED AT WHERE WE COULD CREATE A NEW BOUNDARY WHERE STUDENTS COULD STILL STAY IN THEIR NEIGHBORHOOD SETTINGS.

IT DOES HAVE A DECLINING ENROLLMENT AND PROJECTED TO CONTINUE TO DECLINE.

WE HAVE NOT SEEN A LARGE GROWTH IN THE HOUSING MARKET IN THAT AREA.

THERE'S A LOT OF STABILITY FOR HOMEOWNERS THAT ARE STAYING IN THOSE HOMES.

NOT A LOT OF YOUNG FAMILIES WITH SMALL KIDS MOVING IN.

WE SEE THAT NEIGHBORHOOD HAS A LOT OF UTD COLLEGE STUDENTS.

A LOT OF THOSE HOMES ARE USED BY THE COLLEGE STUDENTS AT UTD, SO WE DON'T HAVE A LARGE YIELD OF KIDDOS FROM THERE.

WE RECOMMEND GREENWOOD HILLS.

THIS IS WHAT THE NEW BOUNDARY WOULD LOOK LIKE IN THE AREAS THAT WE WOULD BE AFFECTED BY THE RE-PURPOSING OF GREENWOOD HILLS.

[03:20:04]

THAT WOULD BE THE BOUNDARY DIVIDER.

IF YOU LIVE TO THE WEST OF WEST SHORE TOWARD COURT ROAD, YOU WOULD ATTEND MOHAWK ELEMENTARY.

IF YOU LIVE EAST OF WEST SHORE TOWARDS 75, YOU WOULD ATTEND NORTHRICH ELEMENTARY.

WE'RE ALSO RECOMMENDING A BOUNDARY CHANGE FOR CANYON CREEK ELEMENTARY.

WE HAVE A NEW ADDITION CALLED UNIVERSITY PLACE THAT WAS BUILT NORTH OF CAMPBELL ROAD.

WE RECOMMEND REZONING THAT AREA TO CANYON CREEK AS WELL, SO THAT STUDENTS DON'T HAVE TO CROSS CAMPBELL ROAD, THEY CAN STAY TO THE NORTH.

THERE WOULD BE THREE NEW BOUNDARIES ENCOMPASSING CANYON CREEK, MOHAWK, AND NORTHRICH.

>> BRANUM JUST AS A REMINDER, WE WILL TAKE QUESTIONS AT THE END OF THE PRESENTATION.

WE WANT TO WALK YOU THROUGH EACH OF THE CHANGES AND THEN WE'LL GO BACK AND ADDRESS ANY QUESTIONS THAT YOU MAY HAVE.

LET'S LOOK AT SPRING VALLEY MISS HAYES.

>> ON OUR WEST SIDE OF THE DISTRICT.

SPRING VALLEY IS LOCATED ON THE WEST SIDE OF COIT ROAD.

WE WOULD RECOMMEND RE-PURPOSING SPRING VALLEY AND DIVIDING UP THAT BOUNDARY.

IT CURRENTLY ALSO IS A LARGER FOOTPRINT BUILDING WITH ONLY 56% OF THE BUILDING BEING UTILIZED.

AGAIN, ENROLLMENT IS DECLINING.

FUTURE PROJECTIONS INCLUDE ADDITIONAL DECLINES.

AGAIN, LOOKING AT THE CONDITION OF THE UNDERGROUND SYSTEMS AND NEEDS AT THAT CAMPUS, THERE'S A LOT OF STRUCTURAL ISSUES IN THE FOUNDATION THAT THE DISTRICT WILL NEED TO ADDRESS LONG TERM TO MAINTAIN THAT CAMPUS IN THE MANNER THAT WE WOULD FOR SCHOOL.

WE RECOMMEND CHANGING THAT BOUNDARY.

WE WOULD INCORPORATE ALL OF THE SPRING VALLEY CURRENT BOUNDARY TO NORTHWOOD HILLS ELEMENTARY, SO THAT WOULD ALL FEED INTO NORTHWOOD HILLS WITH THE EXCEPTION OF ONE APARTMENT COMPLEX.

WE HAVE ONE APARTMENT COMPLEX.

IT'S CALLED THE CITADEL.

IT IS LOCATED SOUTH OF LBJ, AT THE CORNER OF PRESTON AND LBJ.

THAT APARTMENT COMPLEX CURRENTLY HAS FOUR STUDENTS THAT ARE ENROLLED IN OUR DISTRICT.

WE RECOMMEND MOVING THAT APARTMENT COMPLEX AS PART OF THE HAMILTON PARK BOUNDARY THAT IS SOUTH OF LBJ.

THERE'S SOME BILINGUAL PROGRAMMING AT SPRING VALLEY.

WE WOULD MOVE THAT BILINGUAL PROGRAMMING TO NORTHWOOD HILLS.

WE HAVE SOME STUDENTS THAT ARE SPREAD AROUND THE DISTRICT FOR OUR BILINGUAL PROGRAM, AND THOSE WOULD CONTINUE TO STAY AT THEIR CURRENT CAMPUSES.

[OVERLAPPING] THE CLICKERS. THAT'S QUITE ALL RIGHT.

THURGOOD MARSHALL ELEMENTARY IS IN OUR LAKE HIGHLANDS ATTENDANCE AREA.

IT WAS BUILT IN 2004.

IT IS ALSO A LARGE FOOTPRINT BUILDING CURRENTLY UTILIZED AT ABOUT 59% OF THAT CAMPUS.

AGAIN, IT HAS AN ENROLLMENT PROJECTED FUTURE DECLINE.

IT IS IN THE MIDDLE OF AN AREA THAT IS PART OF THE LAKE HIGHLANDS IMPROVEMENT DISTRICT, SO THERE ARE A LOT OF CHANGES TO MULTIFAMILY HOUSING HAPPENING IN THAT AREA THAT FEED INTO THURGOOD MARSHALL.

IT IS 20 YEARS OLD, ONE OF OUR NEWEST CAMPUSES, BUT WE HAVE NOT UPDATED THE SYSTEMS. THAT WAS ONE OF THE THINGS MOST OF OUR SYSTEMS HAVE, END OF JULY FOR AROUND 20 YEARS.

IT'S TIME TO DO A LOT OF SYSTEM UPGRADES AT THAT CAMPUS LONG TERM.

WE RECOMMEND CHANGING THAT BOUNDARY.

THIS BOUNDARY IS A LITTLE MORE COMPLICATED AS WE BUILT MULTIPLE SCHOOLS IN A VERY SMALL, HIGH DENSE AREA.

OVER THE PAST 20 YEARS, WE'RE GOING TO TRY TO KEEP STUDENTS FROM HAVING TO RIDE THE BUS LONG TERM AND HAVING TO CROSS OVER LBJ.

WE'D LIKE THEM TO BE ABLE TO GO TO A LOCAL CAMPUS WHERE THEIR FRIENDS AND NEIGHBORS GO.

IF YOU LIVE SOUTH OF LBJ AND YOU LIVE WEST OF SKILLMAN, THOSE STUDENTS WOULD ATTEND SKY VIEW WITH THEIR NEIGHBORS THAT ARE CURRENTLY ZONED SKY VIEW.

THERE IS ONE APARTMENT COMPLEX THAT IS SOUTH OF LBJ AND EAST OF SKILLMAN, RIGHT AT THE CORNER OF SKILLMAN AND LBJ.

WE'RE GOING TO REZONE THAT TO NORTH LAKE, SO RIGHT DOWN AUDELIA TO NORTH LAKE.

WE'RE GOING TO TAKE STUDENTS THAT LIVE NORTH OF 635.

WE'RE GOING TO MAKE A U SHAPE IN THE GREEN.

THOSE STUDENTS WOULD BE ZONED TO FOREST LANE.

THERE'S A COUPLE SETS OF APARTMENTS RIGHT AT THE CORNER OF SKILLMAN, ALMOST TO FOREST LANE, THAT IS ON THE WEST SIDE OF SKILLMAN.

[03:25:01]

THOSE STUDENTS THAT ARE CURRENTLY AT 10 THURGOOD WOULD BE LAKE HIGHLANDS ATTENDANCE.

THOSE APARTMENT COMPLEXES WOULD BE REZONED TO THE BERKNER ATTENDANCE AREA, BECAUSE AUDELIA CREEK FEEDS INTO THE BERKNER LEARNING COMMUNITY.

THEN THE PINK COLOR AT THE FAR RIGHT SIDE OF THE SCREEN.

THE AREA THAT IS CURRENTLY ZONED TO THURGOOD MARSHALL IS ALL INDUSTRIAL IN THAT AREA, THERE ARE NO APARTMENTS OR HOMES, BUT THERE ARE TWO MOTELS THAT ARE USED BY MCKINNEY-VENTO FAMILIES.

RIGHT NOW, I THINK THERE'S ABOUT TWO KIDS THAT ARE THERE THAT WE TAKE TO SCHOOL.

WE WOULD REZONE THAT TO FOREST RIDGE AS IT'S THE CLOSEST ELEMENTARY SCHOOL TO THAT AREA.

>> I'M GOING TO GO BACK, I THINK SPRING RIDGE.

>> THAT'S THE NEXT THING WITH THE NON-CONTIGUOUS.

THE FINAL ONE WOULD BE ON THE EAST SIDE OF TOWN, OUR BERKNER LEARNING COMMUNITY.

WE RECOMMEND REPURPOSING SPRING RIDGE ELEMENTARY AND CHANGING BOUNDARIES ON OUR EAST CORRIDOR.

WE CURRENTLY HAVE THREE SCHOOLS THAT ARE STACKED ON TOP, COMING FROM THE NORTH DOWN TO THE SOUTH.

SPRING RIDGE BEING THE FARTHEST SOUTH OF THOSE THREE.

WE RECOMMEND CHANGING THE BOUNDARIES SO THAT ALL OF SPRING RIDGE ATTENDS DARTMOUTH.

THEN WE WOULD TAKE A PORTION OF DARTMOUTH NORTH OF COLUMBIA AND THE DUCK CREEK AREA AND REZONE THAT TO YALE SO THAT DARTMOUTH AND YALE WOULD BOTH HAVE HIGHER UTILIZATIONS, AND AGAIN, SHARING NEIGHBORHOODS OF STUDENTS THERE.

SPRING RIDGE IS ALSO UNDER UTILIZED, LOW ENROLLMENT.

THERE'S ONLY A COUPLE 100 STUDENTS THAT LIVE IN THE SPRING VALLEY IN THAT SPRING RIDGE AREA.

THE PROJECTIONS ARE NOT FOR AN INCREASE IN THAT NEIGHBORHOOD OVER THE NEXT FEW YEARS.

ONE OF THE THINGS WE'RE ASKING TO DO AS PART OF THIS DISCUSSION, WE HAVE FIVE AREAS IN OUR DISTRICT THAT BACK IN THE '90S ARE DESIGNATED AS NON-CONTIGUOUS AREAS.

IF YOU LOOK AT AN EXISTING MAP OF THE DISTRICT, YOU SEE FIVE BLUE STARS ON THE MAP.

THOSE NON-CONTIGUOUS AREAS WE WOULD LIKE TO REMOVE SO THAT STUDENTS THAT LIVE IN THAT AREA ARE ABLE TO ATTEND THEIR NEIGHBORHOOD SCHOOL WITH THEIR PEERS.

THIS ELIMINATES THE NEED FOR A LOT OF OUR TRANSPORTATION WHERE KIDS ARE TRANSPORTED PAST MULTIPLE SCHOOLS TO GET TO THE DESIGNATED SCHOOL THAT WAS CREATED FOR THAT BOUNDARY.

WE CHECK THE EXISTING SCHOOLS AND THEY ARE ABLE TO RECEIVE THOSE STUDENTS WITHOUT ANY ADDITIONAL MAJOR RENOVATIONS AND ADJUSTMENTS.

THERE ARE THREE BLUE STARS THAT ARE SITUATED JUST NORTH OF SPRING VALLEY, AND THEY ARE CURRENTLY ASSIGNED TO GO TO GREENWOOD HILLS, TO GO TO NORTH RICH, AND TO GO TO MST.

WE RECOMMEND THAT ALL OF THOSE STUDENTS BE ALLOWED TO STAY IN THEIR HOME SCHOOL AREA, WHICH IS DOVER ELEMENTARY.

THEY WOULD ALL STAY IN THE DOVER AREA.

THE OTHER TWO BLUE STARS, ONE IS NORTH OF 635 IN THE FOREST LANE ATTENDANCE AREA.

CURRENTLY, THOSE KIDS ARE TRANSPORTED OVER TO SKYVIEW ELEMENTARY.

WE WOULD REMOVE THAT SO THEY COULD STAY WITH THEIR NEIGHBORHOOD PEERS AT FOREST LANE.

THEN THE LAST ONE ON THE RIGHT IS AN APARTMENT COMPLEX OFF OF PLANO ROAD JUST SOUTH OF WALNUT STREET, THAT WAS ZONED TO SPRING RIDGE.

WE WOULD ALLOW THOSE STUDENTS TO GO BACK TO THEIR HOME SCHOOL, WHICH WOULD BE FOREST RIDGE ELEMENTARY WITH THEIR PEERS.

THE DISTRICT WOULD CLEAN UP ALL NON-CONTIGUOUS BOUNDARIES, SO EVERYONE WOULD BE IN A ZONED AREA WITH THEIR NEIGHBORHOOD SCHOOL.

THERE IS NO MAJOR CONSTRUCTION THAT HAS TO TAKE PLACE WITH ANY OF THESE MOVES.

THE RECEIVING SCHOOLS ALL HAVE CAPACITY TO RECEIVE STUDENTS.

CENTRAL PROGRAMMING WILL STAY INTACT.

CENTRAL PROGRAMS MOVE TO DIFFERENT CAMPUSES BASED ON AVAILABILITY AND NEEDS THROUGHOUT THE DISTRICT.

THAT'S A YEAR BY YEAR PIECE THAT WE LOOK AT.

WE WOULD CONTINUE TO MONITOR THAT.

ONE PIECE I LEFT OUT FOR NORTH LAKE, BECAUSE WE'RE AT NORTH LAKE, WE'RE GOING TO TAKE A BILINGUAL PROGRAM CURRENTLY LOCATED AT NORTH LAKE AND MOVE IT TO WALLACE.

A LARGE MAJORITY OF THOSE STUDENTS THAT ARE IN THAT BILINGUAL PROGRAM ARE ACTUALLY ZONED TO WALLACE, AND SO THIS ALLOWS THEM TO BE IN THEIR NEIGHBORHOOD.

[03:30:05]

>> WE WANT TO TALK A LITTLE BIT ABOUT DOBIE, AND I'M GOING TO LET MISS HAYES ADDRESS THIS FIRST PART, AND THEN I'LL TALK ABOUT SOME OF THE OPPORTUNITIES THAT WE HAVE WITH RETHINKING HOW WE'RE GOING TO USE THOSE BUILDINGS.

>> YES, MA'AM. DOBIE PRE-K DOES NOT HAVE ANY BOUNDARIES.

IT IS A BOUNDLESS SCHOOL.

[LAUGHTER] IT RECEIVES STUDENTS FROM ALL OVER THE DISTRICT AS OUR PRE-K, THREES, AND FOURS.

WE ALSO HAVE A HIPPIE PROGRAM THERE, SEVERAL OTHER PROGRAMMING PIECES.

MOST OF THE STUDENTS CAN ATTEND PRE-K NOW AT THEIR REGULAR NEIGHBORHOOD SCHOOL, WITH THE CAPACITY THAT WE HAVE AT OUR ELEMENTARIES, AND THAT IS OUR GOAL DOWN THE ROAD, IS TO HAVE PRE-K ON EVERY CAMPUS, SO THAT STUDENTS CAN START THEIR PRE - CAREER AND GO ALL THE WAY THROUGH FIFTH GRADE AT THEIR LOCAL ELEMENTARY SCHOOL.

THEN PART OF NOT HAVING A CENTER LIKE DOBIE, WE WOULD NOT HAVE TO TRANSPORT KIDS ACROSS TOWN.

THEY WOULD BE ABLE TO GO TO THEIR LOCAL SCHOOL FOR THEIR PRE-K.

>> WE HEARD FROM A LOT OF OUR PARENTS THAT WHEN YOU THINK ABOUT OUR THREES AND FOURS, AND PUTTING THEM ON A SCHOOL BUS AND TAKING THEM A DISTANCE IS SOMETHING THAT IS OFTEN INTIMIDATING AND SOMETIMES A BARRIER FOR THEM ACTUALLY ENROLLING IN OUR PRE-K PROGRAM.

AGAIN, TRYING TO GET PRE-K AS CLOSE TO THEIR HOME ZONE CAMPUS AS POSSIBLE WAS A GOAL AS A PART OF THIS WORK.

WE ARE NOT PROPOSING THAT DOBIE CONSOLIDATE FOR '24, '25, AND IN A MINUTE, I'LL SHARE A LITTLE BIT ABOUT THE CONTEXT FOR WHY THAT WOULD BE A SUGGESTED IMPLEMENTATION FOR '25, '26.

THIS CHART RIGHT HERE HIGHLIGHTS OUR UTILIZATION BEFORE AND AFTER RIGHTSIZE.

IT GIVES YOU AN OPPORTUNITY TO LOOK AT A CAMPUS WHERE IT EXISTED BEFORE WE HAD OUR CAMPUS CONSOLIDATION PLAN AND THEN AFTER.

IT'S IMPORTANT TO NOTE THAT THESE PROJECTED NUMBERS INCLUDE IDENTIFICATION OF THOSE SPECIAL EDUCATION CENTRAL PROGRAMS. AGAIN, WHEN WE SAY CENTRAL PROGRAMS, WE ARE TALKING ABOUT SPECIAL EDUCATION PROGRAMS IN WHICH STUDENTS HAVE NEEDS THAT REQUIRE A DIFFERENT LEVEL OF PROGRAMMING AND TEACHER SUPPORT.

IT MAY BE A PROGRAM WHERE THERE ARE 4-5 STUDENTS, AND IT MAY REQUIRE A TEACHER AND TWO PARAPROFESSIONAL SUPPORT AIDS.

ALL OF THOSE PROGRAMMINGS HAVE BEEN A PART OF THE PLAN.

WE DID NOT WANT TO BRING ANYTHING FORWARD AND SAY, OOPS, WE DIDN'T HAVE ROOM FOR A PROGRAM, WHETHER IT'S BILINGUAL OR SPECIAL EDUCATION.

ALL OF THAT HAS BEEN CONSIDERED AND YOU CAN SEE THE ADJUSTMENT WHERE WE HAVE CAMPUSES THAT BEGIN TO MOVE INTO THAT 70%, 80%, 90% UTILIZATION MARK.

ONE OF THE CONSIDERATIONS ARE AREA SUPERINTENDENTS WALKED EVERY ONE OF THE BUILDINGS, SO IF WE KNOW THAT THERE IS A CAMPUS THAT IS GOING TO MOVE FROM, LET'S SAY, 60% UTILIZATION TO 80% UTILIZATION.

THEY'RE GOING TO GAIN 7-9 SECTIONS OF NEW STUDENTS.

DO THEY HAVE SEVEN OR NINE ACTUAL ROOMS? SO BUILDINGS WERE WALKED AND ROOMS WERE IDENTIFIED TO MAKE SURE THAT IN FACT DOES THIS PLAN, WHILE IT MAY WORK IN PAPER, IT MAY WORK IN THEORY, DOES IT WORK WHEN ACTUALLY IT'S BEING IMPLEMENTED? ALL OF THOSE PIECES WERE CONSIDERED AS PART OF THE RECOMMENDATION.

THIS IDENTIFIES, IF APPROVED BY THE BOARD, WHAT OUR NEW ATTENDANCE ZONES WOULD LOOK LIKE MOVING FORWARD.

THEN YOU CAN SEE THE LIST OF CAMPUSES THAT IN SOME WAY WOULD HAVE AN ADJUSTMENT TO THEIR CURRENT ATTENDANCE ZONES.

ONE OF THE CONSIDERATIONS FROM THE COMMUNITY BUDGET STEERING COMMITTEE WAS A STRONG EMPHASIS THAT THE CAMPUSES THAT WOULD BE CONSOLIDATED THAT WE STILL MADE SURE THAT THERE WAS SOME LEVEL OF MAINTENANCE DONE.

NOBODY WANTS IN THEIR NEIGHBORHOOD A PIECE OF LAND IN WHICH IT'S NOT BEING KEPT UP, WHICH WINDOWS ARE BOARDED UP.

WE KNOW THAT THE IMPACT THAT THAT HAS ON THE CULTURE OF THE COMMUNITY AND WHAT IT CAN MEAN FOR PROPERTY TAX VALUE.

THIS ALLOWED US TO REALLY THINK ABOUT OTHER EFFICIENCIES IN THE DISTRICT AND HOW WE COULD CONTINUE TO MEET THE NEEDS OF OUR DISTRICT AND REDUCE SOME CURRENT EXPENDITURES THAT WE HAVE IN OTHER AREAS.

GREENWOOD HILLS, WE ARE LOOKING AT THAT.

ONE OF THE OPPORTUNITIES THAT WE HAVE ARE UNIQUE PROGRAMMING TO BE LIKE ME WHICH IS A PROGRAM THAT ALL OF OUR FOURTH GRADERS EXPERIENCE RIGHT NOW.

IT'S TEMPORARILY HOUSED AT THE NETWORK OF COMMUNITY MINISTRIES.

[03:35:03]

WE WOULD LOVE THE OPPORTUNITY TO POTENTIALLY HAVE THAT AND HOUSE THAT AT GREENWOOD HILLS.

WE WOULD PARTNER THAT WITH CURRENTLY OUR SPECIAL EDUCATION SUPPORT STAFF.

IT'S HOUSED OUT OF OUR ADMINISTRATIVE BUILDING AT THE PDC OFF OF BELT LINE.

WE WOULD LOVE TO MOVE OUR SPECIAL EDUCATION SUPPORT STAFF TO GREENWOOD HILLS AND SET UP EXEMPLAR STAFF DEVELOPMENT ROOMS WHERE IF YOU HAVE A RESET ROOM, IF YOU HAVE ONE OF OUR BEHAVIOR UNITS FOR EXAMPLE, YOU COULD SET UP A MODEL CLASSROOM.

TRAINING COULD BE DONE FOR PARAPROFESSIONALS AND TEACHERS IN THOSE SPACES THAT MOST REPLICATES WHAT AN ACTUAL CLASSROOM LOOKS LIKE USING THE TOOLS USING THE SYSTEMS THAT ARE AVAILABLE IN THE ACTUAL CLASSROOMS. AGAIN, THOSE THINGS REALLY DO NOT COST US ANY ADDITIONAL MONEY.

I'M GOING TO SHOW YOU HOW WE HAVE SOME SAVINGS AS A RESULT OF MOVING THAT TYPE OF PROGRAM TO GREENWOOD HILLS.

SPRING VALLEY, WE WOULD LIKE TO MOVE THE REST OF THE PROFESSIONAL DEVELOPMENT CENTER THAT IS CURRENTLY OFF OF BELT LINE AND WE WOULD MOVE THOSE EMPLOYEES TO SPRING VALLEY.

IN THE END, WITH THE BOARD'S APPROVAL, WE WOULD LIKE TO EXPLORE THE OPPORTUNITY TO SELL THE PDC.

WE BELIEVE THAT THAT IS A HIGHLY SOUGHT AFTER, HIGHLY MARKETABLE AREA OF THE DISTRICT AND AGAIN AN OPPORTUNITY FOR THE BOARD TO ACCESS ADDITIONAL REVENUE THAT COULD BE USED TO EITHER SUPPORT FUND BALANCE OR OTHER CAPITAL PROJECTS AS IDENTIFIED BY THE BOARD.

YOU ALL TALKED IN OUR LAST PRESENTATION.

WE MENTIONED THAT WE STILL HAVE 167 OF OUR EMPLOYEES THAT ARE ON THE WAIT LIST.

THE BOARD COMMITTED LAST YEAR THAT YOU WANTED TO SEE AN ADDITIONAL DAYCARE IF NOT TWO.

WE BELIEVE THAT SPRING RIDGE WOULD BE AN IDEAL CANDIDATE TO REPURPOSE TO THE LITTLE RAM, WILDCAT CHILD LEARNING ACADEMY.

IT IS LARGE ENOUGH WHERE WE BELIEVE WE COULD MEET THE NEED OF THAT 160 FAMILIES.

IT'S WE BELIEVE SOMEWHAT CENTRAL ENOUGH WHERE IT COULD SERVE BOTH THE LAKE HIGHLANDS COMMUNITY AND THE BERKNER COMMUNITY AND REDUCE OVERHEAD OF A FOURTH DAYCARE SITE BUT KEEP IT AT THIS SITE AND WOULD REALLY THEN MEET THE DEMAND THAT WE CURRENTLY HAVE.

THURGOOD MARSHALL. AGAIN, THESE ARE ALL PROPOSALS.

THESE ARE ABSOLUTELY THINGS THAT WE WANT TO HAVE FEEDBACK, BUT THIS IS OUR TEAM DOING OUR BEST THINKING ABOUT HOW WE WOULD REPURPOSE THESE CAMPUSES.

I DON'T KNOW IF ANY OF YOU HAVE HAD AN OPPORTUNITY LATELY TO BE AT THE CHRISTA MCAULIFFE LEARNING CENTER, BUT THAT CURRENT PROGRAM IS DEFINITELY OUTGROWING THAT SPACE.

IT HAS BEEN AT THAT LOCATION FOR A VERY LONG TIME.

THAT FACILITY WAS REPURPOSED TO SUPPORT OUR DAEP AND THERE ARE SOME KEY COMPONENTS THAT ARE CURRENTLY NOT AVAILABLE AT THAT LOCATION JUST BECAUSE OF ITS SIZE; THINGS LIKE A FULL CAFETERIA, A FULL LIBRARY.

ALL OF THE RESOURCES THAT YOU WOULD WANT IN THAT ENVIRONMENT CURRENTLY ARE NOT AT THAT CURRENT LOCATION.

WE WOULD LOVE THE OPPORTUNITY TO EXPLORE BRINGING TOGETHER OUR ACCELERATED LEARNING ACADEMY WITH MEMORIAL PARK ALSO BRINGING IN THE CURRENT DISTRICT ALTERNATIVE EDUCATION PROGRAM, AND THEN ALSO AN OPPORTUNITY FOR US TO REALLY THINK ABOUT TRANSFORMATIONAL WORK.

I TEASED FOR YOU A LITTLE BIT EARLIER, RETHINKING THE WAY THAT WE ADDRESS DISCIPLINE AND BEHAVIOR IN THE DISTRICT AND WE WOULD BE BRINGING THOSE PLANS TO YOU IN APRIL AND MAY.

BUT THIS WOULD GIVE US AN OPPORTUNITY TO DO THAT TRANSFORMATIONAL WORK.

IT WOULD ALLOW US TO CREATE PROGRAMMING THAT ADDRESSES WHY STUDENTS MAY BE MAKING THE DECISIONS THAT THEY'RE MAKING.

IT WOULD GIVE US AN OPPORTUNITY FOR STUDENTS WHO MAYBE ARE IN AN ALTERNATIVE LOCATION TO GIVE AN OPPORTUNITY TO TRANSITION FOR EXAMPLE OVER TO THE ACCELERATED LEARNING PROGRAM WHILE THEY'RE EITHER TRANSITIONING BACK TO THEIR HOME CAMPUS OR MAYBE RECOGNIZING THAT BEING AT A LARGE HIGH SCHOOL ENVIRONMENT OR IN A LARGE JUNIOR HIGH, THAT MAYBE THAT'S NOT THE BEST ENVIRONMENT AND MAYBE THEY NEED SOMETHING THAT'S A LITTLE BIT SMALLER AND A LITTLE BIT MORE INDIVIDUALIZED.

WE SEE A CONTINUUM OF SERVICES AND SUPPORTS THAT

[03:40:02]

THEN A REALLY EXCITING, INNOVATIVE OPPORTUNITY THAT IT WAS BROUGHT TO US FROM THE CITY OF DALLAS IN DALLAS COUNTY.

THEY IDENTIFIED THE ESPERANZA CORRIDOR AS A KEY LOCATION FOR A NEW COMMUNITY CENTER.

IF YOU HAVE BEEN TO AREAS OF DALLAS WHERE THE JUBILEE CENTER IS HOUSED, IT WOULD BE A COMPREHENSIVE SUPPORT CENTER THAT WOULD INVOLVE CHILDCARE GROUP INCLUDING PRE-K, IT WOULD INVOLVE ALLOWING PARENT SUPPORT PROGRAMS LIKE HIPPY AND PAT TO STAY AT DOBIE BUT ALSO BE EXPANDED, IT WOULD INCLUDE A WELLNESS CLINIC FOR THE COMMUNITY AFTER SCHOOL PROGRAMMING, THINGS LIKE A SKATE PARK AND OTHER WAYS TO ENGAGE OUR STUDENTS, IT WOULD INVOLVE COUNSELING SERVICES AND JUST EVERYTHING THAT YOU THINK ABOUT WHEN DEVELOPING THOSE WRAPAROUND SERVICES.

DALLAS COUNTY AND THE CITY OF DALLAS HAVE ALREADY IDENTIFIED THE FUNDING.

REPURPOSING DOBIE IN THIS WAY WOULD ALLOW EVERY DOLLAR OF THOSE RESOURCES TO BE POURED INTO THE ACTUAL SERVICES AND NOT HAVE TO WORRY ABOUT THE CAPITAL EXPENDITURES.

WE REALLY SEE THIS AS A WIN-WIN FOR OUR FAMILIES THAT ARE LIVING IN THE ESPERANZA CORRIDOR.

WE ARE EARLY IN THOSE CONVERSATIONS, COMMITMENT ON BOTH DEEP LEVEL OF COMMITMENT ON BOTH SIDES.

BUT WE KNOW WE NEED SOME DESIGN TIME SO MOVING FORWARD WITH THIS IN 25 AND 26 WOULD GIVE US DESIGN TIME.

IT WOULD ALSO ALLOW THE NEW BOUNDARIES TO SETTLE AND FOR US TO KNOW WHERE ELSE WE CAN PLACE PRE-K AND TO ENSURE THAT WE CAN SERVE THE SAME NUMBER AND MORE STUDENTS IF DOBIE NO LONGER SERVES IN ITS CURRENT CAPACITY.

I'VE ADDRESSED THIS A LITTLE BIT AS WE WENT THROUGH HOW WE WOULD REPURPOSE THE OTHER BUILDINGS.

AGAIN, I WANT TO JUST ENSURE THAT OUR COMMUNITY, WHETHER OUR STUDENTS WHO ARE SERVED THROUGH BILINGUAL PROGRAM OR STUDENTS WHO SERVED THROUGH OUR CENTRAL SPECIAL EDUCATION PROGRAMMING, ALL OF THOSE PROGRAMS HAVE IDENTIFIED LOCATIONS.

BASED UPON WHERE STUDENTS ARE, AGAIN, WE ARE WAY AHEAD OF SCHEDULE OF THE MAY 15TH.

THE MAY 15TH TARGET IS OUR NORMAL TARGET OF WHEN WE WOULD COMMUNICATE FINAL PLACEMENTS.

BUT AGAIN, WE REALLY HAVE EVERY ONE OF OUR PROGRAMS ALREADY IDENTIFIED FOR NEXT YEAR.

WE'VE ALSO BEEN, DESPITE CONSOLIDATION, WE HAVE BEEN ABLE TO ADD A SIGNIFICANT AMOUNT OF PRE K CLASSROOMS ACROSS THE DISTRICT.

WITH NOW 33 OF OUR 36 ELEMENTARY IS BEING ABLE TO ACTUALLY HAVE PRE K AVAILABLE TO THEM.

WE ARE VERY EXCITED, AGAIN, TO PROVIDE THAT PROXIMITY TO THAT NEIGHBORHOOD SCHOOL FOR OUR THREE AND OUR FOURS.

I WOULD BE REMISS, AGAIN, IF I DID NOT ADDRESS HOW WE KNOW THAT THIS IS GOING TO IMPACT OUR COMMUNITY.

WE HAVE BEEN VERY INTENTIONAL AROUND ENSURING THAT WE HAVE COUNSELING SUPPORTS AVAILABLE.

WE'RE WORKING TO IDENTIFY CAMPUS AMBASSADOR TEAMS SO THAT ANY CAMPUS THAT IS RECEIVING STUDENTS, THEY WOULD IDENTIFY TEAMS OF TEACHERS AND STAFF THAT WOULD BECOME THE FACE OF THE CAMPUS AND DO THAT OUTREACH SO THAT FAMILIES AND STUDENTS WOULD KNOW WHO THEIR GO TO PEOPLE ARE.

WE BEGIN BUILDING THOSE RELATIONSHIPS AND IMMEDIATELY BEGIN TO FEEL INCLUDED IN THEIR NEW ENVIRONMENT.

WE KNOW THIS IS GOING TO REQUIRE A LOT OF PROCESSING BY STAFF.

WE HAVE SOME STAFF MEMBERS ON ALL FOUR ALL FIVE OF THESE CAMPUSES THAT HAVE BEEN THERE FOR A VERY LONG TIME.

WE WANT TO HONOR THAT LEGACY AND WE WANT TO SUPPORT THEM AS THEY PROCESS WHAT THIS WILL MEAN FOR THEM PERSONALLY, AS WELL AS WHAT IT'LL MEAN FOR THE COMMUNITY THAT THEY SERVE.

WE WANT TO HONOR THE PAST OF THE CAMPUSES AND MAKE SURE THAT THERE ARE A LOT OF EVENTS TO CELEBRATE THE LEGACY.

INVITING FORMER STAFF MEMBERS, FORMER STUDENTS, FORMER COMMUNITY MEMBERS TO HONOR AS WE WOULD LOOK AT RETIRING THAT CAMPUS AND SERVING IN ITS CURRENT ROLE, AND ALSO ENSURE THAT WE HAVE A LOT OF DESTINATION EVENTS SO THAT THAT CAMPUS THAT I MIGHT BE GOING TO FOR THE FIRST TIME WHEN I SHOW UP AT THE FIRST DAY OF SCHOOL, I'M NOT SEEING THAT SCHOOL MEETING THE PRINCIPAL, MEETING THOSE TEACHERS FOR THE VERY FIRST TIME.

THAT THERE WILL BE A LOT OF OPPORTUNITIES FOR OUR STUDENTS AND OUR FAMILIES TO BE ACCLIMATED TO THEIR NEW SCHOOL ENVIRONMENT.

[03:45:03]

TOMORROW MORNING, OUR TEAM WILL BE AT THE CAMPUSES SUPPORTING THE TEACHERS AND PROCESSING THIS INFORMATION.

WE WILL BE HOLDING A FACULTY MEETING AT THE END OF THE DAY TO ANSWER QUESTIONS, PROVIDE INFORMATION, PROVIDE REASSURANCE.

I WANT EVERYONE TO HEAR WE ARE NOT CUTTING POSITIONS.

WE ARE NOT TELLING ANYONE THAT EVERYONE WILL HAVE A JOB FOR '24/'25.

ANY POSITIONS THAT WE ELIMINATE WILL BE DONE THROUGH ATTRITION.

EVERY ONE OF OUR CURRENT EMPLOYEES, IF THEY HAVE A POSITIVE EVALUATION, EVERY ONE OF OUR EMPLOYEES WILL BE PLACED AND WILL HAVE AN OPPORTUNITY TO SERVE IN RICHARDSON ISD FOR NEXT YEAR.

YOU CAN SEE THE TIMELINE OF HOW WE'RE GOING TO SUPPORT THOSE EMPLOYEES IN THEIR PLACEMENT.

EMPLOYEES WILL HAVE AN OPPORTUNITY TO IDENTIFY THEIR PRIORITIZE.

THIS IS WHERE I WOULD LIKE TO BE.

THIS IS THE GRADE LEVELS I WOULD LIKE TO SERVE.

YOU CAN SEE THE TIMELINE OF IF THE BOARD MOVES FORWARD IN APPROVING THIS PLAN, WHEN TEACHERS, WHEN STAFF MEMBERS WOULD HAVE UNDERSTANDING OF WHERE THEIR ASSIGNMENT WOULD BE FOR THE FOLLOWING SCHOOL YEAR.

WE KNOW OUR COMMUNITY IS GOING TO HAVE A LOT OF QUESTIONS, I ALREADY SHARED LIST.

LET ME GO TO OUR FAMILY LISTENING TOURS.

WE KNOW OUR FAMILIES ARE GOING TO HAVE A LOT OF QUESTIONS AS WELL.

WE ARE SETTING UP LEARNING COMMUNITY LISTENING TOURS.

THEY WILL BE HOUSED AT EACH OF OUR HIGH SCHOOLS.

ANYONE IS INVITED FROM THE LEARNING COMMUNITY TO ATTEND.

YOU CAN SEE THE SCHEDULE.

WE WILL HAVE AN OPPORTUNITY TO MAYBE DIG IN EVEN A LITTLE BIT MORE DEEPLY WITH PROVIDING SOME MORE DETAILS BOTH WITH THE NEW ATTENDANCE BOUNDARY PROPOSALS, BUT ALSO THE SUPPORT PLANS.

THERE WILL BE AN OPPORTUNITY FOR ANYONE, THEY WILL BE PROVIDED A CARD.

THEY WILL HAVE TO ASK QUESTIONS, TO LEAVE COMMENTS THAT WILL BE REVIEWED AND THOSE QUESTIONS WILL BE ANSWERED THAT EVENING.

THEN THEY WILL ALSO BE ADDED TO OUR PROJECT RIGHT SIZE DOCUMENTATION AS WELL.

ULTIMATELY, WHAT TIMELINE ARE WE LOOKING AT? AGAIN, TOMORROW IS OUR FIRST OUTREACH TO OUR STAFF.

WE HAVE COMMUNICATION THAT IS GOING TO BE DISTRIBUTED TO OUR COMMUNITY, TO OUR PARENTS, AND TO OUR STAFF AS WE CONCLUDE TONIGHT'S MEETING.

STAFF SUPPORT MEETING IS TOMORROW.

OUR FAMILY LISTENING TO US FEBRUARY 26TH THROUGH MARCH 5TH.

THEN WE WOULD REQUEST A SPECIAL CALLED MEETING FOR MARCH 21ST FOR THE BOARD TO CONSIDER TAKING ACTION ON THIS PROPOSED PLAN.

ALL OF THIS INFORMATION IS AVAILABLE ON OUR WEBSITE.

EVERYTHING THAT WE HAVE SHARED TONIGHT, THE ENTIRE PROJECT RIGHT SIZE BOOKLET, ALL OF THIS IS AVAILABLE ON OUR WEBSITE FOR OUR COMMUNITY, OUR STAFF, AND PARENTS TO REVIEW.

WE HAVE SET UP A LET'S TALK CHANNEL.

THERE'S A LET'S TALK CHANNEL THAT IS SPECIFIC FOR PROJECT RIGHT SIZE FOR STAFF.

THERE'S ALSO A SPECIFIC CHANNEL THAT HAS BEEN SET UP FOR THE BOARD OF TRUSTEES.

WE WANTED TO ENSURE THAT YOU ALL HAD AN AVENUE TO RECEIVE FEEDBACK THAT WAS CONSISTENT AND FOR YOU ALL TO RESPOND TO THAT CONSISTENTLY, AND IT WOULD ALSO ALLOW ALL OF YOU TO READ AND REVIEW ALL COMMUNICATION THAT WAS COMING IN.

AGAIN, AS A COMMUNITY MEMBER, A STUDENT AND STAFF MEMBER, YOU CAN SUBMIT A LET'S TALK EITHER TO STAFF OR TO THE BOARD, OR YOU CAN SUBMIT IT, OF COURSE, BOTH CHANNELS.

I WANT TO COME BACK TO THE WHY.

AGAIN, I WISH WE WERE IN A PLACE THAT THIS WAS NOT THE CONVERSATION WE WERE HAVING TONIGHT.

THERE'S NOT ONE MEMBER OF OUR CABINET TEAM AROUND THIS HORSESHOE THAT EVER WANTS TO BRING FORWARD A RECOMMENDATION THAT WE KNOW IS GOING TO BE DISRUPTIVE TO OUR FAMILIES, OUR STUDENTS, OR OUR STAFF.

WE LOVE OUR STUDENTS AND OUR STAFF AND OUR FAMILIES.

WE ARE HERE TO SERVE AND SUPPORT THEM.

TO KNOW THAT YOU'RE RESPONSIBLE FOR A RECOMMENDATION THAT IS GOING TO HURT IS NEVER A FUN RECOMMENDATION.

[03:50:05]

YOU ALL JUST SHARED HOW IMPORTANT IT WAS THAT WE COMPENSATE OUR TEAM.

IN ORDER FOR ME TO MEET THAT CHALLENGE, THAT CHARGE THAT YOU'VE GIVEN US, WE HAVE TO IDENTIFY THOSE BUDGET RESOURCES.

AGAIN, IF YOU LOOKED AT THOSE NINE RECOMMENDATIONS FOR THE COMMUNITY BUDGET STEERING COMMITTEE, THEIR RECOMMENDATIONS LET'S JUST DO ONE OF THESE OR LET'S DO SOME OF THESE.

IT WAS, IT'S GOING TO TAKE ALL OF THESE.

THE OTHER RECOMMENDATIONS THAT WE DIDN'T HIT THIS YEAR ARE GOING TO BE THINGS THAT WE ARE BRINGING FORWARD FOR '25/'26, LIKE, ADDITIONAL CHOICE PROGRAM, EXPLORING OPEN ENROLLMENT, EXPLORING WHETHER OR NOT A VADER IS SOMETHING THAT THE BOARD WOULD WANT TO ENTERTAIN, BUT WE ARE DOING IT TO ACCOMPLISH THESE THREE THINGS : HOW DO WE PRIORITIZE COMPENSATION OF TALENT? HOW DO WE MAINTAIN STUDENT PROGRAMMING? IF WE ARE HERE A YEAR FROM NOW, 18 MONTHS FROM NOW, AFTER THE NEXT LEGISLATIVE SESSION, AND THERE IS NOT AN INCREASE TO THE BASIC ALLOTMENT, THE LEVEL OF CUTS THAT WE'RE TALKING ABOUT TONIGHT ARE JUST A BEGINNING BECAUSE WE WILL HAVE NO CHOICE THEN TO TALK ABOUT ELIMINATING POSITIONS AND KEY SUPPORT POSITIONS.

WE WILL BE TALKING ABOUT ELIMINATING STUDENT PROGRAMS THAT ARE THE FOUNDATION OF WHAT MAKES THIS DISTRICT WHAT IT IS THAT WHAT MAKES OUR STUDENTS SHINE IN WAYS THAT IS JUST A PART OF WHO WE ARE AND WHAT WE DO IN RICHARDSON ISD.

AGAIN, WE DO NOT MAKE THIS RECOMMENDATION LIGHTLY.

I KNOW THIS IS A TRYING TIME FOR OUR COMMUNITY AND I JUST HOPE EVERYONE HEARD OUR COMMITMENTS, THAT WE ARE GOING TO WALK ALONGSIDE WITH EVERYONE AS WE TAKE THESE NEXT STEPS.

WITH THAT, TRUSTEE HARRIS, WE ARE HAPPY TO TAKE ANY QUESTIONS AND FEEDBACK FROM THE BOARD.

>> SURE, ABSOLUTELY.

THANK YOU, TABITHA.

I WILL SAY BEFORE WE OPEN THE FLOOR TO MY COLLEAGUES FOR QUESTIONS AND COMMENTS, I'D JUST LIKE TO TAKE A MOMENT TO ACKNOWLEDGE THE WORK THAT HAS GONE INTO THESE RECOMMENDATIONS.

WE APPRECIATE THE TIME THAT OUR COMMUNITY BUDGET STEERING COMMITTEE INVESTED IN STUDYING AND LEARNING ABOUT WAYS FOR THE DISTRICT TO ADDRESS ITS BUDGET DEFICIT.

I WANT TO THANK TABITHA AND HER LEADERSHIP TEAM WHO WERE TASKED WITH DEVELOPING A PLAN TO CONSIDER THE RECOMMENDATIONS AS THEY WERE PRESENTED TO US ORIGINALLY IN OUR DECEMBER MEETING.

I ALSO WANT TO ACKNOWLEDGE TO THE RISD STAFF AND COMMUNITY THAT OUR NUMBER ONE PRIORITY AS A BOARD IS TO ENSURE WE ARE BEING THE VERY BEST STEWARDS OF OUR FINANCIAL RESOURCES.

ONE OF THE BOARD'S PRIMARY DUTIES IS TO ADOPT AN ANNUAL BUDGET, AND WE WANT TO BE SURE WE ADOPT A BUDGET THAT IS NOT ONLY EFFICIENT, BUT ALSO EFFECTIVE IN ENSURING THAT WE CONTINUE TO OFFER THE VERY BEST STUDENT PROGRAMS AND LEARNING EXPERIENCES BECAUSE EACH AND EVERY ONE OF OUR STUDENTS DESERVE IT.

THE BOARD AND I HAVE ALSO PRIORITIZED COMPENSATION FOR OUR TEACHERS AND STAFF SO THAT WE CAN CONTINUE TO RECRUIT AND RETAIN THE BEST IN THE METROPLEX AND BEYOND.

I RECOGNIZE THAT THESE RECOMMENDATIONS MAY BE VERY DIFFICULT TO HEAR.

WE TOTALLY UNDERSTAND THAT.

I WANT TO ENSURE OUR DISTRICT EMPLOYEES AS WELL AS OUR PARENTS AND COMMUNITY THAT WE WANT TO APPROACH THIS PROCESS WITH A THOUGHT, CARE, AND TRANSPARENCY THAT THE TOPICS OF SCHOOL CONSOLIDATIONS AND BOUNDARY CHANGES DESERVE.

OUR NORTH STAR GOAL IS ABOUT ACADEMIC GROWTH.

THROUGH THE BUDGET PLANNING PROCESS, IN THE COMING WEEKS AND MONTHS, WE MUST FIND WAYS TO OPERATE MORE EFFICIENTLY AND REDUCE OUR EXPENSES SO WE CAN

[03:55:05]

WITH THAT, I'M GOING TO OPEN IT UP TO MY COLLEAGUES.

THIS IS AN OPPORTUNITY WHERE Y'ALL CAN ASK QUESTIONS, MAKE COMMENTS, SO THAT WE CAN BE VERY CLEAR AND TRANSPARENT AND SO THAT OUR COLLEAGUES IN OUR COMMUNITY CAN UNDERSTAND WHERE WE ARE COMING FROM.

JUST LET ME KNOW WHO IS NEXT, WHO WANTS TO ASK A QUESTION OR MAKE A COMMENT? MR. POTEET.

>> WELL, WE ALWAYS SAY THANK YOU FOR THAT PRESENTATION AFTER EACH PRESENTATION, BUT THIS ONE IS A BIG THANK YOU BECAUSE IT'S NOT AN EASY ONE TO GIVE AND IT WASN'T AN EASY ONE TO PUT TOGETHER, I'M SURE EITHER FOR STAFF.

YOU MENTIONED WE'RE HERE TO SERVE, I THINK THAT OUR RESPONSIBILITY IS PUBLIC SERVANTS, AND IS SOMETIMES EASIER DONE DURING GOOD TIMES THAN DURING CHALLENGING TIMES.

BUT THAT DOESN'T ABSOLVE US FROM THE RESPONSIBILITY TO SERVE DURING CHALLENGING TIMES AS WELL.

SO THIS IS PART OF IT AND I'M GLAD THAT WE'VE ALL SIGNED ON TO CARRY OUT THAT RESPONSIBILITY.

THE LAST COMMENT BEFORE MY FIRST QUESTION IS, VERY IMPRESSED AND THERE'S SO MUCH MORE THAN THE PRESENTATION SHOWED.

I'LL SAY THAT THIS PACKET THAT'S AVAILABLE, THERE'S A LOT OF DETAIL THAT'S BEEN PUT INTO THAT.

BOTH ON THE RESEARCH AND COMING UP WITH THIS PLAN IT'S IN HERE, BUT ALSO IN TAKING CARE OF STAFF THROUGH THESE TRANSITIONS, TAKING CARE OF FAMILIES AND STUDENTS TO THESE TRANSITIONS.

THE AMOUNT OF RESOURCES THAT RISD IS PUTTING TOWARDS MAKING THAT RIGHT, I'LL NEVER SAY THAT WE'RE MAKING IT PERFECT BECAUSE I THINK THAT WOULD BE DISINGENUOUS, BUT WE'RE GOING TO MAKE IT AS RIGHT AS POSSIBLE AND HOW THIS IS HANDLED.

FROM WHAT I'VE SEEN IN THE DETAILED PLANNING, THE HEARTS ARE IN THE RIGHT PLACES AND THE MINDS ARE IN THE RIGHT PLACES.

I HAVE FULL CONFIDENCE IN THAT.

THE LEVEL OF DETAIL, AND I'LL SPECIFICALLY CALL OUT MS. HAYES OVER HERE.

HER AND HER TEAM, I WENT INTO THIS WONDERING WHAT STONES DO WE NEED TO POINT OUT, NEED TO BE TURNED OVER, WHAT DETAILS MAYBE HADN'T BEEN THOUGHT ABOUT.

THEY'VE THOUGHT ABOUT IT ALL, AND THEY'VE GONE DOWN THOSE ROADS AND THEY'VE PULLED THE THREADS TO COME UP WITH THE ANSWERS.

ALL WITH THE SAME HEART AND MIND PERSPECTIVE FOR THE STUDENTS AND THE STAFF IN THE COMMUNITY.

I WANTED TO LEAD WITH THAT.

THAT SEGUES INTO MY FIRST QUESTION I BROUGHT UP EARLIER, CULTURE.

WHEN WE HAVE THESE SCHOOLS THAT WILL BE CONSOLIDATED, CLOSED, TRANSITIONED, REPURPOSED, TELL ME ABOUT THE CULTURE AND THE THOUGHT THAT WE'VE GOT THERE? I KNOW THAT THOSE CULTURES ARE VALUABLE AND HAVE BEEN FOR A LONG TIME IN EACH OF THOSE BUILDINGS.

TELL ME ABOUT THE THOUGHTS ON THE CULTURE OF THE PEOPLE THAT ARE LEAVING THAT BUILDING, AND THEN OUR THOUGHTS ON THE CULTURE OF THE GAINING SCHOOLS.

WE WANT TO STRENGTHEN WHAT THEY'VE GOT WITH NOW NEW STUDENTS, NEW FAMILIES, NEW STAFF.

>> THANK YOU FOR THAT. I WOULD FIRST AND FOREMOST SAY THAT IT'S SO APPROPRIATE THAT OUR THEME THIS YEAR WAS REALLY ANCHORED AND WE ARE ONE, WE ARE ONE TEAM IN RICHARDSON ISD.

WE REALLY HAVE ONE VISION, WE HAVE ONE NORTH STAR GOAL THAT THE BOARD CHARGED US WITH, AND THAT REALLY DRIVES THE WORK THAT WE DO EVERY SINGLE DAY.

NOW WITH THAT, WE UNDERSTAND THAT EVERY CAMPUS HAS A UNIQUE CULTURE, IT HAS A UNIQUE IDENTITY BECAUSE OF THE STUDENTS THAT THEY SERVE AND BECAUSE OF THE COMMUNITY THAT THEY SERVE, BECAUSE OF THE PRINCIPLE THAT LEADS THE CAMPUS.

THOSE THINGS ARE UNIQUE TO EACH AND EVERY ONE OF OUR CURRENT 55 CAMPUSES.

WHAT WE RECOGNIZE IS THAT ANY CAMPUS THAT IS RECEIVING STUDENTS, THERE'S GOING TO BE AN OPPORTUNITY TO DO SOME REDEFINITION OF THAT CULTURE.

RECOGNIZING THAT WHETHER I'M WELCOMING IN MAYBE 40 NEW STUDENTS OR I'M WELCOMING IN 200 NEW STUDENTS TO MY CAMPUS, THAT I CAN'T JUST START THE NEXT SCHOOL YEAR AS IF I ENDED IT ON THE LAST DAY.

I'M GOING TO HAVE TO BE INTENTIONAL WITH MY COMMUNICATION WITH MY TEAM BUILDING BOTH OF STAFF, AS WELL AS WITH MY PARENTS AND WITH MY STUDENTS, SO THAT WE'RE CREATING A NEW CULTURE FOR '24, '25 THAT IS REPRESENTATIVE OF MY NEW SCHOOL COMMUNITY.

I DON'T THINK IT'S JUST THAT YOU PICK UP ONE AND YOU MOVE IT TO THE NEXT SO THAT YOU TRY TO HOLD ON TO THE CURRENT CULTURE THAT'S WITHIN IT.

I THINK IT'S GOING TO BE ONE THAT IS GOING TO EVOLVE IF THIS MOVES FORWARD.

[04:00:06]

>> THANK YOU. I THINK ONE THING THAT WE DIDN'T SEE IN THE MAPS THAT IS IN HERE TOO FOR THE PUBLIC THAT'S THUMBING THROUGH IT, THAT'S GOING TO VARY IN SCALE ACROSS SCHOOLS.

WE'VE GOT SOME SCHOOLS THAT ARE GETTING 19 STUDENTS, WE'VE GOT SOME THAT ARE 150, SO I MADE IT TO LOOK DIFFERENT WITH EACH ONE OF THEM.

>> VERY INTENTIONAL. I THINK AGAIN, THAT CULTURE BUILDING CAN'T WAIT TO HAPPEN AGAIN, IF THE BOARD APPROVES THIS.

IT CAN'T WAIT TO HAPPEN UNTIL THE BEGINNING OF NEXT SCHOOL YEAR.

THAT'S WHY WE REALLY HAVE LAID OUT IN THE PLAYBOOK THE INTENTIONAL EFFORTS.

AGAIN, WE'RE NOT GOING TO MANDATE WHAT THAT LOOKS LIKE, BUT WE ARE SETTING THE EXPECTATION OF WHAT THAT NEEDS TO BE.

THE DESIGN OF THE EVENT, THE SPECIFICS BECAUSE WHETHER IT'S 19 OR IF IT'S 200, THAT MAY NEED TO CHANGE.

BUT THE EXPECTATION THAT THERE'S GOING TO BE THAT OUTREACH THAT WE'RE GOING TO BRING YOU IN, THAT WE'RE GOING TO HAVE EVENTS WHERE YOU GET TO BEGIN TO BUILD THOSE FRIENDSHIP WITH NEW PEERS AND STAFF MEMBERS BUILDING THOSE NEW RELATIONSHIPS THAT WILL START SOONER RATHER THAN LATER BECAUSE IT TAKES TIME TO DEVELOP THAT AND TO STRENGTHEN THAT CULTURE.

>> WELL, I THINK WE MENTIONED EARLIER THE PRINCIPLES ARE SO KEY IN THAT AND WE TRUST THOSE PRINCIPLES, SO THEY'LL BE LEADING THAT CHARGE.

>> YES, THEY WILL.

>> ANOTHER QUESTION I HAD, SO WE HAD TALKED EARLIER ABOUT WE'RE GOING THROUGH THIS DISCUSSION AS THE CHALLENGING, RIGHT SIZING ON THE FINANCIAL SIDE OF THE BOOKS.

ON THE STUDENT OUTCOME SIDE, WHAT ARE WE SEEING IS LIKE, ARE THERE OPPORTUNITIES HERE? OR ARE WE SEEING CHALLENGES HERE AS WE TRANSITION FROM THESE CAMPUSES TO NEW CAMPUSES? HOW DO WE SEE THAT IMPACTING THOSE STUDENT OUTCOMES? HOW ARE WE GETTING AHEAD OF THAT OR HOW'S THAT BEING TACKLED?

>> AGAIN, IF I'M A CAMPUS, I THINK STARTING WITH THE CULTURE QUESTION IS IMPORTANT BECAUSE FIRST AND FOREMOST, WE NEED OUR STUDENTS TO WALK INTO THAT SCHOOL AND FEEL A SENSE OF BELONGING, AND FEEL A SENSE OF SAFETY AND RECOGNIZING THAT THIS IS NOW MY NEW HOME, SO THAT THEN WHEN THEY TRANSITION INTO THAT CLASSROOM, THEY ARE READY TO LEARN.

THAT CULTURE HAS TO BE A SIGNIFICANT PART OF THAT.

ONE OF THE OPPORTUNITIES THAT WE HAVE WHEN YOU HAVE 41 ELEMENTARIES AND YOU HAVE LET'S SAY, 12 OF THOSE ELEMENTARIES THAT ARE 400 STUDENTS OR LESS, IT IS HARD TO DEPLOY ENOUGH SUPPORTS WHERE EVERY CAMPUS IS GETTING SOME LEVEL OF, WHETHER IT'S BEHAVIORAL OR ACADEMIC SUPPORT.

YOU END UP REALLY STRETCHING THIN THE LEVEL OF SUPPORT YOU CAN DEPLOY.

I WAS ACTUALLY TALKING TO OUR PTA ABOUT WHAT IT COULD MEAN FOR CAMPUS CONSOLIDATIONS, OUR EXECUTIVE COUNCIL.

ONE OF THE THINGS THAT THEY SHARED WAS EVEN FROM THE COUNCIL PTA, WHEN YOU'RE TRYING TO SUPPORT THAT MANY CAMPUSES THAT MAYBE DON'T HAVE STRONG PARENT-LED PTAS AND OUR STAFF-LED, IT'S A LOT EASIER TO SUPPORT A CAMPUS WHEN YOU MAYBE HAVE 600 STUDENTS AND YOU HAVE 600 FAMILIES THAT YOU CAN TRY TO PROVIDE THOSE SUPPORTS IN THOSE RESOURCES TO VERSUS A CAMPUS WHERE YOU MAY ONLY HAVE 274, AND TRYING TO BUILD THAT ROBUST PARENT AND PTA SUPPORT.

OUR GOALS ARE GOALS OR ACADEMIC SYSTEMS THAT WE HAVE IN PLACE ARE FOCUSED ON A TIGHT ALIGNED CURRICULUM, OUR LEARNING FRAMEWORK IN TIER 1 INSTRUCTION.

THAT IS NOT GOING TO CHANGE.

OUR CLARITY AROUND INSTRUCTIONAL EXPECTATIONS, THOSE ARE NOT GOING TO CHANGE.

I THINK IT ALLOWS US TO BE MORE STRATEGIC WITH HOW WE DEPLOY SUPPORTS.

>> THANK YOU. THE LAST QUESTION THAT I JOTTED DOWN FOR NOW IS ON THE COMMUNITY AND AGAIN, KUDOS TO THE COMMUNITY BUDGET COMMITTEE.

I THINK I SAID THAT RIGHT. THE AMOUNT OF WORK THEY PUT IN TO GIVE US THE BIG PICTURE GOALS AND RECOMMENDATIONS, I THINK WAS CRITICAL TO GET US GUIDED DOWN THE PATH TO START DEVELOPING THESE PLANS AROUND THOSE.

DID WE HAVE EIGHT OR NINE? I CAN'T RECALL.

>> NINE NOMINATIONS.

>> NINE. I THINK YOU HAD MENTIONED WE'RE TACKLING SOME OF THEM LATER, BUT HOW DO YOU SEE US LOOKING AT THOSE AND HOW DO THOSE TIME OUT [OVERLAPPING] OVER THE ONES THAT WE'RE NOT TACKLING TONIGHT?

>> WHILE WE ARE TACKLING THE FIRST STAGE OF OUR CENTRAL EXPENDITURE REDUCTIONS, WE WILL ALSO BE TACKLING ANOTHER 2-3% FOR '25, '26.

[04:05:01]

WE ARE ALREADY LOOKING AT OPPORTUNITIES TO EXPAND, EXPLORE, BUT WE WILL REALLY AGAIN, BE WORKING ON THAT OVER THE SUMMER FOR IMPLEMENTATION IN '25, '26.

I WOULD NEED A LOT OF CONVERSATION AND SOME DIRECTION FROM THE BOARD AROUND VATRE, WHICH IS A VOTER-APPROVED TAX RATIFICATION ELECTION THAT PROBABLY HAS TIGHT IMPLICATIONS WITH A POTENTIAL BOND AND THE TIMING OF A BOND.

THAT REALLY IS THE CONVERSATION THAT WE NEED TO HAVE AS A COLLECTIVE GROUP TO UNDERSTAND THE POTENTIAL TIMING OF THAT ONE AS WELL.

[OVERLAPPING] WE HAVE A TIMELINE FOR ALL OF THEM EXCEPT FOR THE BETA.

[LAUGHTER]

>> THANK YOU.

>> THANK YOU, MR. POTEET. MS. MCGOWAN.

>> THANK YOU FOR THAT PRESENTATION.

AND AGAIN, SORRY, YOU'RE HAVING TO BRING THIS RECOMMENDATION.

SORRY TO OUR COMMUNITY THAT YOU'RE HAVING TO HEAR THIS RECOMMENDATION AND TO OUR PARENTS, TO OUR TEACHERS, TO OUR KIDS, SORRY.

MY QUESTION, I HAVE A COUPLE OF QUESTIONS.

THE FIRST ONE IS, YOU STARTED THE PRESENTATION WITH AN UPDATED MULTI-YEAR FINANCIAL REPORT.

IF WE DO NOT MAKE THIS DECISION, WHAT WILL OUR DEFICIT NUMBERS LOOK LIKE?

>> IF THE BOARD WANTED TO GIVE, LET'S JUST SAY THAT BASELINE 3% RAISE, IF WE ONLY SAW AN INCREASE IN OPERATION EXPENDITURES OF THAT 5% AND WE MADE NO OTHER CUTS, WE WOULD BE LOOKING AT A $28 MILLION DEFICIT.

WHICH REALLY MEANS, AGAIN, IF THERE ARE NO OTHER ADJUSTMENTS ANYWHERE, AT SOME POINT, WE ARE GOING TO HAVE TO THEN LOOK AT A REDUCTION IN FORCE AND ELIMINATING POSITIONS AND THEN ALSO BEGINNING TO LOOK AT AS AGAIN, SOME OF OUR SURROUNDING DISTRICTS ARE HAVING TO DO ELIMINATION OF STUDENT PROGRAMMING AND TEACHER RESOURCES.

>> I GUESS THAT'S MS. HAYES.

CAN YOU TELL US A LITTLE BIT MORE ABOUT THE STEPS YOU TOOK TO INCLUDE MEMBERS OF THE COMMUNITY IN THE PROCESS AND HOW ENGAGED WAS THE COMMITTEE?

>> SURE. MR. JASSO SO AND I CO-CHAIRED THE FACILITY COMMITTEE THAT WAS PART OF THE COMMUNITY BOND STEERING COMMITTEE.

WE MET FOR MULTIPLE MONTHS, DID SOME HOMEWORK ALONG THE WAY, COLLECTED ALL OF THE DATA THAT THE COMMUNITY REQUESTED, HAD DISCUSSIONS ABOUT OPTIONS THAT ARE AVAILABLE, LOOKING AT THE CONDITION OF OUR FACILITIES, AND TALKING ABOUT THE PHILOSOPHIES OF OUR DISTRICT LONG-TERM AND HOW IT WAS DEVELOPED IN THE '50S AND '60S.

I DON'T KNOW IF MR. JASSO HAD ANYTHING TO ADD, BUT I FELT LIKE OUR COMMITTEE WAS COMPLETELY ENGAGED AND OVER THAT SIX MONTH PERIOD, HAD LOTS OF BIG COMMUNITY AND SMALL COMMUNITY.

>> I WANT TO BE CLEAR THAT THE COMMUNITY BUDGET STEERING COMMITTEE WAS INTEGRAL IN BRINGING FORWARD THE RECOMMENDATION.

THEY DID THAT WORK FOR SIX MONTHS TO BRING FORWARD THE FACT THAT WE KNEW WE HAD 9,000 OPEN SEATS, THAT THERE COULD BE A SIGNIFICANT COST SAVING, SUSTAINABLE COST SAVINGS TO THE DISTRICT BY RIGHT SIZING THOSE SEATS DOWN TO THIS 4,400 NUMBER.

HOWEVER, THE BUDGET STEERING COMMITTEE KNEW AND WE MESSAGED TO THEM AS WELL, THAT THE WORK OF IDENTIFYING THE CAMPUSES WAS GOING TO BE ADMINISTRATIVE WORK.

I REALLY THINK THAT THERE WAS AND I DON'T WANT TO MISSPEAK, SO MR. JASSO AND MS. HAYES PLEASE CORRECT ME.

BUT THE OPPORTUNITIES I HAD TO MEET WITH THE COMMITTEE, THEY DIDN'T WANT TO BE THE ONES THAT RECOMMENDED WHICH CAMPUSES.

BECAUSE THE INTRICACIES OF UNDERSTANDING ATTENDANCE ZONES, UNDERSTANDING WHAT DOES IT MEAN WHEN THESE CENTRAL PROGRAMS MOVE, SO THE WORK OF THIS RECOMMENDATION.

THEY BROUGHT FORWARD, YES, WE THINK YOU NEED TO CONSOLIDATE SCHOOLS.

THAT WAS DONE WITH THE COMMUNITY.

THE RECOMMENDATION OF WHICH SCHOOLS AND WHAT THE NEW ATTENDANCE ZONES NEEDED TO LOOK LIKE WAS THE RECOMMENDATION OF OUR ADMINISTRATIVE TEAM AND THE COMMUNITY WAS NOT DIRECTLY INVOLVED IN THAT PART.

I JUST WANT TO BE VERY TRANSPARENT WITH THAT.

>> A COUPLE MORE JUST AROUND TRANSPORTATION.

A LOT OF OUR FAMILIES DEPEND ON TRANSPORTATION FOR THEIR KIDS TO GET TO SCHOOL.

[04:10:01]

>> CERTAINLY. WE PROVIDE TRANSPORTATION TO OUR STUDENTS IF THEY LIVE TWO MILES AWAY OR FURTHER FROM A SCHOOL.

IF THEY LIVE WITHIN THE TWO MILE RADIUS, THEN TRANSPORTATION IS NOT PROVIDED FOR OUR GENERAL ED STUDENTS.

WE LOOK EVERY YEAR AT OUR ROUTES.

WE LOOK AT CERTAINLY THE NUMBER OF STUDENTS THAT COME FROM APARTMENT BUILDINGS CHANGE, SOME ROUTES CHANGE ACCORDING TO SCHOOLS.

WE LOOK AT ALL OF OUR SCHOOLS RIGHT NOW WITH THE LBJ CONSTRUCTION PROJECT THAT'S BEEN GOING ON, WE HAVE TO ADJUST OUR ROUTES SOMETIMES MULTIPLE TIMES DURING THE SCHOOL YEAR BECAUSE OF CONSTRUCTION.

WE ALSO LOOK AT OUR WALKING ROUTES TO MAKE SURE THAT STUDENTS HAVE A WALKING PATH FROM THE SCHOOL TO THEIR NEIGHBORHOOD.

THAT IS PART OF OUR ADMINISTRATIVE DUTIES THAT WE DO EVERY YEAR REGARDLESS OF WHETHER THERE WAS ANY BOUNDARY CHANGES OR NOT, THOSE THINGS TAKE PLACE.

>> MS. HAYES, COULD YOU SHARE HOW DOES THE FAMILY KNOW WHETHER OR NOT THEY WOULD BE ELIGIBLE FOR A BUS ROUTE OR IF WE'RE GOING TO CONTINUE THAT BUS ROUTE?

>> THAT INFORMATION IS SHARED EVERY SUMMER WITH OUR CAMPUSES AND THEN THE CAMPUSES SHARE THAT INFORMATION OUT WITH THEIR PARENTS WHICH BUS ROUTES TO TAKE TO GO TO WHAT DROP OFF.

WE ALSO PUT INFORMATION OUT ON THE WEBSITE, PARENTS CAN LOOK UP AND CALL, AND THEN THEY CAN LOOK UP WHAT BUS ROUTE THEY WOULD USE BASED ON WHERE THEY LIVE SO THAT NONE OF THAT CHANGES AND THAT IS AN ADMINISTRATIVE PIECE THAT CONTINUES.

>> JUST ON THE SAME LINES OF THIS QUESTION.

IF IT'S LESS THAN TWO MILES BUT THE WALK IS HAZARDOUS, IS THERE GOING TO BE A DIFFERENT CRITERIA THAT DETERMINES WHETHER OR NOT THESE KIDS HAVE A SAFE RIDE TO GET TO SCHOOL?

>> IF A ROUTE TO SCHOOL IS DEEMED HAZARDOUS, THEN TRANSPORTATION CAN BE PROVIDED WITHIN A TWO MILE RADIUS.

YES. WE CURRENTLY DO NOT HAVE ANY HAZARDOUS ROUTES.

>> ANY ADDITIONAL QUESTIONS? THANK YOU, MISS MCGOWAN. MISS PACHECO.

>> WELL, THANK YOU FOR THE PROJECT RIGHT SIZE PRESENTATION.

YOU STARTED WITH A SLIDE AT THE BEGINNING WHERE IT SHOWS US THE EFFICIENCIES OF OUR BUILDINGS AND MENTIONED THAT WE HAD 9,000 OPEN ELEMENTARY SEATS.

SO WITH THAT, I KNOW, AND I CAN SEE THAT ADMINISTRATION VIEWED AND DECIDED AND CHOSE AND LOOKED AT MULTIPLE SCENARIOS TO DECIDE WHAT SCHOOLS TO MOVE FORWARD ON THIS FINAL RECOMMENDATION.

COULD YOU WALK ME THROUGH OR COULD YOU WALK ALL OF US THROUGH WHY OTHER SCENARIOS DIDN'T MEET THE CRITERIA OR WERE NOT BROUGHT FORWARD? FOR EXAMPLE, WHEN I LOOK AT ONE OF THE MAPS, DARTMOUTH IS SOMEWHAT EQUIDISTANT TO TWO OTHER SCHOOLS, BUT WE PICKED ONE SCHOOL THAT WAS FURTHER SOUTH, THAT WOULD BE SPRING RIDGE INSTEAD TO RIGHT SIZE.

>> SURE.

SPRING RIDGE IS A SMALL CAMPUS THAT HAS A SMALL FOOTPRINT.

SO IT DOESN'T HAVE THE CAPACITY TO ACCEPT A LARGE NUMBER OF STUDENTS.

DARTMOUTH IS A MUCH BIGGER FOOTPRINT AND HAS A CAPACITY IN THE ABILITY TO ACCEPT MORE STUDENTS INTO THE CAMPUS.

WE'LL SEE A BETTER EFFICIENCY BY CHOOSING SPRING RIDGE TO REPURPOSE VERSUS DARTMOUTH.

DARTMOUTH HAS HAD SOME RENOVATIONS AND HAS SOME UPDATED SYSTEMS AS WELL THAT YOU DON'T SEE THAT WILL SUSTAIN THAT CAMPUS LONG-TERM.

>> I ALSO JUST WANT TO ADDRESS, BECAUSE I KNOW IN THE COMMUNITY THERE ARE A LOT OF PERCEPTIONS AROUND WHAT CAMPUSES PEOPLE HAD IN THEIR HEAD WERE GOING TO BE THE IDEAL CANDIDATE.

SURELY THAT'S GOING TO BE THE SCHOOL THAT THEY CLOSE, AND YOU CAN FILL IN THAT WITH WHATEVER NAME CAMPUS.

BUT THERE ARE SO MANY CONSIDERATIONS THAT WE HAD.

FOR EXAMPLE, IF YOU LOOK AT SOME OF OUR CAMPUSES, THERE MIGHT BE FOUR OR FIVE CAMPUSES THAT ARE IN A VERY SHORT RADIUS OF ONE ANOTHER, AND THEN YOU HAVE SOME CAMPUSES THAT GEOGRAPHICALLY, THEY STAND ALONE.

EVEN THOUGH THEIR ENROLLMENT MAY BE SIMILAR TO OR THE SAME SIZE AS SOME OF THE CAMPUSES THAT WE'VE IDENTIFIED, IF YOU WERE TO CONSOLIDATE THAT PARTICULAR CAMPUS,

[04:15:05]

WE ALSO HAD TO LOOK AT, AND I THINK THE EXAMPLE THAT MISS HAYES JUST SHARED, THAT EVEN IF YOU HAD TWO CAMPUSES THAT YOU THOUGHT, WHY CAN'T YOU JUST COMBINE THOSE? IT ALL COMES DOWN TO CAPACITY IF THERE WAS NOT ENOUGH CAPACITY IN A NEARBY SCHOOL TO SUBSUME IT, OR WE WERE GOING TO HAVE TO SPEND SIGNIFICANT CAPITAL PROJECTS FUNDS TO BE ABLE TO, LET'S SAY, DO AN ADDITION, THEN AGAIN, WE'RE DEFEATING THE WHOLE PURPOSE OF TRYING TO BE MORE EFFICIENT IN RIGHT SIZING.

AGAIN, IT WAS A VERY COMPLEX PROCESS TO IDENTIFY NOT ONLY WHERE DO YOU FIND THE CONSOLIDATION OF THE EFFICIENCIES, OUR GOAL WAS TO REDUCE THE NUMBER OF BUS RIDERS THAT WE HAD.

WE DON'T WANT OUR STUDENTS WHO ARE SITTING ON BUSES FOR A LONG TIME OR STUDENTS WHO ARE ON A BUS AND THEY'RE SKIPPING TO CAMPUSES TO GO TO THEIR HOME CAMPUS, AND THEY MIGHT BE ON A BUS FOR 30 MINUTES.

WE WERE LOOKING AT EVERY OPPORTUNITY WE HAD TO BRING NEIGHBORHOODS AS CLOSE TOGETHER AS POSSIBLE.

I LOVED WHAT YOU SAID EARLIER.

IT'S NOT A PERFECT PLAN.

THERE WAS NO PERFECT PLAN IN TERMS OF HOW DO YOU IDENTIFY THESE CONSOLIDATIONS.

IT WAS HOW DO YOU PUT TOGETHER THE BEST PLAN POSSIBLE THAT MITIGATES AS MANY OF THE ISSUES, THE CONCERNS THAT WE WOULD HAVE IN MEETS AS MANY OF THE CRITERIA RECOMMENDED BY THE COMMUNITY BUDGET STEERING COMMITTEE.

>> THANK YOU BOTH FOR THAT.

SIMILAR I GUESS PROJECT RIGHT SIZED.

I KNOW THAT WE JUST FINISHED TALKING ABOUT TRANSPORTATION AND NO HAZARDOUS ROUTES EXIST AT THE MOMENT.

PLEASE SHARE ANY NEW SAFETY CONCERNS THAT MIGHT BE RELATED TO THE NEW BUS ROUTES OR THE NEW WALKING ROUTES THAT WE WOULD HAVE MORE MAYBE INTERSECTIONS ON BUSY STREETS.

ARE WE GOING TO CONSIDER CROSSING CARDS OR IS THERE ANY CONSIDERATION ON ANY OF THOSE THINGS?

>> SURE. AGAIN, THOSE ARE ADMINISTRATIVE PIECES THAT WE DO EVERY YEAR.

WE WORK WITH BOTH THE CITY OF RICHARDSON, GARLAND, AND DALLAS TO REVIEW WHERE CROSSING GUARDS ARE LOCATED.

THERE IS A FORMULA THAT THE CITIES USE ON WHEN THEY WILL PLACE A CROSSING GUARD AT AN INTERSECTION.

IT DEPENDS ON THE NUMBER OF ELEMENTARY STUDENTS THAT ARE CROSSING THAT INTERSECTION, WHETHER OR NOT THERE'S A CROSSING PATH AND WHETHER OR NOT THERE'S A PEDESTRIAN LIGHT, AND THOSE THINGS.

AGAIN, THAT'S A YEARLY PIECE THAT WE DO TO ADJUST WHERE CROSSING GUARDS ARE PLACED AND WHERE THEY'RE NEEDED.

SAME THING WITH TRANSPORTATION.

OUR ROUTES, THAT'S A REVIEW WE DO EVERY YEAR.

ROUTES CHANGE BASED ON NEED AND ADDITIONS.

IF WE HAVE A BIGGER ENROLLMENT THAN LAST YEAR TO SCHOOL, WE ADD ROUTES.

THOSE ARE JUST ADMINISTRATIVE PIECES THAT HAPPEN, WHETHER A PLAN LIKE THIS GOES INTO EFFECT OR NOT.

>> THANK YOU SO MUCH. THEN CENTERING BACK TO OUR NORTH STAR GOAL, AND REALLY THESE THREE BULLETS, PROVIDING THE RESOURCES NECESSARY TO SUPPORT STAFF SO OUR STUDENTS CAN ALSO ACHIEVE THEIR NORTH STAR AND THEMSELVES.

OUR STUDENT PROGRAMMING IS OBVIOUSLY AN IMPORTANT FACTOR.

TRANSITIONING ALL OUR STUDENTS INTO DIFFERENT PLACES.

WE LOOK AT THE LARGE GROUPS, BUT WE HAVE CENTRAL PROGRAMMING COMPONENTS IN EACH SCHOOL.

COULD YOU WALK US THROUGH ANY CONSIDERATIONS ON THE EFFORT MADE IN SUPPORTING THE STAFF AND THE STUDENTS FOR THESE PROGRAMS? ANY BENEFITS OR CHALLENGES THAT WE MAY ENCOUNTER?

>> ABSOLUTELY. AGAIN, I THINK THIS IS AN ANNUAL CONVERSATION THAT WE HAVE WHETHER OR NOT WE ARE IN A SITUATION WE'RE HAVING TO CONSIDER CAMPUS CONSOLIDATIONS EVERY YEAR.

AROUND THIS TIME, DR. GIBBONS, MISS BARRETT, WHO LEADS OUR SPECIAL STUDENT SERVICES DEPARTMENT, OUR AREA SUPERINTENDENTS, WE SIT IN A ROOM AND WE LOOK AT OUR STUDENTS THAT ARE NEEDING A CENTRALIZED SPECIAL EDUCATION PROGRAM.

WE LOOK AT, ALSO, IN THE SAME VEIN, OUR BILINGUAL PROGRAMMING, AND WE LOOK AT THE NUMBER OF STUDENTS.

WE LOOK AT THEIR GEOGRAPHIC LOCATION, WE LOOK AT CAMPUS CAPACITY AND WE IDENTIFY WHAT ARE THE BEST LOCATIONS THAT WE CAN PLACE THOSE CENTRAL PROGRAMS. AGAIN, FOR THOSE STUDENTS, OFTENTIMES THEY ARE NOT AT THEIR HOME CAMPUS BECAUSE WE DO HAVE TO CENTRALIZE.

YOU CAN'T HAVE A CENTRALIZED SPECIAL EDUCATION PROGRAM AT EVERY SINGLE CAMPUS.

WE HAVE MULTIPLE TYPES OF CENTRAL PROGRAMS, AND YOU CAN'T REPLICATE THOSE AT EVERY CAMPUS.

WE WANT TO TRY TO MINIMIZE THE AMOUNT OF TIME THAT THOSE STUDENTS ARE ON A BUS.

[04:20:04]

SO I WOULD SAY A SIGNIFICANT PART OF THIS EFFORT HAS BEEN LOOKING AT EACH OF THOSE PROGRAMS, LOOKING AT THE CAMPUSES THAT ARE CONSOLIDATING, WHAT PROGRAMS ARE THEY HOUSING.

BASED UPON THE STUDENTS WHO ARE ENROLLED AND WHERE THEIR HOME CAMPUS IS, WHAT IS THE IDEAL LOCATION TO MOVE THAT PROGRAM? THEN ALSO, IF I'M A RECEIVING CAMPUS AND I HAVE A CENTRAL PROGRAM, DO I STILL HAVE THE ROOM AND THE CAPACITY TO CONTINUE TO HOUSE THAT? WE ALSO PAY CLOSE ATTENTION TO WE DON'T WANT WHAT WE CONSIDER TO BE SINGLETONS.

IF YOU HAVE A SPECIAL PROGRAM THAT IS HIGHLY SPECIALIZED, WE TRY TO HAVE AT LEAST TWO CLASSROOMS AT A CAMPUS SO THAT WAY YOU HAVE THE ABILITY FOR TEACHERS TO COLLABORATE.

DO YOU HAVE A SHARED RESOURCE? THEN OUR NEXT STEPS WITH THAT IS ONCE WE BEGIN TO COMMUNICATE THOSE CHANGES, BOTH TO THE STAFF AND TO THE COMMUNITY, IT IS TO ALSO SUPPORT THE CAMPUS.

HOW DOES THE CAMPUS LEADERSHIP SUPPORT THOSE CENTRALIZED PROGRAMS? BECAUSE OFTEN IT REQUIRES SPECIALIZED TRAINING FOR THE PRINCIPAL, FOR THE ASSISTANT PRINCIPAL, AND OTHER SUPPORT STAFF.

WE DO THIS ANNUALLY.

ANYWAYS, CENTRAL PROGRAMS ARE OFTEN MOVED AND SHIFTED BASED UPON THE NUMBER OF STUDENTS AND WHERE THOSE STUDENTS ARE LOCATED.

I WOULD SAY THIS IS JUST ON A HIGHER MAGNITUDE BECAUSE OF THE NUMBER OF CHANGES.

BUT WE ARE REALLY FOLLOWING THE SAME PROCESS AND PROTOCOLS THAT WE WOULD EVERY YEAR.

>> THANK YOU SO MUCH, EVERYONE AND THE TEAM FOR WORKING SO HARD IN PROVIDING US THESE RECOMMENDATIONS.

THANK YOU, MISS PACHECO. ANYONE ELSE? QUESTIONS, COMMENTS? MR. EAGER?

>> WE'RE LOOKING AT THESE THINGS OBVIOUSLY FOR THE BEST OUTCOME WE CAN FOR KIDS AND THEN IT'S STILL FUNDING.

THE QUESTION I HAVE JUST WITH OUR RESOURCES, THE REPURPOSING OF SOME OF THESE CAMPUSES, ARE THEY GOING TO REQUIRE ANY SIGNIFICANT CAPITAL BUDGET? ARE THEY GOING TO HAVE ANY CAPITAL IMPROVEMENTS OF ANY SIGNIFICANT SIZE?

>> NO. WE'RE NOT ANTICIPATING ANY MAJOR CAPITAL RENOVATION TYPE WORK.

>> IN A CAMPUS WHEN IT'S JUST THE DAYCARE WILL REQUIRE MINIMAL RENOVATION THERE.

>> BUT IT WILL REQUIRE A LITTLE BIT.

>> NOT AS EXTENSIVE AS WHAT WE DID AT CANYON CREEK.

>> THEN YOU'RE FOLLOWING UP ON THAT BECAUSE WE HAVE A SIXTH GRADE TRANSFORMATION THAT WE'RE IN THE MIDDLE OF.

IS ANY OF THIS GOING TO AFFECT THE PROGRESS WE'RE MAKING ON OUR SIXTH GRADE TRANSFORMATION?

>> I THINK THIS IS A REALLY IMPORTANT CONVERSATION AND REALLY SEPARATING THESE TWO PIECES INSTRUCTIONALLY.

AGAIN, WE HAD A COMMITTEE THAT STUDIED THIS FOR A YEAR AND FOR ALL OF THE REASONS THAT WE HAVE NAMED MULTIPLE TIMES, WHETHER IT'S THE WAY THAT THE CURRICULUM IS BUNDLED, 3K5,68,912, THE SOCIAL EMOTIONAL NEEDS OF OUR STUDENTS, ATHLETICS, FINE ARTS OPPORTUNITIES, ALL OF THOSE THINGS AS WE HAVE BROUGHT YOU ALONG ON OUR MIDDLE SCHOOL TRANSFORMATION, THE COMMUNITY WAS ANCHORED IN THAT IS A BEST PRACTICE AND THAT IS SOMETHING THAT IS A DISTRICT THAT WE ARE COMMITTED TO.

WE ARE IMPLEMENTING THAT IN '24, '25 FOR THE LAKE HIGHLANDS AREA AND WE ARE GOING TO NEED BOND SUPPORT TO MOVE THAT TO THE OTHER THREE LEARNING COMMUNITIES.

BUT THAT IS STILL SOMETHING THAT WE VERY MUCH BELIEVE IS THE RIGHT THING ACADEMICALLY AND INSTRUCTIONALLY FOR OUR STUDENTS.

THE CAPACITY THAT WE WOULD GAIN IN SIXTH GRADE TRANSITIONING, AS YOU MENTIONED, WE STILL DO NOT HAVE PRE-K EVERYWHERE.

IT WOULD GIVE US AN OPPORTUNITY TO ADD PRE-K EVERYWHERE.

THIS GOES BACK TO YOUR QUESTION EARLIER, MISS MCGOWAN AS WELL.

WE STILL HAVE A VISION OF PRE-K FOR ALL AND HOW DO WE SERVE ALL OF OUR COMMUNITY'S FOUR YEAR OLDS AND SERVE AS MANY THREE YEAR OLDS AS POSSIBLE? THIS WOULD ALLOW US TO HAVE THAT CAPACITY TO REALLY SURE PRE-K IS AT EVERY ONE OF OUR BUILDINGS.

>> THEN JUST ONE FOLLOW UP IN REGARDS TO LIKE WE'RE TALKING ABOUT BONDS.

IS ANY OF THIS WORK GOING TO HAVE AN EFFECT ON OUR BOND RATING CAPACITY, ETC?

>> THE WORK WILL NOT HAVE ANY IMPACT ON THE BONDING CAPACITY.

THAT'S ALL ON THE INTEREST AND SINKING FUND TAX RATE AND HOW WE'RE PAYING DOWN OUR CURRENT DEBT.

AS FAR AS OUR BOND RATING, OUR RATING AGENCIES,

[04:25:02]

NOT ADDRESSING THESE FINANCIAL ISSUES WOULD VERY LIKELY CAUSE A DOWNGRADE IN OUR BOND RATING.

>> WELL, THANK YOU. AGAIN, I'M JUST SAYING I WANT TO SHOW MY APPRECIATION FOR THE LEVEL OF WORK.

THANK OUR COMMUNITY MEMBERS AND SPENT MONTHS AND HOURS AND HOURS HELPING DIVING THROUGH, TURNING OVER EVERY STONE.

I WANT TO, AGAIN, THANK YOU, MUCH APPRECIATE ALL THE WORK THAT WAS DONE.

>> THANK YOU, MR. EAGER. ANY MORE QUESTIONS? MR. [INAUDIBLE].

>> I THINK YOU JUST MENTIONED MISS BRANHAM ABOUT THE PROGRAMS, THE SPECIAL PROGRAMMING.

BUT I KNOW THAT DEVELOPING BILINGUAL, BILITERATE AND REALLY SOCIOCULTURALLY COMPETENT STUDENTS IS SUPER IMPORTANT TO US AND A BIG PRIORITY.

I'M JUST WONDERING IF YOU CAN, I KNOW YOU MENTIONED ALREADY THIS, AND EVEN WITH OUR SPECIAL EDUCATION, I'M JUST WONDERING, DO PARENTS HAVE TO DO ANYTHING DIFFERENT OTHER THAN WHAT YOU JUST EXPLAINED? BUT IF MY SON HAS A 504 AND I'M AT THIS SCHOOL AND I KNOW HIS SPECIAL ED TEACHER AND I KNOW WHAT EXACTLY THE PROGRAM HE'S ON.

DO I NEED TO DO ANYTHING DIFFERENT AS A PARENT? DO I JUST WAIT OR CAN I DO SOMETHING PROACTIVE?

>> THANK YOU FOR THAT QUESTION.

AGAIN, I THINK IT'S IMPORTANT WHEN YOU THINK ABOUT A CONTINUUM OF STUDENTS THAT WE SERVE, WHETHER IT'S ON THE SPECIAL EDUCATION SPECTRUM.

FOR EXAMPLE, IF I'M A STUDENT WHO HAS A 504 PLAN, OR I HAVE AN INDIVIDUALIZED EDUCATION PLAN, AN IEP THAT IS BEING SERVED IN THE MAINSTREAM CLASSROOM OR WITH SOME PULL OUT SUPPORT PROGRAMS, WHETHER, LET'S JUST SAY MTA OR TAKE FLIGHT FOR EXAMPLE.

THOSE SERVICES ARE GOING TO BE PROVIDED IN THEIR NEW HOME SCHOOL.

THOSE ARE SERVICES THAT WE PROVIDE AT EVERY ONE OF OUR SCHOOLS.

WE HAVE RESOURCE SUPPORT, WE HAVE GENERAL INCLUSION SUPPORT AT EVERY SINGLE ONE OF OUR ELEMENTARY CAMPUSES.

THERE WOULD MORE THAN LIKELY BE SOME TRANSITION ART MEETING OR SOME TYPE OF OPPORTUNITY WHERE YOU'RE GOING TO HAVE AN OPPORTUNITY TO MEET THE NEW STAFF.

WE ARE ALSO HOPING THAT A LOT OF OUR STAFF THAT ARE AT A CAMPUS THAT IS POTENTIALLY GOING TO BE CONSOLIDATED, THAT THEY WOULD BEGIN TO TRANSITION BECAUSE THOSE STUDENTS STILL NEED TO BE SERVED.

THAT THEY WOULD MOVE WITH THEIR STUDENTS SO THAT THERE ARE STILL SOME OF THOSE FACES THAT THEY WOULD RECOGNIZE AND SOME OF THOSE SYSTEMS COULD STAY IN PLACE.

BUT AS A PARENT, I WOULD NOT HAVE TO DO ANYTHING SPECIAL OR DIFFERENT TO MAKE SURE THAT MY STUDENTS PLAN IS STILL IMPLEMENTED THE FOLLOWING YEAR.

ALL OF THOSE THINGS WOULD MOVE.

EVEN IN TERMS OF ENROLLMENT, IT'S IMPORTANT TO NOTE THAT ULTIMATELY YOU ENROLL YOUR STUDENT IN THE DISTRICT.

IF THE BOARD APPROVES THIS OPEN ENROLLMENT, I BELIEVE OUR ENROLLMENT STARTS FEBRUARY 28.

IF YOU ENROLL IN THE DISTRICT AND THE BOARD APPROVES THIS ON MARCH 21, THE DISTRICT WOULD MOVE YOUR ENROLLMENT FROM THE CURRENT CAMPUS TO THE NEW CAMPUS.

EVEN IN THAT INSTANCE, AS A PARENT, YOU WOULD NOT HAVE TO DO ANYTHING.

>> THANK YOU FOR THAT. I THINK THAT'S GREAT BECAUSE I THINK AS A PARENT, WE WANT OUR KIDS, WITH THIS WHOLE TRANSITION THAT AS A PARENT, I KNOW IT'S NOT GOING TO SKIP A BEAT.

EVERYTHING THAT MY SON GETS HERE, EVERY SERVICE, ALL THE ATTENTION, EVERYTHING.

THE EXPERTISE OF THE PEOPLE THAT ARE CATERING TO HIM OR HER, THAT IS GOING TO BE EXACTLY THE SAME IN ANOTHER CAMPUS.

THANK YOU FOR THAT. ALSO, WITH THIS CONSOLIDATION, I WAS WONDERING ARE THERE GOING TO BE ANY BIG DEMOGRAPHIC SHIFTS TO THE CAMPUSES AFTER ALL OF THIS?

>> THANK YOU FOR THAT. ONE OF THE THINGS THAT MISS HAYES AND MR. FREEMAN AND I LOOKED AT WAS A BREAKDOWN OF EVERY CAMPUS IMPACTED BY THE CONSOLIDATION PLAN BEFORE AND AFTER.

WE LOOKED AT IT IN TERMS OF EACH OF OUR RACIAL AND ETHNIC GROUPS.

WE LOOKED AT IT IN TERMS OF ECONOMICALLY DISADVANTAGED STUDENTS AS WELL.

ANY SCENARIO THAT WE CREATED IN TERMS OF THIS RECOMMENDATION, THERE WAS NOT A GREATER THAN, FOR EXAMPLE, I THINK OUR GREATEST SWING IN ANY DEMOGRAPHIC I THINK WAS ECONOMICALLY DISADVANTAGED.

AT ONE CAMPUS, WE'LL SEE AN INCREASE OF 11%.

I THINK THEY MOVED FROM AROUND 55% MAYBE TO 66%.

[04:30:07]

IF A CAMPUS WAS USED TO RECEIVING A CERTAIN AMOUNT OF FEDERAL TITLE ONE SUPPORT BECAUSE OF THE STUDENTS THAT THEY RECEIVED WITH ECONOMICALLY DISADVANTAGE, WE WANTED TO MAKE SURE THAT THEY CONTINUED TO RECEIVE THAT CONSISTENT LEVEL OF FUNDING AND SUPPORT AND SO ALL OF THAT WAS A CONSIDERATION.

>> THANK YOU FOR THAT. THE OTHER QUESTION I HAD WAS ON COMMUNICATION.

WHAT TYPE OF CONSIDERATIONS ARE GOING TO BE DONE AS FAR AS CONSIDERED WITH THE INITIAL AND THEN THE CONTINUED COMMUNICATION TO OUR STAFF, TO OUR COMMUNITY? HOW DIFFERENT DOES IT LOOK? IS IT THE SAME? HOW LONG WILL IT CONTINUE? RIGHT NOW, I THANK YOU THAT YOU SAID EXACTLY WHAT'S GOING TO HAPPEN TOMORROW, THE NEXT DAY, NEXT WEEK, TWO WEEKS FROM NOW.

BUT WHAT'S THE CONTINUED COMMUNICATION GOING TO LOOK LIKE FOR THIS?

>> ABSOLUTELY. REALLY A LOT OF THAT WILL KICK IN IF THE BOARD DOES MAKE A DECISION TO MOVE FORWARD WITH THE PLAN ON MARCH 21ST.

FOR EXAMPLE, IF THE BOARD DID VOTE TO MOVE FORWARD WITH THIS, IT'S SMALL THINGS LIKE MAKING SURE THAT THE RECEIVING CAMPUS PRINCIPAL ADDS THOSE NEW PARENTS TO THEIR CAMPUS NEWSLETTER SO THAT THEY ARE AWARE OF SPRING EVENTS, SUMMER EVENTS AND OTHER GETS TO KNOW YOU EVENTS THAT WOULD OCCUR FROM THE SPRING ALL THE WAY THROUGH THE BEGINNING OF SCHOOL YEAR.

THERE WILL BE OPPORTUNITIES FOR THAT CAMPUS PRINCIPAL TO CONNECT WITH THOSE FAMILIES.

REALLY, WE WANT THE PTAS TO HAVE OPPORTUNITIES TO CONNECT WITH ONE ANOTHER AND MAKE SURE THAT THINGS LIKE SHARED LEADERSHIP AND SHARED GOALS FOR THE PTA, SO ALL OF THAT, AGAIN, IT'S OUTLINED IN OUR PLAYBOOK SO THAT PARENTS CAN SEE ALL OF THE OPPORTUNITIES THAT THEY'RE GOING TO HAVE TO RECEIVE COMMUNICATION FIRST AND FOREMOST LOCALLY, AND THEN ALSO FROM THE DISTRICT.

THESE PLAYBOOKS THAT WE HAVE, WHICH ARE BEAUTIFUL AND REALLY, REALLY JUST DONE SO WELL, THANK YOU.

THEY'RE BEAUTIFUL AND IT'S JUST SO DETAILED.

WHEN CAN PARENTS GET AHOLD OF THESE? > THEY ARE AVAILABLE ON THE WEBSITE AS WE SPEAK.

I BELIEVE IT'S ALL POSTED.

>> YES, MA'AM.

>> IF A PARENT WANTED TO RECEIVE A HARD COPY, DR. HELLER.

>> YES, THEY CAN REACH OUT TO US.

WE HAVE IT AVAILABLE IN MULTIPLE LANGUAGES.

WE ARE MAKING PLANS FOR INTERPRETATION SUPPORT AT THE LISTENING TOURS.

THIS IS BEING INTEGRATED INTO OUR CURRENT AND ONGOING SPRING SEMESTER COMMUNICATIONS PLAN.

>> PERFECT. THANK YOU.

MY LAST QUESTION IS EVERYTHING THAT WE HEARD TODAY, IS THIS IT LIKE, IS THIS THE END OF THESE CONSIDERATIONS? WHAT'S GOING TO HAPPEN NEXT YEAR? WILL THERE BE MORE?

>> MAYBE. ACTUALLY, MISS HAYES AND I JUST HAD THIS CONVERSATION AGAIN TODAY AND WE WERE SHARING WITH OUR CABINET TEAM, BASED UPON WHERE WE ARE WITH OUR FACILITY USAGE AND AGAIN, THE NUMBER OF STUDENTS THAT WE DO SERVE IN OUR CENTRALIZED PROGRAMS LIKE BILINGUAL AND SPECIAL EDUCATION, WE DON'T BELIEVE WE HAVE THE CAPACITY TO CONSOLIDATE ADDITIONAL SCHOOLS AT THIS TIME OR IN THE NEAR FUTURE AT ALL.

IT WOULD BE IN A PLACE THAT WOULD BE VERY UNCOMFORTABLE AND THERE WOULD BE HAVE TO BE SIGNIFICANT SACRIFICES THAT WERE MADE THAT WE WOULD NOT FEEL COMFORTABLE AND SUPPORTING.

THE RECOMMENDATIONS WE BRING TO YOU TONIGHT, WE FEEL COMFORTABLE AND CONFIDENT THAT THESE CAN BE IMPLEMENTED IN A WAY THAT ALLOWS GREAT PHENOMENAL LEARNING ENVIRONMENTS TO HAPPEN.

FOR CAMPUSES TO NOT FEEL LIKE THEY'RE SO TIGHT THAT THEY DON'T HAVE ROOM TO BREATHE, I DON'T SEE THAT THERE ARE ANY OTHER CONSOLIDATION OPPORTUNITIES THAT WE WOULD BRING FORWARD.

NOW, THAT BEING SAID, IF THERE IS NOT RELIEF, I WANT TO KEEP COMING BACK TO IF THERE IS NOT RELIEF IN AUSTIN.

AGAIN, THIS STRATEGY ALONE IS NOT GOING TO FIX OUR DEFICIT BUDGET.

THIS PROVIDES SOME ROOM TO ALLOW US TO ADDRESS COMPENSATION.

HOPEFULLY, GIVE US A LITTLE BIT OF TIME TO SEE WHAT HAPPENS IN THE NEXT LEGISLATIVE SESSION.

BUT IF WE DO NOT SEE AN INCREASE IN OUR BASIC ALLOTMENT, IT WON'T BE CAMPUS CONSOLIDATION THAT WE BRING FORWARD BECAUSE WE DON'T BELIEVE WE HAVE THAT ABILITY TO DO SO.

IT'S GOING TO BE THOSE OTHER THINGS I MENTIONED LIKE STUDENT PROGRAMMING AND STAFF REDUCTIONS.

[04:35:03]

>> YEAH, THANK YOU FOR THAT.

I THINK LASTLY, I JUST WANT TO REALLY EXTEND THE IMMENSE GRATITUDE THAT I HAVE TO EVERYONE WHO HAS PUT THIS TOGETHER.

ALL I CAN SAY IS THAT I'M JUST SO, SO GRATEFUL THAT EVERYBODY HERE AT THE HORSESHOE ALONG WITH MY COLLEAGUES, JUST THANKING THEM FOR ANSWERING EVERY TEXT AND EVERY EMAIL, AND EVERY PHONE CALL LATE AT NIGHT ON THE WEEKEND; 18 MONTHS, 18 MONTHS OF REALLY TRYING TO REALLY JUST SEE THE DIFFERENT SCENARIOS AND ALL THE QUESTIONS THAT WOULD JUST COME UP.

WHAT ABOUT THIS, OR MAYBE THAT OR WHY THIS? I'M JUST SO, SO GRATEFUL FOR THAT.

I THINK THAT I LOVE LIKE WHAT YOU SAID EARLIER ABOUT HOW WE ARE ONE AND THAT'S JUST SO IMPORTANT BECAUSE I THINK AT THE END WE'RE A FAMILY.

I THINK MR. EAGER TALKED ABOUT HIS SCENARIO OF WHAT IT'S LIKE IF IT WERE OUR OWN FAMILY.

I THINK THAT WHEN OUR FAMILIES GO THROUGH CERTAIN CHALLENGES THAT WE'RE THERE FOR EACH OTHER, WE'RE THERE TO SUPPORT EACH OTHER.

I REALLY LIKE EVEN IF YOU SAY, WELL, MY KIDS SCHOOL, THIS DIDN'T AFFECT ME IN ANY WAY BUT TO KNOW THAT OUR FELLOW RISD PARENTS ARE THERE AND THAT WHATEVER WE CAN DO EXACTLY LIKE WITH PTA, TO GET INVOLVED AND EXTEND A HAND.

JUST TO EXTEND ANYTHING, ANY KIND OF KINDNESS AND REALLY HELP ON LIKE HOW CAN WE HELP WITH THIS TRANSITION? AGAIN, I'M JUST VERY GRATEFUL TO EVERYONE.

AGAIN, ESPECIALLY LIKE I SAID, I JUST WANT THE COMMUNITY TO KNOW THAT THIS WAS VERY DIFFICULT FOR EACH OF US. WE WORKED HARD.

WE TOOK IN ALL THE INFORMATION AND WE DID THE ROUTES.

WE WENT TO GO LOOK AT NEIGHBORHOODS.

AGAIN, JUST ASKING ALL THE QUESTIONS AND HAVING EVERYBODY ALWAYS ANSWER EVERY SINGLE ONE NO MATTER WHAT.

AGAIN, JUST THANK YOU FOR EVERYTHING.

>> THANK YOU MISS A MISS TIMMY.

I JUST HAVE A COUPLE OF QUESTIONS.

I ACTUALLY THINK LIKE AS WE GO FORWARD, KNOWING THIS IS JUST A RECOMMENDATION NOW THAT I HAVE MORE QUESTIONS DOWN THE ROAD.

BUT I DO JUST WANT TO HIT A COUPLE OF THINGS.

FIRST OFF, I KNOW THIS IS AN IMMENSE LIFT AND REALLY DO APPRECIATE ALL THE WORK THAT WENT INTO THIS, ESPECIALLY THE PLAYBOOK, WHICH I THINK IS VERY THOROUGH.

BUT I ALSO KNOW THAT THE BEST LAID PLANS NEVER QUITE GO AT LIKE THE BEST LAID PLAN.

AS I'M LOOKING AT THIS AND I'M JUST WONDERING AS THINGS COME UP AND CHANGES NEED TO BE MADE, HOW ARE YOU GUYS GOING TO BE FLEXIBLE ENOUGH TO ENSURE THAT WE'RE NOT JUST FOLLOWING THE BOOK, BUT THAT WE ARE DOING THE BEST THAT WE CAN ON THE TRANSITION PIECES? HOW DO YOU GUYS MONITOR THAT, SEEK FEEDBACK AND COMMUNICATE CHANGES?

>> I HOPE ONE OF MY COMMITMENTS TO YOU ALL IN TO OUR COMMUNITY WHEN YOU ALL OFFERED ME THE MOST AMAZING OPPORTUNITY TO LEAVE THIS DISTRICT THAT I'VE EVER HAD WAS ABOUT TRUST BUILDING.

I THINK THERE HAVE BEEN OPPORTUNITIES OVER THE LAST ALMOST TWO YEARS.

IF YOU THINK BACK TO THE CELL PHONE RECOMMENDATION WHERE I BROUGHT FORWARD A RECOMMENDATION AND THEN WE LISTENED TO OUR PARENTS, WE LISTENED TO CONCERNS, AND WE MADE ADJUSTMENTS BASED UPON THOSE CONCERNS.

WE DON'T PRETEND THAT WE HAVE IT ALL FIGURED OUT.

WE WANTED TO HAVE SOMETHING.

WE STUDIED OTHER DISTRICTS.

WE WENT AND TALKED TO OTHER SUPERINTENDENTS THAT ARE HAVING TO HAVE THE SAME CONVERSATION.

ALAN HAD TO CONSOLIDATE TWO SCHOOLS LAST YEAR.

I SAT AND TALKED TO THE SUPERINTENDENT, WE TALKED TO THEIR STAFF, WE SCOURED WEBSITES AND DISTRICTS WHO WERE DOING THIS.

WE WANTED TO ENSURE THAT OUR COMMUNITY KNEW WE WENT INTO THIS WITH GREAT THOUGHT AND INTENTIONALITY, AND THAT WE WEREN'T JUST THROWING TOGETHER A PLAN.

AT THE SAME TIME, WE KNOW THAT THIS IS UNCHARTERED TERRITORY FOR US.

MOST OF US AROUND THIS TABLE WERE NOT IN OUR CURRENT ROLES.

THE LAST TIME THE DISTRICT HAD TO MAKE A SIGNIFICANT CHANGE IN THEIR ATTENDANCE BOUNDARIES.

WHAT WE COMMIT, WHY WE ALREADY HAVE THE LISTING TOUR SCHEDULED, WHY WE'RE GOING TO BE ON CAMPUSES TOMORROW, IS SO THAT WE CAN LISTEN AND WE CAN LEARN.

WE WILL MAKE ADJUSTMENTS TO THIS PLAN.

IF A PARENT OR IF A STAFF MEMBER OR IF A STUDENT SHARES WITH US THAT SOMETHING'S NOT WORKING, THERE'S NOT ENOUGH COMMUNICATION, IT'S NOT COMING TO US IN A WAY THAT'S ALLOWING US TO UNDERSTAND WHAT'S HAPPENING, WE WILL MAKE THOSE ADJUSTMENTS.

WE WILL CONTINUE TO DO THE WORK TO EARN AND MAINTAIN THE TRUST OF ALL THOSE THAT ARE IMPACTED.

>> EXCELLENT, I THINK ABOUT TO OUR SCHOOLS HAVE SOME REALLY GREAT PROGRAMS. I THINK ABOUT THINGS SUCH AS LIKE GREENWOOD HILLS WHERE THEY HAVE REALLY GREAT PARTNERSHIP.

THEY HAVE THIS REALLY ROBUST VOLUNTEER PROGRAM

[04:40:01]

THESE ARE COMMUNITY MEMBERS AND ORGANIZATIONS THAT FIRST METHODIST CHURCH, I BELIEVE IS ONE OF THEIR PARTNERS.

THEY'RE SO INVESTED IN THAT SCHOOL, I HATE TO LOSE THEIR ENGAGEMENT IN OUR DISTRICT BECAUSE OF THIS CONSOLIDATION.

HOW CAN WE HELP CONTINUE THEIR GREAT WORK AND INVESTMENT IN OUR SCHOOLS?

>> THE FIRST THING I'M GOING TO ASK DR. HELLER TO CHIME IN THIS FOR ME, IS SUPER IMPORTANT, WHETHER YOU'RE TALKING ABOUT OUR CITY OF RICHARDSON PARTNERS, WHETHER YOU'RE TALKING ABOUT CITY OF DALLAS, THERE ARE MANY OTHER COMMUNITY ORGANIZATIONS.

I HAVE A LIST OF INDIVIDUALS THAT I WILL PERSONALLY BE REACHING OUT TO IN THE NEXT 48 HOURS TO CONNECT WITH.

THAT AGAIN, THEY CAN HEAR MY VOICE, THEY CAN HEAR MY COMMITMENT TO THIS PROCESS.

ALSO, I CAN ASK HOW THEY CAN SUPPORT US AS WE MOVE THROUGH THIS TRANSITION.

SPECIFICALLY, AGAIN, IT'S AMAZING WHAT METHODIST CHURCH AND WHAT OTHER ORGANIZATIONS HAVE POURED INTO GREENWOOD HILLS.

I THINK WE HAVE SOME MEMBERS IN THE AUDIENCE THAT ARE STRONG VOLUNTEERS AT GREENWOOD HILLS.

DR. HELLER, WILL YOU TALK A LITTLE BIT ABOUT WHAT EFFORTS WE HAVE TO MAKE SURE THAT THAT SUPPORT DOESN'T JUST LEAVE GREENWOOD HILLS, BUT THAT IT ACTUALLY TRANSITIONS TO THE NEW CAMPUSES.

>> ABSOLUTELY. THAT'S PART OF OUR PLAN IN THE COMING WEEKS.

IN ADDITION TO THE LISTENING TOURS WITH OUR PARENTS AND FAMILIES IS TO GO OUT AND REACH OUT TO THESE PARTNERS, INCLUDING OUR FAITH BASED PARTNERS, OUR BUSINESS PARTNERS, AND BEGIN TO DISCUSS WAYS THAT THAT PARTNERSHIP CAN BE EXPANDED AND CAN EVOLVE TO POTENTIALLY EVEN REACH AND SUPPORT MORE STUDENTS AND STAFF WITH THEIR NEW PARTNER SCHOOLS.

THAT IS ON THE LIST OF OUR ENGAGEMENT EFFORTS TO GET SCHEDULED TO HAVE THOSE CONVERSATIONS SO THAT WE CAN GROW THEM AND NOT LOSE THEM.

>> THEN JUST LASTLY, THINKING ABOUT THE LISTENING TOURS THAT WE HAVE COMING UP, I THINK THEY'RE GOING TO BE IMPORTANT.

I KNOW THERE ARE GOING TO BE A LOT OF MOTIONS AROUND THIS. THERE JUST ARE.

WHAT ARE SOME SPECIFIC AREAS THAT WOULD BE PARTICULARLY HELPFUL FOR YOU GUYS TO HEAR FROM OUR COMMUNITY WHO WANT TO PROVIDE FEEDBACK THAT WOULD BE HELPFUL AS WE'RE MOVING FORWARD?

>> FIRST AND FOREMOST, WE JUST WANT TO LISTEN.

WE KNOW THIS IS GOING TO BE EMOTIONAL FOR THOSE STAKEHOLDERS, FOR OUR FAMILIES, OUR STUDENTS, AND OUR STAFF, AND SO WE WANT TO LISTEN.

WE WANT TO BE OPEN TO ADJUSTMENTS AND IF THEY HAVE IDEAS OR THOUGHTS AROUND HOW WE COULD SUPPORT THEM.

MAYBE AGAIN, SOMETHING THAT WE THOUGHT WAS A GOOD IDEA ON PAPER, THEY'RE THE ONES THAT ARE DIRECTLY RECEIVING THAT SUPPORT, AND IT MAY NOT BE WHAT THEY HAD IN MIND OR WHAT THEY THOUGHT WAS GOING TO BE IMPORTANT.

ANYTHING THAT WE COULD DO TO HELP THEM FEEL SECURE IN THIS TRANSITION, UNDERSTAND THE TRANSITION, AND UNDERSTAND HOW THEY'RE GOING TO BE SUPPORTED, WE WOULD WANT THAT FEEDBACK.

IF THERE ARE CONCERNS OR QUESTIONS THAT THEY HAVE AROUND WHAT IS THAT TRANSPORTATION GOING TO LOOK LIKE, CONCERNS AROUND JUST KNOWING WHAT IS THAT GOING TO MEAN.

ULTIMATELY, IT'S GOING TO BE ABOUT WHAT DOES THAT MEAN FOR THEM, WHAT IS IT GOING TO MEAN FOR THEIR FAMILY.

WE WANT TO REASSURE THEM THAT WE HAVE 41 AMAZING ELEMENTARY SCHOOLS IN RICHARDSON ISD AND TRANSITIONING FROM ANY OF OUR SCHOOLS TO ANOTHER SCHOOL, THEY'RE MOVING FROM ONE GRADE SCHOOL TO ANOTHER SCHOOL.

BUT ANYTHING WE CAN DO TO SUPPORT THEM, WE WOULD WANT TO HEAR THAT BECAUSE AGAIN, AS A PARENT, I'VE NOT HAD TO GO THROUGH THIS, AND I CAN ONLY IMAGINE THE CHANGE THAT IT'S GOING TO MEAN FOR THEM, AND SO WE WANT TO HEAR DIRECTLY FROM THEM.

I DON'T KNOW, CABINET, DO YOU HAVE OTHER SPECIFIC FEEDBACK OR LOOK-FORS OR LISTEN-FORS THAT YOU'RE HOPING TO HAVE IN THE LISTENING TOUR?

>> NO, WE'RE JUST HERE TO LISTEN TO SEE WHAT THEIR THOUGHTS ARE, AND FOR THE SUPPORT PIECE.

>> I THINK TIME FOR ALL OF US, JUST THE ACCESSIBILITY, AND THAT'S SOMETHING THAT WE TRY TO LIVE EVERY DAY, BUT THE BEST ABILITY IS AVAILABILITY AND ACCESSIBILITY.

ESPECIALLY AT A TIME LIKE THIS, WE'RE GOING TO SEE PEOPLE GO THROUGH THE WHOLE GAMUT OF EMOTIONS FOR VERY JUSTIFIED REASONS, AND SO WE'RE JUST GOING TO HAVE TO BE HAND IN HAND WITH THEM AND ASSURE THEM THAT WE'RE GOING TO BE ON THAT JOURNEY WITH THEM.

>> THEN JUST LASTLY, I JUST WANT TO SAY THAT, AND I SPEAK FOR MYSELF, BUT ALSO I KNOW MY COLLEAGUES SHARE A LOT OF THESE SENTIMENTS TOO. WE KNOW THIS IS HARD.

WE KNOW THIS IS HARD ON PEOPLE.

WE KNOW WE'RE MAKING DECISIONS THAT ARE IMPACTING OUR COMMUNITY, OUR STUDENTS, OUR PARENTS, AND OUR STAFF.

BUT TO THE ONES WHO ARE DIRECTLY AFFECTED, IT'S HAPPENING TO THEIR COMMUNITY, TO THEIR STUDENTS, TO THEM AS PARENTS,

[04:45:02]

WE'VE ASKED YOU TO FIND THESE WAYS, WE'VE ASKED YOU TO ADDRESS THIS SO THAT WE CAN ADDRESS SOME PRIORITIES THAT WE FEEL LIKE ARE BEST FOR THE DISTRICT AS A WHOLE.

NONE OF THIS IS AN EASY DECISION.

Y'ALL HAVE HAD SO MUCH FEEDBACK, AND I WILL CONTINUE TO GET THAT, AND I APPRECIATE.

I HOPE THE COMMUNITY WILL ENGAGE IN THAT AND UNDERSTAND RESPECTFULLY TO EXPRESS THEIR OPINIONS AND THAT THEY'LL BE HEARD AND LISTENED TO.

PEOPLE MAY NOT KNOW THIS ABOUT ME, BUT I'VE BEEN IN THIS DISTRICT FOR A LONG TIME.

BUT EVEN AS AN ADMINISTRATOR, THIS HAPPENED, I WAS PART OF A CHANGE IN BOUNDARIES AND CONSOLIDATION, AND HAVE SEEN SCHOOLS CLOSE AND ALL SORTS OF THINGS OVER TIME.

IT IS HARD ON THIS, THEIR COLLEAGUES THAT THEY'VE WORKED WITH.

THEIR BEST FRIENDS MAY NOW BE GOING TO NEW SCHOOLS.

THEY'VE BEEN INVESTED ALL THIS TIME IN PTA, AND NOW IT FEELS LIKE THEY'RE STARTING OVER.

THAT'S NOT LOST ON ME. I DON'T THINK THAT'S LOST ON ANY OF US.

WHILE WE'RE TALKING NUMBERS, WE ALSO UNDERSTAND THERE ARE FACES THAT GO WITH THOSE NUMBERS, REAL PEOPLE, REAL EMOTIONS, AND THINGS.

I KNOW THAT WE WILL WORK TIRELESSLY TO LISTEN, TO FIND WAYS TO SUPPORT AS WE MOVE FORWARD SO THAT WE CAN MAKE SOME OF THESE DECISIONS THAT WE FEEL LIKE IN THE END ARE GOING TO HELP THE DISTRICT AND MOVE US FORWARD IN A WAY THAT'S GOING TO HELP OUR DISTRICT IN THIS WHOLE PROCESS.

BUT IT'S THE PEOPLE THAT REALLY MATTER, AND HELPING THEM THROUGH THIS DIFFICULT TIME, MAKING SURE THAT WE'RE DOING WHAT WE CAN, WHERE WE CAN, LISTENING, TRYING TO MAKE IT AS EASY AS POSSIBLE, AND SUPPORTING THEM THROUGH THE PROCESS.

IT WILL GET BETTER, IT WILL WORK OUT, AND I KNOW ALTHOUGH IT WILL BE HARD GETTING THERE, AND I KNOW THAT WE'RE COMMITTED TO SEEING THAT PROCESS THROUGH.

I'M VERY THANKFUL TO YOUR STAFF TO YOU FOR PRESENTING THAT, THAT'S HARD.

I'M THANKFUL TO MY COLLEAGUES AND WE LOOK FORWARD TO LISTENING AND FINDING THE BEST WAY FORWARD.

>> THANK YOU, MS. TIMMY. THANK YOU SO MUCH.

THANK YOU TO TABITHA, YOUR STAFF, EVERYONE HERE IN YOUR HORSESHOE, MY COLLEAGUES, AND THANK YOU ALL FOR COMING OUT AND STAYING THIS LATE WITH US.

PLEASE REACH OUT IF YOU HAVE ANY QUESTIONS OR COMMENTS.

WE REALLY APPRECIATE YOU COMING OUT TONIGHT.

WITH THAT BEING SAID,

[Items V.I.-V.M. ]

A LOT HAPPENED.

WE HAD THE SHACK COMMITTEE, WHICH RACHEL IS A REPRESENTATIVE FOR.

WE ALSO HAD A RASB EVENT THAT I ATTENDED, ERIC ATTENDED, RACHEL ATTENDED, AND DEBBIE ATTENDED.

WE HAD SEVERAL MUSICALS THAT HAPPENED IN THE DISTRICT THAT WERE ABSOLUTELY AWESOME.

I THINK MOST OF US ATTENDED ALL OF THOSE.

MIND RETREAT THAT RACHEL AND I ATTENDED AS WELL.

WE HAD AN OPPORTUNITY TO SEE OPAL LEE.

THAT WAS ACTUALLY MOST OF US IN THE HORSESHOE THAT ATTENDED THAT EVENT AS WELL.

BERKNER HIGH SCHOOL'S FINE ARTS NIGHT.

DEBBIE AND VANESSA, YOU GUYS SPOKE.

>> YES, MA'AM.

>> ABSOLUTELY. THE SPRING MEETING.

CHRIS, YOU'RE THE REPRESENTATIVE FOR THAT? THE SPRING MEETING? THE DPC SPRING MEETING.

>> SORRY, I TOLD YOU I HAD AN AUDIOLOGY APPOINTMENT THIS WEEK, AND I FORGOT.

>> TABITHA AND I HAD THE AWESOME OPPORTUNITY TO DO THE CHILI TASTING OVER AT RHS, AND IT WAS ABSOLUTELY FABULOUS.

WE HAD AN OPPORTUNITY TO MEET TASHARA PARKER WITH THE RASB GROUP.

UT SCHOOL LAW CONFERENCE, VANESSA AND MS. MCGOWAN ATTENDED AND THERE WAS A HUGE PTA USED BOOK FAIR.

RACHEL AND I ATTENDED THE CANDIDATE FORUM FOR TEXAS, AND THE AWESOME EVENT JUST THE OTHER DAY, RESSA'S FOSSA EVENT WAS ABSOLUTELY FANTASTIC.

WITH THAT, I'D LIKE TO THANK THE STAFF, OUR VISITORS, ALL OF MY COLLEAGUES, FOR BEING HERE THIS EVENING.

IT IS NOW 11:06 AND THE BOARD

[VI. CLOSED MEETING]

WE ARE GOING TO HEAD UPSTAIRS.

THANK YOU SO MUCH FOR COMING OUT.

BE CAREFUL AND BE SAFE GOING HOME.

[04:50:02]

[VII. RECONVENE]

I'D LIKE TO THANK MY BOARD MEMBERS. THANK YOU GUYS.

IT'S TIME TO GO NOW.

MY COLLEAGUES AND STAFF FOR BEING HERE THIS EVENING.

THIS MEETING IS ADJOURNED AT 12:18 AM.

* This transcript was compiled from uncorrected Closed Captioning.