Mar 07, 2024 Regular Board Meetings

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GOOD EVENING, AND WELCOME TO THE MARCH MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES MARCH MEETING.

I AM REGINA HARRIS, THE BOARD PRESIDENT.

WE DO HAVE A QUORUM TONIGHT, AND WE WILL GET THIS MEETING STARTED AT 6:02 P.M.

DOCTOR HELLER, WOULD YOU PLEASE INTRODUCE OUR GUEST TO LEAD US IN THE PLEDGE OF ALLEGIANCE THIS EVENING? YES. THANK YOU, PRESIDENT HARRIS, I'M EXCITED TO INTRODUCE THIS EVENING THAT WE HAVE MEMBERS OF THE FOREST MEADOW JUNIOR HIGH STUDENT COUNCIL.

THEY ARE OFFICERS.

THEY ARE CURRENT EIGHTH GRADERS.

AND WHEN I WAS SPEAKING WITH THEM PRIOR TO THE MEETING, THEY ARE VERY EXCITED TO BE TRANSITIONING TO NINTH GRADE AND HIGH SCHOOL NEXT YEAR.

SO IF BOTH BRAYSON GRUNDY AND ANNABELLE MCCLAIN WILL PLEASE COME FORWARD, THEY ARE GOING TO LEAD US IN OUR PLEDGES THIS EVENING.

ALL RIGHT. IF YOU COULD PLEASE STAND.

ALLEGIANCE].

THANK YOU.

GREAT JOB. THANK YOU.

WEIRD. SO NOW I'M GOING TO ASK MY COLLEAGUES AND EVERYONE OUT IN THE AUDIENCE TO PLEASE JOIN US, JUST FOR A MOMENT OF SILENCE, IF YOU WOULD, PLEASE.

THANK YOU. THANK YOU TO OUR AMAZING COMMUNITY STUDENTS AND STAFF WHO WERE.

I'M SORRY. WE ARE GOING TO MOVE INTO OUR RECOGNITIONS.

SO COLLEAGUES, LET'S ALL GO TO THE FRONT SO THAT WE CAN MOVE INTO RECOGNITION.

YES AND AS THE BOARD OF TRUSTEES AND SUPERINTENDENT BRANUM ARE COMING FORWARD, I WOULD LIKE TO THANK YOU ALL FOR JOINING US THIS EVENING.

THE RICHARDSON INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES UNDERSTANDS THE IMPORTANCE OF RECOGNIZING THE ACHIEVEMENTS OF STUDENTS, STAFF, SCHOOLS AND DEPARTMENTS.

OUR TRUSTEES ALSO RECOGNIZE THE IMPORTANT CONTRIBUTIONS 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 GUESTS AND VISITORS HELP CELEBRATE THESE RECOGNITIONS BY STAYING TO ENJOY THE ENTIRE RECOGNITION PROCESS.

THIS WILL ALLOW EVERYONE TO SHOW THEIR APPRECIATION FOR EACH RECIPIENT.

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

AND WITH THAT, WE ARE GOING TO START WITH OUR FIRST RECOGNITION FOR THIS EVENING.

WHICH IS CELEBRATING FINE ARTS MONTH HERE IN RICHARDSON ISD, AS WE DO EVERY YEAR.

THE MONTH OF MARCH IS FINE ARTS RECOGNITION MONTH.

IN THE DISTRICT, WE CELEBRATE THE IMPACT OUR OVER 250 TEACHERS HAVE ACROSS ALL OF OUR CAMPUSES AND THROUGHOUT THE COMMUNITY.

OVER 32,000 STUDENTS ACROSS PRE-K THROUGH 12TH GRADES ARE IMPACTED BY THE ARTS IN RICHARDSON ISD. THAT'S ROUGHLY 86% OF ALL OF OUR STUDENTS IN THE DISTRICT THAT CREATE, COLLABORATE, PROBLEM SOLVE, AND ENGAGE THROUGH AN ARTISTIC OPPORTUNITY WHICH DIRECTLY BENEFITS ALL ASPECTS OF THEIR LEARNING AND LIVES.

WE CELEBRATE OUR AMAZING FINE ARTS TEACHERS THAT GO ABOVE AND BEYOND TO CREATE REAL WORLD EXPERIENCES AND CONNECTIONS FOR OUR STUDENTS THAT NO DOUBT WILL IMPACT THEIR LIVES FOR MANY YEARS TO COME.

AS A DISTRICT, WE PARTNER WITH OUR SUPPORTIVE COMMUNITY THAT VALUES THE ARTS AND STANDS ALONGSIDE US IN AN EFFORT TO SUPPORT OUR GOALS FOR EXCELLENCE IN THE ARTS.

AT THIS TIME, WE WOULD LIKE TO INVITE MEMBERS OF OUR FINE ARTS TEAM.

WHETHER YOU'RE A CLASSROOM TEACHER WHO TEACHES ONE OF OUR FINE ARTS COURSES OR MEMBERS OF OUR DISTRICT LEADERSHIP TEAM, IF YOU COULD PLEASE STAND SO WE CAN RECOGNIZE AND CELEBRATE YOU THIS EVENING.

THERE IS DEFINITELY A REASON WHY WE CONTINUE TO GET RECOGNIZED AND CELEBRATED ACROSS THE

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AND THIS EVENING WE HAVE TWO OF THEIR ADMINISTRATIVE LEADERS ON STAFF, BOTH TINA FLOYD AND AMANDA PELTZ.

IF YOU COULD PLEASE COME FORWARD A LITTLE BIT ABOUT OUR PARTNERSHIP WITH NETWORK.

THE NETWORK OF COMMUNITY MINISTRIES IS A NONPROFIT ORGANIZATION WITH A SERVICE AREA THAT ENCOMPASSES THE ENTIRETY OF THE 14 ZIP CODES WITHIN ISD.

IT WAS FOUNDED IN 1985, AND NETWORK BEGAN DURING AN ECONOMIC DOWNTURN WHEN SEVERAL CHURCHES AND COMMUNITY ORGANIZATIONS CAME TOGETHER TO FORM AN ALLIANCE TO ASSIST FAMILIES IN NEED.

NETWORK IS A NON-DENOMINATIONAL, COMMUNITY BASED ORGANIZATION SERVING OVER 32,000 INDIVIDUALS THROUGH OVER 241,000 UNITS OF SERVICE.

CURRENT PROGRAMING INCLUDES BASIC NEEDS ASSISTANCE.

MOBILE FOOD PANTRY WHICH THIS MOBILE MARKET PANTRY VISITS NUMEROUS RISD CAMPUSES EVERY WEEK. THEY HAVE STABILIZATION PROGRAMS JOB CAREER COACHING OPPORTUNITIES, AS WELL AS MENTAL HEALTH SERVICES.

AND WHAT MAKES THIS PARTNERSHIP SO UNIQUE IS THAT MANY OF OUR FAMILIES AND STUDENTS GET TO BENEFIT FROM THESE SERVICES, SINCE THEIR SERVICE AREA IS THE SAME ZIP CODES AS THE RICHARDSON INDEPENDENT SCHOOL DISTRICT.

SO RECENTLY, I ATTENDED A STAKEHOLDER BREAKFAST WHERE RICHARDSON ISD WAS RECOGNIZED AS A STAKEHOLDER, AND WE WANT TO CELEBRATE THAT.

THIS PAST YEAR, THE DISTRICT DONATED AND RAISED FOOD DONATION COLLECTIONS TO THE TUNE OF OVER 6,300 POUNDS THAT WAS DELIVERED TO THE NETWORK TO HELP SUPPORT THEIR EFFORTS.

SO WE WANTED TO TAKE A MOMENT TO THANK YOU AND THANK YOU FOR ALL YOUR SUPPORT FOR RICHARDSON ISD. [INAUDIBLE] . AND WE'RE GOING TO GET A PHOTO AFTER EACH RECOGNITION UP FRONT.

OKAY. YES.

MARTIN'S GOING TO GRAB A PHOTO FOR US.

THANK YOU SO MUCH TO THE NETWORK OF COMMUNITY MINISTRIES.

OUR NEXT RECOGNITION IS FOR A VERY IMPORTANT DEPARTMENT HERE IN RICHARDSON ISD.

THAT IS THE RISD PURCHASING DEPARTMENT.

AND RECENTLY THEY WERE RECOGNIZED WITH THE TASBO AWARD OF MERIT AND WE HAVE BOTH MELODY GREGG AND CHRISTY SIMPSON HERE THIS EVENING TO REPRESENT THE DEPARTMENT A LITTLE BIT ABOUT THE AWARD OF MERIT.

IT WAS ESTABLISHED IN 2009 TO RECOGNIZE TEXAS SCHOOL DISTRICTS, OPEN ENROLLMENT CHARTER SCHOOLS, AND EDUCATION SERVICE CENTERS THAT ARE COMMITTED TO FOLLOWING PROFESSIONAL STANDARDS IN THE ACQUISITION OF GOODS AND SERVICES EACH YEAR.

VOLUNTEERS WITH THE TASBO PURCHASING AND SUPPLY MANAGEMENT RESEARCH COMMITTEE EVALUATE THE AWARD CRITERIA TO ENSURE IT REPRESENTS THE LATEST PRACTICES.

THEY THEN REVIEW NEW AND RECERTIFICATION APPLICATIONS.

FOR 2024, ONLY 77 DISTRICTS OUT OF OVER 1000 DISTRICTS IN THE STATE MET THE STRINGENT CRITERIA TO QUALIFY FOR THIS REWARD OR AWARD RATHER THESE ORGANIZATIONS HAVE GONE THROUGH THE RIGOROUS PROCESS OF METICULOUSLY DOCUMENTING THEIR DISTRICTS POLICIES AND PROCEDURES. NOT ONLY HAVE THEY SHOWCASED THE WAYS THAT THEY MONITOR SPENDING, IMPROVE BUDGETING, IMPLEMENT CONTROLS, AND ENHANCE FINANCIAL REPORTING, BUT THEY HAVE SHARED THEIR BEST PRACTICES WITH COLLEAGUES THROUGHOUT TEXAS, HELPING EVEN MORE EDUCATIONAL ORGANIZATIONS TO BETTER UTILIZE TAXPAYER DOLLARS.

CONGRATULATIONS TO OUR PURCHASING DEPARTMENT.

GREAT JOB.

I'M GOING TO INVITE OUR STUDENT RECOGNITIONS FOR ALL STATE MUSICIANS.

IF YOU CAN, PLEASE COME FORWARD TO MY LEFT.

WE ARE GOING TO RECOGNIZE YOU NEXT.

AND TONIGHT WE ARE EXCITED TO INTRODUCE SOME OF OUR ALL STATE MUSICIANS.

THESE RISD STUDENTS COMPETED IN A RIGOROUS AUDITION PROCESS TO EARN A SPOT IN ONE OF THE ALL STATE MUSIC ENSEMBLES THAT PERFORMED AT THE ANNUAL TEXAS MUSIC EDUCATORS ASSOCIATION CONFERENCE IN SAN ANTONIO LAST MONTH.

THESE STUDENTS REPRESENT GET THIS THE TOP POINT 5% OF ALL HIGH SCHOOL MUSICIANS IN THE

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ALSO FROM LAKE HIGHLANDS HIGH SCHOOL, ALL STATE CHOIR KATHERINE POTTKOTTER.

FROM RICHARDSON HIGH SCHOOL, ALL STATE CHOIR ASHLYN COHEN.

MATTIE MILLER, RICHARDSON HIGH SCHOOL, ALL STATE CHOIR.

HANNAH CHAPMAN, RICHARDSON HIGH SCHOOL, ALL STATE CHOIR.

JUAN FAJARDO, ALSO FOR RICHARDSON HIGH SCHOOL ALL-STATE BAND, CHOIR AND BAND REPRESENTED. WE'RE SO PROUD OF THESE STUDENTS AND NOW WE'RE GOING TO GET A GROUP PHOTO ONCE JUAN HAS A CHANCE TO BE CONGRATULATED BY OUR BOARD.

ALL RIGHT. SO LET'S GO AHEAD AND GRAB A PHOTO.

AND NEXT WE ARE GOING TO RECOGNIZE OUR 2024 YOUTH ART MONTH CAPITAL EXHIBITION.

IF LORENA AND SANDRA HERE.

IF YOU COULD PLEASE COME FORWARD.

AGAIN, CONGRATULATIONS TO THESE ALL STATE MUSICIANS.

AND IN THE SPIRIT OF CELEBRATING ALL THINGS FINE ARTS, THIS MONTH WE ARE RECOGNIZING TWO OF OUR STUDENTS LORENA ARAUJO.

ARAUJO MY APOLOGIES.

LORENA ARAUJO FROM BERKNER HIGH SCHOOL AND SANDRA CARROLL FROM APOLLO JUNIOR HIGH.

YOU CAN SEE THEIR WORKS UP ON THE SCREEN.

THEIR ARTWORK WAS SELECTED TO BE PART OF THE TEXAS ART EDUCATION ASSOCIATION'S YOUTH ART MONTH STATE CAPITAL EXHIBIT.

YES. THIS EXHIBIT SHOWCASES PRE-K THROUGH 12TH GRADE WORKS OF ART FROM ACROSS THE STATE OF TEXAS AND FROM AT THE TEXAS STATE YOUTH ART MONTH EXHIBIT AND CELEBRATION AT THE BOB BULLOCK STATE HISTORY MUSEUM IN AUSTIN.

IT'S CURRENTLY ON DISPLAY THROUGH MARCH 30TH.

SO IF YOU'RE IN AUSTIN, MAYBE OVER SPRING BREAK, BE SURE AND STOP BY THE MUSEUM AND TAKE A LOOK AT THESE RISD STUDENTS ART.

I'M GOING TO INVITE OUR ACADEMIC ALL-STATE ATHLETES TO COME FORWARD NOW, PLEASE FOR SWIMMING AND DIVING AND CONGRATULATIONS, ARTISTS.

WE'RE VERY PROUD OF YOU.

OUR FINAL STUDENT RECOGNITION GROUP THIS EVENING IS FOR OUR ACADEMIC ALL STATE ATHLETES IN SWIMMING AND DIVING, AND I KNOW THEY JUST RECENTLY COMPETED.

WE'RE EXCITED TO RECOGNIZE OUR SWIMMING AND DIVING 2023-2024 ACADEMIC ALL STATE ATHLETES.

WE UNDERSTAND THAT STUDENTS PERFORMANCE IN THE CLASSROOM CAN SOMETIMES BE DIFFICULT TO MANAGE WHILE PARTICIPATING IN ATHLETICS, BUT THEIR HARD WORK HAS NOT GONE UNNOTICED.

THE ACADEMIC ALL STATE TEAMS RECOGNIZE HIGH SCHOOL ATHLETES WHO EXCEL IN THE FOLLOWING CATEGORIES GPA, CLASS, RANK, ACT, AND SAT SCORES.

THESE STUDENTS ARE BEING RECOGNIZED AS A TEAM MEMBER BASED ON THEIR SCORES IN THESE CATEGORIES. WE APPLAUD THEM FOR THEIR COMMITMENT AND DEDICATION TO PERFORM AT THE HIGHEST OF EXCELLENCE ACADEMICALLY, ON AND OFF THE SWIMMING POOL OR IN AND OUT OF THE SWIMMING POOL. RIGHT? WE HAVE 19 STUDENTS DISTRICT WIDE, AND SO WE'RE EXCITED FOR THOSE THAT BRAVED THE ELEMENTS AND CAME OUT AND COULD BE HERE THIS EVENING.

SO WE'RE GOING TO INTRODUCE THEM TO YOU NOW.

WE HAVE A ANAHI VILLANEDA FROM LAKE HIGHLANDS HIGH SCHOOL, SWIMMING AND DIVING.

JACK LOPEZ, ALSO FROM LAKE HIGHLANDS HIGH SCHOOL.

MARCY AGUILERA, LAKE HIGHLANDS HIGH SCHOOL.

JACKSON MAURER LAKE HIGHLANDS HIGH SCHOOL.

OKAY. WILLIAM CURRIE, LAKE HIGHLANDS HIGH SCHOOL, DIVING.

BENJAMIN TRAN BERKNER HIGH SCHOOL.

SWIMMING AND DIVING.

OLIVIA TRIPPEER, RICHARDSON HIGH SCHOOL, SWIMMING AND DIVING.

BRAILEY NEWMAN, ALSO FROM RICHARDSON HIGH SCHOOL AND MEGAN TU

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CONGRATULATIONS TO THESE ATHLETES.

YES. WE'RE GOING TO GRAB A PHOTO.

[INAUDIBLE].

WE'RE GONNA TRY AND GRAB ONE MORE.

AWESOME. CONGRATULATIONS, STUDENTS.

AND FINALLY, AS WE DO EVERY MONTH, WE HAVE A THE RISD BELIEVES AWARDS AND WE WOULD LIKE TO INVITE MR. MICHAEL HERRING, WHO IS AN AIDE AT DOVER ELEMENTARY, TO PLEASE COME FORWARD.

WE ARE CELEBRATING YOU THIS EVENING.

YES. PLEASE COME FORWARD, SIR.

AND AGAIN THIS MONTH.

WE ARE SO GRATEFUL TO OUR BUSINESS PARTNERS AT NOTHING BUNDT CAKES, WHO DONATED A SWEET TREAT FOR YOU, AND I JUST WANTED TO SHARE A LITTLE BIT ABOUT WHAT WAS SUBMITTED.

ON BEHALF OF MR. HERRING FOR THIS RECOGNITION.

THIS PERSON WROTE, MIKE IS THE MOST POSITIVE AND RESPONSIBLE PERSON THAT THEY KNOW.

HE WILL MAKE SURE STAFF AND STUDENTS ARE MOTIVATED AND ARE HAVING A GOOD DAY.

IF SOMEONE DESERVES THIS AWARD, IT WOULD BE MIKE, THANK YOU SO MUCH FOR ALL YOU DO TO SUPPORT THE STUDENTS AND STAFF AT DOVER ELEMENTARY.

AND WE WANT TO BE SURE AND GRAB A PHOTO WITH MR. HERRING.

CONGRATULATIONS. THANK YOU SO MUCH.

AND BEFORE WE CONCLUDE THIS PORTION OF THE MEETING THIS EVENING, WE WOULD LIKE TO THANK ALL OF THE FRIENDS AND FAMILY AND STAFF WHO HAVE COME OUT TO SUPPORT THOSE THAT WE HAVE RECOGNIZED. IF YOU CAN, PLEASE STAND SO WE CAN RECOGNIZE YOU FOR ALL OF YOUR CONTINUED SUPPORT. THANK YOU SO MUCH AND AT THIS TIME THAT THIS CONCLUDES OUR RECOGNITIONS AND APPRECIATIONS FOR THIS EVENING.

CONGRATULATIONS TO ALL THAT WERE RECOGNIZED.

WE ACTUALLY HAVE A SPECIAL LITTLE RECOGNITION RIGHT HERE IN THE HORSESHOE TODAY. IT'S SOMEBODY'S BIRTHDAY.

HAPPY BIRTHDAY, MR. POTEET. AS EVERYONE IS EXITING THE AUDITORIUM.

CONGRATULATIONS AGAIN.

THANK YOU FOR TO ALL THE FAMILY MEMBERS.

WE'LL GET STARTED AS SOON AS EVERYONE HAS MADE THEIR EXIT.

THE NEXT ITEM ON OUR AGENDA IS FOR THE REGULAR PUBLIC COMMENT SECTION.

[II. PUBLIC COMMENT SECTION]

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DURING TODAY'S MEETING, SPEAKERS MAY COMMENT ON BOTH AGENDA AND NON AGENDA RELATED ITEMS DUE TO THE NUMBER OF SPEAKERS TONIGHT.

EACH SPEAKER WILL HAVE ONE MINUTE TO PRESENT HIS OR HER COMMENTS.

AS A REMINDER, WE ASK THAT SPEAKERS FOLLOW THE PUBLIC COMMENTS PROTOCOL AS NOTED ON THE ISD WEBSITE.

SO SPEAKERS, WHEN I PLEASE APPROACH THE PODIUM AT THE FRONT OF THE AUDITORIUM WHEN I CALL YOUR NAME, WE'RE GOING TO START WITH MISS JEAN BERTRAND.

GOOD EVENING. MY NAME IS JEN BERTRAND, AND I AM THE PRESIDENT OF MARLBOROUGH SQUARE NEIGHBORHOOD ASSOCIATION AND A PARENT OF SPRING RIDGE STUDENTS.

THE STATE'S CHOKEHOLD ON PUBLIC EDUCATION FUNDING HAS HIT HOME, AND OUR COMMUNITY IS DEVASTATED BY THE CHOICE TO CLOSE SPRING RIDGE.

HOWEVER, WE ARE GRATEFUL FOR YOUR COMMITMENT TO PROTECTING CENTRAL PROGRAMING AND REPURPOSING SPRING RIDGE FOR RECRUITING AND RETAINING RISD TALENT.

WE BELIEVE OUR SACRIFICE IS A BENEFIT FOR THE WHOLE DISTRICT.

TO THIS END, WE SUPPORT PROJECT RIGHTSIZE PLAN TO REZONE SRA STUDENTS TO DARTMOUTH AND APOLLO. KEEPING THEM TOGETHER PROVIDES STABILITY NECESSARY FOR THEM TO THRIVE IN THEIR NEW SCHOOLS, AND MITIGATES FURTHER COMMUNITY DISRUPTION IN THE YEARS TO COME.

OUR COMMUNITY IS UNITED IN ITS CONCERN FOR STUDENT SAFETY AT THE DANGEROUS YALE ROAD INTERSECTIONS OF BELTLINE AND ARAPAHOE.

SHOULD THE BOARD APPROVE PROJECT RIGHTSIZE, WE WILL READILY SUPPORT RISD'S WORK TO OBTAIN SCHOOL ZONES AND CROSSING GUARDS AT THOSE LOCATIONS BEGINNING AUGUST 13TH, 2024.

THANK YOU. THANK YOU, MISS BERTRAND.

NEXT SPEAKER IS MR. TJ CALLAWAY.

SUPERINTENDENT BRANUM AND TRUSTEES, I'M TJ CALLOWAY.

MY SON ATTENDS SPRING RIDGE ELEMENTARY.

I'M SADDENED OUR SCHOOL IS CLOSING.

SPRING RIDGE IS A HIGH PERFORMING, DIVERSE AND FRIENDLY SCHOOL.

AND FOR US, IT CHECKED EVERY BOX AS AN ELEMENTARY SCHOOL.

WHILE WE DON'T WANT TO LOSE THIS GEM IN THE CENTER OF OUR COMMUNITY, WE ALSO UNDERSTAND WHY IT'S HAPPENING. WE BELIEVE THE PROPOSED ATTENDANCE ZONE CHANGES ARE THE BEST PLAN FOR OUR COMMUNITY. WITHOUT SPRING RIDGE, WE LOSE THE UNIFYING THREAD IN THE FABRIC OF OUR NEIGHBORHOOD. WE'VE LOST OUR SCHOOL.

PLEASE DON'T SEPARATE OUR KIDS ANYMORE.

IN CLOSING, I WANT TO ADDRESS COMMENTS THAT I'VE SEEN ACROSS THE DISTRICT THAT ARE EXCLUSIONARY, CLASSIST, AND RACIST.

PARENTS, PLEASE KNOW THAT YOUR KIDS ARE LISTENING TO WHAT YOU SAY AND HOW YOU BEHAVE, AND THEY ARE LEARNING FROM IT.

OTHER PARENTS HEAR YOU LOUD AND CLEAR.

WE ARE LEARNING WHO YOU ARE.

IS THIS WHO YOU WANT TO BE? TODAY IS THE 59TH ANNIVERSARY OF THE MARCH FROM SELMA TO MONTGOMERY.

PLEASE ASK YOURSELF IF THIS IS THE PROGRESS OUR GENERATION PROMISED TO DELIVER, OR CAN WE DO BETTER? THIS IS A MOMENT CHOOSE TO DO BETTER AT THIS MOMENT.

THANK YOU FOR YOUR TIME. THANK YOU, MR. CALLOWAY. AND IF WE COULD, ACCORDING TO POLICY, IF WE COULD HOLD DOWN ON THE CLAPS AND STUFF, WE'D APPRECIATE THAT.

THANK YOU. NEXT, WE HAVE MISS STEPHANIE [INAUDIBLE].

HELLO, SUPERINTENDENT BRANUM AND THE TRUSTEES.

MY NAME IS STEPHANIE [INAUDIBLE] AND I HAVE A CHILD AT SPRING RIDGE ELEMENTARY.

AS WE'VE ALREADY HEARD, SPRING RIDGE IS A HIGH PERFORMING A-RATED DIVERSE, CLOSE KNIT JEWEL IN OUR COMMUNITY.

LIKE MANY OTHERS, IT WAS A BIG REASON WHY WE CHOSE OUR NEIGHBORHOOD, AND WE ARE DEVASTATED TO LOSE IT. BUT WE DO UNDERSTAND.

WE UNDERSTAND THE DIFFICULT POSITION THE DISTRICT IS IN.

WE UNDERSTAND WHY OUR SCHOOL HAS TO CLOSE, AND WE UNDERSTAND HOW PROJECT RIGHTSIZE IS TRYING TO MAKE THE BEST OF A TRULY TERRIBLE SITUATION AND KEEP THE DISTRICT TOP NOTCH IN TERMS OF EDUCATION AND TEACHER PAY AND RETENTION.

AS A SPRING RIDGE PARENT, I SUPPORT THE DECISION TO KEEP AS MANY SPRING RIDGE KIDS TOGETHER AS POSSIBLE.

IF THESE CHILDREN HAVE TO LOSE THEIR SCHOOL AND THERE'S STILL TIME TO RECONSIDER, SEEING THE FAMILIAR FACES OF THEIR FRIENDS AND NEIGHBORS WILL HELP EASE THIS TRANSITION AND MAINTAIN THEIR SENSE OF BELONGING AND COMMUNITY.

I KNOW THIS CANNOT HAVE BEEN AN EASY DECISION, BUT BASED ON THE REPORT, IT SEEMS THAT THE PLAN AS PRESENTED BEST SERVES EACH LEARNING COMMUNITY AND THE DISTRICT AS A

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THANK YOU, MS. [INAUDIBLE].

OUR NEXT SPEAKER IS MR. WILL SLACK.

I'M HERE TO DISCUSS THE INEQUITABLE TREATMENT OF DARTMOUTH UNDER PROJECT RIGHT SIZE. OUR HOME IS 200FT FROM DARTMOUTH, BUT WILL BE ZONED FOR YALE.

NO OTHER SCHOOL HAS A BOUNDARY ANYWHERE NEAR THAT CLOSE.

THEY AVERAGED 14 TIMES FARTHER AWAY.

WE VOLUNTEER AT THE SCHOOL IN MANY WAYS BECAUSE IT'S RIGHT BY OUR HOUSE.

I WALK MY DOG AROUND THE SCHOOL EVERY DAY.

I SEE THE KIDS PLAYING ON THE PLAYGROUND.

I SEE MY DAUGHTER.

I SEE IF SHE'S PLAYING WITH FRIENDS OR IF SHE'S ALONE.

I WALK TO PICK HER UP EVERY DAY I TALK WITH MR. YEARSLEY, THE CROSSING GUARD, THE OTHER PARENTS, COACH MUNOZ.

I TALK WITH HIM ABOUT WHAT THEY DID IN PE THAT DAY.

SO WHAT I'M TALKING ABOUT HERE IS COMMUNITY.

AND NONE OF THAT HAPPENS IF WE LIVE OVER A MILE FROM OUR SCHOOL.

I'VE GLADLY PAID RISD TAXES FOR 19 YEARS BECAUSE I BELIEVE IN PUBLIC EDUCATION.

I BELIEVE IN DARTMOUTH, AND I BELIEVE THAT WE CAN BE PART OF THE SOLUTION.

MR. PACHECO, MR. POTEET, MR. EAGER, I'M ASKING YOU TO REPRESENT MY FAMILY ,DON'T DIVIDE OUR NEIGHBORHOOD.

DON'T DIVIDE OUR DUCKS.

THANK YOU. THANK YOU, MR. SLACK. AGAIN, PLEASE REFRAIN FROM CLAPS, APPRECIATE IT.

NEXT SPEAKER TO CALL UP IS MR. ANTHONY RICE.

MR. ANTHONY RICE.

SO MY NAME IS ANTHONY RICE.

I'M THE PRESIDENT OF DUCK CREEK HOMEOWNERS ASSOCIATION, AND I APPRECIATE THE OPPORTUNITY TO SPEAK TONIGHT. WE RISD ADMINISTRATION'S PROPOSED DRAWING OF THE BOUNDARY LINE THROUGH THE MIDDLE OF DUCK CREEK IS DIVIDING OUR DARTMOUTH ELEMENTARY STUDENTS.

ON FEBRUARY 27TH, SEVENTH, MYSELF AND NINE MEMBERS FROM OUR HRA BOARD MET WITH SUPERINTENDENT BRANUM AND MEMBERS OF HER CABINET TEAM.

WE POINTED OUT THE NUMEROUS CONTRADICTIONS WITHIN PROJECT RIGHT-SIZE PROPOSAL.

EACH OF YOU HAVE AGENDA FROM THAT WHICH I PREPARED AND BROUGHT TONIGHT.

WITH THAT, IN ADDITION TO THAT, WE MENTIONED THAT DARTMOUTH IS NOT A TARGET SCHOOL, AND AT NO POINT DURING THE MEETING DID SUPERINTENDENT BRANUM AND HER CABINET PROVIDE ANY EXPLANATION OF THE COST SAVINGS BY DIVIDING DARTMOUTH.

BASICALLY, WHAT WE'RE LOOKING AT IS, THERE IS NO TRUE BENEFIT TO THIS, AND IT'S AN UNNECESSARY ACTION.

WE'RE HAPPY TO. THANK YOU, MR. RICE. OUR NEXT SPEAKER IS MR. PATRICK HAMMONTREE.

ALL RIGHT. GOOD EVENING. I'M HERE TO SPEAK ON PROJECT RIGHTSIZE.

WE RECOGNIZE THAT GREG ABBOTT IS RESPONSIBLE FOR THIS.

THE FUNDING IS THERE.

HE'S NOT SENDING IT TO US.

PURE AND SIMPLE.

I'D LIKE TO THANK THE BOARD FOR THEIR STEWARDSHIP OVER THESE LAST THREE YEARS AND WORKING WITH A SURPLUS AND BEING RESPONSIBLE.

IF RIGHTSIZE IS THE BEST WAY TO MOVE FORWARD, WE ASK THE FOLLOWING IDEAS.

COULD WE FORM A COMMITTEE OF 12 PARENTS ISH FROM SPRING RIDGE, DARTMOUTH AND YALE TO FINE TUNE HOW THE PLAN AFFECTS OUR NEIGHBORHOODS SO PARENTS AND COMMUNITY DON'T FEEL SHUT OUT? COULD WE ALSO INCLUDE SCHOOL ZONES AT BELTLINE AND YALE AND YALE AND ARAPAHOE? COULD WE CONSIDER GIVING SCHOOL CHOICE TO DARTMOUTH AND SPRING RIDGE PARENTS SO THEY CAN PICK THE SCHOOL THAT FEELS BEST FOR THEIR FAMILIES? SINCE THERE'S THIS CLOSING? AND ALSO, COULD WE PLEASE STRONGLY CONSIDER ADDING A MAGNET OR CHOICE PROGRAM TO YALE TO BOOST ENROLLMENT AND GIVE DARTMOUTH FAMILIES A CHANCE TO MOVE THEIR KIDS BACK TO THE NEIGHBORHOOD? 9000 EMPTY SEATS TIMES 6000.

THANK YOU. THANK YOU, MR. HAMMONTREE. OUR NEXT SPEAKER IS MISS LINDSAY SHUTTLESWORTH.

LINDSAY. SHUTTLESWORTH.

I'M LINDSAY SHUTTLESWORTH AND I'VE BEEN A DARTMOUTH MOM FOR 12 YEARS.

I HAVE SERVED ON THE SCHOOL PTA, THE DISTRICT COUNCIL OF PTAS, AND HAVE GIVEN HUNDREDS OF VOLUNTEER HOURS.

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NEVER IN MY WILDEST DREAMS DID I THINK THAT ONE OF THE GOLIATHS THAT I WOULD COME UP AGAINST WOULD BE THE VERY DISTRICT THAT I HAVE FAITHFULLY SERVED FOR OVER A DECADE.

I WOULD LIKE TO ADDRESS HOW PROJECT RIGHTSIZE WILL NEGATIVELY IMPACT THE HOME VALUES AND DESIRABILITY.

AS A RESIDENT WHO CAN SEE THE SCHOOL FROM MY FRONT YARD, I AM PROVIDING PROVIDING YOU WITH A 20 PAGE STUDY OF THE EFFECTS OF DISTANCE TO SCHOOLING ON SCHOOL ON HOME PRICES.

THIS PAPER CONTROLS FOR SCHOOL QUALITY DIFFERENCES AND FOCUSES ON THE VALUE OF DISTANCE TO SCHOOLS.

THE RESULTS INDICATE THAT AS DISTANCE TO SCHOOLS INCREASE, HOME PRICE DECREASES, THIS PLAN WILL DECREASE THE DESIRABILITY OF HUNDREDS OF HOMES.

PLEASE DO THE RIGHT THING AND DON'T DIVIDE OUR DUCKS.

THANK YOU. THANK YOU, MISS SHUTTLESWORTH.

OUR NEXT SPEAKER IS CODY HANSON.

HELLO. THANK YOU FOR THE OPPORTUNITY TO SPEAK AND THANK YOU FOR THE WORK YOU'RE DOING IN 2020.

WE SOUGHT OUT A HOUSE TO BE SURE THAT WE WERE IN RISD.

THE SEARCH WAS LONG AND DIFFICULT, BUT ONCE WE FOUND THE HOUSE, WE KNEW WITH THREE YOUNG CHILDREN LIVING ACROSS THE STREET FROM THE SCHOOL IS AN ACTUAL DREAM COME TRUE.

PROJECT RIGHTSIZE PROPOSES THAT WE ARE NO LONGER ZONED TO DARTMOUTH.

I KNOW YOU'VE SEEN MY EMAILS AND YOU CAN'T POSSIBLY BELIEVE IT MAKES SENSE TO BE REZONED WHILE RESIDING 70FT AND WITHIN THE ACTUAL SCHOOL ZONE OF DARTMOUTH.

I'M AWARE THE DISTRICT'S MAIN PRIORITY IS TO FILL YALE ELEMENTARY.

USING KIDS FROM DARTMOUTH TO FILL YALE INDICATES THAT THE CHILD'S WELL-BEING, HAPPINESS, AND SAFETY IS NO LONGER A PRIORITY TO THE DISTRICT, PUTTING KIDS IN DANGER, CROSSING MAJOR INTERSECTIONS TO BRING BODIES TO A CAMPUS SO THAT UTILIZATION NUMBERS INCREASE SEEMS LIKE A POOR SOLUTION FOR A PROBLEM THEY DID NOT CREATE TAKING KIDS FROM THEIR HOME CAMPUS WHILE OTHER CHILDREN FILL THEIR CLASSROOMS AND SEATS SEEMS LIKE A SOLUTION ONLY CONSIDERED ON PAPER AND NOT WITH THOROUGH THOUGHT AND CARE.

PLEASE RECONSIDER.

THANK YOU. THANK YOU, MISS HANSON.

OUR NEXT SPEAKER IS MISS ASHLEY MARIE ECKSTEIN.

AS A LICENSED MARRIAGE AND FAMILY THERAPIST, I SEE FIRSTHAND THE IMPACT OF ATTACHMENT FOR DEVELOPING CHILDREN.

WE KNOW HOW DIFFICULT DIVORCE IS ON CHILDREN.

THIS IS THE EMOTIONAL SCAR YOU'RE CREATING.

WHEN KIDS STAYING IN THEIR NEIGHBORHOOD SCHOOLS LOSE ALL OF THEIR FRIENDS TO REZONING. NOW THEY'RE BEING RELEGATED TO SCHEDULED VISITATION AS OPPOSED TO STAYING TOGETHER WITH THEIR FAMILY.

WE WELCOME NEW SIBLINGS FROM SPRING RIDGE.

THEY'LL BE LOVED AS OUR OWN, BUT WE CAN'T BE OUR BEST WHEN MEMBERS OF OUR DUCK CREEK FAMILY ARE BEING EVICTED FROM OUR FAMILY HOME.

DUCK CREEK IS A FAMILY, AND OUR CHILDREN LOSING ALL OF THEIR FRIENDS TO REZONING, HAVE REPEATEDLY SAID IT FEELS LIKE RISD IS FORCING OUR NEIGHBORHOOD INTO A DIVORCE.

THE KIDS LEFT BEHIND WILL SUFFER SOCIAL EMOTIONAL LOSS ON A SCALE THAT RESEARCH INDICATES WILL RESULT IN SIGNIFICANT DECLINE IN TEST SCORES.

BREAKING UP THE FAMILY HURTS OUR KIDS, BUT IT WILL ALSO HURT TEST SCORES THAT IMPACT FUNDING. PLEASE, IF YOU MUST REZONE, DON'T DO SO IN A WAY THAT MAKES THE SITUATION WORSE. PLEASE DON'T DIVIDE OUR DUCKS.

THANK YOU. THANK YOU.

OUR NEXT SPEAKER IS MISS PAMELA HUGHES.

GOOD EVENING, I'M PAM PALAGONIA HUGHES.

I HAVE TWO KIDDOS AT DUCK CREEK.

I WANT TO START BY SAYING I UNDERSTAND THE DIFFICULT SITUATION THE DISTRICT IS IN, THE CHOICES YOU'RE BEING ASKED TO MAKE, AND AFTER ATTENDING THREE LISTENING SESSIONS AND SEEING THESE NUMBERS, IT'S NOT THE LAST HARD DECISION YOU'LL HAVE TO MAKE.

I THINK THERE'S A BETTER WAY THAT THE DISTRICT CAN ENGAGE WITH IMPACTED COMMUNITIES NOW AND IN THE FUTURE.

AND THAT'S WHY TODAY I SENT A LETTER TO SUPERINTENDENT BRANUM AND ALL OF YOU WITH MORE THAN 100 COSIGNERS FROM THE BERKNER LEARNING COMMUNITY, ASKING FOR MEMBERS OF OUR NEIGHBORHOODS TO SIT ALONGSIDE THE ADMINISTRATION, TO BRING OUR KNOWLEDGE OF OUR NEIGHBORHOODS TO YOUR DATA, TO BE ABLE TO SAY, HOW CAN WE MAKE THIS WORK FOR ALL OF US? THIS IS NOT THE WAY THAT RISD HAS TYPICALLY WORKED WITH COMMUNITIES.

WE'RE ASKING YOU TO TRUST US TO WORK WITH THE ADMINISTRATION, TO WORK WITH THE BOARD, AS WE'VE DONE ON BONDS IN THE PAST, AS WE'VE DONE ON MIDDLE SCHOOL TRANSFORMATION PROJECT. RIGHTSIZE SHOULD BE DONE RIGHT.

THANK YOU, MISS HUGHES.

[00:35:01]

STEPHANIE WARREN.

I'M STEPHANIE WARREN.

WE'VE BEEN ON COLUMBIA DRIVE FOR 18 YEARS, HAVE LIVED, HAVE LILY AND SIX AND NOAH AND FOURTH AT DARTMOUTH.

I'M MISSING LILY'S LAST OPEN HOUSE TONIGHT TO BE WITH YOU.

I'VE GIVEN YOU A PICTURE TAKEN ON THE FIRST DAY OF SCHOOL THIS YEAR.

IT'S OF TEN CLOSE FRIENDS THAT WALKED TO AND FROM SCHOOL DAILY, AS PROPOSED IN PROJECT RIGHT SIZE. OUT OF THESE TEN, TWO SIBLINGS WILL REMAIN AT DARTMOUTH, WHILE THE OTHER EIGHT DISPLACED TO YOU.

IF YOU HEARD I HEARD YOU VISITED DARTMOUTH TEACHERS AND STAFF YESTERDAY WHILE YOU VISITED. I HOPE YOU NOTICED HOW OUR COMMUNITIES COME TOGETHER WITH YARD SIGNS AND TREE RIBBONS.

IF YOU LOOK CLOSELY, YOU MAY HAVE SEEN FLIERS ON DOORKNOBS.

THAT'S TO PROMOTE OUR PETITION OPPOSING PROJECT RIGHT SIZE, WHICH HAS NEARLY 1100 SIGNATURES. I'VE PROVIDED THAT WITH YOU AS WELL.

DARTMOUTH ISN'T JUST A SCHOOL, IT'S A BOND THAT DUCK CREEK SHARES.

IT'S AT THE HEART OF OUR NEIGHBORHOOD, WHERE WE'VE MET LIFELONG FRIENDS AND HOST NEIGHBORHOOD EVENTS.

WHAT YOU'RE DOING BY DISPLACING A THIRD OF NEIGHBORHOOD CHILDREN FROM THEIR WALKABLE SCHOOL IS DISRUPTIVE TO THEIR LEARNING AND DANGEROUS TO KIDS THAT HAVE TO PLEASE.

THANK YOU, MISS PAT.

AND AS OR. I'M SORRY, MISS WARREN.

AND AS A REMINDER, IF WE COULD KEEP IT WITHIN THE TIME LIMIT, SINCE EVERYBODY'S TRYING TO KEEP TO THE SAME POLICY, WE APPRECIATE IT.

NEXT, MISS SARAH PACK.

SARAH PACK.

THANK YOU. THIS PROCESS IS MOVING ENTIRELY TOO QUICKLY.

YOU'VE HAD SIX MONTHS WITH THIS INFORMATION.

WE'VE HAD TWO WEEKS.

THE TEXAS EDUCATION CODE REQUIRES THE SUPERINTENDENT AND BOARD OF TRUSTEES TO, QUOTE, CREATE AND SUPPORT CONNECTIONS WITH COMMUNITY ORGANIZATIONS TO PROVIDE COMMUNITY WIDE SUPPORT FOR THE HIGH ACHIEVEMENT OF ALL DISTRICT STUDENTS.

OUR COMMUNITY IS ORGANIZED.

YOU SAY YOU WANT OUR FEEDBACK, BUT HOW CAN YOU POSSIBLY TAKE IN OUR CONCERNS OR SERIOUSLY CONSIDER OUR QUESTIONS WHEN YOU'RE VOTING ON THIS PLAN.

JUST 28 DAYS AFTER IT WAS PRESENTED, YOU WERE ABLE TO AVERT QUORUM REQUIREMENTS BY HAVING ONLY THREE TRUSTEES PRESENT AT EACH OF THE LISTENING SESSIONS.

WHEN YOU COULD HAVE CALLED SPECIAL MEETINGS WITH PROPER NOTICE FOR EACH OF THE FOUR LEARNING COMMUNITIES.

SO YOU COULD ACTUALLY SEE, HEAR, AND UNDERSTAND THE IMPACT OF THIS PLAN.

I UNDERSTAND TOUGH DECISIONS HAVE TO BE MADE, BUT I'M URGING YOU TO FOLLOW YOUR MANDATE AND ENGAGE WITH US TO SEE IF WE CAN COME UP WITH A BETTER SOLUTION.

DELAY THE VOTE.

ENGAGE WITH US.

BE A MODEL FOR OTHER DISTRICTS FACING THESE CHALLENGES THANK YOU, MISS PAT.

OUR NEXT SPEAKER IS MR. CALEB WARREN.

I'M HERE TO ADVOCATE ON BEHALF OF THE STUDENTS OF DARTMOUTH AND DUCK CREEK COMMUNITY. THE PROPOSED REZONING LINES AND PROJECT RIGHT SIDE ARE DETRIMENTAL TO AND SERVE TO DIVIDE BOTH.

THIS PLAN UNNECESSARILY DISPLACES DARTMOUTH STUDENTS FROM THE NEIGHBORHOOD SCHOOL, WHERE THEY HAVE ESTABLISHED RELATIONSHIPS WITH FRIENDS AND FACULTY TAKING THIS APPROACH DOES NOT MEET THE STATE.

THE STATED PROJECT GOAL OF IMPACTING THE FEWEST NUMBER OF STUDENTS POSSIBLE.

THE PROPOSED BOUNDARY ALSO IMPACTS THE DUCK CREEK COMMUNITY BY SLICING IT ALONG AN UNNATURAL BORDER WHICH EXISTS, WHICH EXILES SOME OF THE RESIDENTS CLOSEST TO THE SCHOOL FROM THE DARTMOUTH ATTENDANCE ZONE, WALKING AND BIKING ROUTES TO SCHOOL WILL BE MADE UNSAFE FOR THE AFFECTED 335 YOUNG CHILDREN, WHO CAN CURRENTLY ARRIVE TO CAMPUS WITHOUT TRANSPORTATION. THIS ADVERSELY AFFECTS THE DESIRABILITY OF OUR HOMES AND ADDS HUNDREDS OF DAILY CAR RIDES THROUGH OUR DUCK CREEK NEIGHBORHOOD, HAMPERING WALKABILITY.

THERE MUST BE A BETTER ALTERNATIVE.

WE WANT TO BE HEARD AND NOT JUST LISTEN TO OUR MESSAGE IS CLEAR.

DON'T DIVIDE OUR DUCKS.

THANK YOU, MR. WARREN.

[00:40:01]

GOOD EVENING. MY NAME IS JOHN CUMMINGS AND MY SON IS IN FIRST GRADE AT DARTMOUTH.

IF RIGHTSIZE IS APPROVED, DARTMOUTH WILL HAVE THE WORST BOUNDARY IN THE ENTIRE DISTRICT. THIS CHART SHOWS THE AMOUNT OF TIME IT TAKES TO WALK FROM EACH CAMPUS TO THE CLOSEST RESIDENTIAL ADDRESS, NOT ZONED TO THAT CAMPUS.

AFTER RIGHTSIZE, THE NEW BOUNDARY IS SO CLOSE TO DARTMOUTH THAT IT TAKES ONLY THREE MINUTES TO WALK OUT THE MAIN ENTRANCE TO HOMES THAT ARE NOW ZONED TO YALE.

THE NEXT TWO CAMPUSES ON THE LIST ARE BUCHMEYER AND RISD ACADEMY, WHICH SIT ON THEIR BOUNDARY LINES, VERY BUSY STREETS, BUT ARE STILL NOT AS EXTREME AS THE DARTMOUTH CASE, AND NO OTHER CAMPUSES COME CLOSE.

SO THIS DATA SHOWS THE NEW DARTMOUTH YALE BOUNDARY LINE WOULD BE THE MOST DISTORTED AND UNFAIR BOUNDARY IN THE DISTRICT.

EVERY PARENT ON THESE STREETS WILL FOREVER ASK, WHY DID THIS SCHOOL BOARD CREATE SUCH A POOR BOUNDARY? HERE IT IS SHOCKINGLY BAD AND THIS DATA CONFIRMS IT IS THE WORST CASE IN RICHARDSON. PLEASE DON'T MAKE DARTMOUTH THE WORST CASE.

THANK YOU. THANK YOU, MR. CUMMINGS. NEXT SPEAKER IS MR. JOHNNY MUIR.

GOOD EVENING. I GREW UP ACROSS THE STREET FROM SPRING CREEK ELEMENTARY AND WENT THERE FOR K THROUGH SIX.

I ATTENDED WESTWOOD WHERE I MET MY WIFE AND I GRADUATED FROM RHS IN 2008.

I OWE MUCH OF THE SUCCESS IN MY LIFE TO THE EDUCATION I RECEIVED IN THIS DISTRICT.

AFTER I ATTENDED THE NAVAL ACADEMY AND SERVED AS A SUBMARINE OFFICER, MY WIFE AND I CAME HOME AND BOUGHT A HOUSE ON COLUMBIA DRIVE, RISD WAS AN OBVIOUS CHOICE FOR US, AND WE LOOK FORWARD TO OUR CHILDREN WALKING TO SCHOOL LIKE I USED TO.

WE CAN SEE DARTMOUTH ELEMENTARY AND HEAR THE SCHOOL BELL FROM OUR HOME.

MY WIFE AND I ARE NEW PARENTS AND OUR SON WILL START SCHOOL IN A FEW YEARS.

I WAS SAD TO LEARN THAT PROJECT RIGHTSIZE WILL PREVENT HIM FROM ATTENDING DARTMOUTH.

I HOPE YOU RECONSIDER SPLITTING DUCK CREEK, THE MOST COHESIVE BERKNER NEIGHBORHOOD.

BERKNER HAS SEEN ENOUGH DECLINE, AND WE NEED TO KEEP ITS NEIGHBORHOODS STRONG TO HELP THE SCHOOL STAY ALIVE.

PLEASE DON'T DIVIDE OUR DUCKS BECAUSE DUCKS FLY TOGETHER.

THANK YOU. THANK YOU, MR. MUIR. OUR NEXT SPEAKER IS MR. ROBERT HANSON.

HELLO AND THANK YOU FOR THE OPPORTUNITY TO SPEAK.

MY NAME IS ROB HANSEN AND OUR FAMILY CURRENTLY HAS THREE STUDENTS ENROLLED AT DARTMOUTH ELEMENTARY.

WE'VE ENJOYED OUR WALK TO SCHOOL EVERY MORNING AND EVERY AFTERNOON FOR THE PAST TWO YEARS, AS OUR WALK IS A MERE 70FT AWAY FROM SCHOOL PROPERTY.

PROJECT BRIGHTSIDE HAS PROPOSED REZONING WILL NO LONGER ALLOW MY THREE CHILDREN TO TO ATTEND DARTMOUTH ELEMENTARY, EVEN THOUGH WE ARE IN THE OFFICIAL SCHOOL ZONE.

THE REZONING LINE MAKES ABSOLUTELY NO SENSE TO ANYONE THAT HAS EVER LOOKED AT IT, AND I'M HOPING THAT IT WOULD BE YOURSELF AS WELL.

AGAIN, WE ARE 70FT AWAY FROM THE SCHOOL.

I'M REQUESTING THAT AT A MINIMUM, THE ZONE LINE BE REEVALUATED, AS THIS IS A PRIME EXAMPLE OF POOR DECISION THAT WAS BASED ON WHAT WAS BASED ON NO COMMUNITY OUTREACH, AND THE OBVIOUS OBSERVATIONS WERE NOT TAKEN INTO CONSIDERATION.

WE ARE NOT THE ONLY ONES THAT ARE THIS FAR FROM THE SCHOOL OR SO CLOSE.

DON'T DIVIDE OUR DUCKS.

THANK YOU, MR. HANSON.

OUR NEXT SPEAKER IS MISS BETTINA CRUMLEY.

MY NAME IS BETTINA CROMLEY AND I HAVE TWO CHILDREN AT DARTMOUTH ELEMENTARY.

MY HUSBAND AND I MOVED TO DUCK CREEK EIGHT YEARS AGO BEFORE WE HAD SCHOOL AGED CHILDREN.

I'M HERE TO SPEAK ABOUT PROJECT RIGHT SIZE.

I UNDERSTAND THE DISTRICT HAS TO HANDLE THEIR BUDGET.

I UNDERSTAND SCHOOLS HAVE TO CLOSE.

I'M ASKING THE BOARD TO CONSIDER ALLOWING MEMBERS OF THE IMPACTED COMMUNITY TO JOIN WITH OUR ISD, COLLABORATE AND MAKE THE SOLUTION.

THIS WILL ALLOW US TO LOOK AT OPTIONS OTHER THAN REMOVING OUR DUCK CREEK KIDS FROM THE NEIGHBORHOOD. THERE'S A VARIETY OF CONCERNS YOU'RE GOING TO HEAR.

YOU'RE HEARING THEM NOW.

SAFETY CROSSING ARAPAHOE, TRAFFIC CONCERNS ON YALE BOULEVARD.

UNNECESSARY DISRUPTION AND LEARNING.

[00:45:02]

PLACING CHILDREN FURTHER FROM THEIR SCHOOLS.

I BELIEVE DARTMOUTH IS HAPPY TO WELCOME SPRING RIDGE CHILDREN WITH OUR ENTIRE DUCK CREEK NEIGHBORHOOD.

I ASK THE BOARD TO ALLOW THE COMMUNITY TO COME UP WITH A CREATIVE WAY TO MAKE THIS HAPPEN. DON'T DIVIDE OUR DEBTS.

THANK YOU. THANK YOU, MISS CRUMLEY.

NEXT SPEAKER IS MR. OSCAR,[INAUDIBLE].

GOOD EVENING AND THANK YOU FOR GIVING US THE OPPORTUNITY TO SPEAK.

MY NAME IS OSCAR [INAUDIBLE].

I LIVE IN DUCK CREEK NEIGHBORHOOD, JUST DOWN THE STREET FROM DARTMOUTH ELEMENTARY.

TONIGHT I DON'T HAVE CHILDREN AT DARTMOUTH, BUT TONIGHT I'M SPEAKING AS A HOMEOWNER.

I'VE BEEN IN MY HOME FOR OVER 25 YEARS, AND IT'S ONE OF MY BIGGEST INVESTMENTS.

MY CONCERN IS THIS PROJECT, RIGHT SIZE AS CURRENTLY PRESENTED, WILL HAVE A NEGATIVE IMPACT ON MY PROPERTY VALUES.

ANY PROSPECTIVE BUYER WITH CHILDREN MIGHT NOT CONSIDER PURCHASING MY HOME, WHERE THEY CAN SEE DARTMOUTH JUST FEET AWAY, AND THEN HAVE TO LEARN THAT THEIR CHILDREN WOULD HAVE TO ACTUALLY WALK 1.3 MILES TO A SCHOOL IN ANOTHER NEIGHBORHOOD, NOT TO MENTION HAVING TO CROSS A BUSY SIX LANE STREET.

PLEASE RECONSIDER THE PLAN.

DO NOT DIVIDE OUR DUCKS.

THANK YOU SIR.

OUR NEXT SPEAKER IS MR. JOSH DENNISON.

THANK YOU.

I'M GOING TO GO OFF SCRIPT A LITTLE BIT.

I JUST CAME FROM THE DARTMOUTH OPEN HOUSE, AND I HAVE A SON IN FIRST GRADE AND TWO YOUNGER KIDS, AND THEY WERE RUNNING AROUND THE HALLS ACTING ABSOLUTELY CRAZY, MUCH TO MY DISMAY. BUT IT'S BECAUSE THEY'RE COMFORTABLE THERE.

IT'S BECAUSE MY SON HAS LEARNED THAT IT'S A SECOND HOME AND HE'S RUNNING AROUND, HUGGING HIS TEACHERS, HUGGING HIS FRIENDS, AND THAT COULD BE TAKEN AWAY.

AND IT'S JUST FELT REALLY HURTFUL.

THIS WHOLE PROCESS, $10.5 MILLION, ONLY REPRESENTS 2.63% OF THE OPERATING EXPENSES IN THE CURRENT ANNUAL BUDGET.

IT'S NOT GOING TO FIX OUR PROBLEMS. AND IT'S FELT UNCOMFORTABLE TO FEEL ATTACKED THAT MY KID MIGHT BE A BULLY, AS WAS SUGGESTED AT THE LISTENING TO HER.

AND SO THIS IS BY FAR THE MOST DISRUPTIVE RECOMMENDATION THAT YOU HEARD FROM THE CPSC BY FAR. I WOULD URGE YOU TO IMPLEMENT AND EXPLORE EVERY OTHER RECOMMENDATION BEFORE YOU CLOSE SCHOOLS. THANK YOU.

THANK YOU, MR. DENNISON.

OUR NEXT SPEAKER IS MISS JILL HIGGINBOTHAM.

THANK YOU ALL FOR ALL THAT YOU DO FOR OUR SCHOOLS.

MY NAME IS JILL HIGGINBOTHAM.

I HAVE A SENIOR AT BERKNER, AN EIGHTH GRADER AT WESTWOOD, AND A FIFTH GRADER AT DARTMOUTH.

IF YOU CHOOSE TO MOVE FORWARD WITH PROJECT RIGHTSIZE, MY SON WILL BE LEFT BEHIND WITH ZERO FRIENDS.

HE IS DEVASTATED.

TRAFFIC STUDIES HAS BEEN I'M SORRY.

I'M CONCERNED ABOUT SENDING CHILDREN ON FOOT TO AND FROM SCHOOL NEXT YEAR WITH THE EXPECTED TRAFFIC INCREASE IN AND AROUND OUR NEIGHBORHOODS WITH THIS PROPOSAL, IT IS SUGGESTED THAT BOTH NEIGHBORHOODS ARE SAFE WALKING DISTANCE ACROSS HIGH TRAFFIC ROADS.

BUT MANY PARENTS DISAGREE.

WE WILL CERTAINLY SEE AN INCREASE OF HUNDREDS OF VEHICLES TRAVELING DOWN YALE, AND WHEN THAT IS CONGESTED, DOWN SIDE STREETS LIKE PONDEROSA, DRAKE, AND APOLLO, THERE HAVE BEEN TRAFFIC STUDIES CONDUCTED ON BOTH PONDEROSA AND ON YALE, BUT NO DATA ANALYSIS PROVIDED YET. IT IS A MISTAKE TO APPROVE PROJECT RIGHT SIZE PROPOSAL WITHOUT SUFFICIENT DATA AND COMPLETE TRAFFIC STUDIES, NOT ONLY FOR OUR CHILDREN'S SAFETY, BUT FOR THE SAFETY OF ALL RESIDENTS.

PLEASE ALLOW FOR A CITIZENS COMMITTEE TO BE INVITED TO PROVIDE AND REVIEW DATA.

DON'T DIVIDE OUR DUCKS.

THANK YOU, MISS HIGGINBOTHAM.

OUR NEXT SPEAKER IS MISS SHAYLA JONES.

GOOD EVENING, RISD.

I UNDERSTAND RISD IS BEING FORCED TO CUT COSTS DUE TO THE BUDGET CRISIS AND APPRECIATE THE HARD WORK THE COMMITTEE HAS DONE SO FAR, BUT THERE'S DEFINITELY ROOM FOR IMPROVEMENT.

I'VE LIVED IN THE DUCK CREEK COMMUNITY FOR THE LAST 14 YEARS, AND THE THOUGHT OF BREAKING UP OUR SCHOOL IS DISHEARTENING.

[00:50:01]

WE WANTED TO PROVIDE STABILITY FOR OUR KIDS, BECAUSE MY HUSBAND AND I GREW UP HAVING TO JUMP FROM SCHOOL TO SCHOOL.

MY 19 YEAR OLD DAUGHTER ATTENDED DARTMOUTH ELEMENTARY FROM FIRST TO SIXTH GRADE.

MY SEVEN YEAR OLD SON NOW ATTENDS DARTMOUTH.

WE WALKED TO SCHOOL EVERY MORNING, RAIN OR SHINE.

I CAN HEAR THE SCHOOL BELL RING, WITH PROJECT RIGHTSIZE.

WE ARE BEING DISPLACED.

OUR NEIGHBORHOOD SCHOOL IS OPEN, BUT WE'RE FORCED TO NO LONGER ATTEND.

THANK YOU, MISS JONES.

MR. RANDY BLANKENSHIP.

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

TOPIC CORRECTING THE BUDGET DEFICIT.

THE BIG ISSUE OF THE DAY IS THE BUDGET DEFICIT.

WITH THE QUESTION OF WHERE AND HOW TO MAKE CUTS TO BRING THE BUDGET INTO BALANCE, YOU MUST LOOK AT THE LARGE AND SMALL EXPENDITURES AND EXAMINE THE BUDGET ACROSS ALL LINE ITEMS. PLEASE DON'T BE SWAYED BY EMOTIONS, ONLY FACTS.

ONE EXPENDITURE THAT DEFINITELY NEEDS TO BE CUT IS THE DESTRUCTIVE DEPARTMENT OF EQUITY, DIVERSITY AND INCLUSION.

THE BOARD NEEDS TO TAKE CONTROL OF THE PROBLEM AND TAKE THIS BUDGET DEFICIT ISSUE SERIOUSLY WITH TRUE SENSE OF URGENCY.

EVERYBODY OUT HERE IS MAINLY FOCUSED ON THE SCHOOLS.

FACTS? YES.

EMOTIONS? NO.

YOU HAVE A BIG RESPONSIBILITY AND WE CAN'T BLAME IT ON ADMINISTRATION OR POLITICAL ISSUES. THANK YOU, MR. BLANKENSHIP. OUR NEXT SPEAKER IS MR. KEVIN TRAMMELL.

GOOD EVENING. MY NAME IS KEVIN TRAMMEL AND I LIVE ON AUBURN DRIVE.

MY WIFE AND I HAVE A FOURTH AND FIFTH GRADER AT DARTMOUTH ELEMENTARY.

I MYSELF AM A FORMER DARTMOUTH STUDENT, WHERE I MET MY BEST FRIEND OF 28 YEARS AND LATER MET MY WIFE AT APOLLO.

WE ARE PROUD PRODUCTS OF THE RISD SCHOOL SYSTEM, ALTHOUGH WE ARE WITHIN EARSHOT OF THE SCHOOL. UNFORTUNATELY, WE FIND OURSELVES IN THE AREA THAT MAY BE REZONED TO YALE DUE TO PROJECT RIGHTSIZE. WHAT MIGHT BE PERCEIVED AS ONLY A MINOR CHANGE TO ADULTS CAN HAVE A DEVASTATING IMPACT ON YOUNG CHILDREN WHO FIND THEIR CLASSROOMS, TEACHERS AND FRIENDS TO BE THE MAIN SOURCE OF CONSISTENCY IN THEIR LIVES.

AS A FATHER OF A CHILD WITH NEWLY DISCOVERED LEARNING DIFFERENCES, A 504 PLAN IN PLACE, AND FINALLY A SYSTEM THAT WORKS FOR HER AND HER UNIQUE SITUATION.

I CAN TELL YOU THIS WOULD NOT BE AN EASY CHANGE FOR HER.

THERE ARE MANY MORE ALSO, IN THIS SAME SITUATION, THERE ARE COUNTLESS STUDIES THAT SHOW CONTINUITY AND CONSISTENCY ARE VITAL TO A CHILD'S ACADEMIC AND EMOTIONAL SUCCESS.

ALTHOUGH I CAN COMPREHEND THE FISCAL NECESSITY FOR PROJECT RIGHTSIZE, I KNOW THERE IS A PROPOSAL THAT MAKES MORE SENSE, ONE THAT DOES NOT DIVIDE A CLOSE KNIT, THRIVING COMMUNITY AND UPROOT OUR CHILDREN FROM EVERYTHING THEY KNOW.

OUR MESSAGE IS CLEAR DON'T DIVIDE OUR DUCKS.

THANK YOU, MR. TRAMMEL.

OUR NEXT SPEAKER IS MISS AVERY MCDONOUGH.

HI, MY NAME IS AVERY MCDONOUGH.

I'M IN FIFTH GRADE AT MOHAWK ELEMENTARY.

I WANTED TO COME TO ADDRESS THE PROBLEM OF MOVING SCHOOLS, BECAUSE I LIVE IN A NEIGHBORHOOD THAT WILL BE REZONING TO ANOTHER ELEMENTARY SCHOOL WITHOUT MY BEST FRIENDS. YES, I CAN MAKE NEW FRIENDS, BUT I WILL MISS MAKING THESE MEMORIES WITH MY FRIENDS IF I'M NOT THERE.

I'VE BEEN WAITING FOR YEARS FOR THE SIXTH GRADE MOHAWK TRADITION SUCH AS SKY RANCH, THE POOL PARTY, GRADUATION, AND MORE WITH MY BEST FRIENDS, I COULD HAVE PLAYED ON THE CARNIVAL RIDES AT THE PARK CARNIVAL, BUT INSTEAD I HELPED WORK THE CONCESSION STAND TO RAISE MONEY FOR THE SKY RANCH TRIP.

WHY SHOULD I BE RIPPED AWAY FROM MY BEST FRIENDS? BECAUSE THE DISTRICT WAS IRRESPONSIBLE WITH THEIR TAXPAYERS MONEY.

WHEN YOU WERE A KID, WOULD YOU WANT TO BE RIPPED AWAY FROM YOUR BEST FRIENDS AND MISS OUT ON SCHOOL TRADITIONS THAT YOU'VE BEEN WAITING YEARS TO DO, ESPECIALLY GRADUATING? HOW WOULD YOU FEEL? THANK YOU. THANK YOU, MISS MCDONOUGH.

OUR NEXT SPEAKER IS MISS LAUREN MCDONOUGH.

[00:55:05]

YOU SAY THAT MONEY IS THIS BOND OR THIS GRANT, BUT IT ALL COMES FROM THE TAXPAYERS.

THE DECREASED ENROLLMENT IS NOT A PRODUCT OF THE COVID VIRUS AND THAT EXCUSE IS GETTING OLD. IT IS A PRODUCT OF PARENTS AND TAXPAYERS SEEING INSIDE THE DISTRICT AND THE DECREASED QUALITY OF EDUCATION, INAPPROPRIATE BOOKS, DEI INITIATIVES, LACK OF TRANSPARENCY AND LACK OF TRUST.

WHY NOT FIX THE PROBLEMS INSTEAD OF CREATING NEW ONES? WHY NOT WORK TO REGAIN THE TRUST AND EXCELLENCE OF THE DISTRICT AND BRING THOSE FAMILIES BACK THAT HAVE LEFT TO GO TO PRIVATE OR HOME SCHOOL? YOUR MISSION SAYS EVERY CHILD, EVERY DAY THANK YOU, MISS MCDONOUGH.

OUR NEXT SPEAKER IS MISS ASHLEY [INAUDIBLE] THIS EVENING.

I'M ASKING THAT THE BOARD VOTE AGAINST PROJECT RIGHTSIZE IN ITS CURRENT CAPACITY ON MARCH 21ST, AND INSTEAD COLLABORATE WITH THE COMMUNITY AND COME UP WITH AN ALTERNATIVE SOLUTION. PARENTS SIMPLY DON'T HAVE ENOUGH TIME TO MAKE AN INFORMED DECISION ON WHAT THE BEST OPTION IS FOR THEIR ELEMENTARY SCHOOL AGED CHILDREN NEXT YEAR.

MANY OF US WHO DIDN'T THINK TWICE ABOUT SENDING OUR KIDS TO DARTMOUTH ARE NOW WANTING TO EXPLORE OTHER OPTIONS AND DO NOT HAVE TIME TO DO SO WITH JUST LEARNING ABOUT PROJECT RIGHTSIZE PLANS.

TWO WEEKS AGO, MANY PRIVATE SCHOOL APPLICATION DEADLINES HAVE PASSED OR ARE QUICKLY APPROACHING.

THE RISD MAGNET SCHOOL APPLICATIONS ARE DUE MARCH 31ST.

PARENTS ALSO HAVE TO SCRAMBLE TO BUDGET FOR AFTER AND BEFORE SCHOOL CARE THAT THEY PREVIOUSLY DID NOT NEED, BECAUSE THEIR CHILDREN WERE ABLE TO WALK DOWN THE STREET TO AND FROM DARTMOUTH.

OUR ELEMENTARY SCHOOLS ARE MORE THAN JUST BUILDINGS.

PARENTS MEET, THEIR FRIENDSHIPS FORM, TRADITIONS ARE BUILT.

CONSOLIDATION LEAVES OUR NEIGHBORHOODS FEELING HOLLOW AND DISCONNECTED.

IN CONCLUSION, PLEASE SAY NO TO PROJECT RIGHTSIZE.

THANK YOU. THANK YOU, MISS [INAUDIBLE].

OUR NEXT SPEAKER IS MISS KATHLEEN KIRCHOFF.

GOOD EVENING BOARD.

I'M KATHLEEN KIRCHOFF.

I LIVE AT J.J.

PEARCE. I'VE LIVED THERE FOR 23 YEARS, AND OF ALL THOSE YEARS I'VE BEEN A PARENT AND A TEACHER IN THE DISTRICT.

I'VE HAD THREE KIDS THAT WERE INVOLVED IN ALL OF THE FINE ARTS.

I'M A RETIRED ART TEACHER.

I CONTINUE TO SUB IN THE DISTRICT AS AN ART TEACHER, SO I APPRECIATE THE ARTS.

WE HAVE LOTS OF COMMENTS HERE.

I HAVE TWO PAGES THAT YOU HAVE BEFORE YOU WITH SOME SUGGESTIONS.

I ONLY WANT TO SPEND MY TIME TO POINT OUT ONE THAT CAN MAKE YOU $10,000.

I LOOKED AT THE COUNTY RECORDS FOR THE LAND.

IF WE SELL OFF THE PEC, THAT'S $1,001 MILLION.

IF YOU SELL OFF KRISTA, THAT'S $10 MILLION.

OKAY, YOU COULD TAKE THE BUS BARN THAT YOU WERE GOING TO PUT AT KRISTA, PUT THAT OVER AT THE ROCK. THAT PIECE OF PROPERTY IS WORTH $25 MILLION, AND IT HAS A HUGE OPEN SPACE ON WALNUT. YOU COULD SELL OFF PART OF THAT, POSSIBLY MAKE THE 10,000.

JUST A THOUGHT. PLEASE READ THESE.

THANK YOU, MA'AM. OUR NEXT SPEAKER IS REVEREND KATHY SWEENEY.

GOOD EVENING. I'M REVEREND KATHY SWEENEY.

I'M AN ASSOCIATE PASTOR AT ARAPAHOE UNITED METHODIST CHURCH, A 30 YEAR RESIDENT OF RICHARDSON AND A PARENT OF TWO RISD GRADUATES.

I'M HERE TO THANK YOU AND TO SHARE A COMMUNAL MESSAGE ABOUT WHY THESE DECISIONS ARE NECESSARY.

FIRST AND FOREMOST, WE ALL REALIZE WHAT A DIFFICULT PROCESS THIS HAS BEEN.

I APPRECIATE THE COMMUNICATION ABOUT THE CHANGES.

IT'S NOT PERFECT, BUT IT CAN'T BE SO.

THANK YOU. I'M HERE TO STATE CLEARLY, THOUGH, WHY I BELIEVE THESE DECISIONS ARE NEEDED. WHEN THE GOVERNOR OF TEXAS AND THE STATE LEGISLATURES HOLD OUR PUBLIC SCHOOLS, TEACHERS, STUDENTS AND PARENTS HOSTAGE TO PRIORITIZE SCHOOL VOUCHERS OVER ADEQUATE

[01:00:02]

OUR BOARD OF TRUSTEES AND SCHOOL ADMINISTRATORS ARE FACED WITH HARSH REALITIES TO THE PEOPLE OF RISD.

MAKE NO MISTAKE, YOUR VOTE FOR COURAGEOUS LEGISLATORS MATTERS.

THANK YOU. THANK YOU, REVEREND SWEENEY.

OUR NEXT SPEAKER IS MISS CHELSEA WALKER.

HI, I'M CHELSEA AND I'M THE MOM OF A KINDERGARTNER AT NORTHWOOD HILLS.

I'M VOICING MY FRUSTRATION WITH PROJECT RIGHTSIZE.

I ATTENDED LAST WEEK'S MEETING, AND YOU GUYS GOT TWO VERY IMPORTANT THINGS WRONG.

NORTHWOOD HILLS WAS NOT RENOVATED IN 2018.

IT WAS EXPANDED.

THE NEIGHBORHOOD NEVER ASKED FOR MORE CAPACITY.

BUT YOU GAVE IT TO US ANYWAY.

AND NOW WE'RE BEING PUNISHED BECAUSE YOU SAY WE HAVE LOW UTILIZATION.

THE SECOND IS THAT DECREASED ENROLLMENT AT NORTHWOOD HILLS IS NOT BECAUSE OF MACRO FACTORS LIKE REMOTE WORK.

IT'S BECAUSE OF DECREASED ACADEMIC PERFORMANCE.

AVAILABLE RESEARCH SHOWS THAT COMBINING UNDERPERFORMING SCHOOLS RESULTS IN EVEN FURTHER UNDERPERFORMING SCHOOLS.

YOU GUYS HAVE PROVIDED ZERO DETAILS OF HOW YOU'RE GOING TO MITIGATE THOSE RISKS IN A PLAN THAT'S SUPPOSED TO GO LIVE FIVE MONTHS FROM RIGHT NOW.

BEFORE YOU CONSOLIDATE NORTHWOOD HILLS, ALLOW OUT OF DISTRICT TRANSFERS AND GIVE US A PRE-K PROGRAM SO WE CAN COMPETE WITH PRIVATE SCHOOLS.

THANK YOU, MISS WALKER.

OUR NEXT SPEAKER IS MISS KELLY PHIPPS.

MISS KELLY PHIPPS.

OKAY. OUR NEXT SPEAKER IS MISS SHERRI CLEMMONS.

HI, MY NAME IS SHERRY CLEMONS AND I HAVE ONE KID AT PIERCE, ONE AT NORTH AND TWO AT PCE.

LOOKING AT THE BUDGET SHORTFALL AND REVIEWING THE PROJECT, RIGHT SIZE HAS MADE ME REALIZE THAT YOU JUST AREN'T GETTING IT.

I HAVE HERE A LONG LIST OF PARENT REASONS.

MY PHONE KEEPS BUZZING WITH MORE AND MORE COMMENTS FROM PARENTS AS TO WHY THEY HAVE LEFT OR CONSIDERING LEAVING RISD FROM LACK OF ACADEMIC RIGOR TO PUSHING LGBTQ IDEOLOGY THROUGH TEACHER TRAINING AND LIBRARY BOOKS, TO FAMILIES FEELING DISCRIMINATED AGAINST BECAUSE OF THEIR FAITH, TO THE HORRIBLE IMPLEMENTATION OF THE DIVISIVE DEI DEPARTMENT, TO FORCING MASKS, TO FRIVOLOUS SPENDING, TO PORNOGRAPHY CURRENTLY STILL ON SHELVES IN EVERY AREA SECONDARY LIBRARY.

IN THE END, ENROLLMENT DECLINED NOT BECAUSE OF THE DEMOGRAPHIC CHANGES, BUT BECAUSE OF YOU. ONE BY ONE, FAMILIES LEFT AND ARE STILL LEAVING BECAUSE THE LAST SIX YEARS HAVE BEEN MARKED WITH TERRIBLE ADMINISTRATIVE BOARD DECISIONS AND NOT LISTENING TO WHAT PARENTS WANT. YES, I AM WELL AWARE PARENTS WITH VALUES LIKE ME MAY NOT BE THE MAJORITY OF ALL STAKEHOLDERS, BUT WE ARE THE ONES THAT ARE LEAVING.

IF YOU WANT TO EARN THESE STUDENTS BACK AND SECURE FUTURE STUDENTS, YOU NEED NOT SWEEP THESE UNDER THE RUG, BUT ACTUALLY VERBALIZE THE CHANGES THAT HAVE BEEN MADE TO ADDRESS THESE ISSUES. FROM WHAT I'M HEARING FROM THESE ACTUAL PARENTS TONIGHT, PROJECT RIGHT SIZE IS NOT THE RIGHT ANSWER.

THANK YOU, MISS CLEMENS.

OUR NEXT SPEAKER IS MISS RUBIA MARTINEZ PRICE.

AS A PARENT OF TWO STUDENTS WHO ATTEND NHE, I EXPRESSED CONCERNS ABOUT THE IMPACT THAT CONSOLIDATING SCHOOLS HAS ON STUDENT ACHIEVEMENT RESEARCH, INCLUDING STUDIES FROM DOCTOR COOLEY AT UTA.

HIGHLIGHTS. THE CONSOLIDATING OFTEN LEADS TO A DECREASE IN STUDENT ACHIEVEMENT.

THE LASKER BAKER TEST UNDERSCORES THIS REALITY, REVEALING A CONCERNING TREND OF DECREASED PASSING RATES POST CONSOLIDATION.

I WILL EMAIL YOU FURTHER STUDIES THAT BOTH SHOW THAT RECEIVING AND THE TRANSFER SCHOOLS ARE IMPACTED SHOULD CONSOLIDATION BE PASSED.

I IMPLORE YOU TO PRIORITIZE HER CHILDREN'S EDUCATION BY CREATING AN EDUCATIONAL COMMITTEE, JUST LIKE YOU DID BY CREATING A BUDGET COMMITTEE.

MY SUGGESTIONS ARE TO CREATE INNOVATIVE ASSESSMENTS, NOT THE CURRENT TOOLS THAT WE USE IN EARLY INTERVENTION TO PREVENT NEGATIVE EDUCATIONAL IMPACTS.

I WOULD LOVE TO READ ON THE EDUCATIONAL LITERATURE OF THE FUTURE, THAT RISD WAS THE FIRST DISTRICT TO SUCCESSFULLY PREVENT THIS.

THANK YOU. THANK YOU, MA'AM.

OUR NEXT SPEAKER IS MR. EWAN BLACKMAN.

GOOD EVENING.

[01:05:13]

THERE ARE TRULY SOME GREAT THINGS HAPPENING ALL AROUND.

OUR TEACHERS ARE IN THE TRENCHES FIGHTING FOR OUR STUDENTS DAILY.

ALL YOU NEED TO DO IS UNLEASH THEM TO TEACH THEM.

BUT ALAS, OVER THE PAST FEW MONTHS I'VE SEEN A DISTURBING TREND LOOKING SOUTH TO AUSTIN FOR ALL THE BLAME. BUT NO, THAT'S NOT WHERE THE BLAME RESIDES.

ABOUT 35% OF THE BLAME RESIDES THERE.

65% OF THE BUDGETS RIGHTLY, ARE LOCAL.

OUR TAXES.

LOOK AT THE FOLKS WHO SHOWED UP HERE TONIGHT.

ARE THESE THE EXTREMISTS THAT WE TALKED ABOUT PREVIOUSLY? ARE THESE THE FOLKS, THE EXTREMISTS REMEMBER, THAT RAN FOR SCHOOL BOARD AND I CHALLENGED TRUSTEE EAGER OR TRUSTEE RENTERIA TO JUST SAY, NO, WE DON'T BELIEVE IN THAT.

THAT'S THE WRONG LANGUAGE.

BUT NO. SO WHAT DO THEY DO? THEY LEAVE THE SCHOOLS. AND WHAT DOES THAT DO? IT BRINGS OUR BUDGET DOWN. WHAT DOES THAT DO? WE GET LESS NUMBERS? LISTEN TO WHAT I'M TELLING YOU, FOLKS.

LISTEN AND PAY ATTENTION.

TAKE HEED.

THANK YOU, MR. BLACKMAN.

OUR NEXT SPEAKER IS MISS MELISSA HAMMOND.

MELISSA HANNON.

HELLO. I HAVE HAD KIDS IN SPRING RIDGE FOR SEVEN YEARS.

I'M A MEMBER OF THE PTA.

MY VOLUNTEER HOURS ARE MORE THAN MY WORK HOURS A MONTH.

AND MY MY YOUNGEST IS GOING TO FIFTH GRADE NEXT MONTH OR.

I'M SORRY, NEXT YEAR.

WE ARE DEVASTATED AT THE THOUGHT OF LOSING OUR BELOVED SCHOOL.

HOWEVER, WE CAN SEE THE BIGGER PICTURE AND WHAT THIS MEANS FOR THE DISTRICT GOING FORWARD. I RESPECTFULLY ASK THAT [INAUDIBLE] IF IT MUST CLOSE, PLEASE MOVE FORWARD WITH THE PLAN THAT KEEPS ALL OF US TOGETHER OR MOST OF US TOGETHER.

PLEASE DO NOT ADD INSULT TO INJURY ANY FURTHER BY DIVIDING OUR STUDENTS WHO ARE LOSING THEIR SCHOOL PERMANENTLY.

WE ARE A SMALL COMMUNITY.

ANY FURTHER DIVISION WILL HAVE A PROFOUND AND LASTING NEGATIVE IMPACT ON OUR NEIGHBORHOOD, AND THIS IS A CONSEQUENCE WE HOPE TO AVOID.

LASTLY, IF THIS PLAN DOES GO THROUGH, PLEASE KNOW THAT WE EXPECT ALL OF YOU TO ENSURE THAT OUR KIDS SACRIFICE DOES NOT GO IN VAIN.

THANK YOU. THANK YOU, MISS HANNAN.

MISS HARRIS, THAT CONCLUDES OUR PUBLIC SPEAKERS FOR THIS EVENING.

ALL RIGHT. THANK YOU, MR. POTEET.

THANK YOU FOR EVERYONE WHO CAME UP.

AND GAVE US SOME PUBLIC COMMENTS TONIGHT.

WE REALLY APPRECIATE YOU COMING OUT.

OUR NEXT ACTION ITEM IS THE CONSENT AGENDA.

IS THERE A MOTION TO APPROVE THE CONSENT AGENDA?

[III. CONSENT / CONFIRMATION AGENDA ITEMS]

IS THERE A SECOND? SECOND.

THANK YOU, MR. POTEET.

THERE IS A MOTION BY MISS TIMME, A SECOND BY MR. POTEET. ARE THERE ANY QUESTIONS OR COMMENTS IN REFERENCE TO THE CONSENT AGENDA? I HAD A QUICK ONE.

SURE, MR. POTEET AND I DON'T HAVE IT IN FRONT OF ME, BUT I THINK THERE THERE WAS AN ITEM I JUST WANTED SOME CONTENT CLARIFICATION ON FOR THE FORGIVE ME HERE.

TECH STAR PARTICIPATION AGREEMENT.

JUST SOME EXPLANATION TO FAMILIARIZE OURSELVES WITH WHAT THAT PROGRAM IS.

THANK YOU. YES.

SO, MR. POTEET, THE TECH STAR PARTICIPATION AGREEMENT ITEM THREE D AND ALSO IN THE SAME VEIN, ITEM THREE E, THE TECH SCHOOL AUTHORIZED REPRESENTATIVES.

BOTH OF THOSE ARE LOCAL GOVERNMENT INVESTMENT POOLS THAT THE DISTRICT HAS UTILIZED FOR A NUMBER OF YEARS.

AND THE ACTION ITEM BEFORE YOU TONIGHT IS JUST TO ADD ALLISON DAVENPORT, OUR EXECUTIVE DIRECTOR OF FINANCE, TO THE LIST OF PEOPLE THAT CAN TRANSFER MONEY IN AND OUT OF THOSE LOCAL GOVERNMENT INVESTMENT POOLS.

AND THOSE POOLS ARE BASICALLY MUTUAL FUNDS THAT GOVERNMENTS USE.

GREAT. THANKS FOR THAT ADDED EXPLANATION.

THAT'S ALL.

THAT'S IT.

ANY ADDITIONAL QUESTIONS? COMMENTS. BOARD. ALL RIGHT.

HEARING NONE. THERE IS A MOTION BY MISS TIMME.

A SECOND BY MR. POTEET. ALL IN FAVOR, PLEASE RAISE YOUR HANDS REALLY HIGH SO I CAN SEE THEM.

ALL RIGHT. MOTION PASSES SEVEN ZERO.

OUR NEXT ITEM IS AN ACTION ITEM TO RATIFY THE AGREEMENT OF DALLAS COUNTY LOCAL

[IV.A. Approval to Ratify the Agreement of Dallas County Local Workforce Development Board]

MRS. BRANUM. THANK YOU, MISS HARRIS.

I'M GOING TO ASK MR. PATE TO PROVIDE SOME INFORMATION RELATED TO THIS PROPOSED ACTION ITEM. THANK YOU, MRS. BRANUM. THE AGREEMENT THAT WE'RE ASKING YOU TO RATIFY TONIGHT IS A GRANT AGREEMENT WITH

[01:10:01]

WE HAVE BEEN TRYING TO FINALIZE THIS AGREEMENT FOR QUITE SOME TIME.

AND IT'S RELATED TO FUNDING RELATED TO OUR ADULT EDUCATION AND LITERACY PROGRAM.

AND THIS IS JUST AN ADDITIONAL AMOUNT OF MONEY.

PERIODICALLY, THE DALLAS COUNTY WORKFORCE DEVELOPMENT WORKFORCE DEVELOPMENT BOARD WILL GET ADDITIONAL FUNDING FROM THE FEDERAL AGENCY THAT FUNDS THEM.

AND THIS IS JUST AN AMENDMENT TO ADD ON THAT ADDITIONAL FUNDING TO THE DISTRICT.

AND WE DO NEED YOUR APPROVAL BEFORE WE CAN DRAW DOWN THAT FUNDING.

THANK YOU, MR. PATE.

AND WITH THAT, I ASK THAT THE BOARD OF TRUSTEES APPROVE AND RATIFY THE AGREEMENT WITH THE DALLAS COUNTY LOCAL WORKFORCE DEVELOPMENT BOARD FOR A COST REIMBURSEMENT CONTRACT INVOLVING THE ADULT EDUCATION LITERACY PROGRAM AS PRESENTED.

THANK YOU, MR. PATE. THANK YOU, MISS BRANUM.

IS THERE A MOTION? SO MOVED. THANK YOU.

MR. EAGER, IS THERE A SECOND? SECOND? THANK YOU, MISS MCGOWAN.

THERE IS A MOTION BY MR. EAGER. A SECOND BY MISS MCGOWAN.

ARE THERE ANY QUESTIONS OR COMMENTS? BOARD. ALL RIGHT.

HEARING NONE. ALL IN FAVOR, PLEASE RAISE YOUR HANDS.

MOTION PASSES SEVEN ZERO.

OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER THE CANCELLATION OF THE MAY 2024 BOARD OF

[IV.B. Consider Cancellation of the May 2024 Board of Trustees Election]

MS. BRANUM. THANK YOU, MISS HARRI.

MR. PATE AND HIS TEAM DO A PHENOMENAL JOB OF LEADING US THROUGH THE ELECTION PROCESS ON AN ANNUAL BASIS. AND SO I'VE ASKED MR. PATE TO PREPARE TONIGHT'S ACTION ITEM.

THANK YOU, MRS. BRANUM.

YES. WE'RE JUST BECAUSE THE TRUSTEES IN PLACES ONE AND SEVEN HAVE BOTH FILED, AND THEY DREW NO OPPONENTS FOR THIS ELECTION.

WE ARE ASKING THE BOARD TO CANCEL THE ELECTION.

AND THEN LATER ON IN THE IN MAY, WE'LL BRING FORWARD THE ACTION ITEMS TO SWEAR IN THE TRUSTEES. THANK YOU, MR. PATE. WITH THAT, I RECOMMEND THAT THE BOARD CANCEL THE BOARD ELECTION CALLED FOR MAY 4TH, 2024 AND DECLARE THE UNOPPOSED CANDIDATES ELECTED TO OFFICE.

THANK YOU, MISS BRANUM. THANK YOU, MR. PATE. IS THERE A MOTION? SO MOVED. THANK YOU.

MS. RENTERÍA. IS THERE A SECOND? SECOND? THANK YOU, MS. PACHECO. THERE IS A MOTION BY MS. RENTERÍA. A SECOND BY MISS PACHECO.

ARE THERE ANY QUESTIONS OR COMMENTS? BOARD. RIGHT HERE AND NONE.

ALL IN FAVOR, PLEASE RAISE YOUR HANDS REAL HIGH.

MOTION PASSES SEVEN ZERO.

[IV.C. Consider Hamilton Park Pacesetter Magnet Addition and Renovation Project - Guaranteed Maximum Price (GMP) Amendment No. 1]

THE HAMILTON PARK PACESETTER MAGNET ADDITION AND RENOVATION PROJECT GUARANTEED MAXIMUM PRICE AMENDMENT NUMBER ONE.

MISS BRANUM, THANK YOU VERY MUCH, PRESIDENT HARRIS.

MISS HAYES, I'VE INVITED HER TO COME AND SPEAK TO THESE SPECIFIC ACTION ITEMS AGAIN JUST FOR THE BOARD.

AND FOR OUR COMMUNITY.

THIS IS A PART OF OUR BOND 2021.

AND PART OF THAT PLANNING WAS TO PROVIDE A RENOVATION PROJECT AT THREE IDENTIFIED ELEMENTARIES. AND SO TONIGHT, WE'RE BRINGING FORWARD TO YOU WHAT IS OUR TYPICAL PROCESS WHEN WE EXECUTE ANY OF OUR BOND PROJECTS IN TERMS OF HOW WE BID THOSE THROUGH A GUARANTEED MAXIMUM PRICE? SO, MISS HAYES, I'LL TURN IT OVER TO YOU.

THANK YOU, SUPERINTENDENT BRANUM.

GOOD EVENING. BOARD. I'M GOING TO INVITE THE [INAUDIBLE] OUR NEW EXECUTIVE DIRECTOR OF CONSTRUCTION PLANNING AND DEVELOPMENT TO COME FORWARD AND SHARE THE PRESENTATION.

THESE THIS IS ONE OF THE THREE ELEMENTARY SCHOOLS IDENTIFIED IN BOND 2021 FOR A REFRESH OF $10 MILLION OF CONSTRUCTION WORK.

THIS ONE WILL BE HAMILTON PARK PACESETTER MAGNET.

THE DRIVING FORCE BEHIND THIS IS THE AUDITORIUM OF HAMILTON PARK IS NOT CONNECTED TO THE SCHOOL AND THE STUDENTS BECAUSE IT IS A MAGNET, AND THEY USE THAT AUDITORIUM DAILY.

THE WE NEED TO PUT A CONNECTOR BETWEEN THOSE TWO BUILDINGS.

AND SO WHILE WE'RE DOING THAT, WE ALSO WANT TO PROVIDE SOME FINISHED REFRESHES AS WELL.

SO I'LL TURN THIS OVER TO MISS COURTNEY.

GOOD AFTERNOON, SO LOOKING AT THE EXISTING SITE PLAN, THE CONNECTOR THAT MRS. HAYES INDICATED WOULD BE LOCATED BETWEEN THE AUDITORIUM AND THE MAIN CAMPUS.

LOOKING AT THE FLOOR.

PLAN EVERYTHING. TO THE RIGHT OF THE PURPLE BOX YOU SEE IS THE MAIN EXISTING CAMPUS.

WE'RE NOT CHANGING ANYTHING REGARDING SQUARE FOOTAGE OR CAPACITY, BUT WE WILL BE DOING SOME EXISTING, SOME FINISH UPGRADES ON THE MAIN CAMPUS AND TO THE LEFT OF THE PINK BOX IN THE CORNER IS THE EXISTING AUDITORIUM.

SOME OF THOSE FINISH UPGRADES IN THIS FLOOR PLAN INCLUDE THE RENOVATION OF THE EXISTING CAFETERIA, WHICH I'LL SHOW YOU LATER ON IN THE PRESENTATION, A NEW SECURE VESTIBULE, NEW PAINT TACK BOARDS THROUGHOUT, NEW FLOORING THROUGHOUT, NEW CEILINGS, NEW LED LIGHT

[01:15:05]

THIS IS A PROPOSED RENDERING OF THE NEW SUPERIOR VESTIBULE AT HAMILTON PARK, AND AS YOU CAN SEE, THERE'S NEW FLOORING, A NEW STOREFRONT, AND NEW CEILINGS AND LIGHTING.

UPGRADES TO A TYPICAL CORRIDOR WOULD INCLUDE NEW FLOORING THROUGHOUT, NEW PAINTING ON THE WALLS TO REFRESH IT, NEW CEILINGS, NEW LIGHTINGS, AND ALSO NEW TACK BOARDS.

ALSO NEW DOORS AND NEW DOOR HARDWARE.

THIS IS THE PROPOSED RENDERING OF THE CAFETERIA.

THE EXISTING CAFETERIA HAD A HALF WALL THAT BECAME A NICHE FOR TRASH.

SO IN ORDER TO OPEN UP THE CAFETERIA FOR THE STUDENTS, WE OPENED IT UP WITH NEW FLOORING AND NEW GRAPHICS.

THIS IS AN EXTERIOR RENDERING OF THE CONNECTOR ADDITION.

AS WE ALL KNOW, HAMILTON PARK IS A HISTORIC BUILDING AND IT'S BEAUTIFUL AND WE WANTED TO MAKE THE CONNECTOR REALLY COMPLEMENT THE BRICK.

THIS IS A RENDERING INSIDE THE CONNECTOR ITSELF.

WE WERE ABLE DURING COMMUNITY PPC MEETINGS, THEY EXPRESSED THEY WANTED TO HAVE A PLACE TO DISPLAY SOME ARTIFACTS FROM HISTORIANS IN THE COMMUNITY.

SO WE WERE ABLE TO CREATE A WALL, WHICH IS THE RED WALL, WHICH IS THE ACTUAL EXISTING WALL OF THE AUDITORIUM, NICHES FOR ARTIFACTS THAT THE COMMUNITY CAN PUT IN THERE.

THIS IS THE EXISTING AUDITORIUM LOBBY.

IT'LL BE GETTING A COMPLETE FINISHED UPGRADE AS WELL.

NEW TILE, NEW PAINT, NEW LIGHT FIXTURES AND NEW CARPET.

THE PROJECT SCHEDULE, OVERALL, THE TODAY IS MARCH FOR THE PROPOSED GMP APPROVAL.

CONSTRUCTION IS SLATED TO START IN MAY FOR THE INTERIOR, DEPENDING ON BUILDING PERMIT.

OUR CONSTRUCTION FOR THE CONNECTOR WOULD START FALL OF 2024, WITH AN OVERALL CONSTRUCTION COMPLETION OF 2025.

THANK YOU SO MUCH FOR THAT INFORMATION.

AND WITH THAT, I DO RECOMMEND THAT THE BOARD OF TRUSTEES APPROVE THE GMP AND THE AMOUNT AS STATED FOR THE ADDITION AND RENOVATION SCOPE OF WORK AT HPM.

THANK YOU, MISS BRANUM. THANK YOU SO VERY MUCH.

IS THERE A MOTION? SO MOVED. THANK YOU, MR. POTEET. IS THERE A SECOND? THANK YOU, MISS MCALLEN.

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

ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? MISS MCGOWAN? THANK YOU, PRESIDENT HARRIS.

WELL, I WANT TO RESPECT THE PARENTS THAT ARE IN THE ROOM THAT ARE GOING THROUGH THE CONSOLIDATION AND HAVING TO LISTEN TO SOME OF THESE RECALL CONSIDERATIONS THAT WE ARE CONSIDERING. CAN YOU JUST KIND OF GO OVER AGAIN AND JUST EXPLAIN TO THE PUBLIC WHAT THESE BOND DOLLARS ARE FOR AND HOW THEY COULD THEY BE COULD WE USE THEM FOR SOMETHING DIFFERENT, OR COULD WE USE THEM TOWARDS THEIR PROJECTS, OR ARE THEY SET FOR THESE PROJECTS? THANK YOU, MISS MCGOWAN.

YES, ABSOLUTELY.

SO BOND 2021.

FIRST AND FOREMOST, IT'S IMPORTANT TO NOTE THAT BOND DOLLARS ARE DIFFERENT THAN OUR GENERAL OPERATING FUND.

FIRST OF ALL, BOND DOLLARS CANNOT BE USED FOR SALARIES OR OTHER OPERATIONAL EXPENSES.

THEY MUST BE USED ON THINGS THAT THAT CAN BE CAPITALIZED OVER TIME, LIKE CONSTRUCTION.

WE USE THEM FOR TECHNOLOGY.

WE USE THEM TO BUY INSTRUMENTS, OUR UNIFORMS, ETC..

PART OF WHEN YOU PUT A BOND OUT FOR THE COMMUNITY'S CONSIDERATION, YOU STATE THE USE OF THOSE FUNDS AND THOSE PROJECTS.

YOU IDENTIFY, FOR EXAMPLE, THAT THESE ARE THE STATED ELEMENTARIES OR THE JUNIOR HIGHS OR THE HIGH SCHOOLS THAT YOU WERE GOING TO FUND THROUGH THOSE CAPITAL PROJECTS.

AND THE VOTERS APPROVED THAT BOND AS, AS PRESENTED.

SO WE CANNOT SHIP THESE TO COVER ANY OPERATIONAL EXPENSES.

WE CAN'T COVER RAISES, THOSE KINDS OF THINGS WITH THEM.

OKAY. SO THESE BOND DOLLARS ARE WHAT THE HAMILTON PARK COMMUNITY AND THAT SCHOOL ARE THEY'RE WAITING ON THESE IMPROVEMENTS.

YES, MA'AM. OKAY.

THANK YOU. THANK YOU, MISS MCGOWAN.

GREAT QUESTION. MR. POTEET. YES.

IT'S BEEN A WHILE SINCE WE'VE TALKED CONSTRUCTION.

SO I WANT TO REFRESH A COUPLE OF I GUESS, DEFINITIONS HERE AND HOW WE DO THIS.

FIRST, THE PPC'S I KNOW THAT'S PART OF OUR PROCESS IS ESTABLISHING A PPC SO THAT WE HAVE THE COMMUNITY INVOLVED IN DESIGNING KIND OF THE SCOPE OF WHAT THAT PROJECT IS AND THE NEEDS. AND I KNOW THAT'S THAT'S IN THE THE COVER PAGE OF THIS ACTION ITEM.

SO I JUST WANTED TO BRING THAT OUT.

THE SECOND THING IS, YOU KNOW, HOW DO WE PROTECT HOW DO WE PROTECT THE DISTRICT FROM

[01:20:02]

CAN YOU KIND OF WALK THROUGH JUST SOME OF THE HIGHLIGHTS OF WHAT BENEFITS THAT GIVES US AS A DISTRICT? CERTAINLY.

SO WHEN WE DO OUR [INAUDIBLE] AT RISK THAT IS OUR PROCUREMENT PROCESS FOR CONSTRUCTION PROJECTS. AND WE PICKED THE ARCHITECTURAL FIRM THAT WILL DO THE DESIGN.

AND THEN WE GO OUT TO BID AND WE PICK A GENERAL CONTRACTOR THAT WILL DO THE PROJECT FOR US. AND THE WHAT YOU'RE THE ACTION ITEM TONIGHT IS FOR THE GUARANTEED MAXIMUM PRICE.

SO THE CONTRACTOR TAKES A RISK IN BIDDING THIS PROCESS BEFORE THEY GET STARTED.

AND SAYING THAT WE WILL NOT SPEND MORE THAN THIS AMOUNT OF MONEY ON THIS PROJECT.

AND SO THAT IS WHAT THE GUARANTEED MAXIMUM PRICES THAT WE'RE ASKING YOU TO APPROVE TONIGHT.

THANK YOU. AND I THINK THIS IS A A GREAT PROCUREMENT TOOL TOO ESPECIALLY IN A TIME LIKE THIS WHERE WE'RE KIND OF REAL SENSITIVE TO HOW OUR MONEY IS BEING SPENT.

SO I THINK THAT'S GREAT.

SO THANKS FOR THAT EXPLANATION.

THANK YOU, MR. POTEET.

ANY ADDITIONAL QUESTIONS? COMMENTS? ALL RIGHT.

THANK YOU BOARD. SO THERE IS A MOTION BY MR. POTEET A SECOND BY MS. MCGOWAN. ALL IN FAVOR PLEASE RAISE YOUR HANDS.

MOTION PASSES SEVEN ZERO.

OUR NEXT ITEM IS ANOTHER ACTION ITEM TO CONSIDER THE NORTHRICH ELEMENTARY SCHOOL

[IV.D. Consider Northrich Elementary School Renovation Project - Guaranteed Maximum Price (GMP) Amendment No. 1]

AMENDMENT NUMBER ONE.

MS. BRANUM.

[INAUDIBLE] TAKE IT FROM HERE.

YES. WE'RE GOING TO SHARE AGAIN THE PRESENTATION.

THIS IS PART OF THE SAME PLANNING THAT WE DID FROM BOND 2021.

THESE THREE SCHOOLS WERE SELECTED FOR RE FINISHES FOR SOME OF THEIR SURFACE AREAS.

THERE IS NO NEW SQUARE FOOTAGE.

WE'RE NOT ADDING ANY CAPACITY TO ANY OF OUR SCHOOLS.

THIS ONE DOES NOT HAVE ANY KIND OF A CONNECTOR REQUIRED.

SO THIS IS STRICTLY CHANGING SOME OF THE FINISHES IN THE SCHOOL AND SOME OF THE LANDSCAPING. SO I'LL LET MISS CORTES EXPLAIN.

YES. SO THE RENDERING YOU SEE HERE IS AN EXTERIOR RENDERING WITH UPGRADED LANDSCAPE AT THE FRONT ENTRY TO REALLY REVAMP AND RECREATE A MORE MODERN ENTRANCE FOR THIS SCHOOL. SO THIS IS THE EXISTING SCORE PLAN.

AND LIKE MRS. HAYES SAID, THIS BUILDING WAS A FINISHED UPGRADE PROJECT.

THE EXISTING SQUARE, THE EXISTING FLOOR PLAN THAT YOU SEE DOES NOT ADD OR CHANGE THE SQUARE FOOTAGE OR CAPACITY.

THE EXISTING FINISHES OF THE SCHOOL WERE VERY OUTDATED AND WE WANTED TO MODERNIZE IT WITH THE FINISH UPGRADE.

SO ONE OF THE UPGRADES IS A SECURE VESTIBULE.

SO THE SECURE VESTIBULE INCLUDES A NEW RECEPTION DESK, PAINT CEILING, AND A GRAPHIC.

THE JUST ADJACENT TO THE SECURE VESTIBULE IS AN ENTRY GRAPHIC TOO THAT REALLY GIVES A SENSE OF PLACE FOR THE SCHOOL WITH THE SCHOOL NAME.

A TYPICAL CORRIDOR UPDATE THAT YOU'LL SEE HERE INCLUDES NEW TILE OVER THE EXISTING TILE NEW PAINT, NEW CEILINGS, NEW LED LIGHT FIXTURES, AND NEW FLOORING.

THIS IS ANOTHER ENTRY GRAPHIC THAT THE SCHOOL REALLY LOVED.

THEY'RE THE BEARS, SO THEY WANTED TO ACCENTUATE THE BEAR, SHOW THE NEW TILE, SHOW THEIR NEW SCHOOL AND THEIR NEW FINISHES.

AS A RESULT, THERE'S ALSO A SMALL COLLABORATION NICHE FOR BREAKOUT SPACE FOR SOME OF THESE CLASSROOMS. AGAIN, NEW FLOORING, NEW PAINT AND NEW CEILING IN THIS NICHE.

TYPICAL CORRIDOR RENOVATION INCLUDES THE NEW TILE, THE NEW FLOORING.

THEY ARE KEEPING, THEIR LOCKERS.

THEY WANTED A REFRESH IN THEIR LOCKERS.

SO THOSE ARE GOING TO BE PAINTED AND BENCHES INTEGRATED INTO THE AREAS WHERE SOME OF THE LOCKERS WERE REMOVED.

THIS PROJECT ALSO INCLUDES A COMPLETE GUT AND RENOVATION OF ALL THE MULTI-USER RESTROOMS IN THE PROJECT, SO THE RESTROOMS ARE STILL IN THE SAME AREA.

THEY'RE STILL IN THE SAME SPOT, BUT IT'S A FIXTURE FOR FIXTURE REPLACEMENT WITH NEW FLOOR, NEW TILE AND NEW CEILINGS AND NEW SINKS AND TOILETS AND TOILET PARTITIONS.

AND A TYPICAL CLASSROOM RENOVATION INCLUDES NEW FLOORING, NEW ACCENT WALL WITH PAINT, NEW LIGHTING, AND NEW CEILING.

THE PROJECT SCHEDULE FOR THIS ONE.

WE HAVE DONE OUR BIDDING AND NEGOTIATIONS.

IT IS MARCH FOR THE BOARD GMP APPROVAL.

WE ALSO START CONSTRUCTION THIS MAY WITH A CONSTRUCTION COMPLETION OF AUGUST OF 25.

COULD YOU MAYBE BEFORE I MAKE A RECOMMENDATION, COULD YOU MAYBE WALK THE BOARD AND THE COMMUNITY THROUGH WHEN YOU SAY THAT IT'S, YOU KNOW, WE'RE GOING TO START THIS SPRING AND WE'RE GOING TO HAVE A COMPLETION A YEAR FROM NOW.

HOW DOES THAT WORK WHILE SCHOOL IS OPERATING? YES. SO WE'VE WITH OUR PROJECT DELIVERY METHOD OF ACM AT RISK.

[01:25:04]

SO THEY'VE BEEN ABLE TO PUT TOGETHER SOME PHASING PLANS TO ALLOW US TO PHASE THE PROJECT WHILE IT'S STILL OCCUPIED, IN ORDER TO HIT THAT AUGUST 25TH DEADLINE.

THANK YOU. SO WITH THAT, I DO RECOMMEND THAT THE BOARD APPROVE THE GUARANTEED MAXIMUM PRICE IN THE AMOUNT OF $9,932,754 FOR THE RENOVATION SCOPE OF WORK NECESSARY FOR THE PROJECT AT NORTHRICH ELEMENTARY.

THANK YOU, MISS BRANUM.

IS THERE A MOTION? SO MOVED. THANK YOU.

MS. RENTERÍA. IS THERE A SECOND? SECOND? THANK YOU, MISS PACHECO.

THERE IS A MOTION BY MISS MS. RENTERÍA. A SECOND BY MISS PACHECO.

ARE THERE ANY QUESTIONS OR COMMENTS BOARD? MS. PACHECO? YES.

I JUST LIKE TO SEE IF WE CAN REMIND THE COMMUNITY HOW OUR SCHOOLS WERE SELECTED FOR THESE RENOVATIONS BACK FOR THE BOND.

SURE. AS PART OF OUR PLANNING FOR BOND 2021 WE KNEW WE HAD TO DO SOME CONSTRUCTION AT PEARCE HIGH SCHOOL FOR GROWTH, AND THEY WERE THE LAST HIGH SCHOOL TO GET A RENOVATION.

AND THEN WE HAD A COUPLE OF ELEMENTARY SCHOOLS WHERE THE NEIGHBORHOODS HAD GROWTH.

AND WE ADDED TO THOSE THESE WERE PICKED AS THREE ELEMENTARY SCHOOLS THAT HAVE HAD MINIMAL UPDATES THROUGH THE YEARS ON THEIR FINISHES.

SO WE HAVE A LIST OF ELEMENTARY SCHOOLS THAT WE WILL TRY TO WORK THROUGH WITH OUR BOND FUNDS TO AS WE IDENTIFY A NEW BOND AND ELEMENTARY SCHOOLS THAT NEED REFRESHES.

SO WE'RE NO LONGER ADDING CAPACITY, OBVIOUSLY, TO ANY OF OUR SCHOOLS.

SO IT'S REALLY ABOUT UPDATING FINISHES.

AND THESE THREE HAD NOT HAD ANY UPDATES OR REFRESHES IN MANY YEARS.

AND THIS WAS THESE ARE ENTIRE SCHOOL R EFINISHES.

NOT INDIVIDUAL HALLWAYS OR JUST 1 OR 2 SPACES.

THANK YOU. THANK YOU, MISS PACHECO.

ANY ADDITIONAL QUESTIONS BOARD.

MR. POTEET? AND I KNOW OUR AVERAGE BUILDINGS ARE BUILT IN THE 50S, I THINK 60S SOMEWHERE IN THERE.

SO AS WE GO THROUGH THAT LIST, AND I THINK YOU'VE BRIEFED THIS BEFORE, BUT WHAT'S THE KIND OF STRATEGY AROUND USING CONSISTENT SAME LIGHT FLOORING FIXTURES SO THAT WE CAN, YOU KNOW, FROM A MANAGEMENT REPLACEMENT AND ALL THAT? ACTUALLY IN THIS BOND, WE'RE REPLACING ALL ELEMENTARY SCHOOL FLOORING THROUGHOUT THE DISTRICT. AND THEN FOR THE IF THE BOARD DECIDED TO DO ANOTHER BOND IN THE FUTURE, WE WOULD SELECT SOME ADDITIONAL ELEMENTARY SCHOOLS THAT NEEDED SOME REFRESH OF THEIR FINISHES AND TRY TO WORK OUR WAY THROUGH.

IF YOU REMEMBER, WE JUST FINISHED IN 2021.

PRIOR TO THAT BOND, THE DISTRICT HAD BEEN IN A 20 YEAR CONSTRUCTION LONG RANGE PLAN WHERE EVERY ELEMENTARY SCHOOL WAS TOUCHED, BUT THE ENTIRE SCHOOL WASN'T NECESSARILY TOUCHED.

IT WAS AN ADDITION OF MORE CLASSROOMS OR CHANGING SOME TILE OUT IN HALLWAYS.

BUT IT WASN'T A COMPLETE REFRESH OF FINISHES.

AND SO THAT'S OUR NEW STRATEGY MOVING FORWARD IS TO MODERNIZE WITH FINISHES, OUR OLDER BUILDINGS SO THAT THEY LOOK FRESH AND FOLKS FEEL GOOD ABOUT COMING IN AS WELL AS OUR LANDSCAPING.

YOU KNOW, LANDSCAPING WEARS OUT AFTER 70 YEARS.

AND SO WE NEED TO ADDRESS THAT AND REALLY UPDATE SOME OF OUR OUTSIDES.

AND THE CONSISTENCY IN TERMS OF FINISHES IS IMPORTANT IN TERMS OF WHEN YOU ARE MAINTAINING THE NUMBER OF SITES THAT WE ARE, IF THERE IS DAMAGE DONE IN ONE AREA, WE HAVE THAT SUPPLY AND WE CAN COME IN AND WE CAN PROVIDE THAT REFRESH.

IF YOU KNOW, THERE'S SOME KIND OF ISSUE AND IT ALLOWS US TO DO IT QUICKLY, AND WE HAVE AN ECONOMY OF SCALE THAT WAY.

ONE OF THE PROJECTS THAT MISS CORTES WAS HIRED FOR IS TO HELP US UPDATE OUR GUIDELINES, FACILITY GUIDELINES, SO THAT WE HAVE CONSISTENCY THROUGHOUT THE DISTRICT ON THE COLORS THAT ARE AVAILABLE.

WE ARE USING LVP FLOORING THROUGHOUT THE DISTRICT.

ALSO OUR FINISHES ON TILES AND WALLS, THINGS THAT WE CAN MAINTAIN FOR 20 YEARS AND THAT WE WILL BE ABLE TO SEE VALUE IN AS THE YEARS PROGRESS.

THANK YOU. THANK YOU.

MR. POTEET. ANY ADDITIONAL QUESTIONS? COMMENTS? BOARD? ALL RIGHT. THERE IS A MOTION BY MS. RENTERÍA. THERE IS A SECOND BY MISS PACHECO.

ALL IN FAVOR, PLEASE RAISE YOUR HANDS.

ALL RIGHT. MOTION PASSES SEVEN ZERO.

THE NEXT ITEM IS TO CONSIDER THE STULTS ELEMENTARY SCHOOL RENOVATION PROJECT

[IV.E. Consider Stults Road Elementary School Renovation Project - Guaranteed Maximum Price (GMP) Amendment No.1]

MISS BRANUM. THANK YOU, TRUSTEE HARRIS.

THIS IS OUR THIRD AND FINAL PROJECT TONIGHT, ESPECIALLY RELATED TO OUR ELEMENTARY, OUR THREE BIG RENOVATIONS FOR OUR ELEMENTARY CAMPUS.

AND SO I WILL LET YOU ALL TAKE IT FROM HERE.

THANK YOU. JUST ALSO REMINDER, THESE ARE THE LAST THREE MAJOR CONSTRUCTION PROJECTS FOR BOND 2021.

THE REST OF THE PROJECTS WOULD BE MEP TYPE PROJECTS THAT WE WOULD WRAP UP THE BOND 2021.

[01:30:05]

SO THIS IS A EXTERIOR RENDERING OF A REFRESHED ENTRANCE AT STULTS TO GIVE IT A MORE WELCOMING AND MODERN ENTRANCE.

SIMILAR TO THE SCOPE OF WORK AT NORTHRICH.

THE INTENT OF THIS PROJECT IS TO UPGRADE THE EXISTING FINISHES AND PROVIDE A MORE MODERN 21ST CENTURY CAMPUS.

THE EXISTING FLOOR PLAN, JUST LIKE NORTHRICH, REMAINS THE SAME, WITH NO ADDITIONAL CAPACITY OR NO SQUARE FOOTAGE CHANGE.

AT THE BACK OF THE SCHOOL WE'RE ADDING A NEW CANOPY ON THE EXISTING BUILDING TO ALLOW STUDENTS TO BE SHIELDED FROM THE ELEMENTS.

THERE WAS A CONCERN FROM PRINCIPAL ANTHONY THAT STUDENTS WERE WAITING IN THE RAIN, WAITING TO GET PICKED UP. SO AS PART OF THIS PROJECT, WE'RE ADDING A CANOPY BACK THERE SO THEY DON'T HAVE TO STAND IN THE RAIN.

AGAIN SIMILAR TO NORTHRICH, WE UPGRADED THE VESTIBULE TO BE A MORE SECURE VESTIBULE WITH NEW WALL GRAPHICS, NEW FLOORING, NEW RECEPTION DESK, AND ALSO MORE MILLWORK AND PAINT AND CEILINGS.

A TYPICAL CORRIDOR RENOVATION ALSO INCLUDES NEW FLOORING, NEW TILE THROUGHOUT THE WALLS, NEW TACK STRIPS, NEW LED LIGHTING, AND NEW CEILINGS.

AGAIN, THERE'S A SMALL COLLABORATION SPACE FOR BREAKOUT CLASSROOMS THAT WOULD INCLUDE ALL THE NEW FINISHES, NEW PAINTING, NEW TILE, NEW CEILING, AND NEW LIGHTS.

AND AGAIN, THIS IS A COMPREHENSIVE FINISH UPGRADE.

SO IT'S THROUGHOUT THE ENTIRE BUILDING.

ANOTHER CORRIDOR RENOVATION IN THE PRE-K IN THE EXISTING PRE-K WING INCLUDES AGAIN NEW FLOORING AND NEW TILE, NEW PAINT AND NEW DECORATIVE LIGHT FIXTURES AND NEW CEILINGS.

AND THEN PROJECT SCHEDULE VERY SIMILAR TO NORTHRICH.

IT IS AT MARCH FOR A GMP APPROVAL.

THE CONSTRUCTION AGAIN STARTS MAY OF THIS SUMMER WITH THE CONSTRUCTION COMPLETION OF AUGUST OF 25.

THANK YOU SO MUCH FOR YOUR HARD WORK.

PLEASE THANK YOUR TEAM FOR ALL THAT THEY HAVE DONE BRINGING FORWARD THESE GREAT DESIGNS. THANK YOU, MISS HAYES AS WELL.

AND WITH THAT, I DO RECOMMEND THAT THE BOARD APPROVE THE GMP FOR NORTHRICH ELEMENTARY NOT TO EXCEED $9,987,860.

THANK YOU, MISS BRANUM.

IS THERE A MOTION? SO MOVED.

THANK YOU. MR. EAGER, IS THERE A SECOND? SECOND. THANK YOU, MISS PACHECO.

THERE IS A MOTION BY MR. EAGER. A SECOND BY MISS PACHECO.

ARE THERE ANY QUESTIONS OR COMMENTS BOARD? I WANT TO MAKE SURE EVERYBODY'S CLEAR IT'S STULTS I SAID NORTHRICH, BUT I MEANT STULTS.

YEAH. STULTS. BOARD.

ANY QUESTIONS? COMMENTS? ALL RIGHT. HEARING NONE. ALL IN FAVOR, PLEASE RAISE YOUR HANDS.

RIGHT. MOTION PASSES SEVEN ZERO.

THANK YOU. GREAT PRESENTATION.

GREAT WORK. THANK YOU SO MUCH BOARD.

WE HAVE BEEN HERE JUST A FULL HOUR AND A HALF.

DID YOU GUYS WANT TO TAKE A BREAK BEFORE WE DIVE INTO A LARGE PRESENTATION, OR DO YOU WANT TO PUSH THROUGH? I'LL TAKE A BREAK. ALL RIGHT.

SOUNDS LIKE THERE'S A BREAK.

TEN MINUTES.

ALL RIGHT, BOARD WE HAVE RETURNED FROM JUST A BRIEF BREAK, SO NOW WE'RE GOING TO GET BACK

[IV.F. 2024 - 2025 Budget Discussion]

MISS BRANUM. THANK YOU, PRESIDENT HARRIS.

I'M GOING TO ASK MR. PATE AGAIN. THIS IS AN OPPORTUNITY FOR US.

AND REALLY, AS YOU KNOW, THIS IS SOMETHING THAT WE START EVERY JANUARY OF EVERY YEAR TO BEGIN TO FORECAST WHAT THE NEXT YEAR'S BUDGET IS GOING TO LOOK LIKE.

AND WE TRY TO PROVIDE THE BOARD WITH A BREADTH OF INFORMATION.

ALL OF THIS IS INPUT THAT WE NEED TO ULTIMATELY PROCESS, ASK QUESTIONS ABOUT, HAVE DISCUSSIONS AROUND SO THAT WE CAN DEVELOP AND ULTIMATELY BRING FORWARD A RECOMMENDATION FOR BOARD ACTION FOR THE 24-25 BUDGET.

SO, MR. PATE, WILL YOU PLEASE PROVIDE TONIGHT'S REPORT? YES. THANK YOU, MRS. BRANUM. SO TONIGHT JUST WANTED TO GO OVER A FEW THINGS WITH YOU.

SOME INFORMATION ABOUT OUR WORKERS COMPENSATION SELF-INSURANCE FUND, A LOOK AT OUR STAFF FTES AND ENROLLMENT ACROSS ALL FUNDS.

AND THEN LOOK AT SOME OF THE OTHER REVENUE AND EXPENDITURE CATEGORIES.

I WANT TO JUST GIVE YOU A BRIEF UPDATE ON MY MEETING WITH THE DALLAS CENTRAL APPRAISAL

[01:35:03]

SO STARTING WITH OUR WORKER'S COMPENSATION FUND RICHARDSON ISD IS SELF-INSURED FOR WORKERS COMPENSATION INSURANCE.

ALL OF THE FUNDS IN THE DISTRICT PAY INTO THE WORKERS COMPENSATION SELF-INSURANCE FUND.

AND THE PREMIUMS ARE A PERCENTAGE OF THE EMPLOYEE SALARY.

AND WE SET DIFFERENT RATES FOR DIFFERENT CATEGORIES OF EMPLOYEES.

SO IF YOU ARE A TEACHER, FOR INSTANCE, REGARDLESS OF WHAT FUND YOUR SALARY COMES OUT OF, WHETHER IT'S THE GENERAL FUND OR ONE OF OUR GRANT FUNDS, THE WORKERS COMPENSATION PREMIUM RATE IS THE SAME ACROSS ALL THOSE FUNDS.

IT'S BASED ON THE CATEGORY OF EMPLOYEE.

WE ACTUALLY BREAK OUR EMPLOYEES DOWN INTO SIX DIFFERENT CATEGORIES.

WE HAVE ADMINISTRATIVE EMPLOYEES.

THEN WE HAVE A CATEGORY FOR MAINTENANCE WAREHOUSE, DRIVERS, MECHANICS, ANOTHER ONE FOR PRINT SHOP WORKERS, OPERATIONS STAFF, CHILD NUTRITION AND GROUNDS.

AND AGAIN, EACH OF THOSE CATEGORIES HAS A DIFFERENT RATE BASED ON OUR EXPERIENCE WITH CLAIMS WITH THOSE GROUPS.

CLAIMS EXCEEDING $500,000 FOR ANY ONE INCIDENT OR OCCURRENCE ARE COVERED THROUGH AN INSURANCE CARRIER.

SO WE'RE SELF-INSURING FOR THE FIRST $500,000 OF LOSS.

CLAIMS HAVE INCREASED FROM $1 MILLION IN 2017-18 TO 1.8 MILLION IN 22-23.

PART OF THAT HAS TO DO WITH JUST THE COST OF HEALTH INSURANCE INCREASING OVER TIME, AND THEN JUST THE NUMBER OF CLAIMS AND THE LENGTH OF TIME THAT PEOPLE ARE OUT OF WORK FOR CLAIMS. YOU KNOW, IT'S EVERYTHING FROM KIND OF THE TYPICAL THINGS YOU WOULD THINK OF THAT MAYBE SOMEBODY WORKING IN THE GROUNDS DEPARTMENT AND AN ACCIDENT WITH A LAWN MOWER TO, UNFORTUNATELY TEACHERS FALLING BECAUSE THEY'RE TRYING TO HANG SOMETHING UP IN THEIR ROOM BY STANDING IN A SWIVEL ROLLING CHAIR.

SO THERE'S JUST A VARIETY OF CAUSES FOR THESE DIFFERENT ACCIDENTS.

UNFORTUNATELY. WE DO ADVISE AGAINST THAT.

WE DEFINITELY ADVISE AGAINST STANDING IN A SWIVEL ROLLING CHAIR.

WE ARE ON PACE.

UNFORTUNATELY, FOR OUR CLAIMS TO SLIGHTLY EXCEED OUR 22-23 EXPERIENCE.

PREMIUMS FOR 23-24 WILL PROBABLY END UP GENERATING ABOUT $900,000.

SO ABOUT HALF OF WHAT OUR EXPERIENCE HAS BEEN, OUR LOSS EXPERIENCE HAS BEEN.

PREMIUMS HAVE REMAINED UNCHANGED SINCE 2020 2021.

THE WORKERS COMP INSURANCE WORKERS COMPENSATION SELF-INSURANCE FUND BALANCE HAS DECLINED FROM ABOUT 6.1 MILLION IN 17-18 TO 2.7 IN 22-23.

WE DEFINITELY EXPECT ANOTHER DECLINE THIS YEAR.

I'VE BEEN WORKING WITH MS.[INAUDIBLE] AND LOOKING AT WHAT OUR PREMIUM INCREASE NEEDS TO BE AND WHETHER OR NOT WE WILL NEED TO INCREASE, MAKE A ONE TIME TRANSFER FROM THE GENERAL FUND INTO THE WORKERS COMPENSATION SELF-INSURANCE FUND TO SUPPORT THAT FUND.

AND WE'LL CERTAINLY GET BACK WITH YOU AS WE PROCEED THROUGH THE BUDGET BUILDING PROCESS.

WE ARE RIGHT NOW IN THE PROCESS OF GOING OUT FOR BID OR IN THE BID EVALUATION, EXCUSE ME, PROCESS FOR THIRD PARTY ADMINISTRATOR.

THAT HELPS US WITH PROCESSING OUR CLAIMS AND PAYING THOSE CLAIMS AND WORKING TO TRY TO GET THOSE EMPLOYEES BACK TO WORK AS SOON AS POSSIBLE AND MINIMIZING OUR CLAIMS COSTS.

AND MS. [INAUDIBLE] IS DOING A LITTLE BIT OF RESEARCH FOR ME ON SOME OTHER AREAS WITHIN THAT.

SO WE'RE CONTINUING TO TRY TO DO WHAT WE CAN TO MITIGATE THAT CLAIMS PROCESS.

MOVING ON TO STAFF FTES AND ENROLLMENT.

I WANTED TO START WITH JUST A LOOK AT OUR STUDENT POPULATION, OUR ENROLLMENT, AND THEN SOME OF THE HIGHER NEEDS, CATEGORIES OF INSTRUCTIONAL NEEDS, CATEGORIES OF OUR STUDENTS AND WHAT THAT LOOKS LIKE FOR US.

SO IN THE 19-20 SCHOOL YEAR OR FISCAL YEAR 20 THERE, THAT WAS OUR PEAK ENROLLMENT.

AND THE NUMBER AND PERCENTAGE OF OUR ECONOMICALLY DISADVANTAGED STUDENTS HAS REMAINED RELATIVELY CONSTANT OVER THIS TIME PERIOD.

WHEREAS OUR EMERGENT BILINGUAL STUDENTS HAVE INCREASED ABOUT 762 SINCE 2020.

[01:40:06]

AND THEN OUR HOMELESS STUDENTS WE'RE 4.3%.

THAT'S ABOUT 1600 STUDENTS.

THAT'S AN INCREASE OF ABOUT 800 STUDENTS SINCE LAST YEAR FOR THAT POPULATION.

AND THEN OUR SPECIAL EDUCATION STUDENTS REPRESENT ABOUT 15% OF OUR ENROLLMENT.

AND THAT'S ABOUT 400 MORE THAN LAST YEAR.

WE'RE UP TO 5600 ROUGHLY STUDENTS IN THE DISTRICT RECEIVING SPECIAL EDUCATION SERVICES. SO WHAT REALLY THE POINT OF THIS IS STUDENTS HAVE MORE NEEDS THAN EVER BEFORE IN RICHARDSON ISD.

WHILE OUR STUDENT POPULATION MAY BE DECLINING THERE'S MORE NEEDS FOR THOSE STUDENTS, WHICH DEFINITELY SHIFTS THE TYPE OF STAFF AND THE SERVICES THAT WE'RE PROVIDING TO THOSE, WHETHER IT'S MORE SUPPORTS, SMALLER CLASS SIZES TRANSPORTATION NEEDS. AND, YOU KNOW, GOING BACK TO THE SCHOOL FINANCE SITUATION FOR FISCAL YEAR 23, SINCE THAT ONE IS COMPLETE IN THE GENERAL FUND, WE SPENT $48 MILLION EDUCATING OUR SPECIAL EDUCATION STUDENTS, AND THE STATE PROVIDED ONLY $37 MILLION OF THAT IN THE GENERAL FUND. SO A SHORTFALL ON STATE FUNDING OF $11 MILLION THAT IS NOT UNIQUE TO RICHARDSON ISD. THAT IS THE CASE IN MOST DISTRICTS THROUGHOUT THE STATE, THAT SPECIAL EDUCATION FUNDING IS INADEQUATE.

AND SO I JUST WANTED TO KIND OF LAY THAT FOUNDATION OF WHAT OUR STUDENT POPULATION LOOKS LIKE GOING INTO THESE NEXT FEW SLIDES.

MR. PAYNE I THINK IT'S ALSO IMPORTANT TO NOTICE, FOR EXAMPLE, WITH SPECIAL EDUCATION.

TEXAS WAS ONLY ONE OF TWO STATES THAT PREVIOUS TO THIS RECENT CHANGE FOR SPECIAL EDUCATION IDENTIFICATION WERE STUDENTS THAT WERE IDENTIFIED WITH DYSLEXIA, WERE REALLY PART OF A 504 PLAN VERSUS BEING IDENTIFIED AS PART OF THE SPECIAL EDUCATION PROCESS.

AND NOW TEXAS IS ALSO FALLING IN LINE WITH THE FACT THAT STUDENTS WHO ARE IDENTIFIED WITH DYSLEXIA SERVICES ARE A PART OF THE SPECIAL EDUCATION PROCESS.

SO AGAIN, WHEN YOU SEE THAT INCREASE OF 14.2 TO 15.2% SEVERAL A SIGNIFICANT AMOUNT OF THOSE STUDENTS OF THAT INCREASE IS BECAUSE OF THOSE STUDENTS IDENTIFIED THROUGH DYSLEXIA. THANK YOU.

MRS. BRANUM. SO THIS NEXT SLIDE IS OUR TOTAL STAFF.

AND THIS IS ALL FUNDS FULL TIME EQUIVALENTS COMPARED TO OUR STUDENT ENROLLMENT.

AND THIS INCLUDES OF COURSE THEN GENERAL FUND OUR ESSER FUNDED EMPLOYEES ALL OF OUR OTHER GRANTS CHILD NUTRITION.

IT IS ALL EMPLOYEES ALL ACROSS THE DISTRICT.

AND THE REASON THAT WE'RE LOOKING AT OUR STUDENT TO STAFF RATIO THIS WAY, ALL FUNDS.

THIS IS ONE OF THE EVALUATION MEASURES THAT TEA USES FOR COMPARING US TO OTHER SCHOOL DISTRICTS. WE ALSO INCLUDE A TEN YEAR HISTORY OF ALL FUNDS FTE AS PART OF THE AUDIT REPORT EVERY YEAR.

AND SO IT IS A MEASURE THAT, YOU KNOW, WE LOOK AT THINGS WE EVALUATE OURSELVES BY.

I DO REALIZE IT DOES PRESENT A LITTLE CONFUSION BECAUSE OF WE'RE TALKING A LOT ABOUT OUR GENERAL FUND RIGHT SIZING RIGHT NOW.

AND THIS IS AN ALL FUNDS ISSUE.

BUT BECAUSE THIS IS WE'VE BEEN PUTTING IN THIS IN OUR AUDIT REPORT FOR THE LAST 25 YEARS. I JUST DID WANT TO KIND OF GO OVER THIS HISTORY WITH YOU.

AND I JUST WANTED TO POINT OUT THAT OUR YOU KNOW, YOU CAN SEE THAT OUR PEAK ENROLLMENT WAS THERE IN 2020, AND WE STAFFED UP WITH ESSER FUNDING, WE'RE STARTING TO DECLINE THERE. THE STAFF FTE'S IS THE BLUE COLUMN, AND YOU CAN SEE THAT IS STARTING TO DECLINE.

AND OUR TOTAL STAFF FTE'S ARE NOW BACK BELOW THE FISCAL YEAR 2021 LEVEL.

SO WE ARE AS WE MENTIONED, WHEN WE HAD THE ESSER FUNDING THAT THAT WOULD COME DOWN.

YOU CAN SEE THAT COMING DOWN HERE.

THIS NEXT SLIDE IS THE SAME TYPE OF INFORMATION.

AND IT IS.

BUT IT'S JUST TEACHERS ALL FUNDS.

AND AGAIN YOU CAN SEE THE PEAK ENROLLMENT.

WE CLIMBED UP THERE WITH THE ESSER FUNDING.

INCLUDES OUR ESSER TEACHERS.

WE'RE STARTING TO DECLINE.

AND YOU CAN SEE THAT OUR TEACHER FTES ARE NOW BELOW THE FISCAL YEAR 2020 LEVEL.

AND OUR STUDENT TEACHER RATIO ACROSS ALL FUNDS IS COMING BACK INTO ALIGNMENT INTO WITH

[01:45:06]

SO THIS NEXT SLIDE, THIS IS IDENTIFIED POSITION REDUCTIONS FOR 24-25.

AND JUST A FEW THINGS I WANT TO POINT OUT HERE.

ONE THE MAJORITY OF THIS IS ESSER FUNDED POSITIONS, WHICH WE KNEW ULTIMATELY WE WOULD BE, YOU KNOW, STEPPING DOWN THOSE POSITIONS.

IT IS NOT PEOPLE.

IT IS NOT A RIFF.

THESE ARE JUST POSITIONS THAT ARE GOING AWAY.

AND AS MISS BRANUM HAS MENTIONED MANY TIMES, WE DO HAVE THEM.

WE DO HAVE SIGNIFICANT EMPLOYEE TURNOVER EVERY YEAR ACROSS ALL FUNDS.

AND SO THIS AGAIN, IT'S NOT A RIFF OF STAFF, IT'S JUST ELIMINATION OF POSITIONS.

AND AGAIN, IT'S ALL FUNDS.

AND IT DOES NOT INCLUDE ANYTHING ASSOCIATED WITH PROJECT RIGHTSIZE AT THIS POINT.

AND IF I CAN JUST ADD A COUPLE OF THINGS ON THIS.

FIRST, THESE ARE THE IDENTIFIED POSITION REDUCTIONS THAT WE'VE IDENTIFIED SO FAR FOR 24-25. SO WHEN YOU'RE LOOKING AT THAT CENTRAL COLUMN, WE'RE NOT COMMUNICATING THAT WE'RE DONE WITH THAT WORK.

THIS IS JUST A SNAPSHOT OF WHERE WE ARE.

AT THIS POINT IN MARCH ON THE CAMPUS SIDE, AGAIN, THESE ARE POSITIONS THAT WHEN THE EMPLOYEES WERE HIRED OR IDENTIFIED FOR THESE POSITIONS, THEY SIGNED AN UNDERSTANDING AGREEMENT THAT THEY KNEW THAT THEY WERE GRANT FUNDED.

AND THEN OUR HUMAN RESOURCES DEPARTMENT HAD AN OPPORTUNITY TO CONNECT WITH OUR ESSER FUNDED INDIVIDUALS I BELIEVE FEBRUARY 19TH, FOR EXAMPLE, FOR OUR ESSER TEACHERS, IN WHICH WE EXPLAINED TO THEM THAT YOU HAVE A POSITION IN RICHARDSON ISD, IT IS NOT MAY NOT BE THE CURRENT POSITION THAT'S FUNDED THROUGH ESSER, BUT WE WILL HAVE AN OPPORTUNITY TO PLACE YOU BASED UPON OPENINGS THAT WE HAVE FROM RESIGNATIONS, RETIREMENTS, ETC.. SO THEY ARE GUARANTEED A POSITION WHERE THAT WILL BE MAYBE IN A DIFFERENT LOCATION. IT MAY BE A DIFFERENT GRADE LEVEL, BUT THEY ARE ALL GUARANTEED A POSITION FOR 24, 25.

I DON'T KNOW DR.

GOODSON, IF THERE'S ANYTHING ELSE YOU WANT TO ADDRESS WITH THAT AS WE THANK YOU.

GOOD EVENING BOARD. WE DID MEET WITH A GROUP OF THEM, AND THAT WAS REALLY THE SECOND YEAR IN A ROW, YOU KNOW, WE ANTICIPATED OR WE KNEW THAT THE ESSER FUNDS WOULD GO AWAY.

SO WE MET WITH THEM IN FEBRUARY.

WE ALLOWED THEM TO FILL OUT A PREFERENCE FORM AGAIN TO GIVE US MORE OF THEIR FEEDBACK ON. OKAY, I KNOW THAT THE POSITION IS ENDING, BUT I ALSO KNOW THAT I HAVE A JOB GUARANTEED FOR NEXT YEAR. BUT IF I'M GOING TO BE PLACED OR IF I HAVE AN OPPORTUNITY, HERE'S WHERE I WOULD LIKE TO GO.

SO WE WANTED TO BE SURE WE GOT THEIR FEEDBACK AS WELL.

AND WE'RE STILL WORKING ON WHAT THOSE PLACEMENTS WILL LOOK LIKE GOING INTO NEXT YEAR. AND ALL OF OUR GRANT FUNDED STAFF, I BELIEVE DOCTOR GOODSON SIGNED OFF THAT THEY KNOW THAT THEIR POSITIONS ARE GRANT FUNDED AND THAT POSITION IS TIED TO THE CONTINUATION OF THE GRANT FUNDING.

SO MOVING ON TO SOME OTHER REVENUE AND EXPENDITURES, I'LL START WITH MY MEETING WITH THE DALLAS CENTRAL APPRAISAL DISTRICT.

WE HAVE ONE LITTLE PIECE OF GOOD NEWS.

WE HAVE ONE LITTLE REDUCTION.

YES. OUR DCAD FEE IS DECREASING ABOUT $5,000 THIS COMING YEAR FOR 24, 25, IT'S GOING FROM 1,324,000 TO A 1 MILLION 318.

YES, I WILL TAKE IT.

[LAUGHTER] THE LET ME GET BACK TOGETHER HERE.

ALL RIGHT. NOW EVERY YEAR IN THE MEETING WITH THE DALLAS CENTRAL APPRAISAL DISTRICT, THEY DISCUSS WITH US THEIR REAPPRAISAL RATE.

AND THE REAPPRAISAL RATE IS BASED ON THEIR EVALUATION OF THE PROPERTIES IN THE DISTRICT AND WHETHER OR NOT THEY ARE LESS THAN 95% OF THE EXPECTED MARKET VALUE, OR MORE THAN 105% OF EXPECTED MARKET VALUE.

AND SO YOU CAN SEE THAT BACK IN 22, THE REAPPRAISAL RATE WAS 86%.

THIS YEAR, THEY PLAN TO REAPPRAISE 77.76% OF THE PROPERTY.

THAT SEEMS LIKE AN AWFULLY EXACT DECIMAL FOR THE PERCENTAGE OF PROPERTIES IN THE DISTRICT THEY'RE GOING TO REAPPRAISE.

BUT THIS IS IN LINE WITH THE HISTORY OF REAPPRAISAL RATES IN THE DISTRICT.

AND THEY ARE REQUIRED TO PROVIDE US A CERTIFIED ESTIMATE BY APRIL 30TH OF EACH YEAR. WE DO EXPECT TO GET THAT RE CERTIFIED ESTIMATE A LITTLE EARLIER THAN THAT, PROBABLY CLOSER TO MID APRIL.

SO NEXT WE'LL MOVE ON TO OUR SCHOOL HEALTH AND RELATED SERVICES OR SHARS REVENUE.

[01:50:07]

I KNOW YOU'VE HEARD A GOOD BIT ABOUT IT, BUT ALSO WHEN I WAS IN HOUSTON TEA AT THE TASBO CONFERENCE, TEA WENT OVER SOME CHANGES IN THE FIRST RATING.

AND ONE OF THE CHANGES IN THE FIRST RATING IS THEY EXPECT US.

I USED TO HAVE TO TALK TO YOU ABOUT THE LAG WITH PROPERTY VALUES.

WELL, NOW THEY WANT US TO DISCUSS SIGNIFICANT REVENUE OR EXPENSE ITEMS, AND THEY ARE SPECIFICALLY LOOKING FOR US TO BE ABLE TO DOCUMENT THAT I TALKED TO YOU ABOUT SHARS REVENUE THIS YEAR.

SO THIS IS OUR PROOF THAT I TALKED TO YOU ABOUT SHARS REVENUE THIS YEAR.

SHARS SERVICES, OR SHARS REVENUE, IS BASED ON ITS DIRECT MEDICAL AND TRANSPORTATION SERVICES TO STUDENTS TO RECEIVE SHARS SERVICES OF MEDICAID ENROLLED STUDENTS MUST BE ENROLLED IN A PUBLIC SCHOOL'S SPECIAL EDUCATION PROGRAM.

THEY MUST BE BETWEEN 3 AND 20 YEARS OF AGE.

THEY MUST HAVE A DISABILITY OR CHRONIC MEDICAL CONDITION, HAVE AN INDIVIDUALIZED EDUCATION PROGRAM DOCUMENTING DISABILITY AND MEDICAL NECESSITY, AND HAVE WRITTEN PARENTAL CONSENT. SO WHAT HAPPENED IS THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION WAS AUDITED BY OR, EXCUSE ME, THE FEDERAL HEALTH AND HUMAN SERVICE COMMISSION, AND THEN THE TEXAS DEPARTMENT OF HEALTH AND HUMAN SERVICES WAS AUDITED BY THE OFFICE OF INSPECTOR GENERAL OF THE US DEPARTMENT OF HEALTH AND HUMAN SERVICES.

THEY ISSUED THEIR FINAL REPORT IN 2017.

THEY IDENTIFIED THAT SOME SERVICES BEING BILLED WERE EDUCATIONAL AND NOT MEDICAL IN NATURE. THE ISSUE WAS THERE WAS A DIFFERENCE IN GUIDANCE PROVIDED TO SCHOOL DISTRICTS BY TEXAS HEALTH AND HUMAN SERVICES.

THE PROGRAM GUIDE THAT WE WERE ALL SCHOOL DISTRICTS IN TEXAS WERE OPERATING UNDER PROVIDED US CERTAIN GUIDANCE.

WE WERE FOLLOWING THAT GUIDANCE.

WE WERE BILLING BASED ON THAT GUIDANCE AND A DISAGREEMENT BETWEEN THE OFFICE OF THE INSPECTOR GENERAL AT THE FEDERAL LEVEL AND THE FEDERAL AGENCY OF HEALTH AND HUMAN SERVICES HAS CAUSED A CHANGE IN THAT.

AND SO THE TEXAS HEALTH AND HUMAN SERVICES HAS EXHAUSTED ALL OF THEIR APPEALS.

AND SO WHAT HAPPENED IS THE RANDOM MOMENT TIMES STUDY, WHICH IS THE PROCESS BY WHICH THEY DETERMINE REIMBURSEMENT RATES HAS BEEN DECREASED FROM 43 TO 20%.

THIS REDUCES REIMBURSEMENTS THAT TEXAS SCHOOL DISTRICTS WILL RECEIVE BEGINNING IN 2024.

IT CUTS OUR REVENUE IN ABOUT HALF.

AND IT THIS HALVING OF OUR REVENUE WILL BE WILL IMPACT ALL FUTURE REIMBURSEMENTS.

I JUST WANT TO BE VERY CLEAR TEXAS SCHOOL DISTRICTS DID NOT DO ANYTHING WRONG IN THIS.

NEITHER RICHARDSON NOR ISD NOR ANYBODY ELSE BILLED INCORRECTLY.

WE BILLED BASED ON THE GUIDANCE.

THE GUIDANCE WAS CHANGED RETROACTIVELY ON US.

SO, FOR EXAMPLE, OUR 2023 SHARS REVENUE WAS 11.5 MILLION.

OUR 2024 SHARS REVENUE, WE EXPECT TO GET ABOUT 4.9 MILLION.

THE BUDGET WAS 3.5 MILLION.

AND WHILE I HAVE IN MY CAREER SEEN RETROACTIVE CHANGES TO SHARS REVENUE, THIS IS THE LARGEST I'VE EVER SEEN.

IT'S USUALLY BEEN IN THE NEIGHBORHOOD OF UP TO ABOUT A HALF $1 MILLION OF RETROACTIVE CHANGES, NEVER ANYTHING THIS LARGE.

WE KNEW THIS HAS BEEN IN PROGRESS.

AND SO THAT IS ONE OF THE REASONS THAT I'VE ALWAYS JUST BEEN VERY CONSERVATIVE IN MY ESTIMATES OF SHARS REVENUE.

ALSO BECAUSE IT'S A CASH BASIS, WE RECORD THIS ONE ON A CASH BASIS BECAUSE WE NEVER KNOW WHAT YEAR WE'RE GOING TO GET PAID.

SO RIGHT NOW, WE'RE STILL ANTICIPATING THAT THE 4.9 WILL COME TO US THIS YEAR.

BUT WE JUST ARE VERY CAREFUL WITH THAT.

AND THEN FINALLY PROPERTY INSURANCE AGAIN IS EXPECTED TO CONTINUE TO INCREASE.

SO JUST LOOKING AT THE PRICING REAL QUICKLY, FIRST, BACK IN FISCAL YEAR 22, OUR PROPERTY INSURANCE COST WAS ABOUT $2.5 MILLION.

GOING FROM FISCAL YEAR 22 TO 23 IT INCREASED 1.2 MILLION TO $3.7 MILLION.

THAT WAS A 48% INCREASE IN OUR PROPERTY INSURANCE THEN GOING FROM 23 TO 24.

[01:55:01]

THAT WAS A 24% INCREASE IN OUR PROPERTY INSURANCE.

AGAIN, WORKING WITH MS. [INAUDIBLE] ON WHAT CAN WE DO TO CONTINUE TO MANAGE THIS PROPERTY INSURANCE.

YOU KNOW, PART OF OUR ISSUE IS WE HAVE AGING STRUCTURES AND THOSE GENERALLY COST MORE TO INSURE. THERE ARE FEWER COMPANIES WILLING TO UNDERWRITE PROPERTY INSURANCE POLICIES.

AND WE'VE GOT SOME INCREASING SQUARE FOOTAGE IN A FEW CASES WITH LAKE HIGHLANDS MIDDLE SCHOOL AND FOREST MEADOW MIDDLE SCHOOL.

AND, YOU KNOW, JUST LIKE AT HOME, EVERY OTHER SCHOOL DISTRICT BUSINESSES WERE ALL STRUGGLING WITH PROPERTY INSURANCE INCREASES.

AND THEN NEXT IS JUST OUR BUDGET CALENDAR, JUST FOR YOUR INFORMATION, SO YOU'LL HAVE A CURRENT UPDATE ON THAT.

AND WITH THAT, I WILL BE GLAD TO ANSWER ANY QUESTIONS.

THANK YOU, MR. PATE.

AND AGAIN, THIS IS JUST TRYING TO BRING THE BOARD ALONG ON THESE ARE ALL OF THE CONSIDERATIONS. THIS IS ALL OF THE INPUT, ALL OF THE BUDGET PIECES THAT WE'RE LOOKING AT, AGAIN, TRYING TO IDENTIFY MORE EFFICIENCIES TO COVER WHAT WE KNOW ARE SOME OF THESE REQUIRED INCREASES SO THAT WE CAN BRING FORWARD TO YOU A BUDGET THAT KEEPS OUR PRIORITIES OF TEACHER COMPENSATION, STUDENT PROGRAMING, AND STUDENT RESOURCES AND TEACHER RESOURCES YOU KNOW, INTACT FOR NEXT YEAR.

SO WE'RE HAPPY TO TAKE ANY QUESTIONS.

PRESIDENT HARRIS SURE, ABSOLUTELY.

SO WE'RE GOING TO OPEN UP FOR QUESTIONS, MISS TIMME.

YES. THANK YOU. THANK YOU, MR. PATE, FOR THAT PRESENTATION.

I DO HAVE A COUPLE OF QUESTIONS.

I JUST WANT TO START WITH ESSER FUNDS A LITTLE BIT.

I JUST WOULD LIKE TO GET SOME CLARIFICATION ON ESSER FUNDS, WHY THEY WERE INFUSED, WHY WE ADDED STAFF WITH GRANT FUNDING.

JUST TO START WITH.

YES, ABSOLUTELY. SO ESSER FUNDS WERE FEDERALLY PROVIDED FUNDED, FUNNELED TO THE STATE AND THEN THE STATE PROVIDED THEM TO US IN SEVERAL DIFFERENT WAVES.

WE REALLY HAD TWO STRATEGIES AROUND OUR ESSER FUNDING.

ONE THROUGH GUIDANCE FROM TEA AS WELL.

WE USE THEM TO HELP SUPPLANT OUR FUND BALANCE.

SO THAT WE KNEW THAT OVER TIME THAT WITH ENROLLMENTS DECLINING AND FUNDING BEING UNSURE AS A RESULT OF COVID, THAT WE WANTED TO CONTINUE TO BUILD THE FUND BALANCE.

THE OTHER PURPOSE OF ESSER FUNDS WERE TO ADDRESS THE LEARNING LOSS THAT OCCURRED DURING COVID AND OUR DISTRICT STRATEGY ON THE HEELS OF THAT TIME OF THE PANDEMIC, WAS REALLY KIND OF CENTERED AROUND TWO THINGS.

ONE WAS WE PROVIDED AN ELEMENTARY READING AND MATH INTERVENTIONIST AT EVERY CAMPUS.

AND, MANY OF OUR CAMPUSES DO NOT CURRENTLY, IF THEY ARE NOT A TITLE FUNDED CAMPUS, FOR EXAMPLE, DO NOT HAVE ANY INSTRUCTIONAL COACHES OR INTERVENTIONISTS.

SO THESE WERE ADDITIONAL PERSONNEL UNITS THAT PROVIDED ON THE GROUND SUPPORT TO THE CAMPUS, POLLING SMALL GROUPS, SUPPORTING THE TEACHER AND DIFFERENTIATION SO THAT IF I HAVE A STUDENT WHO I KNOW IS NOT READING ON GRADE LEVEL OR WHO HAS SOME MATH GAPS, THEY WERE PROVIDING THAT JUST IN TIME RETEACHING AND INTERVENTION.

AT THE SECONDARY LEVEL WE REALLY FOCUSED THOSE ESSER POSITIONS ON TRYING TO DECREASE OUR CLASS SIZES ESPECIALLY IN OUR EOC OUR ENGLISH ONE, ENGLISH TWO, ALGEBRA ONE, US HISTORY AND BIOLOGY CLASSES, TRYING TO KEEP THOSE CLASS SIZES DOWN.

SAME THING AT THE JUNIOR HIGH.

THEY WERE REALLY FOCUSED AGAIN ON REDUCING OUR CLASS SIZES FOR OUR ENGLISH CLASSES AND FOR OUR MATH CLASSES AT THE JUNIOR HIGH AS WELL.

SO, AGAIN, WE BEGAN LAST YEAR TO SLOWLY ABSORB SOME OF THOSE ESSER POSITIONS.

SO LAST YEAR, FOR EXAMPLE, OUR ELEMENTARY CAMPUSES ONLY HAD ONE INTERVENTIONIST VERSUS TWO. AND SO WE TRIED TO STAIRSTEP THAT DOWN THE LAST TWO YEARS SO THAT OUR CAMPUSES COULD RECALIBRATE AND BEGIN TO IDENTIFY OTHER WAYS.

WE DON'T WANT TO LOSE THAT INTERVENTION SUPPORT.

SO HOW DO WE FIND OTHER WAYS TO CONTINUE TO PROVIDE WHAT WE KNOW IS WORKING, BUT DO IT IN AND MEET IT A LITTLE BIT DIFFERENTLY? EXCELLENT. AND SO WHEN WE I MEAN WHEN WE TOOK THE ESSER FUNDS CAME IN, I MEAN WE KNEW AT SOME POINT THEY WERE GOING TO GO AWAY.

YES, MA'AM. AND WE WENT AHEAD.

AND I KNOW TYPICALLY WE DON'T FOR TEMPORARY FUNDS DON'T USE FTES.

RIGHT. WE DON'T HIRE PEOPLE KNOWING THAT BECAUSE THEN AT THAT POINT IT BECOMES YOU'RE IMPACTING, YOU KNOW, PEOPLE'S LIVELIHOOD, RIGHT.

IF YOU DON'T HAVE POSITIONS FOR THEM.

SO CAN YOU JUST TALK TO ME ABOUT JUST IN THE BEGINNING, IF WE KNEW THEY WERE IT WAS TEMPORARY FUNDS. WE WERE GOING TO USE IT FOR PEOPLE.

HOW WAS THAT COMMUNICATED TO STAFF AND TO CAMPUSES THAT AT SOME POINT THE INFUSION WAS SO LARGE. YES, MA'AM.

THERE WASN'T GOING TO BE A WAY TO CONTINUE WITH THE SAME LEVEL OF SUPPORT.

[02:00:01]

THANK YOU SO MUCH FOR THAT QUESTION.

YES. SO WE WERE VERY, VERY OVERT AT PRINCIPAL MEETINGS WITH THE STAFF THEMSELVES THAT WERE HIRED AGAIN, EVEN MAKING SURE THAT, YOU KNOW, IN WRITING THEY WERE SIGNING A, YOU KNOW, AN AGREEMENT.

THEY UNDERSTOOD THAT THIS WAS GRANT FUNDED.

WE KNEW THE POWER OF PROVIDING THIS EXTRA SUPPORT FOR OUR STAFF WAS REALLY IMPORTANT ON THE HEELS OF COVID BOTH SUPPORTING OUR STUDENTS AND BEHAVIOR MANAGEMENT AS WELL AS IN CLOSING THAT GAP THAT WE SAW SO PRINCIPALS KNEW THAT IT WAS TEMPORARY.

WE ALWAYS SAID IT WOULD BE A 2 TO 3 YEAR IMPLEMENTATION DEPENDING UPON THE POSITION.

AND THEN EVERY YEAR, HUMAN RESOURCES HAD AN OPPORTUNITY TO RECONNECT WITH OUR ESSER FUNDED POSITIONS TO JUST REMIND THEM, PLEASE REMEMBER THAT THIS POSITION IS, YOU KNOW, IT'S FUNDED FOR TWO YEARS LAST YEAR, IT'S FUNDED FOR ONE MORE YEAR.

AND THEN AGAIN, EVEN AS, YOU KNOW, EARLY AS FEBRUARY TO REMIND THEM, THESE ARE GRANT FUNDED POSITIONS.

WE CARE ABOUT YOU.

YOU HAVE DONE TREMENDOUS SERVICE IN YOUR ROLE.

FOR EXAMPLE, OUR INTERVENTIONIST, OUR, YOU KNOW, OUR CAMPUS PRINCIPALS AS THEY HAVE INSTRUCTIONAL COACH OPENINGS OR OTHER SUPPORT OPENINGS THEY CANNOT WAIT TO HAVE AN OPPORTUNITY TO INTERVIEW AND TALK WITH THESE INTERVENTIONISTS BECAUSE THEY HAVE BEEN HIGHLY, HIGHLY TRAINED TO PROVIDE THAT KIND OF SUPPORT ON THE CAMPUS.

SO AGAIN, TRANSPARENCY HAS BEEN IMPORTANT.

WE DIDN'T WANT ANYONE TO BE CAUGHT OFF GUARD, ANYONE TO BE SURPRISED.

WE MADE SURE THAT WE KEPT WORKING WITH THE PRINCIPALS SO THAT THEY SAW THIS AS KIND OF REALLY AN ENRICHMENT TO THEIR CAMPUS OPERATIONS, NOT A SUPPLANTING LIKE THEY DIDN'T LIKE.

WE CAN'T DEPEND THAT WE'RE GOING TO HAVE THESE EXTRA HUMAN RESOURCES FOREVER.

AND SO REALLY MAKING SURE THAT WE USE THEM IN THAT WAY AND THAT WE PLANNED ALL ALONG TO NOT BECOME SO DEPENDENT UPON THE POSITIONS.

ABSOLUTELY. AND THEN REAL QUICKLY MISS BRANUM AND MISS TIMME, THOSE THE ESSER FUNDED STAFF ACTUALLY ACKNOWLEDGED TWICE A YEAR, ONCE IN THE SPRING AND ONCE IN THE FALL, THEIR UNDERSTANDING THAT IT'S AN ESSER FUNDED POSITION.

SO I JUST WANTED TO ADD THAT QUICK CLARIFICATION.

OKAY. VERY GOOD.

AND THEN LIKE JUST GOING BACK TO SLIDE TEN WHERE IT'S TALKING, WHERE IT'S SHOWING THE ACTUAL LIKE 100 TEACHERS, INTERVENTIONISTS, THAT SORT OF THING.

YEAH. I JUST WANTED TO THIS IS NOT THE END RESULT OF ALL CUTS THAT HAVE BEEN IDENTIFIED AND THAT WILL BE USED GOING FORWARD IN THE BUDGET.

ARE THESE JUST EFFICIENCIES THAT WE FOUND AT THIS POINT? ABSOLUTELY. YES.

AGAIN, I WANT TO REITERATE THAT WE ARE BRINGING FORWARD WHERE WE ARE AS A SNAPSHOT.

AS OF, YOU KNOW, THIS DATE IN MARCH.

BUT OUR TEAM IS NOT DONE WITH THE WORK.

WE PROVIDED YOU AN UPDATE ON WHERE WE WERE WITH OUR CENTRAL OFFICE CUTS LAST MEETING.

THIS IS OUR NEXT UPDATE WHEN WE COME TO ON MARCH 21ST, WE WILL PROVIDE KIND OF OUR COMPREHENSIVE LIST OF.

HERE ARE THE PROPOSED CUTS THAT WE'RE MAKING AT THE CENTRAL OFFICE.

OKAY. GREAT. OKAY.

AND THEN TO SWITCH GEARS.

SHARS I JUST WANT TO HIT THAT A LITTLE BIT.

I UNDERSTAND THE RETROACTIVE PIECE OF THIS, BUT JUST IN THINKING ABOUT SHARS IN GENERAL CURRENTLY AND GOING FORWARD, EVEN THOUGH THAT WE'RE GOING TO GET A REDUCTION IN THE REIMBURSEMENT THAT WE'RE GIVEN, WILL WE BE DOING LESS WORK BASED ON THAT? NO, MA'AM.

OKAY. WE HAVE AN OBLIGATION TO ENSURE THAT THE NEEDS OF OUR STUDENTS, AS IDENTIFIED IN THEIR INDIVIDUALIZED EDUCATION PLAN, ARE MET.

AND SO EVEN THOUGH THE FUNDING MAY NOT BE PROVIDED AT THE SAME LEVELS BECAUSE OF THE NEW RULES AND REGULATIONS, WE WILL STILL BE PROVIDING THOSE SERVICES.

SO THAT GAP THAT MR. PATE TALKED ABOUT EARLIER BETWEEN WHAT DOES IT COST TO SUPPORT A STUDENT VERSUS WHAT WE ARE FUNDED ON? THAT GAP IS JUST GOING TO INCREASE OVER TIME.

AND SO WE'RE COMMITTED TO PROVIDING THE SAME LEVEL OF SERVICE FOR OUR STUDENTS WHO ARE IN NEED. ABSOLUTELY.

AND ALSO TO THAT, DOES IT STILL APPLIES TO KIDS WHO POTENTIALLY LIVE IN OUR AREA BUT ATTEND PRIVATE SCHOOLS? DON'T WE STILL DO SOME OF THEIR TESTING OR PROVIDE SOME OF THOSE SERVICES THAT WOULD ALSO CONTINUE TO HAVE TO HAPPEN, IS THAT CORRECT? YES, MA'AM. OKAY.

VERY GOOD. ALL RIGHT. THANK YOU.

THANK YOU, MISS TIMME.

MS. RENTERÍA.

THANK YOU.

ONE OF THE THINGS I HAD.

I DID HAVE A QUESTION ON THE HEELS OF WHAT MISS TIMME HAD ASKED.

IF YOU COULD CLARIFY, AND I THINK DOCTOR GOODSON DID THIS.

LIKE, IF THERE'S A TEACHER THAT WAS HIRED THROUGH THE ESSER FUNDS, AND YOU JUST EXPLAINED HOW THAT'S TEMPORARY.

BUT IF I'M LIKE A BILINGUAL TEACHER, RIGHT.

SO I HAVE A CERTAIN MAYBE I WAS RECEIVING A CERTAIN STIPEND.

AND SO NOW, LIKE WE WERE SAYING, I'LL HAVE THAT OPPORTUNITY TO INTERVIEW, GET ANOTHER POSITION, BUT LET'S SAY I'M NOT GOING TO BE ANY LONGER IN A BILINGUAL CLASSROOM.

HOW DOES THAT AFFECT MY PAY AS A TEACHER? THANK YOU. YES, IT'S REALLY LOUD.

IF THEY ARE IN A DIFFERENT ASSIGNMENT THAT THEY CHOOSE TO GO INTO THAT WHERE THEY WOULD NOT BE ELIGIBLE FOR THE SAME STIPEND, THEN THEY WOULD EXPECT TO SEE THAT CHANGE.

[02:05:04]

IT GIVES THEM A YEAR TO CONSIDER OTHER POSSIBILITIES, POSSIBLY INTERVIEW FOR AN ACTUAL BILINGUAL POSITION SO THAT THE STIPEND WILL STAY IN PLACE.

SO IT REALLY DEPENDS ON THEIR CHOICE.

WHAT WE COMMIT TO THEM IS THAT YOU DO HAVE A POSITION IF YOU CHOOSE TO STAY, IF YOU HAVE A SATISFACTORY APPRAISAL, IF YOU GET A CONTRACT RECOMMENDATION FOR THE NEXT YEAR.

SORRY, I GOT TO BE HR GUY THERE.

YEAH. THAT'S OKAY, I GOT YOU.

BUT KNOWING THAT WE DO HAVE THE TURNOVER THAT WE HAVE, THERE WILL BE A SPOT.

AND THEN BY SUSTAINING THAT FOR A YEAR, BRIDGING THAT FOR A YEAR, AGAIN, TURNOVER HAPPENING AGAIN, WE SHOULD HAVE A SPOT THAT BETTER ALIGNS WITH THE POSITION THAT THEY WERE IN. OKAY.

THANK YOU FOR THAT. AND THEN I DID HAVE A QUESTION ALSO ON THE SAME PAGE, PAGE TEN.

WE TALKED ABOUT THE CRISIS COUNSELORS IS THAT THERE WAS FOUR.

IS THAT CORRECT FOR THE CAMPUS? YES, MA'AM. SO CAN YOU GIVE A LITTLE BIT MORE CLARITY ON WHAT THAT MEANS? SURE. SO CURRENTLY, ALL FOUR OF OUR HIGH SCHOOLS HAVE A CRISIS COUNSELOR THAT IS A PART OF AN ALLOCATED POSITION.

WHEN WE RETURNED FROM COVID AGAIN, WE HAD A LOT OF STUDENTS WHO JUST CAME BACK AND EXPERIENCED LOTS OF DIFFERENT EXPERIENCES FROM ISOLATION, LEARNING FROM HOME AND JUST NEEDED A LOT OF SUPPORTS.

AND SO WE DID IDENTIFY FOUR ALLOCATIONS FROM ESSER FUNDING, WHERE WE PROVIDED ADDITIONAL CRISIS COUNSELOR SUPPORT AT THE JUNIOR HIGH LEVEL.

SO BEFORE COVID, BEFORE ESSER FUNDING, WE HAD A POINT FIVE CRISIS COUNSELOR THAT SPLIT BETWEEN CAMPUSES.

WITH THE ESSER FUNDING, WE WERE ABLE TO GIVE EACH JUNIOR HIGH A CRISIS COUNSELOR.

NOW, I CAN TELL YOU, EVEN TODAY DOCTOR GIBBONS AND OUR TEAM WERE LOOKING AT OUR CURRENT NUMBER OF COUNSELING ALLOCATIONS AND IDENTIFYING, FOR EXAMPLE, IF WE SEE A REDUCTION OF STUDENT ENROLLMENT AT ELEMENTARY LEVEL OR, AND MAYBE AT A HIGH SCHOOL, YOU KNOW, JUST ARE THERE OPPORTUNITIES TO REPURPOSE COUNSELING ALLOCATIONS SO THAT WE CAN KEEP THESE FULL TIME? WE HAVE THEM ON HERE BECAUSE RIGHT NOW WE'VE NOT BEEN ABLE TO IDENTIFY YET HOW WE CAN CONTINUE THAT STAFFING.

BUT WE ALL AND OUR JUNIOR HIGH PRINCIPALS FOR SURE HAVE EXPRESSED A HOPE THAT THEY CAN KEEP THAT FULL TIME CRISIS COUNSELOR.

ABSOLUTELY. AND I DEFINITELY AGREE WITH THAT.

I THINK MY LAST QUESTION IS JUST I HAD A QUESTION, MR. PATE, LIKE WHEN YOU TALKED ABOUT MANAGING THE PROPERTY INSURANCE AND ALL THE NUMBERS AND THE INCREASE HOW DO WE GO ABOUT WITH INSURANCE? BECAUSE I'M THINKING, LIKE, AS A HOMEOWNER, WE HAVE THAT OPPORTUNITY TO SHOP AROUND, RIGHT? AND SAY, HEY, YOU KNOW WHAT? THIS IS WAY TOO HIGH.

LET ME SHOP AROUND.

WHAT'S THE PROCESS IN, YOU KNOW, WHEN WE'RE TALKING ABOUT THESE NUMBERS.

SO WE WORK WITH OUR INSURANCE BROKER AND OUR SITUATION IS WE DON'T JUST GO TO IT'S NOT JUST A ONE COMPANY SITUATION.

OUR BROKER HELPS US, AND WE, NO ONE INSURANCE COMPANY WILL INSURE THE ENTIRE DISTRICT. AND SO IT IS KIND OF A RISK POOL THAT IS CREATED TO INSURE US.

AND THIS IS COMMON FOR ALL OF THE SCHOOL DISTRICTS IN THE STATE.

SO AGAIN, PROPERTY INSURANCE IS ONE OF THE TOPICS THAT THE TASBO CONFERENCE A WEEK BEFORE LAST IN HOUSTON.

AND JUST THE STRUGGLE TO FIND EVEN A POOL OF 20 OR 30 INSURANCE COMPANIES THAT ARE THAT YOU CAN SPREAD THE RISK OVER TO DO OUR WORK.

AND I CAN'T REMEMBER OUR EXACT NUMBER, BUT IT'S IN THAT 20 TO 30 RANGE IS ACTUALLY THE POOL SIZE FOR THE INSURANCE PROVIDER NETWORK FOR US.

AND IT'S A CHALLENGE.

AND SO WE'RE CONTINUING TO TRY TO LOOK AT THAT.

SOME OF THOSE COMPANIES THAT WE'VE THAT HAVE BEEN PART OF OUR POOL IN THE PAST ARE NO LONGER EVEN UNDERWRITING PROPERTY INSURANCE IN THIS PART OF THE COUNTRY.

THANK YOU FOR THAT.

THANK YOU. ALL RIGHT.

THANK YOU. MS. RENTERÍA. I THINK I SAW MS. MCGOWAN'S HAND UP.

THANK YOU FOR THE PRESENTATION.

CAN YOU TELL ME, LIKE, WHAT'S OTHER PROFESSIONAL WHAT'S IN THAT CATEGORY? THOSE FOR EXAMPLE, MIGHT BE POSITIONS.

MR. HALL HAS DONE SOME PHENOMENAL WORK AROUND REDESIGNING OUR TECHNOLOGY SUPPORT.

AND SO LOOKING AT OUR CAMPUS, OUR ELEMENTARY CAMPUS LAB MANAGERS AND REALLY REDESIGNING THEIR ROLE TO BECOME MORE TECHNICIANS.

AND SO THAT IS ALLOWING US TO BE MORE EFFICIENT ALSO HAVE FEWER INDIVIDUALS THAT WE'RE ABLE TO PROVIDE A HIGHER LEVEL OF TRAINING AND A LITTLE BIT OF A HIGHER LEVEL OF COMPENSATION SO WE CAN RETAIN THEM AT A HIGHER LEVEL.

THEY MAY BE SPLITTING BETWEEN MULTIPLE CAMPUSES.

BUT WE DID THAT PILOT THIS YEAR IN THE RICHARDSON LEARNING COMMUNITY, AND WE HAVE

[02:10:01]

AND SO WE'LL BE IMPLEMENTING IT IN THE OTHER THREE.

SO IT'S A COST SAVINGS.

IT BENEFITS THOSE EMPLOYEES THAT MOVE INTO THAT TECHNICIAN ROLE BECAUSE IT'S A HIGHER LEVEL OF COMPENSATION.

AND WE'RE PROVIDING THEM BETTER TRAINING AND BETTER SUPPORT.

OKAY. THANK YOU FOR THAT.

PIGGYBACKING AGAIN OFF OF ESSER FUNDS.

HOW HAVE WE, LIKE HOW HAVE OUR SCHOOLS PREPARED FOR THIS? I GUESS THIS DROP IN INTERVENTIONIST, I KNOW SOME OF THE PTAS DO SOME FUNDRAISERS, AND THEY FUND SPECIALISTS TO COME IN AND HELP.

HOW ARE WE PREPARING FOR THIS AND HELP THE KIDS? SURE. SO AT OUR TITLE CAMPUSES IT'S IMPORTANT TO REMEMBER THAT OUR OUR TITLE CAMPUSES RECEIVE A SIGNIFICANT AMOUNT OF ADDITIONAL FUNDING TO HELP SUPPORT STUDENT ACHIEVEMENT.

AND THOSE FUNDS REALLY ALL OF OUR TITLE CAMPUSES HAVE A PRETTY SIGNIFICANT DISCRETIONARY AMOUNT THAT THEY CAN USE SO THAT THEY CAN PROVIDE THAT ADDITIONAL ENRICHMENT OR INTERVENTION OPPORTUNITY FOR THEIR STUDENTS.

SO WE'LL REALLY BE WORKING WITH THE PRINCIPALS TO THINK STRATEGICALLY FOR 24-25, HOW THEY CAN USE THAT TITLE FUNDING.

IF THEY KNOW WHAT HAS WORKED WELL, THEN HOW DO THEY LOOK AT THEIR CURRENT ALLOCATION OF THOSE FUNDS AND CONTINUE TO DO THE THINGS THAT ARE HAVING THE MOST BANG FOR THE BUCK? HOW DO THEY DO THOSE THINGS MOVING FORWARD.

FOR OUR NON TITLE CAMPUSES THEY ARE ALSO LOOKING AT THEIR STAFFING.

THEY ARE HAVING CONVERSATIONS FOR EXAMPLE WITH THEIR PTAS AROUND FUNDRAISING OPPORTUNITIES TO CONTINUE SOME OF THOSE THINGS THAT THEY KNOW ARE WORKING.

OUR AREA SUPERINTENDENTS REALLY BEGAN THOSE CONVERSATIONS WITH PRINCIPALS IN THE FALL.

SO THAT AGAIN, THIS DIDN'T CATCH ANYONE BY SURPRISE.

THEY HAD VERY PROACTIVE PLANS IN PLACE FOR NEXT YEAR.

BUT IN THE END, IT'S NO MATTER WHAT, YOU KNOW, WE WOULD BE REMISS IF WE DIDN'T ACKNOWLEDGE AS A PRINCIPAL, YOU KNOW, EVERY HAND THAT I HAD AVAILABLE, I WAS GOING TO MAXIMIZE THEIR USE.

YOU KNOW, IT ALLOWED US TO DO, YOU KNOW, DEEP WORK.

I COULD MAYBE HAVE MY INTERVENTION GROUPS EVEN SMALLER.

I COULD ALSO MAYBE TARGET, HAVE MORE STUDENTS INVOLVED IN ENRICHMENT.

SO IT'S GOING TO BE AN ADJUSTMENT FOR OUR CAMPUSES.

BUT WE'VE BEEN VERY PROACTIVE IN HAVING THOSE CONVERSATIONS EARLY SO THAT NOW WE'RE NOT WAITING UNTIL THE SUMMER TO BE THINKING ABOUT IT.

RIGHT. SO AS FAR AS THE TITLE ONE, CAMPUSES THAT CAN'T AFFORD TO DO THESE FUNDRAISERS TO SERVE THEIR STUDENTS, WE ARE MAKING SURE THAT THERE'S AN EQUITABLE AMOUNT OF INTERVENTIONIST ACROSS THE DISTRICT.

YES. THEY HAVE SIGNIFICANT FEDERAL TITLE ONE DOLLARS THAT THEY CAN USE TO HELP FILL THAT NEED. OKAY.

LAST QUESTION IS JUST THE WORKER'S COMP PIECE, THAT ADJUSTMENT IN THE BALANCE THAT WE'RE HAVING THIS DECLINE IN, THAT'S NOT GOING TO AFFECT OUR TEACHERS PAY.

RIGHT. LIKE THEY'RE NOT HAVING TO CONTRIBUTE ANYTHING TOWARDS THAT.

NO. THAT IS ONLY A PAYROLL EXPENSE THAT THE DISTRICT INCURS THAT DOES NOT COME OUT OF THE EMPLOYEE'S PAY. THANK YOU FOR ASKING THAT.

I DID NOT CLARIFY THAT.

THAT IS JUST PART OF THE BURDEN, THE OVERHEAD BURDEN FOR HAVING AN EMPLOYEE.

JUST LIKE UNEMPLOYMENT TAX AND STUFF LIKE THAT THAT WE PAY.

THANK YOU, MS. MCGOWAN.

MR. POTEET? YES.

THANK YOU. THANKS FOR THE PRESENTATION, MR. PATE. JUST SO I UNDERSTAND, I KNOW WE KEEP BOUNCING BACK TO ESSER POSITIONS.

WE STARTED GETTING ESSER IN WHAT YEAR WAS IT? 21 OR.

I THINK. I THINK WE STARTED GETTING ESSER FUNDING IN 2020 TOWARDS I WANT TO SAY PROBABLY AROUND MAY OF 2020, IF I REMEMBER CORRECTLY.

MOST OF THESE ESSER ROLES THAT WE IDENTIFIED AND PROGRAMED IN, IT HASN'T BEEN LIKE THEY WEREN'T ALL DONE AT THE START AND THEN CARRIED THROUGH FOR THE LAST FOUR YEARS.

IT WAS DYNAMIC, RIGHT? COMING AND GOING AND IDENTIFYING PEOPLE TO FILL THEM AND MOVING THE ROLES AROUND.

OKAY, OKAY.

I'M JUST AS WE TALK ABOUT NOW, WE'RE MOVING OUT OF THOSE ROLES.

I'M KIND OF TRYING TO GET A FEEL FOR HOW THOSE PEOPLE HAVE BEEN IMPACTING THE DISTRICT, AND IT'S VARIED, I THINK, OVER THE LAST FOUR YEARS IS MY POINT.

I THINK SECOND QUESTION OR COMMENT ON THE APPRAISAL RATES BEING REDONE.

I THINK IT'S DROPPING SINCE TWO YEARS AGO.

IT'S BEEN DROPPING.

DO YOU GET A SENSE IS THAT BASED ON THE REAL ESTATE MARKET THAT WHEN IT'S KIND OF THE HOTTEST, THEY NEED TO BECAUSE OF THAT SWING, THAT 10% SWING, THEY NEED TO GO OUT AND GET A WIDER SWATH OF REASSESSMENTS OR.

YES, SIR.

IT HAS TO DO WITH JUST, AGAIN, HOW MUCH OF THE PROPERTY IN THE DISTRICT IS ABOVE OR

[02:15:03]

AND WE DO SEE IT SWING, AS YOU KNOW, AS YOU SAID, WHEN THE MARKET'S HOTTER, THINGS GET THE APPRAISAL, THE APPRAISED VALUE GETS OUT OF THE BOUNDS THAT THEY ANTICIPATE.

AND SO THEY END UP REAPPRAISING MORE PROPERTY IN THE DISTRICT.

SO THAT MAY BE A SIGN THAT THAT'S SLOWING DOWN A LITTLE BIT, POTENTIALLY BASED ON THEIR ACTION, NOT BASED ON THEIR ACTION, BUT AS A RESULT.

SO YEAH, THEIR ACTIONS INDICATE THAT, YES, THERE MAY BE A SLIGHT SLOWING DOWN IN THE PROPERTY IN THE VALUE INCREASES.

THANK YOU. THE UNDERFUNDING FOR SPED.

I KNOW YOU HAD MENTIONED FOR OUR SPED SERVICES THAT WE'VE GOT.

DO WE WITH THE REVENUE THAT WE GET FOR WORKING WITH OUR STUDENTS THAT ARE GETTING THOSE SERVICES, IS THAT IS THERE A LAG IN HOW WE GET THAT? I MEAN, NOW THAT WE HAVE AN UPTICK IN IDENTIFICATION BASED ON DYSLEXIA, IS THIS DIFFERENCE WHERE WE'RE UNDERFUNDED? IS THAT SOMETHING THAT WILL COME BACK AROUND OR WE'RE JUST UNDERFUNDED, PERIOD.

NO MATTER WHAT RATE OR HOW MANY STUDENTS WERE SERVICING, WE'RE JUST WAY UNDERFUNDED, OKAY? THERE IS NOT A LAG ASSOCIATED THAT WE'RE PAID THIS YEAR.

RATE OF PAY FOR THIS YEAR STUDENTS.

OKAY. IS THE WAY THAT WORKS NOW.

THE LAG DEFINITELY EXISTS ON THE SHARS SIDE AND IT'S ABOUT A TWO YEAR LAG WITH THAT.

IT'S IMPORTANT TO NOTE, FOR THOSE WHO ARE LISTENING AROUND OUR SPECIAL EDUCATION FUNDING THAT, YOU KNOW, WHEN WE IDENTIFY A STUDENT WITH SPECIAL EDUCATION NEEDS, WHAT SUPPORTS THEY REQUIRE ON A WIDE CONTINUUM, WE MAY HAVE STUDENTS WITH AN IEP THAT IT MIGHT BE RESOURCE SUPPORT, IT MAY BE SOME PULL OUT.

IT MAY BE SOME PUSH IN BY THAT SPECIAL EDUCATION CASE MANAGER.

YOU MIGHT NEED A DIAG TO DO THAT EVALUATION.

BUT THE LEVEL OF SUPPORT IS NOT AS COSTLY AS FOR EXAMPLE, A STUDENT WHO IS IDENTIFIED NEEDING THAT CENTRAL EDUCATION SPECIAL PROGRAM THAT WE'VE BEEN TALKING A LOT ABOUT IN WHICH IT MIGHT BE 5 OR 6 STUDENTS, BUT BECAUSE OF THE NEEDS OF THE STUDENTS, THEY HAVE ONE TEACHER AND TWO PARAPROFESSIONALS THAT ARE REALLY PROVIDING THAT INTENSIVE SUPPORTS.

AND SO WHEN YOU THINK ABOUT THAT CONTINUUM OF SERVICES, WHAT IT COSTS AT EVERY LEVEL OF THAT CONTINUUM THERE.

YEAH. THEY'RE NOT PROVIDING NEAR THE REVENUE THAT IT TAKES FOR US WHEN WE EXPEND ON EACH OF THOSE PROGRAMS. NOW, WE WOULD HAVE IT NO OTHER WAY.

AGAIN, WE'RE GOING TO PROVIDE THE NEEDS THAT OUR STUDENTS HAVE AND THAT WE'RE REQUIRED TO, WITHOUT A DOUBT.

BUT IT'S ANOTHER ILLUSTRATION OF WE'RE BEING ASKED TO DO MORE WITH LESS.

AND IT'S ALL KIND OF HITTING AT THE SAME TIME.

SURE. AND I THINK AFTER OUR SECURITY FUNDING FROM THE LAST LEGISLATIVE SESSION WHERE WE WERE UNDERFUNDED IN THAT WE WERE TOLD WHAT WE HAVE TO DO, BUT WE'RE NOT GOING TO COVER THE COST OF IT ENTIRELY.

I'VE KIND OF GOT A LITTLE SCAR TISSUE, I THINK, FROM THAT.

AND SO EVERY TIME I HEAR OF AN UNDERFUNDING, I START THE RED FLAG KIND OF GOES UP.

SO I THINK ONE OF THE THINGS AND I'LL SHOOT YOU A NOTE, BUT I'D LIKE TO GET KIND OF A LIST OF WHAT THE TOP ONES ARE.

WE ALWAYS MENTION THE SECURITY, BUT AND IT MAY BE MULTIPLE PAGES.

THAT'S GREAT. BUT I MEAN, THESE ARE GOOD FOR ME TO UNDERSTAND WHERE THAT DELTA IS ACROSS PROGRAMS IN THE WHOLE DISTRICT.

I'D LOVE TO KNOW. AND I'M LOOKING AT MISS MORRIS BECAUSE ALMOST GOING INTO EVERY LEGISLATIVE SESSION, THIS IS A CONVERSATION THAT SCHOOL DISTRICTS WILL HAVE WITH OUR LEGISLATORS OF IDENTIFYING WHAT OUR, YOU KNOW, WHETHER IT'S A NEW LEGISLATIVE MANDATE THAT HAS REQUIRED US TO INVEST MONEY AND NOT ENOUGH FUNDING WAS PROVIDED.

AND THEN OVER TIME, WHAT ARE ALL OF THESE DIFFERENT REQUIREMENTS THAT WE KNOW WE'RE NOT RECEIVING THE, MONEY THAT WE NEED TO FUND THOSE.

AND SO YES, WE WILL WE CAN PROVIDE YOU THAT LIST.

I MEAN, IN MY SIMPLE MIND, WHEN YOU START LOOKING AT DEFICIT PROJECTIONS AND YOU START LOOKING AT HOW DOES THAT TIE INTO OUR UNDERFUNDING AND IS THERE SOME CORRELATION THERE, WHICH I THINK THERE IS.

RIGHT. SO BUT I WANT TO BE ABLE TO SEE SOME NUMBERS JUST SO I CAN UNDERSTAND IT AND BE ABLE TO TALK THAT TO PUBLIC.

AND AS WE GO INTO A NEW SESSION THIS NEXT YEAR, AND I THINK ONE OF THE COMPLEX CONVERSATIONS FOR US TO ALL CONTINUE TO HAVE, BECAUSE AGAIN, THESE ARE NOT THESE ARE SUPPORTS THAT WE HAVE THE MORAL IMPERATIVE TO PROVIDE.

AND, YOU KNOW, WE IT IS PART OF WHO WE ARE AND WHAT WE WILL DO TO SUPPORT OUR STUDENTS.

IF YOU LOOK AT OUR STUDENTS THAT WE SUPPORT THROUGH MCKINNEY–VENTO YOU CAN SEE THAT THAT NUMBER HAS INCREASED TO OVER 4%.

AND PART OF THE REQUIREMENT WHEN THE LAW FOR MCKINNEY–VENTO STUDENTS WAS PROVIDED, ONE OF THE REQUIREMENTS THAT WE HAVE AS A DISTRICT IS THAT WE PROVIDE, YOU KNOW, DOOR TO DOOR

[02:20:05]

SO THEY BECAUSE OF THEIR HOMELESS STATUS, THEY MAY BE LIVING IN A COMMUNITY THAT IS TWO COMMUNITIES AWAY OR THREE COMMUNITIES AWAY.

AND BUT THEY STILL WANT TO KEEP THEIR ENROLLMENT IN THE DISTRICT.

AND AGAIN, WE WANT TO SERVICE THEM.

WE WANT THEM TO STAY YOU KNOW, AS PART OF RICHARDSON ISD.

BUT FINDING THAT DRIVER, PUTTING THEM ON THAT WHITE FLEET, GOING OUT THERE, PICKING THEM UP, BRINGING THEM TO THE DISTRICT, ALL OF THAT IS AT A COST.

AND BY NO MEANS ARE WE RECEIVING ADEQUATE FUNDING TO COVER THAT COST.

SO AGAIN, IT'S WE BELIEVE IN THAT.

WE IT'S OUR OBLIGATION AND IT IS SOMETHING WE WANT TO DO.

BUT AGAIN, IT SHOULD BE ADEQUATELY FUNDED.

AND THAT'S FEDERAL. RIGHT.

JUST THAT SPECIFIC MCKINNEY–VENTO THAT'S FEDERAL FUNDING OR IS THAT STATE? THAT'S STATE. YES.

IT'S A LEGISLATIVE YES.

NO. THAT'S THESE ARE ALL EXAMPLES THAT I'D LIKE TO JUST COBBLE TOGETHER INTO A KIND OF TALKING POINTS, BECAUSE I THINK IT'S AN IMPORTANT TOPIC.

SO THANK YOU. THAT'S ALL I'VE GOT.

THANK YOU, MR. POTEET.

MISS PACHECO. OKAY.

THANK YOU FOR YOUR PRESENTATION, MR. PATE. AND TO PIGGYBACK A LITTLE BIT ON MR. POTEET'S COMMENTARY WE SEE ON SLIDE SEVEN THAT OUR STUDENT NEEDS HAVE INCREASED EVEN THOUGH THE POPULATION OF STUDENTS HAS DECREASED.

RIGHT. AND I THINK WE'VE ALL TALKED ABOUT THE COMMITMENT THAT THE DISTRICT HAS TO PROVIDING THE SERVICES TO ALL OF THESE STUDENTS EVEN THOUGH THEY'RE UNDERFUNDED BY THE STATE. CAN YOU JUST KIND OF EXPLAIN A LITTLE BIT TO US WHERE THESE SERVICES COME FROM? LIKE WHERE ARE THE PEOPLE BASED? LIKE, ARE THEY CENTRAL? ARE THEY CAMPUS? AND HOW COME WE STILL NEED THAT STAFF TO PAY THEM TO PROVIDE THESE SERVICES? SURE. SO AGAIN, IF YOU LOOK AT 2024, YOU KNOW, EVEN THOUGH WE ARE SEEING A SLIGHT ENROLLMENT DECLINE THE NUMBER OF STUDENTS WHO REQUIRE MORE INTENSE SUPPORT AND SERVICES, THAT'S THE NUMBER THAT IS INCREASING.

AND SO THE MAJORITY OF OUR STAFF THAT IS SUPPORTING THESE SPECIAL PROGRAMS ARE ON CAMPUS. SO WHETHER AGAIN, YOU'VE HAD AN OPPORTUNITY EARLIER THIS YEAR TO HEAR FROM OUR REFUGEE SERVICES DEPARTMENT, WHILE THERE ARE A COUPLE OF POSITIONS AND THOSE ARE GRANT FUNDED THAT ARE AT THE CENTRAL LEVEL, THE MAJORITY OF OUR SUPPORT FOR OUR REFUGEE SERVICES IS HAPPENING AT THE GROUND ON THE CAMPUS LEVEL.

SPECIAL EDUCATION, IT'S A LITTLE BIT OF A COMBINATION OF BOTH.

SO, FOR EXAMPLE, WE HAVE DIAGNOSTICIANS AND LSSPS THAT DO THE FULL EVALUATIONS.

THOSE ARE DEPLOYED AT THE DISTRICT LEVEL BECAUSE THEY'RE NOT ASSIGNED TO ONE CAMPUS.

THEY ARE DEPLOYED BASED UPON NEED FOR THE EVALUATION.

BUT THEN YOU ACTUALLY HAVE THE CAMPUS STAFF, WHETHER IT IS THE CASE, SPECIAL EDUCATION CASE MANAGERS, IT MIGHT BE THE TEACHERS PROVIDING DYSLEXIA SERVICES, IT MIGHT BE THE CLASSROOM PARAPROFESSIONALS THAT ARE SUPPORTING THE SPECIAL EDUCATION NEEDS OF THOSE STUDENTS.

IF YOU'RE LOOKING AT SUPPORTING OUR MCKINNEY–VENTO AGAIN, IT'S A LITTLE BIT OF A COMBINATION BECAUSE WE'RE PROVIDING KIND OF THAT DOOR TO DOOR SERVICE.

WE LORI SHAW LEADS OUR HOMELESS AND OUR MCKINNEY–VENTO SUPPORT PROGRAMS THAT'S ALSO GRANT FUNDED. SO WE HAVE A COUPLE OF CENTRAL POSITIONS THAT HELP CONNECT THEM WITH SOCIAL WORK AND OTHER COMMUNITY OUTREACH PROGRAMS TO ENSURE THAT THEY HAVE THE SUPPORT THAT THEY NEED. BUT THEN WE HAVE CAMPUS STAFF, YOU KNOW, SUCH AS OUR COUNSELORS.

THAT'S WHERE OUR CRISIS COUNSELORS DO A TREMENDOUS AMOUNT OF WORK BECAUSE OUR STUDENTS WHO YOU KNOW, ARE HOMELESS, OFTEN ARE EXPERIENCING TRAUMA AS A RESULT OF THAT.

AND SO THEY'RE PROVIDING SOME OF THAT SOCIAL EMOTIONAL SUPPORT.

SO REALLY, IT'S KIND OF A COMBINATION OF BOTH.

SPECIAL EDUCATION, EMERGING BILINGUAL, THAT'S REALLY INTENSE AT THE CAMPUS LEVEL.

THOSE ARE OUR BILINGUAL TEACHERS, OUR BILINGUAL COUNSELORS.

THAT IS REALLY ALMOST ALL DONE AT THE CAMPUS LEVEL.

THANK YOU. AND JUST ONE LAST THING.

JUST TO CLARIFY BECAUSE OF THESE SPECIAL PROGRAMS AND THE DIFFERENT NEEDS DOES THE DISTRICT EVER THINK OF, YOU KNOW, DO WE REDUCE THOSE COSTS IN ANY WAY? I WILL TELL YOU, WE ALWAYS LOOK AT OPPORTUNITIES FOR EFFICIENCY.

NOW, WHAT WE WILL NEVER COMPROMISE IS MEETING THE NEEDS OF OUR STUDENTS.

BUT DO WE HAVE AN OPPORTUNITY? YOU KNOW, WE WILL LOOK AT OUR CASE MANAGER LOADS.

WE WILL LOOK AT. RIGHT NOW WE'RE DOING A DEEP DIVE IN HELPING OUR HIGH SCHOOL PRINCIPALS LOOK AT THEIR MASTER SCHEDULES.

THE MASTER SCHEDULE OF A HIGH SCHOOL IS INCREDIBLY COMPLEX.

WHEN YOU'RE TRYING TO MEET THE NEEDS OF ALL OF THESE PATHWAYS, YOU WANT STUDENTS TO HIT THEIR CCMR INDICATOR.

YOU ALSO HAVE FINE ARTS AND ATHLETICS, AND YOU HAVE WHAT WE CALL SINGLETONS WHEN, YOU KNOW, COUNTRY WESTERN DANCE IS ONLY OFFERED THIS PERIOD AND FRESHMAN TRACK IS ONLY OFFERED THAT PERIOD. AND SO TRYING TO CREATE A MASTER SCHEDULE THAT IS AS EFFICIENT AS POSSIBLE. YOU MAY HAVE AN, YOU KNOW, AP ENVIRONMENTAL SYSTEMS CLASS, AND IT HAS 32

[02:25:05]

SO WHAT PERIOD DO YOU PUT IT IN TO TRY TO GET AS MANY OF THOSE STUDENTS IN THAT CLASS AS POSSIBLE. SO WE ARE CURRENTLY USING A SYSTEM TO HELP US BECOME MORE EFFICIENT.

AND THROUGH THAT WE THINK WE CAN CREATE MORE EFFICIENCIES WITH OUR RESOURCE TEACHERS AT THE HIGH SCHOOL LEVEL AS WELL, WHICH WOULD ALLOW US TO POTENTIALLY DEPLOY THOSE RESOURCE TEACHERS AT THE ELEMENTARY LEVEL WHERE WE ARE SEEING A SIGNIFICANT NEED.

SO THAT, AGAIN, WE WILL NEVER SACRIFICE SUPPORTING THE NEEDS OF OUR STUDENTS.

BUT WE ARE ALWAYS LOOKING AT OPPORTUNITIES TO BE MORE EFFICIENT, TO STRETCH OUR CURRENT SYSTEMS AND PROCESSES WITHOUT SACRIFICING MEETING THE NEEDS OF KIDS.

THANK YOU, MISS BRANUM.

I APPRECIATE THAT, AND I'M THANKFUL THAT YOU DON'T SACRIFICE THE NEEDS OF OUR KIDS AND ALL OF THE EVEN MORE NEEDS THAT WE HAVE FOR OUR STUDENTS, SO I APPRECIATE THAT.

THANKS. THANK YOU, MISS PACHECO.

ANY ADDITIONAL QUESTIONS? COMMENTS? MISS TIMME.

I'M SORRY, I DO HAVE ONE MORE BECAUSE IT JUST CAME UP WHEN WE WERE TALKING.

I JUST THINK IT'S IMPORTANT.

I WANT TO CONFIRM FOR A COUPLE OF FACTS, JUST AS FAR AS WHEN WE'RE LOOKING FOR EFFICIENCIES, THAT ONE OF THE THINGS THAT I THINK THAT YOU GUYS HAVE BEEN COMMITTED TO AND I KNOW STILL WILL BE, BUT I JUST WANT TO CONFIRM THAT WHEN WE'RE LOOKING FOR REDUCTIONS, WE'RE LOOKING FOR WAYS NOT TO IMPACT THE CLASSROOMS TO THE MAXIMUM EXTENT POSSIBLE. AND SO WHEN WE'RE LOOKING AT EFFICIENCIES, WE ARE LOOKING AT OTHER WAYS OTHER THAN DIRECTLY HITTING CLASSROOMS. CORRECT. 1,000%.

AND THEN ALSO TO ON CLASS SIZE, ESPECIALLY IN OUR ELEMENTARIES.

AS WE'RE LOOKING AT FINDING EFFICIENCIES THERE, WE ARE NOT LOOKING AT GOING OVER THE 22 TO 1 RATIO AND THE 28 TO 1.

NO, MA'AM. AGAIN, IF ESPECIALLY WHEN WE TALK ABOUT OUR KINDERGARTEN THROUGH FOURTH GRADE, IF A CLASSROOM IS AT 23 TO 1, OVER THAT 22 TO 1, IT'S BECAUSE THE PRINCIPAL AND THAT TEACHER HAD A CONVERSATION, AND THERE'S A REASON WHY THEY'RE GOING TO MAYBE AGREE TO HAVE ONE OVER. AND WE HAVE TO SUBMIT A WAIVER THAT COMES IN FRONT OF THE BOARD.

SO WE ARE COMMITTED TO THAT 22 TO 1, AGAIN, EVEN 28 TO 1 AT FIFTH AND SIXTH GRADE.

AGAIN, UNLESS THE PRINCIPAL AND THAT TEACHER HAVE A CRITICAL CONVERSATION THAT, YES, I'M WILLING TO HAVE ONE EXTRA STUDENT BECAUSE THEN THEY DON'T HAVE TO BE OVERFLOWED TO THE NEXT CAMPUS. I DO WANT TO SPEAK TO THAT.

AS A FORMER PRINCIPAL, WE WOULD HAVE KIDS WHO'D BEEN THERE LIKE KINDERGARTEN THROUGH FOURTH GRADE, AND THEY'RE COMING INTO THEIR FIFTH GRADE YEAR, AND FOR WHATEVER REASON, THEY MISSED THE FIRST DAY. SO WE'RE LOOKING AT OUR ENROLLMENT NUMBERS AND THEY COME BACK IN AND TO SEND THEM TO ANOTHER SCHOOL, WE WOULD SAY, YOU KNOW, YOU'VE BEEN HERE THE WHOLE TIME. WE WOULD TRY TO DO EVERYTHING WE COULD TO POTENTIALLY KEEP THE ONE EXTRA STUDENT, ESPECIALLY IF WE KNEW THAT OUR ENROLLMENT WOULD FLUCTUATE OVER TIME.

YES, MA'AM. AND SO IT IS THE CONTEXT OF THAT CHILD, THAT CLASSROOM AND THAT YOU GUYS TAKE INTO CONSIDERATION. CORRECT.

OKAY. THANK YOU.

ALL RIGHT. THANK YOU, MISS TIMME.

MISS MCGOWAN. SORRY, I'M ALMOST FINISHED.

SO JUST BECAUSE OF ALL THE CONVERSATION DOES THE STATE FUND ANY OF THE.

IS THERE ANY STATE FUNDING FOR MENTAL HEALTH FOR OUR STUDENTS? DO THEY? BECAUSE OF THE LOSS OF OUR WE'RE LOSING CRISIS COUNSELORS.

IS THERE ANY FUNDING FROM THE STATE THAT WE CAN PULL DOWN TO KEEP THOSE HERE? WE WORK TO APPLY FOR EVERY PRIVATE AND TEA GRANT AVAILABLE TO TRY TO ENRICH OUR MENTAL HEALTH SUPPORTS.

WE ARE WHAT WE'RE LOOKING AT, POTENTIALLY WITH THE REPURPOSING OF DOBIE, WITH THE COMMUNITY CENTER, WITH THE CITY OF DALLAS AND DALLAS COUNTY.

AGAIN, THAT THOSE KINDS OF OUTREACHES ARE A BIG PART OF WHAT WE'RE DOING TO TRY TO SUPPORT THAT GAP OF WHAT WE KNOW WE CAN PROVIDE AND WHAT OUR STUDENTS NEED.

DOCTOR GIBBONS, WOULD YOU ADD ANYTHING ELSE AROUND FUNDING FOR THOSE SUPPORTS? YES, MA'AM. THANK YOU.

WE DO. WE HAVE A LOT OF DIFFERENT RESOURCES AS FAR AS GRANTS GO.

WE JUST RECENTLY WERE AWARDED THE STRONGER CONNECTIONS GRANT, WHICH IS GOING TO BE HAVE A LOT OF FOCUS AROUND MENTAL HEALTH AND SUPPORTS.

WE'VE BEEN PARTNERING WITH MEADOWS BEHAVIORAL HEALTH.

WE HAVE A COUPLE OF OUTSIDE RESOURCES THAT WORK INDIVIDUALLY WITH SOME DIFFERENT CAMPUSES. SO AS FAR AS BUDGET OR FUNDING FROM THE STATE, THERE IS SOME ALLOCATED FOR THAT. BUT REALLY FOR US IT'S MORE OF A FOCUS ON OUTSIDE RESOURCES AND HOW WE CAN GAIN GRANTS FROM THEM.

OKAY ONE MORE QUESTION.

AND THIS IS IT AS FOR THE DIAGNOSTICIANS THAT WE HAVE THERE'S TWO THAT WE ARE LOSING.

HOW MANY DO WE HAVE TOTAL IN THE DISTRICT? RIGHT. OH, DIADS.

SORRY OUR DIAGNOSTICIANS.

GOTCHA. AND YEAH.

SO, ACTUALLY, DOCTOR GIBBONS, DO YOU KNOW THAT I DO NOT KNOW THE NUMBER OF DIAGNOSTICIANS WE HAVE OFF THE TOP OF MY HEAD.

I'M SORRY, I MAN, I WOULD I CAN FIND OUT FOR YOU IN JUST A.

[02:30:05]

I JUST WANT TO MAKE SURE THAT KIDS THAT WE DON'T HAVE A BACKLOG OF KIDS THAT ARE NOT, THAT WE'RE NOT CATCHING SOME OF THESE THINGS SO THAT WE ARE PULLING DOWN STATE FUNDED DOLLARS. WELL, I WILL TELL YOU THAT WE ARE WE HAD A MEETING TODAY IN WHICH WE WERE LOOKING AT, WELL, WE KNOW RIGHT NOW WE DON'T HAVE THE FUNDING IDENTIFIED TO CONTINUE WITH THOSE TWO DIADS POSITIONS.

WE KNOW WE HAVE TO.

SO AGAIN, WE ARE LOOKING AT CREATIVE OPTIONS.

WE ACTUALLY WE PROBABLY NEED TO ADD AROUND 11 TO 13 DIAGNOSTICIANS BASED UPON THE INCREASED CASELOAD.

AND SO AGAIN, PART OF OUR WORK THAT WE'RE DOING IS TRYING TO IDENTIFY WHERE SOME OTHER EFFICIENCIES SO WE CAN CREATE THE FTES NEEDED FOR THE DIAGNOSTICIANS.

IT'S HAVING THEM IN PLACE IDENTIFIES THINGS RIGHT WITH OUR STUDENTS THAT WILL PULL DOWN MORE FUNDS FROM THE STATE.

ABSOLUTELY. WELL, AND YES, AND ULTIMATELY WE'RE BY LAW IF WE SUSPECT A DISABILITY OR IF A PARENT REQUESTS, YOU KNOW, FOR AN IDENTIFICATION FOR TESTING, YOU KNOW, THERE ARE TIME LIMITS AVAILABLE, YOU KNOW, THAT WE'RE REQUIRED TO FOLLOW.

AND ULTIMATELY, WE WANT TO FIND THAT IDENTIFICATION AND START SERVING THAT STUDENT AS SOON AS POSSIBLE.

AND SO MAKING SURE THAT OUR CASELOADS FOR OUR DIAGNOSTICIANS ARE NOT SO GREAT THAT THEY'RE NOT ABLE TO GET THEM DONE IN A TIMELY BASIS, IS A REAL URGENT NEED FOR US.

AND SO THAT'S PART OF THE BUDGET WORK WE'RE DOING.

YOU HAVE THE NUMBER, DOCTOR GIBBONS.

WE'VE GOT ABOUT 41 DIAGNOSTICIANS.

THANK YOU. WELL, DON'T DIE TOO.

WITH THE DYSLEXIA COMING UNDER SPECIAL ED.

HAVE TO DO FULL AND INDIVIDUAL EVALUATIONS ON EVERYBODY WHO IS COMING IN.

SO THERE WILL BE A LARGE CASELOAD, ESPECIALLY OUT THE GATE.

AND THEN THEY'LL HAVE TO CONTINUE THAT CASE THAT THOSE FEES, AS THEY'RE CALLED EVERY THREE YEARS. SO THE AMOUNT OF TESTING, ADDING DYSLEXIA UNDER THE SPECIAL EDUCATION, DOES THAT NOT INCREASE THE WORKLOAD SIGNIFICANTLY SIGNIFICANTLY.

IS THAT IT? ALL RIGHT.

GOOD STUFF.

ANY ADDITIONAL QUESTIONS? COMMENTS FOR.

THANK YOU. ALL RIGHT.

YES. THANK YOU, THANK YOU, THANK YOU.

GREAT PRESENTATION. THANK YOU, THANK YOU.

OUR NEXT ITEM IS AN INFORMATION ITEM AND PRESENTATION REGARDING THE HUMAN RESOURCES

[IV.G. Human Resources Update]

LAST MONTH WE BROUGHT FORWARD AN UPDATE FOR YOU REALLY FOCUSED ON TEACHER COMPENSATION AND WHERE WE ARE WITH BEGINNING TEACHER COMPENSATION AND WHERE WE KNOW WE HAVE OUR BIGGEST OPPORTUNITY TO GAIN IS, YOU KNOW, WITH OUR TEN PLUS YEAR VETERAN TEACHERS.

WELL, WE ALSO KNOW AND AS WE HAVE BEEN SHARING IN OUR LISTENING TOURS, THAT OUR COMPETITION FOR STAFF DOES NOT JUST END WITH OUR TEACHERS.

AND REALLY, SINCE 2011 WHEN THERE WAS, FOR REALLY GREAT REASONS, A DECISION MADE TO FREEZE SALARIES ACROSS THE DISTRICT FOR TWO YEARS.

IF YOU REMEMBER, IN 2011, THAT WAS ANOTHER SIGNIFICANT TIME WHEN DISTRICTS WERE STRUGGLING WITH PUBLIC EDUCATION FUNDING.

THERE WAS A GENERAL RECESSION HAPPENING ACROSS THE UNITED STATES.

SO WE FROZE SALARIES WHILE ON THE HEELS OF THAT, AS A DISTRICT, WE HAVE JUST NOT CAUGHT UP IN A LOT OF DIFFERENT JOB CATEGORIES.

AND SO WE WANT TO BRING FORWARD SOME ADDITIONAL INFORMATION FOR THE BOARD.

WE KNOW WE CANNOT TARGET EVERYTHING EVEN THE ONES THAT WE'RE BRINGING FORWARD, THAT WE HAVE SOME CONCERNS THAT WE SEE A BIG VARIANCE.

WE KNOW WE PROBABLY CAN'T TARGET EVERYTHING IN YEAR ONE, BUT THEY NEED TO STAY ON OUR RADAR, AND THEY NEED TO STAY IN FRONT OF US AS A GOAL TO TARGET WHEN WE HAVE AN OPPORTUNITY TO DECREASE COMPENSATION FOR THESE KEY CATEGORIES, WE CONTINUE TO CLOSE THAT GAP. SO DOCTOR GOODSON, I'LL TURN IT OVER TO YOU TO PROVIDE THIS MONTH'S HR UPDATE. THANK YOU VERY MUCH.

AND GOOD EVENING, BOARD. I APPRECIATE THE TIME TO PROVIDE OUR ANNUAL HR UPDATE.

AS USUAL, I WANT TO START BY THANKING MY TEAM THAT I HAVE THE PLEASURE OF WORKING WITH. I'M VERY LUCKY BECAUSE WE HAVE A TEAM THAT TRULY CARES ABOUT PEOPLE.

THAT'S WHAT DRIVES US.

AND SO WHEN WE SEE THESE PHRASES UP HERE, I THINK FOR US AS A TEAM, IT RESONATES A LITTLE DIFFERENTLY BECAUSE IT'S PERSONAL.

WE ARE ALL OUR ENTIRE DEPARTMENT IS MADE UP OF FORMER RISD STUDENTS, CURRENT RISD PARENTS, FORMER RISD PARENTS.

WE HAVE PEOPLE WHO'VE BEEN IN THE DISTRICT FOR 15, 20, 30, 31 AND MANY, MANY YEARS.

AND SO FOR US, AS WE HAVE TO TACKLE SOME OF THE HR TYPE THINGS, WHETHER THAT'S RECRUITING OR SOME OF THE OTHER CONVERSATIONS THAT ARE NOT SO FUN, WE LOOK AT IT THROUGH THAT PARENT LENS AS WELL. SO WHEN WE SEE EVERY CHILD, I THINK, WHAT IF THAT WAS MY CHILD? IF I SEE EVERY LEADER, WHAT IF THAT WAS MY CHILD'S CAMPUS LEADER?

[02:35:02]

THERE IN THE BACK THERE HANGING ON.

AND I JUST WANTED TO SAY THANK YOU TO ALL OF THEM FOR WHAT THEY DO.

SO TONIGHT WE'LL JUST TALK A LITTLE BIT ABOUT A FEW THINGS.

WE'LL DEFINITELY COVER SOME OF THE COMPENSATION DISCUSSION THAT MS. BRANUM MENTIONED.

I DO WANT TO START WITH A LITTLE STRATEGIC PLAN, UPDATE A CONVERSATION ABOUT SOME OF THE PROGRESS AND THE FEEDBACK THAT WE'VE RECEIVED.

SHARE A FEW EMPLOYEE STATISTICS WITH YOU WITH THE DISTRICT SNAPSHOT, INCLUDING EXIT SURVEY TRENDS.

WE'LL TALK A LITTLE BIT ABOUT COMPENSATION BRIEFLY ABOUT PREMIUM BENEFITS AND RATES THAT ARE COMING UP.

AND THEN REALLY DIVE INTO SOME BENCHMARK ANALYSIS AND THEN FINALLY END WITH A CONVERSATION ABOUT TEACHER INCENTIVE ALLOTMENT AND NATIONAL BOARD CERTIFICATION.

SO JUST AS A REMINDER GOAL TWO OF OUR STRATEGIC PLAN IS STAFFING AND COMPENSATION.

RISD WILL REIMAGINE THE WAY WE RECRUIT AND RETAIN QUALITY STAFF THROUGH COMPREHENSIVE STRATEGIES. IT REALLY IS IN ADDITION TO THE NORTH STAR GOAL, WHAT DRIVES US AS A DEPARTMENT, WE UNDERSTAND WE WILL NEVER HAVE THAT TIME WHERE WE HAVE MADE IT.

THERE'S NOT REALLY A GOOD FINISH LINE FOR A GOAL LIKE THIS.

WE KNOW WE HAVE TO CONTINUALLY MAKE PROGRESS NO MATTER WHAT PROGRESS WE'VE MADE SO FAR.

THERE'S ALWAYS ANOTHER LEVEL FOR US TO REACH.

SO JUST AS A REMINDER, WE'VE TARGETED SEVERAL ITEMS AS PART OF THE STRATEGIC PLAN ITEMS THAT WERE DESIGNATED IN OUR YEAR ONE ACTION PLAN.

WE'VE TALKED ABOUT BRANDING AND REALLY ALIGNING OUR HR BRAND, IF YOU WILL, OUR RECRUITING EFFORTS WITH THE BRANDING OF THE DISTRICT.

AND WE'RE VERY HAPPY AND FORTUNATE TO GET TO WORK WITH OUR STRATEGY AND ENGAGEMENT DEPARTMENT TO ENSURE THAT WHEN WE GO OUT TO JOB FAIRS, YOU SEE A PICTURE THERE, ACTUALLY, THAT I TOOK YESTERDAY WHEN I WAS IN AUSTIN AT UT.

THE BRANDING STANDS OUT BECAUSE IT REPRESENTS WHO WE ARE AS A DISTRICT, AND IT'S ON POINT AND ON BRAND WITH EVERYTHING ELSE THAT ANYBODY WOULD SEE IF THEY GO TO ANY OTHER CAMPUS OR WEBSITE.

WE'VE ALSO FOCUSED ON EMPLOYEE BENEFITS OVER THE LAST SEVERAL YEARS, AS YOU'RE AWARE, WITH EMPLOYEE DAYCARES THAT HAVE OPENED UP TO HEALTH CARE CLINIC PARTNERED WITH RICHARDSON METHODIST, THE MENTAL WELLNESS CLINIC PARTNERED WITH TEXAS A&M COMMERCE AND ESPECIALLY THE ACCESS TO PAID MATERNITY AND PATERNITY AND BEREAVEMENT LEAVE.

THROUGH OUR SICK LEAVE BANK, WE STILL FOCUS ON OUR GROW YOUR OWN OPPORTUNITIES, OUR PATHWAYS FOR OUR CURRENT PARAPROFESSIONALS WHO WANT TO BECOME A TEACHER.

THEY ARE WORKING WITH DALLAS COLLEGE, PARTNERING WITH THE DISTRICT, AND WE STILL HAVE THOSE OTHER STRONG PARTNERSHIPS WITH DALLAS COLLEGE, WITH OUR TEACHER RESIDENCY, AND WITH A&M COMMERCE THROUGH OUR TCLAS GRANT, WITH OUR TEACHER RESIDENCY EFFORTS.

BECAUSE AS WE'VE SHARED BEFORE, THE PIPELINE IS NOT AS BOUNTIFUL AS IT USED TO BE.

AND SO WE KNOW WE HAVE TO TRY TO GET CREATIVE TO COME UP WITH ALTERNATE PLANS.

AND THEN WE'VE ALSO TRIED TO GROW IN TERMS OF PROVIDING SUPPORT FOR OUR NEW TEACHERS.

SO THERE'S A LOT TO NAVIGATE WHEN YOU'RE NEW TO A DISTRICT OR WHEN YOU'RE NEW TO THE PROFESSION. AND SO ONE ACTION THAT WE'VE WORKED ON IS TO ACTUALLY CREATE A NEW HIRE WEB PAGE.

SOMETIMES YOU MAY NOT REALIZE HOW TO LOG ON TO THE INTRANET.

SO WE WORK WITH STRATEGY AND ENGAGEMENT TO HAVE AN OUTWARD FACING PAGE FOR ANY NEW HIRE TO CLICK ON. AND JUST EVEN THE LAYOUT OF IT IS A LITTLE DIFFERENT TO HELP THEM FIND THINGS LIKE WHEN IS OUR START DATE OR END DATE? WHAT ABOUT MY PROFESSIONAL LEARNING REQUIREMENTS? OR WHO CAN I TALK TO? FOR TEACHING AND LEARNING SUPPORT? SO THAT'S JUST ANOTHER SNAPSHOT THERE.

AS PART OF THE DISTRICT PLANNING COMMITTEE, WE ALSO PROVIDE THAT UPDATE TO THE MEMBERS OF THE COMMITTEE AND THEN TRY TO GET SOME FEEDBACK FROM THEM AS WE SHARE SOME OF OUR CELEBRATIONS, SOME OF OUR PLANS THAT WE'RE STILL WORKING ON.

AND THIS IS JUST A SAMPLING OF SOME OF THE FEEDBACK THEY PROVIDED.

AND SO THE SUCCESSES THEY NOTED WERE, AGAIN, THE STRATIFIED RAISE THAT YOU APPROVED COMING INTO THIS SCHOOL YEAR FOR THE TEACHING STAFF, NOTING THAT IT STARTED AROUND THAT 5% AND CAPPED OUT AT THE 8%.

FOR TEACHERS WHO HAD MORE EXPERIENCE, THEY THOUGHT THAT WAS A VERY POSITIVE STRATEGY.

AND THEN ALSO FOCUSING ON ALL OF THE OTHER POSITIONS WHERE YOU MAY HAVE PROVIDED A LITTLE BIT MORE OF A PAY INCREASE FOR CUSTODIANS OR TRADE STAFF, BUT THEN ALSO MAKING SURE THAT EVERYONE WHO IS AN EMPLOYEE IN THE DISTRICT RECEIVES SOME TYPE OF PAY INCREASE COMING INTO THIS YEAR.

AGAIN, THE ACCESS TO THOSE ADDITIONAL LEAVE OPTIONS, EXPANDING TEACHER INCENTIVE ALLOTMENT. WE'LL TALK A LITTLE BIT MORE ABOUT THAT LATER.

AND THEN AGAIN, THE DAY CARE AND THE MENTAL HEALTH CLINIC.

SOME OF THE WONDERINGS THAT PEOPLE SHARED WITH US HAVE WE EXPLORED EMPLOYEE FITNESS OR PARTNERSHIPS WITH LOCAL GYMS, YOGA OR TRAINING AT THE MAC? KIND OF LIKE A CROSSFIT OPPORTUNITY.

WE HAVE LOOKED INTO THAT AND WE'RE STILL STUDYING IT BECAUSE A LOT OF THAT CAN COME DOWN TO SCHEDULING, AND A LOT OF THAT COULD JUST BE, OKAY.

CAN WE CONNECT WITH PEOPLE WHO CAN PROVIDE A REALLY GOOD DISCOUNT FOR EMPLOYEES WHO WANT TO START A FITNESS PROGRAM? HOW WILL WE DETERMINE IF WE ARE EVER CAUGHT UP WHEN AND IF WE'RE EVER CAUGHT UP WITH PEER DISTRICTS REGARDING COMPENSATION PACKAGES? IS THAT MEASURED BY VACANCIES, TURNOVER OR SOMETHING ELSE? AND THE ANSWER IS IT DEPENDS, BECAUSE JUST AS SOON AS WE FEEL LIKE WE'RE MAKING PROGRESS, ANOTHER DISTRICT WILL RAISE THE BAR AND CHANGE THE NUMBER, AND THEN WE'RE

[02:40:01]

SO EVERY STEP MATTERS.

THE STRATIFIED RAISE, FOR EXAMPLE, THE BENEFIT PACKAGES THAT YOU'VE APPROVED, IT DOES MAKE A DIFFERENCE.

BUT WE ALSO KNOW THAT WE HAVE SEVERAL DISTRICTS AROUND US THAT ARE DOING EXACTLY THE SAME THING. HOW DO I FIND THAT QUALITY PERSON AND HOW DO I KEEP THEM.

SO I DON'T KNOW IF WE WILL EVER BE CAUGHT UP, BUT I THINK WE'LL BE ABLE TO TARGET SPECIFIC AREAS WHERE WE HAVE MADE PROGRESS.

AND THEN, AS WE'VE HEARD FROM THE BUDGET STEERING COMMITTEE, TARGETING DIFFERENT OPPORTUNITIES TO FOCUS ON AS WE PRIORITIZE HOW WE GO INTO THE NEXT YEAR OF BUDGET DISCUSSIONS DO WE RECRUIT FROM OTHER COUNTRIES AND SUPPORT WITH GREEN CARD OR CITIZENSHIP? THAT'S DEFINITELY SOMETHING THAT WE CAN LOOK INTO.

AND THEN EVEN A REALLY GOOD EXAMPLE OF DO WE PROVIDE AN FAQ FOR STAFF ON THE INCENTIVES THAT WE ACTUALLY HAVE? BECAUSE AGAIN, FOR A LOT OF THE INCENTIVES, UNLESS I'M IN THAT BOAT, IF I AM NEEDING LEAVE DAYS, I MAY NOT KNOW EVERYTHING THAT'S AVAILABLE.

SO WE KIND OF LIKE THIS IDEA, ESPECIALLY WITH A GO TO PLACE WHERE WE CAN, WHERE AN EMPLOYEE CAN SAY, OKAY WHAT ACTUALLY IS OUT THERE, WHETHER IT'S THE LEAVE DAYS OR BEREAVEMENT OR ANYTHING ELSE.

SO WE REALLY APPRECIATED THAT FEEDBACK.

AGAIN, THAT COMMITTEE IS MADE UP OF A GROUP OF EMPLOYEES, COMMUNITY MEMBERS AND PARENTS AS WELL. SO IT REALLY WAS HELPFUL FOR US.

SO AS A DISTRICT SNAPSHOT, I SHARED THIS WITH YOU LAST YEAR.

AND AGAIN, IT'S JUST A DEMOGRAPHIC BREAKDOWN OF ALL EMPLOYEES ON THE LEFT SIDE AND TEACHERS THERE.

YOU'LL SEE THAT AGAIN.

PART OF WHAT WE EMBRACE AND CELEBRATE IS THE DIVERSITY NOT ONLY OF OUR STUDENT POPULATION, BUT OUR DISTRICT EMPLOYEE POPULATION.

THE GOAL IS STILL TO HAVE A MORE REPRESENTATIVE GROUP OF TEACHING STAFF, ESPECIALLY BECAUSE WHEN I'M A STUDENT AND I SEE SOMEONE AT THE HEAD OF THE CLASSROOM OR WALKING AROUND, WHEN I SEE SOMEONE WHO IS LIKE ME, I CONNECT IN A DIFFERENT WAY.

AND SO HAVING THAT REPRESENTATION DEFINITELY MATTERS.

SO THAT WILL ALWAYS BE A GOAL FOR US.

IT'S AN EFFORT THAT WE INCORPORATE AS WE LOOK AT OUR RECRUITING EFFORTS AS WELL.

AND YOU CAN SEE THAT FOR OUR TOTAL MINORITY STAFF, WE'RE AT 34.55%.

THE RIGHT SIDE, THE CHART ON THE RIGHT SIDE IS A BREAKDOWN OF THE YEARS OF EXPERIENCE.

AND AGAIN, WE'VE GOT A COLUMN FOR ALL EMPLOYEES AND A COLUMN FOR TEACHERS.

AND AS WE LOOKED AT IT LAST YEAR, THIS BREAKDOWN IS VERY SIMILAR THIS YEAR BY AND LARGE, WHEN IT COMES TO OUR EMPLOYEE AND TEACHING STAFF, THE MAJORITY ARE IN THEIR 0 TO 5 YEARS OF EXPERIENCE AND THE NUMBERS ARE A LITTLE BIT DIFFERENT THERE WITH 6 TO 10 AND 11 TO 20. AND THEN YOU CAN SEE THE RELATIVELY SMALLER NUMBER OF OR PERCENTAGE OF EMPLOYEES WITH 21 PLUS YEARS OF EXPERIENCE.

SORRY THE CLICKER IS.

OKAY. WE REGULARLY ANALYZE OUR EXIT SURVEY DATA.

THE EXIT SURVEY IS A VOLUNTARY SURVEY THAT WE ASK EMPLOYEES WHO ARE LEAVING TO COMPLETE TO GIVE US AN IDEA NOT ONLY ABOUT WHAT THEIR PLANS ARE, BUT THEN WHAT ARE SOME OF THE REASONS THAT YOU LEFT? YOU KNOW, ULTIMATELY, WHEN THEY'RE COMPLETING AN EXIT SURVEY, THERE'S NOT A WHOLE LOT WE CAN DO BECAUSE THEY'VE ALREADY RESIGNED OR HAD TO SEPARATE OR RETIRED OR SOMETHING LIKE THAT. BUT WE STILL THINK THERE'S VALUABLE DATA THERE, BECAUSE IF WE SEE TRENDS, PARTICULARLY AT A GIVEN CAMPUS OR A DEPARTMENT OR JUST DISTRICT WIDE, THAT'S SOMETHING FOR US TO DIG INTO AND THEN WORK WITH EITHER THE AREA SUPERINTENDENTS OR SENIOR STAFF TO GO, OKAY, WE'RE NOTICING SOMETHING HERE, AND THEN WHAT CAN WE DO TO ADDRESS IT? SO AS I SHARED WITH YOU LAST YEAR, THIS IS ANOTHER FOUR YEAR REVIEW IN TERMS OF OUR EXIT SURVEY DATA, THIS IS ALL EMPLOYEES.

THE NEXT SLIDE IS ALL TEACHERS.

SO YOU'LL SEE THE BREAKDOWN OF EXPERIENCE IN THE DISTRICT.

FOR THOSE WHO RESPONDED, THE BIGGEST GROUP OF RESPONDENTS WERE IN 3 TO 5 YEARS IN THE DISTRICT. THE NEXT HIGHEST GROUP WERE IN THEIR FIRST YEAR, AND THEN THE NEXT HIGHEST GROUP WERE IN THEIR SECOND YEAR.

AND WHEN THEY PROVIDED REASONS FOR LEAVING AND AGAIN, THIS IS STRICTLY VOLUNTARY.

THEY CAN CHOOSE DIFFERENT ITEMS OR THEY CAN PUT OTHER AND GIVE US A MORE DETAILED DESCRIPTION. SOMETIMES THEY MAY NOT PUT ANYTHING, BUT THE TOP FIVE REASONS THAT WE SAW OVER THIS FOUR YEAR PERIOD VERY SIMILAR TO WHAT I SHARED LAST YEAR.

POSITIONS CLOSER TO HOME, CAREER ADVANCEMENT, UNHAPPY WITH JOB RETIREMENT AND THEN GREATER COMPENSATION.

WHEN WE SWITCH TO THE TEACHER GROUPING, YOU'LL SEE THAT THE YEARS OF EXPERIENCE IN R ISD WERE BASICALLY WERE ACTUALLY THE SAME.

THE REASON FOR LEAVING CHANGED A LITTLE BIT.

YOU CAN SEE UNHAPPY WITH JOB, MOVED UP THE POSITION CLOSER TO HOME IS THE SAME.

AND THEN YOU SEE CAREER ADVANCEMENT MOVING OUT OF AREA AND THEIR REGULAR RETIREMENT.

SO SINCE WE'RE TALKING ABOUT THE TEACHER GROUP, WE ALSO WANTED TO SHOW KIND OF THE TEACHER TURNOVER TURNOVER NUMBER.

AND I'VE SHARED WITH YOU IN THE PAST THAT THE STATE VIEWS TURNOVER TEACHER TURNOVER THEIR CALCULATION IS A LITTLE DIFFERENT.

WE'RE NOT SAYING THAT IT'S WRONG OR BAD, IT'S JUST DIFFERENT.

WHAT THEY LOOK AT IS ANY PERSON WHO WAS IN THE TEACHER POSITION, THE PEIMS CODING 087, A

[02:45:01]

IF THEY LEFT THAT SPECIFIC TEACHING ROLE, THEY ARE CONSIDERED TEACHER TURNOVER.

WE VIEW THAT A LITTLE DIFFERENTLY BECAUSE THAT WOULD ALSO INCLUDE, FOR EXAMPLE, A TEACHER WHO BECAME AN INSTRUCTIONAL COACH OR BECAME A DIAGNOSTICIAN, OR BECAME A COUNSELOR OR A CAMPUS ADMINISTRATOR.

MAYBE THEY MOVED UP OR FINALLY ACHIEVED A GOAL OF THEIRS.

AND THEY'RE STILL IN THE DISTRICT, RIGHT? BUT TEA WOULD SAY THAT'S STILL TEACHER TURNOVER BECAUSE THAT PERSON IS NO LONGER IN THE CLASSROOM. SO THOSE NUMBERS ARE TYPICALLY A LITTLE BIT HIGHER.

THE NUMBER THAT WE'RE SHARING IS THE NUMBER THAT WE'VE CALCULATED, WHICH IS THESE ARE THE TEACHERS WHO ACTUALLY LEFT THE DISTRICT.

AND SO THEY'RE NOT THEY WERE NOT WITH US.

AND SO WE HAVE THE 21-22 NUMBER THAT WAS AT 17.1.

AND THEN AS WE CALCULATED THAT SAME NUMBER USING THAT SAME RATIONALE, WE WENT UP TO 17.4. AGAIN, ANY KIND OF AN INCREASE IS NOT WHAT WE'RE LOOKING FOR.

THE GOAL STILL HAS TO BE HOW DO WE KEEP OUR PEOPLE HERE, PARTICULARLY KNOWING THAT THE MAJORITY OF THOSE WHO HAVE LEFT WERE IN 3 TO 5 YEARS? WE NEVER GET TO CONTINUE THAT MOMENTUM AND HAVE THAT MORE SEASONED TEACHER IN THE CLASSROOM, WHICH IS PART OF WHAT WE SHARED WITH YOU IN OUR LAST MEETING.

SO AGAIN, THE TAPR REPORT IS ONLINE AND PEOPLE CAN TAKE A LOOK AT THAT.

WE ARE REALLY DOING OUR BEST TO FOCUS ON HOW CAN WE MINIMIZE THAT? MISS BRANUM, IT LOOKS LIKE, YOU THE ONLY THING I WAS JUST GOING TO JUST MENTION RIGHT HERE IS I'VE BEEN BEGINNING TO JUST PREVIEW FOR THE BOARD.

THAT IN APRIL AND MAY WE WILL BE BRINGING FORWARD SOME REALLY BOLD RECOMMENDATIONS AROUND ADDRESSING STUDENT BEHAVIOR AND STUDENT EXPECTATIONS IN THE CLASSROOM.

ONE OF THE NUMBER ONE THINGS THAT WE HEAR FROM TEACHERS YEAR OVER YEAR IS AROUND UNRULY STUDENTS AND THEIR ABILITY TO DISRUPT THE CLASSROOM.

AND SOMETIMES TEACHERS FEELING POWERLESS AROUND HOW DO I MAKE SURE THAT MY CLASSROOM IS A POSITIVE LEARNING ENVIRONMENT FOR ALL STUDENTS? AND WE HAVE BEEN WATCHING THAT FOR SEVERAL YEARS.

AND AGAIN, I HOPE YOU ALL KNOW I WILL OWN WHEN WE'RE DOING THINGS WELL AND WHEN WE'RE, YOU KNOW, NOT DOING WHAT WE NEED TO DO TO SEE THAT NUMBER GO IN THE RIGHT DIRECTION.

AND THAT IS SOMETHING WE'VE GOT TO CHANGE THE DIRECTION OF THAT.

AND WE KEEP HOPING EVERY YEAR THAT IT'S GOING TO GO DOWN.

BUT REALLY DOING SOME VERY SPECIFIC THINGS, CHANGING THE WAY THAT WE COMMUNICATE, CHANGING THE WAY THAT WE ASK FOR PARENTAL ENGAGEMENT AND PARENT SUPPORT, THE WAY THAT WE ADDRESS WHY STUDENTS ARE MAKING THE CHOICES THAT THEY ARE.

SO JUST KNOW THAT OUR TEAM IS WORKING ON THAT.

AND WE DO HAVE SOME REALLY STRONG RECOMMENDATIONS, BECAUSE BY FAR, WHEN I HAVE INFORMAL CONVERSATIONS WITH TEACHERS, WHEN TEACHERS ARE FRUSTRATED EVEN JUST IN THE MIDDLE OF THE YEAR ABOUT WHAT'S GOING ON, NINE TIMES OUT OF TEN, IT'S A CONVERSATION ANCHORED IN STUDENT BEHAVIOR.

SO WE REALLY KNOW THAT WE HAVE SOME REAL WORK TO DO HERE.

AND THAT WILL BE COMING IN APRIL AND MAY.

THANK YOU. I THINK SOMETHING ELSE, IF I COULD ADD, WE ALSO HEAR ABOUT THE THE NEED FOR MORE TIME TO PLAN AND TO REALLY NAVIGATE THE WORKLOAD THAT OUR TEACHERS HAVE.

AND THAT IS SOMETHING THAT WE HEAR CONSISTENTLY.

IN PREVIOUS YEARS WE DID THIS LAST YEAR AND WE'RE GOING TO DO THE SAME THING AGAIN, IS CONNECT WITH A SMALL GROUP OF FIRST YEAR TEACHERS WHO ARE NEW TO US.

SMALL FOCUS GROUP, JUST SO WE CAN KIND OF PROCESS THROUGH SOME OF THE THINGS THAT MISS BRANUM MENTIONED. BUT IT'S ALWAYS REALLY HELPFUL TO HEAR DIRECTLY FROM THE EMPLOYEE BECAUSE IT HELPS US HAVE MORE CONTEXT AROUND JUST EVEN THIS TYPE OF DATA.

SO WE KNOW OKAY, POSITION CLOSER TO HOME OR OTHER THINGS, BUT THERE'S NUANCE TO IT, SO THERE'S MORE TO IT AND WE WANT TO HEAR DIRECTLY FROM THEM.

SO I WANT TO GO AHEAD AND SWITCH GEARS AND GO INTO SOME OF THE COMPENSATION DISCUSSION THAT WE WE WANT TO HAVE WITH YOU.

BRIEFLY, WHEN IT COMES TO TRS PREMIUM BENEFITS AND THE RATES THAT WE GET, THERE'S NOT REALLY MUCH OF AN UPDATE, BUT WE'VE SHARED BEFORE, I BELIEVE MR. PATE AND MRS. BRANUM BOTH DID THAT.

THE TEA WILL LET US KNOW WHAT THOSE RATES ARE.

WE ARE HOPING THAT THEY WILL BE IN MAYBE IN APRIL OR MAY.

THAT'S ACTUALLY A REALLY GOOD WINDOW BECAUSE IT ALLOWS US AS A DISTRICT TO TAKE A LOOK AT WHAT ADJUSTMENTS WE NEED TO MAKE SO THAT WE CAN SHARE THAT WITH YOU AS PART OF THE 24-25 BUDGET CONVERSATION.

WE ARE VERY HOPEFUL THAT IT WILL NOT GO INTO JUNE BECAUSE THERE HAVE BEEN YEARS WHERE IT HAS GONE THAT LONG, BUT RIGHT NOW WE ANTICIPATE TO GET THAT INFORMATION EARLIER.

THE NEXT SEVERAL SLIDES ARE REALLY ABOUT ANALYZING AND COMPARING SOME OF OUR OTHER SALARY STRUCTURES TO THE DISTRICTS AROUND US AND JUST REALLY GETTING INTO SOME BENCHMARK COMPARISONS FOR THE PURPOSES OF THE NEXT SEVERAL SLIDES.

WHAT WE DID IS WE WORKED INTERNALLY TO COMPARE OUR POSTED SALARY RANGES FOR DIFFERENT POSITIONS.

AGAIN, WE SHARED WITH YOU LAST MEETING THE INFORMATION WITH TEACHERS AND THE BREAKDOWN OF ENTRY LEVEL OR FIVE, TEN, 15 YEARS.

[02:50:03]

WE COMPARED TO 11 OF OUR DISTRICTS THAT ARE AROUND US, THE ONES THAT YOU'VE HEARD BEFORE CARROLLTON, FARMERS BRANCH, DALLAS, FRISCO, ALLEN, MCKINNEY, MESQUITE, SOME OF THE SAME ONES. THOSE ARE THE DISTRICTS THAT WE WILL TYPICALLY HAVE TO COMPETE WITH WHEN IT COMES TO STAFF.

AND SO THAT'S WHY WE INCLUDED THEM IN THIS BENCHMARK COMPARISON.

SO WHAT WE HAVE HERE WE SELECTED SEVERAL POSITIONS WHERE FOR FROM AUXILIARY AND PARAPROFESSIONAL. YOU'VE HEARD ABOUT SOME OF THESE OVER THE LAST SEVERAL MEETINGS WHEN WE'VE HAD DISCUSSIONS ABOUT COMPENSATION.

AND ACROSS THE BOTTOM THERE YOU CAN SEE WE HAVE SPECIAL EDUCATION AIDE, WHETHER THAT'S THE HIGH NEEDS OR CENTRAL LEVEL AREA GENERAL RESOURCE.

WE INCLUDED EXECUTIVE ASSISTANT, SES.

AND THEN ON THE RIGHT SIDE, CUSTODIAL ELECTRICIAN AND SOME OF THOSE OTHER TRADE POSITIONS THAT WE'VE TALKED ABOUT.

AND WHAT WE DID IS WE LOOKED AT THOSE 11 DISTRICTS AND WE LOOKED AT WHAT THEY HAVE POSTED FOR THEIR ENTRY LEVEL OR, YOU KNOW, ZERO YEAR OF EXPERIENCE, NEW HIRE SALARY SCHEDULE. SO IF I WERE TO GO TO ANOTHER DISTRICT, THIS IS THE SALARY THAT THEY'RE SAYING I WOULD BE HIRED IN AT WITH NO EXPERIENCE.

AND THEN WE COMPARED THAT TO OUR SAME SALARY SCHEDULE FOR THOSE POSITIONS.

AND SO A FEW THINGS I WANT TO SHARE WITH YOU.

BLUE IS RISD AND THE MARKET, THE MARKET WITH THOSE.

THE AVERAGE MINIMUM FOR THOSE 11 DISTRICTS IS IN THE ORANGE.

AND SO AS YOU SEE FOR DEPENDING ON THE POSITION IN THIS CASE THE SPED AID AND THE CENTRAL HIGH NEEDS AREA, THE EXECUTIVE ASSISTANTS WERE LOWER THAN THE MARKET.

AGAIN, THIS IS JUST THAT ENTRY LEVEL SALARY.

ONE THING I KNOW, MISS HAYS IS LOOKING AT ME RIGHT NOW, AND I WANT TO REITERATE, I SHOULD HAVE PUT AN ASTERISK ON THESE POSITIONS ON THE FAR RIGHT SIDE.

AND YOU'VE HEARD MANY TIMES THE TRADE POSITIONS THAT WE HAVE REFERENCED THERE.

IT MIGHT LOOK LIKE, OKAY, EVERYTHING'S FINE BECAUSE IT'S RIGHT AT THE MARKET.

JUST REMEMBER, WE DON'T JUST COMPETE WITH SCHOOL DISTRICTS FOR HVAC, ELECTRICIAN, PLUMBER, AND EVEN CUSTODIAL.

WE COMPETE WITH THE BROADER INDUSTRY AND OTHER ORGANIZATIONS THAT ARE NOT SCHOOL DISTRICTS. SO THE DATA SET THAT WE PULLED FROM WAS JUST FROM SCHOOL DISTRICTS.

BUT DON'T LET THE CLOSENESS OF THOSE LINES FOOL YOU.

WE ARE STILL HURTING WHEN IT COMES TO THOSE POSITIONS, WHETHER IT'S ENTRY LEVEL OR THE EXPERIENCE LEVEL.

THIS NEXT SLIDE IS A LITTLE MORE TELLING.

SIMILAR TO THE TEACHER SALARY STRUCTURE, THIS IS THE POSTED MAXIMUM LEVEL FOR A NEW HIRE GOING INTO THESE POSITIONS.

AND YOU CAN SEE AGAIN THE ORANGE LINE ARE THOSE AVERAGE MAXIMUM RATES THAT THEY'VE POSTED FOR THESE POSITIONS.

AND THE BLUE LINE IS THE RICHARDSON ISD POSTED MAXIMUM RATE FOR THESE POSITIONS.

NOW THAT IS AN OPPORTUNITY THAT WE'VE TALKED ABOUT BEFORE.

I'M SEEING POSITIVE.

THIS IS AN OPPORTUNITY THAT WE'VE TALKED ABOUT BEFORE.

THE EXAMPLE WE GAVE YOU LAST MONTH OR LAST MEETING WAS REGARDING THE TEACHING STAFF.

BUT THIS AGAIN SHOWS YOU THAT IF I AM IN ONE OF THOSE POSITIONS AND I'M LOOKING IN ANOTHER DISTRICT AND I SEE THAT BIG FANCY NUMBER ON THE HIGH END, I'M GOING TO LOOK A LITTLE BIT LONGER. NOW AS A SEASONED HR PERSON AND MY TEAM WE CONNECT WITH OUR OTHER DISTRICTS JUST TO MAKE SURE WE'RE UNDERSTANDING THIS CORRECTLY.

IT'S IMPORTANT TO KNOW THAT JUST BECAUSE YOU HAVE THIS REALLY HIGH NUMBER POSTED ON THE MAXIMUM END, THAT DOES NOT NECESSARILY MEAN THAT A DISTRICT IS GOING TO BRING IN THAT NEW HIRE AT THE HIGHEST LEVEL, IF THAT MAKES SENSE.

SO IF I HAVE 15 YEARS OF EXPERIENCE AS AN EXECUTIVE ASSISTANT, IT DOESN'T NECESSARILY MEAN THAT I'M GOING TO GET THE MAX RATE THAT THE OTHER DISTRICT IS SHARING.

BUT REALISTICALLY SPEAKING, WE HAVE TO UNDERSTAND THAT THAT IS WHAT IS APPEALING TO A CURRENT EMPLOYEE.

THEY'RE GOING TO LOOK AT THAT BIGGER NUMBER AND THEN GO, WHAT IF? SO, WE HAVE SOME OPPORTUNITIES THERE.

THE OTHER THING I WANTED TO MENTION IS FOR MANY OF OUR NON TEACHER, COUNSELOR, LIBRARIAN OR NURSE POSITION THOSE NON TI TYPES, THE FULL SALARY RANGE IS MUCH NARROWER.

SO BETWEEN THE ENTRY LEVEL AND THEN WHAT WE CALL THE EXPERIENCE COMPETENCY LEVEL, THE RANGE IS NARROW.

AND THAT'S WHY THE MAX NUMBER IS SO FAR BELOW THE MAX NUMBER THAT OTHER DISTRICTS SHARE. AS OVER THE LAST SEVERAL YEARS AS BOARDS AND YOU HAVE APPROVED PAY INCREASES, THAT DID NOT AUTOMATICALLY TRANSLATE INTO RISE RAISING ALL OF THE SALARY STRUCTURES WITH THE PAY INCREASE.

PART OF THAT WAS BECAUSE WE WANTED TO BE SURE THAT THE CURRENT EMPLOYEES SAW ENOUGH OF A BUMP, THAT IT DIDN'T CAUSE WHAT WE WOULD CALL THAT COMPRESSION OF, OKAY, A NEW PERSON COMING IN, MAKING ALMOST AS MUCH.

AND SO THOSE SALARY SCALES STAYED THE SAME OVER THE LAST SEVERAL YEARS, WHILE THE PAY

[02:55:01]

AND AGAIN, OVER TIME, THIS IS KIND OF WHAT WE SEE.

NOW THERE HAVE BEEN INCREASES IF YOU APPROVE THEM, FOR EXAMPLE, LIKE YOU DID FOR THE CUSTODIAN, YOU APPROVED AN INCREASE TO ALL CUSTODIAL RATES.

SO SOME OF THOSE POSITIONS HAVE INCREASED OVER TIME.

BUT BY AND LARGE THE PAY SCALES FOR THOSE EMPLOYEE TYPES HAS NOT GONE UP.

SO THAT'S AUXILIARY THE MINIMUM AND THE MAXIMUM.

THIS NEXT SLIDE IS REALLY THE AVERAGE SALARIES THE ACTUAL SALARIES FOR PEOPLE IN THOSE POSITIONS. SO THIS IS A LITTLE MORE REPRESENTATIVE OF OKAY FOR THOSE 11 DISTRICTS THE AVERAGE SALARIES FOR PEOPLE IN THIS POSITION THAT'S THE ORANGE.

FOR RICHARDSON ISD THE AVERAGE SALARIES FOR PEOPLE IN THESE POSITIONS THAT'S THE BLUE.

SO AGAIN, THE GAP IS NOT AS WIDE.

BUT REMEMBER WE'RE NOT ONLY WORKING ON THE RETENTION, WE'RE WORKING ON THE RECRUITMENT AS WELL. SO THIS IS STILL IMPORTANT INFORMATION.

WE BELIEVE JUST SHOWING THAT OUR AVERAGE SALARIES ARE CLOSER TO THE MARKET.

BUT YOU'VE GOT TO LOOK AT THE RETENTION AND THE RECRUITMENT.

WE DID THE SAME ANALYSIS WITH A FEW PROFESSIONAL POSITIONS.

AND KEEP IN MIND, WE CAN CONDUCT THE SAME TYPE OF ANALYSIS WITH ANY OTHER POSITIONS.

BUT PART OF THE FEEDBACK FROM THE COMMUNITY BUDGET STEERING COMMITTEE WAS THEY WANTED US TO TAKE A LOOK AT DIFFERENT POSITIONS AND THEN DETERMINE, DO WE NEED TO BE MORE COMPETITIVE OR AGGRESSIVE, IF YOU WILL, WITH CERTAIN POSITIONS AS WE LOOK AT BUDGETING, OR MAYBE WE DON'T NEED TO BE AS COMPETITIVE FOR OTHERS.

WE STILL THINK IT'S IMPORTANT TO JUST KIND OF TAKE A LOOK AT THE BIG PICTURE.

SO ACROSS THE BOTTOM YOU'LL SEE WE TOOK A LOOK AT DIAGNOSTICIANS, SPEECH LANGUAGE PATHOLOGISTS, ASSISTANT PRINCIPALS AT ALL LEVELS AND PRINCIPALS AT ALL LEVELS.

AND AGAIN, THE MINIMUM POSTED RATE FOR A NEW HIRE PRETTY CLOSE ON THE LESS EXPERIENCED END. THEN THE GAP WIDENS AGAIN.

WHEN WE LOOK AT THE 11 DISTRICTS, THEIR AVERAGE MAXIMUM PAY RATE FOR THOSE POSITIONS COMPARED TO OURS.

AND I THINK THIS CONVERSATION IS REALLY IMPORTANT FOR US TO HAVE, BECAUSE FIRST AND FOREMOST, WE WANT TO RETAIN OUR STAFF.

WE DON'T WANT TO HAVE TO LOOK AND RECRUIT FOR NEW STAFF.

WE WANT TO RETAIN WHO WE HAVE.

BUT WE ALSO KNOW THAT THERE IS EVERY YEAR WE'RE GOING TO HAVE TO RECRUIT NEW STAFF MEMBERS AT SOME LEVEL, WHETHER IT'S THROUGH RETIREMENT, YOU KNOW, ATTRITION, OTHER AREAS.

AND SO WHEN A CANDIDATE ULTIMATELY IS LOOKING ON OUR WEBSITE AND THEY'RE LOOKING AT OUR PAY STRUCTURE IF THEY SEE THAT THERE IS SUCH A GAP BETWEEN WHAT I CAN GET IN, ESPECIALLY IF I HAVE EXPERIENCE, WHICH IS INVALUABLE.

WHEN IF I HAVE EXPERIENCE AND I LOOK AT RICHARDSON ISD'S PAY SCALE AND I HAVE EXPERIENCE, WHY AM I GOING TO GO TO RICHARDSON WHEN MY PAY SCALE SAYS I'M GOING TO GET SO MUCH LESS, AND I MAY EVEN HAVE TO TAKE A PAY CUT TO COME TO RICHARDSON VERSUS MAYBE THE CURRENT DISTRICT THAT I'M AT.

SO THIS FOR ME IS A SIGNIFICANT ISSUE.

THAT WE, AS I HOPE AS A TEAM CAN BEGIN TO ADDRESS THIS YEAR.

BECAUSE AGAIN, WE WANT EXPERIENCE, I WANT THAT I LOVE OUR NEW TEACHERS AND THEY'RE PHENOMENAL AND THEY'RE PASSIONATE AND THEIR EXCITEMENT IS PHENOMENAL.

BUT I WANT TO SEE THAT INCREASE ON THAT.

YOU KNOW, FIVE PLUS YEAR OF WHETHER IT'S PRINCIPALS, WHETHER IT'S TEACHERS, YOU KNOW, ACROSS THE BOARD. SO AGAIN, I JUST WANTED TO PROVIDE CONTEXT OF WHY THIS RIGHT HERE FOR ME I HAVE A GUTTURAL REACTION WHEN I SEE THAT BECAUSE IF I'M A VETERAN PRINCIPAL, I'M NOT EVEN GOING TO PUT IN MY APPLICATION TO COME TO RICHARDSON ISD, BECAUSE THIS IS WHAT I PERCEIVE IS GOING TO BE MY PAY.

AND I CAN ATTEST IT WAS A GUTTURAL REACTION WHEN I FIRST SHOWED HER THIS SLIDE.

IT WAS. IT WAS.

THE LAST SLIDE HERE AGAIN, IS JUST THE AVERAGE PAY.

AND SO AGAIN, EVEN THOUGH IF WE COMPARE THE AVERAGE SALARY FOR CURRENT EMPLOYEES IN THESE POSITIONS, OBVIOUSLY THE GAP HAS CLOSED QUITE A BIT.

BUT BACK TO MRS. BRANUM'S POINT, THIS ASPECT OF OUR SALARY STRUCTURES REGARDLESS OF THE POSITION, IS GOING TO HAVE AN IMPACT ON TO WHAT DEGREE WE CAN RECRUIT AND RETAIN.

SO AGAIN, JUST AN OVERVIEW OF THE FINDINGS.

SEVERAL OF THE POSITIONS THAT WE'VE LOOKED AT INITIALLY HERE ARE STILL BELOW THE BENCHMARK COMPARISON, SIMILAR TO THE TEACHER INFORMATION WE SHARED AT THE LAST MEETING.

WE ARE MORE COMPETITIVE ON THE ENTRY LEVEL.

WE ARE LESS COMPETITIVE WHEN IT COMES TO THE MORE EXPERIENCED LEVEL.

AND SO WE WILL CONTINUE TO LOOK AT THIS INFORMATION AND BRING FORWARD THE SELECTED POSITIONS AS WE HAVE IN THE PAST AS PART OF THE 24-25 BUDGET CONSIDERATION FOR YOU TO LOOK AT AS WE START MAKING RECOMMENDATIONS.

SO THE LAST LITTLE SECTION HERE IS ABOUT TEACHER INCENTIVE ALLOTMENT AND NATIONAL BOARD CERTIFICATION.

[03:00:02]

AND THIS WHAT'S SO NICE ABOUT THIS IS IT IS A NATIONAL LEVEL RECOGNITION.

AS YOU CAN SEE, THERE ARE MORE THAN 125,000 TEACHERS ACROSS ALL 50 STATES THAT HAVE ACHIEVED THEIR BOARD CERTIFICATION.

WHAT'S UNIQUE ABOUT THIS IS IN THE PAST, THERE WASN'T AS MUCH OR REALLY ANY INCENTIVE FOR TEACHERS IN TEXAS TO GAIN THEIR NATIONAL BOARD CERTIFICATION BECAUSE IT DIDN'T AUTOMATICALLY TRANSLATE REALLY INTO ANY TYPE OF BENEFIT OTHER THAN IT'S NICE TO HAVE ON MY RESUME. AND THAT'S OKAY.

BUT WITH THE IMPLEMENTATION OF THE TEACHER INCENTIVE ALLOTMENT, IT HAS OPENED A NEW DOOR FOR TEACHERS TO USE THIS AS A PATH TO EARN A DESIGNATION UNDER THE TEACHER INCENTIVE ALLOTMENT PROCESS. SO WE'RE VERY EXCITED ABOUT THAT CONTINUING.

AND AGAIN, YOU'VE SEEN THESE AMAZING TEACHERS, THESE SEVEN INDIVIDUALS WHO HAVE REALLY THEY'VE GONE THROUGH AND GRADUATED AND YOU RECOGNIZE THEM AT ONE OF OUR PRIOR MEETINGS, WE CELEBRATED THEM ON JANUARY 24TH AT A RECEPTION.

AND YOU CAN SEE THE SMILES ON THEIR FACES BECAUSE THEY'RE JUST GLAD TO BE DONE.

FIRST OF ALL, BECAUSE IT IS A LOT UPLOADING ARTIFACTS, HAVING THEIR PEERS REVIEW THESE LESSONS AND THESE ARTIFACTS, AND THEN GAINING THIS ACHIEVEMENT IS JUST REALLY SOMETHING TO CELEBRATE.

AND SO WE'RE JUST REALLY GLAD TO SHARE THAT.

AND I'M GOING TO WAIT.

I'M CLICKING IT. I KNOW IT'S GOING TO GO THREE.

OKAY, GOOD. SORRY.

SO COHORT THREE IS ALREADY IN PROGRESS.

THERE ARE EIGHT MORE CANDIDATES IN LINE, AND THEN WE'RE LOOKING AT AN INFORMATION OR AN INTEREST MEETING RATHER ON MARCH 21ST FOR THE NEXT COHORT.

COHORT FOUR. AND AGAIN IT'S A TWO YEAR PROCESS THAT THE DISTRICT IS SUPPORTING.

SO THIS IS A GOOD GRAPHIC BECAUSE IT SHOWS YOU HOW THESE TWO AVENUES TO REALLY ACHIEVE SOME DESIGNATION AND RECOGNITION COME TOGETHER ALL UNDER THE TEACHER INCENTIVE ALLOTMENT, AGAIN ON THE NATIONAL BOARD CERTIFICATION PIECE ON THE LEFT SIDE, IF A TEACHER ACQUIRES THAT DESIGNATION AND THAT NATIONAL BOARD CERTIFICATION UNDER THE TEACHER INCENTIVE ALLOTMENT, IT IS PRETTY MUCH AUTOMATIC THAT THEY WILL EARN A RECOGNIZED DESIGNATION.

ON THE RIGHT SIDE, DISTRICTS HAVE THE ABILITY TO CREATE AND IMPLEMENT THEIR OWN LOCAL DESIGNATION SYSTEM.

AND RICHARDSON ISD HAS DONE BOTH.

WE HAVE THE NATIONAL BOARD OF CERTIFICATION AND THE COHORT SUPPORT.

AND THEN WE ALSO CREATED AND IMPLEMENTED A LOCAL DESIGNATION SYSTEM.

WHAT'S REALLY GREAT TO RECOGNIZE ABOUT THAT IS THAT WE HAVE BEEN IN THIS ON THIS JOURNEY FOR YEARS, AND EACH YEAR YOU HAVE TO SUBMIT INFORMATION TO TEA SO THAT IT CAN BE VERIFIED AND VALIDATED. YOU HAVE TO HAVE A QUALITY SYSTEM THAT ALLOWS THAT ACCOUNTS FOR ALL ASPECTS OF YOUR PROGRAM, WHETHER THAT STUDENT GROWTH TEACHER APPRAISAL, PROFESSIONAL LEARNING, YOU HAVE TO HAVE A SYSTEM THAT'S VERIFIED SO THAT OBVIOUSLY IT DOESN'T APPEAR AS THOUGH THE DISTRICT IS JUST TRYING TO OKAY, EVERYBODY'S AWESOME AND EVERYBODY GETS A DESIGNATION.

IT HAS TO BE A RIGOROUS STRUCTURE THAT IS VERIFIED AND VALIDATED.

AND WE'RE HAPPY TO REPORT AGAIN, THROUGH THE SUPPORT OF JACOB WHEN HE WAS HERE.

HE'S BEEN AMAZING HIS ENTIRE DEPARTMENT.

OUR SYSTEM HAS BEEN VERIFIED AND VALIDATED EACH TIME AT A VERY HIGH RATE COMPARED TO OTHER DISTRICTS.

AND SO WE'RE PROUD OF THAT.

AND WE WANT TO KEEP THAT GOING ON THE RIGHT SIDE.

WITH THE LOCAL DESIGNATION SYSTEM, THE DISTRICT CREATES THE SYSTEM, IT'S APPROVED.

AND THEN OVER THE COURSE OF A TWO YEAR PERIOD WITH DATA GATHERING AND THEN ADDITIONAL VERIFICATION, A TEACHER CAN ACQUIRE A DESIGNATION.

AND THOSE ARE LISTED HERE, ONE OF THREE DESIGNATIONS.

AND IN BOTH CASES, WITH BOTH AVENUES, THE TEACHER CAN GET ADDITIONAL COMPENSATION BASED ON THE AMAZING HARD WORK THAT THEY'RE ALREADY DOING.

IT'S TRANSLATING INTO STUDENT GROWTH, AND THAT'S WHAT THEY SHOULD BE RECOGNIZED FOR.

SO AS A RECOGNIZED TEACHER, I CAN EARN ANYWHERE FROM 3 TO $9000.

YOU CAN SEE THE OTHER RATES OR THE OTHER RANGES THERE FOR EXEMPLARY AND MASTER TEACHER. AGAIN, IF I AM NATIONAL BOARD CERTIFIED, I'M AUTOMATICALLY GETTING THAT RECOGNIZED DESIGNATION.

IF I'M GOING THROUGH A LOCAL DESIGNATION SYSTEM, I COULD EARN ONE OF THE THREE.

THE AMOUNT OF THE ALLOTMENT GENERATED IS DEPENDENT UPON, AGAIN, THEM BEING IN A TEACHER POSITION BEING IN THE DISTRICT FOR A YEAR OF SERVICE AND THEN THE CAMPUSES ECONOMICALLY DISADVANTAGED POPULATION.

WHAT WE REALLY WANT TO CELEBRATE AND I CHANGED THE TITLE OF THIS SLIDE BECAUSE IT IS

[03:05:03]

THE MORE PEOPLE WE CAN GET TO PARTICIPATE IN THIS OPPORTUNITY, THE MORE OF OUR AMAZING TEACHERS CAN BE RECOGNIZED FOR THE AMAZING WORK THAT THEY'RE DOING ALREADY.

SO WITH THE NATIONAL BOARD CERTIFICATION, AGAIN, WE HAVE SEVEN TEACHERS WHO EARN THEIR NATIONAL BOARD CERTIFICATION RIGHT HERE THROUGH RISD.

THE TEACHER INCENTIVE ALLOTMENT IS REALLY EXCITING BECAUSE WHEN WE FIRST WENT THROUGH THAT TWO YEAR PROCESS AND WE WERE ABLE TO HAVE TEACHERS WHO WERE DESIGNATED THROUGH OUR SYSTEM, WE HAD SEVEN TEACHERS WHO EARNED A DESIGNATION, WHETHER RECOGNIZED EXEMPLARY OR MASTER TEACHER.

LAST YEAR, THAT NUMBER OF TEACHERS WENT TO 40.

WE HAD 40 TEACHERS WHO EARNED A DESIGNATION THROUGH OUR SYSTEM.

NOW, KEEP IN MIND, WE HAVE MORE TEACHERS IN THE DISTRICT WHO HAVE A DESIGNATION BECAUSE IT IS A STATEWIDE OPPORTUNITY.

WE HAVE HIRED TEACHERS FROM OTHER DISTRICTS WHO HAVE EARNED A DESIGNATION.

WHEN A TEACHER EARNS A DESIGNATION, WHETHER IT'S THROUGH NATIONAL BOARD CERTIFICATION OR TIA, IT'S ON THEIR TEACHING CERTIFICATE FOR FIVE YEARS.

AND THEN DEPENDING ON THE CAMPUS WHERE THEY SERVE, AGAIN, THE ECONOMICALLY DISADVANTAGED POPULATION BEING ONE OF THE KEY DRIVERS THAT THAT ALLOTMENT THAT THEY GENERATE WILL COME IN NEAR THE END OF THE YEAR, BUT THEY WILL HAVE THAT ON THEIR CERTIFICATE FOR FIVE YEARS. SO THE GOOD NEWS IS WE CAN HIRE TEACHERS FROM OTHER DISTRICTS.

THAT DESIGNATION STAYS WITH THEM.

AFTER A YEAR OF SERVICE, THEY'RE GOING TO GENERATE AN ALLOTMENT TOO.

WE ARE IN THE PROCESS RIGHT NOW OF GOING BACK AND FORTH WITH TEA, VERIFYING THE LIST OF PEOPLE THAT WE SUBMITTED TO THEM, THAT THEY'VE SUBMITTED TO US.

Y'ALL HEARD THE AIR GO OFF.

I SEE ALL THE SMILES VERIFYING THE PROCESS WITH THEM RIGHT NOW.

WHAT WILL HAPPEN IN APRIL AND MAY IS THEY WILL SEND US THE FINAL LIST OF DESIGNATED TEACHERS AND THE ALLOTMENT THAT THEY GENERATED.

SO WE'RE STILL IN THE PROCESS, BUT WE'RE EXCITED BECAUSE WE REALLY FEEL CONFIDENT THAT THE NUMBER OF TEACHERS EARNING AN ALLOTMENT THROUGH RISD SYSTEM IS GOING TO IS ONLY GOING TO GO UP AND THEN GOING INTO 24, 25, BECAUSE AGAIN, WE WANT MORE PEOPLE TO PARTICIPATE.

BUT THE APPROACH THAT WE'VE ALWAYS TAKEN IS THIS WE ARE NOT GOING TO DO THIS TO A CAMPUS, WE'RE GOING TO DO THIS WITH A CAMPUS.

AND SO AS WE'VE ADDED CAMPUSES, WE'VE ADDED THREE ELEMENTARIES THIS YEAR, AND THEN NEXT YEAR WE WILL BE ADDING ADDITIONAL ELEMENTARIES AND JUNIOR HIGHS INTO THE MIX.

AND PART OF THAT PROCESS HAS BEEN TO GO TO THE CAMPUS.

FRANK PATRANELLA, FORMER PRINCIPAL OF OURS LONGTIME PRINCIPAL IN RISD.

HE HAS BEEN BACK SUPPORTING AND COORDINATING THIS PROCESS, AND HE AND GAIA AND THE TEAM HAVE GONE OUT TO CAMPUSES.

THEY'VE WALKED THROUGH THE ENTIRE PROCESS.

WHAT DOES IT LOOK LIKE? WE KNOW SOME FOLKS STILL THINK THAT TIA IS JUST LIKE ACE IN THE ACE INITIATIVE, FOR EXAMPLE, WHERE MAYBE THEY HAD TO COME IN AN HOUR EARLY OR STAY AN HOUR LATE.

THAT'S ACTUALLY NOT WHAT TIA LOOKS LIKE IN OUR SYSTEM.

IT'S A REGULAR WORKDAY LIKE THEY ALREADY HAVE, BUT IT IS.

THERE'S A LITTLE DIFFERENT STRUCTURE TO CROSS CALIBRATION, WALKTHROUGHS AND THINGS LIKE THAT. BUT AGAIN, WE WANT TO HAVE A HIGH LEVEL OF CONSENSUS AT THE CAMPUS LEVEL.

AND THAT'S SOMETHING THAT HAS BEEN A VERY IMPORTANT ASPECT OF WHEN MISS BRANUM HAS SHARED IT WITH THE CAMPUS PRINCIPALS.

IF THEY ARE NOT THERE AS A STAFF, THEN WE CAN WAIT.

BUT WE ALSO WANT TO DO OUR DUE DILIGENCE TO GO, HEY, YOU REALLY ARE DOING THIS WORK ALREADY. WE WANT YOU TO BE A PART OF THIS STRATEGIC COMPENSATION.

BECAUSE, Y'ALL, WE GAVE CHECKS TO TEACHERS LAST MAY.

YOU'LL REMEMBER WE GAVE TEACHERS $27,000 CHECKS AND $15,000 CHECKS AND $7,000 CHECKS ON TOP OF WHATEVER BOARD APPROVED RAISE YOU AGREED UPON AND ANY OTHER PAY INCREASE.

IT WAS JUST A REALLY NICE SEND OFF TO THE SUMMER FOR TEACHERS WHO HAVE ALREADY BEEN WORKING THEIR HEARTS OUT AND ACTUALLY SEEING RESULTS WITH THEIR STUDENTS.

SO WE'RE EXCITED ABOUT THE EXPANSION OF TIA AND REALLY CROSSING INTO THE SECONDARY LEVEL.

WE'RE STILL LOOKING TO SEE WHAT THAT COULD LOOK LIKE AT THE HIGH SCHOOL LEVEL EVEN.

BUT WE ARE WE WANT TO KEEP THAT MOMENTUM GOING.

SO WITH THAT, THAT'S ALL THE INFORMATION THAT I WANTED TO SHARE.

SORRY, IT'S A LOT, BUT WE DEFINITELY WANTED TO SHARE OUR PROGRESS.

ALL RIGHT. THANK YOU. THANK YOU.

I'M SURE THERE'S LOTS OF QUESTIONS.

AND WE'LL START WITH MISS TIMME.

YES. OKAY. WELL, YOU KNOW, THIS IS MY FAVORITE PART TO TALK ABOUT.

I GET VERY EXCITED WHEN WE START TALKING ABOUT LOOKING AT COMPENSATION, AND ESPECIALLY AS IT COMES TO OUR EXPERIENCED TEACHERS.

SO I HAVE A FEW OPINIONS ON THAT.

SO I'M GOING TO SHARE THOSE.

YOU'RE WELCOME. NO, I'M JUST KIDDING.

I DID WANT TO SAY JUST ONE THING ABOUT TIA.

THE ONE THING ABOUT TIA THAT MAKES IT DIFFERENT, I THINK, THAN SOME OF THE OTHER THINGS THAT YOU MENTIONED, IS IT'S CORRECT ME IF I'M WRONG, BUT IT'S BECAUSE THEY'VE PROVEN HIGH ACHIEVEMENT IN THEIR CLASSROOM AND PROVEN HIGH GROWTH WITH THE STUDENTS AND SO BECAUSE OF THAT, THAT IS WHY THEY GET THOSE DESIGNATIONS.

[03:10:02]

IT REALLY JUST HAS TO DO THAT.

THEY ARE THAT THEY HAVE SHOWN HIGH SUCCESS IN THE POSITION THAT THEY'RE DOING.

AND SO WE WANT TO KEEP THEM IN THE CLASSROOM, POTENTIALLY NOT EVEN TO LOSE THEM TO OTHER POSITIONS AND ALLOWING THEM TO STAY THERE.

CORRECT? THAT'S CORRECT.

AND I APPRECIATE YOU SAYING THAT BECAUSE IT'S ALSO NOT JUST ABOUT TEST SCORES, RIGHT.

IT'S ABOUT STUDENT GROWTH.

AND THAT'S WHY IT IS A TWO YEAR PROCESS BEFORE ANY DESIGNATION IS EVEN AWARDED TO A TEACHER, BECAUSE THEY LOOK AT THE GROUPS OF STUDENTS, THEY FOLLOW THE DATA.

IT ALSO INCLUDES TEACHER APPRAISAL AND OTHER ELEMENTS SO THAT IT IS NOT JUST CHECKING A BOX. AND OH, MY KIDS DID WELL.

YOU HAVE TO SHOW SUSTAINED GROWTH FROM ONE YEAR TO THE NEXT.

AND ONE OF THE THINGS I'M REALLY PROUD OF IS BEFORE WE JUMPED INTO THIS WORK, YOU KNOW, AGAIN, OUR PHILOSOPHY HAS ALWAYS BEEN, WE'RE GOING TO DO THIS WITH YOU, NOT TO YOU.

AND WHEN WE DESIGNED OUR ORIGINAL SYSTEM, IT WAS IN A ROOM OF TEACHERS, AND THEY IDENTIFIED WHAT ARE THOSE THINGS THAT ARE IMPORTANT TO THEM? AND HEARING STUDENT VOICE.

SO, YOU KNOW, OUR STUDENT CLIMATE SURVEYS AT OUR CAMPUSES, OUR STUDENTS TAKE CLIMATE SURVEYS. NOW, IT COUNTS NOT AS MUCH, FOR EXAMPLE, AS OUR MAP GROWTH.

BUT OUR TEACHERS SAID THAT'S IMPORTANT.

AND WHAT A STUDENT SAYS ABOUT THEIR EXPERIENCE IN THE CLASSROOM SHOULD MATTER IN TERMS OF THAT DESIGNATION.

AND SO, AGAIN, TEACHERS HAVE BEEN A PART OF THAT PROCESS FROM THE VERY BEGINNING.

AND THEY CONTINUE. WE BRING THEM IN EVERY YEAR AND HELP US REFINE AND GIVE US FEEDBACK.

SO IT'S REALLY BEEN A COLLABORATIVE PROCESS.

ABSOLUTELY. GREAT.

YOU KNOW, IN THAT VEIN, I JUST WANT TO SAY, AND WE ARE ASKING PEOPLE TO MAKE SOME BIG SACRIFICES IN SO THAT WE CAN RIGHT THIS SHIP AS FAR AS COMPENSATION IN MULTIPLE WAYS.

AND SO I DO WANT TO BE SURE THAT WE IF THAT'S WHAT WE'RE ASKING, THAT THEY ARE ACTUALLY SEEING THE BENEFIT OF THAT SACRIFICE BECAUSE WE KNOW IT DOESN'T COME WITHOUT A PAIN POINT.

BECAUSE TO THAT POINT, I DON'T NECESSARILY REMEMBER THE NAME OF THE READING PROGRAM THAT I HAD, ALTHOUGH IT DID MAKE ME A BETTER READER.

BUT I SURE DO REMEMBER THE TEACHERS WHO HELPED ME READ BETTER.

I SURE DO REMEMBER THE PRINCIPALS THAT I MAY HAVE VISITED MORE OFTEN THAN OTHERS.

I DO REMEMBER THE PEOPLE, THE PEOPLE WHO WERE IMPACTFUL IN THE WAY THAT WE HAVE THOSE GREAT PEOPLE IN THERE IS BY RECOGNIZING AND HONORING AND DOING RIGHT BY OUR EMPLOYEES.

FOR THAT AND TO YOUR POINT, YOU SAID EARLIER, EXPERIENCE MATTERS.

OUR NEW TEACHERS ARE GREAT, AND I AM HERE FOR IT.

AND WE NEED THEM AS WELL.

BUT IF THEY DON'T HAVE EXPERIENCED MENTORS WHO HAVE HONED THEIR CRAFT OVER TIME AND TO LEARN FROM AND TO LEARN MISTAKES, NOT TO MAKE AND HAVE SOME GUIDANCE AND SUPPORT, THEN WE WILL NOT BE AS STRONG AS WE CAN BE, IN MY OPINION.

TO THAT POINT WHEN YOU GUYS BRING THIS FORWARD, I JUST HAVE A COUPLE OF REQUESTS OF SOME INFORMATION THAT I'D BE INTERESTED IN.

I KNOW BENEFITS ARE IMPORTANT, BUT I ALSO KNOW THAT BENEFITS DO NOT HIT EVERY EMPLOYEE IN OUR DISTRICT BECAUSE THEY MAY NOT TAKE INSURANCE.

EVERYBODY MAY NOT BE ELIGIBLE FOR IN A TIME OF LIFE WHERE SOME OF THESE BENEFITS HIT.

NOW, WHILE THEY ARE IMPORTANT WHEN YOU GUYS BRING THIS FORWARD, I WOULD LOVE TO SEE THE PERCENT OF EMPLOYEES WHO WE ANTICIPATE THAT WOULD IMPACT FOR THAT, BECAUSE I THINK THAT'S IMPORTANT. WE'RE NOT GOING TO BE ABLE TO HAVE ALL OF THE THINGS.

SO I WANT US TO BE VERY STRATEGIC ABOUT THE THINGS THAT WE INVEST IN AND THAT WE PUT FORWARD. BECAUSE COMPENSATION HITS EVERYBODY, IT HITS EVERY EMPLOYEE.

AND SO IF WE ARE DOING SOME BENEFITS AND TAKING AWAY COMPENSATION, I WANT IT TO BE FOR A GOOD REASON.

AND TO THAT POINT, OUR EMPLOYEES, THEIR RETIREMENT DEPENDS ON THEIR TOP YEARS OF EARNING. AND IF WE DO NOT TAKE THAT INTO ACCOUNT AND GIVE A BENEFIT POTENTIALLY THAT WOULD HAVE LESS IMPACT ON THEM OVER TIME BECAUSE THEY I DON'T KNOW WHEN THEY'LL GET ANOTHER COST OF LIVING RAISE OFF OF THEIR RETIREMENT, I HOPE OFTEN, BUT MAYBE NOT.

I JUST WANT TO SEE THAT DATA TO GO WITH IT SO WE CAN MAKE THOSE GOOD DECISIONS WITH THAT. AND THEN LASTLY, I JUST WANT TO HIT YOU KNOW, YOU MENTIONED THAT, LIKE, DISCIPLINE IS A PIECE THAT OUR TEACHERS NEED.

AND I THINK TAKING THOSE THINGS INTO CONSIDERATION, THAT ENVIRONMENT'S INCREDIBLY IMPORTANT. AND ONE OF THE THINGS THAT I THINK YOU'VE DONE A REALLY GOOD JOB ON, AND THAT YOUR TEAM HAS DONE A REALLY GOOD JOB ON THAT, I'D LIKE TO CALL OUT, IS THAT YOU HAVEN'T ADDED SO MANY NEW THINGS SO THAT THEY'RE CONSTANTLY LEARNING NEW THINGS OVER AND OVER, AND THAT TAKES TIME OUTSIDE OF THEIR JOB.

THOSE PROGRAMS TAKE SO MUCH TIME TO LEARN, AND THEY DO THEIR DUE DILIGENCE TO TRY TO MAKE IT HAPPEN. BUT GIVING THEM TIME AND THE THINGS THAT WORK AND THE CONTENT AREAS THAT MATTER AND ALLOWING THEM TO REALLY PERFECT THEIR CRAFT, THAT ALSO MAKES A DIFFERENCE IN THEIR ENVIRONMENT. AND I HOPE WE CONTINUE THAT TREND.

THANK YOU. THANK YOU, MISS TIMME.

ANY ADDITIONAL QUESTIONS? MS. RENTERIA? I JUST HAD A QUICK QUESTION ON.

I CAN'T REMEMBER WHAT SLIDE IT WAS, BUT DOCTOR GOODSON ON THE SURVEYS THAT THEY HAD.

[03:15:12]

SO ON THE EXIT SURVEYS, I WANTED TO MAKE SURE THAT I UNDERSTOOD THIS.

SO THIS IS ALL OKAY ALL EMPLOYEES AND THEN WASN'T THERE ONE FOR JUST THE TEACHERS? YES, MA'AM. OKAY. SO IS THIS SAYING THAT NUMBER ONE, THE MAJORITY OF THE SURVEYS, THIS EXIT SURVEY, THE TEACHERS WHO TAKE THIS SURVEY ARE THOSE THAT HAVE 3 TO 5 YEARS EXPERIENCE. RIGHT. THAT'S.

YES. BUT OVER THE FOUR YEAR PERIOD, LOOKING AT ALL THE RESPONSES OF TEACHERS WHO LEFT THE DISTRICT, THE BIGGEST GROUP WERE IN THERE WERE IN 3 TO 5 YEARS OF EXPERIENCE IN THE DISTRICT. OKAY.

THE LARGEST NUMBER OF RESPONDENTS WHO WERE TEACHERS WERE IN 3 TO 5 YEARS.

THE NEXT HIGHEST GROUP OF RESPONDENTS WAS FIRST YEAR AND THEN SECOND YEAR.

OKAY. AND THIS IS A SURVEY THAT EVERYONE WHO'S EXITING THE DISTRICT, THEY HAVE THE OPPORTUNITY TO DO.

WELL, WE WANT THEM TO OKAY.

OBVIOUSLY WE DO HAVE SITUATIONS WHERE THEY DON'T.

AND SO WE STILL VALUE EVEN WHEN THERE'S A TOUGH SEPARATION, WE STILL WANT THE INFORMATION, BUT WE DON'T REALLY HAVE A WAY OF GUARANTEEING THAT EVERYONE WHO LEAVES THE DISTRICT IS GOING TO COMPLETE THIS SURVEY.

SO IT IS A VOLUNTARY SITUATION.

BUT WE DEFINITELY WANT THEM TO GIVE US THE FEEDBACK.

SURE. AND BECAUSE I WAS WONDERING IN THESE SURVEYS, IS THERE A WAY TO DETERMINE, LIKE, AGAIN, OUR EXPERIENCED TEACHERS, OUR VETERAN TEACHERS, THAT THEY'RE ALSO I MEAN, IS THERE LIKE A WAY TO DETERMINE THESE SURVEYS THAT GO OUT THAT WE KNOW, OKAY, THIS IS OUR LIKE OUR ENTRY LEVEL TEACHERS OR THESE ARE THE TEACHERS.

OKAY. SO YES, WE DO.

I GAVE YOU THE TOP THREE.

I CAN CERTAINLY SHARE WITH YOU THE REST OF THE BREAKDOWN IN TERMS OF OUT OF ALL THE TEACHER RESPONDENTS, HERE WAS THE BREAKDOWN OF ALL OF THEM.

AND SO WE CAN SEE HOW MANY WERE IN 6 TO 10, 10 TO 15 OR 21 OR MORE.

WE CAN CERTAINLY DO THAT BECAUSE I WOULD LIKE TO KNOW I THINK IT'S SUPER IMPORTANT, YOU KNOW, TO MS. TIMME'S POINT THAT SHE TALKED ABOUT JUST KIND OF KNOWING, MAKING THESE GOOD DECISIONS FOR OUR EMPLOYEES, KNOWING EXACTLY WHAT THEY WANT, WHAT DO THEY NEED THAT IT WOULD BE GOOD TO KNOW HOW MANY OF OUR TEACHERS ARE ACTUALLY RESPONDING TO THESE SURVEYS AND TO KNOW THAT WE'RE GETTING INPUT FROM EVERYONE FROM THE ENTRY LEVEL TO OUR, ESPECIALLY OUR VETERAN TEACHERS, TO KNOW WHERE THEY STAND, WHAT THEY WANT AGAIN, HERE, LIKE, YOU KNOW, WHAT'S WORKING, WHAT HAS BEEN CHALLENGING BECAUSE I THINK IT'S SUPER IMPORTANT AGAIN, MAINTAINING, YOU KNOW, JUST KEEPING THOSE VETERAN TEACHERS OR THOSE EXPERIENCED TEACHERS.

SO THANK YOU.

THANK YOU. MR. EAGER. A COUPLE THINGS ON THE TURNOVER PERCENTAGE.

DOCTOR GOODSON, YOU KNOW, WE LOOK AT 17% AND, YOU KNOW, IF YOU START LOOKING AT THE TOP FIVE CAUSES, IT LOOKS LIKE THERE'S AT LEAST THREE OF THE THINGS ON THE LIST ARE REALLY OUT OF OUR CONTROL.

SOME OF THOSE ARE CLOSER TO HOME.

YOU KNOW, SO YOU KNOW, WE'RE DOING OUR BEST TO GET SOME REASONABLY PRICED HOMES HERE, BUT, YOU KNOW, WE'RE DOING WHAT WE CAN MOVE OUT OF THE AREA.

ONE OF THE THINGS I'D BE CURIOUS ABOUT IS THAT PERCENTAGE IS HOW MUCH IS RETIREMENT, YOU KNOW, BECAUSE SOME OF THESE THINGS, WHEN YOU START CHIPPING AWAY AT THE THINGS THAT ARE IN OUR CONTROL, THE HEY, I'M UNHAPPY AND POTENTIAL ADVANCEMENT.

THOSE ARE THINGS THAT WE CAN ADDRESS.

AND I THINK AGAIN, YOU KNOW, TRUSTEE TIMME MENTIONED, I THINK THERE ARE THE LITTLE THINGS, YOU KNOW, WE GOT TO BE THE LEAST COMPETITIVE IN THE SALARY.

WE SEE THESE GAPS.

THIS IS WHY, I MEAN, I GET, YOU KNOW, TO REITERATE WHY WE'RE MAKING THESE TOUGH DECISIONS NOW.

BECAUSE IN THE LONG RUN, IF THIS GAP CONTINUES TO STAY WHERE IT'S AT, IT'S GETTING HARDER AND HARDER RIGHT NOW JUST FOR TEACHERS IN GENERAL.

AS I UNDERSTAND IT, THERE IS LESS AND LESS.

NO PEOPLE COME OUT OF SCHOOL WITH A TEACHING DEGREE.

YES. SO THE INCOMING SUPPLY OF NEW TEACHERS IS SHRINKING.

AND THEN WE'RE ALL THE EXPERIENCED TEACHERS YOU HAVE WE'RE ALL PING PONG AROUND TRYING TO COMPETE FOR THE EXISTING SUPPLY.

YES. SO IF WE DON'T MAKE SOME OF THE IN OUR COMMUNITY, MAKE SOME OF THE SACRIFICES WE DO NOW, THE LONG RANGE EFFECT, IT WILL CASCADE INTO MAKING IT TOUGHER AND TOUGHER TO KEEP OUR TEACHERS. NOW, YOU KNOW, ONE OF THE THINGS I KNOW THAT IF YOU CAN ADDRESS THE LITTLE THINGS LIKE DISCIPLINE, YOU KNOW, LIKE, CELL PHONES IN THE CLASSROOM, WE CAN DO

[03:20:06]

AND THAT'S THE BIGGEST IMPACT THAT, YOU KNOW, LIKE MISS TIMME SAID, YOU KNOW, YOU DON'T REMEMBER THAT SOFTWARE PROGRAM.

YOU REMEMBER THAT TEACHER? SO THE OTHER THING, TOO, I WAS JUST BE CURIOUS ABOUT IS THE YOU KNOW, WHAT THINGS ARE WE DOING TO BE CREATIVE ON OUTSIDE THE NORMS OF TRYING TO FIND TEACHING CANDIDATES? AND IF YOU COULD MAYBE SHARE SOME OF THE INNOVATIVE THINGS THAT WE'RE DOING TO TRY AND BRING PEOPLE, BECAUSE I THINK ONCE THEY GET A TASTE OF THE CULTURE HERE, WHAT WE'RE DOING, THEN IT'S HARD TO LEAVE RICHARDSON.

WELL, I THINK I WOULD START WITH AGAIN, OUR EFFORTS TO MAXIMIZE OR GROW YOUR OWN PROGRAM BECAUSE WE HAVE QUALITY CANDIDATES ALREADY WORKING IN THE DISTRICT, AND FOR WHATEVER REASON, THEY JUST HAVEN'T HAD AN OPPORTUNITY TO FINISH THAT DEGREE OR GET THEIR CERTIFICATION. AND SO WE THINK THAT'S DEFINITELY CHANGING THE NARRATIVE AND PROVIDING OPPORTUNITIES THAT WOULDN'T NORMALLY BE THERE.

AND I CAN TELL YOU WHEN WE'VE MET WITH THE CURRENT PARAPROFESSIONALS WHO ARE FROM SEVERAL DIFFERENT CAMPUSES WHO ARE GOING TO DALLAS COLLEGE ONCE A MONTH AND THEY'RE STARTING TO SEE THIS DREAM REALIZED.

THEY ARE SO THANKFUL THAT THIS DISTRICT, THE DISTRICT THAT MANY OF THEM HAVE GROWN UP IN AND THEY'VE WORKED IN FOR MANY YEARS, HAS BEEN ABLE TO SUPPORT THEM WITH A NEW OPPORTUNITY LIKE THAT.

WE ALSO HAVE BEEN MORE STRATEGIC WITH THE WAY THAT WE RECRUIT.

WE DON'T JUST GO TO AS MANY JOB FAIRS AS WE USED TO.

WE TARGET, FOR EXAMPLE OTHER COLLEGES WITHIN A UNIVERSITY.

SO IT MAY NOT BE A SCHOOL OF EDUCATION, IT MIGHT BE JOURNALISM OR I'M JUST TRYING.

I CAN'T THINK RIGHT OFFHAND. A DIFFERENT COLLEGE, MAYBE EVEN BUSINESS WHERE THEY MAY NOT HAVE THOUGHT ABOUT TEACHING.

AND WE EXPLAINED TO THEM AND SHOW THEM HOW THEY CAN MAKE A DIFFERENCE AND GO THROUGH DIFFERENT OPPORTUNITIES AS WELL, WHETHER THAT'S A DOI OPPORTUNITY OR SOMETHING ELSE.

BUT ULTIMATELY, WE'RE TRYING TO CAST A WIDER NET.

WE GO TO HISTORICALLY BLACK COLLEGES AND UNIVERSITIES AND HISPANIC SERVING UNIVERSITIES AS WELL.

AND THEN WITHIN THOSE GROUPS, WE TRY TO CONNECT WITH STUDENT ORGANIZATIONS WITHIN THOSE UNIVERSITIES TO JUST TO SHOWCASE WHY THIS DISTRICT STANDS OUT COMPARED TO OTHERS.

NOW, AGAIN, HAVING A REFERENCE POINT WHEN IT COMES TO COMPENSATION IS GOING TO BE A BIG PLAYER. BECAUSE IF I'M IN A DIFFERENT COLLEGE NOT NECESSARILY IN EDUCATION I'M GOING TO HAVE TO BE CONVINCED WHY I WANT TO LOOK AT EDUCATION.

RIGHT. AND SO IT GOES HAND IN HAND.

I'M TRYING TO THINK OF ANY OTHERS.

THAT'S JUST A SAMPLING. I'M SURE THAT WE'VE I'VE GOT MORE THAT I'M NOT THINKING OF RIGHT NOW, BUT I CAN CERTAINLY BE SURE TO SEND IT TO YOU.

THANK YOU. MR. EAGER.

I'VE GOT MISS PACHECO RIGHT HERE, AND THEN WE'LL GET TO MR. POTEET. I SAW MISS PACHECO FIRST.

DO YOU WANT TO GO FIRST? OKAY. GO AHEAD, MISS PACHECO.

THANK YOU FOR THAT PRESENTATION, DOCTOR GOODSON.

I HAVE JUST A COUPLE OF QUESTIONS.

DO WE HELP OUR FIRST YEAR TEACHERS WITH MENTOR TEACHERS? I KNOW WE HAVE MENTOR TEACHERS, BUT WHEN WE'RE RECRUITING, OR DO WE ALWAYS HAVE MENTOR TEACHERS FOR OUR NEW TEACHERS? YES. THAT IS MY QUESTION.

THAT IS KIND OF A REALLY STRONG LEGACY, GOING ALL THE WAY BACK TO WHEN WE STARTED TEACHING MANY YEARS AGO.

WE HAVE WE ASSIGN A MENTOR TEACHER TO ALL OF OUR NEW TEACHERS FOR TWO YEARS.

IT'S SOMEONE WHO'S AT THAT CAMPUS WHO HAS EXPERIENCED A SEASONED TEACHER.

BEST CASE SCENARIO, THEY'RE IN THE SAME GRADE LEVEL OR TEACHING THE SAME CONTENT AREA BECAUSE, AGAIN, NAVIGATING A NEW JOB, LET ALONE A NEW CAMPUS.

OR AGAIN, THE FIRST TIME JUST BEING A TEACHER.

IT'S HARD. AND SO EVEN EVEN IF IT'S LEARNING THE ROPES AT A CAMPUS, YOU KNOW, DO YOU EAT IN THE LOUNGE OR DO YOU NOT EATING THE LOUNGE? DO YOU MEET WITH YOUR GRADE LEVEL AT A PARTICULAR TIME? WHAT'S THE CULTURE? WHAT'S THE CLIMATE OF THE CAMPUS? AND THEN IN ADDITION TO THAT, HERE'S HOW YOU NAVIGATE THE DISTRICT RESOURCES OR DISTRICT EXPECTATIONS, WHETHER IT'S ACCESSING THE CURRICULUM OR HOW TO PUT IN A PERSONAL DAY.

WE ASSIGN THAT MENTOR BECAUSE IT IS AND WE PROVIDE THEM WITH A STIPEND FOR BEING A MENTOR AS WELL.

BECAUSE WE KNOW THAT JUST HAVING THAT CONNECTION TO THAT PERSON DURING THOSE FIRST, WHAT TENDS TO BE DIFFICULT YEARS DOES MAKE A DIFFERENCE FOR THEM.

PERFECT AND DO THESE MENTOR TEACHERS HAVE LIKE A SPECIFIC ALLOTMENT OF NEW TEACHERS

[03:25:03]

IT DEPENDS ON THE CAMPUS.

WE HAVE HAD SITUATIONS WHERE WE'LL HAVE A MENTOR TEACHER WITH TWO FIRST YEAR TEACHERS, BUT WE ALSO WANT TO BE MINDFUL THAT MENTOR TEACHER HAS THEIR OWN CLASSROOM, THEIR OWN RESPONSIBILITY OF PROVIDING INSTRUCTION.

SO WE TRY NOT TO GO TO THAT.

WELL, TOO OFTEN IT WOULD HAVE TO BE A SEASONED TEACHER WHO IS ACTUALLY WILLING AND READY TO TAKE ON TWO NEW TEACHERS.

BECAUSE THEY THERE'S A CERTAIN JOY THEY GET, TO BE PERFECTLY HONEST, OF HAVING A CONNECTION WITH SOMEONE AND KNOWING THAT THEY'RE HAVING AN OPPORTUNITY NOT JUST WITH STUDENTS, BUT WITH THEIR COWORKERS, TO TEACH THEM HOW TO BE THE RIGHT KIND OF RISD TEACHER AND TWO POINTS ON THAT ONE.

ALSO, WE PROVIDE A SMALL STIPEND FOR MENTORS AND THEN NUMBER TWO, THEY GO THROUGH A RIGOROUS TRAINING PROCESS AND SUPPORT PROCESS.

SO IF I'M CALLED UPON TO BE A MENTOR TEACHER WE DON'T JUST SAY, NOW GO MENTOR AND BE SUCCESSFUL. WE TAKE THEM THROUGH A KIND OF A CURRICULUM IN AND OF ITSELF AROUND WHAT DOES.

AND IT'S EVEN TIMED BY THE TIME OF YEAR.

SO RIGHT ABOUT NOW, WE KNOW FIRST YEAR TEACHERS, SECOND YEAR TEACHERS ARE GOING TO BE IN THE OCTOBER SLUMP AND SO AS A MENTOR TEACHER, WHAT DO YOU DO TO ADDRESS THE OCTOBER SLUMP? GRADES ARE ABOUT TO BE DUE FOR THE FIRST TIME.

HOW ARE YOU, YOU KNOW, SUPPORTING YOUR MENTEE AND TURNING IN GRADES AND, OH, YOU'RE STRUGGLING, YOU KNOW, HAVE YOU DONE YOUR FIRST SET OF PARENT OUTREACH AND PARENT QUESTIONS? SO WE REALLY KIND OF WALK THE MENTOR ALONG THE SCHOOL YEAR SO THAT THEY FEEL SET UP FOR SUCCESS AS WELL? OH THAT'S EXCELLENT I LIKE THAT.

AND THANK YOU FOR DOING THAT FOR OUR NEW TEACHERS AND ALSO FOR GIVING OUR MENTOR TEACHERS, OUR EXPERIENCED TEACHERS, NOT ONLY THE VALUE OF, OKAY, YOU HAVE ALL THIS EXPERIENCE, BUT HERE COME AND SHARE IT.

AND THIS IS AN EASIER WAY FOR YOU TO SHARE IT.

HERE'S A PLAN. SO I APPRECIATE THAT I THINK THAT'S GREAT AND THEN JUST A QUESTION ON THE ALLOTMENTS FOR THIS TEACHER INCENTIVE ALLOTMENT.

IS THIS A ONE TIME ALLOTMENT.

DO THESE ALLOTMENTS HAPPEN EVERY YEAR.

LIKE HOW DOES THIS HAPPEN? YES. THANK YOU FOR THE QUESTION.

SO IT IS A ONCE A TEACHER EARNS THE DESIGNATION, AS I SAID, IT'S A FIVE YEAR DESIGNATION THAT STAYS ON THEIR CERTIFICATE.

IT CAN'T GO DOWN.

THEY MAY BE ABLE TO EARN A HIGHER DESIGNATION THE UPCOMING YEAR THE NEXT YEAR, BUT THAT ALLOTMENT THEY WILL BE ABLE TO GENERATE AS LONG AS THEY HAVE THAT DESIGNATION. SO IT'S GOING TO HAPPEN EACH YEAR FOR FIVE YEARS.

IF THEY ARE RECOGNIZED TEACHER, I'LL GO BACK TO THIS GRAPHIC.

IF THERE ARE RECOGNIZED TEACHER ONE YEAR, THEY COULD GET ANYWHERE FROM 3 TO $9000.

BUT THEN THE VERY NEXT YEAR, IF THEY ACHIEVE AN EXEMPLARY DESIGNATION, THAT RANGE GOES UP AGAIN. IT DEPENDS ON WHERE THEY'RE WORKING, THE ECONOMICALLY DISADVANTAGED POPULATION.

BUT IT IS NOT JUST A ONE TIME THING.

AND THE OTHER THING I FORGOT TO MENTION IS THAT TEACHER INCENTIVE ALLOTMENT IS NOT A GRANT FROM TEA.

IT WAS A RESULT OF LEGISLATION.

SO IT IS A PART OF THE SCHOOL FUNDING THAT DISTRICTS GET.

PERFECT. THANK YOU FOR THAT.

APPRECIATE IT. THANK YOU, MISS PACHECO, SO DID YOU ALL DECIDE? YEAH I'M JUMPING IN, IT'S MY BIRTHDAY, SO SHE'S GOING TO LET ME GO.

HAPPY BIRTHDAY TO YOU.

THAT'S RIGHT, THIS IS HER GIFT.

GREAT DEEP DIVE INTO A LOT OF THIS.

A COUPLE OF THINGS THAT POPPED OUT AS I WAS THINKING DURING THE PRESENTATION.

SECOND CAREER TEACHERS? I KNOW I'VE GOT A COUPLE OF FRIENDS THAT TEACH AT BIRKNER AND LAKE HIGHLAND'S.

SOME PEOPLE I KNOW THAT THEY'VE DONE A CAREER FOR 15, 20 YEARS IN CORPORATE AMERICA OR WHEREVER. AND THEN THEY DECIDED TO JUMP INTO EDUCATION, AND THEY'RE REALLY ENJOYING IT. AND MAYBE THEY'RE MORE ON KIND OF THE CTE SIDE OR BUSINESS OR SOMETHING WHERE THEY CAN USE THAT EXPERIENCE AND TRANSLATE STRAIGHT INTO A CLASSROOM.

BUT I DON'T KNOW HOW YOU RECRUIT IT, BUT IT'S JUST SOMETHING THAT MAY WANT TO BE ADDED TO THE STRATEGY AND USE THOSE PEOPLE THAT ARE DOING WELL AS PART OF THAT RECRUITING TOOL TO GO OUT, BECAUSE I BET THERE'S SOME OTHERS OUT THERE THAT WOULD BE INTERESTED IN MOVING FROM WHATEVER CAREER THEY'VE GOT INTO EDUCATION, WHETHER THEY'RE DONE WITH THEIR FIRST OR NOT.

AND I'LL TELL YOU, TWO OF MY FAVORITE TEACHERS IN HIGH SCHOOL WERE BOTH RETIRED MILITARY CHEMISTRY AND PHYSICS AND MAN, THEY WERE A HOOT.

BUT THEY WERE ON THEIR SECOND CAREER AND IT WAS GREAT.

I REMEMBER HIM 40 YEARS LATER.

SO 30 YEARS LATER, NOT THAT OLD.

ANOTHER THOUGHT ON THE GREEN CARD YOU HAD MENTIONED THAT AS A STRATEGY TO LOOK INTO AND I KNOW JUST MY EXPERIENCE ON IN A DIFFERENT INDUSTRY THAT'S IT'S VALUABLE.

IT'S EXPENSIVE.

IT CAN BE. SO THERE'S A BIG COST THAT COMES WITH SPONSORSHIP.

[03:30:02]

I DON'T EVEN UNDERSTAND ALL OF THE DIFFERENT VISAS AND IF I CAN, I FORGOT I SHOULD HAVE MENTIONED WE ARE ACTIVELY RIGHT NOW WORKING WITH ONE OF OUR TEACHERS ON THAT ACTUAL PROCESS AND SO, YES, IT IS A LENGTHY PROCESS.

AND IT THIS IS AN AMAZING TEACHER AND SHE IS GOING TO SHE CONTINUES TO WORK WONDERS.

SHE WAS ONE OF OUR SUPER TEACHERS, ACTUALLY, JUST THIS LAST GO ROUND.

SO SHE IS MAKING A DIFFERENCE IN HER CENTRAL SPECIAL EDUCATION CLASSROOM.

SHE IS PHENOMENAL.

AND SO IT'S YOU WANT TO MAKE SURE YOU FIND THE RIGHT CANDIDATE, BUT AT THE SAME TIME, IT IS A PROCESS THAT IS SO CUMBERSOME.

AND FOR A DISTRICT OUR SIZE AND LOOKING AT OUR BUDGET SITUATION, WE DEFINITELY WANT TO SEE IF THERE'S AN OPPORTUNITY TO DO IT AGAIN.

BUT WE HAVE TO BE VERY STRATEGIC IN PARTICULAR WITH, ABSOLUTELY, THE OVERALL INVESTMENT. ABSOLUTELY.

LET'S SEE WHAT I HAD TRACKING TURNOVER.

I LIKE LOOKING AT THAT. AND I KNOW THERE'S TO YOUR POINT, THERE'S 3 OR 4 OR 5 OR 6 DIFFERENT WAYS TO TRACK TURNOVER.

BUT I THINK THAT IS JUST ANOTHER GOOD METRIC TO KIND OF LOOK AT THE HEALTH OF THE ORGANIZATION. RIGHT AND AGAIN, I JUST SPEAK FROM EXPERIENCE IN ANOTHER INDUSTRY.

BUT YOU KNOW, TRACKING VOLUNTARY AND INVOLUNTARY AND WITH THAT VOLUNTARY, YOU HAVE A BETTER CHANCE, OBVIOUSLY, OF GETTING YOUR SURVEYS, EXIT SURVEYS AND THAT KIND OF VALUABLE DATA BACK.

SO I THAT RESOUNDED WITH ME WHAT PERCENTAGE OF STAFF TEACHERS.

I'M NOT LOOKING FOR THE ANSWER.

BUT I THINK I'VE HEARD IT BEFORE, LIVE OUTSIDE THE DISTRICT.

AND I KNOW WE TALKED ABOUT ONE OF THOSE REASONS BEING CLOSER TO HOME.

AND I HEAR ANECDOTAL STORIES ALL THE TIME THAT WE'VE GOT PRINCIPALS AND TEACHERS THAT LIVE IN FRISCO OR LIVE IN WYLIE.

AND THEY PROBABLY PASS SIX JOBS ON THE WAY TO WORK EVERY DAY AND SIX JOBS ON THE WAY HOME. SO I THINK AS WE LOOK AT IMPACTS ON ENROLLMENT FROM REAL ESTATE AND THOSE KIND OF MARKETS RIGHT NOW, I THINK THE WE'RE ALSO SEEING THAT ON THE STAFF SIDE.

AND THAT'LL BE A PRESSURE THAT'S VERY DIFFICULT TO WHEN YOU'RE COMPARING OUR STARTING AND MAX SALARIES WITH COMPETITORS.

THEY'RE DRIVING BY THOSE COMPETITORS AND THEY'RE SPENDING A LOT LESS GAS TO GO THERE THAN THEY ARE HERE. SO THAT'S JUST SOMETHING TO KEEP IN THE BACK OF OUR HEAD THAT I KNOW IS CRITICAL DISCIPLINE.

AND I KNOW YOU KIND OF TEED IT UP THAT THIS PRESENTATION IS COMING AND SOME RECOMMENDATIONS. IF I AND MR. HAAS, YOU MAY YOU MAY SPEAK TO THIS, BUT I THINK IF I REMEMBER WHEN WE HAD THE DISTRICT PLANNING COMMITTEE MEETING, WE WENT OVER THE BEGINNING OF YEAR SURVEYS.

IS THAT RIGHT? WE LOOKED AT THOSE WE AND I THINK UNRULY.

I JUST REMEMBER IT STOOD OUT.

THERE WAS VERY A LOT OF GREEN WHICH IS GOOD RIGHT.

THERE WERE VERY FEW REDS.

BUT ONE OF THE MAJOR REDS THAT JUMPED OUT WAS THE IT WAS TIED TO DISCIPLINE.

SO YEAH, WE DID PUT THAT ON THE LAST AGENDA.

THANK YOU FOR REMEMBERING THAT.

YEAH AND WE REALLY HAD A GOAL OF PUTTING THIS IN FRONT OF A BROADER GROUP OF PEOPLE, WHICH INCLUDE COMMUNITY MEMBERS, PARENTS, TEACHERS, YOU KNOW, THOSE TYPES OF THINGS.

BEYOND THE LEADERSHIP TEAM, BECAUSE WE WANTED TO MAKE SURE THAT OTHERS SAW THAT STAND OUT.

AS FAR AS ONE OF THE MOST CRITICAL AREAS, ONE OF THE BIGGER CONCERNS THAT OUR STAFF TELLS US, OF COURSE, WE'RE GOING TO HAVE THE END OF THE YEAR SURVEY AS WELL.

AND SO WE WILL PAY THE AS CLOSE ATTENTION TO THAT.

THAT'S VERY VALUABLE BECAUSE AS WE ENTER THE DISTRICT IMPROVEMENT PLANNING PROCESS FOR NEXT YEAR THAT'S SOMETHING IMPORTANT.

AND OF COURSE, WE ALREADY KNEW THAT COMING IN.

MRS. BRANUM IS VERY VISIONARY AND HAS SET SOME REALLY LOFTY CHALLENGES FOR US TO, NUMBER ONE, TO HELP CREATE AND KEEP THAT SAFE ENVIRONMENT FOR OUR KIDS AND FAMILIES SO THAT THEY FEEL SAFE AND CONFIDENT IN OUR SCHOOLS.

BUT THE EQUAL PART OF THAT IS CREATING AN ENVIRONMENT WHERE TEACHERS, THAT WORD OF MOUTH SPREADS VERY QUICKLY, JUST LIKE WITH YONDR POUCHES AND THOSE CELL PHONES AND THOSE KIND OF THINGS. AND SO PERHAPS THAT COULD BE ANOTHER INNOVATIVE RECRUITING AND RETENTION AREA WHERE IF I'M HAPPY IN RICHARDSON AND ALL OF A SUDDEN DISCIPLINE GETS A LOT MORE MANAGEABLE, I'M TELLING MY FRIENDS ABOUT THAT, YOU KNOW? YEAH, ABSOLUTELY.

ESPECIALLY WHEN I'M GUESSING THEY DON'T TRAIN ZERO YEAR TEACHERS ON HOW TO REALLY AFFECT DISCIPLINE ISSUES VERY WELL AT TEXAS A&M OR COMMERCE OR ANYTHING LIKE THAT.

SO THEY'RE COMING IN WITHOUT THAT EXPERIENCE, AND THAT'S PROBABLY A HECK OF A CHALLENGE. BUT, YOU KNOW, IN EVERY OTHER INDUSTRY, ADD REAL QUICK TO THAT, BECAUSE I THINK A REALLY IMPORTANT PART OF THIS DATA POINT IS THE CELL PHONE WORK.

OUR SECONDARY TEACHERS, YOU KNOW, CONTINUE TO SAY IT'S MAKING A DIFFERENCE IN THEIR CLASSROOM. THEY'RE GETTING INSTRUCTIONAL TIME BACK.

WHAT IS SO IMPORTANT FOR US AROUND THIS CONVERSATION IS THAT THIS IS TEACHER

[03:35:04]

THIS IS NOT SOMETHING THAT IS JUST ROOTED AT OUR HIGH SCHOOLS OR AT OUR SECONDARY LEVEL.

THIS IS SOMETHING THAT WE ARE HEARING, YOU KNOW, ACROSS ALL GRADE LEVELS OF TEACHERS STRUGGLING WITH STUDENT BEHAVIORS AND NOT EITHER FEELING LIKE THEY HAVE THE SUPPORT OR THEY HAVE THE SKILLS THAT THEY NEED IN ORDER TO HAVE THAT SAFE LEARNING ENVIRONMENT.

AND THAT'S WHY THIS CONVERSATION AND WHAT WE'RE GOING TO BRING FORWARD IS SUPER IMPORTANT BECAUSE IT AFFECTS THE ENTIRE SYSTEM.

IT DOES. AND IT'S WE CAN SPEND A LOT OF TIME TRYING TO FIGURE OUT THE WHY WE HAVE THAT.

BUT AT THE END OF THE DAY, WE'VE GOT TO DEAL WITH IT.

IT'S RIGHT IN FRONT OF US, AND IT'S IN FRONT OF EVERY OTHER STUDENT AND EVERY OTHER FAMILY THAT'S IN THAT SCHOOL.

AND I LOOK BACK AT THE REASONS FOR LEAVING, YOU KNOW, AND UNHAPPY WITH THE JOB.

YOU KNOW, THAT'S VERY COMMON WHY PEOPLE LEAVE IN ANY INDUSTRY THEIR JOB.

BUT I CAN SEE WHERE DISCIPLINE WOULD REALLY BE A SUBSET OF THAT REASON.

AND THAT WAS BOTH ON STAFF AND TEACHER.

SO DISCIPLINE IS PROBABLY MORE OBVIOUSLY ON THE TEACHER SIDE AND STAFF.

BUT ANYWAY, I JUST THAT STOOD OUT TO ME.

SO I WANTED TO BRING THAT UP.

THAT'S ALL. ALL RIGHT.

THANK YOU, MR. POTEET. MISS MCGOWAN.

OKAY, SO I'LL BE REALLY QUICK ABOUT THE DISTRICT SNAPSHOT DEMOGRAPHIC OF OUR TEACHERS. I THINK THAT'S SUPER IMPORTANT.

I LIKE WHAT YOU HAVE TO SAY.

WHEN YOU SAID, YOU KNOW.

THERE'S SOMEONE IN THE CLASSROOM THAT LOOKS LIKE ME, RIGHT? LIKE YOU CAN RELATE WHEN YOU SEE SOMEONE THAT KIND OF LOOKS LIKE YOU.

AND I THINK IT IS PIVOTAL TO OUR BEHAVIORAL ISSUES IN A LOT OF OUR ENVIRONMENTS WITH OUR KIDS, ESPECIALLY OUR HIGH SCHOOL KIDS.

SO I THINK THAT I REALLY DO LIKE THE FACT THAT YOU'RE FOCUSING ON THAT AND WORKING TO MAKE SOME CHANGES THERE.

AND AS FAR AS THE TIA, I'M SUPER EXCITED ABOUT THIS PROGRAM, AND I HOPE WE'RE DOING A LOT TO RECRUITING MORE TEACHERS INTO THAT, BECAUSE IT REALLY DOES AFFECT STUDENT OUTCOMES WHEN THEY KNOW THAT THIS IS A HUGE PIECE IN HOW YOU BECOME THIS MASTER TEACHER IS REALLY AFFECTING OUR STUDENT OUTCOMES, AND I THINK THAT'S THE MOST IMPORTANT PIECE OF THIS. SO I'M EXCITED ABOUT THAT.

AND IF WE CAN GET MORE TEACHERS INTO IT, THAT'D BE AWESOME.

THAT'S IT. ONE THING I JUST WANT TO SAY ABOUT WHEN AS WE'RE THINKING ABOUT EXPANDING TIA AND WORKING WITH THOSE CAMPUSES IS THAT THERE HAS BEEN A TENDENCY WHERE OUR CAMPUSES THAT MAYBE HAVE MORE STRUGGLING STUDENTS THAT BECAUSE IT'S EASIER THERE'S A PERCEPTION THAT IT'S EASIER TO SHOW GROWTH.

AND SO THEY'RE GOING TO HAVE A GREATER TENDENCY TO BE ABLE TO HIT THE QUALIFICATIONS FOR TIA.

AND WHAT WE'RE BEGINNING TO SEE AS A CHANGE IN THE PERCEPTION THAT EVEN IF I'M A HIGH ACHIEVING CAMPUS, WE'RE STILL GROWING KIDS AND WE STILL HAVE THE OPPORTUNITY TO GAIN THE REWARDS OF THIS DESIGNATION AS WELL.

AND SO FOR THE FIRST TIME, WE'RE GOING TO HAVE A COUPLE OF CAMPUSES THAT ARE HIGH ACHIEVING ALSO BE A PART OF TIA AND THAT FOR ME IS EXCITING BECAUSE AGAIN, THIS IS FOR FOR ALL STAFF. THIS ISN'T ABOUT ONE DEMOGRAPHIC OF STUDENTS AND THAT YOU'RE SERVING THAT ONE DEMOGRAPHIC. IF YOU'RE GROWING KIDS, YOU NEED TO BE COMPENSATED FOR GROWING KIDS AND THIS IS A WAY FOR US TO DO THAT.

AND AGAIN, WE'RE GOING TO TALK ABOUT MAYBE HOW WE COULD ADD A COUPLE OF QUESTIONS FOR OUR TIA CAMPUSES WITH THEIR CLIMATE SURVEY.

BUT ONE OF THE REALLY ANECDOTAL THINGS THAT WE HEAR FROM TEACHERS IS THAT COMMITMENT OF STAYING IN THE CLASSROOM BECAUSE THEY FEEL LIKE THEY ARE BEING REWARDED FOR THEIR VALUE.

AND WE'VE ACTUALLY HAD A COUPLE OF ASSISTANT PRINCIPALS WHO HAVE MADE THE DECISION TO GO BACK TO THE CLASSROOM AND EARN THAT DESIGNATION AND WE NEED PHENOMENAL.

DON'T GET ME WRONG, WE NEED PHENOMENAL ASSISTANT PRINCIPALS AND PRINCIPALS AS WELL.

BUT TO HEAR SOMEONE SAY, YOU KNOW, I HAVE AN OPPORTUNITY TO BE A LEADER IN THAT CLASSROOM AND TO GROW MY STUDENTS AND TO KNOW I'M GOING TO RECEIVE THAT COMPENSATION.

LIKE, THAT'S TO YOUR POINT ABOUT I'M GOING TO REMEMBER THAT TEACHER FOREVER.

LIKE THAT'S GAME CHANGING.

SO WE'RE SEEING A LOT OF DIFFERENT IMPACTS OF IT.

AND WE WILL WORK ON CONTINUING TO MEASURE THE OUTCOMES OF IT BEYOND JUST HOW MANY CHECKS WE WE GIVE OUT.

MS. RENTERÍA. YES, I HAVE ONE MORE QUESTION THAT I SAW HERE THAT I MISSED.

AND WHEN MISS MCGOWAN MENTIONED HERE ON THE DISTRICT SNAPSHOT AGAIN, YES, ABSOLUTELY.

I'M SO GRATEFUL THAT WE'RE MOVING FORWARD OR DOING MORE REALLY KIND OF FOCUSING ON THAT AS WELL, TOO, OR GIVING MORE ATTENTION TO THAT, BECAUSE I SEE THAT LIKE WHEN I SEE THE DEMOGRAPHICS AND WE HAVE LIKE IN OUR TEACHERS IN OUR DISTRICT, WE HAVE A LARGE HISPANIC, RIGHT DEMOGRAPHIC OF STUDENTS.

HOW DO THESE NUMBERS LIKE, AS FAR AS TEACHERS HELP ME REMEMBER HOW THEY REFLECT THE STUDENTS THAT WE SERVE? BECAUSE I SEE LIKE THE PERCENTAGE LIKE FOR OUR HISPANIC AND OUR AFRICAN AMERICAN

[03:40:03]

SO I'M TRYING TO SEE HOW DOES THAT MEASURE UP TO THE STUDENTS THAT WE SERVE.

IF YOU WERE TO LOOK AT JUST AN, YOU KNOW, AN AVERAGE DEMOGRAPHIC BREAKDOWN, WE'RE ALMOST A THIRD, A THIRD, A THIRD.

SO AROUND 35% OF OUR STUDENTS ARE HISPANIC.

AROUND 20/31 OR 32% ARE AFRICAN AMERICAN AND THEN 27 TO 28% ARE WHITE OR CAUCASIAN.

SO YOU CAN SEE WE HAVE ABOUT HALF OF THE PERCENTAGE OF TEACHERS THAT ARE REPRESENTED ARE TEACHERS OF COLOR VERSUS HOW MANY STUDENTS WERE SERVING.

BECAUSE I'M JUST WONDERING, LIKE IF YOU CAN MAYBE JUST GIVE JUST REALLY QUICK DOCTOR GIBSON LIKE WHAT? WHAT WE'RE I KNOW YOU MENTIONED IT, BUT HOW ARE WE SPECIFICALLY LIKE, ADDRESSING LIKE THE HIS, THE HBCU'S, LIKE THE UNIVERSITIES? LIKE WHICH ONES OR HOW ARE WE ATTRACTING MORE TEACHERS OF COLOR TO REALLY REFLECT THE STUDENTS THAT WE'RE TRYING TO SERVE, THOSE TRYING TO REALLY MAXIMIZE THE CAMPUSES? THAT WOULD NOT WE WOULD NOT HAVE TRADITIONALLY HAVE TARGETED FOR JOB FAIRS OR FOR RECRUITING EFFORTS MAKING SURE THAT AS WE SEND ANY INDIVIDUAL ON A RECRUITING TRIP ANYWHERE, WE ARE SENDING A DIVERSE GROUP OF PEOPLE TO RECRUIT FOR US.

AGAIN, WHOEVER IS STANDING AT THAT TABLE IS A REPRESENTATIVE, IS A REPRESENTATIVE OF WHAT WHO I GET TO WORK WITH, FOR EXAMPLE.

AND SO WE ARE TRYING TO DO MORE OF SENDING SOME OF OUR CAMPUS ADMINISTRATORS.

IN THE PAST, WE PULLED BACK AWAY FROM THAT BECAUSE IT'S DIFFICULT TO HAVE THEM OFF CAMPUS. BUT WHEN WE HAVE AN ALUM WHO HAVE GONE TO THESE PREDOMINANTLY THE HBCUS OR CIS HSUS, THEN THAT THAT IS EVEN MORE INCENTIVE FOR THEM TO GO AND RECONNECT WITH THEIR ALMA MATER AND BE A VOICE OF, THIS IS WHY I'M HERE, AND THIS IS WHY YOU SHOULD COME HERE AS WELL. IT IS STILL A STRUGGLE, I'LL BE HONEST.

BUT WHAT WE KNOW IS WE HAVE SOME OF OUR CAMPUSES WHO HAVE DONE BETTER WITH THEIR HIRING IN THAT WAY, AND THOSE TEND TO BE SOME OF THE PEOPLE THAT WE WANT TO SEND OUT AS WELL.

I KNOW, EVERYONE'S GOING TO WE WORKED REALLY HARD IN THE LAST LEGISLATIVE SESSION TO WORK WITH OUR LOCAL LEGISLATORS ON EVEN TEXAS EDUCATION AGENCY AROUND DEVELOPING PROGRAMS THAT WOULD BRING THE COST OF A TEACHER EDUCATION PROGRAM DOWN.

BECAUSE AGAIN, IF I MAY.

AND AGAIN, I HAVE A SENIOR WHO WANTS TO BE AN ELEMENTARY EDUCATION MAJOR.

SHE WANTS TO TEACH AND HER DAD AND I IS, YOU KNOW, EDUCATORS.

WE'VE HAD TO HAVE THAT CONVERSATION WITH HER.

SHE HAS ALWAYS WANTED TO GO TO A&M.

SHE WANTS TO GO TO A&M.

AND THERE'S A REALITY OF WHAT WE'RE ABOUT TO SPEND FOR HER TO GO TO A&M AND IN THE END, WHAT HER CAREER COMPENSATION PATHWAY.

NOW WE BELIEVE IN IT AND WE'RE GOING TO SUPPORT HER IN THAT.

BUT THERE ARE FAMILIES WHO CAN'T.

AND SO IF I'M MAKING A STRATEGIC DECISION ABOUT IF I'M GOING TO GO TO COLLEGE AND IF I'M GOING TO GET A DEGREE, WHERE IS THAT COMPENSATION TRAJECTORY, WHERE IS THAT GOING AND WHERE IS THAT GOING TO LEAD ME? THAT IS A REAL CHALLENGE.

SO PROGRAMS LIKE DALLAS COLLEGE PROGRAMS LIKE GROW YOUR OWN, WORKING WITH CONTINUING TO WORK WITH, YOU KNOW, LOAN FORGIVENESS PROGRAMS AND EDUCATING OUR HIGH SCHOOL STUDENTS, EDUCATING OUR YOUNG COLLEGE STUDENTS ON THOSE PROGRAMS. AND THOSE BENEFITS BEING LOUDER ABOUT TIA, THAT, YES, YOU MAY COME IN AND MAKE $60,000, BUT IF YOU COME IN AND YOU WORK FOR A YEAR, AND ESPECIALLY IF YOU WORK AT A TITLE ONE CAMPUS, YOU HAVE A TRAJECTORY OF GETTING $30,000 ADDITIONAL.

THOSE, I THINK ARE OPPORTUNITIES OF CHANGING THE PERCEPTION BUT IT'S A BIG PERCEPTION ISSUE OF THE INVESTMENT VERSUS THE REWARD.

ABSOLUTELY. AND WE ARE DESPERATELY WORKING TO TRY TO CHANGE THAT.

YEAH. NO, ABSOLUTELY AND I TOTALLY UNDERSTAND THAT.

I JUST KNOW THAT, YOU KNOW, IN THIS WHAT'S REAL IMPORTANT TO ME IS WHEN I SEE, YOU KNOW, LIKE THE PERCENTAGE OF TEACHERS AND ESPECIALLY LIKE, I KNOW THAT I CAN OBVIOUSLY RELATE TO OUR HISPANIC POPULATION AND, AND I'M THINKING OF WAYS THAT I WOULD LOVE TO SEE HISPANIC TEACHERS THAT ARE OUTSIDE.

I MEAN, AGAIN, WE VALUE OUR BILINGUAL TEACHERS IN THE CLASSROOM.

WE VALUE OUR ESL TEACHERS ON SECONDARY.

BUT I WOULD LOVE TO SEE.

HISPANIC TEACHERS, PEOPLE WHO LOOK LIKE ME TO BE MY KIDS, TEACHERS WHO TEACH PHYSICS, WHO TEACH, YOU KNOW, LITERATURE, WHO YOU KNOW, A LOT OF TIMES WHEN WE SEE THESE DEMOGRAPHICS, IT'S JUST LIKE THEY'RE IN THOSE PARTICULAR DEPARTMENTS AND WHILE THOSE ARE IMPORTANT, I'M GLAD, BUT I LOVE I WOULD LOVE TO MOVE MORE WHERE WE SEE AGAIN THE REFLECTION OF WHAT OUR STUDENTS, THE CLASSES THAT THEY'RE TAKING AND ALSO SAYING, OKAY, I

[03:45:04]

SO ANYWAY, AND I'M JUST REALLY GRATEFUL THAT WE'RE DOING AND I UNDERSTAND THAT WE'RE COMPETING. THE COMPETITION IS REAL.

AND THAT'S WHY I WONDERED, LIKE, HOW FAR SOUTH DO WE GO TO RECRUIT AT THESE HIS'S AND, YOU KNOW, DIFFERENT UNIVERSITIES.

BUT I'M REALLY GRATEFUL TO ALL THE WORK THAT YOU'RE DOING, DR GOODSON AND YOUR TEAM, AND, YOU KNOW, HOPE THAT WE CAN.

AGAIN, THESE NUMBERS KIND OF REFLECT A LITTLE BIT MORE OF THE STUDENTS THAT WE SERVE. YES.

THANK YOU, MS. RENTERÍA.

MISS TIMME, I'M SORRY.

I JUST HAVE TWO QUICK THINGS I FEEL COMPELLED TO SAY.

WELL, THREE. REALLY? SEVERAL OF YOU HAVE SAID THAT, LIKE, IT'S IMPORTANT FOR YOUR YOUR KID TO HAVE TEACHERS THAT LOOK LIKE YOU, BUT I WANT YOU ALL TO KNOW IT'S JUST AS IMPORTANT TO MY KID TO HAVE TEACHERS THAT DON'T LOOK LIKE THEM TO.

IT IS A BENEFIT TO ALL OF OUR STUDENTS, OR WHO DIDN'T GROW UP IN THE SAME ECONOMIC CLASS. OR THAT YOU MEAN ALL OF THAT JUST MAKES OUR KIDS BETTER? SO I FEEL COMPELLED TO SAY THAT.

THE OTHER THING IS YOU HAD SAID MR. EAGER. YOU HAD SAID SOMETHING ABOUT HOW DO WE RECRUIT TEACHERS AND OTHER THINGS THAT ARE OUTSIDE THE BOX. I DON'T KNOW IF IT'S OUTSIDE THE BOX, BUT I DO WANT TO SAY, AS WE'RE LOOKING TO GET LEANER AND PERSONNEL THROUGH ATTRITION AND I KNOW THAT THERE HAVE BEEN COMMENTS AROUND THAT WE'RE THAT OUR STAFF OUTSIDE OF JUST THE CLASSROOM TENDS TO BE HEAVY. I WILL SAY ONE OF THE THINGS THAT MAKES A HUGE DIFFERENCE FOR A NEW AND OR EXPERIENCED TEACHERS IS THE SUPPORT THAT THE DISTRICT CAN OFFER THEM IN THEIR CLASSROOM AND HELPING THEM GROW.

AND THERE IS A PUSH POINT WHERE YOU GET SO LEAN THAT NOW THEY DON'T HAVE THAT SUPPORT.

AND SO OUR CENTRAL OFFICE STAFF DOES A REALLY GOOD JOB OF THAT.

AND THAT IS SOMETHING THAT MAKES TEACHERS WANT TO STAY, BECAUSE IF THEY LEAVE AND GO TO ANOTHER DISTRICT, THEY WON'T HAVE THE SAME SUPPORT.

SO I JUST WANTED TO THROW THAT OUT THERE.

AND THE OTHER PIECE IS I KNOW IT IS HARD TO SIT HERE WHEN WE'RE TALKING ABOUT SCHOOL CLOSURES, BUT THEN ALSO TALK ABOUT BONDS AND REFRESHES.

THAT IS NOT LOST ON ME.

HOWEVER, IF I AM A TEACHER AND I'M COMING TO LOOK IN A DISTRICT AND I'M LOOKING AT SCHOOLS, I'M NOT TRYING TO COME TO A SCHOOL THAT DOES NOT LOOK LIKE IT HAS PRIDE IN IT AND THERE'S NO UPKEEP.

AND SO THESE SCHOOLS AND HOW THEY LOOK AND THE FACT THAT THEY'RE UP TO DATE AND THAT WE KEEP THEM NICE, THAT IS A RECRUITING TOOL.

AND THERE'S ALSO A FINE LINE THERE TOO.

WE DON'T WANT TO GO OVERBOARD, BUT I'M COMING TO LOOK TO WORK AT AN ENVIRONMENT THAT'S NICE AS WELL AS SUPPORTIVE.

SO I JUST WANTED TO SAY THOSE TWO THINGS.

YEAH, IT'S A GREAT POINT, MISS PACHECO.

I JUST WANT TO PIGGYBACK BACK ON THE SNAPSHOT SLIDE ON THE STUDENT TEACHER DEMOGRAPHICS.

I KNOW THAT IS THE DEMOGRAPHIC, AND I KNOW THAT OUR DEMOGRAPHIC FOR STUDENTS ARE SLIGHTLY DIFFERENT THAN WHAT WE'RE LOOKING AT AS TEACHERS, BUT WE ALSO KNOW STATISTICALLY SPECIFIC FOR A HISPANIC STUDENTS.

WE DON'T GRADUATE AS MUCH FOR COLLEGE, AND A LOT OF THEM ARE NOT IN STEM FIELDS, EVEN THOUGH WE'RE TRYING OUR BEST.

SO I DO PUT THAT ON OUR DISTRICT TO MAKE SURE WE ENVISION AND WE TEACH ALL OUR KIDS THE POSSIBILITIES THAT THEY HAVE, REGARDLESS OF WHO THEY ARE, WHERE THEY COME FROM, AND THE COLOR OF THEIR SKIN.

AND I THINK, YOU KNOW, IF WE DO THAT, WE'RE NOT ONLY HELPING THE STUDENTS NOW, WE'RE HELPING OUR FUTURE, AND WE'RE HOPEFULLY GETTING TEACHERS THAT LOOK LIKE EVERYBODY IN ANY FIELD. STEM RELATED.

SCIENCE, LANGUAGE, ART, MUSIC.

THANK YOU. MISS MCGOWAN.

I JUST GOT TO GIVE A SHOUT OUT.

AND I KNOW TABITHA YOU KNOW THE NAME OF THIS CHEMISTRY TEACHER, BUT I DON'T AND IT'S MY SON'S AT LAKE HIGHLANDS HIGH SCHOOL, AND I WALKED IN TO A OPEN HOUSE, AND IT WAS THIS BIG BLACK DUDE, BUT SITTING BEHIND THE DESK TEACHING CHEMISTRY.

AND I WAS LIKE, HEY, HOW ARE YOU? AND HE KIND OF TOLD ME HE'S JUST LIKE, TALK TO ME ABOUT THE BEHAVIORAL ISSUES HE HAD IN THE CLASSROOM AND HE DOESN'T HE DIDN'T KNOW WHO I WAS AND WE DIDN'T SHARE THAT INFORMATION. WE'RE JUST HAVING A CONVERSATION AS A PARENT.

AND HE SAID HE DIDN'T PUT UP WITH THAT CRAP IN HIS CLASSROOM.

HE DIDN'T PUT UP WITH BEHAVIORAL ISSUES AND CALLED KNUCKLEHEADS, YOU KNOW, ENDURING TERM.

BUT I JUST SAY THAT TO SAY IT MAKES A DIFFERENCE, RIGHT? AND WHEN I SAW HIM AND HE AND WE TALKED ABOUT BEHAVIORAL ISSUES AND HE SHARE HIS STORY, I THOUGHT AND I TOLD HIM, I GO, YOU KNOW, WE NEED MORE PEOPLE LIKE YOU HERE.

SO ANYWAY, SHOUT OUT TO HIM, THANK YOU.

IT'S GREAT. ANY ADDITIONAL QUESTIONS? COMMENTS? AND SO I'M VERY PASSIONATE ABOUT GETTING GREAT TEACHERS, KEEPING GREAT TEACHERS.

[03:50:01]

JUST A FEW YEARS AGO TO GO TO MY ELEMENTARY SCHOOL AND TO SEE THAT SOME OF THOSE TEACHERS WERE STILL THERE WAS POWERFUL.

I THINK IN ADDITION TO GREAT RECRUITING, JUST BEING DIFFERENT ABOUT HOW WE RECRUIT, WE'VE GOT SOME GREAT THINGS RIGHT HERE, RIGHT HERE IN RICHARDSON ISD.

WE'RE ALREADY DOING AROUND DIVERSITY.

WE'VE GOT RAZ-B.

WHEN I WENT TO THE EVENT THAT THEY HAD THE OTHER DAY THAT HAD TASHARA.

THEY HAD A HAIR SHOW TO SHOW HOW WE EMBRACE DIVERSITY RIGHT HERE IN RICHARDSON ISD.

AND AS YOU BRAND THE DISTRICT IN THAT WAY, THAT'S HOW YOU RECRUIT AND RETAIN AS WELL.

I MEAN, IS THAT.

YES. IS THAT TRUE? I MEAN, IF I WERE TO LOOK AROUND AND SEE THAT THIS DISTRICT IS EMBRACING DI AND EMBRACING THINGS LIKE RAZ-B AND ALL THE OTHER PROGRAMS THAT WE HAVE, YOU KNOW, I THINK THAT'S LOW HANGING FRUIT.

AND WE JUST CONTINUE TO BRAND OURSELVES IN THAT WAY.

AND, YOU KNOW, I WOULD LOVE TO SEE, YOU KNOW, THIS DISTRICT JUST LOOK JUST BEAUTIFUL.

YES, MA'AM. JUST BEAUTIFUL ACROSS THE BOARD.

SO YEAH.

GREAT CONVERSATION.

I DON'T EVEN KNOW WHERE WE ARE TONIGHT.

LET'S SEE. I THINK WE GOT ANY ADDITIONAL QUESTIONS.

THANK YOU, DOCTOR GOODSON.

THAT WAS GREAT. TABITHA TEAM.

OUR NEXT ITEM IS AN INFORMATION ITEM AND PRESENTATION.

[IV.H. Inclement Weather Make-Up Days]

ULTIMATELY, WE HAVE ENOUGH [INAUDIBLE] MINUTES.

WE DO NOT HAVE TO USE ONE OF OUR BAD WEATHER DAYS.

SO THE TWO DAYS IN THE CALENDAR THAT ARE DESIGNATED AS BAD WEATHER DAYS, WE CAN GET TO CONTINUE TO HAVE THOSE IN THE SCHEDULE.

SO STUDENTS STILL HAVE THOSE TWO HOLIDAYS, STAFF STILL HAVE THOSE TWO HOLIDAYS.

HUMAN RESOURCES IS SENDING OUT A MEMO TO STAFF ON HOW THEY WILL MAKE SURE THAT THEY WILL MAKE UP THOSE HOURS AS WE HAVE DONE IN THE PAST.

SO THE CALENDAR STAYS AS IS.

THANK YOU VERY MUCH.

THANK YOU, MR. JASSO. ANY QUESTIONS? BOARD. MR. EAGER HAS ONE.

MR. JASSO MR. EAGER SAID. YES, ABSOLUTELY.

MR. JASSO, DOES THIS GET US ANYWHERE CLOSER TO THE PERFECT CALENDAR? ALL RIGHT. NEXT.

WE STILL KEEP OUR SNOW DAYS.

ALL RIGHT, SO OUR LAST, MOST EXCITING.

YES. OUR LAST ITEM IS WE'VE HAD A LOT OF EXCITING THINGS GOING ON IN THE DISTRICT

[IV.J. Discussion of Student / District Activities]

DEBBIE MS. RENTERÍA, MISS MCGOWAN AND MYSELF HAD AN OPPORTUNITY TO GO TO THE TEXAS CAUCUS OF BLACK SCHOOL BOARD MEMBERS.

MS. RENTERÍA.

DO YOU WANT TO GIVE US A LITTLE UPDATE ON THAT REAL QUICK? I THOUGHT THAT WAS AMAZING.

I THINK IT WAS YOU KNOW, THE DAYS THAT I THINK THIS YEAR WHEN WE WENT THE SPEAKERS WERE AMAZING. THEY WERE VERY INSPIRING.

IT'S ALWAYS GREAT TO GO TO THESE CONFERENCES WHEN THEY REALLY DO FOCUS, RIGHT.

WHEN WE GO TO MESA AND WE LEARN MORE ABOUT HOW TO SERVE OUR HISPANIC STUDENTS, WHEN WE GO TO THESE CONFERENCES, WE LEARN TO FOCUS AND REALLY LEARN MORE ABOUT HOW DO WE SERVE OUR AFRICAN AMERICAN STUDENTS.

AND AGAIN, IT'S ABOUT ALL STUDENTS.

BUT WHEN YOU GET THESE INSPIRING SPEAKERS AND EXPERTS THAT GIVE YOU SO MUCH INFORMATION, IT WAS JUST AMAZING.

I REALLY ENJOYED IT.

AND OF COURSE, I HAD TWO GREAT COLLEAGUES TO TO SHARE THAT WITH, AND I JUST TOTALLY ENJOYED IT. AND IT WAS A LEARNING EXPERIENCE.

IT WAS WONDERFUL. YEAH, IT WAS ACTUALLY ONE OF THE BETTER CONFERENCES THAT I'VE ATTENDED IN A LONG TIME, BECAUSE WE DID DIVE DEEP.

IT WAS REALLY GOOD.

IT WAS VERY GOOD.

OUR OMNI PARTNERSHIP, MR. POTEET. SAY THAT AGAIN.

I'M SORRY. OMNI? OMNI PARTNERSHIP. NO THE HOTEL LOBBY GRAND OPENING AND RIBBON CUTTING.

THAT WAS GREAT.

I THOUGHT THAT WAS GREAT.

I MEAN, SEEING THE KIND OF AN EXAMPLE OF THE TEAMING PARTNERS THAT WE WORK WITH, I MEAN, THAT'S A IN THE MILITARY, THEY CALL IT A FORCE MULTIPLIER.

THAT'S TAKING SOMETHING THAT WE'RE DOING AND TEAMING WITH SOMEBODY THAT MAKES IT EVEN BIGGER, MORE IMPACTFUL FOR THOSE STUDENTS, AND I LOVE THE LEVEL OF TEAMING THAT WE HAD THERE. I MEAN, WE HAD SOME BIGWIGS FROM OMNI AND SOME OF THE PROMISES AND THE PLANS SOUNDED OUTSTANDING FOR OUR STUDENTS IN THE HOSPITALITY INDUSTRY.

SO IT WAS A GREAT EXAMPLE OF, I THINK, WHAT WE'RE DOING IN OTHER PARTS OF THE DISTRICT AS

[03:55:01]

IT REALLY DID. BIG CUCUMBER WATER AND EVERYTHING.

YEAH AND COOKIES.

YEAH. VANESSA, YOU HAD AN OPPORTUNITY TO GO OVER TO [INAUDIBLE] AND GIVE THEM SOME OF YOUR VOICE [INAUDIBLE] READ ACROSS AMERICA.

THAT WAS SO MUCH FUN, I LOVE KINDERGARTNERS.

I WENT THERE.

IT WAS WONDERFUL.

I PICKED OUT TWO BOOKS.

I HAD A BILINGUAL CLASS, SO I HAD A SPANISH BOOK AND AN ENGLISH BOOK.

AND, YOU KNOW, WE JUST THOROUGHLY ENJOYED LEARNING ABOUT MISBEHAVING DINOSAURS AND HOW THEY MAKE UP AND BECOME FRIENDS AGAIN.

AND OF COURSE, THE TURTLE AND THE HARE STORY IS ALWAYS GREAT BECAUSE IT'S GOOD TO MOVE FAST SOMETIMES, BUT IT'S ALWAYS BETTER TO SLOW DOWN, TAKE YOUR TIME, AND GET THINGS RIGHT. SO IT WAS GREAT.

TINY KID DISCUSSION.

IT WAS JUST A LOT OF FUN TO SEE THEM AND TALK TO THEM IN TWO LANGUAGES.

YES, I LOVE READING TO THE LITTLES.

YES. MR. EAGER. THE RHS REVALIDATION CELEBRATION.

I WAS REALLY EXCITED TO SEE THAT WE CONTINUE TO BE NATIONALLY RECOGNIZED FOR OUR AVID PROGRAM AND RICHARDSON HIGH SCHOOL, BECAUSE IT'S MAKING SUCH A AND THE EXCITING THING IS JUST WAITING TILL YOU SEE THOSE SCHOLARSHIP DOLLARS COMING AT THE END OF THE YEAR.

IT WILL JUST BLOW YOU AWAY.

SO IT WAS JUST SO EXCITING TO SEE THAT WE CONTINUE THAT GREAT WORK THERE AND THROUGHOUT THE DISTRICT. I DON'T WANT TO FORGET OUR FRIENDS, OUR RAM NATION THERE.

SO BUT IT WAS VERY EXCITING.

IT WAS JUST GOOD TO SEE THE SMILING FACES AND YOU KNOW, GETTING TO EAT SOME CAKE.

THAT'S ALWAYS GOOD. MISS MCGOWAN, YOU HAD AN OPPORTUNITY TO GO TO THE LAKE HIGHLANDS LEARNING CENTER. OPEN HOUSE? NO. DON'T OPEN HOUSES FOR [INAUDIBLE] THAT WAS JUST MR. POTEET? I WAS THERE, SO.

I'LL COVER FOR YOU.

RACHEL, I GOT IT. IT WAS OUTSTANDING.

YOU SHOULD HAVE BEEN THERE. NO, IT WAS GREAT BECAUSE ONE, THIS KIND OF SHOWCASED THE HIGH SCHOOL BOND PROJECT THAT WE HAD FROM THE LAST BOND.

SO FOR ANYBODY IN THE COMMUNITY THAT HADN'T SEEN THE HUB AND THE CONNECTORS AND EVERYTHING. SO THAT WAS GREAT.

I DROVE BY, WHICH WAS HARD TO GET A PARKING SPOT AT LAKE HIGHLANDS JUNIOR HIGH BECAUSE MY UNDERSTANDING WAS WE HAD 400, 500 PEOPLE SHOW UP AS KIND OF A LAST WALK OF THE SCHOOL BEFORE THEY TRANSITION OVER TO THE NEW BUILDING NEXT FALL.

BUT THAT SEEMED LIKE THAT WAS VERY GOOD.

AND THEN I WENT THROUGH FOREST MEADOW AND HAD MY SON TAKE MYSELF AND MY WIFE AROUND THE NEW CONSTRUCTION THERE.

SO THAT WAS PRETTY FUN AS WELL.

BUT YEAH, IT WAS A NEAT SHOWCASE.

IT WAS A GREAT OPPORTUNITY.

PEOPLE ARE BUSY, SO I WISH THERE WERE MORE PEOPLE PROBABLY.

BUT, YOU KNOW, EVERYBODY'S BUSY, SO IT WAS A GOOD OPPORTUNITY.

ALL RIGHT. AND THE LAST THING I THINK WE ALL HAD AN OPPORTUNITY TO ATTEND ONE OF THE LISTENING TOURS.

MISS TIMME, YOU WANT TO GIVE US A LITTLE.

I MEAN, YES, I DID WAS SUPPOSED TO BE WARM, BUT I DID GET THE FLU.

THAT WAS UNFORTUNATE.

SO BUT EVERYBODY WAS GREAT ABOUT SHARING THE INFORMATION.

I APPRECIATE THE FOLKS WHO CAME OUT.

THE ONE I WENT TO WAS IT PEARCE HIGH SCHOOL? IT WAS THE FIRST ONE.

AND I APPRECIATE EVERYBODY WHO THERE SHARING THEIR THOUGHTS.

WHETHER IT WAS REALLY AT THAT MEETING, ANY OF THE OTHER MEETINGS OR LET'S TALK IT'S ALWAYS SUPER IMPORTANT TO HEAR THAT.

AND SO THAT CERTAINLY WILL BE VERY INFORMATIONAL AS WE GO FORWARD.

BUT THE COMMUNITY WAS GREAT, HAD SOME GREAT CONVERSATIONS AFTERWARDS AND WAS REALLY ABLE TO HEAR THEIR PERSPECTIVE AND THAT CAN'T EVER BE LOST ON US THAT WHILE WE'RE MAKING SOME DECISIONS, THE IMPACT CAN BE FELT BY OTHER PEOPLE, AND WE ABSOLUTELY HAVE TO TAKE THAT INTO CONSIDERATION, EVEN IF WE HAVE TO MAKE A CHOICE THAT THEY DON'T WANT, OR IF WE COME UP WITH A BETTER ONE WE ARE BETTER FOR HEARING THAT.

ABSOLUTELY. ALL RIGHT, WELL, GUESS WHAT.

THAT IS IT FOR THIS PART OF OUR MEETING.

SORRY, GUYS.

THANK YOU ALL FOR HANGING OUT WITH US TONIGHT AND STAYING AS LONG AS YOU COULD.

THANK YOU, COLLEAGUES.

HOWEVER, WE'RE GOING TO SPEND JUST A LITTLE BIT MORE TIME TOGETHER TONIGHT.

THANK YOU STAFF, OUR VISITORS, MY COLLEAGUES, FOR BEING HERE THIS EVENING.

IT IS 10:13 P.M., AND THE BOARD WILL NOW CONVENE TO A CLOSED SESSION IN ACCORDANCE

[V. CLOSED MEETING]

TEXAS GOVERNMENT CODE, SECTION 551.071 CONSULTATION WITH ATTORNEY AND SECTION 551.074 PERSONNEL MATTERS AND DUTIES OF PUBLIC OFFICER.

[04:00:01]

ALL RIGHT, GUYS, IT IS THE NEXT DAY.

[VI. RECONVENE]

I'D LIKE TO THANK EVERYBODY FOR STAYING AS LATE AS YOU DID.

I'D LIKE ALL OF THE GREAT DETAILED DIALOG THAT WE HAD.

THIS WAS GREAT.

THIS MEETING IS ADJOURNED AT 12:07 A.M.

ON MARCH 8TH.

* This transcript was compiled from uncorrected Closed Captioning.