[00:00:02]
>> THE TIME IS NOW 6:05 AND I CALL THE JANUARY 13,
[1.
CALL TO ORDER
]2026 STUDY SESSION OF THE EANES ISD BOARD OF TRUSTEE STEWARD.MADAM SECRETARY, DO WE HAVE A QUORUM?
>> ALOHA, MADAM PRESIDENT, AND YES WE DO. THANK YOU.
I'M GOING TO SAY A COUPLE OF THINGS JUST TO OPEN US UP AND KICK OFF THE MEETING.
OUR VERY FIRST MEETING WITH OUR NEW SUPERINTENDENT, MR. KANIKI.
I WANT TO THANK EVERYONE FOR BEING HERE.
I'M KIM MACMATH, AND I'M PRESIDENT OF THE EANES ISD BOARD OF TRUSTEES, AND ON BEHALF OF THE BOARD AND THE ADMINISTRATION, WE WELCOME YOU TO TONIGHT'S STUDY SESSION.
THE PURPOSE OF THIS MEETING IS FOR THE BOARD TO DELIBERATE.
UNLIKE SOME STUDY SESSIONS, WE ARE GOING TO VOTE ON A COUPLE OF THINGS EARLY ON THE AGENDA.
AS ALWAYS, WE'RE COMMITTED TO ENSURING A RESPECTFUL AND CONSTRUCTIVE ENVIRONMENT, WE ASK FOR THE SAME COURTESY IN RETURN.
PLEASE REFRAIN, AND I DON'T THINK THIS IS GOING TO HAPPEN, BUT REFRAIN FROM ANY OUTBURST OR DISRUPTIVE BEHAVIOR.
APPLAUSE, ON THE OTHER HAND, IS ALWAYS WELCOME, AS MR. KANIKI, AS OUR SUPERINTENDENT, RECOGNIZES PEOPLE AND THINGS DURING HIS REPORT.
THERE WILL BE AN OPPORTUNITY FOR PUBLIC COMMENT IN JUST A FEW MINUTES, AND I'LL PROVIDE FURTHER INSTRUCTIONS WHEN WE REACH THAT PORTION OF THE AGENDA.
RIGHT NOW, I WANT TO WELCOME YOU TO OUR STUDY SESSION.
I THANK YOU FOR YOUR PRESENCE TONIGHT AND FOR YOUR CONTINUED INTEREST IN SUPPORTING OUR COMMUNITY AND SCHOOLS, AND WE'LL NOW BEGIN OUR AGENDA WITH THE SUPERINTENDENT'S REPORT. MR. KANIKI.
[3.
SUPERINTENDENT'S REPORT
]>> THANK YOU. WELCOME, TRUSTEES AND EVERYBODY HERE IN ATTENDANCE TONIGHT AND LISTENING.
WELCOME BACK AND HAPPY NEW YEAR.
TYPICALLY, DURING OUR WORK SESSION, I WOULDN'T DO A FULL BLOWN REPORT.
BUT BECAUSE I'M THE NEW GUY, I THOUGHT IT WAS IMPORTANT TO SHARE SOME CELEBRATIONS.
IF YOU'LL BEAR WITH ME FOR A FEW MINUTES, I'D LIKE TO SHARE A COUPLE OF THINGS.
MY FIRST WEEK BACK HERE WITH EVERYONE.
I HAD THE OPPORTUNITY TO VISIT OUR AMAZING ELEMENTARY SCHOOLS, BRIDGE POINT, BARTON CREEK, CEDAR CREEK, FOREST TRAIL, AND I'LL BE AT EANES ELEMENTARY FRIDAY.
I GOT TO MEET WITH INCREDIBLE AND AMAZING STUDENTS AND STAFF.
WHAT I LIKE TO CALL EPIC AT EANES IS TRULY A SPECIAL PLACE, AND THAT GOT REINFORCED TO ME RIGHT AWAY.
I ALSO HAD A CHANCE TO WALK THE VAUNTED HALLS OF WESTLAKE AND LEARN A LITTLE BIT ABOUT WESTLAKE HIGH SCHOOL AND WESTLAKE NATION, INCLUDING ON WEDNESDAY AND THURSDAY GETTING TO ATTEND.
I GOT TO SEE THE 17TH ANNUAL LUNCH ROOM BRAWL WRESTLING MATCH, WHICH WAS INCREDIBLE.
I GOT TO SEE A SPECIAL OLYMPICS FUNDRAISER TIED TO THAT EVENT WHERE OUR STUDENTS RAISED $5,000 FOR A GREAT CAUSE.
I ALSO GOT TO SEE PASCAL AND NICO MARISI, WHO BOTH HAVE BEEN AMAZING THIS SCHOOL YEAR WITH THE WRESTLING TEAM, AND THEY RECENTLY WENT TO SOME THE STATES LARGEST MEET, WHERE THEY BOTH FINISHED IN THE TOP FOUR IN THEIR WEIGHT CLASSES, AND THEY HAVE BEEN INVITED TO COMPETE NATIONALLY.
THEY'VE DONE THAT SEVERAL TIMES, INCLUDING LAST WEEKEND.
THEY WERE IN SEATTLE, WHERE THEY BOTH PLACED AGAIN.
SOME REALLY AMAZING THINGS GOING ON WITH THE WRESTLING PROGRAM AS WELL.
I ALSO HAVE ENJOYED WATCHING BOYS AND GIRLS BASKETBALL, AND YOU MAY OR MAY NOT KNOW THAT OUR GIRLS' BASKETBALL TEAM IS ON A HISTORIC EPIC RUN, CURRENTLY 27.
EVERYBODY SHOULD GET OUT TO SEE THE LADY SHATS.
OF COURSE, OUR BOYS ARE HAVING A VERY COMPETITIVE SEASON, AS WELL.
I ALSO GOT TO SEE THE AUSTIN ELITE SOCCER TOURNAMENT LAST WEEK, WHICH WE HOSTED, AND OUR BOYS SOCCER TEAM PERFORMED SO WELL IN THAT TOURNAMENT THREE DAYS IN A ROW.
THAT'S A GAUNTLET OF SOCCER GAMES FOR THOSE OF YOU WHO KNOW.
I ALSO GOT TO ATTEND AN IMPORTANT TASB REGIONAL MEETING WITH TRUSTEES LAST WEEK.
I GOT TO WATCH OUR BOARD PRESIDENT, KIM MACMATH, SHARE HER CELEBRATION OF WHAT'S APGADINS IN PUBLIC SCHOOLS.
THAT WAS REALLY A GREAT EXPERIENCE WITH OUR TRUSTEES TO GET TO LEARN ABOUT WHAT'S GOING ON HERE IN TEXAS.
JUST A SHORT, BUT SWEET REPORT, AND SO EXCITED TO BE HERE.
I APPRECIATE ALL OF THE EPIC THINGS YOU'VE BEEN SHARING WITH US.
I'M NOW GOING TO MOVE THE AGENDA A LITTLE BIT,
[5.
OPEN FORUM
]AND OUR FOURTH ITEM ON THE AGENDA WAS SWEARING IN OF THE INTERIM POLICE CHIEF, BUT I'M GOING TO MOVE UP OPEN FORUM.BEFORE I CALL UP THAT SPEAKER, WHAT I'D LIKE TO DO IS JUST READ SOME THINGS THAT I'M REQUIRED TO READ.
[00:05:01]
JUST GIVE ME A FEW MINUTES TO GO THROUGH THIS.IT'S NOW TIME FOR OUR OPEN FORUM PORTION OF OUR MEETING, AND WE HAVE ONE SPEAKER WHO IS SIGNED UP TO SPEAK ABOUT ITEMS ON THE AGENDA.
THE ONE SPEAKER WILL SPEAK NOW AND WE'LL HAVE 3 MINUTES TO ADDRESS THE BOARD.
PLEASE WATCH THE TIMER, AND THE TIMER IS GOING TO BE ON THESE SCREENS, MISS TUCKER.
WHEN YOUR TIME'S UP, FINISH YOUR SENTENCE AND STOP.
IF YOU DON'T FINISH YOUR PREPARED REMARKS, YOU'RE WELCOME TO EMAIL YOUR FULL COMMENTS TO TRUSTEES AT EANES ISD.
WHILE SPEAKING, PLEASE DIRECT YOUR COMMENTS TO THE BOARD AND NOT TO THE AUDIENCE OR TO OTHERS.
TEXAS GOVERNMENT CODE SECTION 551 PROHIBITS DISRUPTION OF BOARD MEETINGS.
I DON'T EXPECT THAT THAT'S GOING TO HAPPEN.
OF COURSE, WE ASK THAT ANY REACTIONS OR COMMENTS REMAIN BRIEF AND RESPECTFUL.
IF YOU WISH TO NAME A DISTRICT EMPLOYEE IN A COMPLAINT, PLEASE NOTE THAT THE BOARD MUST HEAR SUCH COMPLAINTS IN CLOSED SESSION AS REQUIRED BY THE TEXAS GOVERNMENT CODE SECTION 551.
THE BOARD CANNOT DELIBERATE OR RESPOND TO COMMENTS ON TOPICS NOT LISTED ON THE AGENDA PER TEXAS LAW.
THIS IS OUR TIME TO LISTEN, NOT TO REACT OR ENGAGE.
CLARIFYING INFORMATION MAY BE PROVIDED BY THE SUPERINTENDENT ONLY IF NECESSARY.
PLEASE NOTE THAT THIS PORTION OF THE MEETING IS BEING RECORDED AND WILL BE PUBLISHED ON THE DISTRICT WEBSITE WITHOUT ALTERATION BY SPEAKING YOU CONSENT TO THIS PUBLICATION.
AGAIN, THANK YOU FOR TAKING TIME TO SHARE YOUR THOUGHTS, AND WE'RE READY FOR TONIGHT'S SPEAKER, WHO IS MISS CAMILLE TUCKER.
PLEASE COME UP. MISS TUCKER, WHEN YOU'RE READY, YOU CAN BEGIN, AND THE CLOCK WILL BE HERE FOR YOUR 3 MINUTES. THANK YOU.
>> THANK YOU. THANK YOU FOR THE OPPORTUNITY TO SPEAK BEFORE YOU THIS EVENING.
I'M CAMILLE TUCKER, AND I'M HERE TODAY TO SPEAK ON BEHALF OF OUR VIBRANT MUSIC COMMUNITY THAT SUPPORTS OUR CHILDREN'S EDUCATION AND TO ADDRESS THE PROPOSED CUTS TO THE FINE ARTS CURRICULUM AND IN OUR ELEMENTARY SCHOOLS.
I HAVE TWO DAUGHTERS THAT BOTH PARTICIPATED IN THE ORCHESTRA PROGRAM HERE IN THE EANES DISTRICT.
ONE OF THEM IS A SENIOR THIS YEAR.
SHE STARTED IN SIXTH GRADE AND DID THIS THROUGH HER ENTIRE MIDDLE SCHOOL AND HIGH SCHOOL CAREER.
THIS HAS BEEN A HIGHLIGHT OF BOTH OF THEIR EANES EXPERIENCE, SOMETHING THAT OUR OLDER DAUGHTER, WHO'S 28, STILL LOOKS BACK ON WITH A LOT OF FOND MEMORIES AND FRIENDS FROM THAT TIME AS WELL.
I'M FOCUSING TODAY ON THE MUSIC PROGRAM BECAUSE THAT'S WHERE MY PERSONAL EXPERIENCE IS, BUT I FEEL THAT MY COMMENTS ARE EQUALLY VALID FOR ANY OF THE FINE ARTS PROGRAMS OFFERED IN EANES ISD.
OUR DISTRICT IS NATIONALLY RECOGNIZED FOR ITS COMMITMENT TO PROVIDING A WORLD CLASS INNOVATIVE EDUCATION EXPERIENCE.
FINE ARTS ARE NOT MERELY AN ADJUNCT TO THE CORE CURRICULUM.
THEY ARE FUNDAMENTAL TO FOSTERING CREATIVITY, CRITICAL THINKING, AND EMOTIONAL INTELLIGENCE IN OUR STUDENTS.
THESE TALENTS AND SKILLS ARE KEY DIFFERENTIATORS AS OUR STUDENTS ARE INCREASINGLY COMPETING IN AN AI DRIVEN WORLD.
HOWEVER, THE PROPOSED CUTS TO THE ELEMENTARY FINE ARTS PROGRAM THREATEN TO ERODE THE VERY STRENGTH THAT MAKES EANES ISD EXCEPTIONAL.
A KEY STRENGTH WITHIN EANES ISD IS THE INCREDIBLE COMMUNITY OF PARENTS AND SUPPORTING ORGANIZATIONS THAT HAVE CONSISTENTLY RALLIED BEHIND OUR SCHOOLS.
WE HAVE PROVEN OUR COMMITMENT THROUGH COUNTLESS VOLUNTEER HOURS, SIGNIFICANT FUNDRAISING EFFORTS, AND ADVOCACY INITIATIVES YET IT FEELS THAT OUR VOICES AND OUR SUPPORT HAVE NOT BEEN INCLUDED IN THIS DECISION MAKING PROCESS SURROUNDING THESE BUDGET PLANS.
I URGE THE BOARD TO RECOGNIZE THIS INVALUABLE RESOURCE AND TO ENGAGE WITH US.
TOGETHER, WE CAN FORGE A PATH THAT REFLECTS THE VALUES AND DESIRES OF OUR COMMUNITY.
WLL WANT TO ENSURE THAT EANES ISD CONTINUES TO PROVIDE THE BEST EDUCATIONAL EXPERIENCE FOR OUR STUDENTS, AND WE DO UNDERSTAND THAT THERE ARE HARD BUDGETARY CONSTRAINTS THAT WILL INVOLVE CUTS.
WE BELIEVE THAT AIM IS BEST SERVED BY INCLUDING MUSIC EDUCATORS IN OUR DISTRICT AS PART OF THIS PROCESS TO HELP COLLABORATE AND CONTRIBUTE IDEAS THAT BALANCE FINANCIAL RESPONSIBILITY WITH EDUCATIONAL QUALITY.
IN CONCLUSION, WHAT WE NEED MOVING FORWARD IS INCLUSIVITY WITH THE STAKEHOLDERS, SPECIFICALLY, REPRESENTATION FROM THE TEACHERS AND PARENTS INVOLVED IN THE FINE ARTS PROGRAMS AT EANES ISD.
THE CURRENT APPROACH OF USING SURVEYS TO COLLECT COMMUNITY INVOLVEMENT DOES NOT ALLOW FOR A COLLABORATIVE PROBLEM SOLVING PROCESS.
TOGETHER, WE CAN CREATE A ROBUST VISION FOR OUR SCHOOL THAT HONORS OUR COMMITMENT TO A BALANCED EDUCATION, ENCOURAGES CREATIVITY, AND FOSTERS A STRONG CONNECTION BETWEEN THE DISTRICTS AND ITS COMMUNITY MEMBERS.
THANK YOU FOR YOUR TIME, YOUR CONSIDERATION, AND YOUR DEDICATION TO THE FUTURE OF OUR CHILDREN'S EDUCATION.
I REALLY LOOK FORWARD TO THE OPPORTUNITY TO ENGAGE IN THE PROCESS OF SHAPING THE FUTURE OF ISD FINE ARTS PROGRAMS FOR THE CONTINUING BENEFITS OF OUR STUDENTS.
>> THANK YOU, MISS TUCKER. THIS NOW CONCLUDES THE OPEN FORUM PORTION.
[00:10:04]
>> THE DISTANCE BETWEEN THE MIC AND THE SPEAKER WAS TOO FAR.
>> IS THIS GOOD? WE COULD PUT THIS ON RECORD.
YOU YOUR NOTES OR WOULD YOU WOULD YOU BE SO KIND AS TO RESTATE THEM [INAUDIBLE] IF YOU WOULD LIKE TO DO THAT.
WHAT WOULD YOU PREFER TO DO? MISS TUCKER.
>> AS LONG AS IT'S OUT THERE, IF NOBODY ON THE LINE, YOU COULD HEAR IT OR IF THERE'S A WAY THAT WE CAN MAKE SURE THAT EVERYONE IS ABLE TO HEAR THE COMMENTS OR SEE THE COMMENTS, THAT IS FINE WITH ME.
I'LL LET YOU ALL DETERMINE WHAT THAT IS [INAUDIBLE]
>> MISS TUCKER, WHAT WOULD YOU PREFER?
>> CONTINUE WITH THE LECTURE AND THEN WE CAN UPLOAD IT INTO THE TRANSCRIPT ONCE THIS MEETING IS ONLINE.
>> IS THAT FINE WITH YOU? THANK YOU.
WE ARE NOW GOING TO MOVE TO WHAT IS THE NEW ITEM FIVE ON THE AGENDA,
[4.
SWEARING IN INTERIM POLICE CHIEF
]WHICH IS THE SWEARING IN OF OUR INTERIM POLICE CHIEF JEFF GREENWALD.I'M GOING TO MOVE OVER HERE, CLAUDIO, THANK YOU.
>> I THINK WE NEED TO COME OVER HERE JUST SO WE CAN.
MISS GREENWALD THIS ON YOU? IF YOU COULD RAISE YOUR HAND.
I HOPE I GUESS WE'RE GOING TO BE VERY CLOSE. I JEFF GREENWALD.
>> THAT I WILL FAITHFULLY EXECUTE THE DUTIES?
>> THAT I WILL FAITHFULLY EXECUTE THE DUTIES.
>> OF PEACE OFFICER OF THE STATE OF TEXAS.
>> OF PEACE OFFICER OF THE STATE OF TEXAS.
>> AND WILL DO TO THE BEST OF MY ABILITY.
>> AND WILL DO TO THE BEST OF MY ABILITY.
>> PRESERVE, PROTECT, AND DEFEND THE CONSTITUTION.
>> PRESERVE, PROTECT AND DEFEND THE CONSTITUTION.
>> AND LAWS OF THE UNITED STATES AND TEXAS.
>> AND LAWS OF THE UNITED STATES AND TEXAS.
THANK YOU [APPLAUSE] CONGRATULATIONS.
>> CHALLENGE POINTS FOR YOUR CHILDREN HERE. CONGRATULATIONS.
>> LET'S GET YOUR FAMILY FIRST [BACKGROUND] A LOT OF YOU ARE MOVING AROUND.
[00:16:17]
>> WE ARE NOW MOVING TO THE CONSENT AGENDA ACTION.
[6.
ACTION - CONSENT AGENDA
]ITEM NUMBER 6 ON THE AGENDA.DO I HAVE A MOTION FROM THE TRUSTEES? I'M SORRY.
>> WE'RE ON ITEM 6 CONSENT AGENDA. JAMES?
>> I MOVE THAT THE BOARD OF TRUSTEES ADOPT THE CONSENT AGENDA AS PRESENTED.
>> I HAVE A MOTION. DO I HAVE A SECOND OR IS THERE ANY DISCUSSION ON ANY OF THE ITEMS THAT ARE LISTED ON THE CONSENT AGENDA? SEEING NONE? I HAVE A MOTION AND A SECOND.
ALL IN FAVOR OF THE CONSENT AGENDA.
THE NEXT ITEM NUMBER 7 ON OUR AGENDA IS SOMETHING NEW FOR THE EANES COMMUNITY,
[7.1 Budget discussion]
AND THIS IS A DISCUSSION DURING A STAFF MEETING.IN MY TIME ON THE BOARD, WE HAVE NOT HAD A FULL STUDY SESSION TO THIS EXTENT.
I WANT YOU TO KNOW THAT THIS IS ABOUT OUR BUDGET.
FOR THOSE IN THE AUDIENCE AND THOSE LISTENING, WE ARE GOING TO BE UP HERE WITH CABINET, SO THE TRUSTEES AND CABINET ARE GOING TO HAVE A DISCUSSION, GOING TO BE FOCUSED ON THE BUDGET AND VARIOUS OPTIONS DISCUSSING WHERE WE ARE AS A DISTRICT, HAVING BEEN THROUGH RECENT BUDGET CUTS.
FOR OUR COMMUNITY AND THOSE IN THE AUDIENCE I WANT YOU TO KNOW THAT NO FURTHER ACTION WILL HAPPEN TONIGHT, BUT OF COURSE, THIS WILL BE TELEVISED ON OUR AGENDA, AND WE WILL MOVE FORWARD IN A DISCUSSION AND CONVERSATION.
WITH THIS POINT, I WILL TURN IT OVER TO MR. KANIKI, AND WE AND CABINET MAY START THE PRESENTATION.
>> YES, AGAIN, THANK YOU, TRUSTEES.
CABINET MEMBERS WHO ARE HERE HAVE BEEN WORKING DILIGENTLY ON BRINGING BACK SOME INFORMATION TO THE TRUSTEES, AND WE HAVE A DECK, AND SOME OF OUR TEAMMATES ARE GOING TO RUN BACK THROUGH THIS DIALOGUE THAT YOU HAVE SEEN BEFORE WITH SOME ADDITIONAL INFORMATION.
WE'RE GOING TO TURN IT OVER TO THE TEAM HERE AND WE'LL DIVE INTO THE DIALOGUE.
>> WELL, GOOD EVENING, EVERYONE, AND THIS IS THE REASON WE'RE HERE TONIGHT AND WHY WE'RE TALKING ABOUT THIS.
WE FIRST STARTED TALKING ABOUT THIS, WELL, LAST YEAR, BUT THIS YEAR, WE STARTED TALKING ABOUT IT IN SEPTEMBER, AND WE'VE GONE THROUGH A BIT OF A PROCESS.
WE ARE IN AN ENVIRONMENT WHERE OUR ENROLLMENT IS DECLINING, THE AMOUNT OF MONEY WE HAVE TO WORK WITH IS DECLINING, AND OUR COSTS ARE GETTING MORE EXPENSIVE.
THIS IS SOMETHING THAT WE'VE BEEN LOOKING AT FOR A COUPLE OF YEARS.
I JUST WANT TO START OUT THE DISCUSSION BY SAYING THAT WE, AS THE CABINET, AS THE ADMINISTRATION, RECOGNIZE THE DIFFICULT DECISIONS THAT ARE IN FRONT OF YOU TONIGHT, THAT NONE OF THIS IS EASY.
AS WE HEARD FROM OUR IMPASSIONED PARENT TONIGHT, THAT THESE PROGRAMS THAT COULD BE IMPACTED BY THE DECISIONS YOU MAKE ARE BELOVED.
THERE'S NOT A THING ON HERE THAT'S NOT BELOVED BY SOMEONE.
IF WE HAD PROGRAMS AND WE WERE HIRING PEOPLE TO DO THINGS THAT NOBODY THOUGHT WAS WORTHWHILE, WE WOULD HAVE GOTTEN RID OF THEM ALREADY.
UNFORTUNATELY, WE DON'T HAVE THOSE,
[00:20:01]
AND SO WHAT WE HAVE DONE IS WORK TO CREATE A MENU OF THINGS FOR YOU TO LOOK AT WAYS TO GET TO THAT GOAL.WE'RE HERE TONIGHT TO AGAIN, DISCUSS THEM, WHAT ARE THE IMPACTS THAT THERE WILL BE CLARIFY EXACTLY WHAT THOSE ARE AND ANSWER ANY QUESTIONS THAT YOU MIGHT HAVE SO THAT YOU CAN MAKE THE BEST DECISION POSSIBLE FOR THE DISTRICT.
I JUST MENTIONED THE TIMELINE.
SO WE STARTED THIS CURRENT DISCUSSION IN SEPTEMBER.
THIS IS JUST THE THINGS THAT HAVE COME BEFORE THE BOARD.
THERE HAVE BEEN A LOT OF THINGS BEHIND THE SCENES, BOTH WITH THE BOARD FINANCE COMMITTEE.
SOME OF YOU HAVE BEEN INVOLVED IN EVEN MORE DISCUSSIONS THAN JUST THE PUBLIC ONES, AND OF COURSE, ALL THE WORK THAT'S GONE ON WITH THE ADMINISTRATION.
OUR GOAL TONIGHT, AGAIN, IS TO JUST CLARIFY EXACTLY WHAT YOUR OPTIONS ARE FOR YOU TO GIVE US SOME DIRECTION ON WHERE YOU THINK YOU'RE LEANING SO THAT WE CAN COME BACK TO YOU IN A COUPLE OF WEEKS, AND WE CAN FINALIZE THAT PLAN.
AGAIN, ONE OF THE THINGS THAT WE'VE REALLY BEEN LOOKING AT IS NOT HOW CAN WE CREATE SOMETHING THAT DOESN'T IMPACT ANY STUDENT AT ALL, BUT HOW CAN WE MINIMIZE THAT IMPACT? WE THINK WE HAVE CREATED A NUMBER OF DIFFERENT OPTIONS FOR YOU TO LOOK AT THAT IMPACT STUDENTS TO THE LEAST AMOUNT POSSIBLE.
MY GOAL AND MY HOPE IS THAT MOST STUDENTS WOULDN'T FEEL THIS THAT MOST OF WHAT WE FEEL AS A DISTRICT, IS GOING TO BE THE ADULTS, THE STAFF, THE ADMINISTRATION, AND THE TEACHERS WHO ARE WORKING REALLY HARD TO MAKE SURE THAT THE EXPERIENCE THAT THE KIDS HAVE IS THAT EANES EXPERIENCE THAT WE ALL WANT THEM TO HAVE.
WE'VE GOT A COUPLE OF DIFFERENT THINGS, AND WE'VE BROKEN THEM INTO DIFFERENT CATEGORIES, AND WE'VE CHANGED THE CATEGORIZATION OF ONE OF THEM.
I THINK WE CALLED IT FIVE OPTIONS BEFORE, BUT REALLY, WE COMPRESSED TWO OF THEM TOGETHER INTO THAT STAFFING OPTIMIZATION ON THE SECOND ONE.
ONE OF THEM IS A REVENUE INCREASE.
I'LL TALK A LITTLE BIT ABOUT THAT FIRST.
WE'RE LOOKING AT A COUPLE OF DIFFERENT THINGS.
ONE OF THEM IS A VIRTUAL ACADEMY.
WE DO THINK THAT IN THE FUTURE, THERE IS SOME REAL OPPORTUNITY TO GENERATE SIGNIFICANT REVENUE, NOT MILLIONS, BUT CERTAINLY MORE THAN 50,000, BUT THIS YEAR, WE'RE GOING TO START ROLLING IT OUT THIS SUMMER DURING SUMMER SCHOOL, AND WE BELIEVE THAT WE CAN GENERATE PROBABLY SOMEWHERE IN THE NEIGHBORHOOD OF $50,000 JUST FOR THIS UPCOMING SCHOOL YEAR.
WHAT WILL IT LOOK LIKE IN FIVE OR SIX YEARS? I THINK THAT IT WILL DO BETTER THAN THAT, BUT THIS IS WHAT WE BELIEVE IS REALISTIC FOR NOW.
INCREASED RENTAL USAGE AND FEES.
ONE PART OF IT IS LAST YEAR, WE HAD A FAIRLY SIGNIFICANT INCREASE IN THE FEES WE CHARGE FOR THE RENTAL OF OUR FACILITIES, ABOUT 25 PERCENT.
WE'RE GOING TO TACK ON TOP OF THAT AGAIN THIS YEAR, ANOTHER 10 PERCENT.
THAT WON'T GET US THE FULL 200,000, BUT WE HAVE REALLY WORKED HARD THIS YEAR TO FIND NEW SOURCES OF RENTALS.
YOU MAY HAVE SEEN THE THE LOCAL AUSTIN, I'M NOT SURE WHAT THEY'RE CALLED, BUT THE PEOPLE WHO DO THE SCOUTING FOR THE DIFFERENT TELEVISION SHOWS AND COMMERCIALS AND ALL THOSE SORTS OF THINGS, REALLY LIKE WHAT WE'RE DOING HERE.
WE GAVE THEM A BIG TOUR JUST THE OTHER DAY, TOOK THEM AROUND TO ALL THE DIFFERENT FACILITIES, AND BASICALLY SAID, IF YOU'RE LOOKING FOR A FACILITY IN AUSTIN, WE PROBABLY GOT IT.
COME TO US FIRST, AND THEY LIKE WORKING WITH US.
WE'RE SEEING A BIG BUMP THERE.
WE'VE SEEN A PRETTY SIGNIFICANT BUMP, OBVIOUSLY IN THE AVAILABILITY OF VALLEY ELEMENTARY, BECAUSE WE DON'T HAVE KIDS THERE ANYMORE.
SO WE'RE TAKING IN SIGNIFICANT MORE MONEY JUST ON THAT FACILITY.
HONESTLY, THE 200,000 MIGHT BE A LITTLE CONSERVATIVE.
I'M QUITE HOPEFUL THAT WE'LL DO BETTER THAN THAT.
THEN FINALLY, INCREASE OUT OF DISTRICT TRANSFERS.
THIS $250,000 REPRESENTS APPROXIMATELY 30 ADDITIONAL TRANSFER KIDS ABOVE THIS YEAR'S BASELINE.
THAT'S INCREASING OR THAT'S REPLACING THE KIDS WHO GRADUATE AT THE END OF THIS YEAR PLUS 30 MORE SOMEWHERE.
WE THINK THAT WE HAVE A LOT OF SPACE, PARTICULARLY AT BOTH OF OUR MIDDLE SCHOOLS.
IN FACT, WE'VE GOT PLENTY MORE SPACE THAN 30 SPOTS, BUT WE FEEL LIKE 30 IS DOABLE.
[00:25:01]
AGAIN, AT THE ELEMENTARY LEVEL, WE WANT TO CONCENTRATE ON LOOKING AT THAT K1 AREA.WE'D REALLY LIKE TO GET THOSE KIDS TO BE LIFETIME CHAPS IN KINDERGARTEN.
THAT'S NOT A BIG PART OF THE DISCUSSION TONIGHT.
WE'RE MOVING AHEAD WITH ALL OF THOSE BASED ON THE DISCUSSIONS WE'VE ALREADY HAD.
AT THIS POINT, I'M GOING TO HAND IT OFF TO LAURIE.
>> THANK YOU, CHRIS. I'M LAURIE LEE.
I'M CHIEF OF HUMAN RESOURCES, AND I'M GOING TO WALK YOU THROUGH THE STAFFING OPTIMIZATION.
THIS IS OBVIOUSLY A TWO PRONG PROCESS.
I'LL START WITH TALKING ABOUT THE REDUCTION IN FORCE PROCESS.
I WANTED TO GIVE YOU JUST A LITTLE BIT OF A DISTINCTION BETWEEN REDUCTION AND FORCE THAT YOU SEE ON THE LINE ITEM WITH 700,000K, AND THE SAVINGS BY ATTRITION.
WHEN WE TALK ABOUT REDUCTION IN FORCE, WE'RE TALKING ABOUT A FORMAL PROCESS.
REGARDLESS OF ANY VOLUNTARY RESIGNATIONS, THESE ARE POSITIONS THAT WE WOULD ELIMINATE FOR NEXT YEAR.
THESE POSITIONS ARE NON CONTRACTED SUPPORT POSITIONS.
WHEN WE ARE TALKING ABOUT ATTRITION, WE ARE TALKING ABOUT WHEN AN EMPLOYEE HAS A RESIGNATION THAT'S VOLUNTARY OR MAYBE A RETIREMENT.
IT'S A VOLUNTARY POSITION THAT WE WOULD REVIEW, AND WE WOULD SEE IF WE NEED TO ELIMINATE IT OR IF WE NEEDED TO FILL IT.
AS A STAFFING REMINDER WHEN WE LOOK AT THESE REDUCTIONS, OBVIOUSLY, THE REDUCTION IN FORCE IS VERY PREDICTABLE.
WE KNOW THE MONEY THAT WE ARE GOING TO COME OUT AS WE SEE ON THE SCREEN WITH A 700,000.
WHEN WE'RE TALKING ABOUT REDUCTIONS THROUGH ATTRITION, WE REALLY ARE HOPING TO ACHIEVE THAT BOTTOM NUMBER OR THE FIRST NUMBER, THE 2.5 MILLION, I'M SORRY.
WE'RE HOPING TO ACHIEVE THAT THE FIRST YEAR.
THEN YOU WOULD SEE THE MAXIMUM NUMBER AT THE 3.6 AND THAT'S WHAT WE WOULD BE THINKING WE WOULD RECEIVE IN THE NEXT 2-3 YEARS.
THIS IS NOT GUARANTEED, BUT THIS IS WHAT WE ARE EXPECTING.
I DID WANT TO JUST MENTION WHEN WE TALK ABOUT TEACHERS AND CONTRACTS IN RIF, I JUST WANT TO PROBABLY DRIVE HOME THAT THAT REALLY IS A MUCH BIGGER CONVERSATION THAT WE WOULD HAVE.
REMEMBER, TEACHERS CONTRACTS ARE GOVERNED BY LAW IN BOARD POLICY.
WE WOULD BE HAVING CONTRACTUAL TIMELINES WE HAVE TO MEET.
IF WE EVER CAME TO YOU AND HAD THAT CONVERSATION, IT WOULD BE A MUCH LARGER BOARD CONVERSATION THAT WE WOULD HAVE IN THE FUTURE IF WE WERE LOOKING AT ANY TYPE OF REDUCTION IN FORCE FOR OUR TEACHING STAFF.
I WANTED TO JUST TALK WITH YOU ABOUT, WE'LL HAVE DR. BURNETT HERE IN A MINUTE, TALK ABOUT SOME STAFFING FORMULAS AND STRUCTURES.
THIS WOULD NOT ELIMINATE ANY STUDENT PROGRAMS, AND WE'RE HOPING THAT THAT ESTIMATED COST AGAIN AT THE 3.2 MILLION IS THE 70 PERCENT THAT WHAT WE WOULD EXPECT TO RECEIVE IN THE FIRST YEAR.
THROUGH OPTIMIZATION IN SOME OF THE PLANS THAT WE HAVE, WE'LL REVIEW THAT WITH YOU AND YOU CAN SEE WHAT WE'RE EXPECTING.
TO TALK MORE IN DEPTH ABOUT RIF.
WE WOULD START WITH THE POSITIONS HERE AT CENTRAL ADMINISTRATION.
THESE ARE NON CAMPUS BASED POSITIONS.
THESE WOULD BE ROLES THAT ARE NON INSTRUCTIONAL.
THEY WOULD NOT BE IMPACTING THE CLASSROOM.
OBVIOUSLY THEY WOULD BE IMPACTING THIS BUILDING, WE WOULD HAVE TO REDISTRIBUTE SOME DUTIES, AND OBVIOUSLY WE WANT TO MAINTAIN ANY SERVICE OR CONTINUITY THAT WE HAVE, BECAUSE THIS IS RIF, WE WOULD EXPECT THAT OUR SAVINGS WOULD BE 390,000 IN THAT FIRST YEAR.
THEN WE LOOK AT CAMPUS-BASED REDUCTION IN FORCE.
THESE ARE PARAPROFESSIONAL POSITIONS.
SOME OF THEM WE KNOW THAT WE HAVE, WE WOULD REALIGN THOSE POSITIONS AND FOCUS ON REDUCTIONS IN SUPPORTING OUR TEACHERS AND MAKING SURE THAT WE WOULD PROVIDE AS LITTLE IMPACT TO THE CLASSROOM AS POSSIBLE.
WE KNOW THAT OBVIOUSLY, WE RELY ON OUR STAFF AT THE CAMPUSES EVERY POSITION WE HAVE, BUT WE KNOW THAT WE MAY HAVE TO REDISTRIBUTE SOME OF THE ESSENTIAL DUTIES.
SINCE THIS IS A RIF, WE WOULD SEE $325,000 IN THAT FIRST YEAR.
>> LET'S TURN MY MIC ON. I'M GOING TO TAKE OVER NOW GOING THROUGH 2B WITH A STAFFING OPTIMIZATION THAT IS ACHIEVED THROUGH ATTRITION.
I HAVE ONE. LET'S SEE IF MINE WORKS.
NO, IT DOES NOT. DO I NEED TO TURN IT ON? WE'RE PASSING THE BATON.
[00:30:02]
WE TRIED. YOU'RE GOOD.AS LAURIE LEE TALKED ABOUT, JUST TO REMIND PEOPLE, THROUGH ATTRITION USUALLY ISN'T ACHIEVED WITHIN THE FIRST YEAR.
IT'S A MULTI-YEAR PROCESS TO GET THERE.
BASED ON HISTORICAL DATA, WE ARE ESTIMATING THE LOW END AT THE 70 PERCENT IS ACHIEVED WITHIN THE FIRST YEAR.
HOWEVER, I THINK THERE'S SOMETHING TO KEEP IN MIND AS WE THINK ABOUT THIS FOR NEXT YEAR, IN PARTICULAR, MOST OF THE SURROUNDING DISTRICTS ARE GOING THROUGH THIS EXACT SAME PROCESS.
WHAT THAT CAN MEAN IS THERE IS LOWER THAN NORMAL TURNOVER BECAUSE THERE'S NOT OTHER PLACES FOR OUR STAFF TO GO.
MORE THAN LIKELY MOST OF OUR STAFF THAT DO LEAVE WILL BE LEAVING THE PROFESSION, RETIRING, DOING SOMETHING DIFFERENT.
SEVERAL DISTRICTS AROUND US ARE REDUCING THEIR STAFF THROUGH ATTRITION AT A HIGHER LEVEL.
THERE'S NOT GOING TO BE A LOT OF JOBS OPENING IN THE CENTRAL TEXAS AREA, PROBABLY WE'RE PREDICTING FOR NEXT YEAR.
KEEP THAT IN MIND WHILE WE SAY WE WANT TO TRY TO HIT 70, THERE'S STILL SOME VARIABILITY IN THERE THAT WE'RE JUST NOT REALLY SURE OF AS THE MARKET CHANGES OVER THE NEXT COUPLE OF MONTHS.
THE FIRST OPTION OF SAVINGS THROUGH ATTRITION IS REDOING OUR ELEMENTARY GRADE LEVEL STAFFING RATIOS.
THIS PROPOSAL MODESTLY ADJUSTS THOSE ELEMENTARY CLASS SIZES STARTING IN THIRD GRADE, GOING TO 1-23, AND IN FOURTH GRADE, 1-24, IN FIFTH GRADE, 1-25.
WE WERE PROPOSING TO KEEP KINDER FIRST AND SECOND AT OUR CURRENT 1-22.
THIS ADJUSTMENTS ARE IMPLEMENTED THROUGH ATTRITION, AS WE SAID.
THESE ARE NOT STAFF ELIMINATIONS BUT DONE OVER TIME.
THIS ALLOWS US TO RIGHT SIZE STAFFING GRADUALLY OVER THE YEARS AND TO MINIMIZE THE DISRUPTION ON THE CAMPUSES.
WHEN THIS IS FULLY ACHIEVED, WE ARE ESTIMATING THE FULL SAVINGS IS ABOUT $520,000 WHEN WE GET THROUGH ALL OF THAT.
ON MY NEXT SLIDE, AND YOU SAW THIS IN OCTOBER, BUT JUST TO SEE IT AGAIN IS A COMPARISON OF WHERE WE ARE NOW, WHAT THE PROPOSAL IS, AND THEN ELEMENTARIES WITHIN OUR HIGH PERFORMING CONSORTIUM GROUPS WHERE THEIR STAFFING RATIOS ARE CURRENTLY SET.
THIS CHART PLACES US, IF YOU'LL SEE ON THE SECOND COLUMN THE PROPOSED ONES.
WE ARE STILL, EVEN WITH THE ADJUSTMENTS AT THE BOTTOM END OF A LOT OF THESE STAFFING RATIOS FOR CONSORTIUM SCHOOLS.
THEY HAVE BEEN DOING THIS FOR A WHILE AND HAVE BEEN ABLE TO KEEP ACADEMIC ACHIEVEMENT HIGH, BEEN ABLE TO KEEP THEIR STAFFING HIGH.
SO WE'RE PRETTY CONFIDENT THESE MINOR ADJUSTMENTS IN THIRD, FOURTH AND FIFTH WILL BE ABLE TO KEEP THE OUTPUT ACADEMICALLY THAT WE HAVE SEEN HISTORICALLY WITHIN OUR ELEMENTARY SCHOOLS.
NEXT, WE WANTED TO SHOW YOU WHAT POTENTIALLY COULD BE THE ACTUAL CLASS SIZE AVERAGES FOR NEXT YEAR.
I'D LIKE TO PUT THAT CAVEAT ABOUT THIS IS VERY POTENTIAL. THIS IS DRAFTY.
WE APPLIED A GROWTH METRIC TO EVERY GRADE AT EVERY CAMPUS, AND THEN WE USE THE NEW STAFFING RATIOS TO THE INDUCE SECTIONING.
THIS SLIDE COMPARES THE YEAR FROM THIS YEAR TO OR THIS YEAR TO NEXT YEAR BASED ON GRADES AND CONTENT, WHAT YOU SEE IS MODEST AND UNEVEN INCREASES ACROSS THE BOARD.
THIS REFLECTS DIFFERENCES OF WHERE OUR CAMPUSES ARE AT.
SOMETHING TO KEEP IN MIND FOR ELEMENTARIES, OUR BIG GRADES THAT WE'VE HAD, HISTORICALLY, TOTAL OF 700, 600 KIDS ARE MOVING INTO A MIDDLE SCHOOL NOW.
WE HAVE FIFTH GRADE AND THEN FOURTH GRADE, AND THEN THIRD, SECOND, FIRST, AND KINDER, SOME OF THOSE LOWER GRADES WE'VE HAD IN THE LAST COUPLE OF YEARS.
WITH EVEN THOSE INCREASES, THOUGH, WE ARE VERY CONFIDENT THERE'S STILL ROOM FOR FLEXIBILITY SO THAT CAMPUSES CAN DO SOME ADJUSTMENTS WITHIN THEMSELVES TO HELP WITH THE SECTIONING AND WHEN IT COMES TO STUDENT NEEDS AND CLASSROOM NEEDS.
WHAT YOU DON'T LIKE TO SEE IS EVERYTHING'S RIGHT AT THAT MAXIMUM, THERE'S STILL SOME CUSHION IN THERE THAT WE CAN MOVE SOME SECTIONS AROUND, AND NOT EVERY SECTIONS AT 1-24, 1-25, WHATEVER GRADE LEVEL YOU'RE LOOKING AT.
>> THE NEXT STAFFING OPTIMIZATION IS DONE AT THE SECONDARY LEVEL.
JUST REITERATE WHAT WE TALKED ABOUT IN THE PAST.
OUR CURRENT SECONDARIES DO NOT HAVE A ACTUAL STAFFING MODEL.
WE DON'T HAVE STAFFING RATIOS.
WE'RE PROPOSING MOVING TO ONE.
TO DO THAT, IT IS CALLED A ENROLLMENT TO STAFF DIVISOR.
IF WE DID THAT RIGHT NOW, WE ARE CURRENTLY STAFFED AT WHAT'S CALLED AN 18 DIVISOR, WHERE WE'RE PROPOSING MOVING TO A 20.
WHAT THAT DOES, IT'S GOING TO DO TWO THINGS THAT I THINK ARE VERY IMPORTANT FOR US TO KNOW THE IMPACT OF EVERY DECISION WE MAKE.
ONE, IS YOU ARE GOING TO START SEEING MORE SECTIONS CREEP UP TO 30 AND PAST 30 KIDS IN ENROLLMENT BY DOING THAT.
IN PARTICULAR, IN YOUR CORE CLASSES, WHERE THERE'S HIGH ENROLLMENT NEEDS THERE.
WE DO CURRENTLY HAVE AT THE SECONDARY LEVEL, SOME COURSES AT 30, 32, THAT WILL JUST BE MORE COMMON WHEN YOU GO TO THIS STAFFING RATIO.
THE SECOND THING, THIS DOES HAVE SCHEDULING IMPLICATIONS.
WHEN YOU DO THIS AND YOU HAVE LESS STAFF WITHIN A DEPARTMENT, YOU HAVE LESS STAFF TO DIVIDE THINGS OUT AMONGST AND TO TEACHING RESPONSIBILITIES.
[00:35:03]
WHAT THAT REQUIRES THEN IS TO YOU TO STRATEGICALLY LOOK AT YOUR SINGLETON ELECTIVES AND ENRICHMENT COURSES AND DETERMINE IF YOU CAN STILL KEEP THOSE GOING.WHAT A SINGLETON ELECTIVE OR ENRICHMENT COURSE DOES IS IT INCREASES THE NUMBER OF STUDENTS IN YOUR ON LEVEL OR YOUR OTHER CORE CLASSES IF THEY ARE NOT EVENLY DISTRIBUTED.
IF I HAVE AN ELECTIVE CLASS THAT'S IN MATH THAT HAS 22 KIDS AT A CERTAIN GRADE LEVEL, AND ALL MY OTHER MATH CLASSES ARE GOING TO BE ABOVE THAT BECAUSE I HAVE TO DIVIDE THOSE IN THERE.
WHEN YOU HAVE THIS, WHAT YOU GOT TO REALLY KEEP AN EYE ON IS THAT NUMBER OF KIDS IN THOSE CLASSES, WHAT'S OFFERED? HOW MANY SECTIONS? BECAUSE WHAT YOU DON'T WANT TO DO WHEN YOU INCREASE ENROLLMENT OR THE NUMBER OF KIDS IN A SECTION IS ALSO CREATE TEACHER PREPS TO GO UP.
WHAT YOU'RE TRYING TO MANAGE IN THIS PROCESS IS NOT INCREASING THE NUMBER OF PREPS, BECAUSE YOU HAVE LESS TEACHERS IN A SUBJECT AREA AND ALSO PUTTING MORE KIDS IN THEIR CLASSES.
IT HAS THREE CHECKS IN IT FOR EVERY COURSE, WHETHER IT'S OFFERED, WHETHER IT'S NOT.
IT'S BASED ON ENROLLMENT IS THE FIRST STEP, AND YOU LOOK AT, AND FOR THIS TYPE OF LEVEL, WE'RE GOING TO HAVE TO SET THRESHOLDS OF STARTING AT 22.
ONCE YOU HAVE A ENROLLMENT BELOW 22, YOU ASK YOURSELF, CAN THAT COURSE BE STACKED? A COURSE BEING STACKED MEANS I CAN PUT THOSE TWO COURSES IN THE SAME PERIOD WITH THE SAME TEACHER ON THE SAME DAY.
THAT CAN ONLY HAPPEN WHEN YOU HAVE COMMON TEAKS THAT CAN BE TAUGHT THAT ARE CONCURRENT OR SPIRALING ON TOP OF EACH OTHER.
WHAT YOU CAN'T DO IS PUT TWO DISTINCT CONTENTS TOGETHER IN A STACKED COURSE.
IT'S TOO MUCH FOR A TEACHER TO HANDLE, AND THE STUDENTS DON'T GET THE INDIVIDUAL INSTRUCTION BASED ON THE CONTENT OF THOSE TWO COURSES.
WHERE YOU SEE A LOT OF STACKED IS WITHIN FINE ARTS.
IN JOURNALISM, THOSE TYPE OF COURSES, SOME OF OUR CTE, WHERE THOSE ARE BUILT ON PRACTICAL LEVEL, WHICH PRACTICE STUFF THAT'S BUILT ON TOP OF ITSELF.
THAT'S HOW WE MAINTAIN SOME OF THOSE ROBUST PROGRAMS IS YOU LOOK AT THEIR ENROLLMENT AT AN INDIVIDUAL LEVEL.
THEY MAY ONLY HAVE TEN KIDS, BUT COLLECTIVELY WHEN WE STACK THREE OF THEM TOGETHER, YOU GET ABOVE THAT 22, THAT 25 NUMBER TO MAINTAIN THAT.
THE THIRD KIND OF THRESHOLD IS YOU HAVE TO ASK YOURSELF, IS IT A GRADUATION REQUIREMENT, OR IS IT A REQUIREMENT TO BE ENROLLED IN BY THE STATE? NOW, A LOT OF PEOPLE WILL ARGUE WHAT IS THE GRADUATION REQUIREMENT? THERE ARE ACTUAL CLASSES SET OUT THAT KIDS HAVE TO TAKE.
AND SO WE HAVE TO LOOK AT THAT AND DETERMINE, IF WE DO NOT OFFER SOMETHING THAT'S A GRADUATION REQUIREMENT, YOU'RE DOING A DEFICIT TO KIDS.
THE SECOND THRESHOLD IS THAT, ARE YOU DISCONTINUING SOMETHING THAT CLOSES THE DOOR DOWN THE ROAD TO SOMETHING ELSE? YOU HAVE TO THINK ABOUT IF I STOP OFFERING SOMETHING NOW, DOES THAT MEAN THAT COHORT OF KIDS DO NOT GET ACCESS TO XYZ, AND JUNIOR YEAR, SENIOR YEAR, WHENEVER DOWN THE ROAD.
IT MAY BE IMMEDIATE. IT MAY BE A COUPLE OF YEARS DOWN THE ROAD.
I JUST WANT TO PUT THAT OUT THERE, BECAUSE AS WE TALKED ABOUT, THIS IS A DISCUSSION. WE'RE GOING TO TALK ABOUT THIS.
BUT THOSE ARE TWO BIG THINGS WHEN YOU'RE THINKING ABOUT INCREASING AT THE SECONDARY LEVEL WHEN YOU'RE TALKING ABOUT INCREASING YOUR DIVISOR OR YOUR CLASSROOM RATIO.
CLASS SIZES DO GO UP, AND TO BE ABLE TO STAFF THAT, YOU'VE GOT TO BE VERY STRATEGIC ABOUT YOUR INDIVIDUAL SINGLETON COURSES.
JUST TO KIND OF SHOW YOU COMPARISON TO CONSORTIUM SCHOOLS THAT ARE HIGH PERFORMING SCHOOLS.
EVEN WITH THE ADJUSTMENT TO 20, WE ARE ON STILL THE BOTTOM END OF EVERYBODY ELSE.
THEY HAVE CONTINUED TO DO THEIR ACADEMICS AT A STRONG LEVEL.
BUT WHEN TALKING TO ALL OF THEIR ACADEMIC TEAMS AND THEIR CENTRAL ADMINISTRATION, THEY ACKNOWLEDGE AS WE HAVE JUST DID, YOU HAVE TO BE VERY CAREFUL ABOUT WHAT YOUR ELECTIVE AND ENRICHMENT COURSES ARE.
YOU HAVE TO HAVE THOSE STRATEGIC CONVERSATIONS ON AN ANNUAL BASIS OF WHAT DO WE KEEP MOVING FORWARD? NEXT ONE IS JUST FINISHING OUT SOME OF THE RESIDUAL SAVINGS FROM THE BLEND OF BARTON CREEK.
WE'LL BE LOOKING TO ELIMINATE SOME DUPLICATE POSITIONS THAT REMAIN THERE BECAUSE OF THAT BLEND.
THIS WILL MET US THE SAVINGS OF THIS YEAR OF 195K.
THIS IS NOT AN ADDITIONAL TWO.
THIS IS JUST A CARRYOVER FROM LAST YEAR'S CLOSING A VALUE AND BLENDING THOSE TWO CAMPUSES.
NEXT STAFFING OPTIMIZATION THAT IS AN OFFERING OR AN OPTION IS LOOKING AT YOUR ELEMENTARY SPECIAL STAFFING ALIGNMENT.
WHAT WE ARE PROPOSING IS INTEGRATING LIBRARIANS INTO THE ELEMENTARY STAFFING ROTATION AND ADDING A SECOND PE TO THAT, MAKING IT A FIVE-DAY ELEMENTARY SPECIAL ROTATION.
JUST LIKE WITH YOUR HIGH SCHOOL, AND WHAT WE TALKED ABOUT WITH SECONDARY.
THERE ARE SOME DOWNSIDES TO THAT.
THE NUMBER 1 DOWNSIDE TO THAT IS YOU DO HAVE ART AND MUSIC LESS THAN YOU DO RIGHT NOW.
WHAT THAT WOULD PUT US IN THAT FIVE-DAY ROTATION IS YOU HAVE 90 MINUTES OF PE INSTRUCTION FOR EVERY FIVE-DAY BLOCK, AND YOU HAVE 90 MINUTES OF FINE ART INSTRUCTION FOR EVERY FIVE-DAY BLOCK, AND YOU HAVE 45 MINUTES OF LIBRARIAN INSTRUCTION FOR EVERY FIVE-DAY BLOCK.
[00:40:01]
THERE'S A COUPLE OF THINGS YOU HAVE TO KEEP IN MIND WHEN YOU'RE DEALING WITH ELEMENTARY SPECIALS.I THINK IT'S IMPORTANT FOR US TO ALL UNDERSTAND THAT.
WITH ELEMENTARY SPECIALS, IF WE'RE JUST PURELY LOOKING AT THE STAFFING PART OF IT, NOT TALKING ABOUT WHAT ARE WE OFFERING? HOW MUCH DO WE OFFER? JUST LOOKING AT HOW DO YOU STAFF IN ELEMENTARY SPECIALS? IF YOU HAVE A ROTATION THAT IS LESS THAN THE NUMBER OF SECTIONS THAT YOU HAVE, SO IF YOU HAVE A CAMPUS THAT HAS FIVE SECTIONS IN A GRADE, AND YOU HAVE A ROTATION OF FOUR OR THREE, IT REQUIRES EXTRA CAPACITY TO COVER THAT EXTRA SECTION.
IF YOU HAVE A ROTATION OF FOUR AND YOU HAVE A GRADE LEVEL OF FIVE, THAT FIFTH SECTION NEEDS TO BE COVERED BY SOMEBODY, AND THAT'S WHAT WE CURRENTLY DO WITH OUR FLOATERS OR OUR SHARED POSITIONS.
THAT'S HOW WE STAFF IT. JUST SO YOU KNOW, NEXT YEAR, EVERY CAMPUS WILL HAVE AT LEAST ONE GRADE AT FIVE.
IF WE DO ANYTHING BELOW A FIVE-DAY ROTATION, ALL THAT SAVINGS THAT'S ON THE BOARD IS GONE.
WE HAVE TO KEEP THE FLOATERS OR MOST OF THE FLOATERS TO BE ABLE TO PROVIDE SERVICES TO THOSE GRADE LEVELS THAT HAVE FIVE SECTIONS.
THAT IS WHY WE'RE PROPOSING GOING TO FIVE. YOU HAVE PE MINUTES.
YOU HAVE A BUNCH OF OTHER THINGS THAT HAVE GONE INTO THE CONSIDERATION OF IT ALL.
AS CHRIS HAD SAID, THESE ARE NOT FUN THINGS, BUT IT IS JUST AN OPTION THAT WE'RE LAYING ON THE TABLE FOR NEXT YEAR.
FINALLY, STUDENT SUPPORT SERVICES.
THE RECOMMENDATION IS TO REDUCE THE STUDENT SUPPORT STAFF BASED ON DEMONSTRATED CAMPUS LEVEL NEEDS.
THIS ONE, WE ARE NOT IDENTIFYING A PROGRAM OR A GROUP OF STAFF.
WE'RE RECOMMENDING DOING THIS BASED ON A CAMPUS AND AN INDIVIDUAL NEED AS PEOPLE RESIGN OR MOVE OFF.
IF SOMEONE LEAVES BARTON CREEK THAT FITS INTO THIS ROLE, WE'RE GOING TO WORK WITH BARTON CREEK TO DETERMINE, DO WE NEED A FULL TIME STAFF MEMBER BACK THERE FOR THAT POSITION? DO WE NEED ONE TO COVER ALL OF OUR SERVICES THAT ARE THERE? CAN WE CONSOLIDATE? CAN WE DO SOMETHING DIFFERENT? WHAT WE'RE THINKING IS AT THE END, WE COULD HAVE POTENTIALLY SAVE UP TO $455,000.
BUT I DO WANT TO REITERATE THIS IS NOT STAFFING DECISION BASED ON A PROGRAM OR A ROLE.
THIS IS GOING TO BE MORE DONE AT THE STUDENT NEED AND THE CAMPUS NEED LEVEL.
THIS WILL BE A ONE ON ONE CASE BY CASE BASIS OF DETERMINING WHAT IS NEEDED TO BE FILLED AND WHAT IS NOT FOR THE NEXT SCHOOL YEAR.
PASSING THE BATON AGAIN TO CHRIS LAURI.
WE ALSO WANTED TO TALK ABOUT THE SALARY DISCUSSION.
NORMALLY, WE BRING THE SALARIES TO YOU IN MAY BEFORE WE ACTUALLY DO OUR JUNE BUDGET WITH CHRIS.
BUT WE WOULD LIKE IT WOULD BE OUR GOAL TO LEAST UNDERSTAND THE BOARD'S DIRECTION SO THAT WHEN WE'RE MAKING OUR PLAN FOR OPTIMIZATION, WE WOULD KNOW WHERE TO GO.
ABOVE ON THE BOARD, YOU'LL SEE THAT THE 1%, AND THEN A 2%, CHRIS NORMALLY PLACES A 2% IN HIS BUDGET PROJECTIONS.
IF THE BOARD COULD HAVE LET US KNOW WHAT THEY WOULD BE THINKING AS FAR AS THE SALARY INCREASE FOR OUR STAFF.
EANES IS CURRENTLY THREE TO $5,000 LESS THAN OUR 12 COMPARISON DISTRICTS AND SALARIES, DEPENDING ON WHERE THE PLACEMENT IS ON THE SALARY SCHEDULE.
THIS IS STILL AFTER WE RECEIVED THAT RETENTION ALLOTMENT FROM THE STATE LAST YEAR.
JUST TO GIVE YOU AN IDEA THAT WE CONTINUE TO RUN IN THE MIDDLE OF THAT PACK, ALMOST DOWN TO THE BOTTOM WHEN WE'RE LOOKING AT THOSE SURROUNDING DISTRICTS AROUND US, JUST TO GIVE YOU AN IDEA.
LAST YEAR, EANES HAD AN ATTRITION RATE OF PROFESSIONAL TEACHING POSITIONS OF 17%, WHICH THIS STATE HAD 18%.
SINCE COVID, WE HAVE SEEN IT AS HIGH AS 20, AND WE'VE BEEN REDUCING EVERY YEAR.
WE'RE HAPPY, WE HOPE THAT WE GET THAT BACK DOWN.
WE USED TO BE AROUND 12, AND THAT WOULD BE OUR GOAL.
LET'S GET BACK, KEEP AS MANY TEACHERS AS WE POSSIBLY CAN.
>> FINALLY, WE WANT TO TALK A LITTLE BIT ABOUT THE OPTION OF HAVING A VOTER APPROVAL TAX RATIFICATION ELECTION, WHICH IS THE ONLY THING THAT WE'RE OFFERING THAT DOESN'T HAVE ANY IMPACT AT ALL ON STUDENTS OR STAFF.
BUT LIKE EVERYTHING UP HERE, THERE'S A DOWNSIDE.
FOR THOSE OF YOU WHO DON'T KNOW, THE MAINTENANCE AND OPERATION TAX RATE THAT THE DISTRICT CAN TAX AT IS LIMITED BY STATUTE.
THERE'S A CERTAIN TAX RATE CALLED THE TIER 1 TAX RATE THAT THE STATE TELLS YOU WHAT IT'S GOING TO BE.
THEN THERE'S A TIER 2, WHICH WE TALK ABOUT IN PENNIES
[00:45:02]
THAT THE DISTRICTS CAN ELECT TO DO WITH THE APPROVAL OF THEIR COMMUNITY.WE HAVE WHAT ARE KNOWN AS THE FIRST EIGHT OF THE 17 AVAILABLE PENNIES IN TIER 2, WHICH ARE KNOWN AS THE GOLDEN PENNIES.
THEY'RE GOLDEN BECAUSE THEY'RE NOT RECAPTURED, SO THEY'RE VERY VALUABLE FOR US.
THE NEXT NINE PENNIES ARE KNOWN AS THE COPPER PENNIES BECAUSE THEY'RE NOT NEARLY AS VALUABLE AS THE GOLD PENNIES.
THEY ARE ACTUALLY RECAPTURED AT A HIGHER RATE THAN TIER 1.
THIS IS WHY WE'VE NEVER REALLY CONSIDERED IT BEFORE, BUT I THINK IT'S IMPORTANT THAT WE THROW IT OUT THERE BECAUSE IT IS AN OPTION.
THE MECHANISM FOR ADOPTING THE COPPER PENNIES, IT'S YOUR DECISION AS THE BOARD TO SAY, WE WANT TO GO OUT FOR IT, BUT IS THE COMMUNITY'S DECISION ON WHETHER OR NOT THAT ACTUALLY HAPPENS.
THE PROCESS WOULD BE THE STATE TELLS US WHAT OUR VOTER APPROVED TAX RATE IS BASED ON TAX COMPRESSION FOR THAT YEAR, AND YOU'LL GET THAT INFORMATION IN AUGUST BEFORE YOU ADOPT A TAX RATE.
YOU COULD ADOPT A TAX RATE UP TO $0.09 HIGHER THAN THAT.
IF YOU DID THAT, THAT WOULD GO TO THE BOARD, EXCUSE ME, IT WOULD IMMEDIATELY REQUIRE YOU TO CALL AN ELECTION WHICH WOULD BE HELD AT THE NOVEMBER UNIFORM ELECTION DATE, AND THE COMMUNITY WOULD COME OUT AND EITHER RATIFY OR NOT RATIFY IT.
IF THEY RATIFIED IT, THEN YOUR NEW VOTER APPROVED TAX RATE IS THE ONE YOU ADOPTED.
IF IT'S NOT RATIFIED, IT WOULD ROLL BACK TO THE OLD COMPRESSED RATE PLUS YOUR EIGHT PENNIES, WHICH YOU'VE ALREADY ADOPTED.
IT'S NOT A GIVEN. AS WE'VE DISCUSSED MANY TIMES BEFORE, IT'S NOT A GREAT DEAL JUST LOOKING AT IT.
THOSE NINE PENNIES WOULD GENERATE APPROXIMATELY $20 MILLION IN TAX REVENUE TO THE DISTRICT.
HOWEVER, WE WOULD ONLY KEEP ABOUT $3.8 MILLION OF THAT.
THE REST OF THAT 16 PLUS MILLION DOLLAR WOULD BE RECAPTURED BY THE STATE, AND THE STATE WOULD DO WITH IT, WHAT THE STATE WOULD DO WITH IT.
THAT'S NOT GREAT AND, AGAIN, FULL DISCLOSURE, AS OUR TAX RATE OR TAX BASE INCREASES, WE WOULD COLLECT MORE AND MORE, BUT WE WOULDN'T NECESSARILY GET TO KEEP MORE, IN FACT, UNLESS THE STATE ADJUST THE GUARANTEED YIELD.
AS OUR ENROLLMENT GOES DOWN, THE AMOUNT OF MONEY WE'D GET TO KEEP WOULD GO DOWN ALONG WITH IT.
IN A FEW YEARS, WE MIGHT BE COLLECTING $24 MILLION, BUT WE WOULD ONLY BE KEEPING 3.6 OR 3.5.
THAT'S SOMETHING TO KEEP IN MIND AS WELL.
AGAIN, I KNOW I'M NOT SELLING THIS.
IT'S NOT MY INTENT TO SELL IT TO YOU.
IT'S MY INTENT TO JUST MAKE SURE THAT YOU UNDERSTAND WHAT YOUR OPTIONS ARE.
AGAIN, HERE ARE THE DIFFERENT THINGS WE'VE GOT ON THE TABLE FOR YOU GUYS TO TALK ABOUT TONIGHT.
I'VE PUT TOGETHER A COUPLE OF DIFFERENT PACKAGES THAT YOU CAN LOOK AT.
THESE ARE NOT THE ONLY PACKAGES.
YOU CAN MODIFY THESE AS YOU SEE FIT.
IN FACT, THAT'S WHAT WE EXPECT TO HAPPEN TONIGHT, IS YOU'RE GOING TO TELL US OR AT LEAST GIVE US SOME GUIDANCE ON WHAT YOU WANT TO HAPPEN.
THE FIRST ONE WE LOOKED AT, WE'LL CALL PACKAGE 1.
THIS ONE DOES THE REVENUE INCREASE, WHICH I DON'T THINK THERE'S ANY ARGUMENT ABOUT THAT.
MY INTENT IS TO MOVE FORWARD WITH ALL OF THOSE THINGS, JUST AS ADMINISTRATIVELY, THE STAFFING OPTIMIZATION PIECE THAT LAURIE AND CHAD TALKED ABOUT, I THINK, IS GOING TO BE THE MAIN GIST OF WHAT WE'RE TALKING ABOUT TONIGHT.
THIS INCLUDES A SALARY FREEZE.
IF YOU LOOK AT IT, THE DEFICIT REDUCTION, 5.3 TO 6.4 MILLION, WE THINK THE 5.3 IS CLOSER TO WHAT YOU WOULD GET THAT FIRST YEAR.
THAT WOULD HIT US RIGHT IN THAT AREA WHERE WE SAID WE'RE LOOKING FOR TO FIVE TO 6 MILLION.
PACKAGE 2 LOOKS AT WHAT WOULD HAPPEN.
IT'S EXACTLY THE SAME, ONLY IF WE GAVE A 1% SALARY INCREASE TO OUR STAFF.
THAT TAKES US TO ABOUT 4.5 MILLION IN SAVINGS WE WOULD ANTICIPATE IN THAT FIRST YEAR.
THEN PACKAGES 3 AND 4, LOOK AT WHAT WOULD HAPPEN IF WE DID VARIOUS PROPOSALS LOOKING AT THE GOLDEN PENNIES.
THAT 5-PENNY VATRE WOULD TAKE US TO GENERATE ABOUT $2.1 MILLION,
[00:50:04]
AND THAT IS ASSUMING THAT WE DON'T DO ANYTHING TO THE RAISES.BEFORE I WAS SHOWING YOU SAVINGS ON STAFF COMPENSATION, HERE THIS IS ASSUMING THAT EVERYBODY WOULD GET A 2% COMPENSATION INCREASE.
THEN AT THE BOTTOM, I SHOW YOU, ALL RIGHT, IF THE VATRE FAILS, THEN WE WOULD LOOK AT NOT GIVING THAT RAISE.
THAT TAKES US DOWN TO ABOUT A $5.3 MILLION CHANGE.
AGAIN, YOU COULD DO THE SAME THING.
YOU COULD ADD IN A 1% TO THAT IF YOU SO CHOSE, WHICH WOULD TAKE US TO ABOUT $4.5 MILLION.
THEN FINALLY, IF YOU WENT WITH THE FULL 9-PENNY VATRE AND IT'S APPROVED BY THE COMMUNITY, THAT WOULD TAKE US TO ABOUT 7.5 TO $8.6 MILLION SAVINGS.
THIS IS PROBABLY THE ONLY ONE ON THE BOARD THAT KEEPS US FROM DOING THIS AGAIN NEXT YEAR.
AGAIN, CARDS ON THE TABLE, THAT'S WHERE YOU STAND.
RIGHT NOW, WITH THE CONTINUED LOSS OF ENROLLMENT.
AGAIN, WE'RE NOT ANTICIPATING ANY MOVEMENT IN THE LEGISLATURE IN 2027.
THEY COULD COME THROUGH FOR US.
BUT I THINK MOST OF YOU HAVE BEEN AROUND LONG ENOUGH TO KNOW, LET'S DON'T COUNT ON THAT.
IF NOTHING HAPPENS AT THE LEGISLATURE IN 2027, I THINK THIS PACKAGE, IF YOU WENT THIS WAY, WOULD MEAN THAT NEXT FALL, WE PROBABLY WEREN'T DOING THIS AGAIN.
>> HERE THEY ARE ALL TOGETHER LOOKING AT THEM.
JUST AS A CLOSE, I KNOW LAURIE SAY WE'D LIKE SOME GUIDANCE, BUT I WANT TO GIVE YOU A LITTLE BIT OF REASON TO THINK ABOUT THAT.
NORMALLY, WE DON'T GET GUIDANCE ON WHAT WE'RE GOING TO DO ON STAFFING SALARIES UNTIL MAY.
I DON'T THINK IT WOULD BE BAD IF YOU JUST SET THAT DISCUSSION ASIDE UNTIL MAY FOR A COUPLE OF REASONS.
ONE, WE TYPICALLY START THE BUDGETING PROCESS IN JANUARY.
IT'S REALLY ROUGH, AS YOU KNOW EARLY ON.
THIS YEAR, WE STARTED IT IN SEPTEMBER.
THE FURTHER BACK YOU GO, THE MORE ASSUMPTIONS YOU'RE MAKING, THE MORE THINGS YOU DON'T KNOW.
I CAN GUARANTEE YOU THERE ARE GOING TO BE THINGS THAT WE'RE NOT ANTICIPATING.
SOME OF THEM WILL GO OUR WAY, AND WE'LL HAVE SOME MORE MONEY THAN WHAT WE BUDGETED RIGHT NOW.
SOME OF THOSE THINGS ARE GOING TO GO AGAINST US, AND THEY'RE GOING TO HURT US IN A LITTLE WAYS.
LET ME JUST THROW OUT SOME OF THOSE THINGS THAT I CAN THINK OF OFF THE TOP OF MY HEAD.
ONE OF THEM, THE BUDGET THAT I BUILT THIS OFF OF WAS ASSUMING THAT WE WOULD HAVE A LOSS OF 150 STUDENTS FROM WHERE WE ARE THIS YEAR.
NOW, ONE OF THE THINGS WE SAID ON THE REVENUE SIDE WAS WE WERE GOING TO GO OUT AND FIND 30 ADDITIONAL TRANSFER STUDENTS.
THIS IS BASICALLY SAYING A NET LOSS OF 120 KIDS.
THE LAST COUPLE OF YEARS, WE'VE ANTICIPATED BIGGER LOSSES IN WHAT WE'VE SEEN.
I DON'T KNOW IF IT'S REASON TO HOPE, BUT I THINK THERE'S REASON FOR US TO AT LEAST CONSIDER THE POSSIBILITY THAT ONCE WE GET TO AUGUST, OUR ROMAN OUTLOOK IS GOING TO LOOK MUCH BETTER THAN WHAT WE ANTICIPATE IT IS RIGHT NOW.
WE HAVEN'T STARTED ANY OF THE PROCESS OF FINDING OUT WHO'S COMING BACK NEXT YEAR YET.
THIS IS JUST BASED ON DEMOGRAPHIC TRENDS, AND I'M REALLY HOPEFUL THAT WE CAN SCARE UP MORE KIDS THAN WHAT WE WE'RE LOOKING AT DOING.
THERE'S ONE PLACE WHERE WE MIGHT ACTUALLY HAVE A LITTLE BIT OF A BUMP.
UNTIL RECENTLY, THE ONLY TIME I'D EVER SEEN A DECLINE IN OUR TAXABLE ASSESSED VALUE WAS RIGHT AFTER THE GREAT RECESSION IN 2008.
WE HAD ONE YEAR WHERE WE HAD AN ACTUAL DECLINE IN THE TAXABLE ASSESSED VALUE.
OVER THE LAST THREE YEARS, WE'VE HAD TWO, AND THE ONE YEAR OF GROWTH WAS 1.4%.
ESSENTIALLY, WE'VE BEEN POPPING AROUND AT 0% GROWTH FOR THREE YEARS.
NOW, I PUT IN 0% GROWTH AGAIN FOR THIS MODEL BECAUSE THAT'S ABOUT WHAT I'M HEARING OUT IN THE ETHER IS THAT ANOTHER PRETTY BAD YEAR FOR REAL ESTATE IN AUSTIN.
BUT A 1% GROWTH OR A 2% GROWTH MIGHT BE IN THE CARDS.
BY THE SAME TOKEN, A ONE OR 2% LOSS IN VALUE IS ALSO IN THE CARDS,
[00:55:03]
AND THAT COULD SWING US BY A COUPLE $100,000.ONE THING THAT WAS ADOPTED AT THE 25 LEGISLATIVE SESSION WAS THAT TEA WAS GOING TO CREATE A NEW MODEL FOR SPECIAL EDUCATION FUNDING.
FOR THOSE OF YOU, AND I THINK EVERYBODY SITTING AT THIS TABLE KNOWS THIS, BUT MAYBE NOT EVERYBODY WHO'S WATCHING THE MEETING KNOWS THIS.
OUR SPECIAL ED ALLOTMENT FROM THE STATE IS SOMEWHERE IN THE NEIGHBORHOOD OF ABOUT $8 MILLION A YEAR, AND WE SPEND SOMEWHERE IN THE NEIGHBORHOOD OF ABOUT $18 MILLION A YEAR, 18 TO $19 MILLION.
THEY FUND ONLY MAYBE 35, 40% OF WHAT WE SPEND ON SPECIAL EDUCATION.
THIS IS NOT GOING TO MAKE UP THAT DIFFERENCE, BUT IT IS GOING TO BRING IN SOMETHING.
WE DON'T KNOW WHAT THAT IS BECAUSE THEY'VE NOT SHARED THAT NEW MODEL WITH US YET.
ALTHOUGH THEY HAVE SAID THAT THIS NEW MODEL IS DESIGNED TO BE BASED ON A SERVICES PROVIDED MODEL, AND WE HAVE A HIGH SERVICE MODEL.
DID I SAY THAT CORRECTLY, MOLLY? IT'S CLOSE ENOUGH.
NOW, SO THERE'S A POSSIBILITY THAT WE MAKE OUT MAYBE BETTER THAN OTHER DISTRICTS BECAUSE OF THE TYPE OF SPECIAL ED MODEL WE HAVE.
BUT IF WE JUST LOOK AT THE AMOUNT OF MONEY THAT THEY ALLOCATED FOR THIS NEW MODEL, AND WE JUST DIVIDE BY THE NUMBER OF KIDS IN THE STATE AND MULTIPLY BY THE NUMBER OF KIDS WE'VE GOT, WE SHOULD EXPECT SOMEWHERE IN THE NEIGHBORHOOD OF $400,000.
I'M HOPING IT'S MORE THAN THAT.
BUT THERE'S GOING TO BE MONEY IN THERE SOMEWHERE THAT WE BELIEVE WILL BE MORE THAN WHAT WE'VE GOT NOW.
THERE ARE THINGS THAT ARE GOING TO HAPPEN, UNFORTUNATELY, MOST OF THESE THINGS ARE NOT GOING TO HAPPEN BEFORE YOU ADOPT THE BUDGET IN JUNE, BUT I THINK THEY ARE THINGS YOU NEED TO KEEP IN THE BACK OF YOUR MIND THAT THINGS DON'T ALWAYS TURN AGAINST US.
SOMETIMES THEY WORK IN OUR FAVOR.
I KNOW THEY'RE OUT THERE JUST WORKING REALLY HARD TRYING TO HELP US OUT.
THEY UNDERSTAND THE PLACE WE ARE, AND AND THEY COULD COME IN WITH MORE.
WHEN I BUDGET EF, I TYPICALLY JUST WHAT DID WE GET LAST YEAR, AND THAT'S WHAT I BUDGET, AND THAT'S USUALLY CLOSE ENOUGH.
THAT'LL BE WITHIN PLUS OR MINUS 10%.
BUT IF IT'S PLUS 10%, THAT'S AN EXTRA $200,000.
IT MIGHT BE MORE, MIGHT BE LESS. I DON'T KNOW YET.
THERE ARE A LOT OF THINGS OUT THERE THAT WE JUST DON'T KNOW.
I THINK THE LONGER THAT YOU CAN WAIT BEFORE YOU MAKE THAT DECISION ON WHAT RAISE YOU WANT TO GIVE TO THE STAFF.
I THINK THE BETTER OFF YOU'LL BE, THE MORE INFORMATION YOU'LL HAVE.
I KNOW THAT YOU ALL DON'T WANT TO NOT GIVE A RAISE.
I'VE HEARD IT EXPRESSED ENOUGH, AND I KNOW THAT IT'S REALLY IMPORTANT TO THE STAFF.
DON'T COMMIT TO NOT GIVING THEM A RAISE TONIGHT.
THERE'S PLENTY OF TIME TO TALK ABOUT THAT LATER WHEN WE HAVE MORE INFORMATION.
>> GREAT EXAMPLES, CHRIS, THANK YOU SO MUCH FOR SHARING ALL THAT, AND EVERYBODY ON THE CABINET FOR ALL YOUR HARD WORK ON THIS DECK.
WE WANT TO OPEN IT UP FOR SOME BOARD QUESTIONS AND GUIDANCE AND THE DIALOGUE AT THIS TIME.
THERE'S A LOT THERE. YOU'VE HEARD A LOT.
DIFFICULT CONVERSATIONS ARE DIFFICULT BECAUSE THEY'RE NOT EASY.
WE WANT TO MAKE SURE THAT WE GET ANY BURNING QUESTIONS OUT IN THE OPEN WHILE WE'RE HAVING OUR DIALOGUE HERE FOR THE NEXT PORTION OF THE MEETING.
>> AS MR. KANIKI SAID, NOW IS OUR TIME AS TRUSTEES TO GET ANY CLARITY, ASK ANY QUESTIONS.
WE'LL BE GIVING CLARIFICATION TO THE BOARD, AND THEN WE WILL TAKE ACTION NOT TONIGHT, BUT IN TWO WEEKS.
ARE THERE ANY QUESTIONS OR WHO WOULD LIKE TO GO FIRST WITH QUESTIONS? I AM SURE THAT THERE ARE COMMENTS AND QUESTIONS.
WOULD ANYONE LIKE TO START US OFF? THIS WILL BE A SHORT MEETING IF WE DON'T HAVE QUESTIONS. LAURA?
>> I HAVE A LOT OF NOTES, BUT I'M NOT GOING TO GO INTO THEM RIGHT NOW.
I'M JUST GOING TO JUST TRY TO GET THE CONVERSATION GOING.
THANK YOU SO MUCH FOR ALL YOUR WORK ON THIS, AND I ALSO WOULD LIKE TO THANK THE FINANCE COMMITTEE AND ALL THE WORK THAT A HAVE DONE ON THIS AS WELL, AND THOSE COMMUNITY MEMBERS WHO CAME IN AND HAVE SPENT A LOT OF THEIR TIME MEETING AND DISCUSSING AND BRINGING
[01:00:01]
AN EVEN MORE DIRECT LINE FROM THE COMMUNITY TO THESE DISCUSSIONS.LIKE I SAID, I HAVE LOTS OF NOTES, BUT I WILL START BY SAYING THAT I THINK YOU GAVE US THOSE OPTIONS, AND I'M PRETTY SURE WE'RE GOING TO FALL IN A BLEND BETWEEN A COUPLE OF THEM.
THANK YOU FOR YOUR GUIDANCE ON THAT.
I THINK THAT'LL BE THE INTERESTING PART OF THE DISCUSSION FOR TONIGHT IS HOW WE TAKE THOSE OPTIONS, AND BASED ON OUR LAST DISCUSSION BACK IN NOVEMBER ON THIS.
WELL, I'M NOT GOING TO MAKE ANY ASSUMPTIONS.
BUT, I THINK IT'LL BE MOST LIKELY BETWEEN MAYBE LIKE ONE AND TWO OR SOMETHING LIKE THAT.
I APPRECIATE CHRIS YOU REINFORCING THE FACT THAT WE DON'T NEED TO DECIDE ON A STAFF INCREASE RIGHT NOW? THAT HELPS US PULL THAT BUCKET OUT.
I WILL SAY BEFORE I TURN IT OVER TO SOMEBODY ELSE, THAT I THINK THAT THE REVENUE INITIATIVES THAT WE'VE GOT A COUPLE OF THINGS SITTING OUT THERE THAT AREN'T INCLUDED IN THERE THAT I THINK MIGHT GO OUR WAY.
WHEN DOES TIA COME ON ONLINE? TWO MORE YEARS, 27?
>> YEAH. FIRST CHECK IS AUGUST OF 27.
>> AUGUST 27TH, FOR A PERCENTAGE OF OUR STAFF, WE WILL BE ABLE TO PROVIDE THEM WITH AN INCREASE THAT IS NOT SHOWING UP IN THESE NUMBERS CURRENTLY.
THE OTHER POSSIBLE REVENUE INITIATIVE THAT I DON'T SEE HERE FULLY BAKED IS VALLEYVIEW.
THAT'S AN INCREDIBLY VALUABLE PIECE OF PROPERTY AND HAS A GREAT DEAL OF POTENTIAL FOR REVENUE.
MUCH MORE SO THAN I THINK IS WHAT IS REFLECTED IN THE NUMBERS THAT WE'RE DISCUSSING TONIGHT.
I'M GOING TO STOP NOW, BUT I DO HAVE LOTS MORE TO TALK ABOUT.
>> THANK YOU, LAURA. ANY OTHER TRUSTEE COMMENTS? JOHN.
>> I GOT A LONG LIST. I'LL HIT ON A FEW NOW, AND THEN CAN CIRCLE BACK TO SOME OF THE OTHERS LATER.
FIRST OF ALL, ONCE AGAIN, JUST THANKS TO EVERYBODY WHO'S BEEN WORKING ON THIS AND I SO APPRECIATE THAT WE STARTED IN SEPTEMBER, SO THAT I FEEL LIKE WE'RE CONTINUING THE CONVERSATION RATHER THAN JUST STARTING IT NOW.
I THINK WE'RE BETTER OFF BECAUSE OF THAT, BECAUSE THIS IS REALLY HARD.
VERY HARD. A FEW DISPARATE THOUGHTS.
ONE, JUST A QUICK ASIDE, ON THE EF THING, HAVING SERVED ON THAT BOARD, AND AS THE EX OFFICIAL MEMBER NOW, MY GUT IS THAT EF WOULD WANT US TO STICK WITH TWO MILLION IN THE BUDGET, RATHER THAN BANK ON ANY MORE FOR NEXT YEAR.
I'LL JUST PUT THAT OUT NOW, AND WE CAN CONFIRM THAT WITH THEM, BUT MY GUESS IS THEY WOULD SAY, LET'S STAY CONSERVATIVE AND STICK WITH TWO MILLION JUST FROM MY PAST CONVERSATIONS WITH THEM.
PUTTING THAT OUT THERE I DON'T THINK WE SHOULD COUNT ON MORE THAN TWO MILLION FOR NEXT YEAR FROM EF AS WE'RE KICKING THIS AROUND.
NOW JUST A FEW MORE QUESTIONS.
CHRIS, ON THE FACILITY RENTAL FEES, THE CHANGES THAT WE'RE MAKING, WOULD YOU SAY THAT YOU THINK AFTER THE TWEAKS WE'RE MAKING FOR NEXT YEAR THAT WE'D BE AT MARKET RATES, OR DO YOU THINK WE'D STILL BE BELOW MARKET?
>> THAT'S A GOOD QUESTION, IS WHAT EXACTLY IS MARKET RATE? BECAUSE AS YOU KNOW, THERE IS NO PARKS DEPARTMENT IN WESTLAKE.
WHAT IS THE GOING RATE FOR A SOCCER FIELD IS WHATEVER WE CHARGE FOR IT.
TO THAT POINT, COULD WE CHARGE MORE THAN WHAT WE DO TO MAXIMIZE PROBABLY COULD.
WHAT IS THAT NUMBER? I'M NOT SURE YET.
I THINK FOR RIGHT NOW, BECAUSE WE HAD SUCH A SIGNIFICANT INCREASE LAST YEAR, I'M NOT THAT COMFORTABLE IN HITTING THEM AGAIN WITH ANOTHER 25%.
I FEEL LIKE 10% IS PRETTY STRONG, AND MAYBE WE'D HIT THEM AGAIN FOR ANOTHER 10% THE YEAR AFTER THAT.
BUT THERE'S STILL A MARKET, AND THERE'S STILL NUMBER 1,
[01:05:02]
THE DESIRE FOR US TO MAKE MONEY AND TO PROVIDE FACILITIES FOR OUR COMMUNITY, FOR OUR KIDS, FOR ALL THEIR ACTIVITIES.WE KNOW THAT THOSE COSTS GET PASSED ON TO THE PARENTS THROUGH THE PARTICIPATION FEES.
ONE THING THAT I ALWAYS LIKE TO KEEP IN MIND, SOMETIMES WE GET THE IDEA THAT BECAUSE THIS IS A WEALTHY COMMUNITY, THAT EVERY KID WHO LIVES HERE IS WEALTHY, AND THAT IS NOT THE CASE.
I DON'T WANT TO CREATE AN ENVIRONMENT WHERE SOME OF OUR KIDS ARE LESS LIKELY TO PARTICIPATE IN ALL THE THINGS THE COMMUNITY HAS TO OFFER.
I KNOW IT'S A REALLY DELICATE BALANCE, BUT I FEEL LIKE RIGHT NOW, THAT I'M NOT GIVING YOU A GOOD SOLID ANSWER HERE, BUT I THINK THAT WE'RE AT A POINT WHERE WE ARE CHARGING A FAIR RATE, ALTHOUGH WE COULD CHARGE MORE IF THAT MAKES SENSE.
I DON'T THINK I ANSWERED YOUR QUESTION, JOHN.
>> THAT'S FINE. I GUESS IF I START, MAYBE I'LL TAKE A STEP BACK AND I'LL START WITH A BIG PICTURE COMMENT.
WE'VE ALL SAID THE VADER IS A TERRIBLE DEAL, AND JUST WHEN YOU RAISE 20, AND YOU ONLY GET TO KEEP 3.8, IT'S NOT GREAT MATH.
NO, I'M NOT AN ADVOCATE FOR THE VADER FOR THAT REASON.
THEN WHEN I LOOK AT THE OTHER, JUST TO SPEAK WITH THE BOARD IN GENERAL, I'M ALSO COMMITTED TO BALANCING THE BUDGET.
THEN, IF I'M DOING THE MATH RIGHT, AND YOU ASSUME A 70% IS WHAT WE'D GET FROM THE ATTRITION, WHICH IS WHAT I THINK YOU SAID, CHAD, IS PLAN ON 70% IN YEAR 1.
IT LOOKS LIKE YOU HAVE TO TAKE EVERY SINGLE OTHER OPTION TO BALANCE THE BUDGET NEXT YEAR IF YOU DON'T DO THE VDA.
YOU CAN'T PASS ON A SINGLE ONE AND BALANCE THE BUDGET IF YOU DON'T DO THE VADER.
IS MY MATH RIGHT ON THAT? IF YOU GET THE LOW END OF THAT RANGE OF 70%.
I THINK IT'S POSSIBLE TO GET THERE WITHOUT THE VADER.
PACKAGE 1, WE GET YOU THERE AT ABOUT 5.3, 5.4, I FORGET THE EXACT NUMBER THAT WE PUT ON THERE.
PARTICULARLY IF WE END UP COMING IN WITH 50 MORE KIDS, THEN WHAT? WE SAY WE'RE BANKING ON 30 ADDITIONAL TRANSFER STUDENTS.
IF WE GET 45 GOOD QUALIFIED STUDENTS IN PLACES WHERE WE CAN PUT THEM, WE'LL TAKE THEM.
BUT WE'RE ALSO ABOUT TO SEE IF THERE WAS A COVID BABY BOOM START STARTING IN A FEW MONTHS.
THERE'S ALSO THE POSSIBILITY THAT OUR ENROLLMENT WILL START TO TICK UP.
IF YOU LOOK AT OUR LONG TERM ENROLLMENT TRENDS, IT LOOKS LIKE A SINE WAVE.
RIGHT NOW IT FEELS LIKE IT'S HEADING DOWN, AND IT'S ONLY GOING TO CONTINUE TO HEAD DOWN.
BUT AT SOME POINT, IT'S GOING TO TURN AROUND, AND IT'S GOING TO GO BACK THE OTHER WAY. I DON'T KNOW WHEN.
I WOULD LIKE FOR IT TO BE START TO TURN THIS YEAR.
THERE'S ALWAYS THAT POSSIBILITY, LIKE I SAID, WE DON'T KNOW WHAT THE ENROLLMENT'S GOING TO BE NEXT YEAR, AND I'M REALLY HOPEFUL THAT THAT OUR ESTIMATE OF DOWN 150 LOCAL STUDENTS IS OFF.
>> IF WE STICK WITH THESE ESTIMATES, THOUGH, BECAUSE IT'S THE BEST WE GOT FOR NOW, AND IF YOU DON'T DO THE VATRE, AND WE SAID WE GOT TO CUT, AND IF YOU COME IN AT 70%, BECAUSE THAT'S OUR BEST ESTIMATE, AND WE SAY WE HAVE TO FIND 5-6 MILLION.
IF YOU DON'T DO THE VATRE, AND ALL THE OTHER ESTIMATES ARE ACCURATE, THEN YOU END UP AT 5.3.
THAT'S MY POINT IS, IF YOU DON'T LIKE THE VATRE, THEN FROM WHAT'S PRESENTED, THERE'S NOT A LOT OF OTHER WIGGLE ROOM OF, LET ME PULL THIS ONE OUT BECAUSE I DON'T LIKE THAT ONE AND HOW IT IMPACTS KIDS.
THAT'S THE CHALLENGE. WHEN I'M ASKING THIS QUESTION ABOUT REVENUE.
I HAVE A FEW OTHERS, I'M TRYING TO FIND SOME WIGGLE ROOM.
[01:10:01]
BECAUSE I WANT TO BALANCE BUDGET, AND I DON'T LIKE THE VATRE.IF THAT'S THE CASE, THEN I CURRENTLY HAVE NO OPTIONS.
I HAVE TO TAKE EVERY SINGLE THING THAT'S ON THERE, AND I'M TRYING TO FIND SOME OPTIONS.
THAT'S WHERE I'M GOING WITH MY QUESTIONS.
THAT'S WHY I WAS THINKING TO TAKE THE REVENUE, FOR EXAMPLE, DID WE SEE ANY DOWNTURN, OR LET ME PUT IT THIS WAY.
AN INCREASE IN RENTAL VACANCY, WHERE WE HAVE IN THE PAST, RENTED, BUT THIS YEAR, WE DIDN'T BECAUSE WE JACKED UP 25%.
>> WE DID NOT. NO. IN FACT, OUR RENTAL PROGRAM IS LOOKING REALLY STRONG THIS YEAR.
>> THAT'S GREAT. YOU HAVE 10% INCREASE BUDGETED FOR NEXT YEAR.
>> THEN THAT LEAVES ME WONDERING.
>> I CAN LOOK AT THAT. [OVERLAPPING]. THIS IS NOT SET.
COULD WE PUSH THAT 200,000-300,000? I THINK WE PROBABLY COULD.
>> THEN GREAT. THAT'S ONE OPTION.
ANOTHER ONE I HAD, AND THIS GOES TO JUST ME.
I THINK THIS IS FOR YOU CHAD, I'M LOOKING AT THE COPS HERE ON ELEMENTARY AND SECONDARY AGAINST OUR OTHER COMPARISON DISTRICTS.
IF I TAKE SECONDARY, FOR EXAMPLE, WE'RE STILL SO LOW.
IS THERE A REASON WHY? WHAT WOULD BE THE IMPACT OF MATCH, FOR EXAMPLE, HIGHLAND PARK, WAY HIGHER THAN US? WHAT WOULD BE THE IMPACT OF MAYBE WE DON'T MATCH HIGHLAND PARK, BUT INSTEAD OF 20, WE DO 22 OR 23, WHICH WOULD STILL HAVE US ON THE LOW END? WHAT WOULD THE SAVINGS OF THAT BE? THEN WHAT WOULD BE THE REAL-WORLD IMPACT FOR OUR KIDS IF WE DID THAT IN OUR STAFF?
>> I THINK WE'VE RUN SOME MODELS LOOKING AT THAT.
I THINK IT GOES BACK TO THOSE TWO THINGS YOU'RE TRYING TO MENTAL MATH, MANAGE WHILE YOU'RE DOING THAT IS, HOW HIGH DO WE ACTUALLY WANT CLASS SIZES TO GO? ONE OF THE THINGS AT THE HIGH SCHOOL THAT IS INHIBITING THAT IS, AND I'M SURE YOU ALL HAVE HEARD THIS A MILLION TIMES, OUR BUILDING IS OLD.
UNFORTUNATELY, WE HAVE A LOT OF SMALL CLASSROOMS. THEN THAT DOES LIMIT, CAN WE PUSH 30, 32, 35, YES, BUT WE'D NEVER REALLY, IN SCIENCES, WE WOULDN'T BE ABLE TO GET ABOVE THAT JUST BECAUSE OF LAB SIZES.
THAT'S JUST A LIMITING FACTOR THERE.
THEN THE SECOND THING IS, AND THIS IS AN HONEST CONVERSATION I'VE HAD WITH SEVERAL OF THESE DISTRICTS.
THE HARD PART IS YOU HAVE TO TIGHTEN YOUR PROGRAMMING.
YOU'RE GOING TO HAVE TO REALLY START THINKING ABOUT HOW MUCH YOU OFFER AND WHERE YOU OFFER IT.
WE, AND I THINK IT IS A FLAGSHIP THING THAT I'M PROUD OF, BECAUSE I'VE BEEN A PART OF IT, WE OFFER ALMOST EVERY AP COURSE THAT IS POSSIBLE, EXCEPT FOR AP ITALIAN, I THINK, AND THEN MAYBE ONE OTHER ONE.
ALL THE OTHER DISTRICTS DO NOT.
THEY TIGHTEN THINGS INTO THINGS THAT THEY THINK ARE THE MOST ESSENTIAL FOR KIDS TO BE COMPETITIVE IN OUR COLLEGE MARKET.
IT'S TWO THINGS RUNNING PARALLEL.
HOW MUCH OPTIONS DO WE GIVE KIDS? BECAUSE WE DO WANT ALL KIDS TO EXPLORE FOR THEMSELVES AND DO SOME SELF-REALIZATION OF WHO THEY ARE, WHAT THEIR INTERESTS ARE, AT THE SAME TIME, MANAGING HOW MANY OF THOSE OPTIONS THERE ARE BECAUSE OF FUNDING.
WHEN YOU PUSH THAT THRESHOLD UP, YOU JUST GOT TO DO IT REALIZING THAT'S THE CONSEQUENCE OF THOSE TWO, AND THEN MANAGE THAT AS YOU START CREEPING UP IN THAT AREA.
THERE ARE PLACES WE HAVE MORE CAPACITY.
WE COULD PROBABLY PUSH UP INTO THE 22 JUST BY CONTENT LEVEL, JUST BECAUSE OF ENROLLMENT AND OUR CURRENT STAFFING.
THEN THERE ARE PLACES WHERE WE'RE NOT GOING TO BE ABLE TO DO A WHOLE LOT OF SAVINGS.
I CAN TELL YOU THAT RIGHT NOW WE'LL BE THE SCIENCE DEPARTMENT AT THE HIGH SCHOOL.
WE'RE REALLY TIGHT RIGHT THERE.
WE HAVE OTHER AREAS THAT WE CAN DO A LITTLE BIT MORE IN.
IT'S JUST AN AGGREGATE THAT WE'RE LOOKING AT.
BUT I DO THINK IT IS SOMETHING TO KEEP THINKING.
LAURIE AND I HAVE TALKED ABOUT YEAR ONE. LET'S TRY THIS.
MAYBE YEAR 2, WE PUSH A LITTLE BIT FURTHER, YEAR 3, WE GO.
BUT WE'LL COME BACK TO THIS TABLE WITH THE SAME CONVERSATION ABOUT IMPACT ON PROGRAMS. WHAT ARE THE THINGS WE NEED TO TALK ABOUT LONG-TERM OFFERINGS THAT WE HAVE AT OUR SECONDARY CAMPUSES?
>> COULD I MAKE ONE POINT AS WELL, THAT IF YOU WERE TALKING ABOUT REDUCING BI ATTRITION 10 STAFF AT THE SECONDARY LEVEL, YOU CAN FEEL PRETTY CONFIDENT THAT YOU WOULD CAPTURE ALL THOSE THE FIRST YEAR.
THE MORE STAFF YOU'RE LOOKING TO CAPTURE, THE LESS LIKELY, THERE COMES A POINT WHEN THAT'S ALL WE'RE GOING TO GET THAT YEAR, BECAUSE PEOPLE DON'T LEAVE.
YOU CAN'T REPURPOSE YOUR MATH TEACHER TO TEACH ENGLISH.
[01:15:06]
IF YOU DON'T HAVE ENGLISH TEACHERS WHO LEAVE, THEN YOU HAVE SMALLER CLASSES IN ENGLISH THAT YEAR.IF WE INCREASED THE NUMBER ON THE RIGHT, IT DOESN'T NECESSARILY BRING UP THE NUMBER ON THE LEFT, WHAT WE'D ACTUALLY CAPTURE NEXT YEAR.
>> THAT MAKES SENSE. PART OF WHY I'M ASKING, I KNOW WE'RE NOT GETTING INTO THE RAISE CONVERSATION TODAY, AND THAT'S FINE, AND I SUPPORT THAT.
RIGHT NOW, TO HIT THE 5.3, THOUGH, WITH THE CURRENT ASSUMPTIONS, AND IF YOU DON'T DO A VATRE, THAT'S A 0% RAISE.
PART OF WHY I'M ASKING THESE QUESTIONS IS, I LOOK AT IT, WOULD IT BE WORTH GOING TO 22? I DON'T KNOW WHAT THE MONEY IS ASSOCIATED WITH THAT.
BUT WHEN YOU START TO DO STUFF AT THAT LEVEL, AND YOU FIND A LITTLE BIT THERE WHERE YOU'RE, WE GO TO 22, AND WE GO HIGHER THAN 10% ON THE REVENUE, RENTAL RATES, AND YOU START TO SQUEEZE A LITTLE BIT OUT THERE.
NOW, ALL OF A SUDDEN, WE CAN PUT A RAISE BACK ON THE TABLE FOR OUR STAFF WHEN OTHERWISE, WITHOUT THE VATRE, WE COULDN'T.
THAT'S THE SPIRIT BEHIND THESE QUESTIONS I'M ASKING, IS I'M TRYING TO FIND SOME WIGGLE ROOM HERE WITH SOME OF THESE.
NOT TO MONOPOLIZE THE NIGHT, I'LL JUST ASK ONE MORE, AND THEN I CAN COME BACK LATER.
ON THE CHANGES TO FINE ARTS, I THINK I'M BACK TO YOU, CHAD, WITH THE SPECIALS ROTATIONS.
YOU MENTIONED THE FLOATERS. JUST SO I UNDERSTAND.
IS THE SAVINGS FROM THIS PROPOSAL, IS IT ASSOCIATED WITH NOT NEEDING THE FLOATERS, OR IS IT ASSOCIATED WITH SHARING FINE ARTS TEACHERS BETWEEN TWO ELEMENTARY CAMPUSES, OR BOTH?
>> NO, SO THE SAVINGS IS IT MOVES INTO A CAMPUS CONTAINED SPECIALS PROGRAMMING.
RIGHT NOW, OUR MODEL IS SHARED FLOATERS BETWEEN TWO CAMPUSES, OR I DON'T THINK WE HAVE ANY THREE, BUT SO TWO WE'LL SHARE.
LET'S SAY IT'S BRIDGE POINT AND EANES ELEMENTARY SHARE A MUSIC TEACHER THAT GOES FROM ONE PLACE TO THE OTHER.
THE WAY THIS WORKS IS YOU ADD LIBRARIANS IN, WHICH IS ALREADY STAFF WE HAVE.
WE'RE NOT HAVING TO HIRE STAFF.
WE REPURPOSE THAT STAFF TO BE PART OF SPECIALS.
THEN YOU ADD IN THE SECOND PE, WHICH GIVES YOU THE FIVE-DAY ROTATION THAT WE CAN COVER FIVE SECTIONS WITH.
WHY YOU ADD THE SECOND PE IN IS ONE FOR PE MINUTES.
UNFORTUNATELY, I'M NOT SAYING I AGREE WITH, BUT IN SATE OF TEXAS.
WE HAVE MANDATORY MINUTES FOR ELEMENTARY PE.
NO OTHER OF THEIR CONTENT DOES.
WE DO HAVE TO REACH THOSE MINUTES.
SECONDLY, IT IS ALSO ONE OF THE ONLY COURSES, YOU CAN PUSH THE SIZE OF THE CLASS UP SIGNIFICANTLY.
I WOULD NEVER WANT TO PUT 45 KIDS IN AN ART CLASSROOM, BUT YOU CAN DO THAT IN A PE GYM WITH A PETA TO HELP MANAGE THE CLASS.
WHAT THAT FIFTH ROTATION DOES IS IT ALLOWS US AT EVERY CAMPUS TO COVER THE GRADES WITH FIVE SECTIONS.
IF YOU HAVE SIX, YOU DIVIDE THE SIX AMONG THE FIVE, AND IT'S MINIMAL BECAUSE YOUR DIVISOR IS NOW FIVE VERSUS OTHERWISE.
THEN, WHEN YOU HAVE LESS THAN FIVE, THE CLASSES ACTUALLY BECOME SMALLER, YOUR MUSIC WILL ACTUALLY MAYBE HAVE 16, 17, AND YOU CAN DO MORE INDIVIDUALIZED INSTRUCTION VERSUS HAVING 42 KIDS IN THERE.
WHAT WE DID TO DO THIS WAS ONE WAS LOOK AT WHERE COMPARATIVE DISTRICTS AGAIN, JUST TO SEE WHAT MODELS ARE OUT THERE.
TO GIVE YOU ONE THAT I KNOW WE COMPARE OURSELVES AGAINST QUITE OFTEN IS HIGHLAND PARK.
HIGHLAND PARK, THEIRS IS YOU GET 60 MINUTES OF FINE ARTS TOTAL EACH WEEK.
THAT IS ART AND MUSIC COMBINED.
WE'RE STAYING AT 90 MINUTES FOR FINE ARTS TOTAL, 45 FOR ART, 45 FOR MUSIC, AND 90 MINUTES FOR PE, THAT GETS US CLOSE TO OUR PE MINUTES.
WE HAVE TO PICK UP FIVE MORE THROUGH STRUCTURED ACTIVITIES.
THE OTHER PART IS JUST, AND SO WE ALL HAVE THE SAME CONTEXT, I ALWAYS GET ASKED, WHAT ABOUT RECESS? RECESS CAN ONLY COUNT TOWARDS YOUR MINUTES IF IT'S STRUCTURED RECESS.
IT HAS TO BE BASICALLY A CLASS.
YOUR 135 MINUTES IN A FIVE-DAY CYCLE HAS TO BE STRUCTURED PHYSICAL ACTIVITY.
WITH THIS MODEL, WE PICK UP 90 WITH THE TWO PES.
WE PICK UP THE OVERAGES IN MUSIC CLASS, CLASSROOMS, AND STUFF WHERE WE HAVE STRUCTURED PHYSICAL ACTIVITY BUILT INTO OUR CURRICULUM.
>> JUST A COUPLE OF FOLLOW-UPS ON THIS.
RIGHT NOW, WE DO SPECIALS EVERY DAY.
>> LIBRARY HAPPENS OUTSIDE OF THAT ROTATION?
>> USUALLY IN THE ENGLISH CLASSROOM. THE HUMANITIES.
>> IF YOU ADD LIBRARY INTO THE SPECIALS, ROTATION,
[01:20:03]
IS THAT CREATING AN EXTRA 30 PLUS MINUTES BECAUSE IT USED TO BE DONE OUTSIDE THE ROTATION.IS THAT FREEING UP OTHER TIME? DO YOU SEE WHAT I'M SAYING?
>> IT FREES UP OTHER TIME IN YOUR ENGLISH CLASSROOM, BECAUSE INSTEAD OF TRAVELING TO THE LIBRARY, THEY CAN DO THOSE THINGS IN.
THE OTHER PART THAT IT HELPS US WITH BY ADDING LIBRARIANS IS THERE ARE BRAND NEW ELEMENTARY TECHNOLOGY TEAKS THAT HAVE TO BE TAUGHT, AND THE LIBRARY IS A GOOD PLACE TO DO THAT.
THEY CURRENTLY ARE WORKING THOSE IN.
THIS ALLOWS US TO DO THAT, BUT YOU DON'T GAIN 30 MINUTES IN YOUR DAY.
YOU JUST GET SOMETHING IN ENGLISH CLASS THAT YOU DON'T HAVE TO GO TO THE LIBRARY TO DO NOW [OVERLAPPING].
>> I JUST WANT TO REITERATE THAT BECAUSE THAT WAS A GREAT QUESTION, JOHN, AND THE ANSWER IS REALLY ONE OF THOSE THINGS THAT CHRIS WAS TALKING ABOUT, COULD ALSO BE A SILVER LINING TO THINK ABOUT WITH THIS IDEA IS WHAT YOU WERE JUST ASKING.
INCREASED TIME WITHIN A LANGUAGE ARTS CLASS BECAUSE OF THE NEW MODEL.
>> THAT MAKES SENSE. THEN LAST FOLLOW-UP ON THIS.
IF LIBRARY STAYED OUT, AND THEN FOR THAT FIFTH SPOT, ONE WEEK WAS MUSIC.
YOU SEE? NOW, INSTEAD, YOU'RE SPLITTING THE DIFFERENCE. YOU SEE WHAT I MEAN?
>> BUT YOU WOULD HAVE TO KEEP YOUR FLOATERS TO DO THAT.
THE SAVINGS ON THAT IS FROM ELIMINATING THE SHARED POSITION BY UTILIZING A CURRENT POSITION ALREADY AT THE CAMPUS.
IN THEORY, WE'RE KEEPING LIBRARIANS, WHETHER THEY'RE IN THE SPECIALS OR NOT.
IF THEY'RE OUT, WE HAVE TO KEEP A MUSIC AND ART STAFF MEMBER TO FLOAT BETWEEN TWO CAMPUSES.
YOUR 6.5 SAVINGS IS ELIMINATING ALL OF YOUR FLOATING POSITIONS AS A NEED AND ADDING BACK IN TWO PETAS TO COVER THAT SECOND PE THAT'S IN THERE.
>> THAT WOULD ELIMINATE THE SAVINGS.
>> HONESTLY, THERE WAS HOURS TODAY, AND I WAS ON A PLANE MONDAY MORNING.
IF SOMEONE FIGURES ON DIFFERENT, GREAT, THE ONLY WAY I CAN FIGURE OUT TO SAVE MONEY IS TO GO TO A FIVE-DAY ROTATION UTILIZING STAFF AT A CAMPUS, ONCE YOU INTRODUCE FLOATERS AGAIN, THAT TAKES CARE OF EVERYTHING.
BECAUSE WE HAVE CAMPUSES NEXT YEAR, EVERY CAMPUS WILL HAVE A FIVE-SECTION OR ABOVE GRADE.
>> THAT REQUIRES THE LIBRARY TO BE PART [OVERLAPPING].
>> THAT REQUIRES THE LIBRARY TO BE PART OF IT.
>> THANK YOU. I'LL COME BACK TO SOME OF THE OTHERS LATER. APPRECIATE IT.
>> THANK YOU, JOHN. NOW, WE'LL HAVE QUESTIONS FROM KELLY.
>> THANK YOU. HE'S CALLING IT A FLOATER, BUT AT CEDAR CREEK, IT WAS AN ADDITIONAL FTE, REALLY, BECAUSE WE HAD ONE AND ONE-THIRD ART TEACHER, ONE AND ONE-THIRD MUSIC TEACHER.
WE HAD AN ADDITIONAL FTE THAT'S THE FLOATER.
I COULD DEFINITELY SEE HOW THAT WAS AN ADDITIONAL EXPENSE.
WHEN WE DIDN'T DO THAT, AND WE JUST KEPT SPECIALS AT OUR SCHOOL, THEN WE HAD ONE AND ONE-THIRD CLASS.
IF THERE'S 24 KIDS AND FOUR CLASSES, ALL OF OUR SPECIALS HAD 32 KIDS.
ONCE WE REACHED UP TO 36, OUR SPECIALS TEACHERS WERE LIKE, LOOK, THIS IS A LOT OF ELEMENTARY KIDS TO WRANGLE.
THEN WE ADDED THE ADDITIONAL ONE-THIRD FTE.
I THINK THIS HAS BEEN A DEVELOPING PROCESS FOR A WHILE.
I'M GOING TO ASK ABOUT THE RATIO AND THE SECONDARY LEVELS.
HOW DOES THAT GET CALCULATED? BECAUSE I KNOW I SAID AT THE LAST MEETING, BUT I HAVE A NINTH AND TENTH GRADER, AND I HAVE ZERO EXPERIENCE WITH A 18-1 CLASS.
I HAVE LOTS OF EXPERIENCE WITH CLASSES WITH 30, 32.
I REMEMBER VERY SPECIFICALLY, MS. ARTHUR HAS TO HAVE AN EVEN NUMBER OF STUDENTS BECAUSE YOU HAVE TO HAVE A SHOULDER, BUDDY, BECAUSE YOU ALWAYS TAP THE PERSON NEXT TO YOU ON THE SHOULDER.
HOW DOES THAT RATIO COME ABOUT CAUSE AS WE TALK ABOUT INCREASING THAT NUMBER.
>> THIRTY TWO. YOU COULDN'T EVEN MOVE IN HER MATH CLASS.
THE DESK WERE FROM WALL TO WALL.
ONLY SMALL PEOPLE COULD GET AROUND.
HOW DOES THAT NUMBER COME ABOUT?
>> YES, SO RIGHT NOW, AND IT WOULD BE THE SAME PRACTICE IS YOU HAVE STUDENT COURSE SELECTION.
[01:25:04]
AT THE END OF COURSE SELECTION, THEY RUN A REPORT THAT SAYS X AMOUNT OF KIDS SELECTED ALGEBRA 2 ON LEVEL OR HONORS OR WHATEVER THAT COURSE.WHAT WE ARE RECOMMENDING THIS YEAR IS TO START WITH A HIGHER DIVISOR TO DETERMINE THE NUMBER OF SECTIONS THAT NEED TO BE OFFERED.
STEVE COULD TELL YOU THE EXACT NUMBER.
WHAT WE'RE LOOKING AT IS INCREASING THAT DIVISOR.
>> I'M SORRY. CAN I NOTE, I THINK HER QUESTION WAS SHE'S CONFUSING THE 18 WITH A CLASS SIZE.
THE 18 IS NOT A TARGET CLASS SIZE.
IT'S IF YOU TAKE THE TOTAL NUMBER OF STUDENTS YOU HAVE, YOU DIVIDE BY 18, AND THAT'S HOW MANY TEACHERS YOU'RE LOOKING AT, WHICH THEN TEACHERS HAVE LUNCH PERIODS AND PLANNING PERIODS.
THAT'S WHY THE CLASSES ARE BIGGER THAN THE 18, BECAUSE NOT EVERY TEACHER HAS A CLASS FOR THE WHOLE DAY.
>> THAT IS EXACTLY WHAT I WAS ASKING.
IT'S OKAY. THANK YOU FOR CLARIFYING THAT.
JUST BECAUSE I DON'T WANT US TO LOOK AT THOSE ELEMENTARY NUMBERS, AND YOU'RE SEEING CLASS SIZES THAT ARE 22 TO 1 IN KINDERGARTEN.
WHEN THEY SAY 18 OR WHEN YOU SAY 22 TO 1 IN SECONDARY, THAT'S NOT A 22 TO 1 CLASSROOM.
AT SOME POINT, LIKE, HOW MANY KIDS SHOULD BE IN A SECONDARY CLASSROOM AS WELL? WHEN THEY'RE LEARNING THESE CORE SUBJECTS, LIKE ALGEBRA.
HOW MANY KIDS DO YOU WANT IN THERE? BECAUSE I HAVE 32 IN MY CHILD'S, FOR SURE, IN THE HONORS GEOMETRY CLASS THERE IS 32.
HOW MANY MORE DO WE WANT IN THERE? WE HAVE TO BE CAREFUL WHEN WE'RE TALKING ABOUT THOSE NUMBERS BECAUSE THOSE AREN'T AN EXACT SCIENCE LIKE ELEMENTARY.
I JUST WANT TO MAKE THAT CLEAR BECAUSE THAT MAKES ME A LITTLE NERVOUS.
>> I THINK THAT'S WHERE THAT SECOND CAVEAT COMES INTO PLAY WHEN YOU THINK ABOUT ELECTIVES AND ENRICHMENTS THAT THROW THAT OFF.
WHEN YOU ADD IN THE NUMBER OF THOSE TYPE OF THINGS YOU HAVE, YOU HAVE LESS CONTROL OF HOW MANY 32S THERE ARE, BECAUSE YOU DON'T HAVE THAT MANY SECTIONS TO DIVIDE IT IN.
YOUR POINT, AND I THINK IT'S A VERY IMPORTANT POINT WHEN YOU THINK ABOUT THESE THINGS.
THERE'S TWO TRAINS OF THOUGHTS WHERE YOU'VE GOT TO KEEP IN MIND IS ONE, THE STUDENT EXPERIENCE.
WHAT DO STUDENTS HAVE ACCESS TO? WE WANT TO BE VERY THOUGHTFUL ABOUT THAT BECAUSE WE WANT TO STAY COMPETITIVE, WE WANT TO STAY ACADEMICALLY RELEVANT.
BUT AT THE SAME TIME, THOSE DECISIONS ARE ALSO VERY RELEVANT AND IMPACT TEACHER WORKLOAD.
>> THE QUESTION AND THE GUIDANCE REALLY THAT WE ARE SEEKING AROUND THIS IS, WHAT IS MORE IMPORTANT IN SOME SITUATIONS? BECAUSE E LITERALLY COULDN'T COME DOWN TO THE POINT, WE OFFER AN ELECTIVE THAT CAUSES A TEACHER TO HAVE THREE PREPS AND PICK UP MORE KIDS IN THEIR SECTION.
TO ME, I'M SPEAKING AS A FORMER HIGH SCHOOL TEACHER, THAT'S ROUGH.
IT'S A LITTLE HARD AND SO I THINK WHEN WE SAY THESE THINGS OF ENROLLMENT IS GOING TO GO UP AND THE AGGREGATE GOES UP.
YOU'VE GOT CLASSROOMS AT 32 RIGHT NOW.
WE ALSO HAVE FOURTEENS AND FIFTEENS AND GEOMETRY IN SOME OF THOSE PLACES, DUE TO STUDENT SCHEDULING AND DUE TO SOME OF THOSE TEACHERS PICKING UP ONE OR TWO SPECIAL CLASSES THAT THROWS OFF THEIR OVERALL SCHEDULE.
WHY WE DO THIS, IT IS A LITTLE BIT A GAME OF LIKE, HOW FAR DO WE PUSH BEFORE THAT'S GOING TO CAUSE A GROUP OF TEACHERS TO PICK UP THREE PREPS VERSUS TWO, OR HOW FAR DO WE PUSH WITH NUMBERS? LIKE YOU HAVE A TRADE OFF THERE.
THAT'S WHY I THINK IT'S NOT A CLEAN AS YOU'RE SAYING IS ELEMENTARY.
GO BACK AGAIN, RUN A DIFFERENT MODEL.
NOW WE'RE A LITTLE BIT BETTER.
WHERE DO WE MAKE DECISIONS AND ADJUST FROM THERE?
>> CHAD KNOWS THIS, AND FOR THOSE YOU WHO DON'T KNOW, I'M A RECOVERING HIGH SCHOOL PRINCIPAL OF YEARS, THERE'S NO SUCH THING AS A CLEAN HIGH SCHOOL MASTER SCHEDULE, AND THERE WON'T BE BEFORE MAY 1, ANYWAYS, BUT WE HAVE TO BE CAREFUL ABOUT THAT TO KELLY'S POINT.
>> I KNOW YOU GUYS ARE, AND I KNOW YOU'RE DOING A GOOD JOB OF IT, BECAUSE OUR GRADUATES THAT I'M TALKING TO RIGHT NOW OVER BREAK.
I GOT TO RUN INTO A LOT OF OUR GRADUATES FROM LAST YEAR.
I CAN'T TELL YOU HOW MANY OF THEM SAID, COLLEGE IS SO MUCH EASIER THAN WESTLAKE, BECAUSE THEY REALLY PUSHED THEMSELVES.
I KNOW YOU'RE DOING THE RIGHT THING.
IT JUST AND WHEN WE'RE MAKING THESE CHANGES, I JUST WANT TO MAKE SURE THAT BALANCE STAYS THERE, AND THAT EVERYBODY'S UNDERSTANDING WHAT THOSE CHANGES ARE.
[01:30:02]
WHEN YOU SAY TEACHER PREP 2, YOU MEAN PREPARING FOR, SO IF THEY DO A HONORS CLASS IN A REGULAR CLASS, THEY HAVE TWO DIFFERENT PREPS FOR THAT LESSON.>> CORRECT. WHATEVER DIFFERENT CLASSES YOU HAVE IN A DAY COUNTS AS A PREP.
RIGHT NOW, OUR PRACTICE AT THE SECONDARY LEVEL, AND THERE'S GOING TO BE SOME TEACHERS POLY EMAIL, WE SAY I HAVE MORE THAN THAT IS WE TRY TO HOLD CLOSE TO TWO AS WE POSSIBLY CAN.
IT IS WHEN YOU'RE THINKING YOUR MATH, YOUR SCIENCES, YOUR ENGLISH, YOUR SOCIAL STUDIES, AND FOR A FACT, LOADS, YOUR LANGUAGES OTHER THAN ENGLISH, WHEN YOU START GETTING MULTIPLE PREPS, YOU'RE TALKING SIGNIFICANT WORKLOAD INCREASE.
IT'S A LITTLE BIT DIFFERENT THAN GRADING TEN MORE OF THE SAME TEST THAN HAVING TO CREATE A DIFFERENT TEST AND GRADE A WHOLE DIFFERENT TEST.
>> THAT GETS INTO OUR BOARD STRATEGIC PRIORITIES, WHERE NUMBER ONE, WE WANT THE ACADEMIC GROWTH THROUGH THE HIGH QUALITY INSTRUCTION, BUT NUMBER TWO, WE WANT TO RETAIN OUR STAFF, SO WE WANT THEM TO HAVE A GOOD SCHEDULE FOR THEM.
WE WANT THEM TO FEEL LIKE THEIR JOB IS, THAT THEY HAVE SUPPORT AND THAT THEY'RE NOT OVERWHELMED.
I APPRECIATE THAT YOU GUYS CONSIDER ALL THIS AND ALL THE CONSIDERATION THAT YOU PUT INTO IT.
THIS ALSO LOPS INTO MY QUESTION ALONG THE FINE ARTS LINE, I DID DO SOME RESEARCH WITH SOME FRIENDS AND FOUND OUT LEANDER HAS THE SAME SCHEDULE OF TWO PES BECAUSE THE MINUTES WENT UP FOR REQUIRED AMOUNT OF THAT PE TIME OR WHATEVER, THE MANDATORY MINUTES.
THEN THEY HAVE THE ART IN THE MUSIC AS WELL.
I DON'T KNOW WHEN THEY WENT INTO THAT CHANGE, BUT I KNOW THEY DID AS WELL.
I KNOW THEY DO VERY WELL IN THE FINE ARTS BECAUSE WE COMPETE AGAINST THEM.
[LAUGHTER] HOW WILL WE ENSURE WITH THESE CHANGES THAT THE STUDENTS STILL GET THEIR THEY HAVE THAT MEANINGFUL PARTICIPATION IN THEIR PROGRAM AND ALL THOSE ASSOCIATED BENEFITS, EVEN IF OUR TIME IS A LITTLE MORE LIMITED.
>> WE WILL DEFINITELY BE WORKING WITH ELEMENTARY ART AND MUSIC, ESPECIALLY BECAUSE THAT TIME IS DECREASING AND LOOKING AT THEIR SCOPE AND SEQUENCE.
THAT'S WHAT TEACHING AND LEARNING DOES.
THAT'S A CORE FUNCTION OF OUR DEPARTMENT IS TO LOOK AND SEE.
FORTUNATELY, THE TEAKS IN THOSE PROGRAMS, THEY SPIRAL.
IT'S REALLY EASY FOR US TO GO IN AND LOOK AT, WHAT ARE THOSE FOUNDATIONAL SKILLS? HOW DO WE CONTINUE TO BUILD ON THOSE EVERY YEAR, EVEN THOUGH YES, THERE IS GOING TO BE LESS TIME, BUT WE CAN ABSOLUTELY DO THAT.
WE CAN FOCUS ON ANYTIME YOU HAVE TEAKS, YOU'RE LOOKING AT THOSE MOST IMPORTANT ESSENTIAL SKILLS THAT THEY NEED FOCUSING IN ALIGNING WE'VE ALREADY TALKED ABOUT SINCE DIANE CARTER OR DIANE PARKS AND I HAVE BEEN WORKING WITH THE SECONDARY AND ME WITH ELEMENTARY, MUSIC AND ART, WORKING WITH THAT K12 ALIGNMENT, WHICH WE HAVEN'T REALLY HAD BEFORE.
WE HAVE OUR MIDDLE SCHOOL TEACHERS ALREADY SAYING, LIKE, HEY, OUR MIDDLE SCHOOL KIDS ARE COMING TO US OR THE SIX ADERS ARE COMING TO US WITH THESE REALLY GOOD SKILLS.
THESE ARE SOME OF THE SKILLS THAT ARE A LITTLE BIT LACKING..
LOOKING AT, WHAT IS THAT? HOW DO WE MAKE SURE THAT WE ARE ALIGNING? HOW DO WE WORK TOGETHER TO FOCUS ON THAT SCOPE AND SEQUENCE? I DON'T HAVE ANY CONCERN THAT WE ARE NOT GOING TO BE TEACHING THOSE REALLY CRITICAL, ESSENTIAL SKILLS IN MUSIC AND ART THAT OUR KIDS CAN'T CONTINUE TO BE SUCCESSFUL IN THE MIDDLE SCHOOL.
IS IT IN HIGH SCHOOL? IS IT GOING TO LOOK A LITTLE BIT DIFFERENT? ABSOLUTELY. IS IT GOING TO BE MORE FOCUSED DEFINITELY? THERE MIGHT BE SOME GAMES OR SOME DAYS THAT ARE A LITTLE BIT MORE FREE DAYS THAT WE HAVE TO BE MORE STRUCTURED AND MORE FOCUSED, BUT I REALLY FEEL LIKE THE TEACHERS WE HAVE, THEY ARE SO PASSIONATE AND SO COMMITTED.
OUR ELEMENTARY SPECIALS TEACHERS ARE PHENOMENAL.
I THINK THAT THEY'RE VERY CAPABLE OF BEING ABLE TO DO THIS.
IT IS NOT AT ALL THAT WE DON'T VALUE FINE ARTS, WE ABSOLUTELY DO. IT'S CRITICAL.
OUR BAND IS LEAVING TOMORROW MORNING AT 4:00 TO GO TO HAWAII.
WE ABSOLUTELY BELIEVE THAT WE CAN CONTINUE THAT TRADITION OF GREAT FINE ARTS IN THE DISTRICT, BUT WE'RE GOING TO HAVE TO WORK TO DO IT AND TO WORK TO MAKE SURE THAT WE'RE MEETING THOSE CRITICAL SKILLS.
WE CAN. WE'VE ALREADY TALKED ABOUT GIVING SOME RELEASE TIME TO THOSE TEACHERS.
DURING THE SCHOOL YEAR, WE CAN DO THAT.
WE CAN BRING IN PEOPLE OVER THE SUMMER.
WE CAN ALSO BRING IN FACILITATORS TO HELP THEM REALLY LOOK AT THEIR SCOPE AND
[01:35:03]
SEQUENCE AND MAKE SURE THAT THEY FEEL LIKE THEY'RE HITTING THOSE IMPORTANT SKILLS.WE'RE ALSO NOT TALKING ABOUT WE WANT MUSICALS.
WE WANT I THINK, RIGHT NOW, WE'RE DOING SECOND AND FIFTH GRADE.
WE HAVE ASSEMBLIES, WE HAVE PROGRAMS, WE HAVE VETERANS DAY.
THOSE THINGS ARE NOT GOING AWAY.
THAT IS THE PART OF E'S ISD THAT MAKES US SPECIAL AND MAKES IT IMPORTANT.
THOSE THINGS ARE NOT GOING AWAY.
WE'LL WORK WITH THE CAMPUS TO FIGURE OUT HOW WE'RE GOING TO KEEP THOSE, EVEN IF THERE'S A LITTLE LESS TIME FOR THOSE COURSES.
IT'S JUST REALLY GREAT TO KNOW TO GET TO HEAR HOW YOU GUYS ARE WORKING ON IT AND STUFF.
I KNOW YOU ARE, BUT IT'S REALLY NICE AND THANK YOU FOR SHARING THAT BECAUSE IT IS FINE ART HAS REALLY AFFECTED MY CHILD AND A LOT OF STUDENTS, AS YOU CAN SEE WITH OUR SPEAKER TODAY, WHAT A DIFFERENCE IT MAKES FOR OUR KIDS.
>> WE KNOW THAT THAT'S WHY SOME OF OUR KIDS ARE HERE.
WE WANT TO MAKE SURE THAT WE CONTINUE TO VALUE THAT AND MAKE SURE IT'S IMPORTANT AND OFFER IT.
THIS ALLOWS US TO CONTINUE TO OFFER THAT.
IT JUST LOOKS A LITTLE BIT DIFFERENT.
THEN, I GUESS MY LAST THING IS THAT IT DEPEND, WHEN WE'VE BEEN TALKING ABOUT THIS, I DEFINITELY WILL GO WITH THE WILL OF THE BOARD AND THE WILL OF THE COMMUNITY WHEN IT COMES TO THE VADER.
I DON'T LOVE IT. I DON'T WANT TO GIVE ALL THE MONEY TO A BUDGET THAT I DON'T KNOW WHERE IT GOES TO BECAUSE THERE'S NOBODY TELLING ME WHERE THEY TAKE MY RECAPTURE MONEY AND PUT IT EXACTLY.
BUT I PERSONALLY THINK WE SHOULD REALLY, REALLY CONSIDER THE VADER.
BUT I WILL DEFINITELY SUPPORT THE WILL OF THE BOARD, AND I NEED THE COMMUNITY TO SUPPORT THAT BECAUSE YOU HAVE TO VOTE ON THAT.
BUT I THINK IT SHOULD BE CONSIDERED.
>> THANK YOU, KELLY. NEXT, WE'RE GOING TO HAVE KATHERINE FOLLOWED BY JAMES WITH QUESTIONS AND COMMENTS.
>> WELL, AS WITH EVERYTHING, THE DEVIL IS IN THE DETAILS, AND DIANE AND I WERE PART OF THE SUBCOMMITTEE THAT REVIEWED A LOT OF THESE MATERIALS IN DETAIL TO COME UP WITH A PROPOSAL THAT YOU'RE HEARING HERE.
EVEN AFTER ALL THESE MEETINGS, THERE ARE STILL THINGS THAT CHAD SAYS THAT MAKE ME GO, MAYBE I DIDN'T HEAR THAT IN THE MEETING.
MAYBE MY INTERPRETATION WAS DIFFERENT, BUT IT IS MORE INFORMATION FOR US TO ABSORB.
I'M JUST GOING TO TAKE THIS UP TO A HIGHER LEVEL BECAUSE WHEN I THINK ABOUT OUR REDUCTIONS IN COSTS LAST YEAR WHEN WE CUT SPANISH IMMERSION AND WE DID THE BLEND,.
I THINK ABOUT OUR BUDGET ON A YEAR OVER YEAR BASIS, BECAUSE I ALWAYS HAVE TO LOOK AT THE NUMBERS, TELL A STORY TO ME.
ALL OF THOSE CHANGES NETTED OUT FROM A SALARY PERSPECTIVE, BECAUSE A LOT OF IT WAS SALARY.
WE LOST TEACHERS IN COMBINED CLASS SCHOOLS WAS ABOUT 1,000,007.
SO WHAT WE'RE ATTEMPTING NOW IS APPROXIMATELY 1,000,007.
IT IS ABOUT $3.4 MILLION, ISN'T IT? WHAT WE'RE TALKING ABOUT IN STAFFING? THAT'S FOR THE COMMUNITY TO KNOW, WHAT WE'RE TALKING ABOUT IS DOUBLE AND IMPACT OF THE BIG CHANGES WE MADE LAST YEAR.
BUT ON THE OTHER HAND, THE STORY THAT I WANT TO TELL IS ES GENERATES $165 MILLION IN REVENUE, AND YOU ALL KNOW THAT WE SEND A DISPROPORTIONATE AMOUNT OF THAT TO THE STATE.
BE THAT AS IT MAY. OUR SALARY BUDGET GLOBALLY IS $82 MILLION.
WE'RE WRINGING OUR HANDS ABOUT $3.4 MILLION IN SALARY ON A GLOBAL SALARY SPEND OF 82 MILLION.
WE'RE ALMOST SPLITTING HAIRS, AREN'T WE ABOUT TRYING TO DO WHAT'S BEST FOR OUR STUDENTS.
WE'RE ONLY TALKING ABOUT, SAY ONLY, THAT'S A TERRIBLE WORD, BUT WE'RE TALKING ABOUT CUTS THAT ARE MAYBE THREE TO 4%.
ALSO THAT'S WHY I THINK OUR FAMILIES ARE COMING UP AND SAYING, HEY, WHY ARE WE HAVING THESE DISCUSSIONS ABOUT CUTS IN ELEMENTARY.
WHAT'S GOING ON WITH STUDENT SUPPORT SERVICES? WHY ARE WE MAKING THESE CUTS? THEY FEEL SO IMPACTFUL TO US.
WE'RE SAYING, BOY, WE'RE TRYING TO LOOK AT EVERY DOLLAR.
I THINK WHAT MIGHT BE HELPFUL IS IF AS WE GO INTO OUR NEXT PRESENTATION IN TWO WEEKS, AND I HAVE THE BUDGET DOCUMENT PULLED UP BECAUSE I HAVE TO THINK ON MY HEAD YEAR OVER YEAR.
WHEN WE'RE TALKING ABOUT HOW MUCH E SPENDS AS OUR INSTRUCTION.
INSTRUCTION FOR OUR TEACHERS, WE SPEND $52.8 MILLION ON OUR TEACHERS.
IN A CORPORATE SETTING, MAYBE YOU ALL ARE USED TO MUCH BIGGER NUMBERS,
[01:40:01]
BUT THAT'S A SIGNIFICANT AMOUNT OF MONEY.WHAT WE'RE TALKING ABOUT IS TRIMMING, $3.4 MILLION OUT OF THAT.
THESE ARE REALLY HARD DISCUSSIONS.
I DON'T THINK ANYONE TAKES THIS SLIGHTLY, EVEN THOUGH IT IS MAYBE A SMALL PERCENTAGE OF OUR BUDGET.
BASED ON OUR SPENDING ON WE CAT IN THE GENERAL FUND.
WE CALLED OUR 6,100 SALARY NUMBER WHERE WE TALK ABOUT INSTRUCTION AND OUR CURRICULUM DEVELOPMENT, OUR SCHOOL LEADERSHIP, I THINK IT MIGHT BE HELPFUL FOR PEOPLE TO SEE HOW THESE CUTS FLOAT THROUGH THAT STACK, SO THEY KNOW IT'S NOT ALL ABOUT OUR TEACHERS.
WE'RE NOT JUST TRYING TO CUT OUR TEACHERS SALARIES, BUT IT'S ACROSS THE BOARD, ISN'T IT? SOME OF IT IS IN ADMINISTRATIVE ROLES.
SOME OF IT IS IN OUR SCHOOL LEADERSHIP.
POTENTIALLY, DEPENDING ON HOW THAT GOES.
SOME OF IT IS, YES, IN INSTRUCTION, BECAUSE WHAT WE'RE TRYING TO DO IS SAY WE'RE TRYING TO MAKE OUR CLASSROOMS MORE EFFICIENT.
BUT IT'S THIS SHARED BURDEN ACROSS SPENDING.
I THINK THAT MIGHT HELP OUR COMMUNITY SEE WHAT WE'RE TACKLING, AND IT MIGHT HELP PUT THINGS INTO PERSPECTIVE FOR US.
I JUST WANTED TO PUT THAT OUT THERE.
WITH REGARD TO THOSE MANDATORY PE MINUTES? CAN YOU JUST RUN THROUGH THAT NUMBER AGAIN? BECAUSE I THINK THAT'S SOMETHING WE DIDN'T TALK ABOUT THIS SUBCOMMITTEE.
WE DIDN'T TALK ABOUT THIS NEED TO HAVE A FIVE DAY ROTATION BECAUSE OTHERWISE, I THINK WHAT YOU HAVE IS THESE HANGING SECTIONS.
THERE'S NO POINT TO MAKE ANY CHANGE IF YOU HAVE THESE HANGING SECTIONS BECAUSE THEN ALL THE COST SAVINGS, THE $422,000 SAVINGS, IT'S EITHER ALL OR NOTHING.
THAT'S SIGNIFICANT 4,420, I SAID THE NUMBER WRONG $422,000.
CAN YOU WALK US THROUGH AGAIN LIKE THE YPE WOULD BE DOUBLED UP.
THAT'S BECAUSE THE STATE HAS REQUIRED MINUTES.
>> IN EDUCATION CODE, YOU AT ELEMENTARY K5, YOU HAVE REQUIRED MINUTES, LIKE YOU SAID, THERE ARE TWO OPTIONS A DISTRICT CAN DO TO MEET THOSE MINUTES, 30 MINUTES A DAY OR 135 MINUTES WITHIN A FIVE DAY CHUNK OF TIME.
YOU CAN YOU TAKE OUT A BLOCK AT TIME AND SAY, WEDNESDAY TO WEDNESDAY, THURSDAY, FRIDAY, MONDAY, TUESDAY.
HOW MUCH TIME DID KIDS SPEND IN STRUCTURED PHYSICAL ACTIVITY?
>> WHEN YOU DO THAT, AND YOU LOOK AT ANY FIVE DAY BLOCK, THE WAY WE ARE CURRENTLY SCHEDULED AT THE ELEMENTARY, I THINK SOME OF YOU HAVE BEEN AROUND, IT'S BEEN PROBABLY FIVE OR SIX YEARS.
WE'VE TRIMMED BACK TIME AT THE ELEMENTARY IS EITHER PRE OR POST COVID, I CAN'T REMEMBER.
WE TRIMMED BACK OUR DAILY SCHEDULE.
THAT WE RUN A VERY TIGHT ELEMENTARY SCHEDULE RIGHT NOW.
OUR SPECIALS ROTATIONS, WHERE WE'RE A LITTLE BIT DIFFERENT IS K5, WE ARE 45 MINUTES.
TO GET THAT THAT 95 MINUTES, IT NEEDS TO BE DOUBLE BLOCKED WITHIN TWO TIMES WITHIN A FIVE DAY WINDOW OR FIVE DAY SNAPSHOT.
WE ARE ALLOWED TO PICK UP SPARE MINUTES WITH STRUCTURED PHYSICAL ACTIVITY IN ANY CLASS THAT WE DO.
RESOURCE CAN, BUT WHAT THEY'LL TELL YOU IS RESOURCE HAS TO HAVE STRUCTURED TIME TO IT.
I FUNDAMENTALLY BELIEVE IN UNSTRUCTURED RESOURCE RECESS, SORRY, COMPLETE DIFFERENT THING, SO THAT OUR KIDS LEARN HOW TO FREE PLAY.
I THINK THAT IS EXTREMELY IMPORTANT.
WHERE WE PICK UP SPARE TIME IS WE DO, BECAUSE, AS MOLLY SAID WITH WONDERFUL MUSIC TEACHERS, THAT WILL DO DANCE, AND THEY INCORPORATE THAT INTO THEIR CURRICULUM. WE'RE SO GOING TO DO THAT.
OUR CLASSROOMS HAVE MOVEMENT BREAKS WHERE THEY STAND UP AND DO ORGANIZED MOVEMENT.
OVER THAT FIVE DAY, WE PICK UP MORE THAN THE FIVE SPARE THAT WE NEED.
WHEN YOU LOOK AT A FIVE DAY WINDOW, WE'VE GOT TO FIGURE OUT HOW TO DO 90 DAYS OF INSTRUCTION IN THAT PE ACTIVITY AREA.
THEN THE OTHER PART TO YOUR POINT IS, WHAT YOU'RE TRYING TO DO WITH REDOING THE SCHEDULE IS ELIMINATE THE SHARED STAFF.
TO KELLY'S POINT, RIGHT NOW, EVERY CAMPUS AT MUSIC AND ART HAS A 1.33 OR A 1.5, BECAUSE THEY'RE SHARING SOME PORTION OF A STAFF TO COVER CLASSROOMS OR GRADE LEVELS THAT HAVE MORE THAN FOUR OR FIVE SECTIONS.
BECAUSE IF WE DO A THREE DAY ROTATION, YOU'VE GOT TO HAVE A FOURTH SECTION AND A FOURTH BLOCK OR A FIFTH BLOCK TO COVER.
THE IDEAL IS, CAN WE USE CURRENT STAFF? THAT'S WHERE LIBRARIANS POPULATE IN TO TAKE OVER ONE THAT LEAVES US ANOTHER ONE.
YOU KEEP YOUR MUSIC, YOU KEEP YOUR ART, YOU POPULATE LIBRARY BACK IN, THAT GIVES YOU FIVE ROTATIONS.
WE COMPLETELY ELIMINATE THE 0.50 0.3 THREES ACROSS THE DISTRICT.
THAT'S WHAT YOU'RE SEEING ON THAT SAVINGS PART. WHY IT'S NOT? WE HAVE EIGHT SPLIT ROLES ACROSS THE DISTRICT, SO MULTIPLE PES, MULTIPLE MUSICS, WHY IT'S NOT THE TOTAL OF EIGHT, TO BE ABLE TO DO THE PE AND TO BE ABLE TO DO IT, WELL, WE FEEL SAFELY IN THOSE BLOCKS THAT ARE A LITTLE BIGGER, WE ARE PUTTING A PETA IN,
[01:45:02]
AND THAT IS A SIGNIFICANTLY CHEAPER POSITION THAN HIRING SOMEONE ELSE TO BE ANOTHER ART TEACHER OR MUSIC TEACHER.THE SAVINGS IS THROUGH ELIMINATING YOUR SHARED POSITIONS.
ONCE YOU HAVE TO GO BACK TO THAT, YOU START SAYING, EVERY TIME A CAMPUS HAS TO GO BACK TO THAT, I GOT TO HAVE AT LEAST ONE MUSIC AND ONE ART PART TIME FOR EVERY CAMPUS THAT HAS FIVE.
ALL FIVE OF OUR CAMPUS HAVE AT LEAST ONE GRADE AT FIVE.
THEN WE'RE GOING TO HAVE TO GO BACK TO AT LEAST FOUR, FIVE SHARED POSITIONS AGAIN, WHICH ELIMINATES MOST OF THAT SAVINGS.
YOU MIGHT COULD GET DOWN AN FTE OR TWO, BUT IT'S REALLY ALMOST ALL GONE BY GOING BACK TO A SHARED MODEL.
>> THANK YOU SO MUCH. WE HEAR OUR COMMUNITY.
THERE WAS A PERSON WHO SPOKE IN OPEN FORM TONIGHT SAYING, HEY, DON'T CUT MUSIC AND ARTS, THE FINE ARTS.
THESE ARE THE THINGS THAT OUR CHILDREN ENJOY. I UNDERSTAND.
I ORIGINALLY WENT TO GET MY UNDERGRAD AND GET A BFA.
I DIDN'T STUDY, DIDN'T WANT TO STUDY BUSINESS.
I WAS HOPING TO RAISE LITTLE RENAISSANCE CHILDREN WHO PLAYED INSTRUMENTS AND SPOKE FOREIGN LANGUAGE.
WE ALL HAVE GOALS FOR OUR CHILDREN.
I UNDERSTAND. OTHER HAND, I THINK IT IS CRITICAL THAT OUR DISTRICT BALANCES OUR BUDGET.
IT'S A $422,000 OPTIMIZATION, AND IT'S THE WILL OF THE BOARD, BUT I UNDERSTAND WHY IT'S THERE.
THERE'S DEFINITELY A REASON WHY IT'S THERE.
AGAIN, AGAIN, I WAS ON THE SUBCOMMITTEE.
CAN YOU WALK US THROUGH AGAIN THIS WHOLE CONCEPT OF SECTIONS AND PARTICIPATION FROM OUR STUDENT BODY IN SECTIONS BECAUSE I THINK WHAT WE SAID IS, I THOUGHT IT WAS 20 BECAUSE IT SAID DIVISORS 20, BUT YOU'RE SAYING 22 IS KIND OF OUR NEW THRESHOLD FOR A MARKET DRIVEN APPROACH FOR CLASSES, MEANING, STUDENTS, IF YOU'RE INTERESTED IN A CLASS, WE NEED TO HAVE A MINIMUM NUMBER OF STUDENTS WHO ARE KIND OF SIGNED UP.
WHAT DOES THAT LOOK LIKE FROM A PROCESS PERSPECTIVE? BECAUSE I THINK COURSE CATALOGS ARE COMING OUT AND HAVE STUDENTS WHO ARE TRYING TO FIGURE OUT WHAT THEY WANT TO STUDY NEXT YEAR. WHAT DOES THAT LOOK LIKE?
>> YES. THE ADJUSTMENTS WE'RE MAKING IN THE PAST, WE'VE HAD A THRESHOLD THAT WAS JUST A DONE THRESHOLD.
WE'RE DONE WITH THIS CLASS, WE'RE NOT OFFERING.
WHAT WE'RE MOVING FORWARD WITH IS A DEEPER REVIEW PROCESS TO MAKE SURE WE'RE NOT DOING THINGS THAT HAVE LONG TERM CONSEQUENCES, BY JUST SAYING A COURSE DID NOT MAKE.
WHEN I SAY 22, MATHEMATICALLY, THAT IS WHEN THINGS START GETTING THROWN OFF, ON THE OUTS AROUND THAT COURSE.
A PERFECT ONE, AND I'M SURE YOU'VE HEARD ABOUT IT IS IPC IS KIND OF THAT PERFECT EXAMPLE.
WHEN YOU START HITTING 22 AND BELOW IT, ALL YOUR SCIENCE EIGHTH COURSES AROUND IT START BUMPING UP SIGNIFICANTLY BECAUSE YOU HAVE LESS DIVIDER OF SECTION NUMBERS THAT YOU OFFER WITHIN THOSE COURSES, AND 22 IS NOT, IF YOU'RE BELOW 22, WE'RE DONE WITH THIS COURSE.
WE'RE MOVING ON. WHAT 22 DOES IS IT JUST SAYS, LET'S TAKE A LOOK AND SEE WHAT'S HAPPENING HERE.
THE NEXT THRESHOLD YOU GOT TO LOOK AT IS, WELL, CAN IT STACK INTO ANOTHER COURSE? IF IT CAN STACK, WE USUALLY CAN SAVE THAT COURSE BY PUTTING IT WITH ANOTHER ONE AND SAYING, GREAT, NOW WE HAVE A SECTION OF 30.
WE'RE OFFERING BLANK AND BLANK TOGETHER.
THAT SAVES THAT COURSE, THAT SAVES MAYBE ANOTHER LOW ENROLLMENT COURSE IN DOING THAT.
YOU CAN'T DO ANYTHING TO CORE COURSES THAT IS NOT A MEET EVERY DAY FOR ONE FULL CLASS PERIOD.
AS A DISTRICT, WE HAVE SAID, WE AWARD HIGH SCHOOL CREDITS BY STUDENTS ATTENDING A CLASS PERIOD DAILY FOR 50-51 MINUTES, WHATEVER THE SCHEDULE FOR THE DAY IS.
CORE CLASSES CAN'T BE STACKED.
THERE'S TOO MANY TEAKS WITHIN THOSE TO BE ABLE TO DO THAT.
THE NEXT THRESHOLD IS THEN YOU HAVE TO HAVE THE GREATER CONVERSATION OF, WHERE DOES THIS FIT IN GREATER PROGRAMMING AND STUDENT ACCESS.
THE FIRST QUESTION IS, IS IT A REQUIREMENT? ALGEBRA ONE, NO MATTER WHAT OUR NUMBERS ARE, WE'RE GOING TO HAVE TO OFFER ALGEBRA ONE.
EVERY KID TAKES IT, SO THOSE WILL NEVER BE LOW.
BUT WHERE THERE IS CHOICES IS WHERE YOU START HAVING THE CONVERSATIONS.
SCIENCE, GOING BACK TO KIND OF IPC AS THEIR PREVIOUS EXAMPLE, IT IS NOT A REQUIRED COURSE BY THE STATE. IS IT A SCIENCE COURSE? YES, IT IS, BUT IT IS NOT REQUIRED IN ANY GRADUATION REQUIREMENT.
FOR A MATTER OF FACT, IPC IS A REMEDIAL HIGH SCHOOL SCIENCE COURSE THAT IS USED TO BRIDGE A GAP BETWEEN BIOLOGY AND CHEMISTRY.
THAT'S THE NEXT QUESTION, IS IT A REQUIRED COURSE THAT IF WE ELIMINATED, KIDS COULD NOT GRADUATE? THE NEXT THING IS, YOU HAVE TO ASK YOURSELF, WELL, IF WE DON'T OFFER IT, DO KIDS GET LIMITED IN THEIR ACCESS MOVING FORWARD? AN EXAMPLE OF THAT WOULD BE SPANISH ONE.
IF WE JUST SAID SPANISH ONE IS DONE, WELL, WE'LL NEVER HAVE KIDS IN SPANISH TWO, THREE, FOUR, AND THEY DON'T ALSO MEET THEIR GRADUATION REQUIREMENT.
IPC DOES NOT OPEN A DOOR TO ANYTHING ELSE.
[01:50:04]
YOU HAVE YOU CAN'T STACK A CLASS, SO IT'S GOING TO DISRUPT SCHEDULING.WHAT DID I CALL THEM THEY SCHEDULE BUSTERS? THESE THINGS THAT JUST TO KIRK'S POINT, IS JUST LIKE THROWS EVERYTHING OFF.
THEN YOU SAY, WELL, IT'S NOT EVEN A REQUIREMENT.
IT'S NOT EVEN AN OPEN DOOR OR AN ACCESS POINT.
YOU HAVE TO HAVE AN HONEST CONVERSATION.
>> IS IT WORTH IT AT THAT POINT? I DON'T WANT TO INTERRUPT YOU, BUT I WANT TO THANK YOU.
AGAIN, I THINK THIS IS THE SECOND TIME.
I THINK WE'VE KIND OF GONE THROUGH THIS NOW ABOUT HOW THE SECTION CHOICE AND HOW WE NARROW THOSE CHOICES IN A HIGH SCHOOL MASTER SCHEDULE WORK, WHICH, BY THE WAY, FOR ANYBODY LISTING IN THE SECOND HOUR OF OUR DIALOGUE NOW, CHAD HAS PUT ON A MASTER CLASS ABOUT HIGH SCHOOL SCHEDULING.
IF ANYBODY ELSE WOULD LIKE TO TAKE A COURSE, WE'LL DO A CERTIFICATION COURSE IN CHARGE FOR THAT IN THE FUTURE, AND YOU CAN COME AND LEARN FROM CHAD SOME MORE.
BUT I THINK BACK TO KATHERINE'S QUESTION, I THINK HE EXPLAINED AGAIN ABOUT SECTIONS.
I THINK WE UNDERSTAND GET TO THEM.
TO GET TO THAT PART OF THE QUESTION.
WAS THERE A FOLLOW UP TO THAT, KATHERINE I DON'T WANT TO CUT CUT YOU TWO OFF?
>> I WAS SO ENGAGED WITH WHAT CHAD WAS SAYING.
HE REALLY HAD ME. [OVERLAPPING].
>> IT'S ONE OF MY FAVORITE THINGS SO I COULD TALK ABOUT THIS LITERALLY FOR HOURS.
WHEN I THINK ABOUT OUR GLOBAL BUDGET, AND THIS IS SOMETHING THAT IS MAYBE A STONE THAT WE HAVEN'T TURNED OVER. I DON'T KNOW.
OUR PLANT AND MAINTENANCE, EXPENSES FROM BOTH A SALARY AND SERVICES PERSPECTIVE, IS OUR SECOND HIGHEST.
ASIDE FROM SALARIES AND ASIDE FROM THE WHOLE RECAPTURE AND I'M GOING TO FIND IT $78 MILLION.
WE SEND TO THE STATE IS PLANT AND MAINTENANCE.
IS THERE ANY, IS THERE ANY JUICE THERE THAT WE CAN SQUEEZE, OR IS IT JUST LIKE BARE BONES?
>> PLANT AND MAINTENANCE. I DON'T KNOW THAT.
>> WE WOULD LOVE TO AND WE'RE LOOKING AT THAT.
WE'RE GOING THROUGH THAT NOW FIGURING OUT WHAT CAN WE DO WITHOUT? ARE THERE THINGS THAT WE CAN REDUCE? ARE THERE SERVICES THAT WE CAN DO IN HOUSE? SOME OF THOSE THINGS REQUIRE SPECIAL LICENSES.
WE'RE TRYING TO SEE WHAT IT COST TO GET OUR STAFF CERTIFIED.
SOME OF IT REQUIRES SPECIAL INSURANCE.
SOME OF IT REQUIRES SPECIAL EQUIPMENT.
WE'RE INVESTIGATING WHAT WE MIGHT BE ABLE TO DO IN HOUSE AS OPPOSED TO GOING OUT OUTSIDE.
WE'RE LOOKING AT ANY SERVICES THAT WE MIGHT NOT BE ABLE TO DO ANYMORE, ANYTHING THAT IS IN THAT LINE ITEM THAT'S COVERED UNDER THAT LINEM, WE'RE GOING THROUGH RIGHT THIS SECOND TO SEE ANY TYPE OF REDUCTIONS THAT WE CAN MAKE IN THAT BUDGET.
>> I WOULD LOVE TO BE ABLE TO SEE HAVE SOME DISCUSSION ABOUT THAT OR WHATEVER YOUR FINDINGS ARE, BECAUSE RIGHT, THE NEED FOR MAINTENANCE ON A BUILDING IS THE NEED FOR MAINTENANCE ON A BUILDING.
FINDING COST SAVINGS WHERE YOU CAN IS PHENOMENAL.
I WOULD JUST LIKE TO PROPOSE THAT IF YOU FIND ANYTHING, WE WOULD LOVE TO HEAR ABOUT IT, AND I WOULD LIKE TO JUST KIND OF PUT A PLUG IN FOR TEACHER SALARIES, THAT THAT WOULD HELP US BOOST UP OUR NEED TO INCREASE OUR TEACHERS SALARIES FOR THEIR MERIT INCREASES.
>> THAT MIGHT BE SOMETHING THAT THE FINANCE AND PERSONNEL COMMITTEE LOOKS AT.
>> I'M NOT SURE THAT WE'RE MEETING AGAIN IN THE NEXT TWO WEEKS.
>> I THINK THE OTHER SLIPPERY SLOPE WITH THAT, WHICH CHRIS WOULD PROBABLY TELL YOU, KATHERINE.
I THINK IT'S A GREAT AVENUE TO EXPLORE, AND KRISTIE KNOWS THIS AS WELL, IS THE MORE DEFERRED MAINTENANCE WE HAVE THEN THE MORE PROBLEMS WE HAVE DOWN THE ROAD AS WELL, EVEN THOUGH WE'RE TRYING TO SOLVE A PROBLEM, WHEN WE'RE TRYING TO LOOK SHORT TERM AND LONG TERM, WRITE THAT BALANCE, SO WE'LL CONTINUE TO LOOK AT THOSE THINGS.
>> THERE'S ALSO THINGS THAT WE CAN'T PAY FOR OUT OF BOND THAT WE HAVE TO PAY FOR OUT OF OUR GENERAL BUDGET.
SPECIFICALLY, ANY TYPE OF EMERGENCY THINGS THAT CAN'T BE COVERED UNDER BOND OR ANYTHING LIKE THAT HAS TO COME OUT OF OUR GENERAL. BUT WE'LL LOOK.
>> KATHERINE. ANY OTHER QUESTIONS? GREAT. THANK YOU, KATHERINE.
I HAVE JAMES SNEXT. FOLLOWED BY DIANE.
>> WE'RE BACK TO TALKING ABOUT BUDGETS, AND IT'S LIKE, NONE OF US WANTS TO BE HERE.
THIS IS NOT THE HAPPY WORK OF WHAT WE DO, BUT IT'S THE NECESSARY WORK OF WHAT WE DO.
OUR FOCUS IS ON PROTECTING STUDENTS TODAY SO THAT WE CAN KEEP THE DISTRICT FINANCIALLY STABLE TO SERVE THEM TOMORROW.
I THINK THAT'S A GREAT PERSPECTIVE TO HAVE.
CHRIS HAD A COUPLE OF THOUGHTS OR WROTE DOWN A COUPLE OF NOTES ON SOME OF WHAT YOU SAID.
IF WE WENT WITH THE FIRST PLAN, THEN IN JUNE, IF EVERYTHING KIND OF PLAYS OUT,
[01:55:04]
I KNOW THERE'S A LOT OF VARIABLES HERE, BUT WE WOULD BE PASSING A BALANCED BUDGET AT THAT POINT.OR DO YOU FEEL LIKE WE WOULD STILL BE A LITTLE BIT NEGATIVE AND HOPING THAT SOMEONE WOULD COME IN?
>> TELL YOU THE TRUTH, JAMES, I'M NOT EXACTLY SURE WHERE IT'S GOING TO SHAKE OUT IN FOUR MONTHS OR FIVE MONTHS.
RIGHT NOW, THAT'S WHY I GAVE A PRETTY BIG RANGE, FIVE TO 6 MILLION.
THOSE THINGS WILL START COMING IN TO SHARPER FOCUS, NUMBER ONE, AS WE GET THE ASSESSED VALUES IN APRIL.
BUT REMEMBER, EVEN LAST YEAR, AFTER THE APRIL ESTIMATE OF CERTIFIED VALUES, WE CHANGED.
WE WERE LOOKING AT A 3.8% DECLINE IN VALUE.
THE ACTUAL VALUE THAT WE GOT IN AUGUST WAS MORE LIKE ABOUT 1.2.
WE CAME OUT BETTER THAN WHAT THE APRIL ESTIMATE WAS.
THAT WHAT I WAS TALKING ABOUT ON ENROLLMENT.
WE'LL HAVE A PRETTY GOOD IDEA IN AUGUST, AND WE'LL GET A SNAPSHOT AT THE END OF OCTOBER.
I DON'T KNOW WHEN THEY'RE GOING TO TELL US HOW WE'RE SUPPOSED TO FUND SPED NEXT YEAR.
I WOULD LIKE TO THINK THAT IT WILL BE BEFORE YOU ADOPT THE BUDGET, BUT I'M NOT GOING TO BET ON THAT, EITHER.
THERE'S A LOT OF THINGS WE DON'T KNOW YET.
IT MIGHT BE TALKING ABOUT THE RAISES.
IT MIGHT BE THAT WE LOOK AT IT OF, LIKE YOU'VE DONE IN THE PAST.
WE'RE GOING TO NOT ADOPT AN INCREASE IN SALARIES, BUT WE'RE GOING TO LEAVE OPEN THE WINDOW THAT WE CAN COME IN AND LOOK AT IT IN SEPTEMBER.
OR AUGUST AND GIVE A RETROACTIVE RAISE BACK TO THE BEGINNING OF THE FISCAL YEAR.
THAT'S SOMETHING THAT WE'VE DONE IN THE PAST, AND IT MIGHT BE APPROPRIATE THIS YEAR BECAUSE WE MIGHT NOT HAVE ALL THE INFORMATION THAT WE NEED, JUST THIS YEAR, IN THE CURRENT BUDGET, WE PASSED A BUDGET IN JUNE, AND THEN THEN WE GAVE A MAJOR REVISION ON WHERE WE THOUGHT WE WERE GOING TO BE IN THE FALL.
THAT'S GOING TO BE THE CASE EVERY YEAR.
IT SHOULDN'T BE AS DRASTIC AS IT WAS THIS PAST YEAR, BECAUSE IT'S NOT A LEGISLATIVE YEAR.
BUT THERE'S ALWAYS THAT COMPONENT OF IT.
TO ANSWER YOUR QUESTION BY NOT ANSWERING IT, I DON'T KNOW WHERE WE'RE GOING TO BE IN JUNE.
>> THE BIGGER POINT I THINK I'M TRYING TO MAKE HERE IS, IN JANUARY, IT'S VERY, VERY DIFFICULT.
WE CAN SAY WE WANT TO PASS A BALANCED BUDGET.
FRANKLY, I'M NOT SURE THAT A MAJORITY OF THE BOARD THAT THAT'S OUR GOAL.
OUR GOAL MAY BE WE'RE OKAY TAKING 500,000 FROM THE FUND BALANCE.
THERE MAY BE A NUMBER THAT SOME OF THE BOARD MEMBERS ARE OKAY WITH, BUT IF THE GOAL OF THE BOARD WERE TO BALANCE THE BUDGET, IT'S VERY DIFFICULT TO SAY WITH 100% CONFIDENCE IN JANUARY OR EVEN JUNE, THAT THAT'S THE CASE, BUT WE CAN GET THERE.
I THINK THAT WHAT'S BEEN PRESENTED TO US TONIGHT, GIVES US SOME CONFIDENCE THAT THE TEAM CAN GET VERY CLOSE.
IT'S NOT STUFF WE LOVE, I DON'T THINK THESE ARE BEHIND ALL OF THESE DECISIONS ARE STUDENTS AND PARENTS AND STAFF THAT WE LOVE.
THEREFORE, NONE OF THESE ARE EASY RUBBER STAMP THINGS.
IT TAKES HOURS OF CONVERSATION AND BOARD MEETINGS TO TALK ABOUT THESE.
BUT THE POINT IS THAT THERE ARE WAYS TO MAKE THAT BALANCED BUDGET HAPPEN OR AT LEAST GET VERY CLOSE AT THIS POINT.
I WOULD GO SO FAR AS TO SAY THAT ALIGNED WITH YOU THAT I THINK EVERY EXTRA DIME WE FIND BETWEEN NOW AND SEPTEMBER OR WHATEVER THAT DATE IS, I THINK WE DO GIVE IT TO PEOPLE.
I THINK THAT'S WHERE THE MONEY GOES.
I THINK I THINK THAT'S ONE OF OUR BIG PRIORITIES WHEN KELLY TALKS ABOUT THAT.
I DID HAVE A QUESTION ABOUT LAST YEAR WHEN WE MADE SOME OF THESE CHANGES, AND I THINK WE SAW SOME OF THIS IN I THINK IT'S BCE NUMBER.
THERE WERE SOME ADDITIONAL REALIZATIONS OF THE CHANGES WE MADE LAST YEAR THAT WE'RE GOING TO CONTINUE TO COME IN.
ONE EXAMPLE MIGHT BE SOME ADDITIONAL STAFF THAT WE USED TO HELP GET BCE GOING THIS YEAR, BUT MAYBE NOW WE SEE THAT THOSE POSITIONS WOULD PHASE OUT AS PER THE PLAN FROM LAST YEAR.
THE OTHER WAS, WHEN WE DID PLCS, WE SAID, LOOK, WE'RE GOING TO GO FROM THIS MANY SECTIONS TO THIS MANY SECTIONS, BUT WE'RE NOT GOING TO FIRE PEOPLE TO MAKE THAT HAPPEN.
I THINK THAT THERE'S STILL A LITTLE BIT OF THOSE WORKED IN THERE.
I'M ASSUMING THAT THAT'S ALREADY WORKED IN, CHRIS, BUT IT WOULD BE GOOD TO HEAR YOU SAY THAT.
>> IT IS CHAT WILL CORRECT ME IF I'M WRONG, BUT THAT'S BUILT INTO THE NUMBERS THAT WE'RE LOOKING AT HERE.
>> THE OTHER THING IS, THERE'S BEEN A LOT OF RUMBLING IN THE COMMUNITY FROM,
[02:00:05]
THANK GOODNESS, A MINORITY OF PEOPLE WHO HAVE BEEN SAYING WHY TRANSFERS? WE GET RID OF ALL OF OUR TRANSFERS AND IT WILL SOLVE ALL OF OUR PROBLEMS. CHRIS, YOU TALKED ABOUT, AND I WANT TO DRILL IN ON THIS A LITTLE BIT.WHEN WE SAY WE HAVE ROOM FOR TRANSFERS, I HAD SOMEONE EXPLAIN THIS TO ME EVEN BEFORE I WAS A TRUSTEE.
THIS IS NOT A PERFECT ANALOGY, BUT IT'S SOMETHING SOME PEOPLE MAY BE ABLE TO PUT THEIR BRAINS AROUND IS, IF YOU THINK ABOUT A CLASSROOM BEING A BUS, AND WE'VE GOT 22 SEATS ON THAT BUS.
THAT BUS HAS TO TRAVEL FROM A TO B.
IT'S GOING TO USE THE SAME AMOUNT OF FUEL, AND IT TAKES THE SAME NUMBER OF DRIVERS.
WE'VE PAID FOR THE BUS, ET CETERA.
IF WE HAVE 16 PEOPLE ON THAT BUS, AND WE HAVE SIX EMPTY SEATS, THE COST TO FILL THOSE EMPTY SEATS.
>> THERE'S AN EFFICIENCY THERE.
>> A TRANSFER STUDENT IN STATE OF TEXAS, WE GET MONEY BASED ON THE NUMBER OF STUDENTS WE EDUCATE.
A TRANSFER STUDENT IS I'M GOING TO SAY, THE SAME AMOUNT OF MONEY AS AN END DISTRICT STUDENT.
WHEN WE OPEN UP THOSE EXTRA SEATS, AND YOU SAY, WE'VE GOT A COUPLE OF EXTRA SEATS.
WHEN WE OPEN UP THOSE EXTRA SEATS, WE BECOME MORE EFFICIENT.
AT LITTLE OR NO ADDITIONAL COST TO US.
>> CORRECT. AT THE SECONDARY LEVEL, WE'RE PARTICULARLY LOOKING AT SAYING, OKAY, WE'RE NOT GOING TO CAPTURE ALL OF THESE REDUCTIONS IN THE FIRST YEAR, THE MORE KIDS YOU BRING IN, THE LESS REDUCTION YOU NEED AND STAFF.
THE MORE OF THAT YOU'LL CAPTURE.
ELIMINATING THE NEED TO ELIMINATE A PERSON IS THE SAME AS ELIMINATING THEM.
IF YOU TAKE IN ENOUGH KIDS THAT YOU'RE CREATING ENOUGH WORK FOR A TEACHER, THERE'S ONE MORE TEACHER THAT YOU'RE NOT HOPING RESIGNS.
>> CARRYING THE BUS ANALOGY A LITTLE TOO FAR, MAYBE, WE DON'T WANT KIDS STANDING IN THE AISLES, EITHER.
WE WANT EVERYBODY IN A SEAT, AND WE WANT TO RUN THAT BUS VERY EFFICIENTLY.
ONE THING, JOHN, YOU GAVE US A QUICK OVERVIEW ON WHERE EEF IS HEADED.
YOU DIDN'T DO THIS ON PURPOSE, BUT IT ALMOST SOUNDS LIKE A LITTLE BIT OF DISAPPOINTMENT.
BUT I WANT TO SAY THAT, I THINK YOU AGREE AND ALL THE BOARD AGREES.
WE ARE SO GRATEFUL FOR THE WORK THAT EANES EDUCATION FOUNDATION DOES.
WE DON'T TAKE FOR GRANTED ONE DIME FROM THEM.
THEY START EVERY YEAR AT ZERO AND GO OUT AND GET PARENTS AND BUSINESSES, COMMUNITY MEMBERS TO SUPPORT OUR SCHOOLS.
I AM EXTREMELY GRATEFUL FOR EVERY PENNY.
YOU'RE SAYING NUMBERS BECAUSE YOU WANT THE BUDGET TO BE SIZED RIGHT.
BUT THAT TWO MILLION IS A HUGE ACCOMPLISHMENT.
I THINK I COULD SPEAK FOR THE BOARD AND SAY, WE ARE EXTREMELY GRATEFUL FOR THE WORK THEY DO.
ONE OF THE THINGS A REAL QUICK THOUGHT I HAVE ABOUT FINE ARTS, I WAS ASKED TO TALK TO A GROUP OF PEOPLE RECENTLY AT THE HIGH SCHOOL ABOUT THE FUTURE OF PUBLIC EDUCATION.
I THINK THAT WE SITTING IN THIS ROOM WOULD FIND IT VERY HARD TO BELIEVE THAT THE FUTURE RATIO IS GOING TO BE 1:1 BECAUSE IT'S GOING TO BE AI TEACHING OUR KIDS.
THAT PROBABLY SCARES A LOT OF US, BUT I'LL BET THAT A GENERATION FROM NOW, THE KIDS WHO'VE GROWN UP WITH AI IN THEIR LIVES THE WHOLE TIME AREN'T GOING TO THINK THAT THAT'S SO CRAZY.
BUT I DO THINK AND I SAID THIS IN MY COMMENTS TO THAT GROUP WAS, THERE ARE GOING TO BE THINGS THAT WE CAN OFFER THAT AI CAN'T.
THERE ARE GOING TO BE THINGS THAT ONLINE EDUCATION CAN'T OFFER, AND ONE OF THOSE IS GOING TO BE SINGING IN A CHOIR OR PLAYING IN A BAND.
THOSE ARE THE KIND OF THINGS THAT ARE GOING TO HELP US DIFFERENTIATE US BEING THE FUTURE GENERATION OF US BECAUSE WE'LL PROBABLY ALL BE RETIRED FROM THESE POSITIONS.
I THINK THERE'S A VERY IMPORTANT ROLE THAT FINE ARTS ARE GOING TO PLAY IN THE FUTURE OF PUBLIC OF GROUPED EDUCATION, OF NON ONLINE EDUCATION.
I THINK THAT THAT'S WHY SO MANY OF US ARE WILLING TO BACK OFF EVEN AN INCH.
BUT THE REALITY IS THERE IS SOME MOVEMENT WE CAN MAKE WITHOUT LOSING THAT ABILITY TO TEACH AND OFFER THAT TYPE OF CURRICULUM THAT WILL DISTINGUISH US FROM AN ONLINE EDUCATION.
I'M ON A SOAPBOX, SO FORGIVE ME.
CHRIS, WHAT DOES LOOKING FORWARD ARE WE GOING TO BE BACK HERE IN 12 MONTHS, DO YOU THINK? I KNOW YOU'RE NOT EVEN COMFORTABLE SAYING ONE YEAR FOR NOW THINGS ARE OKAY. THAT'S A CYCLE.
>> I THINK WE CAN LOOK AT THE TREND.
THE TREND IS STAGNANT FUNDING FROM THE STATE, FUNDING THAT'S BASED ON ENROLLMENT, OUR ENROLLMENTS GOING DOWN.
COSTS GO UP. YOU WANT TO GIVE A RAISE THIS YEAR, YOU'RE GOING TO WANT TO GIVE A RAISE NEXT YEAR.
[02:05:04]
I THINK 10 YEARS AGO, WE PAID ABOUT $200,000 A YEAR FOR OUR INSURANCE, AND NOW WE PAY OVER A MILLION DOLLARS A YEAR.WE'RE GOING TO PAY MORE THAN A YEAR AFTER THAT.
YEAH, WE'LL PROBABLY BE HERE AGAIN NEXT YEAR.
>> SAD, BUT A SAD REALITY OF WHERE WE ARE.
>> WELL, I THINK, ALSO, JAMES AS WE'VE TALKED ABOUT, IT'S ALSO AN OPPORTUNITY FOR A LARGER CONVERSATION THAT GOES BEYOND JUST THIS ACTIVITY AND EXERCISE THAT WE'RE WORKING ON NOW AND IT'S GOING TO REQUIRE THE ENTIRE COMMUNITY WHO'S VERY SAVVY TO TALK ABOUT THAT SAME TOPIC SO THAT WE TURN IT INTO AN OPPORTUNITY WHEN WE KNOW WHAT THESE CHALLENGES ARE.
>> THANK YOU, KIRK. REAL QUICK, MY INPUT ON WHAT'S BEING ASKED OF US IS, I PERSONALLY AM A NO ON VADER.
I WILL GO TO THE POLLING PLACE AND VOTE NO ON VADER.
HOWEVER, HAVING SAID THAT, THERE IS SOME ELEMENT THAT SAYS, BUT SHOULD WE ROB THE COMMUNITY FROM BEING ABLE TO VOTE ON THAT.
I'M OPEN TO LISTENING TO THAT ARGUMENT.
I THINK, HOWEVER, THAT IF THE BOARD CHOOSES TO GO AFTER THE VADER, I THINK WE NEED TO MOVE FORWARD WITH THIS PLAN OR A PLAN THAT LOOKS LIKE THIS AND HAVE A HAPPY POSITION IF THE VADER PASSES, HAVE A HAPPY POSITION OF BEING ABLE TO PULL BACK ON SOME OF THIS VERSUS THE OTHER POTENTIAL REALITY, WHICH I THINK THE SURVEY SHOWED US WAS, WE PUT ALL OF OUR EGGS IN THAT BASKET, AND THEN THE COMMUNITY SAYS, HECK NO, I'M NOT PAYING MORE, JUST TO SEND MOST OF IT TO THE STATE.
THEN WE'RE IN A VERY BIG PICKLE NEXT YEAR, AND WE CONTINUE TO DRIVE THE BUS OFF THE CLIFF SO TO SPEAK.
I'M GOING TO GO WITH A COUPLE OF ASSUMPTIONS.
I'M GOING TO ASSUME THAT THE FINANCE COMMITTEE WHICH IS MADE UP OF SMART PEOPLE IN THIS ROOM, TRUSTEES INCLUDED, AND SOME COMMUNITY MEMBERS WHO HAVE MET AND LOOKED AT THESE DIFFERENT OPTIONS, AND A LOT OF DIFFERENT OPTIONS, AND I HEAR KATHERINE SAYING THAT MAYBE SHE DIDN'T UNDERSTAND ALL OF THEM WITH THE CLARITY THAT MAYBE SHE'S GETTING TONIGHT, AND I GET THAT.
BUT I'M GOING TO GO WITH THAT ASSUMPTION THAT IT'S BEEN REVIEWED BY SOME COMMUNITY MEMBERS AND SMART PEOPLE IN THIS ROOM.
I'M ALSO GOING TO GO WITH THE ASSUMPTION THAT YOU'RE NOT DONE.
CHAD'S FLYING ON AN AIRPLANE, THINKING OF OTHER WAYS TO DO THINGS.
IF WE FIND A MORE IDEAL WAY TO BALANCE THIS BUDGET, WE'RE GOING TO GO WITH IT.
I THINK THAT THE BOARD SHOULD GIVE YOU DIRECTION TO SAY, IF YOU FIND A BETTER WAY, COME TO US, AND LET'S TALK ABOUT IT.
BUT I'M GOING TO GO WITH THAT ASSUMPTION.
I'M GOING TO SAY THAT I WOULD LIKE FOR US TO AIM TOWARD THE BALANCED BUDGET OPTION, WHICH I BELIEVE IS THE FIRST PLAN.
AT THE SAME TIME, I THINK THAT WE NEED TO FIND A WAY TO AND I'M NOT ASKING THIS OF US NOW, BUT I HOPE THAT WE WILL FIND A WAY TO GIVE OUR STAFF RAISES BEFORE EVERYTHING IS SAID AND DONE.
MAYBE SOME OF THE THINGS CHRIS TALKED ABOUT WILL COME IN FAVORABLE AND WILL ALLOW US TO DO THAT.
THAT'S WHY I SAY, EVERY EXTRA DIME WE FIND SHOULD GO TO PEOPLE.
>> THANK YOU, JAMES. NEXT, WE HAVE QUESTIONS FROM DIANE.
>> CAN YOU HEAR ME? MY MICROPHONE'S A LITTLE DROOPY.
I THINK IT'S WORKING. CAN YOU HEAR ME? YEAH. THERE WE GO.
I HAVE A LOT OF SCRIBBLE HERE, AND I'M GOING TO HOPEFULLY GET IT ALL OUT CLEARLY.
FIRST, I WANTED TO LEAD WITH A COMMENT ABOUT KATHERINE, MY FELLOW FINANCE COMMITTEE MEMBER.
THE POINT ABOUT LOOKING AT OUR BUDGET AND TRYING TO TIE THIS IN WITH THE LINES IN THE BUDGET, I APPRECIATED THAT.
TAKING THAT A STEP FURTHER SOME OF THE WORDS THEY DON'T REALLY EXPLAIN MUCH, AND IN THE PROCESS OF TRYING TO TIE THAT IN THERE IF WE COULD GET JUST A LITTLE BIT OF A SUMMARY OF WHAT DOES THAT CAPTURE IN THOSE LINES.
I THINK THAT COULD BE HELPFUL FOR THE COMMUNITY WITH THIS INTENTION TO BE VERY TRANSPARENT WITH WHAT ALL OUR NUMBERS ARE.
MY NEXT POINT WAS THAT I BELIEVE THAT IT WAS CHAD WHO WAS TALKING ABOUT THE FACT THAT WE'RE JUST IN A POSITION WHERE WE NEED TO TIGHTEN UP OUR CONTENT.
WE CAN'T SPREAD OURSELVES TOO THIN.
I APPRECIATED, YOU HELPING US UNDERSTAND THAT SIMILAR,
[02:10:05]
UNFORTUNATELY TO THE SPANISH IMMERSION SITUATION WHERE IF YOU HAVE THESE UNDER ENROLLED CLASSES, YOU'RE GOING TO BE REALLY IMPACTING THE OTHER TEACHERS, THE OTHER STUDENTS IN THE OTHER CLASSES.IPC WAS ANOTHER THING THAT IT'S VERY NEW COMING ONTO OUR RADAR.
I WILL SAY, I, AS A STEM PARENT, WAS TAKEN ABACK, HAVE HAD A FEW CONVERSATIONS, AND YOU HAVE COME A LITTLE BIT FULL CIRCLE IN REALIZING ONE, IT'S NOT A BOARD DECISION, OF COURSE.
TRUSTING THAT YOU ALL HAVE TAKEN A LOOK AT THIS, AND I APPRECIATE YOU EXPLAINING IT IN MORE DEPTH HERE FOR THE COMMUNITY.
THEN ALSO LISTENING TO PARENTS WHO ARE SAYING, AS WE HAVE A LOT OF TIMES, OUR HIGH SCHOOL DOES SO MUCH FOR OUR STUDENTS WHO ARE PASSIONATE ABOUT STEM, CERTAINLY THE PREPARATION IN MIDDLE SCHOOL IS IMPORTANT, BUT MAKING SURE THAT WE ARE FOCUSING OUR EFFORTS ON KEEPING THOSE OPPORTUNITIES STRONG AND DEVELOPING ALL OF OUR TEACHERS, OF COURSE, BUT WE'VE SEEN A LOT OF TENURED TEACHERS LEAVE OVER RECENT YEARS AND MAKING SURE THAT WHEN PARENTS AND OUR STUDENTS ARE TALKING ABOUT THE EANES EXPERIENCE THAT THEY'RE COMING OUT SAYING, I HAD SOME AMAZING TEACHERS WHO REALLY HELPED ME UNDERSTAND WHAT MY PASSIONS WERE AND SUPPORT ME AS I BECOME A GOOD LEARNER AND DECIDE WHERE I WANT TO GO AFTER EANES AND PREPARE ME FOR MY LIFE AFTER EANES.
KELLY MADE A POINT ABOUT CLASS SIZES AT THE HIGH SCHOOL, WHICH, OF COURSE, IS A CONCERN AND PHYSICAL SPACE IN THE CLASSROOM.
BUT THEN, ALSO, I WANTED TO SAY THAT I WAS REALLY HAPPY TO HEAR THAT YOU'RE BEING NUANCED ABOUT HOW YOU'RE THINKING ABOUT THINGS.
IT'S NOT JUST ONE NUMBER, ONE THRESHOLD.
YOU'RE THINKING ABOUT THE SUBJECT.
YOU'RE THINKING ABOUT THE TEACHER AND THE PREP TIME AND HOW MANY CLASSES, AND IT'S VERY COMPLEX.
I HOPE THAT THE PEOPLE WHO ARE LISTENING AGAIN, IT'S THE MASTER CLASS THAT THEY'RE SOAKING IT ALL IN.
THESE WERE NOT DECISIONS THAT WERE MADE LIGHTLY.
THE NUANCES WILL BE FIGURED OUT, I ASSUME WITH A COLLABORATION BETWEEN THE TEACHERS AND THE ADMINISTRATORS AT THE CAMPUS LEVELS ABOUT WHAT'S GOING TO HELP THEM WANT TO STAY IN EANES AND DO WHAT'S BEST FOR OUR STUDENTS.
ONE QUESTION I HAVE IS THIS FIVE DAY ROTATION, WHICH I'M NOT THRILLED ABOUT EITHER, LIKE ANYONE ELSE.
I APPRECIATE YOUR QUESTIONS, JOHN, BECAUSE I WAS HOPING TO GET SOME KIND OF NUANCED WAY TO GET ART AND MORE ART AND MUSIC IN BECAUSE I HAVE STUDENTS WHO THEY'VE ALL STUDIED ENGINEERING AFTER, BUT THEY ALL VERY MUCH BENEFITED FROM THE ARTS AND THE MUSIC CLASSES, EVEN UP INTO THE HIGH SCHOOL SPACE.
BUT THOSE ARE VERY FORMATIVE YEARS.
I HEAR THE COMMUNITY WITH THEIR CONCERNS.
THE QUESTION WE'RE TRYING TO LOOK AT SOME OF THE BENEFITS THAT COULD COME OUT WITH THE EXTRA LA TIME.
ONE CONCERN I WILL SHARE THAT I'VE HEARD FROM A NUMBER OF PARENTS IS THAT MAYBE EANES DOESN'T HAVE AS MUCH RECESS TIME AS IT COULD.
CAN YOU HELP ME UNDERSTAND, AGAIN, YOU STARTED TO SAY THAT THAT EXTRA LA TIME COULD BE USED AS TECHNOLOGY?
>> NO. WHAT WE'RE SAYING IS CURRENTLY, TO HAVE ACCESS TO THE LIBRARY AND TO DEVELOP LIBRARY SKILLS SUCH AS CHOOSING BOOKS YOU LIKE, CHECKING OUT, DOING RESEARCH.
THAT'S DONE IN YOUR LANGUAGE ART CLASS.
YOU HAVE PHYSICALLY GET UP, MOVE TO THE LIBRARY, YOU SPEND 30, 45 MINUTES IN THERE ON A ROTATION BASIS.
WHAT THAT ALLOWS NOW IS THAT LIBRARIES IN THAT SCHEDULE, AS AN ENGLISH CLASS, YOU NOT NECESSARILY HAVE TO DESIGNATE SO MUCH TIME IN BLOCKS TO DO THAT.
YOU CAN PICK IT BACK UP AND DO MORE WRITING, MORE READING IN THE CLASSROOM ITSELF.
I GUESS THE QUESTION I'M GOING TO THROW OUT IS, DOES IT NEED TO BE LA TIME? BUT YOU ALL ARE THE EXPERTS HERE.
I JUST WANTED TO THROW OUT THERE THAT THERE SOME OF THE CONCERNS THAT KIDS AREN'T GOING TO BE ABLE TO MOVE AROUND AS MUCH.
I THINK YOU'RE THINKING ABOUT THAT.
YOU'RE TALKING ABOUT MOVING IN MUSIC.
YOU'RE TALKING ABOUT MOVING AROUND.
>> WE ACTUALLY ARE NOT DECREASING MOVEMENT TIME. I THINK THAT'S VERY IMPORTANT.
FOR BEING TOTALLY TRANSPARENT RIGHT NOW, IN OUR CURRENT ROTATIONS, DEPENDS ON WHERE YOU START A ROTATION, ALSO DETERMINES HOW MUCH PE TIME YOU GET.
BECAUSE WE DON'T HAVE EVEN FIVE DAY WEEKS ALL THE TIME, IF YOUR ROTATIONS DON'T START WITH PE, BEING LIKE THE FIRST OR SECOND DAY, YOU GET SHORT CHANGED ON PE ON THE BACK END OF ROTATIONS.
BY MOVING TO THIS, WE ARE GUARANTEEING FOR
[02:15:01]
EVERY FIVE DAY BLOCK EVERY KID GETS 90 MINUTES A P.E.I ALSO THINK IT'S REALLY IMPORTANT TO KNOW THERE IS NO CONSISTENT ROTATION BECAUSE WE USE THE FLOATERS.
FOUR SECTION PERIODS MAY HAVE FOUR ROTATIONS.
THREE SECTION CLASSES MAY HAVE THREE ROTATIONS.
IT IS REALLY CAMPUS CAMPUS NEED AND BASE.
I THINK TO MALI'S POINT, ONE OF THE THINGS WE AS TEACHING AND LEARNING ARE EXCITED ABOUT, I HATE TO SAY THAT WHEN YOU'RE REDUCING SOMETHING IS WE CAN NOW CREATE A STANDARD ART CURRICULUM, MUSIC CURRICULUM, PE CURRICULUM BECAUSE WE KNOW WHAT EVERY KID'S GETTING AND WHEN THEY'RE GETTING IT.
IN THE PAST, IT REALLY WAS WHICH CAMPUS, WHAT GRADE LEVEL YOU WERE AT.
>> I WANT TO SAY THIS IS THAT I'M HOPING THAT AS WE'RE TRYING TO IN TEACHING AND LEARNING, I GUESS, YOU'RE WORKING WITH STAFF TO UNDERSTAND THERE'S BEEN SOME STAFF VOICING CONCERNS ABOUT THIS CHANGE.
OF COURSE, CHANGE IS ALWAYS UNCOMFORTABLE AND HELPING THEM UNDERSTAND HOW THEY CAN HAVE A VOICE IN MAKING THIS AS BEST AS IT CAN BE THIS CHANGE.
AS YOU HEARD ME START OFF WITH THINKING ABOUT STAFF RETENTION, STAFF MORALE, AND WANTING TO MAKE SURE THAT AS WE ARE MOVING THROUGH THESE, THAT THEY AT LEAST HAVE A VOICE IN HOW THEY CAN HELP MAKE IT THE BEST THAT IT CAN BE WITH THIS CHANGE.
I DON'T THINK ANYONE'S POINTED OUT.
I JUST WANT TO MAKE SURE EVERYONE UNDERSTANDS THEY HEARD IT THE RIFFS AT THE ADMINISTRATION LEVEL.
WE HEARD IT IN THE THOUGHT EXCHANGE RESPONSES.
PEOPLE DON'T. IT'S HARD TO UNDERSTAND WHAT GOES ON AT ADMINISTRATIVE LEVEL, AND THEY ALWAYS, IT'S VERY COMMON FOR PEOPLE TO THINK THAT, OH, ADMINISTRATION'S TOO HEAVY.
IT'S TOO HEAVY. I THINK THE PEOPLE IN THE BUILDING, THE PEOPLE WHO WORK WITH YOU UNDERSTAND THAT YOU KNOW, OUR ADMINISTRATIVE TEAM WORKS VERY HARD, AND THE CUTS THAT ARE GOING TO BE MADE HERE ARE, THEY'RE NOT INSIGNIFICANT.
WHEN PEOPLE ARE SEEING THAT WE'RE MAKING CUTS THAT THEY THINK ARE GOING TO IMPACT THEIR STUDENTS, THE TEAM HERE HAS REALLY WORKED TO MINIMIZE THOSE AS MUCH AS POSSIBLE BY ALSO JUST MAKING SOME REALLY BIG SACRIFICES AT THE ADMINISTRATIVE LEVEL.
ANOTHER THING WE HAVEN'T TOUCHED ON, IF WE ARE DECREASING IN THE VIEW OF PARENTS, CERTAINLY WITH SOME MINUTES, THE EXPERIENCE OF ART AND MUSIC, WE HAVE COMMUNITY EDUCATION, AND IT'S A POTENTIAL REVENUE GENERATOR.
I VIEW THIS AS MAYBE NOT EVERY STUDENT CAN STAY AFTER TO DO MORE OR DO MORE MUSIC, BUT MAYBE OUR TEACHERS WANT TO STAY AFTER AND TEACH MORE AND EARN SOME MORE MONEY.
MAYBE WE CAN ALSO THINK ABOUT I DON'T KNOW, TEACHING ART TO OLDER PEOPLE LIKE ME, OR I'M HOPELESS.
BUT JUST THIS WHOLE CONCEPT OF COMMUNITY EDUCATION.
WE HAVEN'T TOUCHED ON IT MORE RECENTLY, BUT WITH THIS WHOLE FACILITIES RENTAL IDEA, AND WITH THE THOUGHT THAT GOING OUT FOR A BOND IS REALLY TRYING TO SELL THE COMMUNITY ON THE FACT THAT THESE FACILITIES ARE FOR EVERYONE.
I THINK IT COULD HELP IF THERE'S OPPORTUNITIES TO THINK ABOUT COMMUNITY EDUCATION NOW AS WE'RE MARCHING TOWARDS HOPEFULLY PUTTING A BOND ON THE BALLOT.
ON WITH RESPECT TO EEF, EXTREMELY GRATEFUL, AS JAMES WAS SAYING AND I UNDERSTAND WHAT YOU'RE SAYING, JOHN, I DO WANT TO ADD THOUGH THAT IN THE SPRING, LAST YEAR, EEF WENT OUT MAYBE IN APRIL OR SO WITH A FINAL PUSH SAY.
WE DIDN'T QUITE GET WHAT WE WERE HOPING TO GET KEY HELP US OUT, AND THEY GOT A SIGNIFICANT AMOUNT OF MONEY AT THAT POINT.
I AM HOPING THAT IF WE WORK WITH EEF THROUGH THIS SPRING WITH SOME, PRETTY POINTED MESSAGING ABOUT WHERE WE'RE AT.
PEOPLE ARE LISTENING, BUT, THEY HAVE THE GIL.
I BELIEVE THEY'RE GOING TO BE PUTTING A LETTER OUT IN EARLY MARCH.
I THINK IT WAS EARLY MARCH, THAT WE CAN HELP CRAFT THAT MESSAGE SO THAT PEOPLE REALLY UNDERSTAND HOW ADDITIONAL DONATIONS MIGHT, IF WE WERE TO GO WITH PACKAGE ONE, FOR EXAMPLE, HELP US DO THE THINGS WE WANT TO DO FOR STAFF.
ADVOCACY IS WHERE I WANT IT TO END.
ALTHOUGH I DID, I'M SORRY, LET ME JUMP BACK TO ONE THING.
I APPRECIATED THE COMMENTS ABOUT THE PLANT MAINTENANCE LINE.
[02:20:02]
HAVE WE THOUGHT ABOUT THIS? I APPRECIATE YOUR LOOKING INTO IT.KIRK, I DEFINITELY UNDERSTAND NOT WANTING DEFERRED MAINTENANCE.
BUT THIS WHOLE IDEA OF JUST LOOKING EVERYWHERE AND CONSTANTLY BE TRYING TO TIGHTEN OUR BELT FOR PENNIES.
THEN NOW TO ADVOCACY, WE HEARD A FEW TIMES TODAY THAT PEOPLE ARE SAYING, WE CAN'T RELY ON THE LEGISLATURE.
WE'RE PROBABLY NOT GOING TO GET MORE MONEY FROM THE LEGISLATURE.
I DON'T WANT TO SEEM NAIVE HERE, BUT I THINK WE NOW ARE IN A POSITION WHERE OUR COMMUNITY IS FIRED UP.
I THINK WE HAVE SOME HARD NUMBERS.
I THINK WE MIGHT BE IN A DIFFERENT POSITION GOING IN THROUGHOUT THIS INTERIM AND INTO THE NEXT LEGISLATIVE SESSION TO GO TO LAWMAKERS AND SAY, YOU ARE TAKING ONE OF THE BEST SCHOOL DISTRICTS IN THE NATION.
WE SHOULD HAVE $17 MILLION IN GOLDEN PENNIES TO DO ENRICHMENT, AND WE CAN'T DO THE ENRICHMENT WE WANT TO DO.
I'M WORKING WITH PEOPLE TO TRY TO DEVELOP WAYS WITHIN OUR COMMUNITY, THAT WE CAN IMPROVE THE ADVOCACY, MESSAGING THAT WE DO, AND WE CAN OUTREACH INTO THE COMMUNITY.
OUR SUPERINTENDENT, KIRK HAS, I THINK HE'S GOING TO BE A PART OF THIS AS WELL, AND WE ARE COMMITTED TO NOT JUST SITTING HERE TALKING ABOUT HOW WE HAVE TO TIGHTEN THE BUDGET BUT TRYING TO GET MORE MONEY.
WE ARE DEFINITELY COMMITTED TO THAT, TOO.
HOPEFULLY, SOME OF THESE THINGS THAT WE MIGHT NEED TO DO THIS YEAR COME THE END OF THE NEXT LEGISLATIVE SESSION, WE CAN, REDIRECT AND ADD A LITTLE BIT MORE ENRICHMENT BACK IN.
THAT IS MY HOPE, BUT WE NEED THE COMMUNITY'S HELP.
THANK YOU, DIANE. ANY OTHER COMMENTS FROM TRUSTEES? I SEE JOHN AND THEN LAURA? GREAT CONVERSATION TONIGHT ON A REALLY TOUGH TOPIC.
I JUST HAD A COUPLE OF FOLLOW UPS.
CHRIS, IF WE FAST FORWARD TO THE END OF NEXT SCHOOL YEAR, AND ASSUMING WE END UP BALANCING THE BUDGET, WHERE WOULD THE FUND BALANCE BE BALLPARK? IF YOU DON'T KNOW IT OFF THE TOP OF YOUR HEAD, THAT'S FINE, BUT.
I DON'T KNOW IT OFF THE TOP OF MY HEAD.
IF WE BALANCE NEXT YEAR, WE'LL BE RIGHT AT ABOUT 25%.
THE NUMBER IS SOMETHING MILLION, 24 MILLION, I THINK.
BUT WE'D BE BALLPARK AT AROUND THE MINIMUM WE WANT TO BE AT.
THEN JUST WITH MY TALENT HAT ON FOR MY DAY JOB, AND I KNOW YOU SAID, DON'T THINK ABOUT RAISES NOW, AND THAT'S FAIR.
WE CERTAINLY WILL LEARN MORE TO BE ABLE TO SET THE PERCENTAGE.
BUT I GUESS MY QUESTION FOR YOU, CHRIS, IS, IF IT'S THE WILL OF THE BOARD TO BALANCE THE BUDGET, AND IF WE END UP NOT DOING A VITA, WHICH I KNOW IS AN IF, WE HAVEN'T DECIDED YET.
BUT IF WE END UP NOT DOING A VITA, AND IF WE WANT TO BALANCE THE BUDGET.
THEN I'LL THROW ONE MORE IF OUT.
IF WE WANT TO DO SOME RAISE, SHOULD WE BE LOOKING FOR MORE SAVINGS NOW? SHOULD WE BE ASKING YOU TO BRING EVEN MORE TO US? BECAUSE I REALIZE WHEN IT GETS TO JUNE, IT MAY BE TOO LATE.
SHOULD WE BE DIRECTING YOU TO FIND EXTRA FILL IN THE BLANK IF THOSE THREE THINGS THAT ARE END UP BEING IMPORTANT TO THE BOARD? DOES THAT QUESTION MAKES SENSE? IT DOES. YES, AND I'LL ANSWER IT THE WAY I DID EARLIER IS THAT WE MIGHT BE MOVING INTO THE TERRITORY OF, HERE'S FUTURE SAVINGS THAT WE'RE GOING TO GET IN FUTURE YEARS, THAT IF PARTICULARLY IF WE'RE RELYING ON ATTRITION TO GET IT, WE WON'T GET IT.
AS FAR AS THE REVENUE SIDE GOES.
I MENTIONED EARLIER, I THINK THERE ARE SOME PLACES WHERE REVENUE COULD BEND IN OUR FAVOR.
I DON'T WANT TO COUNT ON THOSE, BUT I SEE SOME PROMISE THERE.
AS FAR AS GOING OUT AND FINDING MORE.
I THINK I CAN FIND YOU ANOTHER 100K, LOOKING AT THOSE RENTAL PROGRAMS. I THINK WE CAN FIND THAT.
BUT PROBABLY NOT A WHOLE LOT BEYOND THAT.
[02:25:06]
WHAT ARE WE CALLING THE REMOTE PROGRAM LEARNING PROGRAM, CHAD? VIRTUAL.VIRTUAL ACADEMY. I DON'T THINK EXPANSION OF THAT THIS YEAR IS A REALISTIC POSSIBILITY.
YES, I THINK THERE MIGHT BE SOME MORE IN THERE.
I THINK KRISTIE IS PROBABLY MORE OPTIMISTIC THAN I AM THAT THERE'S MONEY TO BE HAD IN M&O BECAUSE THEY ALREADY RUN A PRETTY LEAN SHIP OVER THERE ALREADY.
WE'RE LOOKING AT, WHEN WE'RE TALKING ABOUT THE PEOPLE WE'RE PAYING OUT OF THERE, IT'S, YOUR TRADES PEOPLE, IT'S YOUR GROUNDS KEEPERS.
IT'S YOUR CUSTODIANS. FRANKLY, A LOT OF THOSE POSITIONS, WE'RE ALWAYS RUNNING UNDERSTAFFED ANYWAY.
WE HAVE A HARD TIME STAFFING UP TO THE LEVEL WE WANT TO BE.
WE'VE LOOKED AT CONTRACTING OUT SOME OF THOSE FUNCTIONS, GROUNDS KEEPING, CUSTODIAL, FOOD SERVICE.
WE'VE LOOKED AT ALL OF THESE THINGS, AND WE DON'T THINK WE CAN SUBCONTRACT THEM OUT FOR CHEAPER THAN WHAT WE'RE DOING IT, AND SO YES, WE'LL SHARPEN THE PENCILS.
WE'LL GO BACK AND SEE IF WE CAN FIND SOMETHING ELSE.
I DON'T HAVE A LOT OF CONFIDENCE THAT WE WILL FIND THINGS THAT WE CAN CAPTURE NEXT YEAR.
THAT MAKES SENSE. YOU'VE ALREADY LOOKED AT THE FEES AS WELL, FOR EXAMPLE, PARKING AT THE HIGH SCHOOL, THINGS LIKE THAT.
NOBODY WANTS TO PAY MORE, AND I'M TOUCHING THIRD RAILS HERE.
BUT, IF YOU'RE SAYING, IT'S, A RAISE FOR OUR STAFF, I MIGHT BE WILLING TO RAISE THE PRICE A LITTLE BIT ON PARKING IN ORDER TO GIVE A RAISE.
I THINK, IF AT SOME POINT, SOMEWHERE DOWN THE LINE, WE'VE GOT SOME PARKING GARAGES, I WOULDN'T BE AT ALL SURPRISED IF THE FEE TO PARK IN THOSE, PARTICULARLY IF YOU'RE A SOPHOMORE WOULD BE PRETTY STEEP.
I HEAR WHAT YOU AND I UNDERSTAND COMPLETELY YOUR PASSION TO MAKE SURE THAT WE TAKE CARE OF OUR PEOPLE, AND WE AS A CABINET, AS AN ADMINISTRATION, SHARE THAT.
WE WANT TO DO THE RIGHT THING FOR OUR PEOPLE.
BUT I DO HAVE SOME DOUBTS ABOUT HOW MUCH MORE, LIKE I SAID, WE CAN FIND THAT WE WOULD BE ABLE TO CAPTURE YEAR 1.
THAT'S FAIR. I APPRECIATE, YOU SAID YOU THINK YOU MIGHT BE ABLE TO FIND AN EXTRA 100.
THAT'S MEANINGFUL. THAT'S FANTASTIC.
DIANE, I APPRECIATE WHAT YOU'RE SAYING ABOUT WORKING WITH EEF AND PARTNERING.
THE EEF DOES PHENOMENAL WORK, AND I'M SO THANKFUL FOR WHAT THEY DO.
TO ME, I KNOWING HOW HARD IT IS TO BRING THEM IN, I LIKE TAKING A CONSERVATIVE APPROACH AND SAYING, LET'S BANK ON WHAT WE'VE DONE IN THE PAST.
THEN WHEN EEF IS ABLE TO DO MORE IN THE FUTURE, AND LET'S WORK WITH THEM AS MUCH AS WE CAN, THEN AND I THINK JAMES WAS SAYING THIS TOO, THEN WE CAN GO BACK AND RETROACTIVELY MAKE A CHANGE.
I JUST DON'T WANT US TO COUNT ON IT FOR NEXT YEAR, KNOWING, HOW CHALLENGING IT IS, AND I DON'T WANT US TO GET AHEAD OF US.
FOR ME, I APPRECIATE THE ANSWERS THERE, CHRIS. THAT'S HELPFUL.
I PERSONALLY AM COMMITTED TO PROVIDING THE BEST ACADEMIC EXPERIENCE WE CAN FOR OUR KIDS, PROGRAMMATIC EXPERIENCE FOR OUR KIDS.
I THINK WE HAVE TO DO IT IN A LONG-TERM SUSTAINABLE WAY, AND THAT MEANS BALANCING THE BUDGET BECAUSE OTHERWISE, WE'RE PUTTING FUTURE GENERATIONS OF KIDS AT RISK.
I THINK WE HAVE TO DO THE ABSOLUTE BEST WE CAN TO MEET ALL OF THESE NEEDS WHILE BALANCING THE BUDGET.
I KNOW EVERY YEAR, WE DON'T INCREASE STAFF PAY.
WE'RE PUTTING THAT, FIRST THING I SAID, WHICH IS THE PHENOMENAL EXPERIENCE FOR KIDS AT RISK.
THAT'S WHERE THE HEART IS ABOUT TRYING TO SEE WHAT WE CAN SCROUNGE UP SO THAT WE'RE NOT BALANCING THE BUDGET ON THE BACK OF OUR TEACHERS.
I THINK WE HAVE TO BALANCE THE BUDGET REGARDLESS.
THAT'S MY PERSONAL OPINION, BUT I CERTAINLY HOPE WE CAN FIND SOMETHING OUT THERE FOR OUR STAFF.
[02:30:02]
THAT'S WHY I WAS ASKING NOW, BECAUSE I KNOW WE HAVE MORE TOOLS IN THE TOOLBOX IN JANUARY THAN WE WILL IN JUNE.THANK YOU, JOHN. WE HAVE ANOTHER QUESTION OR COMMENTS FROM LAURA FOLLOWED BY KELLY AND FINAL COMMENT FROM DIANE.
THANK YOU ALL, GREAT DISCUSSION TONIGHT.
BUT IT DOESN'T FEEL QUITE WHAT I THOUGHT IT WAS GOING TO BE A LITTLE MORE BACK AND FORTH.
I THINK FOR THIS NEW FORMAT, BUT I STILL I ENJOY IT.
EVERYTHING THAT WE'RE DISCUSSING TONIGHT IS VERY DIFFICULT.
IT'S IMPORTANT THAT OUR COMMUNITY KNOWS THAT IT'S HARD FOR US.
IT HURTS. IT HURTS OUR STAFF. IT HURTS ADMIN.
IT HURTS THE TRUSTEES SITTING UP HERE, HAVING TO MAKE THESE DECISIONS.
I THINK WE'VE DONE AN AMAZING JOB OF NOT LIKE GETTING IN THE WEEDS TONIGHT.
I JUST WANT TO MAKE SURE THAT WE'RE ALL IN AGREEMENT OF, OUR RESPONSIBILITY AS A BOARD THAT WE'RE NOT SELECTING PROGRAMS THAT ARE GOING TO BE MODIFIED.
WE'RE NOT SELECTING POSITIONS THAT ARE GOING TO BE MODIFIED.
OR JOB AS TRUSTEES IS TO BASICALLY GIVE OUR BRAND NEW SUPERINTENDENT, WELCOME TO THE TEAM AND HIS CABINET, A NUMBER TO GO WITH AND THAT THEIR RESPONSIBILITY IS TO IMPLEMENT THOSE ADJUSTMENTS AS NEEDED.
WHEN YOU LOOK AT THESE OPTIMIZATION PACKAGES, THEREFORE, I DO NOT HEAR A WILL FOR EVADER AT THIS TIME.
THAT LEAVES US WITH TWO OPTIONS.
CHRIS, WE STARTED THE CONVERSATION.
SOME OF THE OTHER TRUSTEES HAVE ADDED TO THIS IS THAT THAT SALARY INCREASE IS FOR A LATER DATE.
WE'LL HAVE ANOTHER CONVERSATION ABOUT THAT.
WHEN YOU TAKE THAT OUT, AS WELL, PACKAGE 1 AND PACKAGE 2 ARE EXACTLY THE SAME.
REALLY, WE'RE LOOKING AT ONE PACKAGE.
MY THOUGHTS ARE ON THIS, ARE THAT IT'S THE STAFFING OPTIMIZATION WHERE THOSE ARE THE DETAILS.
THAT'S WHERE THE DETAILS ARE GOING TO HAPPEN.
AGAIN, WE'RE NOT, I'M NOT GOING TO SIT HERE AND GIVE YOU THE DETAILS OF EXACTLY TO WHAT CHANGES TO MAKE.
THERE ARE TRENDS THAT I'M SEEING AND HEARING.
IT IS STAFF RATIOS INCREASING.
I WOULD BE IN SUPPORT OF INCREASING THE STAFF RATIOS VERY SLIGHTLY.
WE'VE SEEN THAT ADINA AND MANHATTAN BEACH, AS WELL AS SOME OF THE OTHER AREAS, COMPARABLE DISTRICTS HAVE DONE THAT AND MAINTAINED VERY HIGH ACADEMIC LEVELS.
STUDENT RATIOS, 3-5, THAT KEEPS IT OUT OF THOSE K-2 AREAS.
BUT THAT ALL COMES DOWN TO STAFFING EFFICIENCIES AND STAFFING EFFICIENCIES AT ALL LEVELS, WHETHER IT'S ADMIN, PERES, SCHOOL ADMINS.
>> WE'LL NEED TO INCREASE THE REVENUE.
AGAIN, I THINK THERE'S SOME GREAT OPPORTUNITIES FOR ADDITIONAL REVENUE SITTING OUT THERE.
I THINK 500,000 IS DEFINITELY ON THE LOW END.
THAT'S WHERE I AM RIGHT NOW IS JUST INCREASING THOSE EFFICIENCIES, AND I TRUST ADMIN TO MAKE THOSE ADJUSTMENTS.
THE NUMBER THAT WE HAVE IS 3.2-4.3.
THAT'S WHAT WE'RE LOOKING AT FOR STAFFING OPTIMIZATION.
AGAIN, THAT'S REALLY THE NUMBER THAT WE'RE TALKING ABOUT RIGHT NOW, IS THAT NUMBER.
I PERSONALLY WOULD GO TOWARDS THE LOW END OF THAT BECAUSE THAT PREVENTS US FROM MAKING CHANGES THAT WILL BE DIFFICULT TO UNROLL IF THERE ARE MORE REVENUE OPPORTUNITIES DOWN THE ROAD.
I REALLY DO BELIEVE THAT THERE ARE SOME MORE.
[02:35:02]
THIS IS NOT PIE IN THE SKY.WE ARE LOOKING AT UP TO $400,000 IN SPED FUNDING.
THAT ALMOST DOUBLES OUR PROJECTED INCREASE IN REVENUE THERE.
I WOULD GO WITH THAT 3.2, THAT LOWER END SOMEWHERE IN THERE.
EVEN UP TO FOUR, AND THEN ANYTHING EXTRA THAT WE GET THROUGH THESE OTHER OPPORTUNITIES LIKE INCREASED REVENUE WOULD GO TOWARDS A PAY INCREASE, AND WHICH WE'LL KNOW AT A LATER DATE.
I DO WANT TO ADDRESS ONE THING THAT WE'VE HEARD A LOT, A PHRASE THAT HAS BEEN SAID MANY TIMES TONIGHT, WHICH IS BALANCED BUDGET.
MAYBE Y'ALL CAN HELP ME UNDERSTAND WHAT THAT LOOKS LIKE WHEN THERE ARE SO MANY MOVING VARIABLES.
IS A BALANCED BUDGET WITHIN $100,000? IS IT WITHIN 500? I DON'T KNOW.
AT WHAT POINT DO WE CONSIDER THE BUDGET BALANCE?
>> THAT'S A REALLY GOOD QUESTION, LAURA.
BECAUSE AS WE KNOW, YOU'RE GOING TO PASS A BUDGET THAT WILL PROBABLY BE BUDGETED AS A DEFICIT WITH THE EXPECTATION THAT WE'RE GOING TO OUTPERFORM THAT AND GET THE BALANCE.
HOW MUCH IS THAT SAVINGS GOING TO BE? HISTORICALLY, THAT NUMBERS RANGE FROM MAYBE SIX $800,000 TO MAYBE 1.45 MILLION.
THERE'S A PRETTY BIG RANGE IN THERE.
I THINK, IF WE'RE WITHIN A COUPLE HUNDRED THOUSAND DOLLAR CLOSE ENOUGH FOR MY WORK.
BECAUSE THERE ARE ALWAYS GOING TO BE THINGS THAT TURN AGAINST US, AND THERE ARE GOING TO BE THINGS THAT TURN FOR US.
I DON'T WANT TO SAY WHICH WAY MOST OF THEM ARE GOING TO TURN IN ANY PARTICULAR YEAR, BUT IF YOU'RE WITHIN A COUPLE OF HUNDRED THOUSAND DOLLARS, CLOSE ENOUGH.
>> I ASKED THAT BECAUSE, SOME OF THESE CHANGES THAT WE'RE TALKING ABOUT MAKING ARE $400,000 ADJUSTMENTS, FINANCIAL ADJUSTMENTS.
BUT IN THE CLASSROOM FOR THE STUDENTS, FOR THE PARENTS, THEY'RE VERY IMPACTFUL.
WHEN YOU'RE THINKING THAT WE MIGHT HAVE 400,000, 05,6,7,8, $1 MILLION OUT THERE, WHERE IT MIGHT SWING THAT MUCH.
IT COULD LOOK BASED ON SOME OF THESE OTHER REVENUE DISCUSSIONS THAT WE'RE LOOKING AT.
I'M NOT WILLING FOR THE SAKE OF HAVING A BALANCED BUDGET TO MAKE SOME OF THOSE CUTS.
IF IT'S WITHIN, I THINK WE HAVE TO BE OKAY WITH TAKING A LITTLE BIT OF A RISK THAT SOME OF THE UNKNOWNS THAT WE'RE LOOKING AT ARE GOING TO COME IN.
AGAIN, IF IT'S 200, $400,000, IF IT DOESN'T COME IN, THAT MEANS THAT THIS YEAR, WE'RE ABLE TO MAINTAIN HORSEBACK RIDING.
THEN THAT'S IMPORTANT TO OUR STUDENTS.
THEN I THINK IT IS WORTH THAT.
THEN WE CAN GO TO OUR COMMUNITY THROUGH EEF OR WE CAN CONTINUE TO EXPLORE OTHER OPPORTUNITIES TO RAISE THAT $400,000.
IT SEEMS LIKE A LITTLE BIT OF MONEY.
BUT WHEN YOU'RE LOOKING AT BALANCING A BUDGET, I THINK IT'S WORTH THE RISK.
>> THANK YOU, LAURA. WE GOT FINAL COMMENTS FROM KELLY AND THEN DIANE.
>> I LIKE HOW YOU ADDED THE FINAL IN THERE.
I WANT TO SAY, TO LAURA'S POINT.
BUT SOME OF THESE CHANGES ARE ONGOING.
THESE ARE ALWAYS HAPPENING ANYWAY.
LIKE AT CEDAR CREEK, WE HAD 550 STUDENTS.
SUDDENLY, WE QUALIFIED FOR AN ASSISTANT PRINCIPAL WHEN I WAS THERE.
WHEN YOUR STUDENT LEVELS CHANGE, YOU HAVE TO ADJUST.
DO YOU NEED TWO PRINCIPALS THERE? WITH THE ART CLASSES, ONCE WE WERE AT 32, WE WERE FINE.
WHEN WE GOT TO 36, WE'RE LIKE, "THAT'S A LOT OF KIDS.
THERE'S NOT A LOT OF ART GETTING DONE".
I KNOW YOU GUYS ARE ALWAYS DOING THIS, AND I REALLY APPRECIATE IT.
THE CREATIVE WORK THAT YOU DO BLOWS MY MIND, HONESTLY.
CAN YOU BELIEVE THAT? Y'ALL ARE AMAZING.
SERIOUSLY. I WANT TO SAY, AND I'M GOING TO GO TO FACEBOOK WITH THIS, OF COURSE, BUT THE ADVOCACY PART THAT DIANE BROUGHT UP IS SO CRITICAL,
[02:40:01]
BECAUSE WE'RE TALKING ABOUT THIS MOMENT AND WHERE WE'RE AT RIGHT NOW.BUT ULTIMATELY, THERE ARE PEOPLE ABOVE US MAKING THE DECISIONS.
IF WE HAVE COMMUNITY MEMBERS OUT THERE, WHO KNOW SOME OF THOSE PEOPLE AND LIKE TO INTRODUCE ME JOHN AND DIANE TO THEM, WE WOULD LOVE TO TALK TO THEM.
BECAUSE WE'RE IN THIS MOMENT AND WE'RE MAKING HARD DECISIONS, BUT WE HAVE TO GO TO THE TOP.
WHERE THE MONEY IS COMING FROM.
WHO MAKES THAT CALL ON HOW MUCH OUR STUDENTS ARE WORTH? HOW MUCH ARE OUR STUDENTS WORTH? WHAT IS THEIR EDUCATION WORTH TO US? WE GOT TO GO UP THERE. WE GOT TO TALK TO THOSE PEOPLE, AND WE GOT TO START ARGUING FOR MORE MONEY.
I LOVE EEF, LEADERSHIP SOCIETY FOR 11 YEARS NOW.
BUT I ALSO LOVE WHAT EEF IS DOING WITH THEIR ENDOWMENT.
THAT'S WHY WE'RE LOOKING AT AN ENDOWMENT HERE.
THAT'S WHY WE'RE LOOKING FOR THOSE SPONSORSHIPS AND NAMING RIGHTS.
I WOULD LOVE TO KEEP TALKING ABOUT THAT, BUT WITH EEF, I LIKE THE $2 MILLION.
I LIKE THAT WHEN THEY GO ABOVE THAT, THEY'RE COMMITTING THAT TO THE ENDOWMENT NOW.
THAT IS REALLY IMPORTANT BECAUSE WE NEED EEF FOREVER, TOO.
I AGREE WITH JAMES ABOUT THE BUDGET.
WHAT IS THAT NUMBER? I'M OKAY DIPPING INTO THE FUND BALANCE IF IT MEANS THAT WE GET TO DO SOME OF THE OTHER THINGS I WANT TO DO, WHICH WE ARE NOT DISCUSSING TODAY, BUT EVERYONE KNOWS WHAT IT IS.
I'M OKAY WITH THAT, BECAUSE I WANT TO KEEP MY TEACHERS HERE.
I LOVE THEM. I KNOW A LOT OF THEM.
I KNOW WHAT THEY DO. MY STUDENTS ARE PROOF OF IT.
I WANT TO KEEP JOSE, MY ABSOLUTE FAVORITE CUSTODIAN.
THE CREEK. ALL THESE GREAT PEOPLE. WE WANT TO PAY THEM.
I'M READY TO HAVE THOSE TOUGH TALKS ABOUT THE VETTER TOO.
I'D NEVER LIKE GIVING MONEY BACK.
BUT IF THE COMMUNITY WOULD VOTE FOR IT, WHICH I'M NOT SURE WE KNOW OR NOT, I FELT LIKE THAT SURVEY WAS VERY 50, 50.
I WANT TO KNOW, IS THE COMMUNITY GOING TO SUPPORT OF IT OR NOT? I'M NOT GOING TO PUT SOMETHING OUT THERE THAT YOU'RE NOT GOING TO SUPPORT, BUT IF YOU'RE GOING TO SUPPORT IT, WE HAVE TO TALK ABOUT IT.
THEN I JUST DON'T WANT US TO GET INTO THE POINT OF SO BEING IN HEALTHCARE, THE MORE PATIENTS WE HAVE, IT TURNS INTO TRIAGE.
I DON'T WANT US TO BE IN TRIAGE.
I WANT US TO STAY PREVENTIVE, I WANT US TO STAY DEVELOPING.
DON'T TOURNIQUET YOUR LEG TO SAVE SOMETHING.
BUT LET'S JUST BE REALLY INTENTIONAL WITH IT, AS MUCH AS WE DO HAVE TO GET INTO A SITUATION HERE, I DON'T WANT TO SEE THE EDUCATIONAL EXPERIENCE FOR OUR STUDENTS OR THE TEACHING EXPERIENCE FOR A TEACHER TURN INTO A TRIAGE SITUATION, INSTEAD OF THE DEVELOPMENT THAT WE DO AND THE PREVENTION THAT WE DO.
I GUESS THAT'S MY FINAL STATEMENT.
>> WELL THAT WAS A POWERFUL ONE.
CAN YOU HEAR ME? THAT WAS A GREAT ANALOGY.
I APPRECIATED THAT, AND I ALSO APPRECIATE YOUR COMMENTS, LAURA, ABOUT WHAT IS THE BALANCED BUDGET AND SOME OF THE RISK THAT WE MIGHT WANT TO TAKE, BECAUSE I'M THERE, TOO.
I JUST WANTED TO TIE UP A COUPLE OF COMMENTS ABOUT EEF AND ADVOCACY.
WITH EEF, IT'S INTERESTING BECAUSE, WE DO HAVE A LINE ITEM IN THE BUDGET.
THEY DON'T RAISE OUR MONEY UNTIL THE END OF OUR FISCAL YEAR, AND THEN THEY WRITE THIS CHECK FOR US.
IF SOMEHOW, THERE WAS AN ABILITY TO RAISE MORE MONEY BECAUSE WE GOT THE COMMUNITY FIRED UP AND WE WORKED WITH EEF.
THERE'S ALWAYS THAT QUESTION TOO ABOUT ENDOWMENT VERSUS NOW.
I JUST WANT TO MAKE SURE THAT WE HAVE REALLY RICH CONVERSATIONS AND HOW DOES THAT MONEY GET INVESTED IN ENDOWMENT VERSUS FOUNDATION BECAUSE GETTING BACK TO THIS ADVOCACY POINT AND SUMMING IT ALL UP, AGAIN, I DO HAVE HOPE THAT WE'RE GOING TO BE MORE SUCCESSFUL IN THE NEXT LEGISLATIVE SESSION.
I'M IN MY MIND, JUST TRYING TO GET THROUGH THAT.
I WANT TO KEEP US OUT OF TRIAGE THROUGH THE NEXT LEGISLATIVE SESSION, MAINTAINING A LEVEL OF CONFIDENCE IN OUR PARENTS THAT WHEN WE'RE TALKING ABOUT NEXT YEAR'S ENROLLMENT, WE'RE NOT DECREASING OUR ENROLLMENT BECAUSE PEOPLE ARE CHOOSING TO LEAVE EANES BECAUSE THEY DON'T FEEL LIKE WE'RE GIVING THEM THE EDUCATIONAL EXPERIENCE THAT THEY EXPECT.
[02:45:01]
I THINK THAT'S WHERE WE'RE AT RIGHT NOW IS WHEN WE MAKE THESE CUTS, WE HAVE TO FEEL LIKE WE CAN CONVINCE OUR PARENTS THAT EVEN THOUGH THERE'S CHANGE, THAT THERE'S STILL GOING TO BE A LOT OF REASONS WHY YOU WANT TO STAY IN EANES AND WHY WE'RE PROVIDING AN EXCELLENT EDUCATION FOR YOUR STUDENTS.I'M GLAD WE DON'T HAVE TO DECIDE ON TEACHER RAISES NOW.
WE'RE GOING TO HAVE AN INTERESTING CONVERSATION IN TWO WEEKS, BUT I REALLY APPRECIATE THE DISCUSSION IN THE FORMAT FROM THIS EVENING.
>> THANK YOU, DIANE. THANK YOU, EVERYONE FOR COMMENTS.
DIANE, YOUR LAST COMMENT WAS A GOOD SEGUE FOR ME BECAUSE YOU'RE TALKING ABOUT THE EDUCATIONAL EXPERIENCE FOR OUR STUDENTS.
ALL OF THIS AND WHAT WE'RE GOING TOWARDS RIGHT NOW IS WHAT MAKES EANES EANES, AND WHAT WE DO TO EDUCATE OUR STUDENTS, WHAT WE DO, AND THAT INVOLVES TEACHERS AND STAFF AND EVERYTHING.
MY COMMENTS WILL BE SHORT, AND WHAT I'LL DO IS JUST REALLY ANSWER.
THIS IS THE FIFTH MEETING THAT WE'VE TALKED ABOUT THE BUDGET.
THIS SCHOOL YEAR, I'LL ANSWER THE GUIDANCE QUESTIONS THAT HAD BEEN ASKED OF ADMINISTRATION.
IN ALL OF THE GOOD COMMENTS AND ALL OF THE GREAT FEEDBACK THAT WE'VE GOTTEN FROM THE STAFFING OPTIMIZATION PLAN, I DIDN'T FIND ANYTHING THAT WOULD HINDER ME FROM BEING IN SUPPORT OF STAFFING OPTIMIZATION PLAN.
I LEAVE THAT TO THE EXPERTS HERE IN THE ROOM ON HOW THEY WOULD EVER IMPLEMENT THAT.
IN TERMS OF THE VETTER, I'M SIMILAR TO KELLY.
I'M NOT CONVINCED, AND I'VE SAID THIS BEFORE.
IT'S NOT A GREAT DEAL FOR ISDS.
I DO SEE THE BENEFIT OF A VETTER AND THE PROCEEDS THAT A VETTER WOULD GIVE.
NOT WITHSTANDING THE FACT THAT WE WOULD GIVE AWAY A LOT OF MONEY, AND IT GOES INTO THE GENERAL FUND, AND IT'S NOT GOOD, BUT IT COULD BE $3.8 MILLION FOR THIS DISTRICT, AND THAT'S WHAT I FOCUS ON.
I WOULD STILL BE AVAILABLE TO TALKING ABOUT THE VETTER.
I'M COUNTING AROUND THE ROOM, AND I DON'T KNOW THAT THAT'S THE MAJORITY OF THE BOARD, BUT THAT COULD BE DISCUSSED LATER.
IN TERMS OF INCREASING TRANSFERS, I'VE ALWAYS BEEN A SUPPORTER OF TRANSFERS.
THE MORE THAT WE CAN GET IN THAT JAMES TO YOUR ANALOGY THAT FIT ON THE BUS THAT DON'T KNOCK ANYBODY OFF THEIR SEAT AND THAT ALLOW ALL THOSE STUDENTS TO BE IN STUDENTS AND GET THE EDUCATION THAT THEY WOULD LIKE WOULD GET MY VOTE OR GET MY SUPPORT.
I KNOW THAT ADMINISTRATION DIDN'T ASK ABOUT STAFF COMPENSATION YET, BUT THOSE THAT KNOW ME KNOW THAT I AM ALWAYS IN SUPPORT OF STAFFING COMPENSATION AND TRYING TO PAY AS MUCH AS WE CAN TO HARDWORKING TEACHERS AND STAFF.
I WILL END THAT, AND I WILL TURN IT OVER TO MR. KANIKI.
>> THANK YOU. I JUST WANT TO SAY THANK YOU TO EVERYBODY AROUND THE TABLES TONIGHT FOR THE DIALOGUE.
FOR THOSE PEOPLE WHO DO PAY ATTENTION OR WHO MIGHT WATCH WHEN WE HAVE A BOARD WORK SESSION, THIS IS EXACTLY WHAT WE WANT TO COME OUT OF IT.
WE WANT THE BURNING QUESTIONS TO BE ABLE TO BE ASKED.
WE WANT DIALOGUE, WE WANT TO MOVE PAST OPINIONS TO RESEARCH.
OUR TEAM OBVIOUSLY WAS PREPARED TO SHARE SOME OF THAT.
I THINK WE ALSO HAD A REMINDER TONIGHT ABOUT A COMMON GOAL AROUND TRYING TO FIGURE OUT A BUDGET OPTIMIZATION PACKAGE THAT IS DIFFICULT AND ALSO A REMINDER FROM TRUSTEES ABOUT THE GUARD RAILS THAT WE ALL HAVE TO OPERATE WITH.
IT'S GREAT AND PEOPLE IN THE COMMUNITY CAN HAVE LOTS OF OPINIONS ABOUT WHAT WE'RE DOING.
AT THE END OF THE DAY, WHAT MAKES EANES EANES IS THAT WE'RE DOING THIS WORK THIS WAY IN A VERY CLEAR AND TRANSPARENT MANNER, AND THAT WE'RE BEING VERY HONEST WHEN IT'S A DIFFICULT CONVERSATION.
I THINK WE EXERCISE THAT TONIGHT.
THAT'S WHAT A WORK SESSION IS REALLY FOR, WHICH IS WHY THERE WAS NO ACTION TAKEN.
ALSO, WE WERE ABLE TO WORK THROUGH SOME REALLY IMPORTANT DATA, WHICH I THINK GOT REINFORCED AND REMINDED.
I THINK WE ACCOMPLISHED A LOT OF GOALS HERE THIS EVENING, AND I APPRECIATE EVERYBODY'S TIME AND EFFORT AND ENERGY AND THE COMMENTS.
AT A HIGH LEVEL, I'D LIKE TO GO BACK TO SOMETHING THAT I HEARD BOTH JOHN, JAMES, AND LAURA SAY, AND THEN DIANE AND KIM JUST REITERATED.
THERE ARE OTHER CREATIVE THINGS WE NEED TO LOOK AT.
AT A HIGH LEVEL, WE NEED TO BE TALKING BEYOND EEF TO ALL OF OUR PARTNERS SO THAT THEY HEAR US, THAT WE ARE GOING TO CONTINUE TO EXPLORE NEW AVENUES FOR REVENUE.
WE'RE GOING TO CONTINUE TO LOOK AT MAINTENANCE AND OPERATIONS.
WE'RE GOING TO CONTINUE TO EXAMINE THE AGE OF OUR FACILITIES, SOME OF WHICH HAVE GOTTEN US INTO SOME OF THESE ISSUES THAT WE'RE DIALOGUING ABOUT NOW,
[02:50:04]
BECAUSE OUR PAST IS OUR PAST, AND WE OWN OUR PAST, AND OUR PAST IS A LENGTHY PAST.WE HAVE TO TALK ABOUT THE FUTURE, AND WHO'S ON THE BUS FOR THE NEXT THING TO PROTECT THAT FUTURE GENERATION? THESE ARE A BIGGER CONVERSATION THAN JUST A ONE YEAR BUDGET OPTIMIZATION PACKAGE.
I THINK OUR SAVVY COMMUNITY UNDERSTANDS THAT, AND IT'S TIME TO ADVOCATE FOR THE FUTURE.
THANKS FOR EVERYBODY'S EFFORT TONIGHT.
WE HAVE UPCOMING MEETINGS ON JANUARY.
[8.
UPCOMING MEETINGS
]I'M GOING TO GO.ON JANUARY 27 AND FEBRUARY 10.
JANUARY 27 WILL BE OUR REGULAR MEETING.
I BELIEVE THAT IT IS PLANNED, AT LEAST FEBRUARY 10 TO BE ANOTHER STUDY SESSION ON VARIOUS TOPICS.
WE DID HAVE AN ITEM ON THE AGENDA FOR CLOSED SESSION, AND WE ARE NOT MOVING INTO CLOSED SESSION.
AT THIS TIME, THERE IS NOT A NEED TO MOVE INTO CLOSED SESSION.
WE SHOULD STAPE WITHOUT ANY OTHER COMMENTS.
WE SHOULD STAND ADJOURNED AT 8:56 TONIGHT.
THANK YOU ALL FOR YOUR HELP, AND YOUR COMMENTS.
* This transcript was compiled from uncorrected Closed Captioning.