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THANK YOU SO MUCH FOR JOINING US TONIGHT.WELCOME TO THE APRIL WORK SESSION OF THE RICHARDSON ISD BOARD OF TRUSTEES MEETING.
I'M REGINA HARRIS, PRESIDENT OF THE BOARD.
WE DO HAVE A QUORUM TONIGHT, AND THIS MEETING IS CALLED TO ORDER AT SIX O'CLOCK P.M.
VERY GOOD. IT IS TIME FOR OUR PUBLIC COMMENTS SECTION.
MR. POTEET, DO WE HAVE ANY PERSONS WISHING TO ADDRESS THE BOARD THIS EVENING.
>> MISS HARRIS, WE DO NOT TONIGHT.
>> THANK YOU VERY MUCH. THE NEXT ITEM ON OUR AGENDA IS A BUDGET DISCUSSION. MRS. BRANUM.
[III.A. 2023 - 2024 Budget Discussion]
>> THANK YOU, MS. HARRIS. OUR PURPOSE OF OUR BUDGET PRESENTATION TONIGHT IS TO REALLY, RECAP A LITTLE BIT OF WHAT WE PRESENTED AT THE LAST MEETING.
BUT REALLY TO DIVE A LITTLE BIT DEEPER INTO THE QUESTIONS THAT YOU ASKED US TO FURTHER DEVELOP.
WE WOULD HAVE AN IDEA OF THE IMPACT THAT IT WOULD HAVE.
FOR EXAMPLE MS. TIMMY ASKED A QUESTION RELATED TO IF WE DO OUR TIERED A STRATIFIED RAISE, DOES THAT REALLY DO ANYTHING TO HELP COMPRESSION OR IS IT STILL REALLY PREVALENT? WE HAVE SOME OF THAT INFORMATION.
OTHER MEMBERS OF THE BOARD ASKS US FOR SOME SPECIFIC COST ESTIMATES FOR SOME OF THE BENEFITS.
WE'RE GOING TO BRING THAT, BRING THOSE FORWARD.
I AM AT THE END GOING TO BE SHARING WHERE I'M AT IN TERMS OF A RECOMMENDATION BASED UPON CONVERSATION INPUT THAT I'VE HAD FROM THE BOARD WHERE I THINK WE ARE IN TERMS OF BUDGET AND WHAT IS FISCALLY SOMETHING THAT WE CAN SUSTAIN, KNOWING THE OTHER ELEMENTS OF REVENUE AND EFFICIENCIES HAVE TO BE DONE AS WELL.
BECAUSE ULTIMATELY, WE WOULD LIKE THE COMPENSATION PACKAGE TO BE APPROVED AT THE FIRST MAY MEETING, WHICH IS NEXT THURSDAY.
I WILL BE BRINGING FORWARD WHAT I WOULD LOVE TO BE THE RECOMMENDATION AND I WOULD LOVE TO HAVE YOUR FEEDBACK ON THOSE ITEMS THAT I'M RECOMMENDING FOR THE 23, 24 COMPENSATION.
WITH AMATEUR OVER TO MR. PEI TO LEAD US IN OUR CONVERSATION TONIGHT.
>> THANK YOU, MRS. BRANUM, TRUSTEES.
OUR FINANCIAL CHALLENGES, THE ONLY THING I REALLY WANT TO UPDATE ON THIS IS, JUST A REMINDER.
WE'VE HAD NO CHANGE IN THE BASIC ALLOTMENT SINCE 2019.
THE HOUSE HAS PASSED HOUSE BILL 100S, SENT THAT TO THE SENATE.
IT DOES INCREASE THE BASIC ALLOTMENT FROM 6160 TO 6250 IN THE FIRST YEAR OF THE BIENNIUM AND $6,300 IN THE SECOND YEAR OF THE BIENNIUM.
THAT IS NOT ENOUGH TO COVER INFLATION, BUT IT IS CERTAINLY MORE THAN WE'RE RECEIVING NOW AND WE'RE APPRECIATIVE OF THAT, BUT JUST WANTED TO LET YOU KNOW, WE'RE CONTINUING TO MONITOR AND FOLLOW, WHAT THE LEGISLATURE IS DOING AND THAT CERTAINLY WILL HAVE AN IMPACT ON OUR BUDGET PROCESS.
OF COURSE, WE'RE STILL WORKING ON A MULTIFACETED APPROACH TO ADDRESS THE BUDGET CHALLENGES.
WE'RE GOING TO GO THROUGH A LITTLE BIT OF THAT AGAIN TONIGHT.
WE ARE STILL IN THE INPUTS PHASE OF OUR BUDGET PROCESS AND PHASE THREE THERE.
MRS. BRANUM HAS COVERED OUR AGENDA AND WE'RE JUST GOING TO START OUT LOOKING AT SALARY COMPARISON INFORMATION.
THEN WE'LL MOVE INTO THE VARIOUS BENEFITS.
THIS IS THE SAME MULTI-YEAR FORECASTS FOR THE GENERAL FUND THAT WE LOOKED AT LAST MEETING.
THE RAYS IS STILL THERE IN THE 23, 24 COLUMN.
THAT IS OPTION B WITH A $60,000 STARTING SALARY.
THE OTHER THING THAT I WOULD REMIND YOU IS WE STILL HAVE $21 MILLION IN THE LOCAL PERMANENT SCHOOL FUND THAT IS NOT REFLECTED IN THIS, THAT IS A SEPARATE FUNDED AS A SPECIAL REVENUE FUND THAT YOU APPROVE TO MAINTAIN AS A SPECIAL REVENUE FUND EVERY YEAR IN JUNE.
AT YOUR DISCRETION, WE CAN DIP INTO THAT $21 MILLION TO SUPPORT THE GENERAL FUND.
OUR RAISE SCENARIOS, I'VE KEPT THE SAME NAMING CONVENTION AS LAST TIME.
OPTION B HERE IS STILL OPTION B FROM THE PREVIOUS MEETING.
I REMOVED OPTION A, WHICH WAS A STARTING SALARY OF 59,000.
WE'VE CREATED AN OPTION B2, WHICH HAS A STARTING SALARY, STILL A STARTING SALARY IS TEACHER STARTING SALARY, IT'S TOUGH FOR ME TO SAY OF $60,000.
BUT WE'VE INCREASED THE 1-4 YEAR RAISED TO 6%, 5-6.
WE'VE GONE IN HALF PERCENT INCREMENTS AFTER THAT, SO SIX AND A HALF OR FIVE TO NINE YEARS, 7% FOR 10 TO 15, AND THEN SEVEN-AND-A-HALF PERCENT FOR 16 PLUS EVERYTHING BELOW THAT
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IS EXACTLY WHAT I PRESENTED AT THE LAST MEETING TO DOLLAR AN HOUR RAISE FOR CUSTODIAL STAFF.ELECTRICIANS, HVAC, PLUMBING, PLUMBERS, 6% RAISE OUR SPED PARAPROFESSIONALS OR 6% RAISE OR NON T-TYPE EXEMPT EMPLOYEES AT 3% AND THEN A 4% FOR NON EXEMPT NON T-TYPE PERSONNEL.
THE NON-EXEMPT WOULD BE OUR PARAPROFESSIONALS, OUR HOURLY EMPLOYEES EXEMPT, OR THE PROFESSIONALS.
THAT RAISE OPTION HAS A COST OF LITTLE OVER $19.3 MILLION, WHICH IS ABOUT $1.3 MILLION MORE THAN OPTION B.
OPTION B2 ADDS COST OF ABOUT $1.3 MILLION.
>> REALLY WEAK COSTED THIS MODEL OUT.
REALLY, TO ADDRESS A LITTLE BIT OF WHAT THE BOARD HAS SHARED CONCERNS AROUND DIFFERENTIATING THAT PAY FOR OUR MORE VETERAN TEACHERS.
IN A MINUTE YOU'RE GOING TO SEE WHAT THAT ACTUALLY LOOKS LIKE.
DOCTOR GOODSON AND MR. PATE TOOK THE CURRENT SALARY SCHEDULES OF OUR BENCHMARK DISTRICTS.
THEN WHERE ARE STRATIFIED YEARS OF SERVICES WHERE THAT LANDS THAT WE APPLIED WHAT WE'RE PROPOSING FOR A POTENTIAL NEW RAYS AND APPLIED TO THAT TO SEE HOW ARE WE TRYING TO ARE WE GETTING CLOSE TO HITTING OUR BENCHMARK DISTRICTS WITH WHAT WE'RE PROPOSING.
>> I WILL TURN THIS NEXT SLIDE OVER TO DOCTOR GOODSON.
>> THANK YOU, MR. PATE. GOOD EVENING, BOARD SUPERINTENDENT BRANUM.
JUST WANTED TO SHARE WITH YOU A LITTLE BIT OF INFORMATION, TRYING TO GET A LOOK AT THE DIFFERENCE IN SALARIES DEPENDING ON YEARS OF SERVICE.
THIS FIRST SLIDE IS A COMPARISON OF NEW TEACHER SALARY SCHEDULES.
I WAS ABLE TO BENCHMARK AGAINST NINE OTHER DISTRICTS AND YOU'LL SEE THEM LISTED ON THE NEXT SLIDE.
BUT THERE'S SOME OF THE SAME DISTRICTS THAT MR. PATE HAS USED IN TERMS OF BENCHMARKING COMPARISONS FOR OTHER OTHER ITEMS. WHAT WE SEE HERE IS BASICALLY THE NEW HIGHER SCHEDULE THAT'S CURRENTLY IN PLACE.
YOU'LL SEE FOR ZERO YEAR TEACHER, WE'RE AT 57,000 WHEN COMPARING THAT TO THE OTHER DISTRICTS THAT WE BENCHMARKED AGAINST.
THERE'S THE MARKET MEDIAN, JUST AGAIN, THE ONE IN THE MIDDLE.
IT'S NOT THE AVERAGE IS JUST THE ONE IN THE MIDDLE IS 58,250.
WHEN YOU COMPARE OUR STARTING SALARY TO THAT ONE, THAT PUTS US AT ABOUT 97.9% OF THE MARKET.
THEN THAT FAR RIGHT COLUMN IS THE DOLLAR DIFFERENCE.
YOU CAN SEE AS WE GO DOWN INTO YEARS OF SERVICE, THERE'S A FIVE-YEAR MARK, 10, 15, 20.
STARTING OUT, WE GO DOWN TO 96.3% OF THE MARKET FOR FIVE YEARS, 94.9, 94.3, AND 94.1.
WE ARE AND THEN THE GRAPH ON THE RIGHT SIDE JUST SHOWS YOU THAT WE'RE ACTUALLY MORE COMPETITIVE ON THE EARLY END WITH THE NEW HIGHER SALARY SCHEDULE AND WE GROW A LITTLE BIT FURTHER AWAY FROM THE MARKET.
KEEP IN MIND WHAT THIS SHOWS US IS THIS WILL MAKE IT MORE CHALLENGING TO HIRE A MORE EXPERIENCED TEACHER.
GOING BACK TO TIMMY'S QUESTION EARLIER ON.
IF A NEW TO RISD TEACHER WERE TO COME IN WITH 15 YEARS EXPERIENCE, WE WOULD HAVE THEM STARTING AT $61,125 WHEREAS THE MARKET MEDIAN IS $64,807.
IT JUST SHOWS THAT THERE IS A DISTANCE THAT GROWS WITH MORE YEARS OF SERVICE WHICH BASICALLY ALIGNS WITH WHY MOST OF OUR TEACHERS THAT WE HIRE ARE NEWER, LESS EXPERIENCED, I BELIEVE I SHARED WITH YOU A FEW MEETINGS GO 62% OF OUR TEACHING STAFF OR WITHIN THEIR FIRST FIVE YEARS OF TEACHING.
THIS IS JUST A WAY TO SHOW THAT FOR THE NEW TEACHERS COMING IN WE'RE NOT GOING TO GET THAT MORE EXPERIENCED TEACHER.
ON THE NEXT SLIDE, WHAT WE ALSO WANTED TO DO WAS TO TAKE A LOOK AT ACTUAL SALARIES.
THE LAST SLIDE WAS FOR OUR NEW TEACHER SALARY SCHEDULES.
THIS ONE IS A COMPARISON USING 21-22 DATA.
THIS IS FROM TEA THE TAPER REPORTS.
YOU'LL SEE THE DISTRICTS THERE ON THE SIDE, THE SAME DISTRICTS THAT MR. PATE HAS USED FOR COMPARISON.
WHAT WE WANTED TO DO AND LET ME EXPLAIN SOMETHING BECAUSE I CAN PROMISE YOU RIGHT NOW IT'S NOT GOING TO MAKE SENSE BECAUSE WE KNOW WHAT OUR STARTING TEACHER SALARY WAS LAST YEAR.
LET ME TAKE YOU DOWN THE COLUMN WHERE IT SAYS BEGINNING TEACHERS BECAUSE I WANT YOU TO GO DOWN TO RISD.
WE OBVIOUSLY FOR 21-22, THAT WAS NOT OUR STARTING TEACHER SALARY.
THE REASON THESE NUMBERS ARE GOING TO BE A LITTLE DIFFERENT IS BECAUSE IT TAKES INTO ACCOUNT ANYBODY HIRED AT ANYTIME DURING THE YEAR.
IF I STARTED OUT THE SCHOOL YEAR AND WORK THE FULL 187 DAYS THEN I MADE THE STARTING TEACHER SALARY.
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I DID NOT MAKE THE SAME AMOUNT.IF I STARTED IN DECEMBER OR JANUARY, I DID NOT MAKE THE SAME ANNUAL SALARY.
THAT'S WHY THE NUMBERS LOOK A LITTLE DIFFERENT COMPARED TO, FOR EXAMPLE, THE STARTING TEACHER SALARIES ON THE PRIOR SLIDE.
BUT WHAT THIS STILL GIVES US IS A SNAPSHOT AT THAT TIME OF ACTUAL TEACHERS GROUPED BY THESE YEARS OF EXPERIENCE AND WHAT THE AVERAGE SALARY IS, AND WHAT I DID IS MARKED THE HIGHER NUMBER IN GREEN AND THE LOWER NUMBER IN YELLOW.
I APOLOGIZE FOR NOT MARK GETTING YELLOW ON THE BEGINNING TEACHER SALARY, BUT THE LOWEST ONE FOR BEGINNING TEACHER SALARY WOULD HAVE BEEN GARLAND, AVERAGE SALARY WAS 50,345.
BUT AS YOU CAN SEE FOR THE REST OF THE COLUMNS, WE ARE DOWN AT THE BOTTOM WITH HOW OUR AVERAGE TEACHER SALARY FOR EACH OF THOSE AREAS.
NOW THE FINAL ROW, MR. PATE APPLIED OPTION B2.
WHAT WE WANTED TO SEE IS OKAY, IF WE APPLIED A NEW TEACHER STARTING SALARY WITH THE STRATIFIED RAISES GROUPED THE WAY THAT WE HAVE.
DO YOU WANT TO GO BACK REAL QUICK FOR OPTION B2? GO ONE MORE, SORRY.
USING B2, THAT SECOND COLUMN RIGHT THERE.
IF WE APPLY THAT, YOU CAN SEE THE DIFFERENCES THAT WOULD RESULT.
AGAIN, THIS IS LOOKING AT 21-22 DATA AND APPLYING THE NEW B2 PLAN.
BUT AGAIN, IT JUST SHOWS THAT IT WOULD CAUSE US TO GO UP THE LIST AND SOME CATEGORIES AND NOT SO MUCH IN OTHERS.
GOING BACK TO THE KEY QUESTION THAT MS. TIMMY ASKED A WHILE BACK, THE REALITY IS THERE'S NO ONE MAGIC NUMBER THAT CAN ADDRESS ALL OF THE DIFFERENT YEARS OF SERVICE IN ONE FAIL SWOOP.
I THINK WHAT THIS ALSO SHOWS IS OVER TIME WE'VE TRIED TO KEEP THAT COMPREHENSIVE LOOK AT NEW TEACHER SALARY AND RETURNING TEACHER SALARIES.
IF YOU OVERLOAD ONE SIDE, THE OTHER SIDE IS GOING TO SUFFER.
ALL IN ALL, WHAT THIS TELLS US IS WE NEED TO CONTINUE FOCUSING ON TRYING TO FIND THE MOST COMPREHENSIVE WAY TO ADDRESS THE ISSUES.
WE CAN CERTAINLY APPLY DIFFERENT LEVELS BASED ON YEARS OF SERVICE BUT THERE'S NOT GOING TO BE ONE MAGIC NUMBER THAT COMPLETELY TAKES CARE OF THE GAPS THAT EXIST.
>> BUT THIS MOVES US FURTHER THEN WHAT WE'D BEEN IN A REALLY LONG TIME?
>> YES, IT DOES. FOR EXAMPLE ON THE FIRST COLUMN WITH 1-5 YEARS EXPERIENCE, IF WE WERE TO APPLY OPTION B2, THAT 61,162 WOULD PUT US AT THE TOP OF THE LIST, AGAIN IS 21-22 DATA.
THIS IS ALSO ASSUMING THAT NONE OF THE OTHER DISTRICTS DO ANYTHING.
BUT AGAIN, IT'S A STARTING POINT FOR CONSIDERATIONS IF WE WERE TO APPLY THAT THE 61,162 WOULD PUT US AT THE TOP OF THAT LIST FOR 1-5 YEARS EXPERIENCE, AVERAGE SALARY.
>> AGAIN, IT'S IMPORTANT TO NOTE WE NEEDED TO USE THIS DATA BECAUSE THE TAPER DATA IS THE ONLY WAY WHERE IT BREAKS IT UP BY YEARS OF SERVICE TO GIVE US AN AVERAGE, SO THAT WE COULD APPLY AND TRY TO ADDRESS THE QUESTION THAT THE BOARD AND MS. TIMMY ASKED.
WE WOULD LOVE TO TAKE SOME QUESTIONS ABOUT THIS RIGHT HERE BEFORE WE MOVE ON [OVERLAPPING]
>> I CAN JUST SAY REAL QUICKLY THAT THE 22-23 PIMS DATA IS NOT AVAILABLE TO US YET, SO WE COULD NOT DO MORE CURRENT COMPARISON.
>> THANK YOU FOR GOING THROUGH THE WORK OF GRABBING ALL THIS DATA.
TO YOUR POINT ON THE 52,361, SO ALL OF THESE NUMBERS FOR ALL THE DISTRICTS, THOSE ARE ALL AVERAGES BASED ON CONTRACT DIFFERENT LENGTHS.
BUT THEN OUR RED ROW AT THE BOTTOM, THAT'S ASSUMING A FULL YEAR'S CONTRACT, IT IS NOT COMPLETELY APPLES TO APPLES.
>> CORRECT. YES, SO WE'VE GOT TO TAKE ALL THIS WITH A GRAIN OF SALT THAT 20 DIFFERENT DATA POINTS.
THIS IS ONE, IT'S NOT COMPLETELY ACCURATE, BUT WE CAN'T GET COMPLETE [OVERLAPPING]
>> WELL NEW TEACHER 191 DAY WORK CALENDAR.
ALL THE REST OF THEM ARE BASED ON HOWEVER MANY WORKDAYS THEY HAPPEN TO HAVE WHEN THEY STARTED ACROSS ANY OF THOSE DISTRICTS.
>> I THINK MY LAST AND THEN I'LL HAND OFF BUT THIS SALARY COMPARISON SLIDE AHEAD, THE ONE SLIDE AHEAD, I THINK NUMBER 8.
I THINK WHAT I GET MORE OUT OF THIS IS JUST ME PERSONALLY, I'M NOT SPEAKING FOR ANYONE ELSE AROUND THE TABLE, BUT THIS GRAPH, IT SHOWS WHERE OUR GAP INCREASES OVER TIME, WHICH I THINK ALL THESE SHOW THAT, THAT THAT PICTORIALLY TO ME TELLS ME WHERE ARE OPPORTUNITIES ARE, YOU KNOW?
>> TO YOUR POINT, WE ALSO HAVE TO CONSIDER IN THIS GRAPH THAT 60% OF OUR TEACHERS ARE 1-4 YEARS OR WHATEVER.
YOU APPLY CERTAIN NUMBER RAISES TO THAT,
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IT'S GOING TO BE WEIGHTED GREATLY.WHEREAS IF YOU APPLY CERTAIN RAISES TO YOUR 10 YEAR, 15 YEAR, YOUR NUMBERS ARE A LOT LESS.
YOU MAY GET MORE BANG FOR THAT MONEY BEING INTO THOSE PEOPLE, BUT THERE'S JUST DIFFERENT WAYS TO LOOK AT IT.
YOU'RE GOING TO TAKE THIS ALL AT THE SAME TIME.
>> THERE ARE A LOT OF DIFFERENT WAYS TO LOOK AT IT.
I WOULD ALSO JUST REITERATE IF YOU WERE TO APPLY AN INCREASE IN ON ANY OF THESE PARTICULAR NUMBERS KEEP IN MIND, THIS IS JUST FOR NEW TEACHERS COMING TO RISD.
IF I INCREASE THE 15 YEAR SALARY NUMBER RIGHT THERE, THAT MEANS A NEW TEACHER WITH 15 YEARS EXPERIENCE COMING IN WOULD MAKE THAT AMOUNT.
WE WOULD ALSO HAVE TO GO AND LOOK AT OUR CURRENT 15 YEAR EXPERIENCE TEACHERS IN RISD TO BE SURE THAT NONE OF THEM ARE MAKING LESS THAN THAT.
BECAUSE THEN YOU'VE GONE UPSIDE DOWN BASICALLY.
I HAVE A 15 YEAR TEACHER WHO HAS BEEN HERE MAKING POTENTIALLY LESS THAN A BRAND NEW 15 YEAR TEACHER.
DOES THAT MAKE SENSE? IT'S JUST ANOTHER VARIABLE THAT HAS TO BE CONSIDERED.
>> THE OTHER THING TOO GOING BACK TO SLIDE 9 I GUESS THE THING THAT IS GOING TO BE EYE-OPENING IS THAT WHEN WE APPLY THAT BOTTOM ROW WE KNOW THAT OTHER DISTRICTS THEY ARE ESCALATING THEIR SALARIES AS WELL.
>> EVEN WITH US WHAT WE'RE TRYING TO DO IS COMPARED TO '21 AND '22 THE GAP THAT WE'RE TRYING TO COVER MAY BE ABOUT THE SAME ONCE WE START FINDING OUT WHAT THE OTHER DISTRICTS ARE DOING FROM ADJUSTMENTS AND COMPENSATION.
>> I CAN SHARE WITH YOU MR. EAGER THERE ARE SEVERAL DISTRICTS THAT HAVE BEGUN TO PUBLISH THEIR COMPENSATION.
I CAN TELL YOU GARLANDS WAS JUST APPROVED AND THEY ARE GOING TO BE DOING A STARTING TEACHER SALARY OF 61,000.
THEIR YEARS 1-7 ARE GOING TO GET A 2%, YEARS 8-14 FOR ALL T-TYPES ARE GETTING A 3%, AND YEARS 15-PLUS ARE GETTING A 4.5%.
I THINK GARLAND IS BEING A LITTLE BIT LESS AGGRESSIVE ON THEIR T-TYPE BECAUSE OF COURSE THEY'RE STARTING AHEAD OF WHERE WE ARE.
I BELIEVE I WAS ABLE TO TALK TO THE SUPERINTENDENT IN PLANO AND THEY ARE MOVING FORWARD WITH A 3%.
THEY WILL LOOK AT THEIR YEARS OF SERVICE AND ADJUST WHERE THEY NEED TO BUT THEY'RE LOOKING AT A 3%.
>> FIRST OF, THANK YOU FOR DOING THAT.
I KNOW THAT WAS NOT A SMALL LIFT THAT I ASKED FOR SO, LET ME START WITH I REALLY APPRECIATE YOU GUYS LOOKING AT THAT.
I THINK TOO THIS IS AND I'M JUST SAYING THIS BECAUSE I DO THINK HISTORICAL PERSPECTIVE AND REFLECTION IS I THINK SOMETIMES WHEN YOU END UP YOU MASKING SALARIES WITH STIPENDS THIS CAN BE WHAT HAPPENS.
I WOULD ALSO SAY TOO WE'VE NOT ALWAYS BEEN REALLY HEAVY ONE THROUGH FOUR.
THAT'S HAPPENED OVER TIME AND, THERE WAS A COST TO THAT OUTSIDE OF JUST MONETARY.
SOME OF OUR MOST EXPERIENCED TEACHERS BRING SO MUCH TO OUR CLASSROOMS. IF YOU'RE LOOKING AT BRINGING IN MORE EXPERIENCED TEACHERS OR IF WE THINK THAT'S IMPORTANT AS WELL AS KEEPING THE ONES THAT WE HAVE IF I'M LOOKING AT DISTRICTS ACROSS THE WAY I'M NOT LOOKING AT RICHARDSON TO COME IF I HAVE ANY EXPERIENCE, IF I'M A 1-4 MAYBE.
I JUST THINK THAT YOU CHOOSE SOME OF THOSE THINGS THAT ARE IMPORTANT TO YOU AND SO YOU REALLY HAVE TO LOOK TO DETERMINE THOSE COSTS.
IF YOU'RE RETRAINING TEACHERS EVERY FOUR YEARS BECAUSE YOU'RE HAVING THIS GIANT TURNOVER THERE IS A MONETARY COST TO THAT BUT THERE'S ALSO A CLASSROOM COST TO THAT FOR OUR STUDENTS.
I JUST THINK THAT WHEN WE'RE LOOKING AT THESE PLANS AND THESE PROGRAMS I JUST THINK IT'S IMPORTANT TO LOOK AT. THANK YOU.
>> TO YOUR APPOINTMENTS TIMMY THAT IS REALLY WHY I ASKED MR. PATE TO DEVELOP OPTION B2 BECAUSE IN THE END WHEN WE LOOKED AT THEN WHAT WOULD OUR AVERAGE SALARY BE ACROSS THOSE SALARY SCHEDULES WE REALLY WEREN'T SEEING MUCH OF A DIFFERENTIATION.
WE WEREN'T SEEING US REALLY CATCH UP ON OTHER DISTRICTS.
WHEN I THINK ABOUT, WE WANT TO RETAIN ALL OF OUR CURRENT TEACHERS AND WE WANT TO BE AS AGGRESSIVE AS WE CAN BUT AS WE ARE RECRUITING TO YOUR POINT IF WE CAN RECRUIT ESPECIALLY TEACHERS WHO HAVE BEEN IN THE DISTRICT 20, 30 YEARS MAY NOT WANT TO MOVE DISTRICTS AT THAT POINT.
BUT TEACHERS WHO ARE IN THAT 6-20 YEAR, OFTEN THAT'S WHEN WE CAN GET THEM AND WE CAN GET THEM TO COMMIT AND BE A PART OF OUR DISTRICT.
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REALLY MAKING SURE THAT IS AN AREA WHERE WE CAN BE COMPETITIVE, WAS A PART OF THIS LOOKING AT THAT B2 AS WELL.>> ANY ADDITIONAL QUESTIONS? THANK YOU.
>> NOW, MOVING INTO THE EMPLOYEE BENEFITS THESE ARE THE TOP FOUR BENEFITS FROM OUR PREVIOUS MEETING.
LOWER HEALTH INSURANCE PREMIUMS, EMPLOYEE RETIREMENT PLAN CONTRIBUTION, ATTENDANCE INCENTIVES, AND PAID MATERNITY PATERNITY, BONDING LEAVE.
THERE'S THE PERCENTAGE OF RESPONDENTS SELECTING THAT AS THEIR MOST IMPORTANT.
I FAILED TO MENTION THIS EARLIER BUT ALL OF THESE DECISIONS THAT ARE MADE FOR THE GENERAL FUND ALSO IMPACT OUR GRANT FUNDS AND THE CHILD NUTRITION PROGRAMS SO THE RAISE ADOPTED WILL AFFECT ALL OF THE OTHERS.
THESE BENEFITS ALSO DO THAT TOO.
IF THE DISTRICT WAS TO INCREASE THE HEALTH INSURANCE PREMIUM, WHAT THE VARIOUS GRANT FUNDS TITLE 1, IDEA B IT WOULD INCREASE THEIR COST FOR HEALTH INSURANCE PREMIUMS ALSO.
WE HAVE TO TREAT THE GRANT FUNDS THE SAME WAY WE TREAT THE GENERAL FUND.
WE CAN'T MAKE THEM PAY MORE COST, WE DON'T WANT TO MAKE THEM PAY LESS AND PENALIZE THE GENERAL FUNDS SO JUST A REMINDER THAT THE ATTENDANCE INCENTIVE FOR NOT USING PERSONAL DAYS I'M STILL RESEARCHING THAT TO SEE HOW THE GRANT FUNDS GET IMPACTED BY THAT ONE IF IT'S EVEN AN ALLOWABLE COST FOR THEM BUT THE OTHERS DEFINITELY AREN'T ALLOWABLE COSTS AND THEY WOULD HAVE SAME IMPACT ON THOSE AS THE GENERAL FUND.
MOVING ON TO THE INSURANCE PREMIUMS, I HAVE COSTED RAISING THE DISTRICT'S CONTRIBUTION FROM $313 A MONTH TO 340, 350, 360, AND 370.
THERE'S THE TOTAL CURRENT EMPLOYEE FTES THAT WE'RE MAKING A CONTRIBUTION FOR.
YOU SEE THE TOTAL COST 88% OF OUR INSURANCE PREMIUMS ARE PAID FROM THE GENERAL FUND SO I TOOK 88% OF EACH OF THOSE AND THAT WOULD BE THE CURRENT ESTIMATED GENERAL FUND COST INCREASE.
OF COURSE, IT ALL JUST DEPENDS ON WHICH EMPLOYEES COSTED TO WHICH PROGRAM DECIDE TO CHOOSE INSURANCE.
LOOKING AT JUST AN EMPLOYEE COUNT 85% OF OUR FTES ARE IN THE GENERAL FUND BUT BECAUSE 88% OF THE PREMIUM COST ARE PAID OUT OF THE GENERAL FUND I WENT WITH THE HIGHER 88%.
THE COST OF THAT RANGES FROM JUST A HAIR OVER A MILLION TO ALMOST 2.2 MILLION DEPENDING ON THE OPTION.
THE OTHER NOTE IN DOING SOME ADDITIONAL RESEARCH THE TEXAS INSURANCE CODE ACTUALLY CONTAINS A MAINTENANCE OF EFFORT REQUIREMENT FOR DISTRICT-PAID HEALTH INSURANCE PREMIUMS. ONCE WE START PAYING A PARTICULAR HEALTH INSURANCE PREMIUM WE EFFECTIVELY CANNOT REDUCE THAT.
THAT IS ALSO SOMETHING THAT WE NEED TO CONSIDER AS WE MOVE FORWARD WITH HEALTH INSURANCE PREMIUMS. THIS IS FROM DECEMBER PRESENTATION THAT TRS DID ON THE TRS ACTIVECARE.
I JUST HAD IT IN PDF SO I COULD NOT MAKE IT LARGER BUT THAT IS ALL 20 REGIONAL SERVICE CENTERS.
IT COMPARES THE EMPLOYEE MONTHLY INSURANCE COST FOR TRS DISTRICTS, DISTRICTS THAT ARE NOT PARTICIPATING IN TRS, AND THEN CITIES AND COUNTIES BY ESC REGION.
WE'RE IN THE REGION 10, RICHARDSON THERE IN THE RED BOX.
THE TWO PARTS OF THE COLUMN FOR TRS THAT'S WITH AND WITHOUT THE FEDERAL FUNDING THAT TRS HAS CURRENTLY.
WE'RE NOT SURE WHAT THE LEGISLATURE IS GOING TO DO ABOUT THAT BUT CURRENTLY, YOU CAN SEE THE PRS PARTICIPANT COST IS LESS THAN THE DISTRICTS THAT ARE NOT IN TRS ON AVERAGE FOR REGION 10.
THAT IS NOT THE SAME ACROSS THE STATE IN ALL REGIONS BUT HERE IN REGION 10 AS OF THIS DATE, TRS ACTIVECARE DISTRICTS HAD A LOWER EMPLOYEE COST THAN NON-TRS ACTIVECARE DISTRICTS.
CERTAINLY, I'M CONTINUING TO MONITOR TRS.
TRS IS WAITING ON THE STATE TO FINISH
[00:25:03]
THEIR BUDGET PROCESS SO THAT TRS WILL KNOW WHAT OUR PREMIUMS WILL BE.I AM SCHEDULED FOR A TRS TRAINING ON JUNE 7TH SO THE DAY BEFORE OUR BOARD MEETING TO ADOPT THE BUDGET I'LL BE ATTENDING ADDITIONAL TRS ACTIVECARE TRAINING.
MOVING ON TO THE EMPLOYER RETIREMENT PLAN CONTRIBUTIONS.
ABOUT 23% OF OUR EMPLOYEES CONTRIBUTE TO A VOLUNTARY 403B OR 457B RETIREMENT ACCOUNT.
THAT'S 1,452, 98 OR 63/4% OF THE RISD PARTICIPANTS ARE CONTRIBUTING LESS THAN 1% OF THEIR ANNUAL SALARY.
IN MY RESEARCH OF OUR PEER DISTRICTS, ONLY ONE OF OUR PEER DISTRICTS IS CURRENTLY MAKING A MATCHING CONTRIBUTION AND THAT IS FRISCO ISD.
THEY'RE MAKING A 25% MATCHING CONTRIBUTION UP TO 1% OF BASE SALARY, 44% OF THEIR EMPLOYEES ARE PARTICIPATING.
MCKINNEY DISCONTINUED THEIR MATCHING CONTRIBUTION PROGRAM BACK IN MARCH OF 2019.
THE COST CALCULATIONS USING A ONE-PERCENT CONTRIBUTION RATE, IF 25 PERCENT OF OUR EMPLOYEES PARTICIPATED, THAT WOULD COST ABOUT 716,000 DOLLARS AND YOU CAN SEE I DID IT FOR 25, 50, 75, AND 100 PERCENT OF OUR EMPLOYEES.
LOOKING AT REGION 10 DISTRICTS, NOT NECESSARILY OUR COMPARISON, BUT THE DISTRICTS WE KNOW OF IN REGION 10 AND THE SERVICE CENTER, THE PARTICIPATION RATES RANGE FROM ABOUT 25 PERCENT TO 62 PERCENT.
THE REGION 10 DISTRICT CONTRIBUTION RATES RANGE FROM A FLAT $50 A MONTH TO FOUR PERCENT BASED ON EMPLOYEE ATTENDANCE.
I CAN TELL YOU THAT THE HIGH ENDS OF BOTH OF THOSE SCALES, THE 62 PERCENT AND FOUR PERCENT ARE BOTH FOR ANNA'S ISD AND THEY HAVE A VERY INTERESTING PROGRAM THAT IS PART OF THEIR ATTENDANCE INCENTIVE PROCESS.
IT'S VERY DIFFERENT FROM JUST A PLAIN WE'RE GOING TO MATCH.
THE NORMAL DISTRICT CONTRIBUTION RATE APPEARS TO BE ONE PERCENT AND SO THAT'S WHY I USED A ONE-PERCENT CONTRIBUTION RATE ON THAT ONE.
MOVING ON TO ATTENDANCE INCENTIVES.
REVIEWING AGAIN, OUR SAME GROUP OF PEER DISTRICTS, THE FIRST FIVE THERE HAVE AN ATTENDANCE INCENTIVE, BUT IT IS ONLY UPON RETIREMENT AND THEY PAY DIFFERENT AMOUNTS.
ALLEN ISD, YOU HAVE TO HAVE 10 YEARS OF SERVICE IN ALLEN ISD AND THEY WILL PAY YOU UP TO 30 DAYS AT HALF PAY.
CARROLLTON-FARMERS BRANCH WILL PAY YOU FOR EACH DAY, BUT UP TO $5,000.
DALLAS ISD PAYS ONLY UPON RETIREMENT AND ONLY PAID FOR LOCAL DAYS.
I COULD NOT, WITH ALL OF MY RESEARCH, FIND THE ACTUAL RATE THEY PAID THAT.
FRISCO PAYS, AGAIN ONLY ON RETIREMENT, $50 A DAY UP TO $5,000.
GARLAND ISD, AGAIN, ONLY UPON RETIREMENT AND YOU HAVE TO HAVE 10 YEARS OF SERVICE IN GARLAND ISD AND THEY WILL PAY YOU UP TO 20 DAYS AT YOUR FULL DAILY RATE WHEN YOU RETIRE.
THE REMAINING DISTRICTS, MCKINNEY, MESQUITE, PLANO, ROCKWALL, AND WYLIE DO NOT HAVE ANY ATTENDANCE INCENTIVE.
AGAIN, CRUNCHED A LOT OF DATA.
[LAUGHTER] LET ME TRY TO EXPLAIN THIS ONE TO YOU.
CERTAINLY, IF YOU HAVE QUESTIONS ON THIS SLIDE, I WILL BE GLAD TO ANSWER THEM RIGHT NOW.
STARTING ON THE LEFT-HAND SIDE, DAYS USED.
FIVE-AND-A-HALF OR MORE DAYS BECAUSE DAYS ARE DEDUCTED IN HALF-DAY INCREMENTS, THAT IS PUTS IN OUR EMPLOYEE HANDBOOKS.
THAT IS WHY YOU SEE ALL THE HALF DAY INCREMENTS THERE.
GOING ACROSS THE TOP ROW, IN 2022, WE HAD 325 TEACHERS, THIS IS ALL TEACHERS.
325 TEACHERS USED FIVE-AND-A-HALF OR MORE STATE DAYS.
IN 2023, 304 TEACHERS USED FIVE-AND-A-HALF OR MORE STATE DAYS.
THEN SAME THING WITH LOCAL, IN 2022, 570 TEACHERS USED FIVE-AND-A-HALF OR MORE LOCAL DAYS.
IN 2023, BOTH THE 2023 ITEMS ARE THROUGH MARCH,
[00:30:05]
463 TEACHERS USED FIVE-AND-A-HALF OR MORE DAYS.NOW, WE GRANT FIVE STATE AND FIVE LOCAL DAYS EACH YEAR, SO THE PEOPLE THAT USE FIVE-AND-A-HALF OR MORE USED DAYS THAT THEY HAD ACCUMULATED AND NOT USED PREVIOUSLY.
YOU CAN SEE GOING ALL THE WAY DOWN TO THE BOTTOM, IN 2022, THERE WERE 643 TEACHERS THAT DID NOT USE ANY STATE DAYS.
IN 2023, ONLY 293 TEACHERS DID NOT USE ANY STATE DAYS, AND A SIMILAR TREND ON THE LOCAL DAYS, 635 TEACHERS DID NOT USE ANY LOCAL DAYS.
IN 2022 AND THEN IN 2023 SO FAR, 215 TEACHERS HAD NOT USED ANY LOCAL DAYS.
ANY QUESTIONS ON THAT PARTICULAR SLIDE? MOVING ON TO, SORRY. YES, MA'AM.
>> I HAVE A QUESTION. DOES THE NUMBER OF TEACHERS OVERLAP USING LOCAL OR STATE OR ARE THESE PARTICULAR? DO WE KNOW IF ANY OF THE TEACHERS IN THE 325 THAT USED THE STATE VACATION ALSO USED TO LOCAL?
I AM CONFIDENT THERE IS OVERLAP IN THE, FOR INSTANCE, IN 2022.
SOME OF THOSE 325 ARE VERY LIKELY ALSO IN THE 570.
I DON'T KNOW HOW MUCH OVERLAP THERE IS.
CLEARLY, THERE ARE MORE TEACHERS THAT USED LOCAL DAYS IN 2022 OF FIVE-AND-A-HALF FOR MORE.
I WOULD EXPECT ALL 325 ARE PROBABLY IN THE 570.
TRYING TO WORK THROUGH WHAT WOULD A POSSIBLE ATTENDANCE INCENTIVE SITUATION LOOK LIKE? AGAIN, JUST LOOKING AT TEACHERS, THERE'S THE DAYS USED DOWN THE LEFT, NUMBER OF LOCAL DAYS USED, IF WE PAID THEM FOR 50 UNUSED DAYS, SO TAKING THAT FIRST ROW ACROSS.
IN 2022, IF WE PAID FOR ALL TWO-AND-A-HALF UNUSED DAYS.
TWO-AND-A-HALF TIMES 41 STAFF TIMES $50 A DAY, 5,125, AND THE MATH JUST CONTINUE.
NEXT ROW, THREE DAYS TIMES 186 TEACHERS THAT HAD THREE DAYS LEFT ON THE TABLE TIMES $50 A DAY, 27,900 AND YOU CAN SEE THE TOTALS AT THE BOTTOM.
IF WE PAID $50 A DAY AND I DID PAY $25 FOR EACH HALF-DAY, 243,000 IN 2022, AND IT IS 169,000 IN 2023.
MOVING ON TO MATERNITY/PATERNITY OR BONDING LEAVE.
AGAIN, READ THROUGH EVERYBODY'S BOARD POLICY.
[LAUGHTER] AN EMPLOYEE HANDBOOK.
NOBODY HAS A SPECIFIC POLICY JUST FOR MATERNITY/PATERNITY, BONDING LEAVE.
ALLEN ISD AND PLANO ISD, I COULD NOT FIND THAT TYPE OF LEAVE WAS ADDRESSED AT ALL AS AN ALLOWABLE USE OF ANYTHING OTHER THAN THEIR NORMAL STATE AND LOCAL DAYS.
NO OTHER FORM OF LEAVE WAS ALLOWABLE TO USE FOR MATERNITY/PATERNITY LEAVE.
CARROLLTON-FARMERS BRANCH ALLOWS EMPLOYEES TO USE THEIR SICK LEAVE BANK AND EXTENDED SICK LEAVE, WHICH IS 30 DAYS.
THERE'S TWO CATEGORIES, YOU CAN USE SICK LEAVE BANK IF YOU PARTICIPATE, OR EXTENDED SICK LEAVE AND THEIR POLICY ON THAT IS THAT YOU HAVE UP TO 30 DAYS A YEAR, BUT YOU HAVE 90 DAY MAXIMUM FOR YOUR LIFETIME IN CARROLLTON-FARMERS BRANCH.
DALLAS ISD HAS A SICK LEAVE BANK IT MAY COVER, IT WAS NOT CLEAR IN THEIR POLICIES, THE SAME WITH FRISCO.
GARLAND HAS A PROGRAM CALLED EXTENDED SICK LEAVE AND THERE ARE 30 DAYS MAXIMUM FOR AN EMPLOYEE IN THEIR LIFETIME WITH THE DISTRICT.
MCKINNEY'S, AGAIN, SICK LEAVE MAKE COVERAGE JUST NOT CLEAR.
[00:35:02]
MESQUITE HAS SOMETHING CALLED TENURE LEAVE, WHICH IS ALLOWABLE FOR MATERNITY/PATERNITY LEAVE AND EMPLOYEES THAT HAVE 0-10 YEARS GET 15 DAYS A YEAR, BUT IT'S CAPPED AT 30 DAYS IN THAT 10 YEAR PERIOD.THEN EMPLOYEES OF 11 PLUS YEARS GET 20 DAYS A YEAR AND THEN 50 DAYS FROM YEAR 11 ONWARD.
PLANO, AGAIN, DOES NOT OFFER ANY ADDITIONAL LEAVE OTHER THAN STATE AND LOCAL.
ROCKWALL HAS A SICK LEAVE BANK.
IT WILL COVER UP TO 30 DAYS FOR MATERNITY/PATERNITY LEAVE, BUT IT IS AGAIN, LIMITED TO, WELL, ACTUALLY, IT'S JUST MATERNITY LEAVE I BELIEVE.
IT IS JUST LIMITED TO THE FIRST 6-8 WEEKS AFTER DELIVERY.
WYLIE ALLOWS EMPLOYEES TO USE THEIR EXTENDED SICK LEAVE FOR THIS AND IT IS 15 DAYS FOR EMPLOYEES IN YEARS 1 THROUGH 3, 30 DAYS FOR EMPLOYEES IN YEARS 4 PLUS.
RICHARDSON ISD, WE COULD CREATE A SEPARATE CATEGORY OF LEAVE FOR MATERNITY/PATERNITY OR BONDING.
WE COULD INCLUDE IT AS AN ALLOWABLE USE OF OUR EXISTING SICK LEAVE BANK, OR WE COULD INCLUDE IT AS AN ALLOWABLE USE OF HARDSHIP DAYS OR ANY COMBINATION OF THE THREE.
HERE IS OUR HISTORY OF MATERNITY/PATERNITY LEAVE, THIS IS THE NUMBER OF REQUESTS EACH YEAR.
SO FAR, SINCE 2023 IS NOT OVER.
THE HIGH WAS 165 REQUEST IN 2019-'20.
FROM A COST STANDPOINT, I USED THE HIGHEST NUMBER OF REQUESTS IN THE LAST FIVE YEARS, 165, 2.6 PERCENT OF TOTAL STAFF.
OUR AVERAGE DAILY SUBSTITUTE COSTS, THAT IS NOT WHAT A SUBSTITUTE MAKES, BUT REMEMBER WE'VE OUTSOURCED WITH ESS, AND SO WHAT WE PAY THEM FOR THE LONG-TERM SUBS, THE FRIDAY, MONDAY SUBS THAT ALL THE THINGS THAT REALLY DRIVE UP THE COST OF A SUBSTITUTE, AVERAGE IS ABOUT $220 A DAY.
THIS CALCULATION ASSUMES ALL POSITIONS REQUESTING MATERNITY/PATERNITY/BONDING LEAVE REQUIRE A SUBSTITUTE.
IF WE PROVIDED 5 DAYS, 10 DAYS, 15 DAYS, YOU CAN SEE THE ESTIMATED COST RANGES FROM 181,000 TO ALMOST $545,000.
I WILL TURN IT OVER TO YOU. MRS. BRANUM.
>> THANK YOU. OUR TEAM HAS HAD A LOT OF CONVERSATION AROUND WHAT THIS COULD MEAN, WHAT WE FEEL COMFORTABLE WITH.
BOTH THAT IS GOING TO HELP ACHIEVE OUR ABILITY TO REWARD, AND RETAIN OUR HIGH-QUALITY STAFF.
BUT ALSO THAT WE FEEL LIKE IT'S FISCALLY RESPONSIBLE, AND SOMETHING THAT AS WE CONTINUE TO ADDRESS OUR BUDGET DEFICIT THAT WE CAN TAKE ON THE NEW COST LONG TERM.
WE ARE BRINGING FORWARD OPTION B. I WOULD LOVE YOUR INPUT.
I THINK OPTION B IS WHERE WE NEED TO BE AT A 60,000 STARTING SALARY B1 OR B2, I WOULD LOVE TO GET THE BOARD'S FEEDBACK ON IF YOU PREFER THE MORE AGGRESSIVE STRATIFICATION OF THE RAYS, OR IF YOU PREFER THE MORE MODERATE.
BUT I DO THINK WE NEED TO START AT LEAST AT THAT 60,000 AS MUCH AS I WOULD LOVE TO BE AT THE TOP OF OUR BENCHMARK DISTRICTS WITH 61,000, I THINK UNTIL WE CONTINUE TO AGGRESSIVELY RIGHT SIZE OUR BUDGET, I THINK THE 60,000 DOES WHAT WE HAVE ALWAYS INTENDED TO BE NOT NECESSARILY AT THE TOP, BUT COMPETITIVE RIGHT IN THE MIDDLE, AND I FEEL THAT THAT ALLOWS US TO DO THAT.
I ALSO WOULD RECOMMEND THAT WE ADD MATERNITY PATERNITY, AND BONDING LEAVE AS A PART OF OUR SICK LEAVE BANK, AS WELL AS HARDSHIP LEAVE DAYS.
I THINK THAT IS VERY MUCH IN LINE WITH OUR BENCHMARK.
DISTRICTS DO IS NOT A MONETARY EXPENSE FOR US, BUT I THINK IT IS AN ABSOLUTE STRONG MESSAGE OF SUPPORT TO OUR STAFF WHO HAD SAID THIS IS SOMETHING THAT THEY NEED AND I FEEL LIKE THEY WILL DEFINITELY FEEL LIKE THEY HAVE BEEN LISTENED TO IF IT IS ALLOWABLE IN THAT WAY.
WE DO RECOMMEND ALSO THAT WE WOULD ALLOW UP TO THREE SICK LEAVE BANK DAYS TO BE USED FOR BEREAVEMENT.
WITH BOTH OF THOSE, WE WOULD MAKE SURE THAT WE WORKED WITH OUR STRATEGY AND ENGAGEMENT TEAM TO REALLY RE-EDUCATE OUR STAFF ON THE SICK LEAVE BANK, AND WHAT IT CAN BE USED FOR, HOW IT WORKS.
AGAIN, EVERY STAFF YOU'RE A MEMBER,
[00:40:03]
OR STAFF HAS AN OPPORTUNITY TO JOIN THE SICK LEAVE BANK, BUT I THINK THIS WOULD GIVE US A NEW OPPORTUNITY TO RE-ENERGIZE THAT AND MAKE SURE EVERYONE UNDERSTANDS THAT OPTION.I RECOMMEND THAT WE TABLE ANY CHANGES TO OUR TRS PREMIUM CONTRIBUTIONS UNTIL WE SEE WHAT THE STATE DOES, AND WHAT WE SEE WHAT OUR RATE INCREASES MAY OR MAY NOT BE.
AGAIN, THE STATE DOES HAVE SOME SURPLUS MONEY, AND I KNOW THAT THIS IS SOMETHING THAT THEY'RE LOOKING AT IN OUR RATES MAY STAY STABLE.
BEFORE WE TAKE ON THAT ADDITIONAL COST, KNOWING, AGAIN, THIS IS NOT AN AREA THAT WE CAN REDUCE OUR CONTRIBUTION IN THE FUTURE, I WOULD LIKE TO ASK THAT WE WAIT, MONITOR THAT IN JUNE, AND THEN IF WE SEE THAT THERE IS SOMETHING SIGNIFICANT THAT COMES AND IS ANNOUNCED IN JUNE, THAT WE MAY MAKE A RECONSIDERATION IN AUGUST.
IF WE DO DECIDE THAT, YOU KNOW WHAT, THE TRS INCREASE WAS SO MUCH THAT IT ATE UP MUCH OF THE RAYS THAT WE GAVE STAFF, WE MAY WANT TO RECONSIDER THAT, BUT FOR NOW I DO RECOMMEND THAT WE TABLE THAT.
THEN, I ALSO RECOMMEND THAT WE WEIGHED ON THE BUDGET COMMISSION THAT IN THE BUDGET COMMITTEE THAT YOU ALL ARE GOING TO COMMISSION IN JUNE AND ALLOW THAT COMMITTEE TO REALLY ANALYZE BOTH WHAT WE NEED TO DO FOR OUR BUDGET RESOURCING, AS WELL AS IN ANY OF THESE ADDITIONAL COMPENSATION AND BENEFITS STRATEGIES TO AGAIN, ENSURE THAT ANY MOVES THAT WE'RE MAKING THAT ADDS EXPENDITURES INTO OUR BUDGET LONG-TERM, ARE THEY SUSTAINABLE, AND ARE THEY REALLY ADDRESSING THE NEEDS OF THE STAFF? THAT'S WHERE WE ARE.
THAT IS HOW WE FEEL THAT THIS PUTS US IN A VERY COMPETITIVE PLACE.
WE KNOW OUR GOAL IS TO BRING YOU IN MAY AROUND AND BETWEEN $8-10 MILLION WORTH OF EFFICIENCIES THAT WE HAVE FOUND IN THE BUDGET TO OFFSET THIS ADDITIONAL INCREASE IN OUR EXPENSES, AND WE THEREFORE BRINGING FORWARD THESE RECOMMENDATIONS.
WE'RE NOT ASKING FOR A VOTE TONIGHT, WE'RE JUST ASKING FOR YOUR DIRECTION SO THAT POTENTIALLY WE COULD VOTE AT THE NEXT MEETING.
>> WE'RE GOING TO TAKE THIS OPPORTUNITY TO OPEN UP FOR QUESTIONS AND COMMENTS. MS. TIMMY?
>> I JUST HAVE A COUPLE. FIRST OFF, THANKS FOR ALL THE WORK.
LISTEN, IT'S NO EASY JOB. I REALLY APPRECIATE THAT.
CAN YOU REMIND ME, I AM BLANKING ON THE DIFFERENCE BETWEEN OUR FUND BALANCE, AND OUR SPECIAL REVENUE FUND, AND WHAT WE TYPICALLY USE.
I KNOW THAT WE KEEP THE FUND BALANCE FOR THE RAINY DAY, BUT WHAT DO WE TYPICALLY USE OUR SPECIAL FUND BALANCE, OR SPECIAL REVENUE FUND FOR?
>> THE LOCAL PERMANENT SCHOOL FUND WAS SET ASIDE MANY YEARS AGO AND IT HAS NOT BEEN USED REALLY FOR ANYTHING.
THERE WERE A FEW YEARS EARLY ON WHERE SOME OF THE INTEREST INCOME THAT WAS EARNED ON IT WAS USED FOR SOME STUDENTS TRAVEL.
BUT OTHERWISE, WE HAVE JUST LET THAT MONEY SIT THERE IN THAT FUND, AND CONTINUE TO GROW.
SOME OF THE TIFF FUNDING GOES INTO IT, BUT WE DO NOT TAKE ANYTHING OUT OF IT, AND YOU ACTUALLY RESTRICT THAT EVERY YEAR FOR US SO THAT IT CAN BE REPORTED.
IT'S REPORTED AS A SPECIAL REVENUE FUND BECAUSE OF YOUR RESTRICTION ON IT.
>> WE TRULY, AND SINCE I JOINED THE DISTRICT, THAT HAS ALWAYS TRULY BEEN TREATED AS A RAINY DAY FUND.
IF THERE IS A MOMENT WHERE WE'RE IN A POSITION WHERE WE ARE RIGHT NOW.
>> THAT AT SOME POINT IN THE FUTURE, WE'RE NOT SEEING THE RELIEF FROM AUSTIN.
WE NEED TO ADDRESS SOME SERIOUS ESCALATION, WHETHER IT'S IN INFLATION, OR THERE'S A DISTRICT CRISIS IN SOME WAY THAT THIS WOULD BE THAT RAINY DAY FUND THAT WE COULD PULL FROM IF WE EVER HAD TO.
>> JUST A COUPLE OF OTHER THINGS.
IN LOOKING AT OUR TEACHERS AND HAVING BEING SO HEAVY ONE TO FOUR, I DON'T KNOW THAT YOU KNOW THIS OFF THE TOP OF YOUR HEAD, DR. GOODSON, SO DON'T DON'T FEEL PRESSURE TO ANSWER IT.
BUT I WOULD HAVE TO THINK THAT IF WE'RE VERY HEAVY, WONDERFUL.
AT SOME POINT WE'RE LOSING TEACHERS TO OTHER DISTRICTS AFTER THAT FOUR-YEAR RANGE, WOULD THAT BE A CORRECT ASSUMPTION? I KNOW THERE ARE OTHERS WHO STAY HOME, I KNOW THERE ARE OTHER REASONS BUT THAT WE MAY LOSE TO OTHER DISTRICTS.
>> A SIGNIFICANT NUMBER THAT WOULD BE IMPACTFUL FOR US IF WE WERE ABLE TO RETAIN THEM?
I THINK ONE OF THE PRIOR PRESENTATIONS I SHARED EXIT SURVEY DATA, AND I THINK IT INCLUDED THE REASONS FOR LEAVING, AND SO SOME OF THOSE WERE TO GO TO ANOTHER TEXAS PUBLIC SCHOOL?
>> YES, ABSOLUTELY. I GUESS THAT I LOOK AT THAT TOO,
[00:45:01]
BECAUSE TO ME THERE'S A SHORT-TERM STRATEGY, I SHOULD SAY, INCREASING OUR BEGINNING YOUR SALARIES AND ALL OF THOSE.BUT THEN THERE'S THIS LONGER-TERM GAME OF TAKING CARE OF OUR TEACHERS SO THEY DON'T EVER LEAVE.
IF I THINK ABOUT THE COST OF LIVING HERE IN RICHARDSON OR IN OUR SURROUNDING AREA, IT'S VERY DIFFICULT ON THE SALARIES THAT THEY MAKE FOR THEM TO OWN HOMES, SO THEY WERE LIVING FARTHER OUT PLACES.
THEY'RE DRIVING PAST THE DISTRICTS TO COME HERE WHO PAY MORE THAN WE DO WHEN YOU START LOOKING AT COMPRESSION OVER TIME, AND THEIR SALARIES AND IT'S PUTTING US IN A POSITION WHERE WE ACTUALLY REALLY CAN'T COMPETE.
THEN, WE'RE IN THIS CHURN AND BURN CYCLE OF A ONE TO FOUR YEARS, ZERO TO FOUR YEAR THING.
I THINK THE RESPONSIBLE THING TO DO IF WE'RE SERIOUS ABOUT RECRUITING, BUT WE ARE ALSO SERIOUS ABOUT RETENTION, I THINK THE STAFF SURVEY THAT YOU DID SPEAKS VOLUMES, AND THAT THE PAY IS IMPORTANT.
IF WE'RE GOING TO ASK THEM TO DRIVE THROUGH OTHER DISTRICTS WHO ARE PROVIDING MORE MONEY AND MORE FUNDS FOR THEIR YEARS OF SERVICE AND VALUING THAT MORE THAN WE DO, WELL, THE REALITY OF IT IS THAT.
THEN, IF WE WANT TO CHANGE THAT, THEN WE HAVE TO CHANGE HOW WE ADDRESS OUR TEACHERS WITH EXPERIENCE, AND WE REALLY NEED VALUE TO THAT.
I SAY ALL OF THAT TO SAY WHEN YOU'RE ASKING FOR FEEDBACK, MY FEEDBACK WOULD BE AS I WOULD WANT TO GO FOR THE MORE AGGRESSIVE OPTION OF ADDRESSING OUR TEACHERS WHO HAVE EXPERIENCE WHILE UNDERSTANDING THAT WE WANT TO TAKE CARE OF OUR TEACHERS WHO ARE IN THAT ZERO TO FOUR RANGE.
BUT ALSO TOO, WE WANT THEM TO SEE A CLEAR PATH GOING FORWARD FOR THEM TO HAVE A CAREER TO STAY BECAUSE THEY'RE VALUED.
THAT WOULD BE MY FEEDBACK ON THAT.
I THINK YOUR SURVEYS SAID THAT PRETTY LOUD AND CLEAR.
THAT WOULD BE MY FEEDBACK FROM THAT.
>> THANK YOU. MS. TIMMY WE'LL SEE IT.
ANY ADDITIONAL COMMENTS, QUESTIONS? MR. EAGER.
>> TO DOVETAIL ON TIMMY'S COMMENTS.
I'M WONDERING IF THERE'S A MODEL WHERE YOU CAN BASICALLY TAKE THAT 5.75% AND THEN BLEND IN THE OPTION D. YOU HAVE A LITTLE MORE ACCELERATED PERCENTAGE FOR YOUR 5 TO 9 AND 10 TO 15 BECAUSE WHAT HAPPENS WE'VE GOT 5.75 AND 6 AND 6.25.
BUT IF YOU TAKE THAT 5.75 AND THEN ADD 7.75 AND 8, BECAUSE YOU'RE NEVER GOING TO CATCH UP THE GAPS THAT WE'RE STARTING TO HAVE.
IF WE CONTINUE THE POINT 2.5 SALARY DIFFERENCE INCREASE, WE'RE NEVER GOING TO CLOSE THAT GAP.
JUST FOR MODELING PURPOSES, IF WE COULD LOOK AT BECAUSE THEN THE RETENTION, THE RETRAINING COSTS, RECRUITING COSTS, AND THE EXPERIENCE WALKS OUT THE DOOR, IF WE'RE LOSING THEM AFTER FIVE OR 10 YEARS BECAUSE I IMAGINE TO MS. TIMMY'S POINT, THEY'RE HAVING THEIR LIVES SO FAR OUT AND I WOULD IMAGINE.
YOU'RE DRIVING BY THIS DISTRICT, SURE WOULD BE NICE TO MAKE MORE MONEY AND LIVE CLOSER TO HOME. AM I MAKING SENSE? YES, ABSOLUTELY. WE CAN MODEL THAT.
I WILL JUST TELL YOU THAT YOU'RE STARTING TO GET TO A LEVEL OF A EXPENDITURE WHERE YOU'RE LOOKING AT CLOSE TO OVER $20 MILLION.
WE CAN ABSOLUTELY MODEL IT AND SEE WHAT THAT TOTAL WOULD BE AND BRING THAT FORWARD FOR THE NEXT MEETING AND THEN THE BOARD CAN MAKE A DECISION ON THAT.
I THINK WE HAVE AN OPPORTUNITY.
I THINK THIS IS A VERY AGGRESSIVE IF B2 IS SOMETHING THAT THE BOARD COULD COALESCE AROUND OR MODIFIED B2, MAYBE IT'S A B3.
I THINK THIS IS A VERY AGGRESSIVE STATEMENT.
IF I'M A VETERAN TEACHER AND I'VE BEEN A TEACHER FOR 16 YEARS AND I'M GETTING A 7.5% RAISE.
I THINK THAT THAT SPEAKS VOLUMES TO THEM OF WE CARE, WE HEARD YOUR FEEDBACK, WE WANT YOU TO STAY. AT THE SAME TIME.
IT ALSO STILL GIVES US A LITTLE BIT OF ROOM.
I THINK WHEN THE BUDGET COMMITTEE THAT YOU ALL ASSEMBLED, WHEN THEY START TO MEET, I THINK IT MIGHT STILL GIVE THEM SOME CREATIVITY ON HOW DO WE EVEN MAYBE LOOK AT THAT DIFFERENTLY MOVING FORWARD? ARE THERE OTHER MODELS THAT POTENTIALLY WE COULD EVALUATE THAT MIGHT CHANGE THE WAY THAT WE THINK ABOUT TEACHER COMPENSATION ALTOGETHER WITHOUT HAMSTRINGING? BUT 100% WE COULD MODEL THAT FOR YOU.
THAT'S NOT A BIG DEAL. I SPEAK FOR MR. POTEET.
IT'S NOT A BIG DEAL. [LAUGHTER] YOU'RE WELCOME.
>> AGAIN, AS ALWAYS, MUCH APPRECIATED THE MODELING FOR THAT.
[00:50:04]
>> IF YOU COULD, COULD YOU CLARIFY WHAT YOU WANT ME TO MODEL THERE?
>> GOT IT. MR. POTEET THE B3 WOULD BE YOU WOULD TAKE THE 60,000, YOU WOULD TAKE T TYPE ONE THROUGH FOUR YEARS AT 575 AND THEN T TYPES FIVE THROUGH NINE, YOU WOULD WORK ON A MORE AGGRESSIVE LIKE YOU MAY MOVE THEM UP TO SEVEN, THEN SEVEN AND A QUARTER, AND THEN 7.5, SOMETHING LIKE THAT.
IT WOULD KEEP ONE TO FOUR SMALLER.
>> THAT MAKES COMPLETE SENSE NOW.
>> I JUST WANT TO MAKE SURE I WAS FOLLOWING WHAT YOU WERE ASKING FOR.
>> YEAH. [OVERLAPPING] BECAUSE I'M DO IS WHEN YOU SEE THAT STAY ON THE LINE IS STEEP.
IS IT BEING JUST START TO CRY, NUDGE THAT LINE UP SO THAT WE CAN KEEP THEM AT LEAST IN THE BALLPARK AND VERSES THAT SPREAD GETTING WIDER.
>> COMPLETELY UNDERSTAND NOW. THANK YOU.
>> THE OTHER THING, CAN YOU EXPLAIN THE SICK BANK HOW MANY DAYS? WE TALKED A MINUTE AGO, WE HAD FIVE DAYS FROM STATE.
BUT CAN YOU EXPLAIN A LITTLE BIT MORE ON THE SICK BANK?
>> SURE, ABSOLUTELY. I'M A PART OF THE SICK BANK.
I DONATE DAYS INTO THE SICK BANK.
AT THE BEGINNING OF THE YEAR, I SIGN UP TO BE A PART OF THIS BIG BANK.
I GIVE ONE OF MY DAYS, SO BASICALLY LET'S SAY I GET TEN IN A YEAR.
IF I GIVE ONE OF MY DAYS, I NOW HAVE NINE.
THEN AS A PART OF THAT, THERE'S A SEPARATE COMMITTEE THAT OVERSEES THAT, THAT HAS STAFF INVOLVED, HAS ADMINISTRATORS OF INVOLVED.
BASICALLY, IF I HAVE SOME ADDITIONAL LEAVE NEED AND IT MEETS THE CRITERIA, OF THE SICK BANK BY POLICY, THEN ADDITIONAL DAYS ARE USED FROM THE SICK BANK TO COVER THAT LEAVE.
DR. GOODSON OR MR. POTEET, DO YOU WANT TO GO OVER SOME SPECIFICS?
>> YES. JUST TO CLARIFY, IT'S A ONETIME DONATION TO JOIN THE SICK LEAVE BANK.
YOU ACTUALLY DONATE THREE DAYS, BUT OVER THE COURSE OF THAT YEAR OR ANY SUBSEQUENT YEAR YOU ONLY HAVE TO DONATE ONE TIME.
THE NEXT YEAR, I DON'T HAVE TO DONATE ANOTHER THREE DAYS.
I'M ALREADY IN THE SICK LEAVE BANK.
DEPENDING ON THE SITUATION, IF I EXHAUST ALL OF MY OTHER LEAVE DAYS AND I'VE GONE THROUGH HARDSHIP DAYS, I HAVE THE ABILITY TO ACCESS UP TO 30 ADDITIONAL SICK LEAVE BANK DAYS AT NO COST TO ME AS THE EMPLOYEE BECAUSE I MADE THE DEPOSIT IN THE SICK LEAVE BANK, I HAVE ACCESS TO UP TO 30 DAYS OF ADDITIONAL LEAVE.
IT'S A ONETIME DONATION OF THREE DAYS.
IF I HAPPEN TO YOU, AND IT MAY BE BECAUSE I'VE RUN OUT OF LEAVE OPTIONS, BUT I STILL NEED TWO MORE WEEKS TO RECUPERATE OR TO FULLY RECOVER AND BE RELEASED TO COME BACK TO WORK, I CAN ACCESS UP TO 10 THOSE FINAL TEN DAYS AND THEN THE FOLLOWING YEAR, I WOULD JUST DONATE ONE MORE TIME.
IT'S REALLY JUST ANOTHER OPTION IF I HAVE EXHAUSTED ALL OF MY AVAILABLE LEAVE.
SOME PEOPLE WILL ENROLL THE FIRST YEAR THEY START.
I DIDN'T ENROLL ACTUALLY UNTIL ABOUT A FEW YEARS AGO, BUT IT'S A ONETIME DONATION OF THREE DAYS.
>> LET ME WALK THROUGH SOME SCENARIOS.
WHAT YOU'RE SAYING IS THAT I CAN TAKE UP TO MORE THAN THE THREE DAYS OR IS IT JUST I GET THREE DAYS AND WHATEVER I CONTRIBUTED, WHAT I GET TO TAKE OUT?
>> YOU CAN TAKE MORE THAN THREE DAYS.
BUT JUST TO CLARIFY, IT HAS TO BE FOR MEDICAL CONDITION FOR THE EMPLOYEE.
CURRENTLY SICK LEAVE BANK DOES NOT COVER MATERNITY PROGRAM, WHICH IS PART OF THE RECOMMENDATION.
>> IN THE RECOMMENDATION YOU WOULD ADD THAT, BUT I'M JUST TRYING TO SAY IS THAT IT'S NOT LIKE PUT IN THREE AND I CAN ONLY TAKE OUT THREE.
WHAT YOU'RE SAYING IS THAT I CAN TAKE OUT THREE AND THESE ARE PAID.
>> THAT'S PRETTY GOOD RETURN ON INVESTMENT. I LIKE THAT.
>> BUT BACK TO MS. BRANUM POINT, WE WOULD NEED TO DO A REALLY GOOD JOB OF OVER-COMMUNICATING.
A LOT OF FOLKS WHEN THEY GET STARTED DON'T UNDERSTAND THAT THAT'S ACTUALLY A RESOURCE FOR THEM.
WE TRY TO COMMUNICATE THAT PARTICULARLY WITH ORIENTATION.
PEOPLE DON'T REALIZE WHAT THEY'RE READING AND WHAT THEY'RE POTENTIALLY SIGNING UP FOR.
IF I'M NEW TO THE DISTRICT, I MIGHT THINK, WELL, WAIT A MINUTE.
IF I'M ONLY GOING TO GET 10, I DON'T WANT TO LOSE THREE OF THEM WHEN I'M JUST GETTING STARTED BECAUSE I MIGHT NEED THOSE PERSONAL DAYS OR SIX DAYS FOR OTHER REASONS DURING THE YEAR.
>> DEFINITELY IT WOULD BE A MARKETING THING.
>> HOLD ON. I THINK MS. TIMMY HAD SOMETHING RIGHT BEFORE YOU.
>> I JUST HAD A FOLLOW UP ON THE NUMBERS ON THIS.
ARE THE NUMBERS UP HERE ON THE OPTIONS? WE'RE SHOWING THE T TYPES,
[00:55:02]
ARE THOSE BASED ON THE NUMBERS THAT ARE CURRENTLY IN THE DISTRICT OR SO IT'S THE ONLY THE ONES THAT WE HAVE ALLOCATIONS THAT WE'RE INTENDING ON MOVING FORWARD WITH?>> THE PERCENTAGES THERE, THAT'S NOT ATTACHED TO PEOPLE.
IT'S JUST IF THE T-TYPE IS IN YEARS ONE THROUGH FOUR, NEXT YEAR 23/24, THEY WOULD GET SO.
>> HOW DO YOU COME UP WITH YOUR TOTAL COST THEN IF YOU DON'T HAVE IT? THAT'S WHAT I'M ASKING.
>> THAT'S WHAT I'M ASKING YOU. ARE THEY ATTACHED OR ARE YOU MAXING OUT CERTAIN NUMBERS? THAT'S WHAT I'M ASKING.
>> YES. THOSE ARE ALL ATTACHED TO ACTUAL POSITION.
THE TOTAL COST NUMBERS ARE BASED ON EVERY POSITION BEING FILLED.
ALL POSITIONS ARE NOT CURRENTLY FILLED, BUT IT ASSUMES THEY'RE ALL FILLED.
>> THERE ALSO WERE SOME RECOMMENDATIONS YOU WERE HAVING THROUGH ATTRITION AND SOME OTHER THINGS, PLUS THEM AS THEIR FUNDS.
I WOULD LOVE TO KNOW WHAT THE ACTUAL COST DIFFERENCE WOULD BE BETWEEN LIKE WHAT WE HAVE CURRENTLY WITH THE PIE IN THE SKY.
IF WE COULD FILL, THERE WERE MILLION DIAGNOSTICIANS OR WHOEVER OUT THERE THAT WE COULD FILL.
THE DIFFERENCE IN THE COST FROM THAT BECAUSE THAT POTENTIALLY DOES IMPACT THEN THE DECISION WE MAKE DEPENDING ON THE NUMBERS OF THAT.
>> THIS IS 100 PERCENT FILL RATE, SO IT WOULD GO DOWN, OF COURSE, BASED ON CURRENT FILL POSITIONS, THAT NUMBER IS LESS.
I DON'T HAVE IT OFF THE TOP MY HEAD.
>> THAT'S FINE. I WOULDN'T EXPECT THAT.
>> IF YOU WANT LIKE A WHOLE SPREADSHEET.
>> WELL, I THINK I'M JUST LOOKING AT WHAT ARE OUR ACTUAL NUMBERS.
I GUESS WHAT IT IS IS WE'RE GETTING TO A POINT WHERE I THINK IN THE PAST WE'VE BEEN ABLE TO GO ON THIS 100 PERCENT FILL RATE OR WHATEVER WITH ALL OF THE POSITIONS KNOWING THERE'S SOME THAT HAVEN'T BEEN FILLED FOR LONG PERIODS OF TIME, AND THAT WE MAY BE STRATEGICALLY NOT HAVING HIS ALLOCATIONS.
I THINK ANY DECISIONS YOU MAKE, ESPECIALLY IN THIS AREA AND WE'RE LOOKING TO ADD AS MANY BENEFITS AND UPPING THE SALARY.
TO ME I WANT IT BASED ON AS REAL NUMBERS AS WE CAN HAVE AS FAR AS ONES WE CAN ANTICIPATE FILLING, AND NOT ONES THAT IT WOULD BE LOVELY IF WE COULD, BUT THERE'S SO MUCH DEMAND AND NOT ENOUGH FOLKS TO FILL THAT BECAUSE IT, DEPENDING ON HOW MANY THAT IS, THAT COULD BE A SIGNIFICANT DECREASE AND POTENTIALLY ALLOW US TO HAVE SOME OF THESE OTHER OPTIONS AT OUR FINGERTIPS.
I THINK ANYTIME WE MISSED SIGNIFICANTLY ON OUR BUDGET, ON THE GOOD SIDE, BUT IT ALSO MEANS IT'S A MISSED OPPORTUNITY.
I WANT TO BE SURE WE'RE NOT MISSING AN OPPORTUNITY TO ADD TO THE VALUE OF THE TEACHERS THAT WE HAVE WE'RE TRYING TO RETAIN.
>> ABSOLUTELY. SAY FOR EXAMPLE LET'S JUST SAY WE HAD A 95 PERCENT FILL RATE ON ALL ALLOCATIONS.
THAT OPTION BE TWO NUMBER WOULD MOVE 193-183. YES, SO THAT'S.
>> YES. PART OF THIS IS ALWAYS OUR FILL RATES ARE ALSO SOMEWHAT DEPENDENT ON WHAT THE REST OF THE ECONOMY DOES, WHEN EVERYBODY ELSE IS HIRING, IT'S HARDER FOR US TO FILL JOBS.
WHEN EVERYBODY ELSE IS NOT HIRING, IT SHIFTS THE OTHER WAY AND IT'S EASIER FOR US TO FILL.
>> I DO THINK THOUGH THAT WOULDN'T YOU AGREE THOUGH WE COULD LIKE HAVE NUMBERS THAT ARE CLOSER TO WHAT WE ANTICIPATE FOR NEXT YEAR JUST BECAUSE WE KNOW WHERE SUPPLY AND DEMAND WHERE WE'RE AT, RIGHT?
>> THE OTHER THING THAT WE'RE DOING AS PART OF LOOKING AT THE OVERALL EFFICIENCIES THAT WE'RE GOING TO BE BRINGING FORWARD AND NOT 8-$10 MILLION OF CUTS.
SOME OF THAT WE ARE DOING NATURALLY.
TO YOUR POINT, IF WE HAVE MS. HAYES HAS CUSTODIAL POSITIONS FOR EXAMPLE THAT WE HAVE NOT FILLED IN 10 YEARS.
WELL, WE'RE NOT GOING TO KEEP HAVING THOSE ALLOCATIONS SITTING THERE [OVERLAPPING] AND WE HAVEN'T FILL THEM FOR 10 YEARS, WE'RE GOING TO CUT THAT.
>> BUT RIGHT NOW THAT'S WHAT IT LOOKS LIKE WE'RE PLANNING WITH HIM. I THINK THAT'S MY POINT.
>> I NEED IT TO BE AS CLOSE TO WHAT IT IS BECAUSE THE OPPORTUNITY TO ADD IN OTHER BENEFITS OR POTENTIALLY LOOK AT THESE DIFFERENTLY, I DON'T WANT TO MISS THAT OPPORTUNITY, I DON'T WANT TO OVERSPEND.
I WANT TO BE FISCALLY RESPONSIBLE, BUT THAT ALSO COMES WITH MAKING SURE WE'RE TAKING EVERY OPPORTUNITY WE HAVE BECAUSE IT'S BASED ON REAL NUMBERS.
>> YEAH, ABSOLUTELY. WE CAN BRING THAT BACK WITH EVEN A 90 PERCENT AND 95 PERCENT FILL RATE ALONG WITH OPTION B3.
>> JUST GOING BACK TO THE MATERNITY PIECE.
WE TALKED ABOUT THIS SICK BANK THAT THEY WILL BE ABLE TO PULL FROM.
CAN YOU JUST GIVE US A SCENARIO OF WHAT IT IS TO BE PREGNANT IN THE DISTRICT TODAY AND HAVE TO LEAVE.
WHAT DO THEY HAVE TO DO? WHERE ARE THEY PULLING THEIR DAYS FROM AND HOW THIS BENEFIT CHANGES THAT?
>> RIGHT NOW IN A, THERE'S NO SUCH THING AS A TYPICAL SITUATION,
[01:00:04]
I GOT TO BE CAREFUL THERE.THE EMPLOYEE WOULD COMPLETE THE LEAF PAPERWORK DEPENDING ON HOW LONG THEY'VE BEEN WORKING IN THE DISTRICT OR HOW LONG THEY'VE BEEN IN PUBLIC EDUCATION, THEY WOULD HAVE ACCRUED A CERTAIN NUMBER OF STATE LEAVE DAYS, WHICH WILL FOLLOW YOU FROM DISTRICT TO DISTRICT AS LONG AS YOU'RE IN TEXAS.
FOR EXAMPLE IF THEY HAVE BEEN IN RICHARDSON ISD THE ENTIRE TIME, THEY WILL HAVE ACCRUED STATE AND LOCAL DAYS.
I APPLY FOR A FAMILY MEDICAL LEAVE UNDER THE FAMILY MEDICAL LEAVE ACT, I HAVE TO GET A HEALTH CERTIFICATION FROM THE DOCTOR THAT DESIGNATES THE AMOUNT OF TIME I NEED TO BE ON LEAVE, WHAT THE ACTUAL CONDITION FOR BEING ON LEAVE WOULD BE, AND A PROJECTED AMOUNT OF TIME, HOW LONG I NEED TO BE OUT.
LEGALLY, YOU HAVE UP TO 12 WEEKS.
ALL FAMILY MEDICAL LEAVE IS UNPAID LEAVE, SO I SHOULD HAVE STARTED WITH THAT.
THERE'S NO PAID LEAVE OPTION UNDER THIS BIG UMBRELLA, IT'S A FEDERAL LAW.
IF I HAVE DAYS ACCRUED, I CAN OFFSET THOSE UNPAID LEAVE DAYS AND I WILL STILL CONTINUE TO GET PAID.
IF I'M RELATIVELY NEW TO THE DISTRICT, I MAY NOT HAVE AS MANY.
ONCE I'M OUT OF THOSE DAYS, THEN I WILL START GETTING DOCKED AS LONG AS I'M NOT ABLE TO COME BACK TO WORK.
I CAN ACCESS HARDSHIP DAYS, THOSE WOULD BE AT TWO-THIRDS PAY.
IF I AM IN THE SICK LEAVE BANK, I MAY BE ABLE TO ACCESS UP TO 30 ADDITIONAL DAYS, BUT THAT WOULD BE FOR ME AS THE EMPLOYEE WHO IS OUT ON LEAVE, SO IT WOULD NOT WORK THE SAME FOR PATERNITY.
FOR EXAMPLE, IF I'M THE FATHER AND MY WIFE WORKS IN THE DISTRICT, MY WIFE WOULD HAVE ACCESS TO ADDITIONAL LEAVE, BUT I WOULD NOT BE ABLE TO GET INTO THE SICK LEAVE BANK FOR 30 ADDITIONAL DAYS.
>> BUT THIS ALLOWANCE THAT TABITHA'S RECOMMENDING, I'M SORRY, MS. BRANUM IS RECOMMENDING THE PATERNITY PIECES THAT WILL ALLOW THE FATHER?
>> CORRECT. BY YOU CHANGING THE POLICY, YOU WOULDN'T BE ABLE TO INCLUDE THAT REASON UNDER ELIGIBLE LEAVE.
THAT OPENS THE DOOR FOR ADDITIONAL OPTIONS. YES.
>> IT DECREASES THE AMOUNT OF MONEY THAT OUR TEACHERS LEAVE ON THE TABLE.
WELL, WALK AWAY FROM OR NOT PAID, THE UNPAID DAYS.
THIS WILL DECREASE THE AMOUNT OF UNPAID DAYS THAT THEY HAVE TO TAKE?
>> POTENTIALLY. EVERY SITUATION IS DIFFERENT DEPENDING ON HOW MANY DAYS THEY HAVE.
BUT YES, THAT'S THE CONCEPT BEHIND INCLUDING THIS BECAUSE IT WOULD BE A QUALIFYING CONDITION UNDER THE BROADER UMBRELLA OF EMPLOYEE LEAVE IN THAT AREA.
YES. THAT'S THE GOAL FOR THIS.
>> THANK YOU-ALL FOR THAT. GOOD NUMBERS AND THE INFORMATION.
AS A FOLLOW-UP TO MS. MCGOWAN'S QUESTION, HARDSHIP DAYS, I DIDN'T SEE ANYWHERE IN THE PRESENTATION.
I JUST DON'T REMEMBER HOW MANY HARDSHIP DAYS ARE GIVEN TO EMPLOYEES AND WHEN CAN THEY USE IT?
>> FOR BOARD POLICY AFTER IT AND I'LL JUST READ RIGHT FROM IT.
THIS IS BOARD POLICY DEC LOCAL AND UNDER HARDSHIP LEAVE, AFTER EXHAUSTING ALL ACCRUED PAID LEAVE AVAILABLE FROM ANY SOURCE, STATE AND LOCAL LEAVE, VACATION LEAVE, SICK LEAVE, BANK, OR COMPENSATORY TIME, AN EMPLOYEE MAY APPLY FOR HARDSHIP LEAVE.
HARDSHIP LEAVE SHALL PROVIDE UP TO 10 ADDITIONAL LEAVE DAYS OF PAID SICK LEAVE IN A SCHOOL YEAR, PAID AT TWO-THIRDS THE RATE OF THE EMPLOYEE'S BASE SALARY OR RATE OF PAY AND SHALL BE AVAILABLE ONLY FOR THE EMPLOYEE'S PERSONAL ILLNESS.
GUIDELINES FOR RECEIVING HARDSHIP DAYS ARE INCLUDED IN THE EMPLOYEE HANDBOOK.
UP TO 10 DAYS, TWO-THIRDS PAY.
>> PERFECT. DO NEW EMPLOYEES GET IT OR YOU HAVE TO BE HERE FOR OVER A YEAR?
>> I'LL HAVE TO GO BACK AND LOOK. I BELIEVE IT'S AVAILABLE FOR ALL EMPLOYEES ONCE YOU START.
>> OKAY. THAT WAS MY QUESTION AND FOLLOW UP ON MR. EAGER'S REQUEST.
I DO LIKE THAT REQUEST, I'D LOVE TO SEE THE DIFFERENCE BECAUSE I ALSO THINK IT'S IMPORTANT THAT WE MANAGE AND MAKE SURE WE KEEP OUR EXPERIENCED TEACHERS. MOVING AWAY BECAUSE, I'D LOVE TO SEE THAT OPTIONS. THANK YOU.
>> THANK YOU, MS. PACHECO. MS. RENTERIA.
>> I HAD ALSO A QUESTION FOR DR. GOODSON.
CAN YOU CLARIFY ONE MORE TIME I THINK IN THE QUESTION THAT MS. MCGOWAN GAVE OR ASKED.
[01:05:03]
IN THE BANK THAT YOU TALKED ABOUT DR. GOODSON, WHERE YOU DONATE, YOU GIVE THE THREE DAYS AND THEN YOU CAN MAYBE GET UP TO 30.IF I'M SOMEONE WHO IS PLANNING A PREGNANCY, AND I ACQUIRED X AMOUNT OF DAYS I ALREADY KNOW HOW MANY I'VE BEEN SAVING.
I CAN ADD THAT AS WELL TOO OR IS THAT CONSIDERED SOMETHING? BECAUSE I KNOW YOU SAID A CONDITION.
I DON'T REALLY CONSIDER PREGNANCY A CONDITION, BUT I'M JUST WONDERING [LAUGHTER] LIKE A MEDICAL CONDITION.
CAN THAT BE ALSO DOUBLED UP WITH THAT OR IS THAT NOT ALLOWED?
>> IN ORDER TO ACCESS THE SICK LEAVE BANK, YOU HAVE TO EXHAUST ALL OF YOUR OTHER LEAVE FIRST.
THEY WILL HAVE HAD TO EXHAUSTED ALL FAMILY MEDICAL LEAVE THAT'S AVAILABLE TO THEM, AND THEN THE HARDSHIP DAYS AND THEN THEY WOULD BE ABLE TO ACCESS THE SICK LEAVE BANK RESOURCES.
THAT'S WHY I'M SAYING, I KNOW IT'S JUST FOR THE EMPLOYEE RIGHT?
>> BUT I COULD TECHNICALLY PLAN THAT, RIGHT?
>> SAY, HEY, I'M GOING TO TAKE THESE DAYS PLUS THESE DAYS AND THEN ADD THOSE THREE.
>> THAT'S WHAT I WANTED TO KNOW.
>> OUR LEAVE OFFICE WOULD WORK WITH THE EMPLOYEE TO SHOW THEM BASED ON THEIR CIRCUMSTANCES WHAT THAT WOULD ACTUALLY LOOK LIKE.
THEY CAN PLOT OUT JUST A PROJECTION OF WHEN THEY WOULD RUN OUT OF THAT FIRST SET OF DAYS, THE NEXT SET OF DAYS AND THE NEXT ONE, INCLUDING A LOT OF THE OTHER OPTIONS THAT WE COULD HAVE.
>> BUT I THINK ADDING THIS MATERNITY PATERNITY IS DEFINITELY ANOTHER OPTION THAT I CAN ADD TO MY PLANS TO START A FAMILY.
>> AS LONG AS YOU'RE WILLING TO DONATE THOSE [OVERLAPPING]
>> YES, AND CERTAINLY JUST TO REMIND ANYBODY WATCHING THIS VIDEO, MATERNITY PATERNITY LEAVE IS NOT CURRENTLY IN THE SICK LEAVE BANK [OVERLAPPING] OR HARDSHIP DAYS IT IS A RECOMMENDATION AND WE WILL NEED BOARD TO APPROVE A POLICY CHANGE.
>> WE ARE NOT APPROVING OR VOTING ON ANYTHING TONIGHT. JUST HAVING A DISCUSSION.
>> JUST HAVING GREAT FEEDBACK.
>> YES. ABSOLUTELY. MS. MCGOWAN.
>> I JUST WANTED TO SAY JUST REALLY QUICKLY.
I THINK IT'S REALLY CRITICALLY IMPORTANT THAT WE TAKE CARE OF OUR FAMILIES, WE TAKE CARE OF OUR KIDS, WE TAKE CARE OF OUR TEACHERS.
I AGREE WITH MS. TIMMY IN THAT WE WANT TO MAKE SURE WE RETAIN OUR TEACHERS THAT HAVE BEEN WITH OUR DISTRICT FOR 10 PLUS YEARS, 20, WE'RE HAVING OUR TEACHER OF THE YEAR AWARDS AND WE'RE RECOGNIZING THOSE TEACHERS THAT HAVE BEEN HERE FOR 20-30 YEARS AND THAT LINE JUST GOT SHORTER AND SHORTER.
MY HUSBAND AND I WERE WITH OUR ELEMENTARY SCHOOL TEACHERS UNTIL LIKE LITERALLY HOSPICE DAYS.
WE'VE HAD THOSE RELATIONSHIP WITH TEACHERS IN THIS COMMUNITY AND WE WANT TO RETAIN THAT AND KEEP THAT.
I THINK IT'S IMPORTANT THAT WE DO TAKE CARE OF THOSE TEACHERS.
I THINK IT'S EQUALLY IMPORTANT THAT WE TAKE CARE OF THE TEACHERS THAT COME INTO OUR DISTRICT AND THEY KNOW HOW IMPORTANT THEY ARE TO US AND THAT WE HONOR FAMILIES HERE AND WE TAKE CARE OF FAMILIES HERE.
I THINK THAT'S THE MESSAGE THAT AS A COUNTRY WE TRULY NEED TO FOCUS ON.
YEAH, I AGREE. I LOVE THIS MATERNITY PIECE.
AS YOU KNOW, I'M A STRONG ADVOCATE FOR THIS.
WE'RE TEACHING KIDS. WE NEED KIDS, WE NEED FAMILIES.
HOW CAN WE NOT ADVOCATE FOR FAMILIES IN OUR TEACHERS AND THEIR MATERNITY AND PATERNITY BENEFITS.
I LOVE THIS. I APPRECIATE THIS. YEAH, THAT'S ALL.
>> THANK YOU, MS. MCGOWAN. MS. RENTERIA.
>> I WANTED TO DIDDLE EXACTLY WHAT MS. MCGOWAN SAID.
WE'VE TALKED ABOUT THIS BEFORE.
WE'VE HAD THAT HOW IMPORTANT IT IS.
DEFINITELY, I DID WANT TO ALSO, AS MS. TIMMY BROUGHT OUT THAT IT'S IMPORTANT.
ABSOLUTELY. I THINK THE VALUE OF OUR EXPERIENCED TEACHERS IS SO IMPORTANT AS EVERYBODY HAS STATED.
BUT I THINK TOO WHEN WE THINK ABOUT MAKING, IT'S SO HARD TO DO ONE OR THE OTHER AS MS.TIMMY SAID YOU DON'T WANT TO TAKE FROM ONE TO GIVE TO THE OTHER.
BUT I THINK AS WE SEE THE ENROLLMENT OF OUR COLLEGES THOSE THAT ARE GOING INTO EDUCATION HAS DECLINED.
AS WE SEE ALSO FOR OUR YOUNG FAMILIES AS MS. TIMMY ALSO STATED, TRYING TO KEEP THEM IN THE PROFESSION BECAUSE I CAN'T AFFORD ON THE SALARY.
DEFINITELY A SUPPORTER OF WHERE WE'RE STARTING.
WE HAD TO START AT SOMETHING THAT START WITH A SIX.
BUT DEFINITELY VALUING AND BRINGING IN OUR NEW TEACHERS, ALSO LETTING THEM KNOW THAT THEIR PROFESSION MATTERS HERE.
WE WANT TO VALUE YOU, WE WANT TO HELP YOU GROW, WE WANT TO BE THERE AS MS. MCGOWAN SAID, ALL THE DIFFERENT STAGES OF YOUR LIFE AS YOU ARE A YOUNG TEACHER OUT OF COLLEGE BUT ALSO WHEN STARTING A FAMILY AND KEEPING THOSE THAT ARE HERE AND HAVE THAT EXPERIENCE BECAUSE THEY MATTER.
I THINK OVERALL TRYING TO BALANCE THAT BUT DEFINITELY LOVE THE RECOMMENDATIONS THAT YOU'VE MADE AND I'M ALL FOR IT, SO THANK YOU.
[01:10:03]
>> I KNOW THAT AND I TOTALLY AGREE WITH THE VALUING THE FAMILIES AND STUFF.
I ALSO WANT TO MAKE SURE THAT WE WERE NOT IN A SILO HERE JUST LOOKING AT I KNOW WE'RE TALKING ABOUT THIS TODAY AND I TOOK SOME NOTES.
I WANT TO PUT TOGETHER A PACKAGE SHOWING WHAT WE'VE DONE IN OTHER WAYS, WHETHER IT'S NURSERIES OR CLINICS AND STUFF THAT PLAY TO THE SAME THEME.
BECAUSE THOSE ARE ALL COMBINED.
THAT'S ALL UNDER COMPENSATION, THE DOLLARS ARE ONE BUT ALL OF THIS FEEDS TO THE SAME THING.
>> WE DIDN'T BRING THOSE THINGS ALREADY BUILT INTO AND BAKED INTO THE BUDGET BECAUSE THOSE WERE PREVIOUSLY, BUT WE WOULD BRING FORWARD IN MAY.
I DON'T KNOW IF YOU'VE SEEN SIMILAR DISTRICTS WHERE IT'S A COMPREHENSIVE, IF YOU'RE HERE IN RICHARDSON ISD THIS IS HOW WE'RE GOING TO COMPENSATE YOU IF YOU ARE NEW AND WE'RE TRYING TO RECRUIT YOU.
WE WILL BRING THAT GRAPHIC TO YOU AT THE FIRST MAIN MEETING AS WELL SO YOU CAN SEE A TOTAL PACKAGE.
>> TO THE SENIOR, I CALL THEM SENIOR TEACHERS, BUT THE ONES THAT ARE OVER [BACKGROUND], VETERANS, SEASONED, MATURE.
[BACKGROUND] DR. GOODSON I NEED HELP.
WHERE IS YOUR POINT? DO YOU HAVE MY BACK? [LAUGHTER]
>> THERE'S A PART OF ME THAT WANTS TO SAY YOU'RE ON YOUR OWN, BUT I'M NOT GOING TO SAY THAT.
>> I DON'T KNOW, BUT HE'S BEHIND ME MAN.
>> THAT'S EVERY MEMBER OF CABINET WE'RE ALL SENIORS.
>> SEASONED. [OVERLAPPING] I CUT MY MIC OFF.
>> I APOLOGIZE, SOUND LIKE LARRY THE CABLE GUY.
TAKING US BACK TO OUR STAR TEACHERS AND I WAS VERY INVOLVED IN THAT.
THESE ARE THE TOP OF THE TOP TEACHERS HAVE BEEN IDENTIFIED ARE THESE 5 TO 10 TO 20 YEAR TEACHERS.
THAT SHOULD TELL US THERE'S THE VALUE.
WHEN WE TALK ABOUT, WE'RE HYPER-FOCUSED ON OUTCOMES AND STUDENT OUTCOMES, THEY'RE PROVIDING THAT.
WE SEE THAT AND THOSE OUTCOMES FROM THESE TEACHERS.
WE ALSO SEE IT WITH OUR NEWER TEACHERS, BUT THEY'RE LEARNING FROM THE EXPERIENCE TEACHERS, THE MENTOR TEACHERS, THE STAR TEACHERS.
I THINK MS. TIMMY INTRODUCED THAT DISCUSSION, BUT I THINK THAT THAT'S VERY CRITICAL.
ALSO ANOTHER PART OF THAT TOO IS THESE TEACHERS 0-4, I THINK THIS TELLS THEM THEY'RE GOING TO BE A 10-YEAR TEACHER, A 15-YEAR TEACHER, AND THEY WILL BE VALUED.
JUST BECAUSE IT'S NOT AN US OR THEM OR A ZERO SOME GAME BECAUSE THEY'RE HEADING DOWN THAT SAME PATH AND THIS WILL SHOW THEM THIS IS WHAT WE VALUE AND YOU'RE GOING THAT DIRECTION TOO.
THAT'S OUR FUTURE. AS I WAS LOOKING AT THE BREAKDOWN ON THE OPTIONS B, B2 AND EVERYTHING, I KNOW OUR TEACHERS ARE COMPETING WITH TEACHERS AT OTHER DISTRICTS, AND I KNOW WE HAVE CONVERSATIONS.
IT'S NOT SO MUCH THAT WE'RE TRYING TO COMPETE WITH THE PRIVATE SECTOR AT DIFFERENT BUSINESSES AND SALARIES, WE CAN'T.
BUT WHEN YOU GO DOWN AND YOU LOOK AT CUSTODIANS, ELECTRICIANS, HVAC, PLUMBERS, THEY ARE.
THEY'RE COMPETING WITH THAT LOCAL ELECTRICIAN, THAT LOCAL GROUNDSKEEPER, LANDSCAPER, TECHNOLOGY STAFF.
I WANT TO MAKE SURE AND I'VE HEARD THAT THAT'S A REAL CHALLENGE FOR US TO FILL THOSE ROLES, SO I SEE THAT WE'RE FLAT ON SOME OF THOSE AND ALL OF OUR OPTIONS, OR AT LEAST YEAH, I GUESS THEY'RE FLAT AND ALL OPTIONS.
BUT DO WE NEED TO CONSIDER THAT IN WHAT WE'RE COMPETING WITH? THIS 10.50 AN HOUR PLUS 2, 12.50 AN HOUR, DOES THAT GET US WHERE WE NEED TO BE IN THOSE SPECIALTIES, THE SIX PERCENT? I KNOW THOSE ARE HARD FIELDS, BUT I KNOW WE'RE ALSO COMPETING WITH A WHOLE DIFFERENT INDUSTRY THERE.
>> I WOULD SAY, AND I'LL LET MR. PATE AND MS. HAYES CHIME IN, I THINK ELECTRICIANS, HVAC, PLUMBERS, SPED PARA'S, THE SAME THING WE TARGETED THOSE NUMBERS BECAUSE IT DOES HELP US GET MORE IN LINE WITH BENCHMARK.
I WOULD SAY THE CUSTODIAN, THAT CATEGORY IS THE ONE THAT IS STILL SIGNIFICANTLY BELOW BENCHMARK.
>> I WAS JUST GOING TO ADD, THE $2 AN HOUR, THAT IS $2 AN HOUR ACROSS THE BOARD FOR ALL YEARS OF EXPERIENCE FOR CUSTODIANS AND FOR ALL JOB TITLES THAT WERE HOURLY WITH CUSTODIAN IN THE NAME.
THE CUSTODIAL SUPERVISORS, SO THAT EVERYBODY GET $2 AN HOUR INCREASE TO MAKE SURE THAT WE AGAIN, DID NOT INTRODUCE COMPRESSION INTO ANOTHER GROUP OF EMPLOYEES.
>> GOOD. I THINK YOU JUST MENTIONED PART OF THAT, THE SPED.
I KNOW THAT WE REALLY HURT WHEN WE'RE TRYING TO FILL OUR SPED TEACHERS, OUR SPED PARAS, SO I WANT TO MAKE SURE THAT WE'RE GIVEN WEIGHTED ATTENTION TO WHERE WE HAVE THE REAL PROBLEMS ON FILLING.
[01:15:01]
IT'S A PROBLEM, BUT WHEN WE GET INTO SPED, OR ANOTHER ONE IS COUNSELORS, WE TALK A LOT ABOUT MENTAL HEALTH AND WE'RE LOOKING FOR FUNDING FROM THE STATE TO INCREASE THIS.BUT IS THIS SOMETHING THAT WE NEED TO BREAK THOSE OUT AND TRY TO PUT MORE ATTENTION INTO THOSE HARD TO FILL POSITIONS.
>> COUNSELORS, WE DON'T HAVE ANY UNFILLED COUNSELORS RIGHT NOW.
ALL OF OUR COUNSELORS ARE FILLED.
IN TERMS OF OUR STIPENDS FOR OUR CENTRAL TEACHER POSITIONS, IF THEY'RE TEACHING IN A CENTRAL PROGRAM, I FEEL LIKE THOSE ARE VERY COMPETITIVE.
OUR BILINGUAL STIPEND, WE'RE ONE OF THE HIGHEST IN THE AREAS AT $6,000 PER TEACHER.
I FEEL PRETTY GOOD THAT WE'RE COMPETITIVE.
NOW, CAN WE ALWAYS INCREASE THOSE AND BE THE TOP DISTRICT? AND WOULD THAT HELP WITH AN INCREASE? OF COURSE, YES.
AGAIN, WE'RE TRYING TO BALANCE.
WE WANT TO BE AGGRESSIVE THIS YEAR WITH OUT PUTTING US IN A POSITION WHERE WE KNOW IN A YEAR WE HAVE MORE CUTS AND MORE THINGS THAT WE HAVE TO DO.
HOW DO WE DEMONSTRATE TO OUR EMPLOYEES WE VALUE YOU, THE BOARD VALUES YOU, WE WANT YOU TO STAY, GIVE US SOME ANOTHER YEAR TO RIGHT-SIZE OUR BUDGET AND LET'S LOOK AT THIS AGAIN IN THE FOLLOWING YEAR TO DETERMINE OTHER OPPORTUNITIES THAT WE MAY HAVE TO DO MORE OF WHAT YOU'RE TALKING ABOUT.
I DON'T KNOW, DR. GOODSON, I KNOW WE'VE LOOKED AT ALL OF OUR STIPENDS AND WE FEEL PRETTY SOLID ABOUT THOSE.
>> THE LAST THING, JUST CONCEPTUALLY, WHEN WE'RE TALKING ABOUT OPENING UP THE LEAVE BANK FOR MATERNITY, PATERNITY, AND OTHERS, IF YOU SIGN UP TO CONTRIBUTE, YOU PUT YOUR THREE DAYS IN, THE ONETIME GIVE.
YOU CAN TAKE OUT UP TO 30 TO MR. EAGER'S POINT. THAT'S A GREAT RETURN ON YOUR INVESTMENT.
NOW IF WE CHANGE THE POLICY AND WE OPEN IT UP TO A GREATER POOL, OR WE HAVE MORE PUT IN POTENTIALLY ALSO, BECAUSE TALKED ABOUT WHAT IT COSTS ON THE MAYBE ADDITIONAL TAKING OUT, BUT HOW IS THAT?
>> THEORETICALLY, IF WE EXPAND THE ELIGIBILITY, SO TO SPEAK, OF HOW YOU WILL BE ABLE TO USE THOSE DAYS THEN WE WOULD ANTICIPATE MANY MORE PEOPLE ENROLLING, WHICH ADDS THE NUMBER OF DAYS TO THE BANK THAT CAN BE DEDUCTED AT ANY POINT IN TIME, AS LONG AS YOU APPLY, AS LONG AS YOU'VE EXHAUSTED ALL OF YOUR LEAVE, THEN THE HARDSHIP DAYS, AND THEN YOU WOULD APPLY OR BASICALLY REQUEST TO USE ADDITIONAL SICK LEAVE BANK DAYS.
WE HAVE CONSISTENT PARTICIPATION RIGHT NOW.
BUT IF WE EXPAND THE OPPORTUNITY LIKE THIS, THEN WE SHOULD HAVE SEVERAL MORE PEOPLE ENROLL, WHICH MEANS THERE ARE PLENTY OF DAYS AVAILABLE.
>> I JUST DON'T WANT THE TAKING OUT TO OUTRUN THE PUTTING IN.
>> BUT AGAIN, JUST KEEP IN MIND, I CAN'T TAKE ANYTHING OUT IF I HAVE NOT MADE MY ORIGINAL DONATION TO BEGIN WITH.
THAT'S REALLY THE ONLY CRITERIA THAT WE HAVE IN PLACE.
IF I AM A MEMBER OF THE SICK LEAVE BANK, I HAVE ACCESS TO JUST THE DAYS THAT I NEED.
IT WOULD BE HIGHLY UNLIKELY THAT ALL MEMBERS OF THE SICK LEAVE BANK ALL NEED AN ADDITIONAL NUMBER OF DAYS ALL AROUND THE SAME TIME.
THAT'S WHY IT HAS BEEN SO SUSTAINABLE OVER THIS MANY YEARS AND IT'S BECAUSE IT'S THE JUST IN CASE.
IT'S REALLY THE INSURANCE POLICY BECAUSE I HAVE LITERALLY RUN OUT OF EVERY OTHER DAY.
>> ACTUALLY, MS. TIMMY HAD SOMETHING NEXT. MS. TIMMY.
>> REALLY, THIS IS MORE FOR THE PUBLIC, BUT JUST CONFIRM FOR ME IF YOU WOULDN'T MIND, DR. GOODSON, THAT TEACHERS ARE PAID FOR THE DAYS THEY WORK?
>> WELL, HOW MANY DAYS ARE IN THEIR CONTRACT?
>> NEW TEACHERS ARE 191, RETURNING TEACHERS ARE 187.
>> I'M JUST GOING TO WORK FROM 187 CONTRACT.
PEOPLE THINK THAT TEACHERS GET SUMMERS OFF.
BUT THEY ARE PAID A DAILY RATE FOR THEIR 187 DAYS.
>> THIS IS WHY IT'S SO IMPORTANT IN MY OPINION, WHEN THEY TAKE MATERNITY LEAVE OFF AND IF THEY HAVE TO TAKE EXTRA DAYS BECAUSE THEY DON'T HAVE ACCESS TO A SICK LEAVE BANK, WHAT THEY ARE DOCKED IS THEIR DAILY RATE AND THAT IS HIGHER THAN WHAT THEY WOULD MAKE DAILY IN A MONTH BECAUSE THEIR PAYCHECK IS INSTEAD OF BEING PAID FOR 187 DAYS, IT IS SPREAD OUT OVER A YEAR.
IF THEY HAVE TO BE OUT LONGER ON DOCK DAYS, THEY COULD END UP OWING THE DISTRICT MONEY.
>> BECAUSE THEY ARE DOCKED THEIR DAILY RATE.
>> IT DOES HAPPEN ALL THE TIME.
TEACHERS DON'T GET THE SUMMER OFF.
THEY GET LESS EVERY MONTH, THEN THEIR PAYCHECK, THEN THEIR DAILY RATE SO THAT THEY CAN HAVE 12 MONTHS OF A PAYCHECK.
THAT'S WHY EXPANDING THIS WOULD BE SUCH A BIG BENEFIT TO OUR TEACHERS.
I JUST WANTED TO MAKE SURE EVERYBODY IS ON THE SAME PAGE.
>> MS. TIMMY, I THINK IT'S REALLY IMPORTANT TO NOTE THAT NOT JUST FOR TEACHERS,
[01:20:01]
BUT WE HAVE PARAPROFESSIONALS AND AUXILIARY STAFF THAT EVEN THEIR BASE SALARIES EVEN LOWER.>> ABSOLUTELY. BENEFITS LIKE THIS GO TO THEIR VALUE IN AN UNDERSTANDING OF THE ECONOMICS THEY FACE IN ADDITION TO, WE JUST DON'T PAY TEACHERS ENOUGH IN GENERAL AS A SOCIETY WOULD BE WHERE I'M AT WITH THAT.
BUT THAT BEING SAID, IT PUTS AN EXTRA BURDEN ON THEM IF A HARDSHIP COMES UP AND THEY'RE NOT ELIGIBLE FOR THESE DAYS BECAUSE OUR POLICY ISN'T BROAD ENOUGH TO TAKE CARE OF THEM FOR SOMETHING THAT IS VERY IMPORTANT.
>> THANK YOU, MS. TIMMY. [INAUDIBLE] TO YOU.
>> NO, ABSOLUTELY. I WAS JUST GOING TO TOUCH ON WHAT MR. POTEET SAID WITH THE PARAPROFESSIONALS AND THEN MS. TIMMY, ABSOLUTELY.
I WAS JUST GOING TO MAKE A COMMENT ABOUT THEIR VALUE AS WELL TOO, AND THAT THESE BENEFITS AFFECT THEM AS WELL TOO, BUT WITH MAKING WAY LESS THAN WHAT OUR TEACHERS MAKE.
I DID HAVE A QUESTION, DR. GOODSON, BECAUSE UP HERE WE HAVE MARK SPED PARIS.
TO MR. POTEET'S POINT ABOUT ASKING ABOUT WHAT THE INCREASE WOULD BE IN ALL.
BUT THESE ARE JUST FOR SPED PARAS UP HERE BECAUSE I KNOW THAT THERE'S BILINGUAL PARAPROFESSIONALS.
THERE'S PARAPROFESSIONALS ACROSS THE BOARD.
>> CORRECT. THIS WOULD JUST BE FOR PARAPROFESSIONALS WHO ARE SUPPORTING SPECIAL EDUCATION CLASSROOMS. I'M SORRY. GO AHEAD.
>> BUT THERE'S ALSO THE NON T-TYPE, NON-EXEMPT WOULD BE A FOUR PERCENT RAISE.
>> YES. BUT IT'S IT'S LOWER THAN THE SPED?
>> CORRECT. IS THERE A TIER OF PARAPROFESSIONAL PAY, WHAT IS THE HIGHEST IN OTHER WORDS, THAT YOU CAN START AT? WHAT IS THE CEILING FOR A PARAPROFESSIONAL AND THEN WHAT IS STARTING FOR PARAPROFESSIONALS?
>> IT DOES. IT DEPENDS ON THE PARTICULAR POSITION BECAUSE WE HAVE THE CENTRAL SPED PARAS ARE THOSE WHO ARE WORKING IN A SELF-CONTAINED CLASS, SLC, SDC, I THINK.
THEN YOU ALSO HAVE RESOURCE PARAPROFESSIONALS WHO ARE SUPPORTING THE RESOURCE, SPECIAL EDUCATIONAL PROGRAM.
THEY MIGHT BE DOING A LITTLE BIT OF IN-CLASS TEACHER SUPPORT OR WORKING WITH SMALL GROUPS.
IT'S ALL STILL IN SPECIAL EDUCATION SERVICES, BUT THE TYPE OF WORK IS VERY DIFFERENT.
I WAS GOING TO JUST WANT TO GET A RANGE OF WHAT THAT LOOKED LIKE BECAUSE I'M JUST THINKING THAT AS A PAIR OF PROFESSIONAL WANTING TO ALSO WORK IN THE DISTRICT.
AGAIN, LOOKING AT THE BENEFITS AND LOOKING AT THE PAY AND HOW IT COMPETE AND HOW COMPETITIVE IS IT TO SURROUNDING DISTRICTS.
BUT ALSO JUST TO KNOW THAT MANY TIMES OUR PARAPROFESSIONALS AND I TRULY UNDERSTAND THAT IN OUR SPED, DEFINITELY THE HELP IS NEEDED.
I LOOK LIKE OUR BILINGUAL CLASSES AS WELL TOO AND MANY TIMES THAT PARTICULAR SPECIFIC PARA, THAT NEEDS TO BE EXACTLY FITTED WITH THAT TEACHER.
I JUST WANT IT TO HAVE AN IDEA AND JUST TO KNOW BECAUSE I THINK FOR OUR PARAPROFESSIONALS AGAIN, THEY PRETTY MUCH JUST THEY ARE SIDE-BY-SIDE WITH OUR TEACHERS IN THE CLASSROOM AND JUST NEEDED JUST AS MUCH AND WE COULD JUST SHOW THEM THE VALUE OF THEIR WORK AND ALSO COMPENSATE THEM, ALSO ADD THE BENEFITS THAT WON'T SEEM TO NOT REALLY.
YOU WANT IT TO BE VALUABLE IS I WANT TO WORK HERE, I WANT TO BE IN THIS CLASSROOM BECAUSE MANY OF OUR PARAPROFESSIONALS ARE ALSO LOOKING FOR WE WERE TALKING ABOUT MENTORSHIP OF MAKING ALSO THAT MOVE TO FINISH SCHOOL AND GET INTO THE CLASSROOM.
WE WANT TO KEEP THEM AS WELL TOO, AND HOPEFULLY HAVE THAT PIPELINE OF BRINGING THEM INTO THE CLASSROOM AS A CERTIFIED TEACHER.
>> I THINK THAT IS ONE OF THE REASONS WHY WE WERE VERY SPECIFIC AND PULLING OUT THE NON T-TYPE AND NON-EXEMPT TO MOVE ALL OF THEM TO A FOUR PERCENT RAISE FOR THAT REASON.
AGAIN, 1000 PERCENT VALIDATE EVERY WORD YOU'RE JUST SPEAKING.
I DON'T KNOW WHAT OUR CAMPUSES AND WHAT OUR TEAMS WOULD DO WITHOUT WHAT OUR PARAPROFESSIONALS CONTRIBUTE EVERY SINGLE DAY.
AS WE'RE PUTTING TOGETHER A COMPENSATION PACKAGE AND WE'RE TRYING TO LOOK AT AREAS WHERE WE'RE BELOW BENCHMARK AND WHERE WE'RE AT BENCHMARK WE'RE AT BENCHMARK WITH SOME OF THOSE POSITIONS, AND SO WE REALLY DID TRY TO PULL UP THE ONES WHERE WE KNOW WE'RE SIGNIFICANTLY BELOW AND TRY TO TARGET THOSE THIS YEAR.
THEN WE WILL CONTINUE TO DO ALL WE CAN TO RAISE THAT COMPENSATION BECAUSE WE KNOW THE INFLATION THAT EVERYONE IS.
>> I APPRECIATE THAT, I THINK AGAIN, JUST TO MR. POTEET POINT ABOUT THAT, BUT ABSOLUTELY, I DO SEE IT IN THE VALUE OF IT MAKING IT ACROSS THE BOARD.
AGAIN, I THINK SHOWING ALL OF OUR EMPLOYEES THAT THIS IS
[01:25:02]
THE PLACE TO WORK AND THAT WE VALUE YOU AND WE WANT YOU HERE.>> ONE LAST QUESTION. SORRY. TO MR. POTEET.
CUSTODIANS ELECTRICIANS, AND THEN TO MS. TIMMY'S POINT AS WELL, SHE SAID, CAN WE DREW UP THESE NUMBERS AND GET LIKE, I KNOW THIS IS BASED ON 100 PERCENT FILL RATE.
IF WE'RE LOOKING AT WHERE WE ARE IN OUR CURRENT FILL RATE, COULD WE THEN MAYBE TWEAK THE CUSTODIAN LIKE THOSE NUMBERS AND MAYBE GIVE THEM MORE MONEY AFTER WE WERE WORKING WITH REAL TRUE NUMBERS?
>> YES. WE'RE GOING TO BRING BACK A B3 THAT ADDRESSES WHAT MR. EAGER REQUESTED, AND THEN WE WILL BRING A COUPLE OF DIFFERENT OPTIONS FOR WHETHER IT IS A ELECTRICIAN HVAC OR IF IT'S ORCHESTRATED, WILL COME BACK.
WE'VE GOTTEN YOUR FEEDBACK AND WE'LL GO BACK AND WE'LL PLAY WITH THOSE NUMBERS AND BRING YOU BACK UP.
LIKE WHAT WOULD IT COST IF WE DID FOUR DOLLARS AN HOUR AND BROUGHT THEM UP OR IF WE SAID, YOU KNOW WHAT, WE'RE GOING TO HAVE EVERY AUXILIARY STAFF MEMBERS START AT $15 AN HOUR THIS IS WHAT IT WOULD COST, SO WE WILL BRING THAT BACK FOR YOU IN THE 1ST MAY MEETING.
>> MS. MCGOWAN, ANY ADDITIONAL QUESTIONS? READY FOR OUR NEXT ITEM,
[III.B. A-F Accountability Refresh Part 2]
WHICH IS A REPORT ON THE A THROUGH F ACCOUNTABILITY REFRESH PART 2 MS. BRANUM.>> STAR IS UPON US AND I WANT TO SPEND JUST A MOMENT IN RECOGNIZING OUR STAFF, AND I FEEL LIKE I NEED TO KNOCK ON WOOD.
BUT WE HAVE HAD I THINK THE BEST START TO LAUNCH OF A TESTING SEASON THAT WE'VE HAD IN A REALLY LONG TIME FROM TECHNOLOGY MAJOR SHOUT OUT TO MR. HALL AND HIS TEAM AGAIN, KNOCK ON WOOD.
WE HAVE NOT HAD ANY SIGNIFICANT TECHNOLOGY ISSUES, I CANNOT SAY THAT FOR ALL OF OUR SURROUNDING DISTRICTS.
MR. CORTEZ AND HIS TEAM, I CANNOT TELL YOU HOW MANY TIMES I HAVE HAD A TEXT MESSAGE FROM A PRINCIPLE WHEN THERE'S BEEN A LITTLE TESTING QUESTION OR A LITTLE COMPLICATION, HOW RESPONSIVE HE AND HIS TEAM HAVE BEEN TO ENSURE THAT WE CAN ADDRESS THAT QUESTION IN THAT ISSUE RIGHT AWAY.
THEN OUR TEACHERS AND PHENOMENAL HOW THEY HAVE FACILITATED AND JUST MADE SURE THAT OUR STUDENTS ARE READY, AND THEN THE WAY OUR STUDENTS HAVE RESPONDED.
I WILL SHARE WITH YOU AS WE LAUNCHED OUR ELEMENTARY RLE, READING LANGUAGE ARTS ASSESSMENT, THAT WAS PROBABLY THE ONE WHERE WE'VE EXPERIENCED THE MOST SIGNIFICANT CHANGE FROM YEARS PAST.
IF YOU REMEMBER WHEN WE TOOK YOU ALL THROUGH THE MOCK ASSESSMENT, WE SHARED THAT WRITING IS NOW EMBEDDED IN EVERY GRADE AND STUDENTS ARE WRITING BOTH AN ESSAY AS WELL AS A SHORT CONSTRUCTIVE RESPONSE.
ONE OF THE THINGS WE MENTIONED, BUT I'M NOT SURE THAT WE SPENT A LOT OF TIME REALLY MESSAGING, IS THAT TA ALSO REMOVED THE TIME LIMIT, SO THERE PREVIOUSLY ON STAR THERE WAS A TIME LIMIT WHERE THERE WAS A REAL EMPHASIS ON WE DON'T WANT KIDS HAVING TO BE IN A ROOM TESTING FOR 5,6 HOURS.
TAX WHEN WE WERE ALL ON TAX, I REMEMBER AS A HIGH SCHOOL PRINCIPAL, I WOULD BE ORDERING PIZZA AT SEVEN O'CLOCK AT NIGHT AND MY KIDS WOULD BE HAVING DINNER AND THEY WERE STILL TESTING.
WITH STAR THAT WAS A TRANSITION THAT WE SAW AND I KNOW BOTH OF OUR PARENTS, OUR STUDENTS, AND OUR STAFF APPRECIATED THAT WELL.
WHEN THEY REMOVED THAT REQUIREMENT WITH THE COMPLEXITY OF THE NEW ITEM TYPES AND WITH THE WRITING, WE QUICKLY SAW THAT OUR ELEMENTARY STUDENTS, ESPECIALLY OUR THIRD AND FOURTH GRADERS, THEY TOOK ALL DAY TO TEST.
WE HAD MANY STUDENTS THAT WERE THERE UNTIL FOUR O'CLOCK, LESS STUDENTS THAT WERE THERE AT 05:00, AND JUST A COUPLE OF STUDENTS THAT WE'RE STILL TESTING A LITTLE BIT AFTER 05:00.
BUT AGAIN, I JUST WANT TO APPRECIATE OUR STAFF, THEY WERE PREPARED FOR THAT LUCKILY, THERE WERE SOME DISTRICTS THAT HAD DONE THE RNA TESTS THE WEEK BEFORE, SO WE WERE ABLE TO LEARN FROM THEIR EXPERIENCE BECAUSE TRUTHFULLY WE WERE NOT EXPECTING THAT, WE WERE NOT READY FOR THAT, BUT BECAUSE OTHER DISTRICTS TESTED FIRST, WE WERE ABLE TO MAKE SURE THAT WE HAD CONTINGENCY PLANS IN PLACE.
AGAIN, JUST A HUGE APPRECIATION FOR OUR ENTIRE TEAM.
TESTING IS STILL ONGOING AND SO WE CONTINUE TO BE READY AND WE FEEL VERY CONFIDENT IN HOW WE'RE DOING.
TRANSITIONING WE HAVE THE CHANGE TO STAR, AND THEN I WANT TO CONTINUE TO REMIND THE COMMUNITY THAT WE'RE ALSO GOING TO HAVE A SIGNIFICANT CHANGE IN THE ACCOUNTABILITY SYSTEM.
USUALLY THOSE TWO THINGS DO NOT HAPPEN SIMULTANEOUSLY,
[01:30:02]
SO THIS IS A SIGNIFICANT CHANGE FOR THE SYSTEM.IT'S A SIGNIFICANT DISRUPTION FOR THE SYSTEM.
JACOB WALKED US THROUGH A COUPLE OF MEETINGS AGO, ACCOUNTABILITY 1.0, THE FIRST PART OF IT, AND NOW HE'S GOING TO TAKE US THROUGH THE SECOND PART OF THIS ACCOUNTABILITY REFRESH.
WE KNEW WE HAD TO CHUNK IT BECAUSE IT IS A PRETTY COMPLEX CHANGE THAT THEY ARE INTRODUCING AND A NEW WAY FOR US TO LOOK AT STUDENT PERFORMANCE, SO MR. CORTEZ.
>> THANK YOU VERY MUCH FOR THAT INTRODUCTION.
IT'S GOOD TO SEE YOU AGAIN. THANK YOU FOR HAVING ME BACK.
[LAUGHTER] I FEEL LIKE EVERY TIME WHEN COMING TO TALK TO YOU GUYS, IT IS ABOUT SOMETHING NEW AND MAYBE NOT AS EXCITING AS WE WOULD LIKE IT TO BE.
BUT WE ARE GOING TO PUT AS MUCH EMPHASIS IN SUNSHINE ON THIS AS WE CAN KNOWING THAT WE ARE GOING TO NEXT YEAR TAKE A LITTLE BIT OF A SHOCK AS EVERYTHING AS MS. BRANUM HAS BEEN SAYING HAS BEEN CHANGING WITH STAR, WHICH REALLY DRIVES MOST OF OUR ACCOUNTABILITY.
PART 2 TODAY, WE'RE JUST GOING TO JUST QUICKLY REVIEW THE REASONING AND THE TIMELINE JUST IN CASE OUR PUBLIC IS TUNING IN TO THIS VIDEO AND HADN'T CAUGHT UP ON THE OTHER ONE.
WE'LL LOOK JUST VERY QUICKLY AT THE CURRENT SYSTEM, AND THEN WE'RE GOING TO TALK ABOUT THE PROPOSED CHANGES TO THE OTHER TWO PARTS OF THE ACCOUNTABILITY SYSTEM THAT WE HAVEN'T DISCUSSED TO THIS POINT.
SO ONCE AGAIN, THE REASON FOR THE CHANGE IS THAT LEGISLATION BACK IN 2017 MADE A COMMITMENT TO MAINTAIN THE CALCULATIONS AND CUT SCORES FOR UP TO FIVE CONSECUTIVE YEARS WITHOUT CHANGES.
THEY HAVE SPENT THE LAST SEVERAL MONTHS TO A YEAR GETTING FEEDBACK ON AND PROPOSING CHANGES TO OUR ACCOUNTABILITY SYSTEM.
THEY STARTED WITH TEN ADDITIONAL OR ORIGINAL CONSIDERATIONS IN JUNE THROUGH FEEDBACK, GOT A FEW MORE.
NOT ALL OF THESE ARE GOING TO MAKE IT INTO THE PROPOSED ACCOUNTABILITY SYSTEM.
THE ONES WE WILL BE FOCUSING ON TONIGHT ARE HIGHLIGHTED THERE AND IT REALLY IS A FOCUS ON GROWTH AND ACCELERATION.
WHAT WE'LL BE DISCUSSING TONIGHT REALLY HAS TO DO WITH KIDS MAKING A YEAR'S WORTH OF GROWTH IN A YEAR'S TIME AND OPPORTUNITIES TO RECOGNIZE THAT GROWTH IN OUR DOMAINS.
THE TIMELINE, ONCE AGAIN, FOR ROLL-OUT, WE'RE HERE IN THE SPRING, BUT YOU SEE EVERYTHING THAT'S BEEN DEVELOPED AND DELIVERED TO THIS POINT.
WE ARE AWAITING THE PROPOSED ACCOUNTABILITY MANUAL, THE DRAFT OF IT HERE IN MAY, ALONG WITH OUR WHAT-IF ANALYSIS, WHERE THEY WILL TAKE THE DATA FROM 2022 AND APPLY ALL OF THE NEW PROPOSED RULES TO IT AND GIVE US AN IDEA OF WHAT OUR ACCOUNTABILITY RATINGS WOULD HAVE BEEN IF EVERYTHING STAYED THE SAME AND WE WERE OPERATING UNDER THE OLD SYSTEM.
THAT'S JUST WHERE WE ARE RIGHT NOW.
STILL LOOKING FORWARD TO THE MANUAL ACTUALLY BEING PUBLISHED THIS SUMMER.
[LAUGHTER] THEN STAR RESULTS COMING IN.
FINAL RESULTS THAT WILL BE USED FOR ACCOUNTABILITY WE WON'T RECEIVE UNTIL MID-AUGUST WITH RATINGS COMING OUT SOMETIME IN MID TO LATE SEPTEMBER.
I WOULD SAY RIGHT NOW IN LEGISLATION, IT SAYS THAT WE HAVE TO REPORT OUT INFORMATION BY SEPTEMBER 15TH TO THE PUBLIC, SO THEY HAVE TO MEET THAT DEADLINE OR THEY HAVE TO CHANGE IT FOR US.
WE'RE HOPING MID SEPTEMBER, BUT THAT'S STILL A MONTH INTO THE NEW SCHOOL YEAR TO FIND OUT HOW WE DID THE YEAR PRIOR.
ONCE AGAIN, AS A REMINDER OF OUR CURRENT SYSTEM, WE HAVE THREE OVERALL DOMAINS.
STUDENT ACHIEVEMENT, WHICH IS REALLY FOCUSED ON STAR PERFORMANCE FOR MOST EVERYBODY.
FOR OUR HIGH-SCHOOLS THAT ALSO INCLUDES CCMR GRADUATION.
WE ALSO TAKE A LOOK AT SCHOOL PROGRESS.
THAT IS REALLY ABOUT STUDENT GROWTH FROM YEAR TO YEAR.
THAT IS WHAT ONE PART WILL BE DISCUSSING TONIGHT.
THEN THE FINAL PART IS THE CLOSING THE GAPS DOMAIN.
YOU NOTICE THAT ONE IS SET OFF ON ITS OWN 30% OF THE OVERALL CALCULATION BY ITSELF.
[01:35:02]
THAT'S BECAUSE THIS IS THE REQUIREMENT THAT OUR STATE USES TO FULFILL THE REQUIREMENTS FROM THE FEDERAL GOVERNMENT, FROM ESA.REALLY EVERYTHING THAT GOES INTO THAT CLOSING THE GAPS REALLY DEALS WITH MEETING THE FEDERAL GUIDELINES.
WE CAN HAVE OUR OWN ACCOUNTABILITY SYSTEM AND NOT ONE IMPOSED ON US.
AS A REMINDER, EVERY COMPONENT THAT WE LOOK AT GETS CALCULATED INTO A RAW SCORE.
THOSE SCORES ARE THEN SCALED OR CURVED BEFORE IT'S TURNED INTO A LETTER GRADE.
WHEN YOU HEAR TERMS LIKE RAW SCORE OR COMPONENTS SCORE, THAT IS THE FIRST PART THERE WHERE IT'S THE INITIAL CALCULATION BEFORE THE CURVE HAPPENS, AND THEN ONCE THE CURVE HAPPENS, IT BREAKS DOWN THE LETTER GRADES, JUST LIKE A GPA THING DOES.
SO 90 AND ABOVE IS AN A, 80-89 IS A B AND SO FORTH.
LET'S TALK ABOUT THE SCHOOL PROGRESS DOMAIN, ALSO KNOWN AS DOMAIN 2.
THE SCHOOL PROGRESS DOMAIN REALLY MEASURES DISTRICT AND CAMPUS OUTCOMES IN TWO MAJOR AREAS.
THE FIRST WE REFER TO AS ACADEMIC GROWTH, AND THAT LOOKS AT THE NUMBER OF STUDENTS THAT GREW AT LEAST ONE YEAR ACADEMICALLY OR MAINTAIN THEIR PERFORMANCE AS MEASURED BY STAR FROM ONE YEAR TO THE NEXT.
THE SECOND PART THAT THIS DOMAIN MEASURES IS CALLED RELATIVE PERFORMANCE.
THAT ONE REALLY LOOKS AT ACHIEVEMENT RELATIVE TO OTHER DISTRICTS BASED ON THE LEVEL OF ECONOMIC DISADVANTAGE.
THE CHANGES CURRENTLY BEING PROPOSED ARE ONLY IMPACTING THE FIRST PART, WHICH DEALS WITH ACADEMIC GROWTH.
RELATIVE PERFORMANCE PART IS NOT BEING AFFECTED AT THIS TIME.
WHERE WE WILL FOCUS TONIGHT IS JUST ON THE ACADEMIC GROWTH PORTION.
FOR ACADEMIC GROWTH, THE PURPOSE AT TEA SAYS, THE SCHOOL PROGRESS PART IS CHANGING, IS REALLY TO IMPROVE THE ABILITY TO RECOGNIZE GROWTH.
CURRENTLY, STUDENTS CAN EARN OR DEMONSTRATE GROWTH IN GRADES FOUR THROUGH OUR EOC SUBJECTS OF READING AND MATHEMATICS.
ALL THAT IS BECAUSE YOU NEED TWO YEARS OF GROWTH, AND READING AND MATHEMATICS ARE THE ONLY ONES THAT ARE TESTED YEAR AFTER YEAR AFTER YEAR.
SCIENCE AND SOCIAL STUDIES DOES NOT QUALIFY HERE.
BUT IT'S PART OF THE CHANGE THAT THEY ARE MAKING IS THE WAY THAT THOSE GROWTH MEASURES ARE CALCULATED OR DETERMINED.
THE MAJOR IMPACT TO OUR SYSTEM HERE IS THAT IT'S GOING TO BE BASED SOLELY ON THEIR LEVEL OF ACHIEVEMENT FROM ONE YEAR TO THE NEXT.
TO THIS POINT, IT'S BEEN BASED ON HOW THE STUDENTS DID, BUT THROUGH A VERY COMPLICATED AND CONVOLUTED FORMULA OF TABLES AND VALUES AND VERY DIFFICULT TO EXPLAIN.
THIS NEW SYSTEM THAT THEY'RE PROPOSING WILL MAKE THAT A LITTLE BIT EASIER TO UNDERSTAND AND DETERMINE.
WE'LL LOOK AT A COUPLE OF EXAMPLES THERE.
SOME OTHER CHANGES HERE ARE THAT STUDENTS WILL ALSO BE ABLE TO EARN GROWTH MEASURES IN ENGLISH 1 EOC, WHICH THEY HAVE NOT BEEN ABLE TO DO BEFORE.
PART OF THAT IS BECAUSE MOVING FROM EIGHTH GRADE READING TO ENGLISH 1 EOC, THE STATE HAS CONSIDERED REALLY A DIFFERENT TYPE OF TEST BECAUSE IT WAS JUST SOLELY A READING TEST AND ENGLISH 1 NOW IS READING PLUS ESSAY IN WRITING.
THEY CONSIDERED IT TOO DIFFERENT TO REALLY CALCULATE GROWTH.
BUT NOW SINCE THINGS ARE JUST GOING TO BE BASED ON ACHIEVEMENT LEVEL FROM ONE YEAR TO THE NEXT, THEY FEEL THAT IT'S ALREADY NORMED WITHIN ITSELF AS A TEST.
SO THEY'RE GOING TO ALLOW THE OPPORTUNITY TO DEMONSTRATE GROWTH ON THE ENGLISH 1 ASSESSMENT.
THE LAST PART IS THAT ALSO NOW STUDENTS IN GRADES 4-6 WHO CHANGED TESTS LANGUAGES FROM SPANISH TO ENGLISH IN READING, WILL BE ABLE TO DEMONSTRATE A GROWTH MEASURE OR HAVE THAT OPPORTUNITY.
SIMILAR TO THE REASONING FOR ENGLISH 1, THE STATE FELT THAT IN READING, IF A STUDENT TAKES A TEST IN SPANISH, AND THEN THE NEXT YEAR IN ENGLISH, THOSE TWO THINGS WERE TOO DIFFERENT TO REALLY CALCULATE GROWTH.
LANGUAGE DIDN'T SEEM TO MATTER THOUGH ON THE MATH TEST, THEY FIGURED THAT WAS MORE UNIVERSAL.
THEY'VE BEEN ABLE TO DEMONSTRATE GROWTH IN MATH,
[01:40:01]
BUT THEY HAVEN'T BEEN ABLE TO DEMONSTRATE GROWTH IN READING IN THAT TRANSITION HERE.IT'S NOT ONLY TWO YEARS OF CONSECUTIVE TESTING, BUT ALSO IN THE SAME LANGUAGE WHEN IT CAME TO READING.
BUT NOW THEY WILL BE ELIGIBLE, AND THAT HAS A GOOD AND A NEGATIVE IMPACT ON US.
WE'LL TALK ABOUT THAT HERE MOMENTARILY.
HOW DOES THE GROWTH PART WORK? WHEN WE TALK ABOUT LOOKING AT LAST YEAR'S PERFORMANCE TO THIS YEAR'S PERFORMANCE, AND WHAT DOES IT MEAN FOR A YEAR'S WORTH OF GROWTH? I PUT TOGETHER A COUPLE OF EXAMPLES JUST TO HELP DEMONSTRATE WHAT WE'LL BE LOOKING AT AND WHAT TEACHERS WILL SEE AS WE COMMUNICATE NEW INFORMATION TO THEM.
REALLY HERE, THEY'VE HELPED US OUT A LITTLE BIT BECAUSE ONE ADDITIONAL THING THEY'VE DONE IS THEY'VE ALSO BROKEN UP THAT DID NOT MEET CATEGORY FOR GROWTH PURPOSES ONLY, AND THE APPROACHES CATEGORY.
THOSE ARE TWO CATEGORIES THAT ARE TYPICALLY VERY LARGE.
THEY HAVE THE MOST NUMBER OF QUESTIONS IN EACH OF THEM.
ON A TEST THAT HAS LIKE 32 QUESTIONS, YOU DID NOT MEET CATEGORY, WILL PROBABLY GO FROM ZERO TO ABOUT 15 QUESTIONS.
THEN YOU'LL HAVE FROM QUESTIONS 16 TO ABOUT 23 OR 24, AND THEN EVEN SMALLER NUMBERS FOR MEETS AND MASTERS.
WHAT THEY DID IS THEY FELT THAT, WELL, IF A KID IS TRYING TO GO FROM DID NOT MEET OR FROM APPROACHES UP TO THE NEXT LEVEL TO SHOW GROWTH, THAT'S REALLY TOO MUCH OF A JUMP FOR A YEAR'S WORTH OF TIME SO THEY SPLIT THAT INTO PIECES FOR US AND ALLOW US TO EARN POINTS OFF OF THAT.
IN THIS EXAMPLE FOR STUDENT A, THE WAY WE CAN READ THIS CHART IS THAT IF IN 2022 THEY SCORED AT THE MEETS LEVEL, SO YOU SEE THAT FOR PRIOR YEAR ON THE LEFT, THAT MEETS LEVEL, AND THEN THIS YEAR IN A GRADE LEVEL HIGHER AND A TEST THAT'S MAYBE A LITTLE MORE RIGOROUS IF THEY SCORE AT THE HIGH APPROACHES, WE MARK THAT DOWN AND WE SEE THAT BETWEEN THOSE FOR US TO HAVE EARNED A POINT, THEY NEEDED TO AT LEAST MAINTAIN MEETS TO MEETS.
INSTEAD, THEIR SCORE SLIGHTLY REGRESSED SO WHEN WE CONNECT THOSE TWO PIECES ON THE CHART, WE GET ZERO POINTS FOR GROWTH.
THE STATES REALLY CONSIDERING WHEN YOU MOVE FROM ONE BOX TO THE NEXT, ONE CATEGORY TO THE NEXT, AND MOVE UP A CATEGORY TO BE A YEAR'S WORTH OF GROWTH.
SIMILARLY, FOR STUDENT B HERE IN THE FIRST YEAR, LAST YEAR, THEY DIDN'T MEET GROWTH AND THEY WERE IN THE LOW PART OF DID NOT MEET.
IF THAT STUDENT AND THIS YEAR BECAUSE IT'S BEEN SO WIDE BEFORE IF THEY WERE STILL DID NOT MEET, WE WOULD NOT EARN A POINT FOR THEM.
HOWEVER, WITH THE SPLIT, IF A STUDENT MOVES FROM LOW DID NOT MEET TO HIGH DID NOT MEET, THE STATE'S CONSIDERING THAT A YEAR'S WORTH OF GROWTH, AND EVEN THOUGH THEY DIDN'T PASS THE TEST, WE WILL STILL GET FULL CREDIT FOR THAT STUDENT FOR GROWING A YEAR'S WORTH IN A YEAR SO THEY WILL HAVE MET GROWTH.
AN OPPORTUNITY FOR GROWTH HERE IS A GOOD THING.
THEY'VE MADE IT EASIER TO GO FROM ONE LITTLE BOX TO THE NEXT AS TO WHERE BEFORE THEY WOULD HAVE HAD TO JUMP ALL THE WAY FROM DID NOT MEET TO APPROACHES, FROM ALL THE WAY FROM APPROACHES UP TO MEETS.
ADDITIONALLY, SCHOOL PROGRESS, THIS DOMAIN IS CHANGING TO RECOGNIZE SUCCESSFUL LEARNING ACCELERATION.
THAT IS WHERE STUDENTS THINK WHAT WE'VE BEEN LOOKING AT FOR HOUSE BILL 45, 45.
STUDENTS THAT DID NOT PASS IN THE YEAR BEFORE HAVE HAD ADDITIONAL TUTORING AND THOSE TYPES OF THINGS.
BUT ONCE AGAIN, TO JUMP FROM ANYWHERE DID NOT MEET UP TO APPROACHES, THE STATE SAYS THAT REALLY THAT IS WHY THE JUMP AND WE'RE LOOKING AT GROWING MORE THAN A YEAR.
IN ORDER TO RECOGNIZE ACCELERATION, STUDENTS WHO HAVE GROWN MORE THAN A YEAR FROM A DID NOT PASS TO SOME SORT OF PASSING APPROACHES, MEETS AND MASTERS, WE WILL EARN A LITTLE BIT OF A BONUS POINT FOR THOSE STUDENTS.
NOT ONLY WOULD WE EARN A POINT IF THEY MET THEIR GROWTH MEASURE MOVING FROM DID NOT MEET TO APPROACHES, BUT WE WILL EARN AN ADDITIONAL QUARTER OF A POINT FOR EACH OF THOSE KIDS.
RECOGNIZING ONCE AGAIN, THAT LEARNING ACCELERATION.
ULTIMATELY NOT HAVING TO DO THE MATH, THIS IS HOW IT WORKS OUT FOR US.
IS THAT ON THE LEFT IN THE BLUE,
[01:45:02]
THAT'S THE NORMAL POINTS FROM THE BIG CHART THAT WE SAW THAT WE WOULD ADD UP ALL THE ONES, ZEROS, AND HALF POINTS.THE RED IN THE NUMERATOR, WE WOULD ADD THOSE EXTRA QUARTER POINTS FOR STUDENTS WHO WENT FROM A DID NOT MEET TO PASSING AT SOME LEVEL, AND THEN YOU WOULD ADD THOSE TWO TOGETHER AND DIVIDE BY THE AMOUNT OF POINTS THAT THEY COULD'VE EARNED OFF OF THE BIG CHART IN READING AND MATH.
WHAT THIS TURNS INTO IS THAT RAW SCORE.
THE SCALE THAT RAW SCORE IS GOING TO BE CHANGED AS WELL.
THIS IS WHERE ONCE WE TAKE THAT CALCULATION, WE PUT IT ON A SCALE BY GRADE LEVEL TO SEE REALLY IN THIS DOMAIN FOR ALL OUR KIDS, DO WE GET AN A, B, C, D, OR F. IN ADDITION TO CHANGING THE NUMBER OF POINTS THAT WE CAN EARN, THEY'VE ALSO UPDATED THE TARGETS.
WE SEE HERE THAT THE PERCENTAGE OF TESTS OR POINTS NEEDED TO GET AN A ACROSS ALL CAMPUSES FROM LAST YEAR TO THE NEW SYSTEM HAVE INCREASED FOR ALL CAMPUS TYPES.
THEY'VE MADE IT EASIER FOR US TO EARN SOME POINTS POTENTIALLY.
BUT THEN THEY'VE ALSO MOVED THE GOALPOST A LITTLE BIT FURTHER.
>> WHILE ALSO CHANGING THE ASSESSMENT.
>> CORRECT. OVERALL IMPLICATIONS OF THIS ACADEMIC GROWTH PORTION.
THE ABILITY TO RECOGNIZE GROWTH.
IT IS A GOOD THING ON THE SURFACE THAT WE WILL HAVE MORE OPPORTUNITY FOR STUDENTS TO EARN GROWTH MEASURES.
BUT THAT ALSO MEANS ON THE NEGATIVE SIDE THAT MORE STUDENTS WILL BE IN OUR DENOMINATOR, AND CONSIDERED IN THE CALCULATION.
THAT MEANS THAT POTENTIALLY IF OUR NUMBER OF STUDENTS THAT DEMONSTRATE GROWTH, IF IT DOESN'T GROW SIGNIFICANTLY THEN OUR SCORES WILL ACTUALLY DROP FOR GROWTH.
THIS CHANGE ALSO MAY HAVE AN IMPACT, AND I THINK IT WILL HAVE AN IMPACT ON OUR ELEMENTARY CAMPUSES WHERE THERE ARE LARGE POPULATION OF ENGLISH LANGUAGE LEARNERS AND THAT'S SIMPLY BECAUSE BEFORE, WHEN THE STUDENT CHANGE LANGUAGE AND READING FROM SPANISH TO ENGLISH, THEY WERE NOT INCLUDED IN THE CALCULATION AT ALL.
HISTORICALLY, WE'VE SEEN THAT STUDENTS THAT THEY USUALLY PERFORM WELL IN THEIR NATIVE LANGUAGE OF SPANISH, AND THEN IN THAT TRANSITION YEAR IN ENGLISH, THEIR SCORES TYPICALLY GO DOWN.
EVEN THOUGH THEY HAVE AN OPPORTUNITY TO DEMONSTRATE GROWTH IN READING, MORE THAN LIKELY THEY WILL NOT MEET GROWTH IN READING.
THE OPPORTUNITY IS THERE, BUT NOW THEY'LL ALSO BE INCLUDED IN THE CALCULATION SO THAT MEANS MORE STUDENTS IN THE DENOMINATOR AND FEWER POINTS FOR THEM IN THE NUMERATOR, WHICH RESULTS IN A LOWER PERCENTAGE.
>> QUESTIONS ON THIS PART BEFORE WE GET INTO THE NEXT PART OF THE DOMAIN? YES. BECAUSE THIS IS GOING TO BE VERY DIFFERENT THAN THE NEXT PART.
>> I'M JUST TRYING TO UNDERSTAND THIS.
FIRST LANGUAGE, NATIVE SPANISH-SPEAKING STUDENTS THAT ARE TAKING THIS TEST ARE NOT ABLE TO SHOW GROWTH ON THE ENGLISH SIDE IF THEY'RE DOING THEIR TEST IN SPANISH, IS THIS RIGHT?
>> CORRECT. SPANISH IS AVAILABLE IN GRADES 3, 4 AND 5 IN ALL SUBJECTS, READING AND MATH.
FOR READING, IT'S BEEN BECAUSE THEY CONSIDERED THE TEST TO DIFFERENT.
IF THEY TOOK IT IN SPANISH VERSUS TAKING IT IN ENGLISH.
IF THEY CHANGE LANGUAGES, SO LET'S SAY THEY TESTED IN THIRD GRADE IN SPANISH, AND THEN AS AN EMERGENT BILINGUAL, THEY'VE BEEN EXITED OR TRANSITIONED, SO NOW THIS YEAR THEY'RE GOING TO TAKE IT IN ENGLISH.
BEFORE THEY WOULD NOT BE INCLUDED IN THE CALCULATION BECAUSE THE STATE WOULD SAY, WELL, THAT'S TOO DIFFERENT TO GO [OVERLAPPING] FROM SPANISH TO ENGLISH.
BUT WITH THE NEW SYSTEM, NOW THEY'RE GOING TO LOOK AT ACHIEVEMENT ONLY, SO IT DOESN'T MATTER LANGUAGE ANYMORE.
THEY'LL HAVE THE OPPORTUNITY IF THEY CHANGE LANGUAGE TO EARN.
BUT WHAT WE'VE SEEN IN THEIR TEST SCORES IS THAT USUALLY THEY'VE DONE BETTER IN SPANISH AND THEN LESSER IN ENGLISH, SO THEY WON'T BE MOVING UP A LEVEL TO EARN GROWTH.
>> BEFORE THE PRIOR STAR, WERE THEY ABLE TO TAKE THEIR TEST IN SPANISH AND THAT GROWTH COUNTED?
[01:50:02]
>> NO. THAT'S WHERE THEY WEREN'T EVEN INCLUDED IN THE CALCULATION IN READING BECAUSE OF THAT CHANGE IN LANGUAGE.
>> INTERESTING. IT'LL BE INTERESTING TO SEE WHAT THE TWO DUAL LANGUAGE STUDENTS, HOW THIS ALL PANS OUT DOWN THE ROAD, 20 YEARS DOWN THE ROAD WHEN WE HAVE ALL THESE TWO-WAY DUAL LANGUAGE SPEAKING KIDS, THEN WHAT WILL COUNT AND MATTER.
>> ADDITIONAL QUESTIONS BEFORE WE MOVE ON TO THE NEXT TOTALLY DIFFERENT? MS. RENTERIA?
>> YES. NO. THANK YOU FOR THAT.
I FEEL LIKE WITH THIS PERSONALLY, I FEEL LIKE YOU CAN'T WIN, I FEEL LIKE THERE'S A GAIN, BUT THEN THERE'S A NEGATIVE, AND IT'S LIKE THE MINUTE YOU'RE GIVING.
I THINK IT'S FRUSTRATING. ONE OF THE QUESTIONS I HAD WAS IN THE CHOICE OF WHEN THEY DO THAT LANGUAGE CHANGE, IS THAT SOMETHING THAT IS REFERRED BY A TEACHER? IS THAT IS SOMETHING THAT A PARENT DECIDES? I KNOW THERE'S AN EXIT TO THIS, BUT IS THERE SOMETHING WHERE THE PARENT CAN DECIDE AND SAY, I WANT THEM TO CONTINUE TO TAKE IT IN SPANISH OR IS THAT SOMETHING THAT THE SCHOOL DECIDES HE'S EXITED, HE'S READY FOR ENGLISH?
>> IT'S PART OF THE COMMITTEE PROCESS, THE LPAC COMMITTEE AS A REVIEW PROGRESS TOWARDS GOALS, AND ALSO BASED ON PROGRAMMING THAT'S AVAILABLE AT THE CAMPUSES TOO.
>> SO LPAC. MY QUESTION IS BECAUSE I KNOW THAT LIKE TO MS. MCGOWAN'S POINT, I THINK YOU'RE TRYING TO FIGURE OUT WHAT ALL THIS MEANS.
IT'S COMPLICATED FOR YOUR AVERAGE PERSON TO UNDERSTAND WHAT THIS IS.
DO OUR PARENTS, ESPECIALLY THOSE THAT ARE SPANISH-SPEAKING OR JUST AGAIN, ANOTHER LANGUAGE OTHER THAN ENGLISH, HOW ARE THEY BEING NOTIFIED? HOW ARE THEY BEING EDUCATED? HOW ARE THEY BEING TOLD ALL OF THIS INFORMATION SO THAT THEY KNOW HOW HEAVY THIS WEIGHS?
>> THAT'S A GOOD QUESTION. WITH THIS INFORMATION, AS WE'RE LEARNING ABOUT IT AND WHATNOT, WE ARE WORKING TO GET INFORMATION TOGETHER TO SHARE WITH OUR PARENTS.
BUT IT'S ALSO WORTH NOTING THAT THIS WHOLE SYSTEM WILL ALSO NOT BE APPROVED AND THINGS CAN STILL CHANGE UP UNTIL THIS SUMMER.
ONCE WE HAVE INFORMATION BACK AND A FINAL SYSTEM, THEN WE CAN REALLY COMMUNICATE WITH OUR PARENTS THE IMPACT OF THOSE THINGS.
UP UNTIL THIS POINT, WE'RE STILL TRYING TO FOLLOW TEA'S LEAD OF GETTING AND GIVING FEEDBACK.
>> WE DID NOT SIGNIFICANTLY CHANGE THE CONVERSATIONS WE WERE HAVING IN LPAC.
WE BASICALLY MADE THE SAME RECOMMENDATIONS OF WHETHER OR NOT WE WERE GOING TO EXIT A STUDENT OR WHICH FORMAT WE WERE GOING TO TEST THE STUDENT BASED UPON WHAT WE HAVE PREVIOUSLY DONE.
BECAUSE AGAIN, THIS HAS BEEN SO NEW THAT WE DIDN'T FEEL CONFIDENT ENOUGH TO SIGNIFICANTLY CHANGE OUR RECOMMENDATIONS IN A WAY THAT COULD HURT ANY OF OUR KIDS.
WE'RE GOING TO LEARN FROM THIS AND IT COULD HAVE A SIGNIFICANT IMPACT ON LPACS FOR NEXT YEAR.
BUT THIS YEAR, OUR PARENTS DID NOT REALLY SEE A DIFFERENCE BECAUSE WE DON'T KNOW.
>> WE DON'T KNOW. ABSOLUTELY. I FEEL THAT MAYBE THAT'S THE POINT, IS THAT AS WE MOVE FORWARD BECAUSE I KNOW IT'S NEW, IT'S JUST NEW FOR EVERYTHING THIS WHOLE STAR.
BUT I WOULD HOPE THAT WE CAN HAVE THAT IN PLACE WHERE OUR PARENTS TRULY UNDERSTAND WHAT THIS MEANS.
I THINK IN GENERAL LIKE FOR ME, I THINK WHEN WE TALK ABOUT PREPARING FOR STAR, WHEN WE DO THE, WHAT'S THE OTHER ASSESSMENT? IT JUST LEFT ME, MAP TESTING, AND THEN FOR OUR SECONDARY, THE EOCS.
I THINK AS PARENTS, MANY TIMES WE SEE HE'S PASSING, HE'S DOING GOOD, HE BRINGS HOME GOOD GRADES.
BUT HOW MUCH DO ALL OF THESE ASSESSMENTS PLAY? HOW DO THEY PLAY INTO HOW MY CHILD IS SUCCEEDING? I KNOW THAT WE DO A REALLY GOOD JOB WITH OUR PARENT UNIVERSITY AND EVERYTHING, SO HOPEFULLY MOVING FORWARD BECAUSE I JUST FEEL LIKE IT'S A VERY COMPLICATED ISSUE, IT IS JUST A COMPLICATED THING TO GRASP AND HOPEFULLY OUR PARENTS WILL KNOW SO WE CAN PARTNER WITH THEM, AND WE CAN KNOW HOW WE CAN MOVE FORWARD BECAUSE THE GROWTH IS AWESOME.
I'M GLAD THAT WE'RE ACKNOWLEDGING THE GROWTH EVEN THOUGH THEY DIDN'T MEET THEIR BENCHMARK.
BUT HOW ELSE DOES THAT LOOK AND WHAT DO WE HAVE TO DO? BUT I APPRECIATE.
>> IT'S IMPORTANT TO NOTE ALSO THAT WE HAVE THIS ACCOUNTABILITY CHANGE, BUT THERE'S ALSO OTHER CONSIDERATIONS THAT TA, AND THEY ACTUALLY JUST POSTED LAST WEEK FOR FEEDBACK, A CHANGE EVEN TO TELL PASS TESTING, WHICH [OVERLAPPING] THAT IS ONE OF THE MAIN INSTRUMENTS WE USE TO DETERMINE WHETHER OR
[01:55:02]
NOT A STUDENT WILL EXIT FROM OUR LANGUAGE PROGRAMMING, AND THEY ARE MAKING A SHIFT POTENTIALLY FROM LOOKING AT INDIVIDUAL DOMAINS OF THAT TEST TO A HOLISTIC SCORE USING THAT TO DETERMINE EXIT CRITERIA.SO EVEN AGAIN, THAT CHANGE HAS EVEN BEEN FINALIZED, WHICH CAN SIGNIFICANTLY IMPACT THE LPAC'S DECISIONS AND WHAT FOR [OVERLAPPING] NONE OF THE TEST.
I REALIZE THERE'S SO MANY TO TRY.
THAT'S WHY EVEN FOR US HERE AT THIS TABLE, I FEEL LIKE IT'S SO MUCH CHANGE AND IT'S HARD TO GRAB ALL THE BALLS AND KEEP THEM IN THE AIR [OVERLAPPING] FOR OUR PARENTS.
>> TRUST ME THEN YOU'RE GOING TO LOVE THE NEXT PART.
>> NO, BECAUSE I'M THINKING IF ALL OF THIS DISCUSSION RIGHT NOW, WERE IN A SECOND LANGUAGE, HOW DIFFICULT IT WOULD BE TO UNDERSTAND, [OVERLAPPING] SO HOW PARENTS FEEL WHEN THIS WAS GOING ON.
>> I WILL SAY TEA AS PART OF THEIR TIMELINE, WELL, IN SOMETIME IN JULY, IS WHAT WE'VE BEEN TOLD, SOMETIME IN JULY, THERE WILL ALSO BE ADDITIONAL MATERIALS THAT THEY WILL PRODUCE TO DESCRIBE EVERYTHING TO PARENTS AND PUBLIC AND WHATNOT TOO.
WE'RE TRYING TO KEEP YOU ALL INFORMED AS FAR AS WHAT'S BEING PROPOSED SO WE CAN PREPARE FOR WHAT MIGHT LAND ON US.
BUT THINGS UNTIL THEY MAKE THAT FINAL DRAFT AT THE ACCOUNTABILITY MANUAL ARE STILL UP IN THE AIR.
>> WELL, THANK YOU AND I APPRECIATE ALL THE WORK IN THIS PRESENTATION.
YES, I'M ANXIOUS TO SEE WHAT MORE CHANGES ARE COMING.
>> ANY MORE QUESTIONS, MS. PACHECO?
>> THANK YOU SO MUCH FOR THE PRESENTATION SO FAR. I APPRECIATE IT.
I'M JUST CURIOUS AGAIN ON THEIR EMERGENT ENGLISH SPEAKERS AND TAKING THE TEST IN ENGLISH.
NOW THAT WE KNOW THIS, IS THERE A WAY THAT THE DISTRICT IS PLANNING MAYBE TO FOCUS ON MAKING SURE THAT THEY DON'T HAVE A LOWER SCORE, I GUESS? BECAUSE I KNOW A LOT OF IT IS PROBABLY LIKE FOR ME IT WAS MULTI DEFINITION WORDS IN ENGLISH VERSUS IN SPANISH THEY HAVE ONE DEFINITION AND THE COMBINATION OF THOSE THINGS AFFECT IT.
ALSO, BECAUSE STAR HAS THOSE SENTENCE WRITINGS AND THE COMPOSITION, VOCABULARY IS LESS FOR AN EMERGENT ENGLISH SPEAKER.
I'M JUST CURIOUS WHAT THERE ARE SOME THINGS.
>> IN ADDITION TO HAVING PARENTS SAY, WELL, MAYBE WE WAIT ANOTHER YEAR.
WE HAVE DONE AT THE VERY BEGINNING OF THE YEAR.
THAT'S WHY WE BROUGHT TO YOU OUR DUAL LANGUAGE BILINGUAL PROGRAMMING IN OUR ENGLISH AS A SECOND LANGUAGE LEARNING PROGRAMMING TO SHARE WITH YOU WHAT WE WERE DOING, AND THAT WAS, I BELIEVE IN SEPTEMBER SO THAT WE COULD SHOW WHAT CURRICULUM WORK, WHAT INSTRUCTIONAL WORK, WHAT PROFESSIONAL DEVELOPMENT WE'VE PUT IN PLACE TO HELP OUR TEACHERS WITH THIS TRANSITION BECAUSE WE KNOW AGAIN, THIS IS A TRANSITION FOR ALL STUDENTS, NOT ALONE OUR STUDENTS WHO ARE DEVELOPING A SECOND LANGUAGE.
WILL WE NEED TO STUDY THIS ASSESSMENT AND THE RESULTS TO UNDERSTAND WHAT WORKED AND WHAT DIDN'T WORK, AND HOW ARE WE GOING TO MAKE ADJUSTMENTS? A HUNDRED PERCENT.
I THINK ONE OF THE FRUSTRATIONS THAT YOU WILL HEAR FROM A LOT OF SUPERINTENDENTS IS THE FACT THAT THIS DATA WE ARE GETTING AND THE FORMAT IN WHICH WE ARE GETTING IT IS COMING SO LATE THAT WE'RE GOING TO HAVE TO PREDICT WHAT CHANGES WE NEED TO MAKE IN THE SUMMER.
BUT REALLY MOST OF THEM ARE NOT GOING TO BE ABLE TO BE MADE UNTIL, I WOULD SAY EARLY FALL.
THAT'S REALLY, I THINK A SECOND PART OF OUR FRUSTRATION IS I WANT THE DATA.
WE'RE USED TO GETTING THE DATA IN LATE MAY, EARLY JUNE, AND THAT GIVES OUR TEAM 3-6 WEEKS TO FIGURE OUT, GOSH MAN, WE REALLY NAILED THAT, OR WE SPENT A WHOLE LOT OF TIME ON THAT AND IT WASN'T EVEN A PART OF THE ASSESSMENT.
LET'S SHIFT. THIS TRAINING COMPONENT CLEARLY DIDN'T STICK WITH OUR TEACHERS, IT DIDN'T STICK WITH OUR KIDS, AND WE'RE JUST NOT GOING TO HAVE IT IN AN ACTIONABLE WAY THAT WE'RE USED TO AND WE'RE GOING TO HAVE TO ADJUST.
>> WELL, THANK YOU SO MUCH FOR THAT [OVERLAPPING] EXPLANATION AND THE REMINDER.
I APPRECIATE THAT SO MUCH BECAUSE I FEEL SOMETIMES I DON'T KNOW.
I'M NOT PREVIOUS TO WHO DECIDES THESE THINGS, AND TEA AND THE STATE.
BUT THESE EMERGENT BILINGUALS ARE LITERALLY TRANSLATING CONSTANTLY IN THEIR BRAIN.
I KNOW I DO THIS SOMETIMES AND I'LL TRANSLATE SOMETHING WHEN I'M READING IT BECAUSE IT'S NOT MY FIRST LANGUAGE, AND SO NOT TO GIVE THEM CREDIT FOR THAT AND TO SAY THAT THEY ARE IN A LOWER ACHIEVING CATEGORY, I THINK IT'S INSULTING TO THE STUDENTS AND TO THESE FAMILIES AND OF COURSE, TO ALL THE TEACHERS THAT WORK WITH THOSE STUDENTS.
I WANTED TO GIVE THAT OPINION.
>> I ALSO THINK IT'S IMPORTANT TO NOTE THAT YOU ALSO THEN HAVE
[02:00:02]
STUDENTS WHO MAY BE REFUGEE STUDENTS WHO MAY BE ALSO, AND SO EVEN THE STRUCTURE OF SCHOOL AND THE STRUCTURE OF AN ASSESSMENT IS BRAND NEW, SO LOTS OF LAYERS THERE.>> YEAH, LOTS. THANK YOU, MS. PACHECO FOR THAT. MS. MCGOWAN.
>> TO MRS. PACHECO'S POINT, YOU SAID THAT THE DISTRICT IS PREPARING THE STUDENTS PRIOR TO STAAR TESTING.
IN YOUR HISTORY, WHEN YOU FIRST GOT HERE IN THIS DISTRICT WERE WE DOING THIS PREPARATION TO OUR EMERGING BILINGUAL STUDENTS THEN FOR THESE TESTS?
>> ABSOLUTELY, THE DISTRICT HAS ALWAYS HAD A VERY STRONG FOCUS ON SUPPORTING OUR SECOND-LANGUAGE STUDENTS.
I THINK WE DID SOME REALLY INTENSIVE STUDY IN THE LAST 18-24 MONTHS TO UNDERSTAND WHAT ARE SOME OF THE NEW IDENTIFIED BEST PRACTICES IN THIS FIELD, WHICH IS THE PRESENTATION WE BROUGHT FORWARD TO YOU AROUND DUAL LANGUAGE AND SHIFTING FROM A PURELY BILINGUAL MODEL TO A DUAL LANGUAGE EITHER ONE-WAY OR TWO-WAY MODEL, WHICH IS THE PRESENTATION WE BROUGHT FORWARD.
BUT I WOULD SAY IN MY NINE YEARS, THERE HAS ALWAYS BEEN A CONCENTRATION IN ENSURING THAT WE WERE EMPLOYING EVERY STRATEGY WE COULD TO SUPPORT OUR SECOND-LANGUAGE LEARNERS.
>> THANK YOU, MS. MCGOWAN. ANY ADDITIONAL QUESTIONS, MS. TIMMY?
>> THANK YOU. [LAUGHTER] I WAS BEING SILLY.
I DO THINK IT'S IMPORTANT, AND I THINK MS. BRANUM, YOU PROBABLY CAN ATTEST TO THIS, WHILE STAAR IS IMPORTANT, IT IS A SUMMATIVE ASSESSMENT AND IT IS NOT WHAT WE USE TO MAKE INSTRUCTIONAL DECISIONS IN THE MOMENT.
THAT IS WHY MAP IS SO IMPORTANT, OR OTHER ASSESSMENTS THAT WE USE THAT DIRECTLY ALIGNED TO THE RIGOR OF WHAT WE KNOW THEY WILL BE ASKED TO DO AND GIVEN THROUGHOUT THE YEAR, NOT AT ALL TIMES, BUT AT LEAST STRATEGICALLY ALLOWS US TO SEE WHERE THE KIDS ARE PERFORMING AND ALLOWS US TO MAKE INSTRUCTIONAL DECISIONS.
WE CERTAINLY CAN SEE TRENDS, AND IT IS IMPORTANT BECAUSE AS SUMMATIVE PIECE, THERE ARE TRENDS THAT YOU CAN GET FROM THAT.
YOU CAN SEE HOW YOU STACK UP WITH OTHER DISTRICTS AND WAYS TO SEE SUCCESS, AND IT'S ALSO PUBLIC-FACING IN A WAY THAT OTHER ASSESSMENTS AREN'T, AND CERTAINLY THAT ACCOUNTABILITY IS IMPORTANT.
BUT AS FAR AS INSTRUCTIONAL DECISIONS GO, THIS IS NOT WHAT WE'RE USING TO MAKE INSTRUCTIONAL DECISIONS ON THE WHOLE.
WE'RE MAKING IN-TIME INSTRUCTIONAL DECISIONS BASED ON OUR INTERIM ASSESSMENTS AND OUR FORMATIVE PIECES AND THE OTHER THINGS THAT TEACHERS DO ON A DAILY BASIS.
THAT'S HOW WE'RE ABLE TO REALLY ADDRESS STUDENT NEEDS IN THE MOMENT.
AM I REPRESENTING THAT CORRECTLY? THANK YOU.
>> THANK YOU. WE WILL CONTINUE.
>> BECAUSE THE CLOSING GAPS DOMAIN, THIS ONE IS AN ENTITY ALL INTO ITSELF.
THIS COMES OUT OF REALLY ESSA LEGISLATION THAT IS REQUIRING REALLY ACCOUNTABILITY SYSTEMS TO MEET THE NEEDS OF DISADVANTAGED STUDENTS, CHILDREN WITH DISABILITY, ENGLISH LEARNERS, AND THE NEEDS OF LOW-PERFORMING SCHOOLS.
THIS IS A REQUIREMENT OF EVERY STATE THAT RECEIVES FEDERAL DOLLARS, WE HAVE TO PARTICIPATE.
HOWEVER, HOUSE BILL 22 FROM THE 85TH LEGISLATURE WAS ALSO ADOPTED WITH THE SAME PURPOSE, WITH THE GOAL OF ELIMINATING ACHIEVEMENT GAPS BASED ON RACE, ETHNICITY, SOCIOECONOMIC STATUS IN TEXAS.
TOGETHER, THIS IS REALLY WHAT ALLOWS US TO HAVE ONE ACCOUNTABILITY SYSTEM THAT MEETS BOTH OUR STATE AND FEDERAL REQUIREMENTS.
THE FIRST TWO DOMAINS, THE FEDERAL GOVERNMENT REALLY DOES NOT PAY ATTENTION TO.
THIS ONE THAT WE'RE GOING TO TALK ABOUT NOW IS SET UP IN A WAY THAT REALLY TAKES THE INFORMATION FROM THE FIRST TWO DOMAINS AND BREAKS IT OUT BY ALL OUR DIFFERENT STUDENT GROUPS.
TYPICALLY WHEN I'VE REPORTED TO YOU STUDY AID IN THE PAST, WE'VE LOOKED AT ALL STUDENTS AND RACE, ETHNICITY, AND ELL STUDENTS, AND ECONOMIC DISADVANTAGE AND ALL THOSE PIECES.
THAT'S PART OF THIS REPORTING REQUIREMENT.
I WANT YOU JUST TO HAVE THAT CONTEXT TO KNOW THAT ANYTHING THAT IS CHANGED IN THIS DOMAIN HAS TO BE ALSO APPROVED BY THE FEDERAL GOVERNMENT.
TEA IN FEBRUARY SUBMITTED AN AMENDMENT TO OUR ESSA PLAN FOR THE STATE TO ADJUST THE METHODOLOGY IN THIS DOMAIN REALLY FOCUSING ON TWO AREAS.
THEY'RE ADJUSTING HOW THE GROUPS ARE CATEGORIZED REALLY,
[02:05:04]
AND THIS IS THE IMPORTANT PART TO IMPROVE THE FOCUS ON MORE AT-RISK STUDENTS WHOSE PERFORMANCE IS NOT POTENTIALLY REFLECTED IN THE FIRST TWO DOMAINS.THEN THEY'RE ADJUSTING THE SYSTEM IN WHAT THEY'VE DETERMINED ARE CALLED THE GRADATION OF TARGETS.
CURRENTLY, THE SYSTEM THAT WE HAVE IN PLACE HAS ALL THE DIFFERENT INDICATORS FOR ALL THE DIFFERENT AREAS AND IT'S A PASS-FAIL SYSTEM.
EACH THING HAS A TARGET SET AND IT'S, DID YOU MEET THE TARGET OR NOT? YOU GET A POINT IF YOU DID, YOU GET ZERO POINTS IF YOU DIDN'T FOR EACH AND EVERY TARGET THAT COUNTS.
HOWEVER, THEY DETERMINED THAT REALLY WE NEED TO PROVIDE AN EMPHASIS THAT ARE SHOWING GROWTH TOWARDS SOME INTERIM AND LONG-TERM STUDENT TARGETS FOR EACH OF THESE GROUPS BY TYPE.
RATHER THAN JUST A ONE OR A ZERO, A YES OR A NO, DID YOU GET IT OR NOT, NOW THERE'S GOING TO BE THIS VARIETY OF POINTS THAT YOU CAN EARN, ZERO POINTS TO FOUR POINTS FOR EVERY INDICATOR.
I'M TRYING TO KEEP THIS AS HIGH LEVEL AS I CAN BECAUSE, TRUST ME, I KNOW, THIS IS A LOT.
CURRENTLY, WE HAVE 14 DIFFERENT GROUPS.
THOSE ARE THE ONES THAT I REPORT OUT TO YOU WHEN WE TALK ABOUT STAAR.
THEY'RE UPDATING THE SYSTEM THOUGH, REDUCING THAT NUMBER DOWN IN MOST AREAS FROM 14 GROUPS TO SIX GROUPS.
NOW, WE WILL STILL GET REPORTED OUT ALL 14 GROUPS, ACTUALLY, IT'LL BALLOON UP TO 18, BELIEVE IT OR NOT, BUT ONLY THE ONES THAT WILL COUNT FOR CALCULATION WILL BE SIX.
FROM THE OLD TO THE NEW, THE ALL STUDENTS GROUP WILL COUNT LIKE IT DID IN THE PAST.
IT'S ALL KIDS THAT TESTED REGARDLESS OF IF YOU FALL IN ANY OTHER GROUP.
THE RACE ETHNICITY THOUGH, IS CHANGING FROM LOOKING AT ALL SEVEN DIFFERENT GROUPS TO REALLY ONLY FOCUSING ON THE TWO LOWEST PERFORMING GROUPS FROM THE PRIOR YEAR FOR THAT PARTICULAR CAMPUS.
I WANT TO MAKE THAT DESIGNATION, RATHER THAN LOOKING AT ALL GROUPS THAT MIGHT COUNT ON YOUR CAMPUS, THEY'RE CHANGING THE FOCUS TO JUST LOOK AT THE TWO LOWEST PERFORMING FROM THE YEAR BEFORE.
IN AN EFFORT TO TRY TO HELP US OUT, THEY'VE CREATED WHAT THEY'RE CALLING A HIGH-FOCUS GROUP OR A SUPERGROUP.
IF YOU NOTICE UP ON THE PIECE UP ABOVE, ECONOMIC DISADVANTAGE, ENGLISH LEARNERS, SPECIAL EDUCATION, AND OUR HIGHLY MOBILE STUDENTS ARE FOUR SEPARATE CATEGORIES.
HOWEVER, IN THE NEW SYSTEM, BECAUSE THEY'RE FOCUSED ON OUR MOST AT-RISK TYPE KIDS, THERE REALLY IS A LOT OF OVERLAP BETWEEN ECONOMIC DISADVANTAGE AND EACH OF THOSE OTHER GROUPS.
RATHER THAN A STUDENT COUNTING POTENTIALLY FOUR SEPARATE TIMES THROUGH EACH OF THOSE CATEGORIES IN THE OLD SYSTEM, THEY'RE ONLY GOING TO COUNT ONE TIME REGARDLESS OF IF THEY'RE SERVED IN ALL OF THOSE PROGRAMS. IT'S GOING TO BE WHAT WE CALL IN THE PROGRAMMING WORLD AND/OR LOGIC, ECONOMIC DISADVANTAGE OR EMERGENT BILINGUAL OR SPED, OR HIGHLY MOBILE, AND IF YOU HIT ANY ONE OF THOSE, THEN YOU'LL COUNT IN THAT GROUP, BUT YOU'LL ONLY COUNT ONCE.
THEN THEY'RE MAINTAINING A SEPARATE GROUPS, FORMER SPECIAL EDUCATION STUDENTS, THESE ARE STUDENTS THAT EXITED SPECIAL EDUCATION AND ARE MONITORED FOR TWO YEARS AFTER THEIR EXIT, AND THEN CONTINUOUSLY ENROLLED, AND CONTINUOUSLY ENROLLED IS BASICALLY STUDENTS WHO HAVE BEEN WITH OUR DISTRICT TESTING IN OUR DISTRICT FOR THE PREVIOUS THREE YEARS.
REALLY NARROWING DOWN THAT FOCUS, BUT ALSO CHANGING THAT EMPHASIS TO OUR MORE AT-RISK STUDENT GROUPS. YES, MA'AM.
>> I JUST HAD A QUICK QUESTION.
IS IT POSSIBLE THAT I CAN BE A STUDENT THAT WOULD BE IN ALL OF THOSE THREE GROUPS?
>> OKAY, SO I CAN BE AGAIN, [OVERLAPPING] I'LL BE HISPANIC, BUT I'M ALSO IN [OVERLAPPING] ECONOMIC DISADVANTAGE.
>> YOU COULD HAVE BEEN WITH US CONTINUOUSLY ENROLLED FOR THREE YEARS.
YOU COULD COUNT FIVE TIMES AS A HISPANIC STUDENT.
>> THANK YOU FOR CLARIFYING THAT.
>> WHEN IT COMES TO WHAT THEY'RE CALLING THE GRADATION OF POINTS OR GRADATED POINTS, THIS IS WHERE THE LONG-TERM GOAL THEY'VE PROPOSED TO ESSA, A 10-YEAR TARGET.
LOOKING 10 AND EVEN 15 YEARS OUT IN THEIR AMENDMENT THEY'RE ALIGNING THOSE LONG-TERM TARGETS WITH SIGNIFICANTLY REDUCING
[02:10:01]
ACHIEVEMENT GAPS ACROSS ALL STUDENT GROUPS.HOWEVER, THEY KNOW THAT THAT'S A LONG-TERM GOAL, SO THEY'RE GOING TO SET ALSO INTERIM GOALS THAT WE HAVE TO AIM FOR.
THOSE ARE FIVE-YEAR GOALS FROM NOW TO THE NEXT FIVE YEARS, AND THOSE ARE BASED ROUGHLY A THIRD OF THE WAY TOWARD THAT LONG-TERM GOAL.
[LAUGHTER] THAT GOAL IS GOING TO CHANGE EACH YEAR AS WE GET CLOSER TO THE INTERIM GOAL, THE TARGET IS GOING TO UP JUST A LITTLE BIT.
THINK OUR BOARD GOALS THE WAY THAT WE SET A GOAL AND THEN EACH YEAR MOVING TOWARDS IT.
BUT WE'RE GOING TO DO THIS FOR ALL SIX OF THOSE GROUPS, AND MEASURE IN ALL THE DIFFERENT WAYS.
>> THAT'S RIGHT. IF WE HIT THE LONG-TERM GOAL, WE GET FOUR TOTAL POINTS.
IF WE HIT THE INTERIM GOAL, WE GET THREE POINTS FOR THAT PARTICULAR INDICATOR.
IF A STUDENT GROUP THOUGH, DOESN'T MEET THE INTERIM GOAL, THEN THERE'S SOME FRACTION, IF WE'RE SOME WAY TOWARDS THAT GOAL, THEN WE'LL GET EITHER TWO, ONE OR IF WE'D MADE NO GROWTH, PROGRESS TOWARDS THAT GOAL WE'LL GET ZERO POINTS.
BECAUSE WHEN YOU PUT THIS ALL TOGETHER, THIS IS WHAT IT LOOKS LIKE, FOR ALL THE DIFFERENT POINTS.
[LAUGHTER] [BACKGROUND] I SHOULD HAVE STARTED WITH THIS.
[BACKGROUND] TEA'S POINT IS THAT, WELL, WE'RE GOING FROM THE POSSIBILITY OF 71 DIFFERENT INDICATORS THAT COULD BE MEASURED OR EARNED DOWN TO 23.
HOWEVER, THOSE 23 INDICATORS CAN EARN A MAXIMUM OF FOUR POINTS.
SO REALLY WE'RE CHANGING FROM A SYSTEM THAT MEASURED US ON A POSSIBLE 71 POINTS IF EVERYBODY COUNTED IN EVERYTHING TO 92 POINTS.
THAT HAS SOME IMPLICATION, BECAUSE ON THE SURFACE IT LOOKS LIKE, HEY, WE'RE HELPING YOU OUT, WE'RE NARROWING THAT FOCUS, YOU WON'T HAVE AS MANY THINGS TO FOLLOW.
BUT WE'RE ALSO SETTING THESE LONG-TERM TARGETS THAT ARE GOING TO MAKE IT HARDER TO GET FOUR POINTS AND THREE POINTS.
MOST DISTRICTS WILL PROBABLY END UP STARTING OUT AT THE ZERO, ONE OR TWO POINTS FOR EACH OF THESE THINGS, WHICH MEANS POTENTIALLY LOWER SCORES IN THIS DOMAIN.
THE IMPLICATION HERE, ONCE AGAIN FOCUSED ON AT-RISK STUDENTS.
THIS IS THEIR LANGUAGE, WHICH IS WHY IT'S IN QUOTES.
CURRENTLY FOR US THOUGH OUR IMPLICATIONS IS, THERE'S AN OVERLAP BETWEEN MOST CAMPUSES AND THEIR TWO LOWEST PERFORMING GROUPS AND THE HIGH FOCUS GROUP.
BECAUSE REALLY YOU'RE LOOKING AT THOSE TWO LOWEST ETHNIC GROUPS, RACE ETHNICITIES WHICH TYPICALLY FOR US, ARE AFRICAN-AMERICAN AND HISPANIC.
WE'VE SEEN THAT THROUGH COVID AND OTHER THINGS.
BUT ALSO THEN YOU LAYER ON TOP OF THAT, ECONOMIC DISADVANTAGE.
THEY COULD COUNT POTENTIALLY IN THAT ETHNICITY AND IN THE SUPER GROUP, THAT HIGH FOCUS GROUP.
ONE OF THE OTHER THINGS THAT THEY'RE CHANGING THOUGH, IS THAT THE MINIMUM NUMBER OF STUDENTS REQUIRED TO COUNT FOR A GROUP IS GOING TO 10 STUDENTS, AND THAT'S DOWN FROM 25 BEFORE.
IN READING, YOU NEEDED 25 AFRICAN-AMERICAN STUDENTS TO COUNT AS A GROUP.
YOU NEEDED 25 ASIAN STUDENTS, WHICH ASIAN FOR US ALSO INCLUDES OUR REFUGEES A LOT OF TIMES, NOW IT'S GOING TO ONLY BE 10.
FOR SOME OF OUR CAMPUSES, ASIAN MAY ALSO BE ONE OF OUR LOWEST PERFORMING GROUPS. DOES THAT MAKE SENSE? THE CHANGE IS REALLY FOCUSING ON AREAS WHERE WE KNOW STUDENTS DON'T HISTORICALLY PERFORM AS WELL.
PART OF THE POINT OF THE SYSTEM, IS TO PUT THE FOCUS THERE, BUT IT ALSO IS A CHALLENGE FOR US.
THEN AS YOU SAW WITH ALL OF THE NUMBERS AND EVERYTHING, TEA'S MAIN FOCUS WITH THE A-F SYSTEM IS THAT IT WOULD BE EASY TO EXPLAIN TO THE PUBLIC.
INSTEAD, THIS INTRODUCES A WHOLE NEW LEVEL OF COMPLEXITY, AND I SAW IT IN YOUR FACE SO THANK YOU FOR DOING THAT BECAUSE THAT DEFINITELY DROVE HOME THAT LAST BULLET FOR ME.
ESPECIALLY WHEN THOSE INTERIM TARGETS OR SUB-INTERIM TARGETS,
[02:15:01]
AS WE GET CLOSER TO THE FIVE-YEAR GOALS ARE GOING TO BE CHANGING AS WE STEP CLOSER TO THEM.>> TO REITERATE WHAT MS. TIMMY SAID A FEW MINUTES AGO, I THINK THIS BRINGS HOME FOR ME WHY THE BOARD'S TRUE NORTH GOAL AROUND GROWTH AND FOCUSING ON GROWTH.
IN THE END, IF WE ARE GROWING OUR STUDENTS, IF WE ARE ENSURING AT LEAST A YEAR'S WORTH OF GROWTH, AND FOR SOME OF OUR STUDENTS WE KNOW IT NEEDS TO BE MORE, BUT IF AT LEAST A YEAR'S WORTH OF GROWTH, IN THE END, THE ASSESSMENT WILL TAKE CARE OF ITSELF.
WE ARE TRYING TO STAY FOCUSED AND TRYING NOT TO GET DISTRACTED BY FIGURING OUT THE GAME OF THIS ACCOUNTABILITY SYSTEM BECAUSE YOU CAN'T REALLY GAME IT.
WE ARE JUST FOCUSING ON GROWTH, AND THAT IS OUR MESSAGE, THAT IS INSTRUCTIONAL DECISIONS WE'RE MAKING, RESOURCE DECISIONS THAT WE'RE MAKING, STAFFING DECISIONS THAT WE'RE MAKING, IT'S AROUND GROWTH.
THIS IS JUST ONE, WE BELIEVE ONE BYPRODUCT OF THAT, AND ONE WAY THAT OUR COMMUNITY SHOULD MEASURE US, IT IS NOT THE WHOLE PICTURE.
>> ABSOLUTELY. I TOTALLY AGREE WITH MS. BRANUM.
I THINK ALSO FOR ME, IT'S INTERESTING AND I ALSO FIND REFRESHING THAT WE BRING THIS FOCUS ON OUR LOWEST PERFORMING GROUPS.
I THINK THAT EVEN BEFORE COVID, WHEN WE SEE ACROSS AND WE SEE THE HISTORY OF WHO OUR LOWEST PERFORMING GROUPS ARE, AND NOTE THEY WERE MAKING THOSE STRIDES AND NOTE THEY WERE WORKING.
BUT I THINK THAT IT IS AGAIN, REASSURING FOR ME, AND I THINK IT'S REFRESHING ALSO.
FOR ME IT WAS ALWAYS LIKE, I COULD NEVER UNDERSTAND BEFORE WHY IS THERE NOT A SENSE OF URGENCY WHEN WE CONTINUALLY SEE OUR LOWEST PERFORMING GROUPS CONSISTENTLY STAY THE SAME.
FOR ME, I THINK IT'S JUST REFRESHING TO PUT THAT FOCUS ON THERE.
DEFINITELY GROWING ALL OF OUR KIDS.
BUT I THINK TO REALLY KEEP THAT FOCUS AND SEE THAT, WE NEED TO SEE WHY AND WE NEED TO WORK TOWARDS, SAY, "OKAY, WE NEED TO MOVE THAT," AND WE FINALLY MOVE THAT SO I APPRECIATE ALL OF THIS.
AGAIN, MR. CORTEZ, THANK YOU FOR HELPING US TO UNDERSTAND AND TAKE IT ALL IN.
JUST THANK YOU THOUGH, BUT THANK YOU.
>> THANK YOU MS. MIZRIAH. ANY ADDITIONAL QUESTIONS, COMMENTS BEFORE WE MOVE ON, POTEET?
>> YEAH. THANK YOU, MS. CORTEZ FOR THIS.
I KNOW THIS IS A ROUGH CROWD TO TRY AND EXPLAIN THIS TO.
IT'S MIND-BLOWING TRYING TO GET TO THE BOTTOM OF THIS, BUT I ALSO WENT TO SUPERINTENDENT'S POINT, MS. BRANUM, THE GROWTH IS, THAT'S WHAT IT'S ALL ABOUT.
WE'RE HERE TO GROW KIDS AND I KNOW THAT WE CAN SIT HERE AND SPIN OUR WHEELS ALL DAY TALKING ABOUT HOW WE MEASURE THAT.
BUT IF WE'RE NOT FOCUSED ON MAKING IT HAPPEN AND GROWING THE KIDS, THEN WE'RE IN THE WRONG PLACE.
WE HAVE CONSTRAINED RESOURCES, MONEY, TIME, PEOPLE.
WE NEED TO MAKE SURE WE'RE FOCUSED ON THE RIGHT THING.
THIS IS PROBABLY A HOTSPOTS OPINION, BUT I WISH THE STATE WOULD CARE AS MUCH ABOUT GROWING THE KIDS AS THEY DO ABOUT MEASURING BECAUSE IT SEEMS LIKE THEY'VE GOT ALL THE TIME, ALL THE DOLLARS IN THE WORLD TO GO THROUGH AND IMPROVE AND CHANGE THESE SYSTEMS, BUT THEY GIVE US 90 BUCKS A KID A YEAR.
IT'S A BITTER PILL TO SWALLOW.
>> ALL RIGHT. THANK YOU, MR. POTEET.
ANYTHING MORE BEFORE WE MOVE ON?
>> JUST THE LAST LITTLE THINGS HERE, I JUST WANT TO REMIND YOU AND THE PUBLIC THAT THE REFRESH RESOURCES ARE OUT THERE ON TEA'S WEBSITE.
THEY'RE CONTINUING TO UPDATE THESE EVERY FEW MONTHS.
THE COMMITTEE THAT IS REALLY PUTTING THESE PROPOSALS INTO PLACE MEETS EVERY OTHER MONTH.
THEY JUST HAD A MEETING AT THE END OF MARCH, PUT THEIR MINUTES UP, THEY'RE LOOKING AT SOME OTHER CHANGES AS WELL.
LAST TIME WE DID A PRESENTATION ON CCMR AND HOW THAT'S CHANGING.
THEY'VE ALSO COME BACK AND HAVE SAID, "HEY, YOU KNOW WHAT, WE MIGHT HAVE TO LOOK AT THIS IN AN ALTERNATE WAY THAT IS GOING TO MAKE SOME OF THE REQUIREMENTS EVEN MORE STRINGENT AND GIVE YOU THE BEST OF THE TWO TYPE SYSTEMS." REALLY UNTIL THE HANDBOOK IS PUBLISHED AND FINALIZED, THIS IS THE BEST PLACE TO CONTINUE TO FOLLOW WHAT'S REALLY BEING PROPOSED AND WHAT'S HAPPENING.
[02:20:02]
THEN MY NEXT STEPS IS THAT IN MAY, I'M LOOKING FORWARD TO SEE WHAT THE STATE'S "WHAT-IF" ANALYSIS COMES OUT LIKE.THEN ALSO THAT ACCOUNTABILITY MANUAL, THE DRAFT OF IT SHOULD BE OUT IN MID-MAY AS WELL, SO I CAN TRY TO UNDERSTAND FOR US REALLY THE PROPOSED CHANGES OF COMPLETELY WHAT THEY'RE PROPOSING, NOT JUST THESE PIECES.
>> BUT IT'S IMPORTANT TO NOTE THAT "WHAT-IF" SCENARIO IS BASED UPON THE 2022 STAAR, NOT THE NEW STAAR 2.0.
>> CORRECT, BECAUSE THEY WON'T HAVE THAT INFORMATION.
THROUGHOUT THE SUMMER, JUNE, JULY, AUGUST, STAAR DATA WILL BE RELEASED, OUR PRELIMINARY DATA FROM TEA.
THE FINAL WON'T BE WITH US UNTIL MID AUGUST.
THEN I'M GOING TO TRY TO ALSO MODEL THOSE PIECES OFF OF THE PRELIMINARY DATA JUST TO SEE IF I CAN PREDICT WHAT OUR RATINGS ARE GOING TO BE A LITTLE BIT.
FOR THIS COMING OFF OF THE CURRENT YEAR STAAR, NOT THE LAST YEAR THAT THE "WHAT-IF" IS BASED ON.
THEN IN SEPTEMBER WE'LL JUST PREPARE FOR THE RELEASE AND REPORTING OF THE ACCOUNTABILITY RATINGS.
YOU'LL BE THE FIRST TO KNOW BEFORE THEY GO PUBLIC FOR EVERYBODY.
I JUST WANT TO SAY THANK YOU FOR YOUR TIME THIS EVENING.
IF WE NEED ADDITIONAL INFORMATION, PLEASE FEEL FREE TO REACH OUT AND I'LL BE HAPPY TO CONNECT YOU WITH RESOURCES.
>> THANK YOU, MR. CORTEZ. THANK YOU SO MUCH.
TEAM WE'VE GOT TWO MORE ITEMS TO COVER.
DO YOU ALL WANT TO TAKE A QUICK BREAK OR DO YOU ALL WANT TO PUSH THROUGH? WANT TO TAKE A BREAK? ALL RIGHT, TAKE ABOUT 10 MINUTES. [LAUGHTER]
>> EIGHT MINUTES, [LAUGHTER] ALL RIGHT.
OUR NEXT ITEM IS TO REVIEW BOARD POLICIES PERTAINING TO BUSINESS AND SUPPORT SERVICES.
[III.E. Review and Discussion of Student Policies ]
PROPOSED REVISION TO CPC LOCAL OFFICE RECORDS MANAGEMENT, PROPOSED REVISION TO CDA, LOCAL OTHER REVENUES INVESTMENTS.I'D LIKE TO THANK OUR BOARD POLICY SUBCOMMITTEE CONSISTING OF MS. RENTERIA, MS. MCGOWAN AND MR. EAGER FOR WORKING WITH OUR COUNCIL MS. MCGOWAN TO ADDRESS POLICY UPDATES.
MS. BRANUM, DO YOU HAVE ADDITIONAL INFORMATION FOR US ON THESE POLICIES?
>> YES, MA'AM. I THANK MR. GARCIA FOR BEING HERE TONIGHT AND HE'S GOING TO WALK US THROUGH THE CHANGES.
IF YOU'RE OKAY, MS. HARRIS, ARE YOU OKAY IF WE GO STRAIGHT FROM THE BUSINESS SUPPORT SERVICES TO THE STUDENT POLICIES, SO WE CAN JUST COVER ALL POLICIES ON TIME?
>> MR. GARCIA, I'LL TURN OVER TO YOU.
>> THANK YOU, MS. BRANUM. GOOD EVENING BOARD.
BEFORE WE GET INTO IT, I JUST WANT TO SAY A FEW WORDS ABOUT BOARD POLICIES AND WHERE THEY'RE HOUSED AND THE PLAY BETWEEN BOARD POLICY AND TASB THAT HOUSES THEM.
ALL OF THESE POLICIES BELONG TO RICHARDSON ISD.
TASB OFFERS MODEL POLICIES THAT WE THEN USE TO ADOPT OUR OWN POLICIES.
THEY CAN BE REJECTED, ADOPTED AS PRESENTED, REVISED.
[NOISE] BUT THOSE DECISIONS ARE MADE BY THE BOARD AND ULTIMATELY ADOPTED BY THE BOARD.
THE LINK TO THE POLICIES ARE ON THE BOARD WEB PAGE.
THE LINK THEN TAKES YOU TO A SEPARATE WEBSITE THAT IS THE TASB BAN CONTROL.
TASB PROVIDES THE LINK, THE HOUSING PAGE, BUT THEY REMAIN OUR POLICIES AND WE JUST WANTED TO MAKE THAT VERY CLEAR THAT ALL THOSE POLICIES ARE HOUSED THERE, BUT THEY ARE SOLELY OUR POLICY.
GETTING INTO THE POLICIES THAT WE'RE GOING TO DISCUSS TODAY, CDA LOCAL OTHER REVENUES AND INVESTMENTS.
MR. PATE, OUR ASSISTANT SUPERINTENDENT OF FINANCE AND SUPPORT SERVICES, REVIEWED THE RECOMMENDED CHANGE FROM THE DISTRICT'S INVESTMENT ADVISOR.
THE PROPOSED ADDITION INCLUDES COMMERCIAL PAPER AS AN INVESTMENT OPTION.
UNLESS YOU'D LIKE ME TO GO THROUGH WHAT COMMERCIAL PAPER IS, I'M GOING TO MOVE THROUGH THAT UNLESS THERE ARE ANY QUESTIONS ABOUT THAT.
>> DOES THE BOARD HAVE ANY QUESTIONS AROUND WHAT COMMERCIAL PAPER IS?
>> I WOULD JUST ADD THAT THE REVISION ALSO INCLUDES LIMITING OUR INVESTMENT AND COMMERCIAL PAPER TO 20% OF THE PORTFOLIO.
I WILL JUST SAY COMMERCIAL PAPER ARE A SHORT-TERM INVESTMENTS FOR US AND THEY HAVE A MATURITY OF 270 DAYS OR LESS.
[02:25:10]
>> THANK YOU, MR. PATE. MOVING ON TO CPC LOCAL.
THAT PROPOSED REVISION IS BASED ON A RULE UPDATE BY THE TEXAS STATE LIBRARY AND ARCHIVES COMMISSION TO BOLTON BE ELECTRONIC RECORDS STANDARDS AND PROCEDURES.
THE REVISION ADDS POLICY REQUIREMENTS FOR THE DISTRICT MANAGEMENT OF ELECTRONIC RECORDS.
THE PROPOSED LANGUAGE WILL DELEGATE TO THE RECORDS MANAGER THE RESPONSIBILITY TO DEVELOP ADMINISTRATIVE PROCEDURES FOR THE MANAGEMENT OF ELECTRONIC RECORDS THAT COMPLY WITH THE DISTRICT'S RECORDS CONTROL SCHEDULE AND MEET THE MINIMUM COMPONENTS REQUIRED BY LAW.
THEN IT ALSO CORRECT SOME TYPOS THAT ARE IN THE OLDER POLICY.
ANY QUESTIONS ON THAT? MOVING ON TO FFAA LOCAL WELLNESS AND HEALTH SERVICES PHYSICAL EXAMS, THE PROPOSED REVISIONS ARE BASED ON UPDATED UIL RULES AND REFLECT UPDATED UIL RULES REQUIRING STUDENTS WHO ARE PARTICIPATING IN MARCHING BAND TO RECEIVE A PRE-PARTICIPATION PHYSICAL IN ACCORDANCE WITH THE SCHEDULE ESTABLISHED BY THE UIL.
THE PROPOSED REVISIONS BROADEN THE CURRENT LANGUAGE TO ACCOMMODATE FUTURE CHANGES TO UIL RULES AND ALLOW THE SUPERINTENDENT TO DESIGNATE OTHER EXTRA CURRICULAR PROGRAMS FOR WHICH THE DISTRICT WILL REQUIRE PHYSICALS.
IT JUST BROADENS THE DEFINITION TO REFLECT THE UIL RULE.
MOVING ON TO FFA SEE LOCAL, WELLNESS AND HEALTH SERVICES, MEDICAL TREATMENT.
THE PROPOSED REVISIONS REFLECT CURRENT GUIDANCE FROM THE TEXAS DEPARTMENT OF STATE HEALTH SERVICES AND COMMON DISTRICT PRACTICES.
IN ACCORDANCE WITH THE GUIDANCE, THE POLICY NOW REFLECTS THAT THE DISTRICT SHALL NOT PURCHASED NON-PRESCRIPTION MEDICATION TO ADMINISTER THE STUDENTS.
MEDICAL TREATMENT PROVISIONS HAVE ALSO BEEN UPDATED TO CLARIFY WHO MAY COMPLETE MEDICAL TREATMENT AUTHORIZATION FORMS AND REFLECT THAT THE DISTRICT SHALL SEEK APPROPRIATE EMERGENCY CARE FOR A STUDENT AS REQUIRED OR DEEM NECESSARY.
FFBA LOCAL CRISIS INTERVENTION, TRAUMA-INFORMED CARE.
THIS IS A NEW POLICY THAT WILL BE CREATED FOR TRAUMA-INFORMED CARE THAT ADDRESSES THE REQUIREMENTS OF SENATE BILL 11 FROM THE 2021 SESSION, WHICH REQUIRES A POLICY ON TRAUMA-INFORMED CARE.
THE DETAILS OF THE DISTRICTS TRAUMA-INFORMED CARE PROGRAM ARE REQUIRED TO BE INCLUDED IN THE DISTRICT IMPROVEMENT PLAN.
POLICY REFERS TO THE ELEMENTS REQUIRED TO BE ADDRESSED IN THE DISTRICT'S PROGRAM.
THAT INCLUDES INCREASED STAFF AND PARENT AWARENESS OF TRAUMA INFORMED CARE, INCLUDING REQUIRED TRAINING FOR EDUCATORS AND AVAILABLE COUNSELING OPTIONS OR STUDENTS AFFECTED BY TRAUMA OR GRIEF.
ANY QUESTIONS? MOVING ON TO FMF LOCAL, STUDENT ACTIVITIES, CONTESTS AND COMPETITION.
THE RECOMMENDATION HERE IS TO DELETE FMF LOCAL.
THERE'S NO STATE OR REGULATORY REQUIREMENT FOR THE BOARD TO CREATE A POLICY SPECIFICALLY ON CONTESTS AND COMPETITIONS.
REQUIREMENTS RELATED TO STATE REQUIREMENTS ON STUDENT ACTIVITIES ARE ALREADY LOCATED IN BOARD POLICY FM STUDENT ACTIVITIES AND DON'T NEED TO BE DUPLICATED.
THEREFORE, THE RECOMMENDATION IS TO DELETE IT.
>> ANY QUESTIONS? COMMENTS? OTHER POLICIES, MS. RENTERIA.
>> I JUST WANTED TO ALSO JUST GIVE A HEARTFELT SENSE OF GRATITUDE FOR MS. MCGOWAN, FOR EVERYONE, FOR GAIL, ALSO FOR MS. BRANUM, WHO IS WITH OUR COMMITTEE FROM MR. EAGER, MS. MCGOWAN TO HELP US GUIDE US THROUGH THIS UNDERSTANDING ALL OF THESE POLICIES, BREAKING IT DOWN FOR US, ASKING ALL THE QUESTIONS THAT WE NEEDED SO THAT WE CAN THEN ALSO SHARE WITH OUR COLLEAGUES OR FELLOW COLLEAGUES ON THE BOARD.
IT'S BEEN GREAT JUST SO THAT EVERYBODY KNOWS WHAT THESE ARE, HOW THEY CHANGE.
JUST PUTTING THE WORK INTO MEETING AGAIN ON THESE SUBCOMMITTEES AND MAKING SURE THAT WE HAVE ALL OF THESE POLICIES IN PLACE.
I JUST WANT TO THANK EVERYBODY WHO'S PUT THE EFFORT AND THE TIME INTO IT. THANKS.
[02:30:06]
GOT YOU.OUR NEXT ITEM IS TO REVIEW THE BOARD POLICIES PERTAINING TO STUDENT POLICIES. WE'RE GOOD TO GO.
>> GUESS WHAT? [LAUGHTER] I'D LIKE TO THANK EVERYONE.
[NOISE] WE ARE DONE HERE WITH OUR OPEN SESSION.
I'D LIKE TO THANK MY COLLEAGUES AND THE STAFF FOR A GREAT MEETING AND THIS EVENING.
THANK YOU FOR THE PUBLIC FOR COMING OUT.
IT IS NOW 08:43 AND THE BOARD WILL NOW ENTER INTO CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT, TEXAS GOVERNMENT CODE INCLUDING, BUT NOT LIMITED TO SECTION 551.071, CONSULTATION WITH ATTORNEYS, SECTION 551.074, DELIBERATION OF DUTIES OF PUBLIC OFFICER AND SECTION 551.076, SECURITY DEVICES AND SECURITY AUDITS.
THANK YOU VERY MUCH, EVERYONE.
>> THE BOARD IS RETURNING TO OPEN SESSION AT 10:21 PM APRIL 27TH, WHILE HAVING TAKEN NO ACTION WHILE IN CLOSED SESSION.
THIS MEETING IS ADJOURNED AT 10:22 PM ON APRIL 27TH.
[NOISE]
* This transcript was compiled from uncorrected Closed Captioning.