[A. CALL TO ORDER]
          [00:00:05]
          IT IS 5:30 ON THURSDAY, MARCH THE 31, 2022. 
          I HEREBY CALL THE MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES CALLED BOARD MEETING BUDGET WORKSHOP TO ORDER. 
          PLEASE STAND FOR THE PLEDGE. 
          ALL RIGHT, WE ARE GOING TO MOVE ON TO PUBLIC COMMENT. 
          [C. PUBLIC COMMENTS TO AGENDA ITEMS ONLY]
AT EACH BOARD MEETING, THE BOARD WILL SET ASIDE TIME TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK ON ITEMS ON THE AGENDA. 
          WE ASK THE CONCERNS ARE COMPLAINTS REGARDING SPECIFIC INDIVIDUALS NOT BE RAISED IN THIS PUBLIC FORUM. SPECIFIC CONCERNS ABOUT EMPLOYEES OR FORMER EMPLOYEES SHOULD BE CONSIDERED SEPARATELY ACCORDING TO APPLICABLE BOARD POLICIES. 
          THE BOARD REQUESTS THAT COMMENTS, WHETHER POSITIVE OR NEGATIVE, BE COURTEOUS AND RESPECTFUL. I WOULD LIKE TO REMIND THE AUDIENCE AND THE VIEWERS THAT THE COMMENTS OF THE SPEAKERS REFLECT THEIR OWN POSITIONS OR OPINIONS. 
          PLEASE NOTE THAT WHILE THE PUBLIC DOES HAVE THE RIGHT TO SPEAK, THAT RIGHT IS NOT UNLIMITED. PER TEXAS PENAL CODE. 
          38.13. 42.01, 42.02 AND 42.05, AND TEXAS EDUCATION CODE 37.105. 
          NO AUDIENCE MEMBER OR SPEAKER WILL BE PERMITTED TO ENGAGE IN ANY CONDUCT THAT IS DISRUPTIVE OR THREATENING TOWARD ANY SPEAKER OR OTHER PERSON, OR TO VIOLATE THE PRIVACY RIGHTS OF ANOTHER PERSON. 
          THE BOARD SHALL NOT TOLERATE DISRUPTIONS OF THE MEETING BY MEMBERS OF THE AUDIENCE. 
          IF, AFTER AT LEAST ONE MORE INDIVIDUAL WARNING, THE PRESIDING OFFICER FROM THE PRESIDING OFFICER, ANY INDIVIDUAL CONTINUES TO DISRUPT THE MEETING BY HIS OR HER WORDS OR ACTIONS. 
          THE PRESIDING OFFICER WILL REQUEST ASSISTANCE FROM LAW ENFORCEMENT OFFICIALS TO HAVE THE INDIVIDUAL REMOVED FROM THE MEETING. 
          THE BOARD MAY NOT DISCUSS OR ACT UPON ANY MATTER THAT IS NOT LISTED UNDER THE ACTION ITEM PORTION OF THE AGENDA. 
          THEREFORE, BOARD MEMBERS MAY NOT DISCUSS THE COMMENTS OF THE SPEAKERS. 
          PLEASE UNDERSTAND THAT A LACK OF RESPONSE FROM BOARD MEMBERS DOES NOT INDICATE AGREEMENT OR APPROVAL OF THE COMMENTS. 
          EACH SPEAKER WILL BE GIVEN 2 MINUTES TO ADDRESS THE BOARD. 
          TRUSTEE HARRISON WILL BE THE DESIGNATED TIMEKEEPER. 
          WE HAVE 13 SPEAKERS TONIGHT. 
          FIRST UP WILL BE NICOLE N. 
          SPEAKING ON AGENDA ITEM G, AND YOU DO NOT LIVE IN THE DISTRICT, AND JUST A QUICK AGENDA ADJUSTMENT. WE WILL NOT BE ADDRESSING AGENDA ITEM D THAT HAS BEEN POSTPONED FOR LATER. 
          SO ANY COMMENTS THAT WERE ADDRESSED TOWARDS THE AGENDA ITEM D WILL NOT BE ON THIS BOARD MEETING FOR A FUTURE BOARD [INAUDIBLE]. 
          GO AHEAD, MS. N. I APOLOGIZE. 
          I THINK I'M MAKING THIS A HABIT. 
          THIS IS MY THURSDAY NIGHTS. 
          THANK YOU FOR SEEING ME AGAIN AND HEARING FROM ME AGAIN AND ALSO HEARING OUR PLEAS AND OUR TESTIMONIES LAST WEEK ABOUT OUR EA'S AND THEIR PAY INCREASE. 
          I THINK THAT THUS FAR WHAT WE'VE SEEN IS A GREAT START OFF POINT, BUT I THINK WE ALSO NEED TO CONSIDER YEARS OF SERVICE AND ALSO BENEFITS THAT ARE BEING TAKEN OUT. 
          SO IF A FAMILY, IF YOU HAVE AN EMPLOYEE IN THE DISTRICT WHO HAS TO PUT THEIR FAMILY ON THEIR INSURANCE, THAT'S A BIGGER CHUNK OF MONEY THAT'S COMING OUT OF WHAT THEY'RE TAKING HOME. SO THE GROWTH AND THE NET ARE GOING TO BE GROSSLY DIFFERENT. 
          SO I THINK THAT'S SOMETHING THAT ALSO NEEDS TO BE TAKEN INTO CONSIDERATION. 
          THANK YOU. THANK YOU SO MUCH. 
          NEXT IS JENNY GUSTIN SPEAKING ON AGENDA ITEM F2, AND YOU DO LIVE IN THE DISTRICT. IF THE BUDGET IS A REFLECTION OF OUR DISTRICT VALUES, WHAT DOES IT SAY WHEN WE ARE PAYING LAW ENFORCEMENT AT OR MORE THAN WE DO TEACHERS IN EA'S IN THE CLASSROOMS WHO SPENDING THE MOST TIME WITH OUR STUDENTS? OUR CHILDREN ARE HERE FOR AN EDUCATION. 
          PLEASE PAY THOSE WHO HAVE A DIRECT IMPACT ON THEIR DAILY EDUCATION MORE. 
          THANK YOU VERY MUCH. [APPLAUSE] NEXT IS HEIDI GOLDMAN SPEAKING ON ITEM F2 AND G1, AND YOU DO LIVE IN THE DISTRICT. 
          GOOD EVENING. FIRST, I'D LIKE TO WELCOME BACK DR. 
          AZAIEZ. I'M SO HAPPY TO SEE YOU, AND SO WE CAN CONTINUE TO MOVE FORWARD AND WORK TO IMPROVE SERVICES FOR AN EQUAL EDUCATION FOR ALL CHILDREN AND ROUND ROCK ISD. 
          SECOND, I'M IN SUPPORT OF THE APPROVAL OF THE IMMEDIATE RAISE TO OUR PARAPROFESSIONALS, SERVING CHILDREN IN SPECIAL EDUCATION. 
          THANK YOU FOR WORKING TOGETHER, ALL OF YOU TO KEEP SPECIAL EDUCATION AND DYSLEXIA INTERVENTION AS A PRIORITY IN THIS DISTRICT. 
          LAST BOARD MEETING, THERE WAS DISCUSSION OF GROWING NEEDS FOR SPECIAL EDUCATION DEPARTMENT. AS YOU PLAN YOUR BUDGET FOR NEXT YEAR, PLEASE KEEP IN MIND SPECIAL EDUCATION WILL CONTINUE TO GROW AS A RESULT OF THE FEDERAL INVESTIGATION OF TEXAS IN 2018, WHERE 
          [00:05:02]
TEXAS HAD CAPPED SPECIAL EDUCATION TO 8.5% OF STUDENTS. 
          NOW ROUND ROCK'S APPROXIMATELY AT 11, BUT THE NATIONAL AVERAGE IS 14% OF STUDENTS WITH SPECIAL EDUCATION. SO PLEASE BUDGET ACCORDINGLY FOR THIS NEED. 
          WHILE STUDENTS WITH DYSLEXIA WERE EXCLUDED FROM SPED, THIS DISTRICT CHOSE TO PROVIDE ONLY HALF A PROGRAM FOR DYSLEXIA INTERVENTION. 
          NOT ONE CHILD HAS EVER BEEN DOCUMENTED TO HAVE COMPLETED THIS ENTIRE PROGRAM, NOT ONE. 
          SINCE THE SECOND HALF OF THIS PROGRAM WAS NEVER PROVIDED. 
          WE HAVE VERY LIMITED NUMBERS OF CERTIFIED ACADEMIC LANGUAGE THERAPISTS WILSON LEVEL ONE AND TWO CERTIFIED PROVIDERS IN THIS DISTRICT WHO CAN PROPERLY TEACH THIS MATERIAL. 
          SO PLEASE BUDGET. 
          WE NEED HIGHLY TRAINED, CERTIFIED DYSLEXIA PROVIDERS IMMEDIATELY TO PROVIDE PROPERLY REMEDIATE READING DEFICITS FOR CHILDREN WITH DYSLEXIA. 
          PLEASE BUDGET FOR THESE TEACHERS AND CREATIVELY FIND WAYS TO HIRE THESE PROFESSIONALS AND TRAIN OUR STAFF QUICKLY. 
          WE WILL NOT ACCEPT AN EXCUSES TO NOW FURTHER FAIL THESE STUDENTS. 
          THE FACT THAT THIS BOARD DID NOT SET A STUDENT OUTCOME GOAL FOR STUDENTS WITH DYSLEXIA IS NOT AN EXCUSE. 
          WE HAVE NO MONEY FOR THIS. 
          IT'S NOT AN EXCUSE. 
          WE CAN'T FIND ANY TRAINED STAFF NOW, NOT AN EXCUSE. 
          SO WE'VE BEEN FIGHTING FOR THIS CLASS OF STUDENTS FOR YEARS BEFORE COVID. 
          SO COVID IS NOT AN EXCUSE. 
          NO EXCUSE SHOULD PREVENT YOU FROM PRIORITIZING EARLY IDENTIFICATION AND PROPER INTERVENTION OF DYSLEXIA IMMEDIATELY. 
          THANK YOU. THANK YOU VERY MUCH. 
          [APPLAUSE] NEXT IS DAVID K. 
          SPEAKING ON ITEM G1, AND YOU DO LIVE IN THE DISTRICT. 
          GOOD EVENING. 
          I'M AN EA AT HOPEWELL MIDDLE SCHOOL FOR FAC. 
          I MAKE ABOUT 1400 A MONTH. 
          I'LL SHARE AN EXPERIENCE I HAD JUST THIS TUESDAY. 
          I ACCOMPANY ONE OF MY STUDENTS TO HER ELECTIVE EVERY DAY. 
          ON TUESDAY, THE TEACHER FOR THIS ELECTIVE WASN'T THERE AND THERE WAS NO ONE TO COVER HER. 
          SO I HAD TO STEP IN AND COVER THE TEACHER, AND ALL WHILE DOING THAT, I STILL HAD TO PROVIDE THE APPROPRIATE ACCOMMODATIONS FOR MY STUDENT. 
          ACCORDING TO MY PAY RIGHT THROUGH THE DISTRICT, THE HOUR OF WATCHING THE 25 TO 30 CRAZY STUDENTS, ALL WHILE PROVIDING THE ACCOMMODATIONS WAS ABOUT $15.67. 
          THAT'S WHY I MADE FROM THAT HOUR OF DOING THAT. 
          PLEASE PAY US A LIVABLE WAGE, THAT'S ALL. 
          THANK YOU. [APPLAUSE] THANK YOU VERY MUCH. 
          NEXT IS CHRISTY SLATE SPEAKING ON AGENDA ITEMS F, ONE AND TWO, AND YOU PUT THREE. 
          THERE'S NO THREE, AND YOU DO LIVE IN THE DISTRICT. 
          THANK YOU VERY. 
          HI, I'M CHRISTY SLATE. 
          TONIGHT, I WOULD LIKE TO ADDRESS THE PAY FOR TEACHERS AND EDUCATIONAL ASSISTANTS. 
          I'VE BEEN LOOKING THROUGH THE ATTACHMENTS ON THE AGENDA AND SEE THAT ROUND ROCK ISD IS COMPARING JOBS AND SALARIES WITH OTHER LOCAL SCHOOL DISTRICTS. 
          I THINK THAT INFORMATION IS USEFUL, BUT I ALSO BELIEVE WE NEED TO BE COMPARATIVELY LOOKING AT NON EDUCATIONAL INDUSTRIES THAT COULD BE COMPETING FOR YOUR FRONT LINE WORKFORCE OF TEACHERS AND EDUCATIONAL ASSISTANTS. 
          WHAT JOBS ARE THERE THAT WOULD BE LESS STRESSFUL, HAVE MORE FLEXIBLE HOURS AND PAY BETTER THAN ROUND ROCK ISD? ONE EXAMPLE IS THE PROFESSIONAL ORGANIZING COMPANY THAT I WORK FOR. 
          WE PAY OUR TRAINEES $25 AN HOUR AND A COLLEGE DEGREE IS NOT REQUIRED. 
          WHAT WE LOOK FOR IN AN EMPLOYEE IS ORGANIZATIONAL SKILLS, PEOPLE SKILLS AND THE ABILITY TO MEET THE PHYSICAL DEMANDS OF THE JOB. 
          MOST TEACHERS I KNOW COULD DO OUR ENTRY LEVEL JOB MAKING $25 AN HOUR. 
          AS A MATTER OF FACT, MANY OF OUR EMPLOYEES ARE FORMER TEACHERS WHO ARE LOOKING FOR FLEXIBLE HOURS AND BETTER PAY. 
          THIS IS NOT AN ADVERTISEMENT FOR MY EMPLOYER, BUT A WARNING TO YOU THAT YOU DO HAVE COMPETITION, AND LOOKING THROUGH SALARY COMPARISONS, I ALSO DETERMINED THAT THE SALARY OF A 30 YEAR TEACHER, 30 YEAR PLUS TEACHER IN ROUND ROCK ISD WITH A DOCTORAL DEGREE IS $68,000 YEARLY. 
          YOUR CHIEF PUBLIC AFFAIRS AND COMMUNICATIONS DIRECTOR AND OTHER SIMILAR ADMINISTRATIVE POSITIONS MAKE TWICE THAT AMOUNT. 
          THAT'S A BIG DEAL. 
          IF EDUCATING STUDENTS IS A PRIORITY OF ROUND ROCK ISD, THE AFOREMENTIONED SALARY COMPARISON SEEMS PROBLEMATIC AND DESERVES YOUR FOCUSED ATTENTION. 
          THANK YOU. [APPLAUSE] THANK YOU VERY MUCH. 
          NEXT IS CATHY SANJAR SPEAKING ON ITEM G1 AND YOU DO LIVE IN THE DISTRICT. 
          HI, GOOD EVENING. 
          HAVING LIVED IN A DISTRICT FOR ABOUT 25 YEARS AND HAVING THREE CHILDREN EDUCATED IN ROUND ROCK ISD, I'M INVESTED HERE. 
          I'M EMPLOYED BY THE DISTRICT AS AN EDUCATIONAL ASSISTANT IN MY 17TH YEAR. 
          I'M HAPPY TO SEE THE PAY RAISE BEING PROPOSED, AS I'VE ALWAYS HAD TO WORK AN ADDITIONAL JOB. I DON'T FEEL IT'S DOING ENOUGH, THOUGH. 
          WE MAY OR MAY NOT HAVE COLLEGE DEGREES, BUT MANY OF US, BUT MANY TIMES WE HAVE SKILLS THAT SOME WITH THAT PAPER DON'T HAVE. 
          YOU CAN'T TEACH COMPASSION AND THE ABILITY TO BUILD RAPPORT. 
          KIDS ALWAYS KNOW WHO'S PHONY. 
          WE HAVE OTHER EMPLOYMENT OPTIONS, BUT THIS IS WHERE WE FEEL WE SHOULD BE HELPING OUR STUDENTS ON THEIR JOURNEY. 
          I FEEL WE HAVE THE RIGHT TO CONSIDER THIS OUR CAREER. 
          OUR STUDENTS LOOK TO US AS TEACHERS. 
          WE SHOULD BE ABLE TO SEE HOW FAR WE CAN MOVE UP IN THIS CAREER AND FEEL RESPECTED FOR IT. 
          TEACHERS ARE AFFORDED A PAY SCALE FOR YEARS OF SERVICE. 
          [00:10:02]
I BELIEVE THAT IS SOMETHING WE SHOULD HAVE AS WELL. 
          FOR MANY YEARS WE'VE WONDERED HOW TO GET TO THE MID AND HIGH RANGE ON OUR PAY SCALE. 
          AFTER 16 YEARS I AM BARELY TO THE MID RANGE. 
          I'M IN MY 17TH YEAR, I'M BARELY TO THE MID RANGE. 
          WHEN THIS QUESTION WAS ASKED BY A COWORKER OF MINE, HR HAD NO ANSWERS. 
          NEITHER DID OUR ADMINISTRATORS, BUT A PREVIOUS ASSISTANT PRINCIPAL DID COME BACK TO ME WITH A COMMENT. IF PARAS WERE SO CONCERNED ABOUT PAY, THEY SHOULD HAVE GONE TO COLLEGE. 
          THEY WOULD MAKE THE SAME AS TEACHERS THEN. 
          IT WAS ONE OF THE MOST DISRESPECTFUL THINGS ANYONE HAS EVER SAID TO ME. 
          THERE ARE MANY REASONS WHY PEOPLE DON'T GET DEGREES, AND THERE WAS NEVER A COMPARISON WITH TEACHER SALARIES IN THAT QUESTION. 
          THERE'S A GREAT NEED FOR EXPERIENCED, QUALIFIED AND DEPENDABLE PARAEDUCATORS. 
          WHY WOULD THE DISTRICT WANT TO PUSH THE GOOD ONES OUT? IT'S TIME WE ATTEND TO WHAT'S MOST IMPORTANT HERE, RESPECTING ALL FOR THEIR CONTRIBUTIONS. I EMAILED A COPY OF THE PAY SCALE THAT NYOS CHARTER SCHOOL USES FOR THEIR EAS. IT MAKES SENSE FOR US TO BE ABLE TO GIVE OUR EAS SOMETHING THAT THEY CAN LOOK AT TO SEE WHAT THEY'RE GOING TO HAVE YEAR AFTER YEAR AFTER YEAR. 
          IF IT'S GOOD FOR TEACHERS, IT SHOULD BE GOOD FOR US. 
          THANK YOU. [APPLAUSE] THANK YOU VERY MUCH. 
          NEXT IS HEIDI S. 
          SPEAKING ON AGENDA ITEM F2 AND YOU DON'T LIVE IN THE DISTRICT. 
          HI, I'M HEIDI S. 
          I'M GOING TO BE REALLY SHORT, BUT I JUST WANTED TO SAY THANK YOU SO MUCH FOR HEARING US LAST WEEK, AND I REALLY I'M SO THANKFUL THAT YOU GUYS PUT THIS ON THE AGENDA FOR TONIGHT AND THAT YOU'RE SHOWING THAT YOU CARE. 
          IT MEANS A LOT TO A LOT OF US, AND I JUST WANT YOU TO, WHEN YOU'RE CONSIDERING THIS, THAT YOU THINK ABOUT THE YEARS OF SERVICE THAT WE HAVE. 
          I'M NINE YEARS IN AND I DON'T MAKE MUCH MORE THAN A BRAND NEW PERSON. 
          SO IT'S KIND OF DISCOURAGING. 
          I HELP TRAIN THE NEW PARAS AND IT'S JUST NOT ENOUGH. 
          THANK YOU. [APPLAUSE] THANK YOU VERY MUCH. 
          NEXT IS JOAN LEACH SPEAKING ON ITEM G1 SAYS K3, BUT THERE'S NO K3, SO I THINK IT'S G1. JOAN LEACH AND YOU DO LIVE IN THE DISTRICT. 
          OKAY. WE'LL COME BACK. 
          NEXT IS ALICIA M. 
          SPEAKING ON G1, AND YOU DO LIVE IN THE DISTRICT. 
          HI. I'M ALICIA M. 
          AND I HAVE TWO CHILDREN WHO RECEIVE SPECIAL EDUCATION SERVICES. 
          BOTH OF MY CHILDREN ARE SUPPORTED BY EXCEPTIONAL TEACHERS AND EDUCATIONAL ASSISTANCE. 
          LAST WEEK YOU HEARD MANY EDUCATIONAL ASSISTANTS SPEAK ABOUT THE PHYSICAL, BEHAVIORAL AND SOCIAL EMOTIONAL DEMANDS THAT COME WITH THEIR JOBS AND THE UNIQUE SKILLS THEY USE TO WORK THROUGH CHALLENGING AND SOMETIMES AGGRESSIVE BEHAVIORS WITH STUDENTS. 
          AT ONE POINT IN TIME, MY OLDEST SON, WHO IS IN A SELF-CONTAINED SPECIAL EDUCATION PROGRAM, WAS ONE OF THESE STUDENTS OVERWHELMED BY THE WORLD AROUND HIM AND WITH A BRAIN THAT PROCESSES INFORMATION DIFFERENTLY. 
          HE STRUGGLED TO COMMUNICATE HIS FEELINGS AND OFTEN HIS BASIC NEEDS AS HIS MOTHER. 
          NO AMOUNT OF BRUISES ON MY BODY COULD DIMINISH MY LOVE FOR HIM OR KEEP ME FROM FIGHTING FOR HIS RIGHT TO LIVE AND LEARN AS HIS AUTHENTIC SELF, BUT WHEN HE ENTERED KINDERGARTEN, I HAD TO TRUST THAT A BUILDING FULL OF STRANGERS WOULD HOLD HIM IN THE SAME REGARD. 
          I HAD TO TRUST THAT THEY WOULD NOT ONLY IMPLEMENT SPECIALIZED CURRICULUM THAT WOULD HOLD MY SON TO APPROPRIATE ACADEMIC EXPECTATIONS, BUT ALSO THAT THEY WOULD IMPLEMENT BEHAVIOR PLANS WITH FIDELITY AND NURTURE AND SUPPORT HIS WELLBEING, EVEN IN THE DIFFICULT MOMENTS. 
          I HAD TO TRUST THAT THEY WOULD LOOK PAST THE BEHAVIOR AND SEE MY CHILD. 
          TODAY I AM HAPPY TO REPORT MY SON IS READING, CAN HOLD CONVERSATIONS, PARTICIPATES IN SCHOOL PROGRAMS AND EXTRACURRICULAR ACTIVITIES AND MOST IMPORTANTLY IS HAPPY AND BEING SET UP FOR EDUCATIONAL SUCCESS. 
          HIS PROGRESS IS DUE IN NO SMALL PART TO THE PROFESSIONALISM OF HIS SPECIAL EDUCATION TEACHER AND HIS EDUCATIONAL ASSISTANTS AND THEIR ABILITY TO SUPPORT HIS WHOLE BEING. 
          EDUCATIONAL ASSISTANTS STAY IN THEIR ROLES BECAUSE THEY KNOW OUR STUDENTS ARE WORTHY OF THEIR TALENT AND THEY WANT TO ENSURE THEIR STUDENTS SUCCEED. 
          PLEASE SHOW OUR EDUCATIONAL ASSISTANCE THAT YOU VALUE THEIR SPECIALIZED ROLE CRITICAL TO THE SUCCESS OF SO MANY STUDENTS BY VOTING YES TO THE IMMEDIATE PAY INCREASE. 
          THANK YOU. [APPLAUSE] THANK YOU. 
          NEXT IS AMY DUFFIN. 
          SORRY, WE'RE GOING TO FLIP OVER TO VIRTUAL SPEAKERS. 
          NEXT IS AMY DUFFIN ON OUR VIRTUAL SPEAKING ON ITEM G1, AND YOU DO LIVE IN OUR DISTRICT. 
          HI, THANK YOU FOR ALLOWING ME TO SPEAK. 
          MY NAME IS AMY DUFFIN. 
          I'M THE MOTHER OF FOUR STUDENTS IN ROUND ROCK ISD. 
          TAKE THAT BACK, THREE, ONE GRADUATED IN MAY. 
          [00:15:01]
MY DAUGHTER IS AN FAC STUDENT. 
          SHE HAS AUTISM AND I AM SPEAKING TO ASK YOU ALL TO PLEASE VOTE YES ON THE PAY INCREASE FOR THOSE VERY, VERY IMPORTANT EDUCATIONAL ASSISTANCE. 
          THEIR JOB IS CRITICAL TO MAKING SURE THAT IEPS ARE IMPLEMENTED CORRECTLY AND WITH DUE DILIGENCE, AND MAKING SURE THAT ALL OF OUR SPECIAL EDUCATION STUDENTS GET THE SERVICES THAT THEY NEED BECAUSE OF THE SUPPORT THAT THEY OFFER TO OUR TEACHERS. 
          MY DAUGHTER RECEIVES SERVICES SUCH AS GETTING TO GO TO HER INCLUSION CLASSES LIKE DANCE AND CHOIR. SHE'S AT CEDAR RIDGE HIGH SCHOOL, AND WITHOUT THAT, WITHOUT THE PARAS THAT WE HAVE, SHE DOESN'T GET TO DO THOSE THINGS. 
          IN ADDITION TO JUST HELPING TO MONITOR BEHAVIOR OF THE ENTIRE CLASS AND MAKE SURE THAT ALL STUDENTS ARE CARED FOR AND THAT THEIR IEPS AND THEIR GOALS ARE BEING MET, WHICH, OF COURSE, WE ALL KNOW ARE GOING TO THIS IS A DOMINO EFFECT INTO THEIR LIVES FOLLOWING HIGH SCHOOL AND GOING INTO VOCATIONAL SERVICES. 
          I KNOW THERE HAVE BEEN TIMES AT CEDAR RIDGE THAT MANY OF THE FAC STUDENTS HAVE NOT BEEN ALLOWED TO PARTICIPATE IN ALL THEIR ACTIVITIES BECAUSE THERE AREN'T ENOUGH PARAS, AND I FEEL THAT THIS PAY RAISE IS IMPERATIVE TO MAKE SURE WE ATTRACT THE RIGHT LEADERSHIP AND EMPLOYEES IN THAT DEPARTMENT AND ALSO THEN RETAIN THEM. 
          SO I ALSO WANT TO ASK THAT YEARS OF SERVICE BE TAKEN INTO ACCOUNT BECAUSE A PARA WHO HAS STAYED FOR 20 YEARS OR MORE, TEN YEARS OR MORE, I FEEL LIKE THEY DESERVE TO BE RECOGNIZED FOR THAT. THANK YOU VERY MUCH. 
          THANK YOU VERY MUCH. [APPLAUSE] NEXT IS ALEJANDRO A SPEAKING ON F1 AND F2, AND YOU DO LIVE IN THE DISTRICT. 
          HI, MY NAME IS ALEX A. 
          I'M THE PARENT OF A PRE-K STUDENT WHO ATTENDS BLACKLAND, AND ECFE I'M ALSO A FORMER EMPLOYEE OF ROUND ROCK ISD. 
          I WORKED IN DISTRIBUTION. 
          I WANT TO SPEAK ON THE MATTER OF PAY FOR OUR PARAS. 
          WHILE I DO AGREE THAT PARAS DO NOT GET PAID ENOUGH, I THINK THAT IT SHOULD BE AMENDED TO INCLUDE NOT ONLY MERIT BASED PAY, BUT YEARS OF SERVICE. 
          IF A PARENT IS RECOGNIZED AS PARENT OF THE YEAR, THEY SHOULD NOT BE TASKED TO WRITE A PAPER, BUT BE REWARDED WITH EXTRA PAY. 
          REGARDING YEARS OF SERVICE AND THE DISTRICT IN GENERAL, I DO BELIEVE THAT [INAUDIBLE] 48,000 STUDENTS AND OTHER DISTRICTS SUCH AS HOUSTON AND DALLAS PROPORTIONATELY HAVE LOWER VOLUMES OF STUDENTS THAT THEY SERVE. 
          REGARDING THAT, I DON'T BELIEVE THAT THE PAY FOR PARAS AND TEACHERS IS PROPORTIONAL TO THE AMOUNT OF WORK, GIVEN THE FACT THAT SOME PARENTS TEACHERS AS WELL AS AUXILIARY STAFF HAVE BEEN WITH THE DISTRICT FOR AN EXTENDED PERIOD OF TIME. 
          THEY HAVE SEEN A CHANGE NOT ONLY IN THE STUDENTS THAT THEY SERVE, BUT IN THE SOCIAL NORMS AS WELL. CLASSROOMS ARE VERY DIFFERENT THAN--YOUR TIME IS UP. 
          THANK YOU. THANK YOU. 
          THANK YOU SO MUCH FOR SPEAKING TONIGHT. 
          [APPLAUSE] NEXT IS TWYLA WASHINGTON SPEAKING ON AGENDA ITEM F ONE AND F2, AND YOU DO NOT LIVE IN THE DISTRICT. 
          TWYLA WASHINGTON. 
          WE'RE GOING TO GO ON TO LESLIE PRYCE SPEAKING ON AGENDA ITEM F, 1 AND 2, AND YOU DO LIVE IN THE DISTRICT. HI, YOU ALL, THANK YOU SO MUCH FOR LETTING ME SPEAK. 
          [00:20:02]
MY NAME IS LESLIE PRYCE. I HAVE BEEN IN THE DISTRICT AS AN EMPLOYEE FOR THE LAST SIX YEARS. I ALSO AM AN ALUMNI OF THE SCHOOL DISTRICT THAT WENT FROM KINDERGARTEN ALL THE WAY THROUGH 12TH GRADE, GRADUATED FROM STONY POINT. 
          I WOULD LIKE TO THANK YOU ALL FOR GOING AHEAD AND PUTTING FORTH A RECOMMENDATION FOR A HIGHER PAY FOR OUR PARAS. 
          I WAS A PARA FOR FOUR YEARS IN THE SCHOOL DISTRICT AS I GAINED MY DEGREE AND BECAME A TEACHER BECAUSE I WAS TOLD IF I WANTED TO MAKE MORE MONEY, THAT WAS THE ONLY WAY THAT WAS GOING TO HAPPEN FOR ME. 
          SO I DID IT, BUT UNFORTUNATELY, NOT EVERYONE HAS THAT ABILITY AND I REALLY WOULD LIKE FOR YOU ALL TO ACKNOWLEDGE THAT AND MAKE THAT A PRIORITY THAT YOU DO LOSE PARAS TO TEACHING POSITIONS, BUT YOU ALSO LOSE PARAS TO JUST NORMAL OUT OF THE SCHOOL DISTRICT POSITIONS. 
          ALSO, I WOULD REALLY LIKE THE ABILITY TO HAVE MORE INFORMATION ON ESSER FUNDS AND HOW THAT IS DETERMINED FOR BUDGETING PURPOSES, BECAUSE YOU HAVE A LOT OF TEACHERS SPENDING THEIR WILLS ON LIKE, WHAT IF WE TURN OUR LIGHTS OFF, CAN WE MAKE MORE MONEY, BECAUSE WE SAVED ON ELECTRICITY? I KNOW THAT'S NOT THE CASE. 
          I KNOW THAT ESSER FUNDS REALLY GO INTO A BIG PART OF WHERE DOES THE BUDGETING PROCESS COME INTO PLAY WHEN YOU'RE PAYING PEOPLE VERSUS WHEN YOU'RE BUYING SUPPLIES AND LIKE TEXTBOOKS. LIKE, IF WE STOP BUYING TEXTBOOKS, ARE WE GOING BE ABLE TO PAY TEACHERS MORE? SO I REALLY WOULD LIKE THAT TO BE A THING THAT WE KNOW MORE ABOUT SO THAT WE CAN MAKE MORE INFORMED RECOMMENDATIONS AND EVEN SUGGESTIONS, AND THEN ALSO ON THE MARKETING DISTRICTS, WHEN IT COMES TO THE TASB PRESENTATION THAT WAS PUT OUT, I REALLY APPRECIATE THAT. THEY ALSO WENT AHEAD AND TALKED ABOUT OUR SURROUNDING DISTRICTS AND WHAT ARE CONSIDERED MARKETING DISTRICTS TO US, BUT WHAT I FIND VERY INTERESTING IS THAT A LOT OF THOSE SCHOOL DISTRICTS HAVE A SMALLER POPULATION COMPARED TO US. 
          WE HAVE 48,000 STUDENTS, AND HUTTO HAS 8000 STUDENTS THAT THEY ACCOUNTED FOR IN THE MARKETING PROCESS, AND THEIR CLASSROOM SIZES ARE GOING TO BE SMALLER AND THEY'RE GETTING PAID THE SAME AMOUNT OF MONEY AS US. 
          SO I WOULD REALLY LIKE THAT TO BE TAKEN INTO CONSIDERATION WHEN WE'RE TALKING ABOUT COMPENSATION. THANK YOU SO MUCH. 
          THANK YOU SO MUCH. [APPLAUSE] NEXT IS ZACH MORTON. 
          SPEAKING OF AGENDA ITEM F2 AND YOU DO NOT LIVE IN THE DISTRICT. 
          ZACH MORTON. 
          OKAY, CAN YOU GUYS SEE ME? YES, SIR. YOUR TIME HAS BEGUN. 
          YEAH SO, I AM A BILINGUAL SCIENCE TEACHER IN THE DISTRICT AND I'VE BEEN IN THE DISTRICT FOR SEVEN OR EIGHT YEARS, AND THE THING THAT I WANT TO TALK ABOUT AND I ACTUALLY EMAILED ALL THE BOARD AND [INAUDIBLE] THAT THE WAY THESE PAY SCALES AND THESE RAISES, IT'S NOT VERY IT'S TRANSPARENT, BUT IT'S SO OPAQUE, AND HOW DIFFICULT IT IS TO UNDERSTAND. 
          WHEN THE BOARD VOTES TO GIVE US A 1% RAISE, THAT'S INCLUDING THE STEP UP. 
          WE DON'T AUTOMATICALLY GO UP A STEP EACH YEAR. 
          SO WHEN THEY SAY THEY'RE GIVING A 1% RAISE, THEY'RE NOT ADJUSTING OUR SALARY STEPS. 
          WHEN YOU BECOME A TEACHER, YOU THINK, HEY, I'M STARTING LOW, BUT MAYBE IN 15, 20 YEARS I'LL BE MAKING ENOUGH HAVE A HOUSE AND THOSE KINDS OF THINGS, BUT THE REALITY IS, IS LIKE OUR 1% RAISE LAST YEAR LED TO ME GETTING LIKE $50. 
          THE STEP THAT I WENT UP TO WAS GOING TO BE WHERE IT WAS. 
          IT WAS ONLY $50 MORE THAN THAT AND THAT'S HOW IT IS THROUGHOUT THIS ENTIRE THING. 
          SO BASICALLY WHAT I'M SAYING IS IT'S LIKE AT THE RATE THAT THE DISTRICT INCREASES OUR STEPS, THE TOP STEP THAT'S AT 66,000 WILL BE AT 71,000 IN LIKE THE YEAR 2040 OR SOMETHING LIKE THAT, IT'S LIKE RIDICULOUS BASICALLY. 
          SO THIS 1% RAISE IS BASICALLY ALLOWING US TO GO UP A STEP. 
          IT EQUATES TO LIKE $50 MORE THAN IF YOU GUYS DIDN'T DO ANYTHING. 
          THE POINT IS, IS THAT OUR SALARY SCHEDULE IS NEVER INCREASING. 
          A TEACHER THAT'S MAKING $55,000 RIGHT NOW ON YEAR TEN WITH SOME SALARY STEP INCREASES THE WAY YOU ALL DO IT IN THE YEAR 20, 38 YEARS FROM NOW, PUT IT INTO A CALCULATOR, MEANS THEY'RE GOING TO ACTUALLY BE MAKING $49,000, WHAT IT'S GOING TO FEEL LIKE. SO THE THING IS, IS THE WAY THESE SALARY THINGS ARE SCHEDULED, I JUST DON'T WANT ANYBODY WHO'S A VOTER OR MAKING DECISIONS TO BELIEVE THAT SALARY SCHEDULE IS GOING UP ON ALL THOSE STEPS. 
          IT'S NOT. WE'RE NOT REALLY GETTING RAISES. 
          WE'RE BASICALLY KIND OF LOCKED INTO MAKING LESS AND LESS EACH YEAR, EVERY FIRST YEAR. 
          TEACHER NEEDS TO KNOW THAT YOU WILL MAKE SIGNIFICANTLY LESS EVERY SINGLE YEAR. 
          YOU HAVE THE MOST BUYING POWER IN YEAR ONE THAN YOU EVER WILL, AND I HOPE YOU ALL DO LOOK AT THE INFORMATION I SENT YOU, BECAUSE I BROKE IT DOWN THANK YOU. THANK YOU, MR. MORTON. THANK YOU VERY MUCH. 
          THAT'S THE END OF OUR SPEAKERS. 
          I'LL GO BACK AND SEE IF JOAN LEACH OR TWYLA WASHINGTON ARE AVAILABLE. 
          NOT HEARING THEM. 
          I DID FAIL TO MENTION ATTENDANCE TONIGHT. 
          WE HAVE SIX TRUSTEES PRESENT. 
          DR. XIAO IS OUT SICK, SO WE WILL MOVE ON TO AGENDA ITEMS F AND I WILL TURN IT OVER TO DR. 
          [F. DISCUSSION: 2022-23 PROPOSED BUDGET WORKSHOP]
AZAIEZ FOR A DISCUSSION OF THE 2022-2023 PROPOSED BUDGET AND TEACHER COMPENSATION PLAN. 
          GOOD EVENING, PRESIDENT WIER, TRUSTEES, GLAD TO BE BACK AND I KNOW WE HAVE A LOT OF WORK 
          [00:25:03]
TO BE DONE, AND WE JUST HEARD SOME COMMENTS TONIGHT BUT I WANT TO ASSURE EVERYONE THAT WE'RE REALLY WORKING VERY HARD TO MAKE SURE THAT WE HAVE VERY COMPETITIVE COMPENSATION FOR OUR STAFF, OUR TEACHERS, FOR OUR EDS, FOR EVERYONE IN OUR DISTRICT, AND SO JUST TO START THIS CONVERSATION, I GUESS WE HAVE WITH US KRISTEN GRAY AND AMY CAMPBELL FROM TASB. 
          EDDIE IS JOINING US VIRTUALLY TONIGHT, AND SO WE'RE GOING TO START BY LOOKING AT THE STUDY THAT THEY DID, AND I'M GLAD THAT SOME OF OUR SPEAKERS MENTIONED THAT. 
          SO WE'LL GO AHEAD AND ALLOW THEM TO PRESENT THIS TO US. 
          THANK YOU. GOOD EVENING. 
          I WAS SAYING EARLIER IT'S NICE TO ACTUALLY BE IN PERSON AFTER TWO YEARS OF JUST SEEING YOU ALL ON ZOOM. SO WE CONDUCT THESE STUDIES FOR ABOUT 200 DISTRICTS A YEAR. 
          WE ALSO WORK WITH NON SCHOOL MARKET DATA AND SO YOU'LL SEE AS WE GO THROUGH WHAT THE MARKET LIST INCLUDES, IT IS A VARIETY OF DATA SOURCES AND IF WE CAN GO TO THE NEXT SLIDE. 
          EACH YEAR WE USE ROUGHLY THE SAME PROCESS WHERE WE'RE COLLECTING YOUR DATA AND COMPARING IT TO MARKET DATA, WHATEVER THAT LOOKS LIKE FOR THE JOBS THAT WE'RE COMPARING TO AND MATCHING COMMON JOBS, THAT POINT IS CRITICAL. 
          YOU CAN CHOOSE TO PAY WHATEVER YOU WANT FOR A POSITION, BUT FOR MARKET COMPARISONS, IT'S CRITICAL TO LOOK AT APPLES TO APPLES JOB MATCHES, TO SHOW THE VALUE OF THAT PARTICULAR JOB. IF YOU CHOOSE TO PAY OR ABOVE OR BELOW THAT, THAT IS ABSOLUTELY OKAY, BUT WHEN WE'RE MAKING THE COMPARISONS, WE'RE TRYING TO MATCH APPLES TO APPLES, AND THE FOLLOWING RECOMMENDATIONS ARE TO ALIGN STRUCTURES WITH THOSE MARKET VALUES OR STRATEGICALLY WHERE YOU WANT TO BE. THOSE MAY BE TWO DIFFERENT PLACES AND THEN ADJUST PAY WITHIN THE STRUCTURES TO AN APPROPRIATE POSITION THAT IS AFFORDABLE TO THE DISTRICT. 
          SO JUST A REMINDER, THE PAY RANGES ARE A COLLECTION OF PAY GRADES, A COLLECTION OF JOBS WITHIN THE GRADES, RATHER, AND WE'VE GOT YOU'VE GOT MULTIPLE JOB GROUPS THAT WE'LL TALK THROUGH. THERE IS A MINIMUM MIDPOINT AND MAXIMUM FOR EACH OF THOSE PAY GRADES WITHIN WHICH YOU'RE WILLING TO PAY FOR A POSITION, AND THEN FOR A TEACHER STRUCTURE, IT IS DELINEATED BY YEARS OF EXPERIENCE. 
          VERY FEW, IF ANY, DISTRICTS IN THE STATE ARE TRULY USING STEP STRUCTURE STILL, BECAUSE YOU AS A BOARD HAVE TO APPROVE PAY RAISES EACH YEAR, THERE IS NOTHING AUTOMATIC ABOUT A PAY RAISE. IT DOES HAVE TO BE APPROVED BECAUSE IT HAS A BUDGET IMPACT. 
          SO RATHER THAN JUST USE THE TINY DOLLAR DIFFERENCES BETWEEN STEPS AS AN INCREASE, YOU GRANT AN ACROSS THE BOARD INCREASE TO TEACHERS EACH YEAR THAT GROSSLY EXCEEDS THOSE STEP VALUES. SO WHILE A DIFFERENCE BETWEEN YEARS OF EXPERIENCE MAY ONLY BE $300, YOU'RE GRANTING $1000 PLUS TO TEACHERS EACH YEAR. 
          SO IT DOES LOOK A LITTLE BIT DIFFERENT. 
          THE STRUCTURES CAN BE MISLEADING WHEN YOU LOOK AT THEM JUST BY THEMSELVES. 
          NEXT SLIDE, PLEASE. 
          SO YOUR MARKET PEER DISTRICTS INCLUDE YOUR LOCAL PEERS. 
          THESE ARE, AGAIN, FOR THE MOST PART, SMALLER THAN YOU, BUT THERE ARE THERE'S ONE THAT'S ROUGHLY THE SAME SIZE AND ONE THAT'S A LITTLE LARGER. 
          THESE ARE THE ENROLLMENT FIGURES REPORTED BACK IN SEPTEMBER BY EACH DISTRICT. 
          WE KNOW THAT THOSE ARE A LITTLE VOLATILE AND SO DON'T PUT TOO MUCH WEIGHT ON THOSE. 
          THESE HAVE BEEN YOUR PEERS FOR MANY YEARS FOR MOST OF THE POSITIONS IN THE DISTRICT YOU ARE RECRUITING IN YOUR LOCAL MARKET. 
          SO YOU MAY STEAL FROM SOME OF THESE DISTRICTS. 
          YOU MAY LOSE PEOPLE TO SOME OF THESE DISTRICTS, AND IT MAY DIFFER BY JOB. 
          WE ALSO, IF YOU HEAD TO THE NEXT SLIDE, WE ALSO INCLUDE NON SCHOOL MARKET DATA, AS I MENTIONED FOR THE AUSTIN METRO AREA. 
          FOR ANY JOB THAT EXISTS OUTSIDE OF K-12 EDUCATION. 
          IT IS REALLY IMPORTANT TO PAY COMPETITIVELY WITH OTHER CUSTODIAL JOBS THAT EXIST WITH OTHER TECHNOLOGY JOBS, WITH SKILLED TRADES LIKE PLUMBERS AND ELECTRICIANS AND SO OFFERING THOSE COMPARISONS HELPS YOU UNDERSTAND WHERE YOU SIT IN TERMS OF PAY RELATIVE TO THOSE JOBS AND FOR YOUR LEADERSHIP POSITIONS. 
          IT'S REALLY IMPORTANT TO LOOK AT APPLES TO APPLES MATCHES, AND SO BECAUSE YOU ARE ONE OF THE SECOND LARGEST DISTRICT IN THE AREA, IT'S NOT FAIR TO COMPARE YOUR DIRECTORS TO AN 8000 STUDENT DISTRICT. 
          RATHER, WE LOOK STATEWIDE AT ALL DISTRICTS BETWEEN THE SIZES OF 40,000 AND 60,000 ENROLLMENT, AND YOU'RE SMACK DAB IN THE MIDDLE OF THAT. 
          SO YOU'LL GET A GOOD RANGE OF DISTRICT RESPONSES FOR VERY SIMILARLY SIZED DISTRICTS. 
          IF YOU THINK IN A LARGE DISTRICT YOU'RE GOING TO HAVE MORE SPECIALTY DIRECTORS BECAUSE THEIR SCOPE OF WORK IS BROADER. 
          WITH MORE CAMPUSES AND STUDENTS TO SERVE IN A SMALLER DISTRICT, A SINGLE DIRECTOR MAY WEAR MULTIPLE HATS, AND SO THIS WAY, AGAIN, BY LOOKING AT SIMILARLY SIZED DISTRICTS, YOU GET A MUCH MORE ACCURATE COMPARISON. 
          [00:30:01]
NEXT SLIDE. SO WE ALWAYS LOOK AT TEACHER DEMOGRAPHICS. 
          IT'S KIND OF THE CANARY IN THE COAL MINE SOMETIMES AS FAR AS HOW PAY IS IMPACTING RECRUITMENT AND RETENTION, THIS YEAR IS A LITTLE BIT DIFFERENT. 
          RETENTION IS A CHALLENGE KIND OF NO MATTER WHAT. 
          MANY OF THE DISTRICTS I WORK WITH PAY EXCEPTIONALLY WELL AND THEY'RE STILL HAVING RETENTION CHALLENGES. 
          A LOT OF THE THINGS WE'RE HEARING FROM DISTRICTS IS TIME AND SUPPORT AS MAJOR PROBLEMS. PAY IS ALWAYS A CONCERN, BUT SOMETIMES IT'S NOT. 
          OFTEN IT'S NOT THE PRIMARY CONCERN. 
          NO CONCERNS IN YOUR DATA AS FAR AS TEACHER DEMOGRAPHICS, AS FAR AS A LARGE SUBURBAN DISTRICT, YOU HAVE AN EXCEPTIONALLY EXPERIENCED TEACHER STAFF GENERALLY IN LARGER DISTRICTS. WE EXPECT MORE THAN HALF OF YOUR TEACHERS TO HAVE TEN OR FEWER YEARS OF EXPERIENCE. YOU'RE AT 51%, SO YOU'RE A HAIR OVER HALF FOR THAT. 
          SO AGAIN, VERY CLOSE TO WHAT A SMALLER DISTRICT WOULD LOOK LIKE, WHICH IS COMMENDABLE. 
          THAT MEANS YOU'VE DONE A GOOD JOB AS A DISTRICT TO RECRUIT TEACHERS AND THEN KEEP THEM FOR A LONGER TIME THAN PERHAPS MANY OF YOUR SIMILARLY SITUATED PEERS, AND ON THE NEXT SLIDE, WE'RE LOOKING AT NEWLY HIRED TEACHERS. 
          IN THIS PIE CHART THIS YEAR, FOR ALL OF THE DISTRICTS WE'RE WORKING WITH, WE'VE SEEN THE PERCENTAGE OF INEXPERIENCED NEW HIRES TICK UP. 
          I THINK IT'S PURELY A FACTOR OF THE JOB MARKET THIS YEAR THAT THERE ARE FEWER EXPERIENCED TEACHERS ON THE MARKET, AND SO WE'RE HIRING TYPICALLY LESS EXPERIENCED TEACHERS. 
          NO CONCERNS HERE. 
          I MEAN, THE DISTRICT IS VERY AWARE OF THE DEMOGRAPHICS OF WHO THEY'RE HIRING, AND THERE WAS NO CONCERNS FROM ADMINISTRATION THAT YOU'RE HIRING INEXPERIENCED TEACHERS AND THAT'S PUTTING A BURDEN ON TRAINING AND SUPPORT RESOURCES, BUT 36% OF YOUR TEACHERS CAME TO YOU WITH NO PRIOR TEACHING EXPERIENCE, 32% WITH 1 TO 5 YEARS. 
          THAT, AGAIN, JUST MEANS YOU'RE ABLE TO GROW THEM AND THE INSTRUCTIONAL PRACTICES THAT YOU AS A DISTRICT WANT AND SO IN SOME WAYS, THAT MAY BE A POSITIVE FOR THE DISTRICT. 
          NEXT SLIDE. SO NOW WE'RE GOING TO TALK NUMBERS AS FAR AS TEACHER PAY. 
          THIS IS A GRAPHICAL REPRESENTATION OF WHAT WE'LL LOOK AT IN JUST A MINUTE, WHICH IS THE MORE DETAILED NUMBERS THE ORANGE LINE REPRESENTS ROUND ROCK ISD TEACHER SALARIES AT ZERO FIVE, TEN, 15 AND 20, AND THE BLUE LINE REPRESENTS MARKET MEDIAN, AND JUST A REMINDER, THAT IS THE MIDDLE VALUE OF ALL OF YOUR PEERS. 
          IT IS NOT THE TOP, NOT THE BOTTOM. 
          IT'S THE MIDDLE VALUE OF OF EACH OF THOSE TEN, AND SO AT ZERO AND FIVE YEARS YOU ARE BELOW MARKET, BUT YOU'LL SEE IT'S NOT SIGNIFICANTLY SO, AND CLEARLY BY YOUR NEW HIGHER DATA YOU SAW IT'S NOT HINDERING YOUR ABILITY TO HIRE ZERO AND FIVE YEAR TEACHERS AND YOU DO IMPROVE RELATIVE TO YOUR MARKET PEERS AT TEN AND 15 YEARS AND PRETTY MUCH EVEN BY 20 YEARS OF EXPERIENCE, AND ON THE NEXT SLIDE, WE'LL LOOK AT WHAT THOSE DOLLAR DIFFERENCES ARE. SO WITHIN 1% OF MARKET AS FAR AS PERCENTAGE DIFFERENCES GO AT EACH POINT AS LOW AS $720 BELOW MARKET AT ZERO YEARS AND AS HIGH AS $541 ABOVE. 
          SO AGAIN, YOU HAVE A STRONG CONNECTION TO MARKET. 
          OF COURSE, WE'D LIKE IT TO BE A LITTLE CLOSER, ESPECIALLY AT THAT ZERO YEAR PAY RATE. 
          WE OFTEN REFER TO IT AS THE JOB FAIR RATE. 
          WHEN YOUR HR STAFF ARE GOING TO RECRUIT AT A JOB FAIR, THAT'S THE NUMBER THAT EVERYONE CARES ABOUT AND TALKS ABOUT AND CERTAINLY YOU PAY MUCH BETTER BEYOND THAT BUT WE WOULDN'T WANT FOLKS TO MAKE A JUDGMENT ABOUT HOW ROUND ROCK ISD PAYS BASED ON A SLIGHTLY LOWER TO MARKET STARTING PAY RATE. 
          SO ON THE NEXT SLIDE, WE'LL LOOK AT THE OTHER TEACHING AREA STIPENDS. 
          ALL OF THESE ARE FAIRLY CLOSE TO MARKET. 
          WITHIN A COUPLE HUNDRED BUCKS, BILINGUAL IS AHEAD OF THE MARKET, WHICH IS GOOD. 
          THERE ARE JUST NOT ENOUGH CERTIFIED BILINGUAL TEACHERS TO FILL THE NEED IN THE STATE. 
          SO ANY TIME YOU CAN PAY A PREMIUM FOR THAT, IT BENEFITS YOU AS FAR AS RECRUITING AND RETENTION. 
          SPECIAL ED SELF CONTAINED IS A LITTLE BIT BELOW AND THAT'S AN AREA WE'VE HEARD A LOT OF CHALLENGES AND STATEWIDE JUST FINDING AND KEEPING THOSE STAFF. 
          SO THAT MAY BE AN AREA OVER TIME YOU WANT TO IMPROVE, PAY FOR, AND THEN NOW ONTO THE OTHER JOB GROUPS. 
          JUST A REMINDER, WHEN WE TALK ABOUT PAY, WE TALK ABOUT ACTUAL PAY RATES OF EMPLOYEES, BUT ALSO THE STRUCTURES WITHIN WHICH YOU'RE PAYING THEM. 
          BOTH OF THOSE IDEALLY NEED TO BE COMPETITIVE BECAUSE ONE TIES CLOSER TO RECRUITMENT AND ONE TIES CLOSER TO RETENTION. 
          SO IF YOUR STRUCTURE IS COMPETITIVE, IT WILL IMPROVE YOUR RECRUITING EFFORTS BECAUSE YOU'RE OFFERING COMPETITIVE PAY RATES RELATIVE TO YOUR PEERS IN THE MARKETPLACE. 
          IF YOUR ACTUAL PAY IS COMPETITIVE, IT WILL IMPROVE YOUR RETENTION BECAUSE PEOPLE FEEL VALUED AND PAID COMPETITIVELY, INDIVIDUALLY AND SO THE FIRST COLUMN IS THE NAME OF YOUR JOB GROUP, AND THESE ARE ALL THE EXEMPT JOB 
          [00:35:06]
GROUPS EXCEPT TECHNOLOGY, WHICH IS A MIX. 
          YOU HAVE SOME NONEXEMPT AND SOME EXEMPT STAFF THERE. 
          THE NEXT COLUMN IS HOW INDIVIDUAL EMPLOYEE PAY COMPARES TO MARKET. 
          THE THIRD COLUMN IS HOW YOUR STRUCTURE MIDPOINT COMPARES TO MARKET. 
          THERE ARE NO MINIMUM COMPARISONS HERE BECAUSE WE'RE TALKING ABOUT MOSTLY EXEMPT STAFF AND THEN THE NUMBER OF BENCHMARKS ARE THE NUMBER OF POSITIONS FACTORED INTO THOSE COMPARISONS. AGAIN, YOU'LL SEE OVERALL YOU'VE GOT A STRONG CONNECTION TO MARKET. 
          OF COURSE, WE WOULD LOVE EVERYTHING TO BE AT 100% OR ABOVE, BUT YOU'VE DONE A GOOD JOB AS A DISTRICT, INCHING THOSE COMPARISONS CLOSER TO MARKET AND KEEPING THEM THERE OVER TIME, AND WHEN WE LOOK AT HOURLY STAFF, I'VE BEEN CAUTIONING EVERY DISTRICT HAVE PRESENTED TO THIS YEAR THAT THESE NUMBERS ARE GREAT AND YOU SHOULD COMPARE TO THEM, BUT IT IS THE WILD, WILD WEST THIS YEAR AS FAR AS WHAT DISTRICTS ARE DOING FOR PAY INCREASES. 
          IN FACT, ONE OF YOUR PEER DISTRICTS RIGHT NEXT DOOR IS PRESENTING A PAY INCREASE TONIGHT AFTER A MIDYEAR PAY INCREASE THAT HAPPENED EARLIER THIS YEAR, AND YOU ALL ARE TALKING ABOUT THE SAME THING LATER TONIGHT AS WELL, AND SO ALL THAT TO SAY, I THINK THIS YEAR DISTRICTS ARE FOCUSING FAR MORE ON RAISING MINIMUM PAY FOR STAFF FOR NEXT YEAR AT A LEVEL THEY FEEL WILL BE COMPETITIVE WITHOUT HAVING DATA TO SUPPORT NECESSARILY WHAT THOSE DOLLAR VALUES LOOK LIKE AND WE'LL SEE IN THE RECOMMENDATIONS IN A MINUTE, WE'RE RECOMMENDING THINGS THAT DON'T NECESSARILY TAKE INTO ACCOUNT THESE MARKET COMPARISONS, RECOGNIZING THAT IT IS NOT A YEAR WHERE EVERYONE'S GIVING A STANDARD 2-3% PAY INCREASE FOR HOURLY STAFF. 
          IT IS MUCH MORE FOCUSED ON RAISING THE FLOOR OF PAY TO A MUCH MORE LIVABLE RATE FOR STAFF. SO OVERALL, AGAIN, YOU LOOK GREAT WITH THESE NUMBERS, BUT YOU'LL SEE WE'RE RECOMMENDING THINGS SEPARATE AND APART FROM WHAT THE CURRENT MARKET COMPARISON SHOWS. 
          SO A FEW CAUTIONARY WORDS HERE. 
          WE ARE MAKING RECOMMENDATIONS TO SUPPORT BUDGET PLANNING. 
          IT IS NOT WHAT TASB WANTS; IT IS NOT WHAT NECESSARILY EXACTLY WHAT THE MARKET DICTATES, AS I JUST SAID. 
          IT'S FAR MORE GUIDED BY THE STRATEGIC FOCUS OF THE DISTRICT. 
          WHERE DO YOU WANT TO BE NEXT YEAR AS WELL AS WHAT'S AFFORDABLE? WE COULD COME BACK WITH RECOMMENDATIONS THAT GET YOU TO THE TOP OF THE MARKET, BUT IF IT'S NOT AFFORDABLE, IT'S NOT GOING TO BE A PRACTICAL RECOMMENDATION, AND THESE MAY CHANGE AS THE BUDGET PROCESS GOES ON. 
          SO THESE ARE DEFINITELY AND YOU'LL SEE THERE'S MULTIPLE OPTIONS. 
          THESE ARE NOT CONCRETE, AND THE PROPOSAL WILL COME LATER IN SPRING, I BELIEVE, NEXT MONTH , AND SO THIS IS A SHARING OF CURRENT RECOMMENDATIONS WITH POTENTIAL FOR CHANGE AS WE MOVE FORWARD. SO THE FIRST RECOMMENDATION IS TO IMPLEMENT PAY STRUCTURE ADJUSTMENTS TO ALIGNED WITH WHAT WE THINK MARKET VALUES WILL LOOK LIKE NEXT YEAR. 
          WE'RE BEING MORE PROACTIVE RATHER THAN REACTIVE. 
          THAT WOULD ENTAIL SIGNIFICANT INCREASES TO YOUR IS AND OS PAY STRUCTURES, AND WE'LL TALK A LITTLE BIT ABOUT I CAN GIVE YOU SOME NUMBERS FOR WHAT THAT LOOKS LIKE THE I ASKED HER INSTRUCTIONAL SUPPORT EDUCATIONAL ASSISTANT STARTING RATES WOULD BE ABOVE THE GUEST EDUCATOR RATE SO IT WOULD START AT 15.50 AN HOUR, WHICH AT THIS POINT IS ABOVE ALL OF YOUR NEIGHBORING DISTRICTS OR WILL BE ABOVE WHAT THEY'RE STARTING AT FOR YOUR CURRENT NEXT YEAR'S STARTING HOURLY RATE AND CURRENT POTENTIALLY AS OF TOMORROW. 
          SO THAT WILL BE ABOVE EVERYONE ELSE, WHICH IS AGAIN, THAT WOULD BE A GREAT MOVE FOR THE DISTRICT IF IT'S AFFORDABLE. 
          WE ALSO RECOMMENDED INCREASING YOUR OPERATIONS SUPPORT STARTING RATES FOR SIGNIFICANT MARKET MOVEMENT THAT WOULD GET TO EVEN WITH A HUGE JUMP STILL JUST A 13.50 AN HOUR STARTING RATE FOR YOUR LOWEST PAID OPERATIONS SUPPORT STAFF. 
          SO THAT WOULD BE CUSTODIANS, CROSSING GUARDS, FOOD SERVICE ASSISTANTS, BUS ASSISTANTS AND THE REST OF THE STRUCTURE WOULD INCREASE BEYOND THAT AS WELL. 
          SO THOSE INCREASES WOULD FILTER THROUGH. 
          I THINK FOR YOU ALL THIS WILL BE A MULTIYEAR PROCESS WHERE OVER TIME WE WILL CONTINUE TO HAVE TO SHIFT UP THOSE RANGES. 
          SOME OF YOUR PEER DISTRICTS NEXT DOOR SHOULD BE AT $15 AN HOUR FOR EVERYONE NEXT YEAR AND AT THIS POINT, IT POTENTIALLY WON'T BE AFFORDABLE TO GET EVERYONE QUITE THAT FAR BECAUSE IT IS A PRETTY BIG JUMP, BUT THAT MAY BE SOMETHING YOU WANT TO WORK ON OVER TIME. 
          THE ADJUSTMENTS IN CASE IT HELPS TO KNOW ARE FOR LET ME SEE WHERE I WROTE THIS DOWN AND FOR IS YOUR INSTRUCTIONAL SUPPORT, THAT'S A PAY RANGE SHIFT OF BETWEEN 11.4 AND 17%. 
          SO IF YOU THINK IN TERMS OF THE TYPICAL PERCENT PAY INCREASES YOU GIVE, IT'S 2 OR 3%. 
          SO THOSE RANGES ARE ONLY GOING TO ADJUST BY 1.5, MAYBE 2%. 
          THIS IS A MONUMENTAL SHIFT IN STRUCTURE FROM WHAT YOU'RE TYPICALLY DOING FOR OPERATIONS 
          [00:40:05]
SUPPORT. THOSE RANGES INCREASED BY 7.6 TO 10%. 
          SO AGAIN, MONUMENTAL SHIFT. 
          WHILE IT MAY NOT BE EXACTLY WHERE EVERYONE WANTS IT TO BE, WE ARE FAR FORWARD TO THOSE DOLLAR AMOUNTS THAT YOU WANT TO GET TO, AND BUS DRIVERS WOULD START AT 21.25 AN HOUR, WHICH IS ABOVE MOST OF YOUR PEERS AS WELL. 
          THAT WOULD BE A MUCH STRONGER STARTING PAY RATE. 
          NEXT SLIDE, THE PAY INCREASE AGAIN, YOU'LL SEE IN THE COST ESTIMATES THAT FOR YOUR IS AND OS STAFF, THE PAY INCREASE IS KIND OF A NON-ISSUE BECAUSE THERE IS SO MUCH MONEY COMING IN ADJUSTMENTS THAT AND YOU'LL SEE WE'RE USING A PLACEMENT SCALE IN THE NEXT SLIDE, AND SO IT PAYS EVERYONE BASED ON THEIR YEARS OF EXPERIENCE UP TO THE MIDPOINT AND SO AND REMEMBER THAT MIDPOINT IS TEN TO PLUS PERCENT ABOVE WHERE IT'S AT CURRENTLY, BUT THE TWO PAY INCREASES WE BROUGHT FORWARD TODAY ARE A 1% AND A 2%. 
          WE ALSO CALCULATED A 3%. 
          SO WE HAVE THOSE NUMBERS AVAILABLE IF NEEDED, BUT THIS IS WHAT'S BROUGHT FORWARD SO FAR BASED ON THE COST, AND IF YOU CAN GO TO THE NEXT SLIDE, THOSE ADJUSTMENTS I TALKED ABOUT, WE WANT TO MAKE SURE EVERY EMPLOYEE IS AT LEAST 1% ABOVE THEIR NEW PAY RANGE MINIMUM THAT WILL AVOID COMPRESSION PROBLEMS WITH NEW STAFF COMING IN WHO ARE PAID AT THE MINIMUM. 
          WE DON'T WANT CONTINUING STAFF SQUISHED AT THE MINIMUM. 
          TEACHER PAY EQUITY ADJUSTMENTS ARE NEEDED TO IMPROVE PAY BETWEEN THOSE YEARS OF EXPERIENCE AND THAT WOULD HAPPEN GENERALLY IN THE FIRST FEW YEARS OF THE STRUCTURE AND THE LAST FEW YEARS OF THIS STRUCTURE, AND SO THERE ARE SOME MINOR ADJUSTMENTS NEEDED THERE. THE PLACEMENT SCALE ADJUSTMENTS I THINK ARE THE BIG THING THIS YEAR THAT GENERATES THE MOST COST BUT WE FEEL ARE MOST CRITICAL TO EMPLOYEE PAY EQUITY, AND WHAT THAT DOES IS FOR ALL OF YOUR IS PAY PLANS. 
          SO EVERY INSTRUCTIONAL SUPPORT STAFF MEMBER, ALL OF YOUR OPERATIONS SUPPORT STAFF MEMBERS AS WELL AS A COUPLE OF TECHNOLOGY PAY GRADES AND A COUPLE OF ADMINISTRATIVE SUPPORT PAY IS SPREAD BETWEEN 1% ABOVE MINIMUM AND MIDPOINT BY 15 YEARS AND SO WHAT THAT DOES IS MAKE SURE ANYONE WHO HAS 15 YEARS IS PAID AT MIDPOINT AND EVERYONE IS SPREAD OUT BETWEEN THERE, WHICH GENERATES VERY SIGNIFICANT INCREASES FOR PEOPLE. 15 YEARS IS NOT IDEAL. 
          WE WOULD LOVE TO HAVE THAT BE A LOWER NUMBER, BUT FOR COST PURPOSES, THAT IS A STARTING POINT, AND THERE'S A DISTRICT I WORK WITH WHO'S MUCH LARGER THAN YOU, AND WE STARTED AT 15 A FEW YEARS AGO, AND NOW THEY'RE DOWN TO TEN AND BELOW THAT, AND SO OVER TIME YOU CAN REDUCE THE NUMBER OF YEARS TO MIDPOINT, BUT 15 IS A REASONABLE STARTING POINT RIGHT NOW. 
          PAY INCREASES FOR YOUR IS STAFF IN A 2% PAY INCREASE WOULD BE ON AVERAGE 12.66%. 
          SO YOUR IS STAFF ON AVERAGE WOULD RECEIVE ALMOST A 13% AVERAGE PAY INCREASE AND YOUR OS STAFF WOULD BE ALMOST 8%, AND THAT'S IN THE 2% PAY INCREASE MODEL AS WELL. 
          SO I MEAN, IT'S AS HIGH FOR SOME PEOPLE AS 20 TO 34% JUST TO GET THEM ALIGNED TO THEIR PLACEMENT SCALE POINT. 
          SO I DON'T MEAN TO BELABOR IT, I JUST WANT TO HAMMER HOME HOW SIGNIFICANT THESE PAY INCREASES WOULD BE FOR YOUR STAFF. 
          SO THE COST, YOU'LL NOTICE THAT, AND YOU'LL HAVE SEEN THIS BEFORE, THE FIRST COLUMN IS YOUR PAY GROUPS. SECOND COLUMN IS THE GENERAL PAY INCREASE AND THIS IS THE 1% MODEL. 
          SO WITH ROUNDING, IT HITS 1.1%. 
          THE SECOND COLUMN IS ADJUSTMENTS AND YOU'LL NOTICE, ESPECIALLY FOR IS AND OS, HOW SIGNIFICANT THOSE NUMBERS ARE. 
          WE'RE TALKING 1.3 AND $2 MILLION. 
          THAT TAKES YOUR OVERALL ADJUSTMENTS ABOVE THE GENERAL PAY INCREASE COST. 
          SO THE BOTTOM LINE WITH THIS MODEL WOULD BE CLOSE TO TWO AND A HALF PERCENT BUDGET IMPACT , AND IN THE 2% MODEL, WHICH IS THE NEXT SLIDE, YOU'LL NOTICE THE MORE WE GIVE IN GENERAL PAY INCREASE, THE LESS WE NEED TO FIX WITH ADJUSTMENTS, BUT STILL, OVERALL, IT'S ABOUT 10.8 MILLION BUDGET IMPACT, WHICH IS A 3.3% TOTAL IMPACT. 
          THAT IS ALL MY DATA AND RECOMMENDATIONS FOR YOU ALL, BUT I'M HAPPY TO ANSWER QUESTIONS. 
          TRUSTEE HARRISON. 
          CAN WE SEE THAT 3% DATA? YOU SAID YOU BROUGHT IT. YEAH, ABSOLUTELY. 
          I CAN READ IT TO YOU. 
          WE WERE NOT ASKED TO SHARE IT, SO I DIDN'T PUT IT ON A SLIDE, BUT THE TOTAL BUDGET IMPACT WOULD BE 4.2%, WHICH IS A 13.75 MILLION IMPACT. 
          SO IT'S ABOUT 3.1% PAY INCREASE AND 1% EVEN IN ADJUSTMENTS. 
          [00:45:06]
YEAH, OF COURSE. TRUSTEE VESSA. 
          SO I KNOW THAT ON EACH ONE WE HAVE ADJUSTMENTS TOO. 
          CAN YOU TALK A LITTLE BIT MORE ABOUT WHERE OUR TEACHERS AND LIBRARIANS, WHERE THERE'S ADJUSTMENTS? I MEAN, YOU TALKED A LITTLE BIT ABOUT IT IN TERMS OF THE FIRST ADJUSTMENTS IN THE FIRST FEW YEARS AND THE LAST FEW YEARS, BUT IF YOU COULD TALK A LITTLE MORE ABOUT EFFECTIVELY WHAT WOULD BE IF WE APPROVED A 2% PAY RAISE, WHAT WOULD THEIR EFFECTIVE PAY RAISE BE? SO THEIR AVERAGE INCREASE WOULD BE 2.28% AND THAT'S LESS ABOUT ADJUSTMENTS AND MORE ABOUT HOW THE AMOUNT THAT THEY WOULD GET WOULD BE CALCULATED AS A PERCENT OF THEIR SALARY. 
          SO AT 2% FOR TEACHERS AND I NEGLECTED TO SAY THIS OUT LOUD EARLIER, I'M SORRY. 
          IT WOULD BE $1125 PER CONTINUING TEACHER. 
          TEACHERS ARE A TOUGH ONE BECAUSE THEY REPRESENT NEARLY 62% OF YOUR SALARY COSTS. 
          SO DOING A LITTLE BIT MORE FOR TEACHERS HAS A SIGNIFICANT BUDGET IMPACT. 
          SO OVERALL, THE 2% AND I CAN TELL YOU WHAT THOSE SPECIFIC ADJUSTMENTS WOULD LOOK LIKE, THE 2% MODEL ADJUSTMENTS ARE REALLY JUST NEEDED TO GET YOU TO A 51500 STARTING SALARY. 
          SO TO GET TO THAT NICE ROUND JOB FAIR NUMBER, THERE'S A LITTLE BIT OF A TRICKLE EFFECT FOR THE FIRST FEW YEARS TO MAKE SURE WE'RE NOT COMPRESSING YEARS OF EXPERIENCE VALUE'S THERE AND AT THE TOP END OF THE SCALE, THAT'S NECESSARY BECAUSE YOU HAVE SOME YEARS OF EXPERIENCE THAT WE DIDN'T WANT TO, THEY JUST NEEDED TO SPREAD OUT A LITTLE BIT. 
          SO THE ADJUSTMENTS ARE RELATIVELY SMALL, 125 TO $425, ANNUALLY; THEY'RE FAIRLY TINY, BUT AGAIN, NEEDED TO SPREAD THAT PAY. 
          SO YOU ALSO TALKED EARLIER ABOUT ANOTHER DISTRICT HAVING THESE CONVERSATIONS TONIGHT TO WHAT DO YOU SEE MOST OF THE DISTRICTS YOU'RE WORKING WITH NOW LOOKING AT IN TERMS OF THESE MODELS? SO WE WORK WITH AS I MENTIONED, I THINK THIS YEAR IT'S 191 DISTRICTS ALL OVER THE STATE FROM A WIDE VARIETY OF LOCATION, SIZES AND FINANCIAL SITUATIONS. 
          I THINK PRETTY UNIVERSALLY WHAT WE'RE HEARING IS EVERYONE WANTS TO GIVE MORE TO TEACHERS AND EVERYONE WANTS TO DO SIGNIFICANT ADJUSTMENTS FOR HOURLY STAFF. 
          IT IS UNAFFORDABLE TO DO BOTH RIGHT NOW, AND SO DISTRICTS ARE HAVING TOUGH DISCUSSIONS ABOUT WHERE DO WE PRIORITIZE THE LIMITED MONEY WE HAVE AVAILABLE, AND IN CENTRAL TEXAS, IT SEEMS TO BE ON HOURLY STAFF AT THIS POINT. 
          I THINK EVERYONE IS TRYING TO DO THE BEST THEY CAN BY TEACHERS AND FOCUSING PAY THERE, BUT I DON'T THINK AND THIS IS MY CRYSTAL BALL. 
          MOST DISTRICTS HAVE NOT ADOPTED PAY INCREASES YET. 
          I DON'T KNOW THAT MANY DISTRICTS IN CENTRAL TEXAS WILL GO BEYOND A TWO OR 3% PAY INCREASE AT THIS POINT, JUST AGAIN BECAUSE OF THE FINANCIAL IMPACT OF THAT, AND FOR MOST DISTRICTS, THEY'RE IN THE SAME BOAT AS YOU WERE. 
          TEACHER PAY REPRESENTS 60 TO, I DON'T KNOW, 65% OF TOTAL SALARIES IN THE DISTRICT. 
          DR. AZAIEZ? AMY, THANK YOU FOR THE PRESENTATION. 
          THANK YOU, MEMBERS, ALSO FOR YOUR QUESTIONS. 
          I THINK THAT'S WHY WE CAME TO YOU TONIGHT, RIGHT? BECAUSE WE UNDERSTOOD THAT'S SOMETHING THAT CANNOT WAIT. 
          WE REALLY NEED TO TAKE CARE OF OUR TEACHER ASSISTANCE AND OUR SUPPORT STAFF. 
          SO I JUST WANT TO CLARIFY SOMETHING AND I WILL DISCUSS IT LATER IN THE NEXT ITEM, BUT WHAT WE'RE PROPOSING TONIGHT, WE'RE NOT PROPOSING ANYTHING TO YOU ACCEPT THAT ADJUSTMENT. 
          OUR EDUCATOR ASSISTANTS WILL QUALIFY TO ANY PERCENTAGE RAISE THAT WE WILL BE HOPEFULLY BRINGING TO YOU NEXT REGULAR BOARD MEETING IN APRIL. 
          SO IN OTHER WORDS, IF YOU APPROVED TONIGHT'S ITEM AGENDA, OUR TEACHER ASSISTANT OR OUR EDUCATOR ASSISTANTS, WILL ALSO GET ANY PERCENTAGE INCREASE THAT OUR BOARD WILL APPROVE, HOPEFULLY DOWN THE ROAD. 
          SO I JUST WANT TO MAKE SURE WE'RE CLEAR ON THAT, BECAUSE WE DO UNDERSTAND THE NEED FOR US TO TAKE IMMEDIATE ACTION AND TAKE CARE OF THEM RIGHT AWAY. 
          LET ME CLARIFY THEN, DR. 
          AZAIEZ. I'M SORRY. I WAS JUST GOING TO SAY IN THAT CASE, THE COST THAT WAS SHOWN ON THE LAST SLIDE FOR NEXT YEAR, THOSE ADJUSTMENTS WOULD ALREADY BE TAKEN CARE OF THROUGH THIS. 
          SO THAT REDUCES NEXT YEAR'S COST BY JUST PUSHING OFF THE ADJUSTMENTS TO THIS YEAR, IF THAT HELPS. I'M SORRY, TRUSTEE VESSA ASK A QUESTION ABOUT, SO IF WE WANT TO ALSO ADDRESS OUR TEACHER'S COMPENSATION, I THINK TRUSTEE VESSA, IF WE WANT TO HAVE A STARTING SALARY 
          [00:50:05]
AND CORRECT ME IF I'M WRONG, AMY, IF WE WANT TO HAVE OUR STARTING SALARY FOR OUR ZERO YEAR TEACHER TO 52,000, WHICH WILL TAKE US TO THE TOP OF OUR SURROUNDING SCHOOL DISTRICT, THAT WILL REQUIRE A 3% RAISE FOR OUR TEACHERS, IF I REMEMBER CORRECTLY, ABOUT 3%. 
          YES, WITH A 3%, YOU COULD GET TO 52. 
          NOW, KEEP IN MIND, EVERYONE ELSE IS ADJUSTING PAY FOR NEXT YEAR, TOO. 
          SO THAT IS A MOVING TARGET, BUT YOU WOULD BE CLOSER TO WHAT THEY'RE PAYING WITH THE HIGHER PAY INCREASE. 
          TRUSTEE WEIR? ACTUALLY, I THINK ONE OF MY QUESTIONS WAS JUST ANSWERED. 
          SO IT'S GOING TO BE NEXT MONTH THAT WE SEE ALL OF THE WHOLE BREAKDOWN FROM EVERYBODY, AND ARE Y'ALL COMING BACK TO PRESENT THAT OR IS THAT COMING FROM OUR STAFF? YES, SO WE'LL BE BRINGING FORWARD TO YOU OUR COMPENSATION PLAN, AND THAT WILL INCLUDE ANY PAY RAISE THAT THE ADMINISTRATION WILL BE ASKING YOU FOR APPROVAL, HOPEFULLY. 
          OKAY, THEN I WILL SAVE THOSE QUESTIONS ABOUT THE STEPS AND ALL OF THAT UNTIL WE GET THAT. 
          MY OTHER QUESTION ACTUALLY WAS TO YOU, DR. 
          AZAIEZ, BECAUSE I KNOW TRUSTEE VESSA HAD ASKED A QUESTION ABOUT ONE OF THE EMAILS THAT WE GOT FROM ONE OF OUR SPEAKERS, AND I GUESS MY QUESTION TO YOU IS ONE OF THE THINGS THAT YOU'RE LOOKING AT SORT OF THAT MIDPOINT RANGE? 15 YEARS DOES SEEM LIKE A REALLY LONG TIME BEFORE YOU'VE BUMPED UP TO JUST EVEN MID RANGE. 
          SO THANK YOU FOR SAYING THAT, AND I THINK AMY MENTIONED THAT TOO. 
          EVERY SCHOOL DISTRICT LIKE AMY MENTIONED THEY MAY HAVE 30, 28 YEARS, IT'S VERY COMMON, BUT ALSO I'VE SEEN A LOT OF SCHOOL DISTRICTS WILL HAVE 26, 24 AND NOW YOU MENTIONED 20, RIGHT, BECAUSE TEN FOR MIDPOINT, TEN TO THE MAXIMUM. 
          SO IT'S SOMETHING DEFINITELY WE CAN ANALYZE, ASSESS AND MAYBE TRY TO ALSO EVENTUALLY ADOPT. LIKE AMY WAS SAYING, I DON'T KNOW IF WE CAN DO ALL AT ONCE, BUT SOMETHING THAT I CAN PROMISE YOU THAT WE'RE GOING TO WORK DILIGENTLY TO IMPROVE OUR ASSISTANTS. 
          I THINK ONE OF THE SPEAKER WAS TALKING ALSO ABOUT MAYBE ADOPTING A PAY SCALE FOR OUR EDUCATORS. I'M SORRY, I ALWAYS USE TEACHER ASSISTANT, WHICH IS REALLY THE SAME THING. 
          I MEAN, NO DISRESPECT. 
          SO IT'S THE SAME THING, BUT WE WANT TO JUST MAKE SURE THAT ALSO WE HAVE TRANSPARENCY, SOMETHING THAT WILL PROVIDE CLARITY FOR ALL OUR STAFF MEMBERS. 
          I KNOW ONE OF OUR TEACHER WAS TALKING ABOUT THE SCALE, ALSO THE PAY SCALE. 
          WE WANT TO MAKE SURE ALSO THAT'S ALSO CLEAR AND ALSO TRANSPARENT AS MUCH AS WE CAN SO THEY KNOW WHAT THEY'RE GETTING RIGHT AND THEY KNOW WHAT TO EXPECT, I GUESS. 
          SO. THANK YOU. THANK YOU, AND I DON'T MEAN TO GIVE MR. COVINGTON A HEART ATTACK OVER THERE BY ASKING QUESTIONS [CHUCKLING]. 
          I HAD A SLIGHT ONE. 
          I WON'T BE HERE, I DON'T BELIEVE, FOR THE NEXT MEETING. 
          SO IF YOU HAVE QUESTIONS ABOUT STEPS AND ALL OF THAT, I'M HAPPY TO OFFER MY TIME TO ANSWER THAT TONIGHT. WELL, I MEAN, AND I KNOW I'VE ASKED, I THINK EVERY YEAR, BUT WE DID HAVE THE ONE SPEAKER. SO IF YOU COULD KIND OF JUST MAYBE GO BACK A LITTLE BIT WHEN YOU WERE TALKING ABOUT THE STEPS, WE DO HAVE TO APPROVE THEM EVERY YEAR. 
          SO EVEN THOUGH WE PUBLISH THEM AS STEPS, THEY'RE NOT NECESSARILY SET BECAUSE WE HAVE TO VOTE ON IT ANNUALLY. THEY'RE PAINFULLY MISLEADING. 
          THOSE TEACHER PAY STRUCTURES, I THINK, HAVE BEEN AROUND FOR A VERY LONG TIME, AND THERE'S A CAUTIONARY NOTE ON THE BOTTOM OF EACH ONE THAT SAYS FUTURE PAY INCREASES CANNOT BE DETERMINED BY THIS. 
          IT'S FORTUNATE BECAUSE IF YOU DID HAVE A STEP STRUCTURE THAT YOU ADOPTED AND PEOPLE JUST MOVED DOWN THEIR STEPS, THEY'D GET TWO OR $300 EACH YEAR RATHER THAN WHAT YOU GRANT THEM AS THE ACROSS THE BOARD AMOUNT. 
          THE DOLLAR DIFFERENCES BETWEEN STEPS ARE VERY DIFFERENT TO AND THEY'RE SOMEWHAT ARBITRARY BECAUSE YOU'RE TRYING TO IMPROVE MARKET POSITION AT POINTS OR IT'S A HISTORICAL REPRESENTATION OF WHICH YOU GAVE AS PAY INCREASES 25 YEARS AGO. 
          AS A DISTRICT, THE IDEA OF AN ACROSS THE BOARD PAY INCREASE IS MUCH MORE EGALITARIAN AND THAT EVERY TEACHER FOR THEIR YEAR OF SERVICE GETS THE SAME AMOUNT OF MONEY RATHER THAN THE STEP WHICH DIFFERS FROM YEAR TO YEAR, WHICH WOULD GENERATE DIFFERENT DOLLAR AMOUNTS FOR DIFFERENT TEACHERS JUST BASED ON WHERE THEY FELL ON THAT STEP. 
          SO THE IDEA IS THAT YOU DIFFERENTIATE PAY AT THE TIME OF HIRE, SO YOU SPREAD THEM OUT ON THE STRUCTURE BASED ON THE YEARS THEY COME TO YOU WITH. 
          THEN AFTER THAT, WE TRACK ALONG TOGETHER AND WE ALL GET THE SAME PAY INCREASE YEAR TO YEAR. THERE MAY BE SOMETIMES LIKE THIS YEAR WHERE WE'RE PROPOSING MINOR ADJUSTMENTS TO IMPROVE THE STRUCTURE OR TO KEEP IT SOUND, BUT OVERALL, EVERYONE GETS THE SAME AMOUNT EACH YEAR. DOES THAT HELP A LITTLE BIT? I THINK SO BECAUSE IT'S ALMOST LIKE REALLY YOU NEED TO LOOK AT THAT, THE SCALE THAT WAS PUBLISHED EACH YEAR AND COMPARE THOSE AND NOT LOOK AT AND ASSUME YOU'RE GOING TO GO TO--THAT IS FORTUNATE. 
          AS EMPLOYEES, WE IF WE LOOKED AT THAT STRUCTURE AND SAW, OH, MY GOSH, IN TEN YEARS, WE'RE 
          [00:55:07]
ONLY GOING TO MAKE $2000 MORE THAN WE WERE HIRED AT. 
          IT DOES NOT WORK THAT WAY. 
          IN PRACTICE, YOU'RE GRANTING $1,200 INCREASES EVERY SINGLE YEAR. 
          SO CUMULATIVELY YOU GET MUCH MORE IN THE WAY OF PAY INCREASES THAN YOU WOULD IF ALL YOU FOLLOWED WAS THAT STEP SCALE, AND I WILL SAY IT IS VERY CONFUSING. 
          I MEAN, THIS IS MY FOURTH YEAR TO DO IT, AND I THINK MAYBE I'M JUST STARTING TO REALLY GET--THERE WAS A MOVE A FEW YEARS AGO TO STOP PUBLISHING SCALES BECAUSE THEY ARE SO MISLEADING AND THEY PROVIDE THEY GIVE SOMEONE AN INCORRECT SENSE OF ENTITLEMENT TO PAY INCREASES THAT FRANKLY, THEY'D BE BETTER OFF IF THEY DIDN'T HAVE THAT, RIGHT, WE GIVE MORE THAN WHAT THE STRUCTURE SAYS, BUT I THINK THERE IS COMFORT FOR TEACHERS TO SEE THAT STRUCTURE OUT THERE, AND IF YOU'RE TRYING TO RECRUIT TEACHERS FROM OTHER DISTRICTS, IT CAN BE A COMPETITIVE EDGE TO SHOW THAT YOU PAY MORE AT TEN OR 15 YEARS THAN YOUR NEIGHBORS DO. I JUST WANT TO ADD TO WHAT AMY WAS SAYING. 
          IT'S ACTUALLY MORE SUPPOSED TO BE MORE AN INTERNAL DOCUMENT FOR LIKE OUR HR STAFF WHENEVER THEY HIRE A TEACHER OR EXPERIENCED TEACHER, LET'S SAY, OKAY, YOU CAME IN WITH FIVE YEARS EXPERIENCE. 
          LET'S LOOK AT THE CHART AND SEE, OKAY, YOU'LL BE MAKING THIS MUCH. 
          SO IT'S REALLY MORE AN INTERNAL DOCUMENT TO DETERMINE THE PAY, I GUESS, FOR ANY NEW TEACHERS COMING INTO THE DISTRICT. 
          TRUSTEE BONE. THANK YOU, I HAVE A FEW QUESTIONS. 
          THE FIRST ONE IS ON SLIDE TEN AND IT WAS ABOUT STIPENDS, AND SO I HAD THE QUESTION ON THE SLIDES YOU HAVE AT THE END THAT SHOW THE INCREASES. 
          ARE THERE ANY INCREASES IN THOSE TWO STIPENDS? AND I ALSO WAS WONDERING ON OURS, IT SHOWS THAT THE STIPEND FOR SECONDARY MATH AND SCIENCE IS A DASH. 
          SO I ASSUME THAT MEANS WE DON'T GIVE THOSE. 
          SO CAN YOU JUST TALK ABOUT IF THERE WAS A PLAN TO INCREASE THOSE STIPENDS? YEAH, ABSOLUTELY. SO, CURRENTLY, YOU DO NOT OFFER A SECONDARY MATH OR SCIENCE STIPEND. 
          THREE OF YOUR TEN NEIGHBORING DISTRICTS DO, AND MARKET MEDIAN FOR THAT IS 2000. 
          IT'S A LITTLE BIT MISLEADING TO CALL IT A MEDIAN BECAUSE THERE'S ONLY THREE VALUES THAT GO INTO THAT. I WILL SAY PFLUGERVILLE ISD IS BRINGING FORWARD AN ADJUSTMENT TO THEIRS. 
          THEY DID ONE MIDYEAR AND ARE PROPOSING ONE TONIGHT, AND SO THAT VALUE WILL GO UP IN THE MARKET IF THEY DO APPROVE THOSE. 
          THEY DON'T EXIST HERE. 
          THAT IS AN AREA THAT WE'VE TALKED ABOUT FOR A WHILE. 
          AS FAR AS THIS MAY BE SOMETHING YOU'LL CONSIDER AS A DISTRICT, WE DID NOT BRING FORWARD ADJUSTMENTS BECAUSE THE MONEY WAS FOCUSED ON THOSE OTHER AREAS, BUT WE ABSOLUTELY CAN COST SOMETHING OUT IF THAT'S AN ITEM OF INTEREST TO THE DISTRICT. 
          SO THE QUESTION I HAD ALONG THOSE LINES IS, HAVE WE DONE AN ANALYSIS BECAUSE I KNOW WE HAVE A LOT OF POSITIONS THAT ARE OPEN. 
          DO WE KNOW WHAT POSITIONS HAVE BEEN HARD TO FILL THIS YEAR? ARE THEY CATEGORIES OF BECAUSE I KNOW MATH AND SCIENCE ARE ONES, I KNOW SPED IS ANOTHER ONE THAT'S HARD TO FILL. 
          DO WE HAVE THOSE CATEGORIES? CAN THEY BE CATEGORIZED, THE ONES THAT WE'VE BEEN HAVING A HARD TIME TO FILL THIS YEAR? THAT'S A VERY VALID QUESTION, DR. 
          BONE. I WOULD BE MORE THAN HAPPY TO PROVIDE THAT, I DON'T HAVE IT IN FRONT OF ME, BUT LIKE YOU SAID, SPECIAL EDUCATION IN PARTICULAR WE'VE BEEN STRUGGLING--AND BILINGUAL--ALWAYS FINDING TEACHERS FOR THOSE POSITIONS, BUT WE'RE MORE THAN HAPPY TO PROVIDE THAT DATA TO OUR BOARD MEMBERS. 
          OKAY, I WOULD BE INTERESTED IN KNOWING WHAT THOSE WERE AND THEN POSSIBLY INCLUDING THOSE AS A STIPEND OR SOMETHING, SOMEHOW MAYBE RESOLVE THAT AND HELP US FILL THOSE POSITIONS. 
          THAT WAS ONE OF MINE, AND THEN ANOTHER--IT'S KIND OF A QUESTION COMMENT--IS ON SLIDE 12. 
          IT SAYS THAT OUR POLICE ARE OVER BY LIKE 111. 
          I DON'T KNOW IF WE CAN GO BACK TO THAT SLIDE, BUT THEN IT ALSO SHOWS THAT WE'RE ALSO PROPOSING AN INCREASE IN TECHNOLOGY, AND I BELIEVE POLICE BOTH ARE COMPARATIVELY MUCH HIGHER PERCENTAGE WISE THAN LOTS OF THE OTHER CATEGORIES. 
          SO I WAS JUST WONDERING IF THERE WAS A REASON FOR THAT OR IF THERE'S I MEAN, IT SEEMS LIKE WE MIGHT HAVE A LITTLE BIT OF AN ISSUE ALREADY BUT IT SEEMS LIKE WE'RE GOING TO PERPETUATE THAT IF WE KEEP GIVING THEM INCREASES ALSO. 
          SO I JUST KIND OF WONDERED WHAT YOUR THOUGHT IS ON THAT. 
          SO THE STRATEGY FROM THE DISTRICT HAD BEEN TO GIVE EVERYONE THE SAME PAY INCREASE, AND SO THE SAME 2% OR 1% WAS CALCULATED FOR EVERYONE AND THOSE PLACEMENT SCALE ADJUSTMENTS WERE APPLIED TO THEM AS WELL. 
          IT'S ABSOLUTELY A MENU ITEM THAT YOU COULD CHOOSE NOT TO ADOPT. 
          IT'S THERE AS A COST ITEM FOR YOUR CONSIDERATION. 
          SO FOR ME, I THINK THAT'S SOMEWHERE THAT I WOULD LIKE TO FIX, ESPECIALLY OUR POLICE FORCE IS NEW. SO I THINK IT'S SOMETHING THAT I WOULD RATHER GET FIXED EARLIER, AND SO WE DON'T KEEP HIRING PEOPLE IN AT A CERTAIN RATE AND THEN KIND OF I GUESS TRICKING THEM AND SAY, OH, YOU'RE NOT GOING TO GET A PAY RAISE. SO THAT'S SOMETHING THAT I WOULD LIKE TO TALK ABOUT WITH THE BOARD, AND I WOULD BE FOR. 
          [01:00:03]
ONE OF MY OTHER QUESTIONS WAS AND IT GOES ALONG WITH WHAT TRUSTEE WEIR WAS SAYING, AND I THINK YOU WERE TRYING TO ASK THIS AND MAYBE IT GOT ANSWERED, BUT I DIDN'T QUITE UNDERSTAND. FROM WHAT I UNDERSTAND, THE INSTRUCTIONAL SUPPORT FOR OUR DISTRICT DOES NOT HAVE A YEARS OF EXPERIENCE GRAPH CHART LIKE TEACHERS DO, AND I THINK THAT'S WHAT I WOULD LIKE TO SEE BECAUSE I THINK THEY'RE JUST AS IMPORTANT AS AND WE HAVE TEACHERS STANDING UP TONIGHT. THEY'RE OUT THERE SHAKING THEIR HEAD TEACHERS ARE SAYING, WE NEED THESE PEOPLE. 
          IT'S ONE WAY TO ACTUALLY KEEP OUR TEACHERS. 
          IS THAT SOMETHING YOU ALL WOULD DO, THAT YOU WOULD CREATE THIS STRUCTURE FOR US? THAT'S ESSENTIALLY WHAT WE DID THROUGH THE PLACEMENT SCALE. 
          I THINK THE RISK OF POSTING IT AS A STEP SCHEDULE IS EXACTLY WHAT WE TALKED ABOUT WITH THE TEACHER SCALE, IS THAT IT BECOMES CONFUSING AND THAT'S NOT HOW YOU PAY PEOPLE OVER TIME. 
          IT'S SIMPLY A WAY TO SPREAD THEM OUT IN A PARTICULAR YEAR AND MAKE SURE THAT NO ONE WITH FIVE YEARS OF EXPERIENCE MAKES LESS THAN X DOLLARS. 
          SO CAN YOU TALK ABOUT THAT A LITTLE BIT THEN? BECAUSE WE'VE HAD A LOT OF COMMENTS ABOUT THIS. 
          I HAVE NINE YEARS OF EXPERIENCE. 
          I HAVE 12 YEARS OF EXPERIENCE AS AN EA, YET I'M MAKING $0.50 MORE. 
          FROM WHAT WE'VE HEARD, THERE DOES SEEM TO BE AND WE DON'T HEAR THAT SO MUCH FROM OUR TEACHERS. THE TEACHERS SEEM TO BE LIKE THEY UNDERSTAND THAT THEY HAVE ZERO YEARS, AND THEN IF I HAVE 15, THERE'S A DIFFERENTIAL, BUT OUR EAS FOR SOME REASON THEY CAN'T SEE THAT. SO CAN YOU EXPLAIN THE ANALYSIS YOU'VE DONE? AND IF THAT'S TRUE. 
          SO REMEMBER THE YEARS OF EXPERIENCE TO MID-POINT IN THE PLACEMENT SKILLS IS 15, AND SO WHAT IT DOES IS DIVIDE 1% ABOVE MINIMUM AND THE MIDPOINT BY 15 YEARS. 
          SO WHATEVER THOSE DOLLARS ARE PER PAY GRADE, THAT'S WHAT THE DIFFERENCE IS FROM YEAR TO YEAR. OVER TIME, THE GOAL WOULD BE TO SHRINK IT, AND SO THE FEWER YEARS TO MIDPOINT, THE BIGGER DIFFERENCES THERE ARE FROM ONE YEAR OF EXPERIENCE TO THE NEXT. 
          PERCENTAGE-WISE, I DON'T KNOW WHERE THAT IS RIGHT NOW. 
          I CAN RUN SOME CALCULATIONS AND LET YOU KNOW, BUT BUT IT WOULD BE AGAIN DIVIDED BY 15 YEARS AT THIS POINT. 
          SO WITH OUR TEACHERS, I BELIEVE IT'S EVERY FIVE YEARS. 
          IS THAT THE DIFFERENCE? THEIR PAY SCALE GOES 0 TO 5, 5 TO 10. 
          IT'S EVERY SINGLE YEAR OF EXPERIENCE HAS A DIFFERENT DOLLAR AMOUNT, WHICH WOULD ALSO BE THE CASE FOR YOUR EAS, AND FOR TEACHERS, IT'S SOMEWHAT ARBITRARY. 
          IT IS JUST THE DOLLAR DIFFERENCE BETWEEN THE YEARS OF EXPERIENCE. 
          IS IT AFFORDABLE AND IS IT FAR ENOUGH APART THAT YOU'RE DIFFERENTIATING PAY IN SOME MEASURABLE WAY? THE SAME WOULD BE TRUE FOR EAS, BUT IT'S MORE FORMULAIC BECAUSE YOU HAVE A RANGE TO WORK WITH. SO DO YOU ALL ACTUALLY LOOK AT OUR EA DATA ALSO THEN? SO YOU ACTUALLY LOOK AT ALL THE FOLKS WE HAVE AND THEIR YEARS OF EXPERIENCE AND MAKE SURE THAT WE'RE ACTUALLY KEEPING SOMEBODY THAT HAS ZERO VERSUS 5, 10 AND THAT THEY'RE SEPARATED? YES, WITH THE ADMINISTRATION WE SHARE SCATTER GRAMS, AND SO IT SHOWS A LITTLE DIAMOND FOR EVERY PERSON AND HOW THEY'RE SPREAD OUT IN THE RANGE. 
          SO WE CAN SHOW YOU WHEN WE SHIFTED THE RANGE BEFORE YOU USE THE PLACEMENT SCALES, THERE'S A BIG CLUMP OF DIAMONDS AT THE BOTTOM OF THE STRUCTURE. 
          ONCE YOU SPREAD THEM OUT, IT BECOMES MUCH MORE OF A STRETCHED OUT WHERE PEOPLE ARE NOT PILED UP ON TOP OF EACH OTHER, YOU GET TO SPREAD THEIR PAYOUT. 
          THANK YOU. I THINK THAT'S ALL I HAVE FOR RIGHT NOW. 
          TRUSTEE WESTON. 
          THANK YOU, MISS CAMPBELL, AND IT IS NICE TO SEE YOU IN PERSON FOR THE FIRST TIME FOR ME. 
          AM I TO UNDERSTAND THAT YOU'VE GOT IN HERE THAT A 1% INCREASE ACROSS THE BOARD IS GOING TO BE AN $8 MILLION BUDGET IMPACT? A 2% INCREASE IS GOING TO BE A $10.7 MILLION IMPACT, AND A 3% ACROSS THE BOARD IS GOING TO BE A $13.75 MILLION IMPACT. 
          DID I HEAR THAT RIGHT? OKAY. 
          THANK YOU. DID YOU ALSO SAY THAT OUR TEACHER WORKFORCE IS ABOUT 62% OF OUR IS IT JUST SALARIES OR TOTAL COMPENSATION? SALARIES, 61.5% IS TEACHER SALARIES. 
          RIGHT. 61.5% IS ATTRIBUTABLE TO TEACHER SALARIES. 
          SO 38% OF OUR SALARIES DO NOT GO TO TEACHERS. 
          ROUGHLY. I THINK THAT'S GOOD FOR THE PUBLIC TO UNDERSTAND THAT. 
          NOW, THAT WOULD BE FOR ALL OTHER PEOPLE IN THE DISTRICT CUSTODIANS, BUS DRIVERS, EDUCATIONAL ASSISTANTS. 
          EVERYONE ELSE WOULD BE BEYOND THAT 61.5. 
          YEAH. THANK YOU FOR CLARIFYING. 
          ON SLIDE FOUR, YOU PUT THAT WE HAD 50,433 STUDENTS. 
          WHERE DID YOU GET THAT INFORMATION THAT WAS REPORTED IN THE SALARY SURVEY DATA BY HR STAFF BACK IN SEPTEMBER. 
          SO IT WOULD HAVE BEEN WHATEVER WAS THE ESTIMATE AT THAT TIME. 
          WE HAVEN'T HAD THAT LEVEL OF STUDENT POPULATION FOR A COUPLE OF YEARS. 
          WE'RE SITTING AT ABOUT 47,500. 
          JUST FYI, THAT'S OUR THAT'S OUR CURRENT NUMBER. 
          [01:05:02]
I LIVE IN THE DISTRICT. YEAH, IT'S SELF-REPORTED. 
          SO THAT WOULD BE WHAT EACH DISTRICT REPORTED AT THAT POINT. 
          WE'RE NOT MAKING ANY MEASUREMENTS BASED ON THAT. 
          I MEAN, I WAS AWARE THAT YOU WERE SLIGHTLY BELOW THAT NUMBER, AND SO THE MARKET PEERS THAT YOU'RE COMPARED TO FOR DIRECTORS WILL STILL ENCOMPASS EITHER OF THOSE. 
          SURE. I JUST THINK THAT, YOU KNOW, WE HAVE A LOT OF PEOPLE THAT WATCH OUR BOARD MEETINGS, AND IT'S IMPORTANT TO ME THAT I MAKE SURE THAT WE'RE GETTING AS ACCURATE INFORMATION OUT AS POSSIBLE IN A MOVE TOWARDS TRANSPARENCY. 
          SO IN OUR MARCH 9TH MEETING EARLIER THIS MONTH, THAT WAS OUR FIRST MEETING ON THE BUDGET , AND I STATED VERY CLEARLY THAT I DON'T KNOW ANYBODY, NOT A NEIGHBOR, NOT A TRUSTEE, NOT AN EMPLOYEE, NOT A MAN WALKING DOWN THE STREET WHO DOESN'T WANT TO MAKE MEANINGFUL SALARY INCREASES. I LITERALLY DON'T KNOW ANYBODY. 
          THE QUESTION IS HOW AND THAT'S IMPORTANT WORK FOR THIS BOARD, AND TO THAT END, I GUESS WHAT I'D LIKE TO UNDERSTAND FROM THE ADMINISTRATION IS WHERE THIS MONEY WOULD COME FROM. 
          WE'RE DOING A LOT OF TALKING. 
          I MEAN, I THINK, YOU KNOW, IF I THINK WE COULD ALL IF WE COULD DO A 10% INCREASE, I THINK WE WOULD ALL STAMP THAT, BUT THEN, YOU KNOW, WE'RE HELD ACCOUNTABLE TO, YOU KNOW, FINANCIAL STATEMENTS THAT OUR NAMES ARE ON. 
          SO I WOULD REALLY LIKE FROM THE ADMINISTRATION TO KNOW WHERE THIS MONEY IS GOING TO COME FROM AND MAYBE, YOU KNOW, THE PLACE TO START. 
          THERE IS EVERY JUNE WE APPROVE A BUDGET. 
          HOW MUCH SHOULD WE BUDGET IN THE BUDGET THAT WAS APPROVED IN JUNE OF 2019 FOR SALARIES? AND THEN HOW MUCH DID WE SPEND? SAME THING FOR 2020. 
          HOW MUCH DID WE BUDGET FOR SALARIES? AND THEN HOW MUCH DID WE SPEND? BECAUSE, YOU KNOW, I'M A LOT OF THINGS, BUT A FINANCIAL WIZARD IS NOT ONE OF THEM. 
          SO I CAN LOOK AT FINANCIAL DOCUMENTS ALL DAY LONG, BUT MY GUESS IS THERE'S A DELTA THERE , AND I THINK IT'S IMPORTANT FOR US AND FOR THE COMMUNITY TO KNOW WHAT THAT DELTA IS. 
          I UNDERSTAND WE MAY NOT HAVE THAT TONIGHT. 
          I ALSO WANT TO ADD THAT I CAN'T IMAGINE THAT IN THE YEAR 2020 IN CENTRAL TEXAS, THAT WE HAVE ANY JOB WHERE WE PAY LESS THAN $15 AN HOUR. 
          I MEAN, THAT'S HARD FOR ME TO EVEN GET MY HEAD AROUND. 
          SO IT WOULD BE A GOAL OF MINE TO NOT DO THAT. 
          I THINK THAT WE CAN DO BETTER. 
          WE HAD A SPEAKER TALK TONIGHT ABOUT ESSER FUNDS. 
          I THINK THERE'S A LOT OF A LACK OF CLARITY IN OUR COMMUNITY ABOUT HOW MUCH ESSER MONEY HAS COME TO ROUND ROCK ISD AND WHERE IT HAS GONE. 
          SO AGAIN, MY CHARGE TO THE ADMINISTRATION, IF IF THE BOARD, YOU KNOW, IF I HAVE THE WILL OF THE BOARD BEHIND THIS IS TO JUST TRY TO COMMUNICATE. 
          AND I DON'T THINK THAT'S BECAUSE ANYBODY'S HIDING ANYTHING. 
          I THINK EVERYBODY'S VERY BUSY AND WE MAKE DECISIONS AND WE ALLOCATE RESOURCES, BUT I THINK IT WOULD GO A LONG WAY IN COMMUNITY RELATIONS TO COMMUNICATE WHERE THAT ESSER MONEY HAS GONE. CAN I? LET ME SEE. I'M SORRY. 
          ALSO ON SLIDE 16, YOU HAVE A COMMENT THERE THAT'S CALLED PAY EQUITY ADJUSTMENT. 
          CAN YOU TELL ME WHAT THAT MEANS? SURE. SO THE DISTRICT HAS WORKED REALLY HARD OVER THE PAST SEVERAL YEARS, PROBABLY FIVE YEARS NOW TO ENSURE THAT PEOPLE IN THE EDUCATOR CAREER PATHWAY CONTINUE TO MAKE MORE THAN THEY WOULD MAKE ON THEIR FIRST STEP ON THAT PATHWAY. 
          SO AS YOU MOVE FROM TEACHER TO INSTRUCTIONAL COACH TO COUNSELOR TO ASSISTANT PRINCIPAL, IN MANY DISTRICTS OVER TIME THOSE DIFFERENCES HAVE SHRUNK WHERE IT BECOMES A PAY DECREASE TO MOVE UP THE PATHWAY, AND SO IT'S JUST PRESERVING THE SANCTITY OF YOUR EDUCATOR CAREER PATHWAY TO MAKE SURE THAT A COUNSELOR'S DAILY RATE IS MORE THAN THEIR DAILY RATE WOULD BE AS A TEACHER. SO AGAIN, SPREADING OUT THERE BECAUSE THERE'S A LOT OF DIFFERENT UNDERSTANDINGS OF THE WORD EQUITY IN DIFFERENT CONTEXTS. 
          SO I JUST WANTED TO MAKE SURE I UNDERSTOOD, I HAD SKIPPED RIGHT OVER THAT SO THANK YOU FOR BRINGING ME BACK TO THAT. THE LAST THING I'LL SAY IS, AND DR. 
          BONE KIND OF TOUCHED ON THIS WITH THE POLICE AND THE TECHNOLOGY PAY. 
          MY GUESS IS ON THE TECHNOLOGY PIECE. 
          YOU KNOW, THERE'S SO MUCH OPPORTUNITY. 
          I MEAN, MY MY NUMBER FOUR SON IS GRADUATING WITH A COMPUTER SCIENCE DEGREE FROM TEXAS A&M IN TWO MONTHS, AND THERE WAS I COULDN'T BELIEVE HOW MANY JOB OPPORTUNITIES COME FOR PEOPLE WHO HAVE THAT SPECIALTY. 
          SO MY GUESS IS, DR. 
          BONE, WITHOUT KNOWING THAT MAYBE THAT'S WHY THAT'S A JUSTIFIED INFLATION TO COMPETE WITH THAT, BUT WHEN IT COMES TO THE POLICE AND AGAIN I SAY THIS AS THE DAUGHTER OF A 25 YEAR POLICE OFFICER, I'M REALLY UNCOMFORTABLE WITH WHAT I SEE HERE ON SLIDE 12. 
          THAT'S MY FEEDBACK TO THE ADMINISTRATION, AND WITH THAT, I YIELD. 
          THANK YOU. THANK YOU. 
          THOSE ARE GREAT QUESTION. 
          TRUSTEE WESTON. 
          SO JUST TO CLARIFY, WE'RE NOT PROPOSING TONIGHT ANY ANY PAY RAISES EXCEPT FOR OUR EDUCATOR'S ASSISTANT, RIGHT? SO THAT'S WHAT WE WERE TALKING ABOUT TONIGHT. 
          LATER ON THE NEXT ITEM, EVERYTHING ELSE WE'LL BE BRINGING TO NEXT REGULAR BOARD MEETING 
          [01:10:02]
IN APRIL, HOPEFULLY. 
          SO OBVIOUSLY ANYTHING CAN CHANGE. 
          WE STILL I KNOW DENNIS IS HERE. 
          HE'S STILL WORKING ON THE BUDGET, TRYING TO FIGURE OUT THE MONEY. 
          SO TO ANSWER YOUR QUESTION, TRUSTEE WESTON ABOUT WHERE WE FUNDED THE MONEY. 
          SO WE FEEL THE IMMEDIATE NEED TO TAKE CARE OF OUR EDUCATORS ASSISTANT AND WE ARE ABLE TO FUND $470,000 TO MAKE SURE THAT THEY GET THEIR RAISES IMMEDIATELY STARTING TOMORROW, APRIL 1ST, PENDING YOUR APPROVAL, AND SO TO FINISH THE YEAR WITH THE NEW RATES, RIGHT, AS FAR AS AND WHERE WE FOUND THE MONEY IS, WE HAVE SOME VACANCIES THAT WE CARED FOR FOR SOME TIME. RIGHT, AND SO WE'RE GOING TO USE THAT MONEY REALLY TO COMPENSATE OUR, AGAIN, EDUCATION ASSISTANT. 
          AS FAR AS NEXT YEAR. 
          THAT'S WHY I'M SAYING WE'RE NOT PREPARED TO BRING ANY RECOMMENDATION MOVING FORWARD FOR THE REST OF THE STAFF IS BECAUSE WE ARE WORKING VERY HARD ON DENNIS AGAIN WILL TALK SOME MORE HOW WE CAN REALLY TRIM OUR BUDGET, YOU KNOW, CUT IN AREAS WHERE WE CAN REPURPOSE THAT MONEY AND GIVE IT BACK TO OUR STAFF AND TEACHERS AS AS RAISES. 
          RIGHT. BECAUSE THEY DESERVE IT. 
          THEY WORK VERY HARD, AND ALSO, YOU ALL KNOW THE COST OF LIVING IS GOING LIKE CRAZY, RIGHT? SO WE NEED TO TAKE CARE OF THEM BECAUSE THEY ARE THE MOST IMPORTANT PIECE OF OUR DISTRICT. DENNIS I DON'T KNOW IF YOU WANT TO SAY ANYTHING. 
          JUST THAT WE ARE WORKING HARD, TRYING TO BE MORE EFFICIENT WITH THE DOLLARS THAT WE DO HAVE. SO AS I TOLD YOU ALL AT THE LAST MEETING, WE'VE MET WITH ALL OUR DEPARTMENTS AND LOOKED OVER THREE YEAR TRENDS AND FIND WAYS THAT DOLLARS CAN BE REPURPOSED AND ALL REPURPOSING WILL BE GOING TOWARDS TO PAY OUR SALARY INCREASES. 
          WE SHOULD HAVE MORE REVENUE HOPEFULLY NEXT YEAR WE GET OUR STUDENT COUNT UP. 
          SO THAT WILL HELP PAY FOR SOME OF THE RAISES. 
          ACCORDING TO YOU ALL'S PRIORITIES. 
          THE WAGES WASN'T NUMBER ONE, IT WAS NUMBER TWO. 
          SO WE PROBABLY NEED TO TALK AGAIN ON HOW WE BALANCE WHAT YOUR REAL NUMBER ONE IS. 
          IT SOUNDS LIKE IT HAS CHANGED, BUT WE WILL BE BRINGING FORTH WHAT I THINK WILL BE A BUDGET THAT YOU ALL WILL BE PROUD OF. 
          YEAH, AND JUST TO FINISH, I KNOW THAT TRUSTEE WESTON HAD A SECOND QUESTION ABOUT ESSER FUNDS, AND I THINK WE TALKED ABOUT IT. 
          WE BROUGHT THE ESSER FUND SINCE I GUESS IT WAS PART OF THE BUDGET APPROVED ACTUALLY BY OUR BOARD MEMBERS BACK IN JUNE, AND WE RECEIVED ROUGHLY $29 MILLION, AND CORRECT ME AGAIN, DENNIS, IF I IF I REMEMBER CORRECTLY, $29 MILLION. 
          OUR FORMER CFO PROPOSED THAT MONEY BE SPENT OVER TWO YEARS THIS SCHOOL YEAR AND THE NEXT SCHOOL YEAR. NOW WE ARE ALLOWED TO SPEND OVER THREE YEARS, BUT THAT WAS SOMETHING THAT WAS DISCUSSED BEFORE MY ARRIVAL, OBVIOUSLY, AND BEFORE DENNIS ARRIVAL, AND SO WE ALLOCATED ABOUT $14.5 THIS YEAR, AND THE PLAN THAT WAS SUBMITTED BECAUSE WE HAD TO SUBMIT A PLAN TO TEA AND THAT WAS APPROVED BY TEA IS TO GO AND SPEND OVER TWO YEARS. 
          SO WE'LL HAVE ANOTHER $14.5 MILLION DOLLARS THAT WE CAN SPEND AGAIN NEXT YEAR. 
          A LOT OF THAT MONEY I REMEMBER WAS SPENT BECAUSE WE ASK OUR PRINCIPALS IF WHAT ARE THEIR NEEDS? REMEMBER THAT, AND THEN AND THEN THERE WERE MANY OF THEM WANTED A COUNSELOR AND AN EXTRA AP AND EXTRA TEACHER. 
          I WANT MORE TUTORIALS. 
          SO WE WERE ABLE TO ALLOCATE THAT MONEY A LOT OF MOST OF THAT MONEY VIA THOSE POSITIONS FOR THIS THIS SCHOOL YEAR. 
          RIGHT NOW WE HAVE A CONVERSATION AS FAR AS NEXT YEAR, AND LOOKING AT THOSE ANY ANY MONIES WE CAN WE CAN SAY FROM ESSER AND IF WE SAVE SOME, OBVIOUSLY, WE MAY HAVE TO AMEND OUR OUR PLAN TO DEA AND WE MAY EXPAND IT INSTEAD OF TWO YEARS. 
          MAYBE WE CAN GO TO THREE YEARS SO WE CAN REALLY DO MORE THINGS WITH THE MONEY. 
          SO BUT SOMETHING THAT WE HAVE TO AMEND, I GUESS OUR OBLIGATION TO, DEA I JUST WANT TO ALSO ADD THAT WHEN IT COMES TO THAT ESSER MONEY. 
          ESSER MONEY WILL GO AWAY. 
          SO WE CANNOT USE THAT MONEY TO SAY WE'RE GOING TO GIVE OUR TEACHERS AND STAFF A RAISE BECAUSE WHAT HAPPENED AFTER THE MONEY GOES AWAY, WE CANNOT TELL THEM. 
          NOW WE'RE GOING BACK TO YOUR PREVIOUS PAY SCALE SO THAT MONEY ONLY CAN BE USED AS AN INCENTIVE. IF YOU REMEMBER CORRECTLY, WE BROUGHT A THOUSAND I MEAN, $500 WAS IN THE FALL, $500 IN SPRING, AND COULD BE USED AS AS A AS A RETENTION BONUS. 
          RIGHT, AND WE DID IT THIS YEAR, BUT WE CANNOT USE THAT MONEY FOR A RECURRING RECURRENT WHAT'S CALLED A RECURRING COST. 
          RIGHT. BECAUSE AFTER NEXT YEAR, FOR EXAMPLE, THAT MONEY WILL GO AWAY, AND WE CANNOT GO BACK TO OUR TEACHERS AND STAFF AND SAY, WELL, TOO BAD. 
          NOW GO BACK TO YOUR OLD PAY PAY GRADES BECAUSE WE HAVE TO HAVE SOMETHING THAT WE CAN MAINTAIN MOVING FORWARD. 
          RIGHT, AND I HAVE NO DOUBT THAT THE MONEY, THE ESSER MONEY WAS SPENT WISELY, AND I HAVE NO DOUBT THAT, YOU KNOW, WHERE IT ALL WENT, BUT I THINK THERE'S JUST A DISCONNECT IN THE COMMUNITY FROM THE COMMUNITY. 
          SO, AGAIN, I'M NOT DIRECTING ANYTHING. 
          IF IT'S THE WILL OF THE BOARD, I THINK WOULD PROBABLY BE A GOOD IDEA TO JUST COMMUNICATE OUT, JUST PUSH OUT. YOU KNOW, HERE'S A LAUNDRY LIST OF THINGS THAT WE GOT FOR THAT MONEY. 
          [01:15:02]
THAT'S JUST MY IDEA. THANK YOU. 
          TRUSTEE VESSA. WELL, I'M GOING TO FOLLOW UP WITH THAT. 
          JUST I KNOW THAT WE FUNDED OUR OUR THE FOOTBALL INCENTIVE BONUSES WITH IT, AND SO IF WE COULD JUST GET I THINK EACH ONE WAS, WHAT, $3 MILLION ROUGHLY AND WE DID HOW MANY NOW AND WE'RE PROPOSING TO DO ANOTHER ONE LIKE FOR? WHEN WE USE IT TO. I'M SORRY, DENNIS, WE TRUSTEE VESSA I'M SORRY. 
          WE, WE USE ABOUT $6.2 $6.3 MILLION, $3.1, $3.2, OBVIOUSLY FOR THE FIRST $500, AND THEN ANOTHER OBVIOUSLY $3.1, $3.2 FOR THE SECOND, $500 WITH A TOTAL OF OVER $6 MILLION. 
          YEAH, BUT WE DID ONE THE PREVIOUS YEAR AND WE'RE PROPOSED TO ANOTHER ONE. 
          WELL, THAT WASN'T PART OF THE $29 MILLION WE GOT BECAUSE REMEMBER THERE WERE DIFFERENT ESSER FUNDS WE GOT. 
          TO, I BELIEVE, THE WILLIAMSON CARE WILLIAMSON COUNTY CARES ACT WHEN WE RECEIVED THOSE FUNDS. SO ESSER FUNDS HAS ONLY BEEN USED TO PAY THE DECEMBER STIPEND THAT YOU APPROVED AND THEN THE UPCOMING ONE FOR MAY. 
          OKAY. THANK YOU, AND THERE WERE ABOUT $3.3 ALL IN WITH BENEFITS. 
          SORRY, DID I SAY ESSER TWO FUNDS WERE USED FOR THAT? SO I'M SWITCHING TO A DIFFERENT QUESTION, AND THOSE WHO WATCH THESE MEETINGS KNOW THAT I TALK ABOUT TEACHER INCENTIVE ALLOTMENT ALL THE TIME BECAUSE TEACHER INCENTIVE ALLOTMENT WAS IN 2019, THE LEGISLATURE'S ANSWER TO MAKING SURE THAT OUR OUR TEACHERS, AS THEY GAIN AN EXPERIENCE, MAKE MORE MONEY AND MAKE A COMPETITIVE WAGE. 
          AND SO MY QUESTION TO YOU FIRST IS, I KNOW YOU DO 191 DISTRICTS. 
          DO ANY OF THEM UTILIZE CURRENTLY THE TEACHER INCENTIVE ALLOTMENT AND HOW IS THAT IMPACTED THEIR TEACHER PAY FOR THEIR THEIR MORE EXPERIENCED TEACHERS? COINCIDENTALLY, I TOO, SPEND A LOT OF TIME TALKING ABOUT TEACHER INCENTIVE A LOT, AND THEN, YOU KNOW, PROBABLY A LOT TO ANSWER THE QUESTION. 
          WE'RE A TECHNICAL ASSISTANCE PROVIDER THROUGH TEA, AND WE WORK REGULARLY WITH THEM BECAUSE WE ARE THE PEOPLE FOR TEXAS SCHOOL DISTRICTS. 
          I DON'T KNOW OF A DISTRICT THAT HAS INCORPORATED THOSE FUNDS AS PART OF SALARY AT THIS POINT. THAT IS, TEA'S ULTIMATE GOAL IS THAT THEY'RE FOLDING THOSE FUNDS INTO SALARY INCREASES. MOST EVERYONE RIGHT NOW IS USING IT AS ADDITIVES, AND SO IT'S AN ADDITION TO A COMPETITIVE BASE SALARY. 
          AGAIN, I THINK OVER TIME THEY JUST HAD A STRATEGIC COMPENSATION FELLOWSHIP GRANT WHERE DISTRICTS COULD COMPETE FOR A VERY TINY NUMBER, BUT DISTRICTS COULD COMPETE FOR A GRANT THAT WOULD ALLOW THAT WOULD FOCUS ON CREATING A MORE HOLISTIC STRATEGIC COMPENSATION STRUCTURE FOR TEACHERS. 
          YOU KNOW, I THINK OVER TIME WE WILL SEE DISTRICTS DO THAT, BUT IT IS SLOW GOING. 
          AT THIS POINT, THERE ARE JUST A COUPLE IN THE STATE THAT ARE DOING THAT, LIKE DALLAS ISD, BUT IT'S TAKEN THEM A GOOD 10, 15 YEARS TO GET THERE. 
          SO I GUESS MY QUESTION WELL, FIRST IS, ARE ANY OF OUR NEIGHBORING DISTRICTS, TEACHER INCENTIVE ALLOTMENT DISTRICTS? SO EVERY ANYONE WHO HAS A NATIONAL BOARD CERTIFIED TEACHER TECHNICALLY IS GETTING TEACHER INCENTIVE ALLOTMENT FUNDS, BUT AT THIS POINT, I DON'T KNOW THAT YOU HAVE. 
          I'M TRYING TO THINK THROUGH THE LIST. 
          I DON'T THINK YOU HAVE ANY PEERS WHO ARE ALREADY RECEIVING FUNDS FOR THEIR LOCAL OPTIONAL TEACHER DESIGNATION SYSTEM. 
          DON'T QUOTE ME ON THAT, BUT I CANNOT THINK OF ANY CURRENTLY, I THINK MOST DISTRICTS THAT WERE A COHORT D PUSHED TO COHORT E BECAUSE OF PANDEMIC CHALLENGES, AND SO I THINK WE WILL SEE MORE OF YOUR PEERS JOINING THE RANKS IN THE NEXT TWO YEARS. 
          AND SO FOR A DISTRICT THAT IS OUR SIZE, I MEAN, YOU WORK WITH 191, YOU SAID SOME OF THEM. 
          WHAT CAN WE EXPECT IN TERMS OF LIKE BECAUSE THIS MONEY IS COMING FROM THE STATE, THIS IS STATE MONEY. THIS ISN'T LOCAL MONEY. 
          HOW MUCH CAN WE EXPECT TO RECEIVE, YOU KNOW, BALLPARK, GIVEN THE SIZE OF OUR DISTRICT, HOW MUCH HOW MUCH MONEY IS A DISTRICT WILL WE RECEIVE FOR THAT? I MEAN, DO YOU HAVE IF YOU DON'T HAVE IT NOW, THAT'S FINE, BUT JUST. 
          I WOULD SAY IT IS EXCEPTIONALLY CHALLENGING TO CREATE A LOCAL OPTIONAL TEACHER DESIGNATION SYSTEM THAT'S ALMOST A YEAR LONG PROCESS ACCORDING TO TEA'S TIMELINE, AND THEN YOU HAVE AN ADDITIONAL YEAR OF DATA COLLECTION, AND THEN YOU HAVE TO PASS DATA VALIDATION BEFORE THE MONEY IS DOLED OUT TO YOU, AND IT'S ALL OR NOTHING. 
          YOU KNOW, A LITTLE BIT OF DATA THAT DOES NOT CORRELATE IS THAT'S IT. 
          [01:20:04]
SO I THINK MOST DISTRICTS THAT HAVE BEEN SUCCESSFUL TEND TO BE SMALLER BECAUSE YOU DON'T HAVE QUITE SO MANY CAMPUSES TO GET ON BOARD, AND MOST DISTRICTS THAT HAVE BEEN SUCCESSFUL SO FAR TEND TO LIMIT IT TO STATE TESTING SUBJECT AREAS AND GRADE LEVELS BECAUSE IT'S A LITTLE EASIER TO QUALIFY UNDER THE TEA RULES FOR THAT. 
          THAT'S NOT TO SAY EVERYONE HAS GONE THAT ROUTE, BUT THAT HAS BEEN THE MOST COMMON, I THINK. I MEAN, YOU'RE A DISTRICT THAT HAS A LOT OF PRE AND POST TESTS AND OTHER MEASURES IN PLACE, AND SO YOU MAY HAVE MORE OPPORTUNITIES TO EXPAND IT BEYOND JUST STATE TESTED. 
          BUT IT'S YES, IT'S CHALLENGING BECAUSE NOT ONLY DO YOU HAVE TO FIGURE OUT THE STUDENT GROWTH PIECE, YOU HAVE TO CALIBRATE TEACHER EVALUATIONS AND APPRAISALS ACROSS THE ENTIRE DISTRICT, WHICH IS A HEAVY LIFT AS WELL. 
          I SEEM LIKE EVERY TIME I HEAR ABOUT THESE OPPORTUNITIES TO BE A PART OF THESE GRANT OPPORTUNITIES OR ALLOTMENT OPPORTUNITIES, THEY'RE ALL BASICALLY GRANT OPPORTUNITIES BECAUSE YOU HAVE TO GO THROUGH A WHOLE SYSTEM APPLICATION AND WHATNOT. 
          I MEAN, IT JUST SOUNDS SO ONEROUS, ALL OF THEM, AND EVERY TIME WHEN I WHEN I GET BACK TO LIKE, OKAY, WELL, CAN WE, CAN WE UTILIZE SOME OF THESE GRANT OPPORTUNITIES? THE RESPONSE BACK IS, OH, THE APPLICATION PROCESS IS SEVERE, AND I FEEL LIKE HERE MAYBE THAT'S SOMETHING WE NEED TO COMMUNICATE BACK TO THE LEGISLATURE. 
          YES, YOU YOU APPROPRIATED THIS MONEY, BUT GETTING TO IT IS NEAR IMPOSSIBLE. 
          YOU'RE NOT MAKING IT YOU'RE NOT MAKING IT REASONABLE FOR OUR STAFF TO BE ABLE TO ACCESS WHAT YOU YOU SAW A PROBLEM. 
          YOU PUT TOGETHER A SOLUTION, BUT YOU MADE IT SO HARD TO ACCESS IT THAT IT'S NEARLY IMPOSSIBLE FOR MOST DISTRICTS IN THIS STATE TO GET THERE IN A TIMELY FASHION OR NOT HAVING TO, LIKE, JUST, YOU KNOW, KILL OUR STAFF TO TRY TO TRY TO PUT SOMETHING TOGETHER BECAUSE IT'S SO ONEROUS. 
          AND THIS IS NOT JUST A GRANT NECESSARILY, RIGHT? YOU HAVE TO HAVE STAKEHOLDER ENGAGEMENT AND ALL OF YOUR EDUCATORS AND CAMPUS LEADERS AND COMMUNITY MEMBERS HAVE TO AND BOARD MEMBERS HAVE TO BE ON BOARD WITH THAT. 
          SO IT'S FAR BEYOND JUST THE CREATE A PLAN. 
          IT'S CREATE A PLAN AND GET EVERYONE TO BUY INTO IT AND AGREE WITH IT AND MOVE FORWARD WITH IT. I SPOKE TO THE TEXAS TEACHER, WHAT WAS IT CALLED, THE TEXAS TEACHER VACANCY TASK FORCE. I THINK I GOT THAT RIGHT AS A PANELIST ON THE FIRST MEETING AND I SHARED SOME OF THAT SAME FEEDBACK THAT A LOT OF THE RED TAPE MAKES IT TAKE FOREVER TO GET SOMETHING THAT COULD BE A MUCH QUICKER FIX IF WE IF WE STREAMLINED OUR PROCESSES. 
          SO I AGREE WITH YOU. 
          DO YOU I MEAN, YOU'VE BEEN THROUGH IT. 
          SO YOU WERE COHORT B. 
          COHORT B NOW WE ACTUALLY WE ARE JUST TODAY WE HAD A MEETING WITH OUR PRINCIPALS. 
          WE'RE TALKING ABOUT A TEACHER INCENTIVE PROGRAM AND THAT, LIKE AMY WAS SAYING, IT'S A PROCESS THEY'RE GOING TO INVOLVE OUR BOARD MEMBERS INPUT, OUR STAFF, TEACHERS, COMMUNITY MEMBERS INPUT. 
          WE HAVE TO DEVELOP THE WHOLE SYSTEM BECAUSE LIKE AMY WAS SAYING, LIKE, IT'S NOT LIKE, TEA HERE WE GO, HERE'S THE PLAN AND RUN WITH IT AND DO IT. 
          WE REALLY HAVE TO REALLY BUILD IT FROM SCRATCH. 
          NOT ONLY THAT, WE HAVE TO SUBMIT A TEXAS STATE RIGHT FOR THEIR APPROVAL. 
          THEY HAVE TO REVIEW IT IN APPROVAL, THEN SUBMIT THE PLAN TO TEA AND THEY HAVE TO APPROVAL, DO THE APPROVAL. 
          AND THEN ONCE THAT'S DONE, WE CAN CAN START ACTUALLY DOING THAT. 
          SO WE ARE NOT THIS IS NOT TO SAY THAT WE'RE NOT MOVING FORWARD WITH IT. 
          WE'RE JUST I'M JUST SAYING THIS TO KNOW TO LET EVERYBODY KNOW THERE IS IT'S A LOT OF WORK THAT NEEDS TO BE DONE BEFORE WE ACTUALLY CAN LAUNCH IT, BUT THE PLAN IS TO LAUNCH IT, OBVIOUSLY. I JUST WANT TO KIND OF, ONE, GIVE PEOPLE A SENSE OF WHAT WHAT'S OUT THERE. 
          I MEAN, BECAUSE IT'S SIGNIFICANT MONEY. 
          I MEAN, IT'S NOT INSIGNIFICANT. 
          AS LOW AS $3,000 PER TEACHER, AS HIGH AS $32,000 PER TEACHER PER YEAR SO IT'S A LOT. 
          AND THAT'S SIGNIFICANT DOLLARS THAT COULD COME INTO MAKE US A MORE COMPETITIVE EMPLOYER, IT'S JUST THE PROCESS OF GETTING THERE, ESPECIALLY WHEN YOU HAVE TO UNDERSTAND THAT IT WAS PASSED IN 2019. 
          SO JUST MONTHS AFTER IT WAS PASSED. 
          THEN WE HAD THE PANDEMIC HIT US, AND YOU'RE TALKING ABOUT AN INCREDIBLY ONEROUS PROCESS DURING THE PANDEMIC. 
          SO THOSE DISTRICTS THAT ACTUALLY WENT THROUGH IT, YOU KNOW, AND FINISHED IT, I MEAN, I DON'T EVEN KNOW HOW THAT WAS POSSIBLE. 
          I THINK A LOT OF THEM AT LEAST HAD A HEAD START. 
          THEY HAD BEEN DOING SOME SIMILAR THINGS AND THEY'VE BEEN WORKING WITH TEA AND ALL OF THEM ON THIS STUFF. SO THE INITIAL DISTRICTS, BUT BUT I DO WANT TO SAY THAT THIS IS THIS IS MONEY THAT STATE MONEY THAT'S OUT THERE. 
          AND I THINK IT'S IMPORTANT TO UNDERSTAND, ESPECIALLY FOR OUR LEGISLATORS WATCHING, I HOPE SOME OF THEIR STAFF ARE WATCHING THAT, THAT IT'S NOT A LACK OF DESIRE ON OUR PART. 
          [01:25:04]
IT'S JUST BEEN SO ONEROUS AND SO DIFFICULT WITH THE PANDEMIC TO ADD ON THIS THIS ADDITIONAL THING, AND SO THANK YOU FOR I'M SO GLAD THAT YOU'RE LIKE SUCH AN EXPERT THAT WE HAVE SITTING HERE. 
          I'LL REMEMBER THAT AND CONTACT YOU WITH MORE QUESTIONS BECAUSE THIS IS THIS IS SOMETHING THAT IS IS A REALLY IMPORTANT INITIATIVE, BUT WE HAVE TO GIVE FEEDBACK TO MAKE IT MORE EFFECTIVE. TRUSTEE BONE. 
          THANKS. I HAVE TO SAY, THERE'S NO TIME LIKE THE PRESENT TO START SOMETHING, RIGHT? SO ESPECIALLY IF IT'S GOING TO TAKE THREE YEARS. 
          SO MAYBE WE NEED TO HAVE THAT AN AGENDA AND HAVE A VERY IN-DEPTH DISCUSSION. 
          SO I WOULD BE FOR THAT. 
          TRUSTEE VESSA I HAVE TWO QUESTIONS THAT I'VE THOUGHT ABOUT. 
          ONE OF THEM IS THE INSTRUCTIONAL SUPPORT PAY PLAN. 
          WE HAVE THIS IN DETAIL BECAUSE WE'RE GOING TO TALK ABOUT LATER TONIGHT, BUT ONE OF THE THINGS I NOTICED ON IT IS THAT OUR EA TWOS AND OUR EA TWO SPECIAL ED ARE AT THE SAME RATE. SO DO YOU GUYS GET DOWN TO THAT KIND OF A LEVEL AND DO YOU GUYS ACTUALLY LOOK? BECAUSE I WAS WONDERING KIND OF IS THAT NORMAL IN MOST DISTRICTS? BECAUSE I WOULD THINK THAT LIKE THE SPECIAL ED BECAUSE I IF I'M RIGHT THEY DON'T GET A STIPEND. THE STIPEND IS ONLY FOR THE TEACHERS. 
          SO I WAS JUST CAN YOU TALK ABOUT THAT AND WOULD IT BE POSSIBLE FOR US TO ACTUALLY STEP UP THE SP ED EA TWO'S, TO LIKE A LEVEL ABOVE THEIR PEERS THAT ARE JUST AN EA TWO. 
          THE SPECIAL ED EAS THAT ARE AT THE LEVEL TWO ARE THE GENERAL RESOURCE SPECIAL ED GROUP, AND THEN WE HAVE THE SELF CONTAINED SPECIAL ED GROUPS THAT ARE IN THE HIGHER PAY GRADE. 
          I BELIEVE IT'S THE LEVEL THREE WHICH SHOULD BE IN PAY GRADE SORRY $104. 
          SO THE SPECIAL ED SELF CONTAINED, LONG STORY SHORT, ARE PAID AT A HIGHER LEVEL. 
          SO I DON'T THINK THAT SHOWS ON WHAT WE HAVE BECAUSE WE JUST HAVE AN EDUCATIONAL ASSISTANT TWO WHICH I'M ASSUMING THERE'S JUST EA TWO'S THAT ARE NOT SP ED, THAT DON'T SPEND ANY TIME IN SP ED CLASSROOMS. CORRECT, AND THEN THERE'S THE SELF CONTAINED. 
          CORRECT, AND THEN THERE'S THE SP ED, RIGHT? SO THERE'S ACTUALLY THREE. ARE YOU SAYING THERE'S THREE DIFFERENT. 
          DON'T WANT TO SPEAK OUT OF TURN FROM OUR SPECIAL ED DEPARTMENT, BUT I BELIEVE THERE'S SPECIAL ED GENERAL RESOURCE THAT ARE WITH THE LEVEL REGULAR ED LEVEL TWOS AND THEN THOSE SELF CONTAINED ONES WHERE THE CLASSROOM MIGHT HAVE HIGHER LEVEL OF NEED OF STUDENTS ARE IN THE HIGHER LEVEL SPECIAL ED LEVEL THREE. 
          SO WHAT WE SEE HERE THOUGH IS THE PAY GRADE. 
          THEY'RE ACTUALLY AT THE SAME LEVEL AND THAT'S WHAT I'M TRYING TO FIGURE OUT. 
          IF YOU GUYS LOOK AT THAT FINE OF A LEVEL AND IF THEY WOULD BE STEPPED UP. 
          SO THE SPECIAL ED LEVEL THREE ARE IN PAY GRADE $105, AND THOSE ARE THE ONES THAT ARE GOING TO THAT ARE GOING TO BE MORE OF THE. 
          WE ARE $104 AND $105 WE PAY A TITLE ONE A LITTLE BIT MORE THAN REGULAR. 
          RIGHT, AND I GUESS WHAT I'M. SO WHAT I'M ASKING IS JUST IN THE SAME PAY GRADE. 
          SO TAKE THE PAY GRADE $102, FOR EXAMPLE, BECAUSE I THINK THAT'LL BE EASIEST. 
          THERE'S THE EDUCATIONAL ASSISTANT TWO, AND THEN THERE'S THE EDUCATIONAL ASSISTANT TWO SPECIAL ED, AND I GUESS WHAT I'M ASKING IS OTHER DISTRICTS ARE IS THAT COMMON? AND OR WOULD IT BE, AND IS IT OKAY IF THE BOARD DECIDED TO THAT WE ACTUALLY PULL THE EDUCATIONAL ASSISTANT TWO SPECIAL ED AND ACTUALLY PULL THEM UP TO $103 AND ACTUALLY SAY THAT WE WANT ALL OF THEM MOVED TO ONE LEVEL HIGHER. 
          I MEAN, I GUESS IT'S BASICALLY THE SAME AS A TEACHER GETTING A STIPEND. 
          IT'S JUST SAYING THAT, YOU KNOW, IF I HAD THE CHOICE, RIGHT, IF I HAVE A CHOICE OF, YOU KNOW, TWO JOBS AND THEY'RE GOING TO PAY THE SAME, IT'S JUST USUALLY THE SP ED CLASSROOMS. THAT'S FROM WHAT I UNDERSTAND. 
          TRUSTEE WESSON AND I HAVE BEEN OUT ACTUALLY VISITING CAMPUSES FOR THE LAST TWO OR THREE WEEKS, AND WE'RE HEARING THAT THE SPE ED ASSISTANCE, THAT'S WHY LOTS OF PEOPLE I THINK ARE SHOWING UP TOO IS BECAUSE WE JUST CAN'T GET THESE SPE ED ASSISTANCE. 
          AND IN THE CLASSROOM AND IN THOSE CLASSROOMS. THAT'S THE HIGHER LEVEL AIDE. 
          SO IF IT IS A STAND ALONE SPECIAL ED CLASSROOM, THAT'S WHERE THE HIGHER LEVEL AIDES ARE. 
          I CAN'T SPEAK SPECIFICALLY TO YOUR DISTRICT, BUT IN MOST DISTRICTS A GENERAL OR RESOURCE ED ASSISTANT IS DOING PUSH IN OR PULL OUT WORK WITH SPE ED STUDENTS. 
          SO THEY'RE PUSHING INTO A GEN ED CLASSROOM, AND SO THEY ARE WORKING WITH A SPECIAL ED STUDENT WHO MIGHT BE IN A GENERAL ED CLASSROOM. 
          DOES THAT MAKE SENSE? SO THAT LIKELY THEY'RE AT THE SAME LEVEL BECAUSE THEY'RE ACTING MORE LIKE A GENERAL ED ASSISTANT THAN THE SELF CONTAINED SPE ED ASSISTANT. 
          THAT MAKES SENSE. YEAH, THAT MAKES SENSE. 
          I THINK I WOULD LIKE TO LOOK AT THAT AND JUST MAKE SURE THAT'S ACTUALLY TRUE BECAUSE I KNOW PEOPLE TELL ME THEY'RE AN EA TWO, AND I DON'T KNOW IF THEY'RE AN EA TWO SP ED OR EA TWO, BUT I THINK IT MIGHT BE SOMETHING FOR US TO LOOK AT, AND THEN I DID HAVE A SECOND QUESTION, AND THAT THIS HAS COME UP ACTUALLY NOT. 
          I THINK ACTUALLY IT DID COME UP TONIGHT, BUT. 
          IS THERE BEEN ANY KIND DO YOU GUYS DO ANY KIND OF ANALYSIS ON COMPARATIVE ANALYSIS OF THE NUMBER OF SUPPORT STAFF AND ADMINISTRATION STAFF THAT ROUND ROCK ISD HAS COMPARED TO 
          [01:30:06]
OTHER DISTRICTS? SO, FOR EXAMPLE, YOU KNOW, I KNOW IT'S HARD BECAUSE ALL DISTRICTS AND YOU BRING THIS UP, YOU KNOW, ARE DIFFERENT SIZES. 
          BUT CAN YOU GENERALLY KIND OF LOOK AT AND SAY, YOU KNOW, YOU GUYS HAVE, YOU KNOW, THREE APS WHERE OTHER DISTRICTS WOULD ONLY HAVE TWO OR I MEAN, I KNOW THAT DEPENDS ON LIKE TITLE ONE SCHOOLS AND I KNOW THAT, BUT DO YOU GUYS DO THAT DETAILED ANALYSIS? NOT AS PART OF THIS, BUT WE DO THAT FOR MANY DISTRICTS ACROSS THE STATE, AND THIS YEAR IN PARTICULAR, THEY'RE PARTNERED WITH PAY STUDIES, BUT. 
          OH, GO AHEAD, DOCTOR. I JUST WANT TO SAY A THANK YOU. 
          I DIDN'T WANT INTERRUPT YOU, AMY. 
          WE'RE ACTUALLY GOING TO DO THAT. 
          DR. BONE, I JUST TALKED TO WITH EDDIE ON MONDAY, AND WE'RE GOING TO BE ASKING TASB TO COME BACK AND DO WHAT EXACTLY WHAT AMY WAS SAYING. 
          IT'S CALLED A STAFFING STUDY RATHER THAN A PAY SCALE STUDY. 
          SO THAT'S WHAT WE'RE GOING TO BE DOING NEXT. 
          WELL, AWESOME. I'M GLAD I ASKED THAT BECAUSE I FOUND OUT SOME NEW INFORMATION SPEAKERS]. 
          SO THAT'S WHAT I'VE DONE. 
          IT'S JUST A ROUGH AND DIRTY. 
          SO BASICALLY WHAT HAPPENS IS YOU CAN DO THESE COMPARABLES LIKE OUR DISTRICT VERSUS ANOTHER DISTRICT AND YOU JUST YOU JUST SWITCH THEM OUT, SWITCH THEM OUT, SWITCH OUT, AND THEN YOU CAN SEE LIKE, OKAY, HOW MUCH ARE THEY SPENDING ON SCHOOL LEADERSHIP VERSUS US? AND IT'S, IT'S, IT'S PERCENTAGES. 
          SO EVEN IF YOU'RE COMPARING IT TO A SMALLER DISTRICT, YOU CAN, YOU CAN THEY'RE COMPARABLE. 
          THEY'RE NOT DOLLAR FIGURES BECAUSE OBVIOUSLY WE ARE GOING TO BE SPENDING MORE MONEY ON THOSE THINGS THAT ARE MUCH A LARGER DISTRICT. 
          SO THAT'S WHAT I'VE BEEN DOING IN TERMS OF A QUICK AND DIRTY TO SEE IF WE'RE ARE WE SPENT, WHERE ARE WE SPENDING IN COMPARISON TO OTHER DISTRICTS AROUND US, AND THAT IS SUPER HELPFUL IF IF PEOPLE THE PEMS DATA ACTUALLY SHOULD HAVE JUST BEEN UPDATED FOR THIS YEAR. SO IT'S A LITTLE BIT I WILL SAY THAT WITH THE ESSER FUNDS, IT'S PROBABLY A LITTLE BIT SKEWED BECAUSE DIFFERENT DISTRICTS HAD DIFFERENT NEEDS IN TERMS OF OF WHAT THEY HOW THEY NEEDED TO USE THOSE DOLLARS. 
          SO I'M NOT SURE THAT ACTUALLY THE LAST TWO YEARS ARE REALLY THE MOST INSTRUCTIVE. 
          YOU PROBABLY REALLY HAVE TO GO PRE-PANDEMIC TO REALLY GET A GOOD LOOK AT AND WHERE WHERE WE COMPARE. JUST BECAUSE THE ESSER FUNDS WERE WERE USED DIFFERENTLY BY EVERY DISTRICT AND BECAUSE OF THE UNIQUE INDIVIDUAL NEEDS OF THAT DISTRICT AND THEIR STUDENT POPULATIONS. 
          I'M GLAD YOU BROUGHT THAT UP, BECAUSE I'VE ACTUALLY LOOKED AT THIS DATA AND WHEN THE AND MAYBE YOU GUYS WHEN YOU LOOK AT IT, YOU LOOK AT IT DIFFERENTLY. 
          GOOD. BECAUSE ONE OF THE THINGS I NOTICED IS IT DEPENDS ON HOW THEY CODE THAT THEY CAN KIND OF PLAY NUMBER GAMES. 
          AND I WOULD I'M AN ENGINEER, SO I NEED THOSE NUMBERS AND I CAN SEE THOSE GAMES BEING PLAYED OF LIKE, OH, YOU KNOW, MAYBE SOMEBODY NOT ADMINISTRATION, BUT WE BELIEVE THEY'RE ADMINISTRATION. SO DO YOU GUYS ACTUALLY LOOK AT IT IN MORE DETAIL THAN. 
          I MEAN, YES, WE DON'T CORRECT THEIR PEMS CODING, BUT PEMS AND TAPER DATA WE DO USE WE ALSO USE OUR OWN SALARY SURVEY DATA, WHICH HAS AN 84% RESPONSE RATE FOR DISTRICTS OF 3,000 AND UP, AND SO WE CAN LOOK BECAUSE PEMS DATA, FOR EXAMPLE, FOR HOURLY STAFF IS ONE BIG BUCKET OF NUMBERS. WE LOOK AT IT SPECIFIC TO DIFFERENT JOBS LIKE CUSTODIAN AND MAINTENANCE AND SUCH, AND SO WE CAN BREAK IT DOWN A LITTLE BIT MORE SPECIFIC, AND WE WOULD ALSO LOOK JUST AT DISTRICTS THAT LOOK LIKE YOU. 
          SO DISTRICTS WITH SIMILAR STUDENT POPULATIONS, SIMILAR SIZE, SIMILAR NUMBER OF CAMPUSES, THAT KIND OF THING, AND WE USE SOME FORMULAS FOR SPECIAL ED STAFFING AND THINGS LIKE THAT. BASED ON YOUR STUDENT POPULATION, KNOW, IF YOU HAVE STUDENTS WITH HIGH NEEDS, THEY'RE GOING TO NEED MORE STAFF, AND SO SPECIAL ED AS A NUMBER DOES NOT TRANSLATE TO A TOTAL NUMBER OF STAFF. 
          IT'S MUCH MORE SPECIFIC THAN THAT, BUT. 
          YEAH. THANK YOU, AND I'M GLAD TO HEAR THAT WE'RE GOING TO BE GETTING THAT. 
          DO YOU KNOW WHEN WE'LL GET THAT? IT AND AMY WILL TELL YOU IT TAKES A LOT OF TIME FOR THEM TO CRUNCH THE NUMBERS. 
          WE HAVE TO PROVIDE ALL THE PEMS ALL THE NUMBERS TO THEM, AND THEY HAVE TO DO THE STUDY, AND USUALLY WITH 2 TO 3 MONTHS, USUALLY THAT'S HOW LONG IT TAKES YOU GUYS TO GET IT. 
          YEAH, THAT'S WHAT I REMEMBER. 
          OKAY. THANK YOU VERY MUCH. 
          I DON'T SEE ANY OTHER LIGHTS ON BY TRUSTEES. 
          I DO HAVE A CLARIFYING QUESTION THAT I NEED TO ASK. 
          SLIDE 17 AND 18 WITH YOUR PROPOSALS. 
          DID YOU SAY THAT DOES TAKE INTO ACCOUNT THE PROPOSED RAISE THAT WE WOULD PASS TONIGHT OR IT DOES NOT? IT WAS DONE BEFORE THE RECOMMENDATION WAS MADE TO PULL OUT IS. 
          SO THAT'S WHAT I THOUGHT YOU SAID. 
          YEAH. SO I WOULD SAY THAT YOU COULD TAKE THE IS NUMBER AND THAT'S ROUGHLY WHAT IT WOULD COST PER RATE. 
          I MEAN, YOU'D HAVE TO PRORATE IT DOWN AND WE DID THAT FOR, FOR IMMEDIATE ADOPTION FOR NEXT YEAR. YOU WOULDN'T NEED ALL OF THOSE ADJUSTMENTS, AND SO I WOULD SAY IF YOU DO ADOPT THE IS PAY ADJUSTMENTS NOW, WE CAN GIVE YOU NEW NUMBERS THAT WOULD STRIP OUT THOSE ADJUSTMENT COSTS. THAT WAS MY NEXT QUESTION IS BECAUSE WE GET UPDATED ADJUSTMENT TOTALS 
          [01:35:02]
AND ALL THAT AFTER IF IT PASSES TONIGHT. 
          YES, ABSOLUTELY. OKAY, FABULOUS. 
          NEXT ONE, AND THIS PIGGYBACKS OFF WHAT TRUSTEE WESTON SAID QUITE SOME TIME AGO, BUT EVERY YEAR WE BUDGET FOR POSITIONS THAT NEVER FILL. 
          AND SO JUST LOOKING AT A HISTORICAL ANALYSIS OF THAT, AND IF WE'RE NOT FILLING THEM, THEN LET'S NOT BUDGET FOR THEM. 
          I'M NOT I'M NOT RUNNING ALL THE DATA FOR IT, YOU KNOW, AND I DON'T IF WE NEED IT, THEN LET'S BUDGET FOR IT, BUT IF WE NEVER FILL IT, THEN MAYBE WE NEED TO LOOK AT THAT, AND I CAN SEE DENNIS IS ALREADY LAUGHING AT ME OVER THERE, SO I'M READY FOR IT. 
          COME ON, I'LL. I'LL TAKE IT. 
          NOW, THAT WAS THE SAME DATA I ASKED HIM FOR AT THE BEGINNING OF THIS WEEK TO SEE WHAT WE BUDGETED IN SALARIES AND WHAT HAVE WE BEEN PAYING IN SALARIES BECAUSE IN MOST DISTRICTS THAT'S CALLED LAB SALARIES. 
          MOST DISTRICTS GO AHEAD AND TAKE THOSE DOLLARS OUT OF THE BUDGET AS FAR AS PAYING FOR INVISIBLE PEOPLE AND ROLLS THOSE DOLLARS INTO PAYING FOR SALARIES OF EXISTING PEOPLE, AND SO THAT'S WHAT WE'RE LOOKING AT NOW. 
          OKAY. SO YOU WEREN'T GOING TO HARASS ME ABOUT IT, SO I APPRECIATE IT. 
          OKAY, BUT JUST TO ANSWER YOUR QUESTION, I THINK HISTORICALLY THAT'S WHY OUR DISTRICT, EVEN FOR THE PAST FEW YEARS, IT'S BEEN A PROVEN DEFICIT BUDGET. 
          THEY DO A DEFICIT BUDGET AND THEY SAY, OKAY, WE'RE GOING TO HAVE THIS MANY MILLIONS OF DOLLARS IS GOING TO BE RIGHT. 
          THIS VACANCY. 
          YES AND NO. LIKE WHAT I SEE IS THAT. 
          HOLD ON. CAN YOU LET DR. AZAIEZ FINISH SPEAKING? IT'S OKAY. I'M SORRY. 
          SO BUT WE DON'T WANT WE WANT TO MOVE AWAY FROM THAT, AND THAT'S WHAT WHAT WHAT WE DISCUSS IS WE WANT TO MOVE AWAY FROM THAT, BUT IT'S THAT'S WHAT. 
          SO WHAT'S HE BRINGING? IT'S ACTUALLY EXACTLY WHAT WE'RE PLANNING ON DOING MOVING FORWARD. 
          SO IT'S GOOD. OKAY. 
          TRUSTEE VESSA. I MEAN, I'M IN MY FOURTH YEAR DOING WATCHING STUDYING THIS BUDGET THE FINE TOOTH COMB. I MEAN EVERY YEAR WE DO RUN RATE ADJUSTMENTS. 
          SO IT'S EXACTLY WHAT WE'RE TALKING ABOUT. 
          LIKE, OKAY, WE'RE NOT WE'RE NOT FILLING THESE POSITIONS. 
          WE'RE JUST WE'RE GOING TO. SO IF YOU GO BACK AND LOOK AT ALL THE PREVIOUS BUDGETS, IT'S GOING TO SHOW RUN RATE ADJUSTMENT, RUN RATE ADJUSTMENT, RUN RATE ADJUSTMENT. 
          I MEAN, IT'S MILLIONS, BUT EVEN THEN, YOU HAVE GAPS. 
          LIKE IT'S NOT THAT THERE ISN'T A POSITION THAT'S NEEDED. 
          IT JUST TOOK THREE MONTHS TO FILL THE POSITION. 
          SO THERE WAS SAVINGS THERE. 
          THEY DESPERATELY NEEDED THAT POSITION. 
          THEY WERE THEY WERE JUST BARELY COVERING, NOT HAVING IT, BUT IT'S NOT THAT POSITION WASN'T NEEDED, BUT EVERY YEAR WE DO RUN RATE ADJUSTMENTS AND EVERY YEAR THAT WE THAT I'VE STUDIED THE BUDGET THAT HAS BEEN THE CASE THAT THEY'VE REEVALUATED, YOU KNOW, AND RUN RATE ADJUSTMENT, RUN RATE ADJUSTMENT, RUN RATE ADJUSTMENT, BUT WE'RE STILL GOING TO BE UNDER BUDGET JUST BECAUSE WE CAN'T FILL. 
          WE'RE NOT GOING TO HAVE 7,000 POSITIONS FILLED ALL THE TIME, EVEN IF WE NEED EVERY SINGLE ONE OF THEM, IT'S JUST NOT POSSIBLE. 
          RIGHT. I UNDERSTAND THAT. 
          THANKS SO MUCH FOR THE CLARIFICATION TRUSTEE VESSA. 
          MR. COVINGTON, I SAW YOU HAD YOUR LIGHT ON YOUR GOOD, AND THE LAST THING THAT I WANTED TO SAY WAS THERE WERE A COUPLE OF COMMENTS ON IT, AND POLICE SALARIES BEING A LITTLE BIT HIGHER THAN OUR NORMAL OUR OTHER AREAS. 
          I DEFINITELY WOULD NOT WANT TO PROPOSE ANY KIND OF EMPLOYEE IN OUR DISTRICT NOT GETTING A RAISE, BUT PERHAPS WE LOOK AT WHAT STARTING SALARIES ARE OF THOSE AREAS, IF THEY NEED TO BE ADJUSTED, I THINK THAT THERE PROBABLY IS A REASON WHY THEY'RE SO HIGH, BUT I WOULD LIKE TO JUST KIND OF LOOK AT THAT AND I WOULD WANT TO MAKE SURE THAT WE CERTAINLY ARE NOT EXCLUDING ANY OF OUR EMPLOYEES FROM ANY KIND OF SALARY ADJUSTMENTS THIS YEAR AS WELL. 
          SO THAT'S JUST MY PERSONAL INPUT. 
          I DON'T SEE ANY OTHER LIGHTS ON. 
          SO WE WILL MOVE ON TO F2 THE HUMAN RESOURCES COMPENSATION UPDATE. 
          DR. AZAIEZ, I HAVE A POINT OF ORDER. 
          WHAT'S YOUR POINT? MADAM PRESIDENT, MAY WE TAKE A TEN MINUTE BREAK? WE CAN CERTAINLY TAKE A TEN MINUTE BREAK. 
          IT IS 7:08. WE'LL BE BACK AT 7:19. 
          IT IS 7:19. 
          WE ARE BACK IN SESSION. 
          WE ARE GOING TO ITEM F2 HUMAN RESOURCES COMPENSATION UPDATE DR. 
          AZAIEZ I'M GOING TO TURN IT OVER TO YOU. 
          I'M SORRY. 
          MICROPHONE PRESIDENT FELLER SORRY. 
          SORRY. I WORK WITH PRESIDENT WEIR FOR SO LONG, SO I'M SORRY FOR SAYING PRESIDENT WEIR, NO APOLOGY IS NECESSARY. 
          SO AGAIN, WE HAVE WE'LL HAVE THE EXPERTS HERE WITH US TONIGHT, AND SO I'M GOING TO MAKE SURE THAT THEY TAKE US THROUGH THIS PRESENTATION. 
          THANK YOU AGAIN. THANK YOU, DR. 
          AZAIEZ. AGAIN, I'M CHRISTEN GRAY AND I WORK IN THE HR DEPARTMENT AND WE HAVE SOME SLIDES TONIGHT JUST TO ADD SOME SUPPLEMENTAL INFORMATION TO HOPEFULLY HELP INFORM DECISIONS AS WE MOVE ALONG IN THE BUDGET PROCESS, SO IF WE CAN GO TO THE NEXT SLIDE. 
          WE TALKED A LOT ABOUT OUR DIFFERENT PAY GROUPS AND OUR EMPLOYEE GROUPS AND HOW WE 
          [01:40:04]
CLASSIFY THEM IN OUR PAY STRUCTURES. 
          SO THIS IS JUST TO HELP. 
          MAYBE THOSE IN THE COMMUNITY KNOW THAT WE DO EMPLOY EIGHT DIFFERENT PAY SCALES IN THE DISTRICT. WE TALKED A LOT ABOUT TONIGHT ABOUT THE INSTRUCTIONAL SUPPORT, OFTEN CALLED THE IS AND THE OPERATIONS SUPPORT THE OS GROUP. 
          SO THESE SLIDES ARE HERE TO INFORM ON THE TYPES OF SCALES THEY ARE IN EXAMPLES OF EMPLOYEES THAT ARE ASSIGNED TO THOSE DIFFERENT PAY SCALES AND SOME ESTIMATED NUMBERS AS WELL. SO OBVIOUSLY OUR TEACHER IS OUR LARGEST WITH ALMOST 4,000 EMPLOYEES AND OUR SECOND LARGEST IS OPERATIONS SUPPORT WITH A LITTLE OVER 1,000 EMPLOYEES. 
          SO WE CAN GO ON TO THE NEXT SLIDE, AND WE TALKED ABOUT TEACHER PAY TONIGHT FOR THE LOCAL DISTRICTS. THIS IS JUST SOME ADDITIONAL DETAIL ON WHAT DISTRICTS IN THE AREA ACTUALLY PAY. AND SO WHAT I'VE DONE IS HIGHLIGHTED IN GREEN THOSE SALARIES THAT ARE HIGHER THAN ROUND ROCK. I'VE DONE THIS EXERCISE FOR QUITE A FEW YEARS AND I YEARN FOR THE DAY WHERE I COME AND THERE'S NO GREEN ON THIS SLIDE, BUT, YOU KNOW, AS WE TALKED ABOUT, ESPECIALLY IN THE ZERO YEAR TEACHER, WHERE WE WANT TO DO SOME RECRUITING AND GET THE NEW TO PROFESSION TEACHERS TO OUR DISTRICT, YOU CAN SEE WE ARE AT 99%, $720 BELOW THAT MEDIAN. 
          SO HOPEFULLY, AS WE AS WE MOVE ALONG IN THE PROCESS AND CONSIDER OUR BUDGET, THAT IT'S AN AREA THAT WE CAN CONTINUE TO ADDRESS. 
          AND THEN AS WE TALK ABOUT SALARIES, WE ALSO WANTED TO GIVE SOME INFORMATION ABOUT SALARY INFORMATION AS IT RELATES ALSO TO HEALTH INSURANCE, AND I BELIEVE WE'RE GOING TO HAVE A HEALTH INSURANCE UPDATE AND MAYBE IN A FEW MORE A FEW MORE WEEKS, BUT FOR TONIGHT, WE WANTED TO SHOW WHAT A TEACHER PAY LOOKS LIKE IN COMPARISON TO THE HEALTH PLAN. 
          SO WE TOOK A TEN YEAR TEACHER FOR ALL THE DISTRICTS IN THE AREA AND WE ADDED IN THE ANNUAL DISTRICT CONTRIBUTION FOR THE LOWEST HEALTH PLAN OPTION IN THOSE DISTRICTS, AND WHEN YOU ADD THOSE TOGETHER AND THEN TAKE OUT SUBTRACT THE EMPLOYEE CONTRIBUTION, YOU GET THERE IN THE LAST COLUMN, A TOTAL SALARY IN HEALTH VALUE, AND SO FOR A TEN YEAR TEACHER, WE DO HAVE THE FOURTH HIGHEST IN THE AREA. 
          AND THEN AS YOU GO TO THE NEXT SLIDE, WE DID THE SAME EXERCISE FOR THAT NEW TO PROFESSION TEACHER. YOU KNOW, WE TALKED ABOUT HAVING I THINK IT WAS AROUND 583 NEW TO PROFESSION TEACHERS THIS YEAR. 
          SO WE WERE VERY INTERESTED TO JUST KIND OF SEE HOW THAT MAPS OUT, AND SO WHEN YOU DO THE MATH ROUND ROCK TICKS DOWN IN THE LIST AND WE'RE, I BELIEVE, THE FIFTH FROM THE BOTTOM. 
          AND THEN WE'VE HAD SOME REQUESTS IN THE PAST ABOUT COST OF LIVING. 
          I THINK THERE'S DIFFERENT KINDS OF WAYS TO LOOK AT COST OF LIVING. 
          THIS IS JUST ONE EXERCISE I'VE DONE FOR THE LAST FEW YEARS. 
          IT WAS A RESOURCE I GOT FROM THE ROUND ROCK CHAMBER OF COMMERCE SEVERAL YEARS AGO CALLED BESTPLACES.NET AND THEY HAVE A CALCULATOR TOOL ON THEIR WEBSITE WHERE YOU CAN ENTER A COUPLE OF CITIES AND COMPARE, AND THEY GIVE AN OVERALL INDEX WHICH LOOKS AT THINGS LIKE MEDIAN HOME COSTS, UTILITIES, GROCERIES AND THE LIKE, AND THEY GIVE YOU A PERCENTAGE AGAIN, OVERALL INDEX, AND SO THE GRAPH ON THE LEFT IS COMPARING ROUND ROCK TO AUSTIN, AND WHEN YOU CONSIDER THE US COST OF LIVING INDEX WITH BEST PLACES AT 100%, THEN WHAT THIS IS SAYING IS THAT ROUND ROCK IS ABOUT 16% MORE EXPENSIVE THAN THE US AVERAGE OF %100 AND THEN AUSTIN BEING AT ABOUT 29% MORE, AND ON THE RIGHT SIDE IS THAT ALSO THAT SAME COMPARISON FOR THE CITY OF PFLUGERVILLE. 
          AND THEN ON THE NEXT SLIDE, WHEN WE THINK ABOUT, WE OFTEN COMPARE OURSELVES TO LEANDER ISD AND THEY MAKE UP TWO CITIES, LEANDER AND CEDAR PARK. 
          SO WE BROKE THAT OUT. 
          WHAT DOES THAT COST OF LIVING LOOK LIKE IN LEANDER VERSUS CEDAR PARK? AND SO LEANDER IS VERY CLOSE TO ROUND ROCK AND THEN CEDAR PARK JUST INCH UP A LITTLE BIT, ABOUT 22% HIGHER THAN THE NATIONAL AVERAGE. 
          THIS IS LOOKING AT A FIVE YEAR LOOK BACK ON. 
          I PICKED FOUR DIFFERENT POSITIONS TO LOOK AT IN A FIVE YEAR ANALYSIS, AND SO WHEN WE WHAT WE DID IS WE LOOKED BACK AT THE MEDIAN SALARIES FOR THESE DIFFERENT TYPES OF EMPLOYEES AND CONSIDER THE HEALTH INSURANCE INFORMATION AND LOOKED AT HOW THAT MEDIAN SALARY INCREASED OVER THE YEARS AS RAISES WERE GIVEN, AND THEN COMPARE THAT TO THE COST OF LIVING INDICATOR FROM BEST PLACES, AND SO THE BAR CHART SEEMS TO KIND OF JUST SUM IT UP. 
          THE BLUE LINE REPRESENTS THE PATH OF OUR INCREASES. 
          SO ON THE LEFT SIDE IS ABOUT TEACHERS. 
          [01:45:01]
THE BLUE LINE REPRESENTS HOW THE SALARY INCREASES ARE MAPPING OUT, AND THEN THE ORANGE LINE IS JUST WATCHING THAT COST OF LIVING INCREASE PERCENTAGE, AND SO THAT TICK UP THAT YOU'RE SEEING IN 19-20 WAS WHEN WE WHEN HOUSE BILL THREE WAS APPROVED. 
          LUCKILY THAT HAPPENED AT THE TIME THAT ALSO YOU CAN SEE THAT THE COST OF LIVING INCREASED QUITE A BIT THERE AS WELL. 
          AND WHEN YOU LOOKED ALSO, YOU'RE GOING TO SEE SIMILAR CHARTS FOR EDUCATIONAL ASSISTANTS AND CUSTODIANS AS WELL, AND THAT WAS JUST A FEW SLIDES. 
          WE JUST WANTED TO HAVE SOME ADDITIONAL SUPPLEMENTAL INFORMATION TO HELP INFORM DECISIONS. 
          SO WE'RE CERTAINLY AVAILABLE TO ANSWER ANY QUESTIONS AS WELL. 
          TRUSTEE VESSA. SO JUST A CLARIFICATION QUESTION. 
          A THIRD OF OUR DISTRICT IS IN AUSTIN, CORRECT? HMM. I'M NOT SURE. 
          I MEAN, I LIVE IN THE AUSTIN SIDE, SO IT'S ABOUT A THIRD OF OUR DISTRICT THAT'S IN AUSTIN. SO WHEN WE LOOK AT THE COST OF LIVING, I MEAN, YOU'RE JUST LOOKING AT ROUND ROCK , BUT THE TRUTH OF THE MATTER IS WE HAVE A LOT OF A LOT OF OUR YOU KNOW, PEOPLE IN OUR DISTRICT LIVE ACTUALLY IN THE CITY OF AUSTIN BECAUSE SO MUCH OF ROUND ROCK ISD ACTUALLY IS IN THE CITY OF AUSTIN. 
          SO WHEN WE LOOK AT THE COST OF LIVING AS A DISTRICT, WE CAN'T JUST LOOK AT ROUND ROCK. 
          WE HAVE TO LOOK AT AUSTIN, TOO, BECAUSE THEY'RE THEY'RE BOTH PART OF ROUND ROCK ISD, EVEN THOUGH IT SOUNDS LIKE IT'S JUST ROUND ROCK BECAUSE WE'RE JUST CALLED ROUND ROCK NOT NOT ROUND ROCK SLASH AUSTIN ISD. 
          WE'RE JUST ROUND ROCK, BUT IT ACTUALLY INCLUDES A SUBSTANTIAL PART OF THE DISTRICT BEING IN THE AUSTIN CITY LIMITS. 
          I DON'T SEE ANY OTHER LIGHTS OR ANY QUESTIONS. 
          SO I THINK I APPRECIATE THE ADDITIONAL INFORMATION FOR US TO HAVE TO CONSIDER. 
          THANK YOU. THIS TAKES US TO AGENDA ITEM G1 APPROVAL OF THE 2021-2022 COMPENSATION PLAN AMENDMENT. DR. 
          AZAIEZ. THANK YOU, PRESIDENT. 
          SO WE HAVE IN FRONT OF YOU, I THINK WE JUST TALKED ABOUT, I GUESS, IN DETAILS EARLIER, BUT WHAT WHAT WE PROPOSED AND AGAIN, IS WITH YOUR APPROVAL IS FOR US TO START STARTING APRIL 1ST TOMORROW WITH THE NEW RATE FOR ALL OUR EDUCATIONAL ASSISTANCE. 
          I GUESS WE HAVE A WHOLE LIST, RIGHT, THAT WE PROVIDED. 
          SO IT'S REALLY INCLUDES ALL OUR INSTRUCTIONAL SUPPORT. 
          SO THAT'S $102 ALL THE WAY TO $109, RIGHT? THAT'S CORRECT. THAT INCLUDES POSITIONS LIKE EDUCATIONAL ASSISTANTS, LIBRARY ASSISTANTS, JOB COACHES AND OUR SPECIAL ED AREA, AND THEN SOME OF THE ED INTERPRETERS AND LIKE LICENSED VOCATIONAL NURSES AS SOME EXAMPLES. 
          AND AGAIN, LIKE WHAT YOU JUST DISCUSSED EARLIER, THIS IS IMMEDIATE WITH YOUR APPROVAL STARTING TOMORROW, ANY PAY RAISE THAT OUR BOARD APPROVES DOWN THE ROAD WILL ALSO APPLY. 
          IN OTHER WORDS, THAT FOR NEXT SCHOOL YEAR, MAYBE EVEN ANOTHER RAISE, RIGHT? IF THE BOARD APPROVES RAISE FOR THE REST OF THE STAFF. 
          TRUSTEE WEIR. 
          I MOVE THAT THE BOARD APPROVE THE 2021-2022 COMPENSATION PLAN AMENDMENT AS PRESENTED, SECOND. WE HAVE A MOTION AND A SECOND. 
          COMMENTS? TRUSTEE BONE. THANK YOU. 
          I DO HAVE SOME QUESTIONS ACTUALLY THAT I WOULD LIKE ANSWERED. 
          DO WE KNOW THE IMPACT OF THE CURRENT BUDGET OF THIS PAY INCREASE? TO THE CURRENT BUDGET, YOU KNOW? WHERE IS THAT MONEY COMING FROM? IT WAS $470,000 THAT WILL COME IN FROM VACANCIES. 
          AND THEN I WAS WONDERING WHY WHY WERE THESE AMOUNTS CHOSEN? BECAUSE HONESTLY, WHILE I MEAN, I'LL JUST SAY IT, I'LL VOTE YES ON THIS, BUT THIS IS WHAT I WAS LOOKING FOR MORE. 
          I WAS LOOKING, YOU KNOW, AT LEAST MAYBE, YOU KNOW, $103 ACTUALLY BEING $102. 
          SO I WAS WONDERING WHY THESE AMOUNTS WERE CHOSEN. 
          SO AMY, MAYBE YOU WANT TO TALK SOME MORE. 
          THIS WILL TAKE. 
          REMEMBER, WE DID AS WE WERE THANKFUL TO AMY, THEY DID THIS STUDY, RIGHT? SO THEY LOOKED AT OUR SURROUNDING SCHOOL DISTRICTS. 
          SO THIS WILL TAKE OUR EDUCATION ASSISTANCE PAY FROM BEING ALMOST ON THE BOTTOM TO ACTUALLY BEING IN THE HIGHEST PAY AS OF AS IF YOU APPROVE IT AS OF WHENEVER YOU APPROVE IT RIGHT. SO THAT'S WHY WE PROPOSE AND WHAT WE'RE PROPOSING. 
          WE WANT OUR EDUCATION SYSTEM, AGAIN, TO BE THE HIGHEST PAID HERE IN THE AREA. 
          SO, AMY, I DON'T KNOW IF YOU WANT TO ADD ANYTHING ELSE, BUT BASED ON THEIR STUDY. 
          WE ALSO WANTED TO MAKE SURE THAT YOUR EDUCATIONAL ASSISTANCE MADE MORE ON AN HOURLY BASIS 
          [01:50:04]
THAN YOUR GUEST EDUCATORS DO. 
          SO WHEN WE BOIL DOWN A LONG TERM GUEST EDUCATOR TO AN HOURLY RATE, THEIR PAY TO AN HOURLY RATE, THIS PUTS THEIR THE STARTING EDUCATOR, EDUCATOR, SORRY, EDUCATIONAL ASSISTANT HOURLY RATE ABOVE THE GUEST EDUCATOR HOURLY RATE. 
          DOES THAT MAKE SENSE? YEAH. I WAS THINKING IS OUR GUEST EDUCATOR HOURLY RATE THAN $15.50 BECAUSE I THOUGHT IT WAS HIGHER THAN THAT. 
          I BELIEVE IT WAS $15.35. 
          I WAS GOING TO SAY 36. YEAH $15.35. 
          OKAY. SO THIS PUTS IT ABOVE THAT AND IT'S ACTUALLY A HIGHER LEVEL OF YOUR GUEST EDUCATOR RATE. MANY DISTRICTS ARE TRYING TO ACCOMPLISH THE SAME THING, BUT THEY'RE COMPARING IT TO THE NON CERTIFIED GUEST EDUCATOR RATE. 
          THIS IS YOUR HIGHEST STARTING. 
          DID I SAY THAT RIGHT? HIGHEST STARTING GUEST EDUCATOR HOURLY RATE. 
          OKAY, I APPRECIATE THAT, AND I THINK JUST FROM WHAT WE'RE SEEING ALREADY ROLLING IN AND FROM BEING POSTED, I JUST WANT TO SAY THIS. 
          I THINK THERE MIGHT BE SOMETHING ELSE THAT'S AN ISSUE HERE. 
          I THINK MAYBE IT'S, YOU KNOW, THE LEVELS THAT THEY'RE AT. 
          SO MAYBE IT IS THIS 15 YEAR. 
          I THINK THIS GOES A LITTLE WAYS, BUT FOR SOME REASON, I JUST DON'T THINK I THINK EVERYBODY HAS SEEN THE EMAILS ROLLING IN THAT WE'VE GOTTEN, AND, YOU KNOW, SOME OF THEM ALREADY CAME UP HERE AND TALKED AGAIN. 
          SO I'M JUST SAYING, I DON'T THINK THIS FIXES WHAT EVERYBODY'S COMING TO THE MIC TO LET US KNOW. SO I DON'T KNOW WHAT WE HAVE, BUT IF WE CAN LOOK INTO WHY, YOU KNOW, WE HAVE EDUCATIONAL ASSISTANTS THAT HAVE BEEN HERE NINE YEARS THAT ARE MAYBE MAKING, YOU KNOW, STILL $16 BUCKS AN HOUR. 
          OR IF THAT'S TRUE, I THINK THAT'S THE ISSUE, BECAUSE IF SOMEBODY'S BEEN HERE, IN MY EXPECTATION, I'M JUST I'M JUST LETTING YOU KNOW, I DON'T THINK WE CAN'T SOLVE THIS TONIGHT. I DON'T THINK I THINK THIS GOES I'M JUST SAYING THAT I DON'T WANT TO PUT A BAND-AID ON A BIG WOUND. 
          I REALLY WANT A REAL SOLUTION. 
          SO I JUST I THINK WE REALLY AND MAYBE THIS IS MORE DATA ANALYSIS THAT WE NEED, BUT, YOU KNOW, WE HAVE PEOPLE TELLING US THAT THEY'VE BEEN HERE NINE YEARS AND THEY'RE NOT MAKING YOU KNOW, THEY'RE MAKING, YOU KNOW, MAYBE $16 BUCKS AN HOUR. 
          SO THAT'S WHAT IF SOMEBODY RETIRES NINE YEARS AS AN EA I WOULD EXPECT THEM TO BE MAKING $20, $25. SO THOSE ARE MY EXPECTATIONS. 
          SO, DR. 
          BONE, I DON'T THINK WE I DON'T THINK I DISAGREE WITH YOU. 
          I MEAN I MEAN, THAT'S EXACTLY WHAT WE'RE TRYING TO DO HERE. 
          WE'RE TRYING TO MAKE SURE THAT WE ARE TAKING CARE OF OUR EDUCATION ASSISTANT. 
          THE REMEMBER WE TALKED ABOUT ALSO OUR SYSTEM THAT HAVE BEEN SET UP FOR YEARS IS 15 YEARS TO GET TO THE MIDPOINT. RIGHT. 
          WE TALKED ABOUT US LOOKING AT POSSIBLY EVENTUALLY CHANGING THAT. 
          RIGHT. MAKING IT EASIER FOR OUR AND OUR SUPPORT STAFF. 
          RIGHT. INCLUDING OUR EDUCATION ASSISTANT IS TO REACH THAT MIDPOINT, AND SO THERE ARE MANY OTHER THINGS THAT WE'RE GOING TO BE LOOKING INTO. 
          WE TALKED ABOUT POSSIBLY, YOU KNOW, MAYBE I MEAN, WE'RE RESEARCHING ALL THAT STUFF LIKE MAYBE A SCALE OR SOMETHING AS WELL, RIGHT? SO THIS IS NOT THE END OF IT, RIGHT? THIS IS I THINK IT'S A GREAT STEP TOWARDS TOWARD THE RIGHT DIRECTION. 
          AGAIN, THIS WILL PUT OUR PAY FOR OUR EDUCATION ASSISTANT IN OUR AREA AT THE HIGHEST LIKE THE HIGHEST ONE WOULD BE WOULD BE, AND THEY DESERVE IT, THOUGH THEY WILL BE PAID THE HIGHEST IN THE AREA, HIGHER THAN PFLUGERVILLE, HIGHER THAN GEORGETOWN, HIGHER THAN LEANDER, HIGHER THAN AUSTIN ISD BECAUSE WE WANT THEM. 
          YEAH I JUST WANT TO MAKE A COMMENT THAT I THINK IT COULD BE HISTORICAL AND IT COULD BE THAT FOR WHATEVER REASON OUR EAS HAVE BEEN KEPT AT A LOWER, YOU KNOW, PAY SCALE. 
          I THINK THERE'S JUST SOMETHING ELSE HERE. 
          I'M JUST GETTING THAT FROM THE EMAILS THAT WE'RE GETTING FROM THE PEOPLE THAT IT CAME. 
          SO I HOPE WE CAN JUST KEEP DIGGING INTO THIS, AND I WOULD ALSO SAY THAT. 
          I APPRECIATE EVERYBODY THAT WORKS FOR OUR DISTRICT, BUT THE PEOPLE THAT WORK DIRECTLY WITH OUR STUDENTS, THOSE PEOPLE HAVE A SPECIAL PLACE AND WE KNOW THAT THE EAS I MEAN, HAVE BEEN HARD TO GET THIS YEAR. 
          WE KNOW THAT. WE'VE BEEN TOLD THAT, AND SO I JUST THINK THAT THIS ISSUE NEEDS TO BE LOOKED AT. LIKE I SAID, I THINK THIS IS A GOOD START. 
          I JUST AM AFRAID AND I DON'T WANT TO GIVE THE IMPRESSION TONIGHT [INAUDIBLE]. 
          I DON'T WANT TO GIVE THE IMPRESSION THAT WE'RE PASSING THIS OR IF YOU GUYS CHOOSE TO PASS IT WITH ME THAT WE PASSED THIS AND THIS IS THE END OF THIS CONVERSATION, I JUST WANT THEM TO HEAR US THAT THIS ISN'T THE END. 
          WE'RE GOING TO KEEP DIGGING AND FIGURE OUT IF THIS, YOU KNOW, WHAT NEEDS TO BE DONE HERE TO FIX THIS PROBLEM. I AGREE WITH YOU, DR. 
          BONE I THINK, AGAIN, WE I COULDN'T DISAGREE MORE. 
          I MEAN, I AGREE MORE. ANOTHER THING IS ALSO I WANT TO MENTION IS ALSO WHEN IT COMES TO LOOKING AT THE YEARS OF EXPERIENCE, THE WAY IT'S GOING TO BE SET UP, AND I THINK, AMY, AND YOU CAN CORRECT ME IF I'M WRONG OR MAYBE CHRISTEN ALSO, WE'RE GOING TO BE LOOKING AT EVERY STAFF MEMBER INDIVIDUALLY, RIGHT, AND LOOKING AT THE YEAR OF EXPERIENCE, AND THEIR ADJUSTMENT WOULD BE INDIVIDUALIZED. 
          IT'S NOT LIKE GIVE EVERYBODY LIKE $10 OR WHATEVER, $20 THE RAISE. 
          IT'S GOING TO BE EVERY PERSON, EVERY STAFF MEMBER BASED ON THE YEARS OF EXPERIENCE, AND THAT ADJUSTMENT OBVIOUSLY WILL VARY. 
          RIGHT, AND I THINK, AMY, THAT'S WHY AMY SAID YOU CAN GET FROM LIKE MAYBE 10A% OR 11% ALL THE WAY TO 17%. 
          RIGHT, BECAUSE IT VARIES. 
          SO WE'RE TRYING TO GET THAT EQUITY ADJUSTMENT DONE THERE AS WELL, AND SO DEFINITELY 
          [01:55:02]
YOU'RE GOING TO SEE A DIFFERENT INCREASE BASED ON YOUR YEARS OF EXPERIENCE. 
          TRUSTEE HARRISON. 
          THANK YOU. THANK YOU, DR. 
          BONE BECAUSE I REALLY AGREE WITH YOU AND I THINK THAT YOU'VE SURFACED SOME CONCERN. 
          I THINK THAT PART OF THIS IS THAT IT'S UNCLEAR, AND WE DID RECEIVE LOTS OF EMAILS TO THIS END, AND OVER THE YEARS IT'S BEEN UNCLEAR WHAT MEANS MINIMUM, MIDPOINT, AND MAXIMUM, AND I THINK THAT EVERYONE SHOULD HAVE AN UNDERSTANDING OF WHAT THEY'RE GETTING PAID. 
          RIGHT. LIKE IT SHOULDN'T BE LIKE IT SHOULDN'T BE UNCLEAR. 
          IT SHOULD BE VERY CLEAR TO PEOPLE WHERE THEY FALL NUMBER ONE. 
          I JUST WANT TO ALSO NOTE $21,273, 75 IS NOT A LIVABLE WAGE, PROBABLY ANYWHERE, AND SO I KNOW THAT WE AS A BOARD, THIS IS ONE THING THAT I THINK WE REALLY AGREE ON. 
          WE AS A BOARD WANT TO INCREASE. 
          ALL OF THIS TO A LIVABLE WAGE, AND I'M GOING TO GO BACK TO WHAT TRUSTEE VESSA ALWAYS SAYS, LIKE SHE'S AT THE LEGISLATURE. 
          I SHADOWED HER LAST YEAR. 
          I WILL SHADOW HER NEXT YEAR WHETHER OR NOT, YOU KNOW, WE'RE ON THE BOARD, I'M ON THE BOARD. I'LL STILL BE SHADOWING AND ADVOCATING, BUT THIS IS AN ELECTION YEAR, AND SO TEACHERS HAVE IMMENSE POWER, AND I'M NOT TELLING YOU HOW TO VOTE, BUT I'M SAYING THAT IT'S UP TO US TO VOTE FOR PUBLIC EDUCATION BECAUSE OUR HANDS ARE TIED AND WE'RE CONSTRAINED SOMEWHAT. 
          I THINK THAT THIS IS A BOARD THAT WE DO AGREE ON COMPENSATION AND WE DO WANT TO PUSH THE LIMIT AS MUCH AS WE POSSIBLY CAN. 
          HOWEVER, THERE ARE SOME CAPS THAT ARE NOT UP TO US, AND THAT'S NOT ME PASSING THE BUCK, BECAUSE I HOPE THAT IN THIS BUDGET PROCESS WE CAN BE REALLY INNOVATIVE AND THERE ARE SOME STATEWIDE CONSTRAINTS THAT I THINK WE SHOULD REALLY BE PAYING ATTENTION TO, AND TEACHERS ARE A POWERFUL FORCE. 
          SO IF YOU'RE LISTENING AND YOU'RE A TEACHER OR AN EDUCATOR, ANY KIND OF EDUCATOR, BECAUSE I DON'T WANT TO UNDERVALUE WHAT EA'S DO. 
          EA'S ARE OFTEN THE HEARTBEAT OF A CAMPUS, RIGHT? IT'S REALLY IMPORTANT THAT WE ADVOCATE FOR PUBLIC EDUCATION. 
          SO I WANTED TO SAY THAT AND THEN I WANTED TO ASK AND MAYBE WE TALKED ABOUT THIS BEFORE, BUT WHY DO EA'S NOT GET A PAID LUNCH? IS THAT A LEGAL THING? OR BECAUSE IT SAYS ANNUAL AMOUNTS ARE BASED ON 7.5 HOURS A DAY? I DON'T I MEAN, I THINK IT'S NOT. 
          I THINK IT'S THE FEDERAL THING. 
          I MEAN, I HAVE TO RESEARCH SOMEWHERE. 
          I'M NOT OBVIOUSLY A LAWYER. 
          RIGHT, BUT I THINK IT'S STAFF MEMBERS ARE NOT SUPPOSED TO BECAUSE IT'S I GUESS FEDERALLY FUNDED, I GUESS, BUT I'D BE MORE THAN HAPPY TO LOOK INTO IT AND THEN BRING SOME ANSWERS TO THAT. EDDIE, IT'S PROBABLY GOING TO BE MORE A CHALLENGE. 
          I MEAN YEAH. 
          AND IT'S I'M GUESSING THAT IT MIGHT HAVE SOMETHING TO DO WITH WHAT DR. 
          PRESLEY TALKED ABOUT AT OUR LAST MEETING ABOUT WHY THEY COULDN'T GET PAID TO BE COVERING CLASSES. THEY HAVE TO BE PAID FOR. 
          THE ACTUAL NUMBER OF HOURS THAT THEY'RE WORKING AND TAKING A LUNCH IS NOT CONSIDERED WORK. IS THAT IS THAT ON THE RIGHT? YEP. SO IT IS UNDER THAT SAME FEDERAL MANDATE AS TO WHY THEY CAN'T GET PAID TO COVER CLASSES BECAUSE THEY ARE AN HOURLY EMPLOYEE AND THEY HAVE TO BE ACTIVELY IN THEIR JOB TO BE WORKING THAT. 
          IF I'M SAYING DON'T, I'M NOT A LAWYER, BUT I'M SUMMARIZING THAT CORRECTLY. 
          I THINK THAT'S HOW I UNDERSTOOD IT. 
          SO WHAT I HEARD IS EDUCATORS, WE NEED TO BE ADVOCATING FEDERALLY TOO. 
          BASICALLY WE HAVE TO I'M APPRECIATING Y'ALL HOLDING US ACCOUNTABLE AND WE HEAR YOU, AND I THINK THAT WE NEED TO BAND TOGETHER AND HOLD ALL LEVELS ACCOUNTABLE FOR THESE OUTCOMES. 
          THANK YOU FOR BRINGING THIS TO US. 
          TRUSTEE WESTON. SO I DON'T. 
          IT'S BEEN A FEW YEARS SINCE I'VE WORKED IN THE PRIVATE SECTOR IN HR. 
          I DON'T REMEMBER ANY NONEXEMPT EMPLOYEES. 
          I DON'T THINK IT'S UNIQUE TO TEACHING THAT NONEXEMPT EMPLOYEES ARE PAID DURING THE LUNCH PERIOD. SO I THINK IT'S JUST A MAYBE A WORKFORCE COMMISSION ISSUE RATHER THAN EDUCATION, BUT AGAIN, I'M NOT SURE. 
          I DO WANT TO SAY THAT DR. 
          BONE MENTIONED THAT SHE AND I HAVE BEEN TOURING CAMPUSES. 
          IT'S ACTUALLY BEEN ABOUT A MONTH WE'VE BEEN DOING THAT. 
          WE'VE BEEN MEETING SO MANY PEOPLE AND TALKING TO EA'S ON CAMPUSES, TALKING TO THEM IN OUR MEETINGS HERE RECENTLY, I WANT TO ECHO TRUSTEE HARRISON'S APPRECIATION, YOU KNOW, BECAUSE GOVERNMENT BELONGS TO THOSE WHO SHOW UP AND WHEN YOU SPEAK UP, YOU HAVE A HIGHER LIKELIHOOD OF BEING HEARD THAN OTHERWISE. 
          AND I DO WANT TO ALSO THANK DR. 
          BONE, BECAUSE I BELIEVE IT WAS YOU IN OUR BOARD MEETING LAST WEEK THAT WHEN YOU WERE TOLD WHEN WE WERE TOLD THAT THIS ISSUE OF ADDRESSING EA PAY NEEDED TO WAIT UNTIL THE NEXT SCHOOL YEAR, YOU REALLY PUSHED BACK ON THAT AND YOU REALLY CHALLENGED THAT, AND I THINK IT SHOULD BE A REMINDER TO ALL OF US ABOUT WHY WE RAN AND WHY WE'RE ON THESE SEATS IS TO CHALLENGE THE STATUS QUO. 
          SO THANK YOU FOR YOUR LEADERSHIP. 
          I WILL TELL YOU THAT OBVIOUSLY I'M GOING TO VOTE FOR THIS AMENDMENT TO EA PAY, BUT I'M REALLY STRUGGLING BECAUSE THIS ISN'T EVEN ALMOST ENOUGH. 
          [02:00:05]
I MEAN, I'M ALMOST UNCOMFORTABLE VOTING FOR IT. 
          I ALMOST WONDER IF I SHOULD VOTE AGAINST IT TO SEND A MESSAGE TO COME BACK AND DO BETTER. 
          I MEAN, I'M REALLY CONFLICTED. 
          IT'S TACTICAL. 
          IT'S NOT STRATEGIC. 
          IT'S SHORT TERM. 
          IT'S NOT I DON'T THINK IT'S A LONG TERM SOLUTION. 
          I BELIEVE IT'S MORE OF A TOKEN THEN INNOVATION. 
          I DON'T SEE ANY INNOVATION HERE. 
          I DON'T SEE ANY REFORM HERE. 
          WHEN I THINK WHAT REFORM YOU KNOW, I'M NOT GOING TO GET IN THE WEEDS HERE BECAUSE I'M A TRUSTEE. I'M NOT AN EMPLOYEE, BUT IN THE FEEDBACK I GET IN THE EA COMMUNITY, WHY DO WE NOT HAVE AN EA FOR SP ED? AND THAT COMES UP. THERE ARE SOME I THINK THERE ARE SOME TARGETED CHANGES THAT SHOULD BE REALLY MEANINGFUL. 
          I STILL DON'T KNOW THAT I COULD LEAVE THIS MEETING TODAY AND ARTICULATE HOW AN EA CAN GET TO THE MIDPOINT OR THE MAXIMUM. 
          CAN YOU GUYS? IF YOU CAN, PLEASE, PLEASE TELL ME, BECAUSE AGAIN, THAT'S WHY I'M REALLY STRUGGLING ON VOTING FOR THIS VERSUS REJECTING IT AND ASKING FOR BETTER. 
          SO I'VE DECIDED I'LL VOTE FOR THIS, BUT IT'S NOT STRATEGIC, IT'S NOT INNOVATIVE, AND I STILL CAN'T ANSWER THE QUESTION ABOUT TO AN EA, HOW YOU GET TO THE MIDPOINT OR THE MAXIMUM. I BET YOU IF THEY KNEW, I BET YOU THEY WOULD GET THEMSELVES THERE. 
          I BET YOU A LOT OF THEM PROBABLY ALREADY ARE. 
          SO IF YOU HAVE ANY OF THOSE ANSWERS, DR. 
          AZAIEZ, I'D LIKE TO HEAR IT. 
          THE COMPENSATION PLAN HAS BEEN IN EXISTENCE HERE FOR YEARS IN ROUND ROCK ISD AND I THINK AMY TALKED ABOUT IT. 
          IT'S 15 YEARS TO GET TO THE MIDPOINT. 
          SO IF I'VE BEEN HERE FOR FOR 15 YEARS, THEN I WILL GET TO MIDPOINT. 
          IF I GET TO 30 YEARS, THIS IS SOMETHING, AGAIN, THAT I'VE BEEN HERE FOR, FOR MANY, MANY YEARS. I'M NOT SAYING IT'S BAD OR GOOD. 
          WE'RE JUST TRYING TO MAKE IT BETTER FOR OUR FOR OUR SCHOOL DISTRICT AND IN PARTICULAR FOR OUR EDUCATION EDUCATORS ASSISTANT. 
          WE TALKED ABOUT MAYBE LOWERING THAT NUMBER AND COMING UP WITH A BETTER SYSTEM. 
          SO, YES, BUT I THINK THIS IS TO ME, IT'S A MEET IT AND WE STARTED THIS THIS THE STUDY BACK IN THE FALL RIGHT WHEN WE CONTACTED TASB AND WE AND IDENTIFIED RIGHT AWAY THAT THERE ARE SOME AREAS THAT WE COULDN'T WAIT UNTIL NEXT SCHOOL YEAR. 
          I WAS OUT FOR THE FOR THE LAST ALMOST THREE MONTHS. 
          SO THE FIRST THING WHEN I GOT ON FRIDAY, THAT'S THE FIRST THING I DID IS I MET WITH DENNIS AND I MET WITH HR, EDDIE AND WE TALKED ABOUT WE NEED TO PUT THIS ON THE AGENDA FOR OUR BOARD MEMBERS FOR FOR FOR YOUR APPROVAL, HOPEFULLY, AS POSSIBLE AS SOON AS POSSIBLE. 
          SO, I MEAN, I WANT TO THANK YOU FOR FOR ALSO TALKING ABOUT IT, BUT REALLY, IT'S SOMETHING THAT AS ADMINISTRATION ALSO, WE'VE BEEN REALLY WATCHING AND LOOKING AT IT AND ANALYZING AND TAKING IMMEDIATE ACTION TO TAKE CARE OF OUR EDUCATION SYSTEM AS SOON AS POSSIBLE. 
          SO I WANT TO THANK YOU FOR FOR HOPEFULLY APPROVING THIS. 
          TRUSTEE VESSA. I MEAN, FIRST, I WANT TO THANK YOU FOR BRINGING IT FORWARD IMMEDIATELY. 
          I MEAN, I KNOW THAT TRUSTEE WESTON ISN'T SATISFIED, BUT FOR ME PERSONALLY, HAVING BEEN ON THE BOARD LONGER. 
          THIS IS UNPRECEDENTED FOR US, AND IT SHOWS THAT THERE HAS YOU KNOW, YOU'RE BRINGING IT. 
          YOUR STAFF ARE DOING THINGS THAT IN MY TEN YEAR HAVEN'T BEEN DONE BEFORE. 
          SO I THANK YOU FOR THAT. 
          I MEAN, CERTAINLY ALL OF US ARE COMMITTED TO GIVING THE BEST PAY POSSIBLE, BUT MONEY DOESN'T GROW ON TREES, UNFORTUNATELY, AND WE ARE NOT YOU KNOW, WE DON'T WE'RE NOT BUSINESS. WE'RE TAXING ENTITY, AND SO I'M COMMITTED TO GIVING THE BEST COMPENSATION POSSIBLE, AND I DEMONSTRATED AND I THINK ALL OF US I NEED I NEED EVERYBODY'S HELP. 
          IF WE WANT TO SPEND MONEY, WE'VE GOT TO GET MONEY. 
          SO PLEASE HELP ME. 
          PLEASE, PLEASE JOIN TIFFANY AND OTHERS. 
          BECAUSE THE MORE PEOPLE THAT COME DOWN AND VOICE AND ADVOCATE, THE BETTER, THE MORE LIKELY THAT WE'RE GOING TO BE ABLE TO GET THE THINGS WE NEED, AND THAT'S IN THE COMMUNITY TOO NOT JUST NOT JUST AT THE LEGISLATURE TALKING ABOUT IT, TALKING ABOUT IT, TALKING ABOUT IT, ESPECIALLY IN AN ELECTION YEAR, AS TIFFANY MENTIONED. 
          I FEEL LIKE, THOUGH, THAT ACTUALLY IT'S PREDETERMINED WHAT'S GOING TO HAPPEN IN A LEGISLATIVE SESSION. 
          IN 2019 IF YOU RECALL THAT, IT JUST IT WAS ABOUT EDUCATION AND THEN THEY DID SOMETHING ABOUT IT, BUT ANYWAY, I APPRECIATE IT. 
          I JUST WANT TO MAKE SURE WE'RE STAYING FOCUSED ON THIS AGENDA TOPIC. 
          SO YOU'RE. 
          GO AHEAD. IT'S OKAY. 
          OKAY. NEXT IS TRUSTEE WEIR. 
          I JUST WANTED TO ECHO ACTUALLY WHAT TRUSTEE VESSA SAID, AND THANK YOU, DR. 
          AZAIEZ. I KNOW IT'S JUST BEEN A WEEK, BUT I AGREE THAT IN FOUR YEARS THIS IS THE MOST 
          [02:05:01]
MOVEMENT AND SORT OF THE BIGGEST CHANGE THAT'S BEEN BROUGHT TO US OUTSIDE OF THE NORMAL CYCLE. AND I THINK IT BODES WELL FOR HOW WE'RE GOING FORWARD, AND I KNOW THAT I HAVE A LOT OF FAITH IN MR. COVINGTON BECAUSE I'VE BEEN WATCHING THE LOOKS ON HIS FACE TONIGHT, AND HE KNOWS HE'S BUT I HAVE FAITH THAT HE'S AND YOUR STAFF ARE GOING TO COME FORWARD AS WE GO THROUGH THIS BUDGET PROCESS, AS WE GET READY FOR NEXT YEAR AND HOPEFULLY SEE A LOT MORE THINGS LIKE THIS. 
          SO I TRULY APPRECIATE IT. 
          TRUSTEE HARRISON. 
          I JUST WANT TO SAY WE'RE NOT DONE YET. 
          THIS IS THE MARKET RATE ADJUSTMENT TO GET US TO WHERE WE SHOULD HAVE BEEN, WHICH IS STILL NOT ENOUGH, AND THEN AS WE CONTINUE TO TALK ABOUT COMPENSATION, WHICH I DO HAVE FULL FAITH IN, MR. COVINGTON, GOING FORWARD, THERE WILL BE MORE, AND I WANT TO GO AHEAD AND 
          [G. DISCUSSION AND POSSIBLE ACTION ITEM]
CALL THE QUESTION FOR THE VOTE, SECOND THAT. 
          SO WE HAVE A CALL TO QUESTION AND A SECOND THAT WITH SIX OF US THAT REQUIRE FOUR TO PASS, ALL IN FAVOR FOR CALLING THE QUESTION, RAISE YOUR HAND. 
          ALL OPPOSED. MOTION PASSES FOUR TWO. 
          WE HAVE A MOTION AND A SECOND FOR APPROVAL OF THE COMPENSATION PLAN AS PRESENTED. 
          ALL IN FAVOR. RAISE YOUR HAND. 
          ALL OPPOSED. SEEING NONE. 
          MOTION PASSES. SIX ZERO. 
          WE HAVE NOTHING ELSE ON OUR AGENDA. 
          [APPLAUSE] WE HAVE NOTHING ELSE ON OUR AGENDA. 
          IT IS 7:46 AND WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.