Good evening. The board will now convene an open meeting. Today is June 10, 2013, and the time is 6.42 p.m.
Katy ISD · Regular Board Meeting
Katy ISD Regular Board Meeting, June 10, 2013
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The board met earlier this evening in a closed meeting. Any action arising from discussions in a closed meeting must be taken in a subsequent open meeting.
Mr. Fraley, will you verify that we are in compliance with the provisions of the Texas Open Meetings Law in regard to the notice for this meeting?
Madam President, we are in compliance. First item is the hiring and accepting
resignation of contractual personnel.
Chair will entertain a motion about personnel.
Madam President. Mr. Debrell. I move that the board approves the personnel report as
recommended by the superintendent. I have a motion by Henry Debrell, a second by
Terry Huckabee that the board approves the personnel report as recommended by
by the superintendent.
Any discussion?
Hearing none, we'll proceed to vote.
All in favor, raise your right hand and say aye.
Aye.
Motion carries six to zero.
Mr. Griffin is out on business.
Madam President, I'm pleased to announce the reassignment
of Margie Blount to be principal of Hutzel Elementary.
She's currently the assistant principal
of that Hutzel Elementary.
She's had great mentoring by the current principal, Ms.
Davidson.
So Keiko, glad to have you here tonight.
We're very excited about that announcement there.
so thanks for your support process have any scouts tonight missus scouts see any
see a lot of people in uniforms but those are like call it I mean like a
spirit uniforms okay we will move then to the consent agenda
gentlemen were tab one purchase of tires
mrs. Stevenson good evening how are you
moving really fast tonight
good evening president box
superintendent for alien members of the
board I brought two contracts for your
consideration tonight the first one is
for the purchase of tires for the district's fleet of buses and service
vehicles and after evaluation from the purchasing department in the
transportation department the recommendation is to award the tire
contract to multiple vendors as shown line item one it will go to southern
tire Mart line item two to Firestone line items three through fourteen will
also go to Firestone and line item 15 which is a multiple actually all items
items not specifically listed would go to all the vendors submitting.
The awarded contract period is one year with an option for four additional one-year renewals
and the estimated expenditures over the next 12 months are $251,000.
Okay, Mrs. Stevenson, the next item is yours as well.
The next item I have brought forward for your consideration is the proposal for miscellaneous
fleet parts and supplies.
Again, we were approached many vendors to obtain and this contract to bring forward.
We asked the vendors to submit pricing to us in two ways, either cost plus method or percentage discount to be offered off a dealer price list or a catalog or other type of price list.
So you'll see the recommendation is listed on the tabulation.
For those items where more than one vendor is recommended, competitive pricing will be obtained from both vendors and the item purchased on the basis of best value.
For those items that were listed as no award, it was because during further research as we were evaluating the contract,
we realized that the volume for those particular categories was not large enough to justify awarding a long-term firm contract to a particular vendor.
So we've moved that to the section under manufacturers not specifically listed.
listed and will purchase on the basis of best value.
And that will include those items not specifically listed where we'll be awarding all the vendors
listed and we will do comparison pricing and again purchase on the basis of best value.
It's a one-year contract with an option to renew for four additional years.
The annual expenditure is $580,000 and of course it's funded from general operating
and or special revenue funds.
Any questions from the board? Thank you Mrs. Stevenson. Next Mr. McIlwain, let's talk about
design services for the stadium. Good evening. Good evening President Fox, board member,
Superintendent Fraley. Last month at the board meeting as part of the operations division update
there were specific student activity facilities which were identified to the
board as proposed development projects namely a second stadium for the district
and a master plan and development associated with the Gerald D. Young
Agricultural Sciences facility. At that particular time last month we also
identified schedules associated with each of these projects. The I'm here
tonight to talk about the the stadium project and approval of design services.
We had identified in the schedule that we'd be bringing the architect this month.
We also identified last month that the plan would be to, pending a successful bond election,
have the stadium complete in time for the 2015-16 football season.
And in order to do that, we have an extremely aggressive schedule to adhere to.
And in that particular regard, and with the support and consideration,
we would very much appreciate the board to consider tonight if they're in
support of this recommendation to give us approval at tonight's meeting because
a week does make a tremendous amount of difference because what we're looking at
and what was identified in the schedule last month is that we would hopefully
with support of the board have approval of the of the architect at this meeting
and we would bring back we have a design charrette that we we would hold and
and bring back a conceptual plan to the,
or design to the board at the July meeting.
So it's that type of compressed schedule
that we're confronted with in order
to make the identified dates.
What we're recommending this evening
is a recommendation that PBK architects
be retained for design services associated
with this project.
They are deemed to be best qualified for this project
as they have successfully completed numerous stadium
projects around the state of Texas including multiple successful projects
already at Rhodes Stadium. As you know that's the site in question on this
particular project. They're they're very familiar with this particular site and
PBK actually has a division within their organization, a sports, a sports division
so that they bring with them included in their fee a tremendous amount of
experience and expertise related to sports facilities development. I'm joined
I'm joined this evening by Rick Bland and Dan Boggio.
Dan Boggio is the senior partner and owner of PBK Architects.
There are funds available in the 2010 bond authorization to provide for this initial
design work and the balance of the work including the cost of construction obviously will be
subject to the availability of additional funds.
I'd be pleased to answer any and I should recognize all of the folks in various colored
spirit were behind me tonight in their interest their level of interest in this
particular project and they've been very supportive along the way.
Chair will entertain questions. Dr. Proctor. I noticed it's PBK and that's
the architect that I see most often. Did we look at any RFQs from any other
architectural firms? No in this particular case Dr. Proctor we reviewed
at senior administration the firms and we deemed because of all the
various factors associated with related to this specific project that we felt
that PBK was best qualified. I just wanted to identify once again if PBK has
done numerous projects for us they've but they have been very successful with
with respect to projects within,
maybe mention another couple of items that's PBK
and one of the reasons why we see
that they're the highest qualified.
They're very familiar with the site and infrastructure.
Working with the City of Katy,
this will be a City of Katy project.
As I mentioned, they've completed many successful projects
on this particular campus on time and within budget.
They have had some involvement on this project
with respect to pre-planning and site feasibility.
very successful in meeting tight time schedules. The Wolf project as well as a Wood Creek Junior
High project were on extremely tight time tracks. Very familiar with the and proven success with
regards to the design charrette process. That's a process that we need to apply to this particular
project in order to meet the identified dates. There's in they have internal multi-discipline
capability including civil engineering technology and PBK sports which leads to more efficient
coordination. Many PBK staff resources are available to apply to the project as required
throughout the process. We have the ability and there's direct involvement and ready access to
to Dan Boggio the principal and the owner of PBK. Successful completion of large attendance event
and sporting venues within the district namely the Merrill Center and the
education support complex. I'd mentioned that they've completed many successful
athletic projects across the state and last but not least also their
familiarity with the Katy community and what this facility and project could
mean to the community and so far as PBK, Dan, Bojo and Rick Bland have been
involved on the place committee of the Economic Development Council so they
have full appreciation there of the needs of this particular facility.
We do have other architects that are currently being employed and utilized within the district,
VLK, Bay, SBWV, SHW, other architectural firms.
I spent a lot of time today reading about New Allen football stadium that was a $60 million stadium.
stadium and they made the comment on their bond election that they had really not many
other needs out of a bond and so that was almost, oh I guess 65% of a bond.
Do we have any concept of, A, what we're looking at paying out of the current bond,
and, B, have we given them an idea of what we want in this stadium
and a ballpark figure of what we're looking to come in at?
What I would offer is that's what the design charrette would entail,
primarily with the users of the stadium.
We'll have not only athletics but also fine arts, and they'll be involved with designing the unit for the stadium,
and that will drive what the project scale would be.
Okay.
And what is, since this is being done out of the current bond funds, what's the cost associated with this part of it?
The fee part?
Tom, you have that number?
Once again, it's subject to the cost of whatever the construction amount works out to.
If, for example, what it would be as far as the percentage goes, it would probably be up to design development, which would be 20% of the 6% fee of the cost of construction.
Okay.
The only question that I have on that is, say for some reason the bond does not pass, what are we obligated to pay them?
them under section 9.5 and 9.6 of the of the architect contract that's included
this evening that's the termination clause so we would only be obliged to
pay for services rendered up to that particular point in time and we don't
have any idea what that would be on I think the mathematics you know if you
use the number of about 40 million dollars a 40 million that maybe we're
not the you know if I could madam president one of the reasons we're
bringing an architect forward now is to actually try to capture the costs until that is pretty
premature to give you a dollar amount because we haven't had the opportunity to work with the the
architect yet to to come up with what those costs are yeah i guess i see this as kind of open-ended
which makes me a little bit nervous it's kind of like one legislature can't bind another legislature
into funding. I don't know how much we have left in the current bond.
There's approximately, in the current bond we had actually identified architectural fee funds,
a separate line for architectural fee funds in the amount of approximately $7.3 million.
Okay.
I would add, we've used this model numerous times before.
Right.
Because you must develop the project before you can call the bond.
And developing the project does have a cost associated with it.
Yeah. I just want to make sure what we're getting into, given that any election is not a certainty.
However, Dr. Proctor, I would say that the stadium will be needed when our next high school comes.
So whether or not the bond passes now, we will need a new stadium eventually.
So this design is not a waste of money.
It will always be there for the time when our community tells us that they want us to build it.
So this money is an investment in the final project.
The community will tell us when.
Right.
I just wanted to make sure we got some questions on the table ahead of time about funds,
what is expected now, what is expected later.
so that everyone here would have an understanding of we're going to have a design for a stadium.
And the last thing that I'd like to mention, it talks about a November 5th bond election.
Would that be an election just for a stadium, or would we include other things, and do we need a bond committee?
committee. What we presented to you last month was the idea, was the schedule for the stadium
and also the act facility expansion as well. So the proposed bond election November 5th,
does that coincide with the constitutional amendment elections in the counties? I've
been looking for anything beyond this meeting so I don't know what those are. They're having
they're having some general election day okay they haven't they're having them
then so this would this would then coincide with that and this bond would
be in the amount of the cost of just the two projects we're talking about correct
okay I have a question for you mr. McElwain when you talk about a design
charrette who will you be including in the development of that both for the
users both internal staff as well as external members of the community are
you using from the external community will you be having how's that process
work maybe mr. canal for the the design charrette we'd have folks from the
the administration as well as a number from from the community you know some
who who may be boosters some who are just at large members of the community
to try to capture a spectrum across a district of a variety of interests and
not just focus on you know football folks or band folks or just from one
school or the other so there'll be a real good mix from from throughout the
district and if I could one other point when when when you try to suggest two
two projects of
generally what we talked about that but we kind of left the door crack open
for those other projects that were still on the radar scope i don't know how
they're going to resolve between now and he's will november if we did that would
we need a bond committee
we wouldn't not missus yes because we will use the same process we've always
used
and who
picks the
public members of the committee
the board approves the committee
committee. Okay. Does the board member suggest people? You can suggest folks and then they
propose a vote to the board. Sorry for taking so much time. Actually, this is the first time
through building something. Everything's been underway since I've been here. That's right.
Right. Any other questions?
Maybe getting a little bit ahead here, but I do have some concerns as we move forward towards the design that the number of seats just aren't enough.
Because I've been to a lot of games here.
I've been to fine arts events.
I've been to high school games.
And I think we need to consider more seating.
Mr. Bell, what I would say is right now we have a lot of opportunity to consider that
in the design charrette and look at what that cost may entail because there's a cost per
seat we would imagine, so we'll bring it back here.
We need the foundation to expand quickly.
Oh, yes, sir.
I wouldn't want us to lock ourselves into a number of seats, then we're done.
Yes.
think we need to have the opportunity to expand quickly if need we all fully
agree with you mr. de brel I appreciate very much your love of Katie I stand in
students and you of all people believe that we need we could have a Jerry world
and fill it up with the people who love fine arts and football and Katie and
nice that's a good that's a good have the tag on for the ticket to charge it
Mr. Adams.
Madam President, I think it's worthwhile just to note that we do have a staff that will work with the architects on this.
And that we may have our own opinions about things, but we need to rely on them and the ones that will be using the facilities
and also the ones that will be designing the facility to be able to bring it to us.
So I have full confidence in both of these groups of people to come together.
and then the bond committee whenever we decide to pass the set a number on what
we want to do so I'm not going to sit here and say that there's not enough
seats or too many are too many seats but I think we need to let the process work
it sorry mr. Mahalsky do you have a question no okay and no further questions
The chair will entertain.
Mr. Maholsky.
I move that the Board of Trustees approves the retention of PBK Architects for design
services associated with the proposed construction of a new second stadium for the district for
a fee of 6% of the final construction cost.
Second.
I have a motion by Mr. Maholsky, a second by Mr. DeBrell that the Board of Trustees
approves the retention of PBK Architects for design services associated with the proposed
construction of a new second stadium for the district for a fee of 6% of the final construction cost.
Any discussion?
Hearing none, we'll proceed to vote.
All in favor, raise your right hand and say aye.
Aye.
Motion carries 6-0.
Thank you, Mr. McElwain.
Thank you very much.
We're off to work.
Yes, you are.
Madam President, if I can just acknowledge we have folks here.
They've been very involved on the fine arts side and athletics side in working with us through the
consideration of this and the timing of it and trying to delay it as long as we
possibly can but I know that they're getting anxious now so I hope you guys a
little bit happier that we've got the ball rolling and the band's tuning up.
Thank you for your help not just on this but in our entire community we know what
you do and we love it. Now we'll move to our honors courses identified as no
no pass, no play, exempted from.
Good evening, Mrs. Ward.
Good evening, President Fox, members of the board, and Mr. Fraley.
Tonight I bring for your consideration the list of exempt courses for no pass, no play.
The courses include the ones that the state identifies as advanced placement courses,
as well as dual credit courses, dual enrollment.
In addition to that, line itemed is academic pre-calculus.
Of those who are identified as the state, students are exempt from those on no pass, no play.
And the district has the flexibility to add some additional courses.
These are the pre-AP courses in our core content areas as well as our foreign language, our LOTE courses,
the pre-AP and the pre-AP GT courses.
It's recommended that the Board of Trustees approves a list of additional honor courses,
and it will not affect a student's eligibility.
Dr. Proctor?
Do we have any idea on how often something like this would come into play?
No pun intended.
From the campus perspective, that was my duty for many years,
was to monitor the no pass, no play list.
And not very often does a student involved in an extracurricular activity fail an AP course or fail a dual credit course.
When they do, we encourage them to take those pre-AP and AP courses with no risk of losing out on their extracurricular activity.
activity. So I'm thinking back into any of the students I dealt with and it's not very
common, especially whenever the students in season, in sports, those coaches, those directors,
those sponsors are chasing the kids in their grades and the performance is often much higher
than in the off season when the pressure's not on so much.
Okay.
Okay.
Any other questions?
Mrs. Ward, Governor Perry signed into law HB5 today about noon.
And so will that have any impact on any of this?
These courses still have to be taken, but there just won't be as many tests
with these kinds of courses?
Is that, it doesn't affect the no pass, no play in any way, does it?
We've received a lot of detail on everything that HB5 entails, and it is broad.
broad and I've seen nothing referencing no past, no play.
There's a lot of work to do before the beginning of school.
Like Mr. McIlwain's off and running, we are too. Well, we're celebrating that tonight.
Okay, thank you so much for being here.
Now, board members, we'll talk about the
additional departmental staffing for the 2013-14 school year. Mr. Fraley,
do you have that for us? Yes, Madam President, I'd like to present to you the request
that's been developed over numerous meetings with various department heads and whatnot,
looking at the growth of the district student population-wise
and also the fact that as we add more schools and more students, we've got to have more support.
And so the bulk of these positions are maybe they're paid for and looked at centrally,
but they're on the campus providing support.
A few positions we're looking at putting back in operations and technology as well.
We've looked at the next several years budget-wise,
and we've set a minimum target of 15% of fund balance.
We want to make certain that whatever we do, we don't dip below that when we know we can't cover it.
We still don't have the final state numbers, but compared to last time around when they met,
we were looking at nothing but positive signs on state finance,
and we've calculated very conservatively the value growth in the district for this year and the next several years,
and we know that we can support and sustain these positions and we think they'll add value to our programs.
Questions? Dr. Proctor?
Just a comment on tab 2 and tab 3. Can we move those to consent?
As soon as we're finished.
I appreciate very much, Mr. Fraley, that these are about students, classroom help.
certainly there are a few grounds people as well and maintenance but I appreciate
the attention that you all are giving to more help in the classroom where it's
needed mr. Huckabee I bet when you look at that you you'd love a lot of those
Yeah, right. So, let me just look through here. Okay, any questions? Mr. Adams? Mr. Fraley,
just a question for you please, sir, that we talked about the House Bill 5 being passed today
and are being signed into law today. We know that that bill didn't fully give us back what we lost
and as far as our funding goes so my question is do you to see any changes in
in the numbers for us will we maintain or increase for the this coming year
I've read this and I know what it says but I mean I'm just asking you to
verbalize that to us tonight sir at this point I don't see us there may be a
couple things you look at again mr. Kinnett was not out of the country so we
have a couple things he wants to look at that we didn't get a chance to wrap up
but I don't see the state funding again we had the government has not signed the
budget yet so that's still a challenge for us but even regardless of that we
feel very comfortable that we can afford these and maintain our fund balance
expectations but we've been very very judicious about adding positions back
from when they were cut years ago and we've been very strategic about making
certain that the party is on serving the campus needs and that's why you see the
the instructional coaches, see some assistant principals put back, special ed needs there
as well, diagnosticians, things like that.
So these are positions that we've got to find a way to take care of anyway, and so I don't
see a lot more being brought forth for this budget year.
So as we implement House Bill 5, we may look at some things there for this time next year,
more than likely.
Madam President.
Mr. Huckabee.
What we're gaining back is approximately about half of what we lost, wasn't it?
For the non-campus-based, yes, sir.
That's what I was thinking.
So we're still down some from what we had before.
Whereas we restored most of the campus positions on the instructional side,
we didn't restore all the administrative support and whatnot.
And the coaching model was not as robust as we would like for it to be.
But that's getting better.
And the coaches are direct support to the teachers.
Instructional coaches.
Yes, instructional coaches.
Thank you.
Instructional coaches.
Football coaches looking for more help over there.
Even though it's signed and it looks all positive and like it's going to work,
there's other factors that can either increase it or I don't think it would decrease,
but I think there's a possibility we may end up getting more
depending upon how the court proceedings and other things venture.
I know it's a good day for us.
as compared to the last time yes sir yes sir okay no other questions uh is there any objection to
moving item two and three to consent okay so moved thank you item four is our grant ratifications
hi mr smith
Good evening.
It's that time of year that the majority of our grants are brought all at once,
generally in June or July of each year.
Presented before you in accordance with accounting guidelines are the grants
that the district is currently applying for.
These include grants that are federal, local, and state funded grants, and they are approximately $11,509,025.
On page two, you can see a list of those grants.
About six of those are the IDEA-B, which are Individuals with Disability Education Act,
and you can see that's the majority of the funds that we do receive for special needs
students.
Then we have the Elementary and Secondary Education Act Title I for our at-risk students.
students. The Vocational Education or Carl Perkins grant that is the funds a large portion
of our career and technology program. And then we have a couple of local grants or three
local grants, one of which is an exciting one that we've seen a lot about with our KDISD
Education Foundation. Again, those are $11,509,000 in grants that we would recommend that the board
ratify our participation in. It is very exciting to see that KDISD Education Foundation grants
grants there, that's local people investing in our schools. $88,443. Any questions? Go
ahead Mr. Mihalski.
Which of these grants, I know like Title I is federal dollars, but which of these have
the potential to be affected by our AYP? Is that the only one? Okay.
Okay.
If I may, Madam President, as you recall, I know we're looking at removing the Title I programs from our junior highs,
but we will replace those federal dollars with local dollars.
Any objection to moving this to consent agenda?
Dr. Proctor, any objection to moving this to consent?
So moved.
Okay.
Go ahead, Mr. Smith.
Okay.
Hold on one minute.
Okay.
Go ahead.
The second item presented before you is the June 2013 budget amendments.
This is the time of year when we bring a lot of budget amendments.
I believe there are four pages worth or over 24 exactly amendments.
Most of those are just moving monies from one function to another.
There is one that increases revenues and expenses by $3,900.
It's a wash to the bottom line of the general fund,
but the other 24 again are just moving monies from one function to another.
Any questions? Any objection to moving this to consent? So moved. Thank you Mr.
Smith.
Now we'll move to the report an update on state assessments. Madam President I'd like to
to recognize Dr. Freda Creech to come forth and present to you the numbers we've gotten
in from the state regarding our performance.
And I believe just this afternoon we received numbers from the state, their performance.
And so we'll share that with you as well.
And as she comes forth, I want to, again, I'm very pleased with what we're learning
about today and really want to thank the staff for a tremendous amount of hard work over
the past year and really years before that and being a great foundation upon which we
we feel has led to these numbers coming in as well as they have.
A lot of districts would love to have the numbers we have,
and we'd love to have them.
It would be better always.
It would be better, but I guarantee you folks would love to have the numbers
that we're going to be sharing tonight.
Dr. Creech.
Thank you.
Good evening, President Fox, Mr. Fraley, and board members.
I do come to you tonight to present our update on testing,
and Mr. Fraley is absolutely correct.
I got an email from the state at 413 this afternoon with state scores and as
much as I want to scramble and get them in here there's no way because this is
due at 2 o'clock so we I'll read them to you what we have as we get to them just
an overview of what we're going to look at tonight is the state of Texas
assessment and academic readiness which is a star we're gonna have to get used
to the whole no more tax just star is here now grades three through eight
results and how that will affect the SSI the student success initiative that's in
grades five and eight for math and reading we still have the star EOC
tested subjects with House Bill five some of that will change unfortunately
it does not change for us this summer we have to move on as planned unless
Unless somebody writes something into law, we are bound by what's already in place.
So we will be offering multiple tests that will go nowhere after September.
The next part of that is the state assessment of knowledge and skill, which is tax.
This is the last year that tax will be given to 11th graders.
And then we'll look at some of the standards and scoring.
scoring. Grades three through eight, the tests that are administered are math in all grades,
reading in all grades, writing in four and seven, science in grades five and eight, and
social studies just in grade eight. And here's a list of our scores. What I'm going to try
to do is read to you off of my sheet along with these. We have some great scores, absolutely
Absolutely great. Region 4 has the cohort and we're in a cohort with the Dallas area and the San Antonio and even some of the El Paso schools where they send and share scores.
We always know when scores are really good because we start to get those charts in.
We're not really seeing any charts yet.
So we're not producing them. I'm waiting to see what others are doing.
We've seen two sets of scores and none of them look close to this.
Third grade, I would like to point out that we are sitting at 91% passing.
The state is at 79.1.
Third grade reading.
Third grade math, we are at 82%.
The state is at 69.0.
Fourth grade reading.
We are at 88% and the state is at 72.1. Math for our fourth grade is at 84 and
the state is at 68.3. Fifth grade and this includes SSI students so their
second test results. We are at 96% with our second administration. The state is
at 77.1. We are at 96% with our second administration of math and the state is
at 75.1. Sixth grade reading 85%, state 71.1. Math is at 86% and the state is at 73.7.
Seventh grade we're at 89%, the state is at 77.3 in reading. The state math, I'm
sorry, our math is at 73%, the state is at 71.4. I would like to point out you have
a double asterisk on your chart please remember that students this year were
allowed to test above grade level so we have a lot of seventh graders who are
testing at the eighth grade level and seven seventh graders take an EOC test
so that group of kids are removed from your seventh grade if you remember last
year our eighth grade scores were not where we thought they would be and I
promised you next year they're going to look better but our seventh grade is
probably going to go down because as we roll through this students are allowed
to test above grade level well this year it's hit our seventh graders eighth
grade at 93% for reading and the state is at 83.5 here's our eighth grade at 86
percent and the state is at 77.2 I'm sorry we're at 92 percent I was reading
the ones before SSI so that gives you just yes ma'am which which number do
Do 8th grade again, please.
8th grade, reading, we're at 96%.
That includes our SSI.
The state is at 83.5.
For math, we're at 92%, and the state is at 77.2.
Okay, my math still is 95.
I'm sorry?
8th grade math.
It says 95 on our report.
It is.
It is.
I'm reading 92 as 8th grade only.
only. When you include everybody that tests above it, they're at 95%.
Thank you. I'm sorry. I have a chart that I'm reading from that I wrote on in my desk
that has a breakdown of like four levels of eighth grade. I apologize.
And what are the state level numbers again, eighth grade math?
Eighth grade math is 77.2. When we calculate in our office, I am looking for everybody
that took it the first time, anybody that's a seventh grader that took an eighth grade
tests, a sixth grader that took an eighth grade, a seventh grader that took an EOC.
So there's multiple layers. I apologize I'm reading off of a multi-layer chart.
Dr. Creech. Yes. Can we just pause for one minute and say yay to be. We knew that
STAR and EOC tests were going to be very difficult. We knew that
there was no way to expect what would happen but we sat at this table and said
whatever whatever those are our teachers and our students will be ready they are
they are because we don't plan for the test we plan for the curriculum we are
studying and teaching the teaks and the SE's which are tested on the tests so
when people ask are you teaching to the test and I've talked to leadership Katie
and said I hope the answer is yes because that's the curriculum if we're
not teaching the curriculum we're going to miss the test so yes we we are
teaching the curriculum with the teaks and the SEs in it that are tested keep
going congratulations so far yes keep going I'm so excited here is this this
is my if there is a downer slide for elementary this is it we still have
retest opportunities for those who are in grades five and eight if you look
it's minimal like 3.2 percent these are the students and some of these although
they take the test it may be because they were absent they actually didn't
fail the test but they aren't counted as a passer yet so we have right at 600
students that will be coming between the fifth and eighth grades to take a summer
test this is what we are actually working off of right now it doesn't it
won't look like this when I come back to you hopefully in the fall or later next
year the subjects that we will be testing according to HB 5 if you look in
the English column is the English 1 & 2 reading and writing algebra 1 biology
and then US history. Currently this summer and they're counting these five
tests we're still waiting to see how they're going to do the merge of the two
English tests for the reading and the writing. We have not been given any any
guidance on that one how they're going to count one for the other or combine
them together. This is our EOC. We tested in over 47,000 students for EOC this
summer. I'm sorry for all of it but EOC is a chunk of what we do because it is
it's a revolving door and having to schedule for these if you want to get
out your little markers I'll read you what we got today from the state and
remember the state has not given all these tests yet we just have kids who
are prepared in our head so they've taken some of these even though the
state does not have state results algebra one we are at in the blue for
the initial testers and let me let me just backtrack for just a second I tried
I tried to make this chart so it might make sense.
The first column are the kids who took the test for the very first time last year.
That was the very beginning.
It was only one test to take.
That's where they sat.
In the blue, those would be our current ninth graders who are taking the test or could be
tenth but it's the first time they would have taken that test.
The white is the column that includes all of the students that took the test whether
it was the first time or it might be their third or fourth retest. So I'm
going to go with the blue line because that's more accurate, more in line, it's
apples to apples with what you heard last year. Okay. Algebra 1 is at 91%, the
state was at 82.1. Geometry, we're at 93%, the state was at 86.2. It skips to
to world geography for the state,
algebra two we're sitting at 99.9%.
And these are kids who are usually testing
above grade level.
So then world geography at 91%,
the state is at 80.5%.
World history, we did not give a test
last year in world history, this was our first time.
88% of our students passed.
The state is at 70.2.
So that's 18 percentage points.
U.S. history, we did not give last year.
It's at 91%.
We have no state comparable.
Biology at 95%.
The state is at 88.0.
Chemistry didn't give last year, and these are above grade levels, but they're at 98%.
The state is at 83.7.
Physics, we're at 98% was not given last year and the state does not have anything I can compare.
English 1 reading, I would just like to brag for a second if I can.
Last year we came in at 79% and although we were not real pleased with that number after we saw some others,
we were quite pleased that we were where we were.
But if you look at that, this year we're at 84%.
So we are getting better at the craft.
The state was at 70.1.
English 1 writing was at 74% this year.
We came up.
The state is at 54.3.
Dr. Creech, can we pause there a minute?
Sure.
That doesn't mean that our kids aren't great writers.
It means that the test was redesigned.
Is this correct?
This is the test where now you only have one sheet of paper and it's not allowed to write everything you want and the kids do not, did not know how to do the...
That you're exactly right.
Three paragraphs, one page.
Not only that, they take three writing tests.
In the past, ninth graders never took, last year was the first time a ninth grader really ever took a writing test.
And they typically had one or two choices.
it was descriptive or a narrative or and now there's all kinds of genres that
they can be tested on they are given three tests it used to be right
everything you can as much as you can a lot of elaboration it just just pages
right as much as you can they went from that to 26 lines and it doesn't matter
if you write three pages they are going to grade 26 lines and that's all so this
is a learning curve yes this will continue to rise as our children learn
how to express themselves in 20 exactly because our children are great writers
evidence of that were the 14 speeches or whatever given at our graduations this
past weekend our valedictorian and salutatorians and all the people all the
students up there giving speeches I want to write like them well and the writing
Reading, writing scores were established at a higher level entry than the other subject
areas.
The assumption was you have to be able to read and you have to be able to write to be
able to take the test.
You don't necessarily have to be able to do algebra to read a math problem.
So the passing rate percentage was higher initially.
Excuse me, Dr. Kreech.
Dr. Proctor, you have a question?
Just a question on how do they score the writing?
I can tell you what it used to be and what we know it to be right now.
There used to be three readers, well two, and if I scored a three and you scored a three, then the paper got a three.
If I scored a four and you scored a two, the paper got a three. It was kind of an average.
If it was way apart, then there was a third reader brought in, and they looked at combining and averaging out.
Now it is not. About 30% of the test is writing weighted that way. Instead of a
one, two, three, or four, it's up to eight possible points. We have calculated
because that's what we do in our back. If you have a six, it's it's equivalent to
almost like what a three was. If you're not sitting with a six coming in, a five
or a six you probably are not going to pass the writing test and that's with
one grader to two graders multiplied and then added together it's just about do
we send people to grade to our people great no no no no we don't even see the
test I'm not losing my certification over that one the state the tests go to
to the state. They come to us, we box them up, shrink them, shrink wrap them, and ship
them. They go to Pearson. They are unboxed at Pearson and we have no clue who's reading
them.
Okay. What I was familiar with, and this makes a huge difference, is all the schools sent
readers and they had readers from the real world I know a lot of high school
teachers who teach AP subject or something go like to the Northeast
somewhere and sometimes in the summer they really helped out you know the
first time I was concerned about okay the great Carnac gives you two and so
Okay, I just wanted to know the protocol.
We have, and I think after the state really gets a good handle on this,
they will do trainings for reading and grading.
We have not seen that yet.
We've seen blueprints of questions, blueprints of things,
but not anything like what we knew with tax.
Dr. Creech, we're sorry we keep getting you off, but this is very interesting to us.
Go ahead with English 2.
That's okay. It's my life. I love it.
English 2 reading.
Reading 2, our English 2 reading, we are at 89% and the state is at 78.
English 2 writing, we're at 70%. The state is at 52.7. English 3, we're at 88.
There is no state comparison. English 3 reading is at 44 and there is no state
comparison. Just so that you know, those numbers for English 3 are very small. So
So the smaller number you have testing, the more impact.
We have quite a few field tests, but those
don't count in this number.
Those numbers are small because?
We actually had, let me go find, I think it's nine students.
Only nine students tested English 3.
And that's because a lot of the graders
are still taking the tax, right?
Right, right.
These are kids who are testing way above grade level.
Right.
Got it.
So, this may help as we are looking at how things count.
This is Algebra 1, just so it will give you an idea of the phase-in.
This year and last year, for 12 and 13, spring test for 12 and 13, we sat with that first green line here.
year. The phase in was 37%. You had to pass 37% of the test to be considered passing.
If you look at the blue line, there's a wider gap between blue and pink than there is in
the other years. As we march through the years, next year we move to the next column, which
is the 50%. So although we are ready for this year, we're planning for the next two years
ahead because that's when it will bump up. If you notice what's happening, it's
shrinking between the green is getting larger, the blue is getting smaller, and
the the pink color is at 78%. We used to have the 70 80 90. 70 was passing, 80 was
recognized, 90 was commended. The reason that is not there anymore is because
they are looking at being ready for the next grade level. We are, let me flip, I've got it
written down. When you are satisfactorily prepared for the next grade level,
they're looking at this blue, the blue. So they're wanting to get more and more
kids closer to. The pink is actually when they're calling it readiness, you are
ready for the next grade level. So it's not like commended. It's not those that
floated to the top and they were your 95 and 100% passers. These are kids who are
ready for the next grade level. So as you can see what the state is doing is
pushing the scale of passing further up but we have two years and we just
finished that second year of the first phase. We're moving into the second phase
and then in two more years we will start that last phase.
I mean, Dr. Creech, do we, when we get our scores, do we get their actual score and are we as a district looking at, I know last year and this year it was 37, like in biology it was 37 or 39.
Have we projected what our scores are going to be based on looking at how many of our
kids this year and last year got a 50?
Do you understand what I'm saying?
We are in the process of doing all of that.
Right now we are trying to get literally everything processed because we just received scores
on Friday.
Kids were leaving.
Trying to get that out to them this last Friday.
Trying to get that out to them so that they were ready to take home with letters that
we're going to mail out for those who have to come back for summer school
opportunities. What we are doing in our office in the meantime in the back is
reprocessing and doing all the projections. If this had been at this
level what would it look like? Right. If they, yeah. So that's all, that's all coming.
We're, we're, we're pedaling fast. Yeah, that was, that was where I was trying to
go because, because that would be a good predictor for us to know, you know, you
know, are we already there and how many more do we need to get extra work to
to get them to that point so that we maintain.
Because what a lot of people don't understand is next year their scores may drop.
And it's not because the kids did any poorer.
It's just because the standard has changed.
And I don't want people to think, oh, we are not doing y'all's job.
Well, no, it's almost double the score that they got a score for next year.
You have to go from a 37 to 50 to maintain that passing and you're exactly right. We did this last year.
I mean we were like a year ahead of this saying last year
we know next year for algebra you only have to be at 37
but let me show you what this would look like with all of your students who took this test if it had been at this
next marker. So yes, we are we are most definitely doing that.
So they're looking at advances being well prepared for the next grade level.
Good.
Madam President.
This is our students in need of retest opportunities for summer based on EOC.
Last year when I came to you, we had quite a few.
We've got quite a few more this year.
Please remember that these are students who now we're looking at two grade levels.
Incoming ninth graders who are taking a test for the first time.
Tenth graders who are taking a test for the first time.
and a residual of the ninth and possibly tenth graders who took a test last year
and are having to retest so it's a significant number but in the scheme of
things it's it's not another it is it is and it will be exponentially compounded
as we go through the years like tax was but you have that group that continues
to retest the one good thing about this our hope is as the state makes some
some decisions, we won't have some of the tests to have to retest.
We're still waiting.
You all know HB 5 went through today and we don't have the details on that.
Even if we did, they don't go into effect until September.
So we've got students who will come take a test this summer.
But the results of those tests mean nothing.
What happens to the freshmen this year who are already under the EOC and they're moving
through do we know this year is probably going to be in a better state than those
who are in their second year because the first year they typically would have
taken English one reading and writing algebra one a G I'm not probably not
geometry biology they would have taken world geography that one's not gonna
count but US history will so they'll you know they have the option to retest in
that one if they want to. Like a science kid, if he didn't make it on the biology,
granted he's taking chemistry the next round, he's got a score high enough to
pull that other one up and take that one down to average it out even though the
scores are like this to make it to where okay you're considered to be beyond it.
but my class a huge hill but my question is students who have been under the 15
test ninth and tenth graders do they get to just ignore just only focus on five
or do we know yes any that they have the option to revert to this that they don't
have to continue with the 15 they can say you know what I'm just going to do
the five and that's the first now they want to do anything else that the tests
are there they can take them but that's not not required at this point because
the the 15 test versus the five test our requirements for graduation it's not
like an SAT to go into college or anything it's a requirement for
graduation so the five will be dropped actually they're saying five but it's
seven tests until they figure out what to do with English reading English one
and two okay thank you one other question if I may on the on the retest
summer retest are we offering these students some remediation reports
resources on the on the front end of that yes we are through summer school
and through I should know all of this through by heart online learning there's
the Odyssey labs there's a lot of courses that they can take not
necessarily be in summer school but come take us course remediation real quick
get get the facts back in your head and move forward I've had a couple of
parents after leadership Katie called and say can you can you write a plan for
me for my child that has the teaks and the SE's in it because I really you know
if they're going to spend their time let's do it right and I totally agree
the only problem is we don't have any TEEX or SEs from the state yet. They
haven't released those. As soon as we get them we'll be writing some plans, student
plans for those who have not passed. And I'm assuming that we, I guess, strongly
encourage them to take advantage of some of those resources but it's still on a
voluntary basis. We can't. It is absolutely voluntary. It's like last year
I know we had over 3,000 tests that needed to be given that equated to
somewhere in the neighborhood of 1800 and some odd students we actually gave just over 2010
which was 15, well, 900 and some odd students.
I'm trying to do this from memory, so don't,
if it's not right, just know it was about half.
And then we had others that decided to take it
in December when it was re-offered.
I would like to point out the English three,
that one that's the 56, that five,
there were only nine students.
Everything else is within the range and looks reasonable.
This is our tax. We know those students are doing really well. This is 11th grade. So we had 98% reading ELA, 95% math, 98% science, and 99% social studies. So, yeah, great.
great. This is our summer testing. KDISD will have multiple locations for testing. We're
going to need them. The tax exit level will be at Raines High School. We are expecting
approximately 450 students. That's this group of students along with those who are still
testing that may be seniors or out of school. EOC for original course credit. That means
I'm going to summer school and I'm taking geometry those are for original
course credit star EOC retest we have approximately 6500 test that equates to
about 3,000 students that will be at Martin Ranch or Cinco depending on the
students if they're attending summer school they'll just stay and test there
for anyone who's not going to summer school they'll go to Martin Ranch and
And then for SSI, grades five and eight,
eighth grades will probably be at our high school facility,
but the SSI will be at the identified campuses for fifth grade.
Any more questions?
Dr. Proctor?
Just one question about when you get the test scores from the students,
are they student identifiable test scores?
Okay, can you repeat that? Are they student identifiers?
We get a flat file from the state which has the student's ID, their social, their birthdate, and then everything about the test, the questions.
Can you or have you ever tried to back up their score to a specific course that was supposed to lead them to that score?
We have done some, I've done some regression analysis, yes, and looked at where they are now, what they had before, and tried to track it back to say, to see if there's a way to pinpoint when a problem actually started to occur based on the TEEQ or the SE.
If it is, I'm just going to pick measurement of fractions, then I'm going to follow that
one backwards and see.
It may be that it showed up in algebra or it may have been their eighth grade math.
Well there's measurement of fractions all the way down to third grade.
Well if they were doing okay in third and they're doing okay in fourth and then fifth
grade picks up there as a dip, sixth grade.
So we watch that.
Yes, I can track it back by student and by SE, not necessarily by course because the courses all change and have different SEs in it and different TEKs.
But we can go through the curriculum and look for a strand to see if there was a, like the cause and effect thing.
Our state testing was a little different. You could actually pinpoint the course.
and what we would do is we'd go back and we'd just tell the instructor I didn't
want to be draconian about this every instructor would have how their kids did
on the specific courses and tests and then they could find out cheat maybe I'm
a little weak in teaching this area yeah we do get yeah we see that yeah but we
We never used that administratively at all to say,
you're bad, you're good, you're bad, you're good.
It was to help students.
Yeah, the way they did ours is I could have went and looked at every one of them,
but that thing was like this thick on the table,
and she said, here, this is the ones that didn't pass.
And so I went through and looked, and if I recognized the name,
I wrote it down and went that way.
That was how we find out what, because like I told mine,
I said, if I don't call you up here within the next couple days, then you assume you passed.
That's what I told them.
I said, if I'm talking to you, you'll know that you didn't pass.
Mr. Franny.
Mr. President, that's one of the strategies that we look at with the instructional coach model
and the feeder patterns that we have with our area superintendent
in that we can go back and look at elementary grade performance in certain math areas, middle school,
school and we can warn the high school, guess what's coming down the pipeline if we don't
do some interventions.
And teachers don't have time for that kind of data analysis.
So we have this with some coaches and then the team of the teachers try to prescribe
responses to it and what professional development is needed, if it's needed, what materials
are needed, if they're needed.
This is not for evaluative purposes.
This is not to play gotcha.
It's just how do we design appropriate responses based on the patient's symptoms.
Yeah.
The biggest group I used to have is one campus would look at what the other campus's scores were,
and they didn't want to be outdone.
We have some very competitive folks in our district.
Yes, we do.
And that's one of the first charts they call for.
Yes.
We'll see everybody else.
Yes.
I wonder what they're doing.
Dr. Proctor, one of the things that we will be able to do, which is more in line with
what you're asking, EOC is course specific.
It used to be a tenth grade was just a math course.
It had some of algebra, some of geometry mixed together.
Now if you're in an algebra course, it is about algebra.
So we can track that way and we can and do have class by or school by course, by grade,
by teacher.
that's the way we submit documents so it's easier for the teacher when it
comes back but we don't produce anything out of our office that would be a got you
right if it's anything it is more about this is what we see these are the areas
in need this is these are areas that we seek help could be and mr. Farley's
exactly on target with the we're looking for the big picture the feeder pattern
that is there a trend we see something there that we need to take a deeper look
at. Do Dr. Krebs, do we as a district give bench benchmarks that we create here in the district
that that we can use as a predictor of um I know we call them SFAs over in South Fair but we give
them uh during each six weeks and and one of the things we we learn in a correlation if they can't
passed the SFA before they knew they weren't going to pass the tax test.
And we've done both. We've done one big benchmark like for a math fourth grade,
eighth grade, whatever grade. This next year we have an assessment council that
is working on new plans for that and part of the development of that is a
shorter turnaround timeline which is more like the six weeks type of test. So
it's it's you've taught it now let's see how we're doing. You've taught it now
and being able to spiral some of that back through.
Right.
That was very helpful for us because we got those results right there.
I mean, we ran them through a machine, and it emailed us back the results.
Within hours.
Yeah.
Within minutes.
Yeah.
By the time I got back to my room, the report was in my room.
Dr. Creech, we love your reports.
Thank you very much.
Thank you.
It's great news, and thank you for all your hard work.
Thank you.
Thank you.
I would be remiss if I didn't.
I have Megan Evans in the back who is part of our department
and has helped pull some of these charts together along with some others in our department.
But she is actually working on her superintendency certification and has to listen to this.
So thank you, Megan.
I'll be able to discourage her there.
Megan, we need to talk.
Wait, Dr. Creech, bring her to one of the meetings that lasts until 11.
Yeah.
Right?
Okay.
Okay, if gentlemen, if you will look under the information items, we have our regular board meeting on Monday, June 17th, and we have scheduled another exchange, the exchange school board coming to the community for interactive dialogue on Wednesday, June 19th.
And we're doing that in conjunction with the Chamber of Commerce builders, business builders breakfast.
Mr. DeBrell, do you remember what that's called?
But is there a monthly chamber breakfast?
Yeah.
Sort of like a networking type breakfast for the business community.
Okay.
So we're expanding our conversations throughout the community and we look forward to that
and public is welcome as always at any board meeting where we are all together.
So no further business?
Look at this.
7.52.
We're adjourned.
All right.
All right.
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