The board will now convene an open meeting. Today is Monday, December 8th, 2014 and the time is 637 p.m. 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? Mr. President, we are in compliance. Okay, before we get started with our agenda this evening
Katy ISD · Board Work Study Agenda
Katy ISD Board Work Study, December 8, 2014
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- 0:00 to 8:19 Items 3 & 4 3. Reconvene from Closed Meeting – The Board will reconvene from Closed Meeting. The presiding officer will verify that the meeting has been duly called and notice of the meeting has been posted for the time and manner required by law. 3.1 Consider Board approval of utility easements on the future proposed elementary school site on Kingsland Boulevard west of Pederson Road. (Texas Government Code 551.071: For the purpose of a private consultation with the Board's attorney on any or all subjects or matters authorized by law.) 3.2 Consider Board approval of accepting professional staff resignations and hiring of professional contractual personnel. (Texas Government Code 551.074: For the purpose of considering the appointment, employment, evaluation, reassignment, duties, discipline or dismissal of a public officer or employee or to hear complaints or charges against a public officer or employee.) 4. Recognition 4.1 Peace Officer Oath of Office – Katy ISD Police Officer
- 8:19 to 10:21 Item 5.1 Cooperative Purchasing Contracts Management Fees Report
- 10:21 to 15:25 Item 5.2 Highly Qualified Compliance Report
- 15:25 to 46:47 Item 5.3 Transportation Update
- 46:47 to 1:05:08 Item 5.4 Miller Career & Technology Center Build Out Report
- 1:05:08 to 1:32:59 Item 5.5 Bilingual Program Report
- 1:32:59 to 1:34:49 Item 6.1 Consider future Board approval of the proposal for general merchandise and groceries.
- 1:34:49 to 1:36:06 Item 6.2 Consider future Board approval of the proposal for Career and Technology Education (CTE) materials, supplies, and equipment.
- 1:36:06 to 1:55:09 Item 6.3 Consider future Board approval of the proposal for Katy Independent School District logos.
- 1:55:09 to 2:03:30 Item 7.1 Discuss and consider future Board approval of design services associated with the new District student activity facility-second stadium.
- 2:03:30 to 2:16:12 Item 7.2 Discuss and consider future Board adoption of an Order Authorizing the Issuance of Katy Independent School District Unlimited Tax School Building Bonds in one or more series; setting certain parameters for the Bonds; authorizing a pricing officer to approve the amount, the interest rate, price, including the terms thereof and certain other procedures and provisions related thereto.
- 2:16:12 to 2:17:15 Item 7.3 Discuss and consider future Board approval of grant ratifications.
- 2:17:15 to 2:17:48 Item 7.4 Discuss and consider future Board approval of the December 2014 budget amendments.
- 2:17:48 to 2:33:44 Item 7.5 Discuss and consider future Board approval of naming the Center for Imagination and Innovation (Science, Technology, Engineering, Art, Mathematics).
- 2:33:44 to 2:34:04 Items 8 & 9 8. Future Meeting 8.1 Regular Board Meeting – December 15, 2014 9. Adjournment
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Items 3 & 4
And in light of the tragic accident which claimed the lives of two of our beloved students this past weekend I Ask that we start observing a moment of silence
Thank you.
Thank you. Mr. President, the first item is the approval of utility easement.
Mr. President. Mr. Griffin. I move that the Board of Trustees authorize the Board President to execute final easement documents subject to review and approval by the District's Legal Counsel, conveying three utility easements within the 14.6-acre future elementary site on Kingsland Boulevard to the utility developers, each easement being the dimensions and locations depicted in the attached LGA engineering survey dated July 2014. Second.
Second. motion by mr. Griffin seconded by mr. Cabral that the Board of Trustees authorizes the board president to execute final easement documents subject to review and approval by the district's legal counsel conveying three utility easements within the fourteen point six acre future elementary site on Kingsland Boulevard to the utility developers each easement being the dimensions and locations depicted in the attached LJ a engineering survey dated July 2014 there there any discussion and we'll proceed to vote all those in favor please raise your right hand and say aye aye motion passes 7 to 0 next item is a
personal report mr. president this box I move that the Board of Trustees approves the personnel report it's recommended by the superintendent
I'm a motion by mrs. Fox seconded by mr. Adams at the border trustees approves the personnel report as recommended by the superintendent there any discussion none we will vote all those in favor please raise your right hand say aye aye motion passes 7 to 0 do we have any scouts in the audience this morning this is this evening oh please stand and be recognized none noted okay we will proceed to the recognition section of
our agenda present please introduce miss Lindsay Tiger communication specialist these are the recognition good evening mr. president board members and superintendent Fraley the KDIC Police Department is a full-service law Law Enforcement Agency established in 1988.
The mission of the department is to effectively and efficiently provide for the protection of lives and property, preserve the public peace, and provide central and campus administration services. The department is comprised of 50 officers serving all 181 square miles of KDISD. At this time, I would like to introduce KDISD Chief of Police, Mr. Mark Hopkins.
Hey Ms. Nygert.
Mrs. Mikulski, Board Members, Superintendent Fraley. Newly commissioned peace officers are required to publicly swear or affirm an oath of office. And tonight we have one officer come to take that oath and I would like to call upon Eric Pitts to come forward for that oath.
Please raise your right hand and repeat after me. I, Eric Pitts, do solemnly swear that I will faithfully execute the duties of the the office of peace officer of the office of peace officer of the Katy Independent School District of the state of Texas and will to the best of my ability and will to the best of my ability preserve protect and defend preserve protect and defend the Constitution and laws of the United States the Constitution and laws of the United States and of this state and of this state so help me God so help me go tell you a little something about officer Pitts officer Eric Pitts was born in Los Angeles California lived in Las Vegas Nevada for 13 years and completed vocational nurse training at Concord Career Institute in 2011 he graduated from the University of Houston downtown law enforcement academy where where he served as class officer holding the rank of corporal.
In 2013, Officer Pitts became a client ISD police officer. After working there for almost a year, he transferred to Katy ISD Police Department so that he could be closer to home and his family. He completed our field training program in record time and is assigned to the patrol division. Officer Eric Pitts' sister, Shamara Pitts, is in the audience and is also a police officer of ours that was sworn in just a few months ago.
Officer Shomera Pitts is one of our officers assigned to Tompkins High School. Eric is a proud father of Tara and Haley and is engaged to be wed to Bianca Shipley, which is in the audience, on December 21st this year, just a few days from now. Yeah, and I think Officer Pitt's older sister is also in the audience. Welcome to KDISD, and please, board, please help me welcome them to our family.
Mr. President. Mr. Farley. I just want to take a quick moment to thank Chief Hopkins and his team. that we have an outstanding team who work diligently day in day out to keep our boys and girls as safe as possible and also the staff as well and district properties I really appreciate the professionalism the integrity and the loyalty and just all the things that the whole force does so please give my
regards welcome warden mr. president mr. Ruff that reminds me in light of so many recent attacks on police officers around this nation I want to also say thank you for your service i know that each day you put your lives on the line and you're willing to run in where others are running out and we appreciate that we thank you for your service not only to this district to these young people into this community at large um we thank you
yes welcome officer pitts and we truly appreciate each and every one of you
Item 5.1
Okay, trustees, I will direct your attention to the reports section of our agenda. We have five reports coming to us tonight. The first one will be our Cooperative Purchasing Contracts Management Fees Report. And presenting will be Mrs. Regina Stevenson.
Does it matter?
Welcome, Mrs. Stevenson.
Good evening. The report I have to present to you tonight is required under Education Code section 44.0331 and it requires that we report to the Board any management or administrative fees that we pay to cooperatives for purchasing through those contracts. As you can see by the list, we are currently a member of 12 different cooperatives which we utilize when their contracts contracts provide best value to the district. So we do a lot of research before we choose to use their particular contract to purchase from. When these contracts are utilized, the vendors often pay a fee back to the cooperative. It is not charged to the district. However, when we are purchasing vehicles, in order to support their administrative fees, they charge us a flat rate per purchase order to send them through. So we combine our purchases as in as great of quantities as we can when processing the orders to also add to the efficiency of it and the fees that you see listed are the fees that we paid for processing vehicle orders through the two cooperatives the first amount was to the by board and the second amount was to HGAC
any questions so I was wondering that because I knew it was usually typically the vendors that pay the cooperative fees however there's there's so many
controls on vehicle pricing that this is the way they recover their
administrative cost okay thank you very much miss teams our next report this evening will be the highly qualified compliance report presenting this evening will be miss Yolanda Edmund and miss Katie shields welcome good evening
Item 5.2
Good evening, school board president, superintendent Fraley, school board members. Thank you for allowing us the opportunity to present our highly qualified compliance report. HQ is part of the No Child Left Behind guidelines which we're required to publicly report annually. So at this time I am going to turn it over to Katie Shields who is our area one coordinator and the person that put all of this work behind it.
All right. Good evening. And the No Child Left Behind, as you probably are aware, began with the 2002-2003 school year. That was the first year of implementation. And then by the time we arrived at the 2005-2006 school year, districts were required to be staffed fully at 100% highly qualified teachers. And they had also added the special education teachers to the highly qualified status at that time. time. And to be highly qualified, a teacher has to meet the No Child Left Behind definition. This is full state certification and a bachelor's degree or higher and the teacher must have demonstrated subject matter competency by mastering the tests or through a combination of college hours, professional development and years of experience. So this is the definition definition of highly qualified.
And some side notes, Texas certification does not automatically
equal highly qualified certification. There are some differences. There are some situations where teachers who are allowed to teach certain courses under state certification and assignment rules may not meet the federal definition of highly qualified. In career and technology education those courses if they are earning a fine arts credit or a science credit those teachers would be have to be highly qualified in two areas so for example if you had a floral design teacher that teacher would be highly qualified in art as well as in the agricultural science area so those are some differences these are the core academic areas for highly qualified teachers that we are looking at so they're just the core academic areas they don't include areas such as PE or health but that's those are the areas that we report on and these are just the no child left behind reporting requirements the state requires the annual compliance report to be submitted to TEA on November 17th and that's the portion that we've already done it's based on the status at the beginning of the year and it's to be kept current throughout the year and then our public report which we're doing tonight it's no later than December the 15th here are some tables just to show our data from this year as you can see we were at ninety nine point eight nine percent for regular education sections taught by highly qualified teachers an improvement from last year where we are ninety nine point six nine percent so we're improving we're making strides towards that 100% our special education classes taught by HQ teachers this year was at 100% so we're proud to say that we've achieved that target for our special education courses our highly qualified regular education teachers were at ninety nine point nine four percent we are so close just almost there and then highly qualified special education teachers again at 100% so we have reached that target and our teachers receiving the high quality professional development we're at 100% so what happens now we've got individual plans for the teachers that are not currently HQ a focus data analysis will be developed by TEA and they will inform us if we have any further actions to complete once they have completed that focused data analysis the district highly qualified teacher continuous improvement plan will be written and submitted to TEA and our deadline for that is December the 15th and then TEA will take a look at all of this again at the end of the year that is the highly qualified process in a nutshell
Michelle?
Ms. President, this is just a compliance piece. We have every confidence in the staff we have. We have boys and girls every day. They're all very qualified.
Very good. Any questions?
I would like to give a huge thanks to Katie. She put a lot of work and hours into this as well as some of her colleagues that went out and assisted her on the campuses.
Absolutely. Well, thank you very much.
Okay, our next report this evening will be a transportation update presented by Mr. Mike Robinson and Mr. Alan Anders. Welcome.
Item 5.3
Good evening, President Mohoski, board members, Superintendent Fraley. It's a privilege to be here this evening and present a transportation update to the board. I would like to introduce some folks before we get started. Mr. Allen Anders, Director of Transportation, will assist in the presentation and also in the audience are Ms. Karen Eaton, Assistant Director of East Transportation, Ms. Diana Felsman, Assistant Director of West Transportation, Ms. Linda Holder, Driver Manager at South, and Ms. Kathy Prickett, the Routing Scheduler. These dedicated people have well over a hundred years of school district transportation experience. and they developed the data to support this report.
Any difficult questions that we get will be quickly deflected to one of our experts.
The transportation update is presented as a follow-up to the transportation update that we did to the board in March of this year and it is a continuation of our efforts to meet the district improvement goal, which is to develop a transportation plan that makes sufficient use of district resources while maintaining high levels of safety.
It has always been the goal of the district to provide safe transportation for Katy ISD students. We continue to search for a transportation model that is both reliable and sustainable. It should be noted that transportation is periodically reviewed and presented models with various walking distance and bell schedules since 1999.
To provide a transportation model that was both safe and sustainable in 2012, we went from a 3 tenths mile walking distance for all students to a 5 tenths mile walking distance for elementary students and a 1 mile walking distance for secondary students. And that change was only made because we did not have the drivers to safely sustain the 3 tenths mile model.
As you may recall, the state reimbursement for transportation costs has not changed in 30 years. The state only reimburses a dollar and 11 cents for for costs associated with transporting students who live two miles or more from their home campus. Cost per mile for basic transportation in KDISD is $5.97 per mile. For the 2012-13 cost of transportation of KDISD was over $13.5 million. The state reimbursed about $3.7 million, dollars are about 27 percent of the total cost and that is why most districts have a two -mile model.
Tonight we would like to provide the board the status of our bus driver staffing.
We would like to revisit the pros and challenges of a multi-bill schedule that we started in April or March of this year. Provide you with an estimated timeline for implementing any new a transportation model and seek direction from the board on what our next steps should be.
Currently we have 358 routes in the district. We have 367 full and part-time drivers, 8 pool drivers and 12 trainees. On some days routes can be filled from existing drivers. However, we still do not have sufficient pool drivers to consistently support the existing model. Growth in Katy ISD continues to demand an additional 10 to 15 routes per year and
the nationwide driver shortage continues. The driver shortage issue was recently featured in the November 22nd issue of the Montgomery County Courier in an article titled School Districts Struggle to Fill Bus Driver Shortage which focused on Conroe ISD and other school districts in Montgomery County but there have been many articles written in the Chronicle as well that support the shortage.
Since changing the rider eligibility rules, several additional new initiatives have been implemented to recruit and retain drivers. Some of the initiatives are listed here. We've held quarterly job fairs and aggressively communicated and recruited across the district.
Implemented a referral incentive of $200 for a new hire, provided they stay for 120 business days, implemented an attendance bonus of $100 per semester for perfect attendance, and in August the Board raised the driver pay to $2.50 per hour by $2.50 per hour. Unfortunately, we still do not have the adequate pool of drivers, and there are days where lead drivers, mechanics, and other office staff with driver certificates are pulled from their duties to drive routes. This is a safety and efficiency concern for the Transportation Department. We established a Transportation Committee composed of principals, patrons, and department heads to consider methods to address the driver shortage this past year. And one of the strategies considered was a multi-bill schedule. Mr. Allen-Anders will now present the pros and challenges of a multi-bill schedule.
Good evening President Moholsky, Board Members and Superintendent Fraley. Discussions with the Transportation Committee revealed that implementation of a multi-bill model is likely inevitable at some point in order to continue to provide a safe and sustainable service. Some committee Committee members with multi-bail schedule experience mentioned that this model can also be very disruptive to many district programs, employees, and patrons, and that adequate timely communication to all parties is necessary for the model to succeed. This multi-bail model, coupled with current walking distances and routing, has the potential to free an estimated 55 drivers to increase the driver pool or to provide service to additional marginal areas in 2013 and 14 six marginal areas were added and in 2014 15 5 have been added with multi Bell schedule drivers will work more hours and this could help with recruitment and retention of bus drivers drivers. Different start times and release time could create issues with after school activities, activity trips, tutorials and staff development. Driving more hours and hiring additional support staff to perform maintenance after hours would drive up payroll costs and operation costs.
More start times could increase bus drivers and potentially reduce some traffic. Driving three routes instead of two would reduce the number of new buses needed each year. However, each bus would travel more miles and that would generate more operating costs for supplies, service and personnel. Different release times may cause disruption for parents with different age children and complicate scheduling for some existing programs. Due to the potential challenges, we believe that feedback should be solicited from the community at large and employees through a survey with specific questions about transportation models. If a multi-bill model is adopted, all parties concerned should be provided effective communication and be given adequate time to plan for any changes. Now I'm going to turn it back over to Mike.
Mike Pagano, M.D.: Okay. Implementing any reliable and sustainable transportation model requires significant time to structure the routes. It is estimated that the routing time alone would be two to three months. Should also be mentioned that any transportation model is a snapshot in time and has ever ever-changing to accommodate additional programs, growth, and traffic patterns. It is therefore likely that additional pros and challenges would be experienced if a new model is implemented in addition to the ones that we think we've identified. However, if the direction is to implement a transportation change for this year, or for 2015 and 16, this schedule is a possibility.
December and January we would conduct surveys of patrons and employees. employees. January we will review the survey results.
February we will receive input from advisory groups and present the results to the board. At that time if a change is recommended that we would notify all parties by all available means of communication. From February to April we will develop the routes. April through July we will be continuing communication changes through the various media.
And we would implement the plan in August of 2015.
And we appreciate the time to present to the board. We have attached two schedules to this board item. One is a survey of local district multi-bill schedules. And the other is a comparison of the current KDISD two-bill system to a possible multi-bill alternative. At this point, we would request your direction on how we should proceed. And we would be happy to answer any questions you may have
Thank You mr. Robinson mr. Anders
Griffin
Are we gonna look for more than community input than just the survey? I know at one time we had a transportation group that kind of met with the district to kind of talk about some of the Issues that we were currently having Are we gonna look at? Their input also or just getting their input from the survey
Well, absolutely. We would involve the committee that's already in place to advise because it's a cross-section committee. It involves curriculum instruction, athletics, principals,
patrons, everybody we could think of that might have some skin in the game, so to speak. But anything we do would be run through the committee as well, as well as the survey.
If I could add one thing to that too, in addition to the survey we're taking a look at bringing it to the advisory groups. For example, leadership team, parent round table, the employee round table, KIC to get their feedback too, particularly once we have the results from an initial survey. If you take a look at the schedule for the survey where it looks like it's two months long, realize part of that's holiday. That's why we suggest that if we're going to run one we run it for 30 days So you have an opportunity to respond to it either before the holidays or after?
Thank you Miss president bro, I have several questions, but I'm looking at the Draft you here you have here of the multi-bail schedule basically. I like it like you said earlier I think at some point time we'll have to go to it But I've seen several recent Studies indicating that high school students and junior high students do better if they start later in the day So if we're going to do something like this shouldn't we take some of those things into consideration as well because currently You have high school starts students starting extremely early where the surveys I'm seeing later in the day they start the better I know for our junior high students the more activity junior high students have throughout the day the better for the entire community Keeping junior high students busy is a good thing.
Mr. Brown, we discussed that at length in the committee. The issue with releasing the high school later is that many high school students work. Many are involved in extracurricular activities which would impact their schedules. However, this is not set in stone. This is just a possibility.
I know that that's part of the reasoning behind that but these studies show better academic performance And I think that academic performance should be our number one Goal understand students have to work after school understand the extracurricular stuff, but if it improves their overall academic performance I think that that that's something we should look
mr. President
Did a lot of looking myself at some of those articles and this has been something on my mind since since I had kids in high school so there is a lot of research medically based research that says that it is to the students benefit high school students circadian rhythms change when they reach puberty and their body clocks naturally reset about two hours it's can be finished with everything they need they can can be finished with homework and if it's 10 o'clock they're still wide awake because their body clocks reset it cannot be controlled and it cannot be trained it's just a natural rhythm that happens and so allowing high school students to start later in the day shows improved health which translates into better attendance a decrease in vehicle accidents improved academic performance And the Journal of Pediatric Orthopedics show that a 70% greater chance of sports related injuries happens when students have sleep deprivation, which is what happens when we send boys and girls to school at 7.30 in the morning. So there's a whole lot of research that talks about the importance of a later start time for high school. Our community will not see this favorably. I know this. but many school districts are doing it El Paso does it Richardson Northwest ISD Northside ISD Midland ISD a lot of school districts are going to this because the research proves how beneficial it is and dr. Caskey has come to this board and asked for increased academic days because Katie ISD gets it right with academics we set the bar for other people and we are happy to give more days because time Time in the classroom cannot be substituted for anything else. But any high school teacher and any high school mom or dad will tell you, those first couple of periods every day in school, you kind of have to repeat yourself a little bit more. As a substitute teacher, I used to have to do that too. In a long-term sub, it would be first period and second period. They were just never quite there, but they were the best kids. and they wanted to they just weren't physically capable of being as present as they needed to be So while we are very appreciative of you bringing us options of three bell schedule. I'm excited about it I think it's necessary like you said it's inevitable and I like the problems that it solves with transportation and So while we're doing it, I completely agree with mr. Debrell that we need to look at a change in who starts first and high school needs to be at the end not at the beginning okay that's and you know those elementary boys and girls they're up at the crack of dawn so i don't know how that looks and i'm not really asking you to fix everything but i am just putting it out there that you know i think everybody up here has had teenagers so we're a panel of eight experts right here what do you need
to know. Mr. President, I appreciate Mrs. Fox and Mr. Brill's comments and I'm not aware of any pushback we'll get from the folks in this room. There may be some staff out there somewhere that would have other ideas about it. But I think the statement made, I believe it was by Mr. Anderson, maybe Mr. Anders, that this is going to be a disruption and there's no way of saying buts or maybes about it. And we'll have lots more more experts participating in the survey I'm sure that are in this room right now so I think it's very important that we do a quality job of explaining the challenges the benefits so to speak and whatnot and then getting some feedback from the community I'm not at all opposed to that and and the disruption will it's going to happen and we're I mean we've been there before and we'll have lots of different opinions about it there's no shortage of that here so let's just get ready for or the potential disruption should have changed be recommended
President
Mr.. Griffin raised his hand earlier. Yeah, I just were I was gonna go counter to Rebecca and Henry my daughter It's not in athletics right now, and she stays till school till 6 o'clock on Mondays, and then this week It's gonna be Tuesday and Wednesday, so If she now starts later that means she's gonna be much later if we have our extracurricular students say banned football they're already doing great academically and now if we push them later are we gonna have lights are they gonna have the facilities are we then gonna have them driving in traffic with all of our patrons or getting home after work so I know that we have great ideas and I'm so glad that you're gonna go to the community because our experts are sitting out there who are gonna deal
with it every single day mr. president what I've seen happen is they tend to to push after school activities to before school activities so it kind of peaceful purpose that's not coming at earlier and whatnot but if sleep is the issue and getting up early impacts sleep then that's we hear that argument as
well mr. Brown I think if we're going to have the disruption we need to go ahead and and get it right and not look at it again well what miss Fox was saying I Also, no Pearland has recently went to later high school start time. I'm leadership tasked with some a Board member from Pearland. That's why they did it to increase academic performance But also I think there's something we need to look at And I'm gonna go ahead and put it out there. But right now we're at a radius. I would like to know What can we sustain turn by turn? So we have an honest measurement for our parents. I I understand why we use the radius, but I think a turn-by-turn is more of a, it's an honest measurement. And if it means we have to go farther back, then we go farther back. But you drive it, you know, that's the distance that you have to go to get to that school.
Well, just as an example, we cannot go to a turn-by-turn with the current walk distances we have right now. We could go with a one-mile and two-mile walk distance turn-by-turn. which would add back some routes, quite a few routes. But to go back to the model we had with the three-tenths mile walk distance or go to a turn-by-turn with what we have right now would require about 90 additional drivers. And we just simply don't have the drivers to do that. You're saying go turn-by-turn, we need to move back. Yes.
We need to move back.
Now, the model that we gave you for a suggested three-bill for Katie, I mean, those times can be changed. You can do your junior high first and your high school last, or however, as long as we get three different runs out of the same route versus two. That's what creates the additional drivers by getting more runs for each route that the driver drives per day. We'd basically be driving three runs instead of two.
I think that needs to be part of discussion when our community is the measurement of turn by turn Versus radius because that was one of the main complaints we got right was a radius situation So I think people need to understand and if you want to go Turn by turn the distance has to be moved back. I think that's part of the discussion we need to have the
survey that we're working on is has got more discussion than it has questions because obviously there's a lot that's misunderstood about transportation models and the disruption it causes and the pros and the challenges that are associated with it.
MR. Now one thing, I will say this and I'll give up the microphone. I love how you're staggering elementary start times from a traffic standpoint. I mean that 10, 15 minutes, I mean some cars are getting out while other cars are getting in as close as some of our elementary schools are particularly In the southwest quadrant, I believe that will help traffic flow student safety to inform school Tremendously simply by having less cars in the road at the exact same time. I think that that's that's very positive
Mr. President.
Ms. Dorrell.
In the survey that's being prepared, I know that you're possibly hearing for the first time some of the questions about possibly starting high school and junior high kids later and our elementary kids earlier. Is it possible, if it's not already being done, to include in the survey how our community would feel about that? stating some of the data that the evidence showing that the high school students have better academic achievement when they have their sleep pattern is different and things like that. Is it possible to add some of that into this survey to get a feel for how our community would feel about us maybe making those decisions if it's not already being included in the survey?
Absolutely, Ms. Doyle. We can structure the survey however we want to. As I mentioned, there's a lot of verbiage in the survey before we get to asking questions. That can certainly be added to it.
Well, I would just like to see, because we can't make assumptions on how the community is going to react to something without possibly hearing from them. There may be a lot of parents out there that say, hey, I would like to make that work. I think it would be beneficial to the older students. and then we kind of know we have a guide on where we need to go from there. As far as elementary students starting earlier, we do have the luxury. I know that some of the argument has been, well, these junior high and high school kids have to be home because their elementary students get off the bus and they're there as the caretaker because mom and dad are working. At the elementary level, we have a lot of after-school programs as well. There are no after-school programs. I know my kids, the YMCA did an after-school program at the elementary school so they were able to stay right there with safe providers and and so I can see where elementary starting earlier because we have after-school programs in place of a lot of these schools then that takes away that well my kid my high schooler needs to be at home because my little ones getting off the bus you know we could maybe make some adjustments as far as that goes I do have teenagers I agree my I cannot get those kids to go to bed because they're wide awake They're absolutely wide awake, and then I'm dragging them out the door in the morning But then again I hear the argument. They're also Athletes and so then staying out later So I would like to hear I'd like for that to be part of the survey to get a better feel from the community of What they would think if we if we chose to go that route
There's obviously gonna be disruption Whatever way we go, but and I understand it that you as a group can't give us a direction of what to do without some input. So that's the reason for suggesting the survey, running the results by the advisory committees before we bring it back to the board. Then you'll have some better information to make a decision with.
Mr. Adams. Please include in your survey our information back to us, the additional cost, because if we have additional runs, It's gonna cost us more money, so I think that we cannot Have a full report unless we have a cost factor
Well, this is my final we're talking about buses For me what drives the bus with all the considerations that we have For me what drives that bus is academics and in making this change if we can improve the academic performance of our young people and we need to do that and I mean I just wanted to get that out there
Oh notwithstanding when this when the actual start times for each our secondary and elementary campuses but if we were to work out a something similar than what you projected here on a multi Bell schedule what was it two months ago we got our demographic update where we Kind of got a forecast of what our expectations are for our enrollment growth over the next several years
Do we believe or have you been able to given the current hiring practices and what you can forecast there What is your indication? I guess of sustainability of the current service whether it be a half mile one mile radius or whether you were to go to a turn by turn maybe it a little bit longer deal what do you believe the sustainability is given our forecasted growth for the you know next I don't know three five ten years if we go to
this type of multi-bill typically we've been adding 10 to 15 routes a year just for growth our projections are the same I mean we that will continue so we have to factor that in. We really haven't had the pay increase in place long enough to determine the impact it's going to have on recruiting. The last job fair we had right after school started or right after school started was the best one we've had in quite some time.
We still didn't get the number of drivers that we needed or would like to have but it was quite an improvement over the one we did in the spring. So I think over time we I think the impact of the pay raise, air conditioning the buses, doing the incentives that we talked about will all have an impact on recruiting but the reality is the oil industry and other industries have pulled a lot of commercial drivers away from the school districts and it's it's a it's a problem that's nationwide it's not just for for Katie. Something we're going to have to deal with. Now, we can certainly adjust walking distances and schedules to gain back drivers that way and that's the reason that the comment was made by the committee that the multi-bail schedule is probably inevitable at some point in time or the current short term we can probably sustain what we have for another year or two
but ultimately something's going to have to change
well mr robson do you see any scenario that we can make everybody completely happy
if i did sir i probably would not be here
Well you kind of hit on another question that I had because since the change in policy in 2012 there have been a lot of actions taken. I mean the quarterly job fairs, the aggressive communication, referral incentives, tenancy bonuses, air conditioning, the 250 hour raise beginning for drivers. Have any of those had a greater impact than the others? Do you feel like they can together they're getting to have more of an impact on recruiting drivers? Or just kind of give us a feel for
What that's meant. I'm gonna defer to the day-to-day operation of on that okay?
Like so far as the 250 ways, it's really too early to see the impact on that I know it has increased our applicants and You know certainly you know the air conditioner buses. That's gonna help retain drivers I mean there I mean they're related when when they hear that all their buses are gonna be air conditioned So but you know to say right now, what is the most effective like this is too early? But I think you know the 250 raise is gonna gonna be an impact I said we've seen a large amount of applicants and it's just too early to see if that's gonna retain them or not
Yes, back of that you may know too that we repurpose a position that will serve for recruiting and retention purposes the department
right do that as well another question follow up to that then is by going to a multi-bail system one of the pros is that we believe it will give drivers more hours per week correct where would you kind of factor that in I mean that seems to be another part of the whole puzzle on recruiting and retaining
qualified drivers well the majority of them you know would want that more hours but you know then you always have that hand handful that you know hey I have have enough hours I like to go home and you know be with my kids or whatever I want to do but you know that should be a big recruiting you know because majority of them want the more hours
can you further questions okay so I guess they are looking for some direction from us on the next steps to take and what I've been hearing I believe do we want to move forward with a with a survey to try to get results and from patrons and employees I believe I believe we do I would say move forward with this possible implementation and I guess we will probably hear back from you in February is that expectation sir thank you very much for your report
thank you
Item 5.4
you moving on to report lost my place here report number four of the night the middle career Technology Center built out report it will be presented by a dr. Sarah Martin and dr. Anna Webb
story welcome ladies good morning good evening actually see it's art my child where my cadence has changed I'm on a multi-viscid all right well good evening president mahal ski board members and superintendent freely it is a great excitement that dr. story and I are here today to present our vision of Katie career and technical education and the Miller build out maybe is D current technical education is aligned with the school districts mission to provide unparalleled learning experiences designed to prepare and inspire. In partnership with Miller Career Center our goal is to provide every graduating senior an opportunity to earn rigorous workplace readiness skills and certifications that will enhance their career success and technical skills with the knowledge and training necessary to succeed in higher education and or the workforce. In discussion with our business partners we believe our mission for Miller Career Center will allow KDISD to provide our students with the content and skills they need to meet the demands of our workforce. The Miller build-out will include two distinct projects or builds. The first will be designed to enhance existing programs and the second will be to introduce new CTE programs that support the workforce and economic development needs in our community. The entire build-out supports the new graduation requirements as outlined in House Bill 5. The first project or build will enhance three of our existing programs, pharmacy tech, vet med and our clinical rotations we currently offer pharmacy tech the addition of our dispensing lab will allow students to experience hands-on pharmaceutical skills requiring reading orders preparing prescriptions measuring mixing stocking and refilling medications working within our dispensing lab students will experience excuse me working within our dispensing lab enhances a student's experience when working side-by-side with a certified 5 Pharm Tech or pharmacists during their clinical rotations.
I just wanted to add a little on this. Our current pharmacy tech program, we are in a classroom, a computer lab, and we don't have a dispensing lab at all. So our teacher, Mrs. Tucker, who is a pharmacist by trade, she reserves our large group instruction room and has to go down there, and she has this makeshift mini little pharmacy dispensing lab to do her project. So we really need to get up to speed with our farm tech program. And when Sarah, she'll talk further about our allied health program, you'll see when it all comes together how important it is to enhance this program so the students can get the hands-on training they need for industry. industry.
Our Vet Medicine program, which we currently have, Vet Med is the fastest or one of the fifth fastest growing occupations in Texas with a typical entry level only requiring an associate's degree and an industry certification. The addition of a clinical lab for Vet Med, one that mirrors that of what they found in industry allows our students to seamlessly transition into their clinical rotations during their second year in the program. additional competencies will be added to the skill sets so that the students can use that lab and partner with our community to provide some basic to provide some basic services for our community just want to also our current vet med lab is a chemistry lab so it's a it's another sort of makeshift program And so you can imagine a chemistry lab, the tables, we don't have any industry standard exam tables and there's these small sinks in the middle of the tables.
So it really hinders what we need to be teaching in that program for the exams and for restraint techniques and for we need certain industry standard wash basins for bathing and for the the wound care, the hydrotherapy that's needed for the animals, and the self-prepping that's needed for the sanitation of when you prep your facility for sanitation and self as well, the scrubbing of your hands and your arms. We just have these little tiny sinks. So it's really another night shift lab. So we're looking to renovate the vet med program so it's certainly industry standard with the the exam tables, the prep tables, the demonstration table with a mirror for surgeries and those types of things and we need industry standard stainless steel kennels mounted to the walls and again the wash basins. So we're looking to bring our program up to speed with this renovation.
The newly appointed Health Science I course that we will be offering at all seven high schools beginning next school year, that course is intended to deepen the students' understanding of the allied health field, providing students with foundational knowledge and skills needed to enter the senior level course. We offer three senior level courses that will be clinical rotation, which is offered at all seven high schools and Miller, pharmacy tech, and emergency medical technician. So currently our clinical rotation course that is offered at all high schools and at Miller, the intent is to move that course to Miller when the build out is complete and the driving force is due because of the demand of additional rotation sites in our community. The current schedule does not permit our students with quality experiences as fewer and fewer opportunities for our students are presenting themselves. The addition of a clinical rotation lab as you see pictures here will mirror what you you find in the hospital, in a nursing or rehab facility, and a research lab. That will allow students and teachers from the district to rotate through this clinical lab so that they gain the needed knowledge and skills so that they can go into the healthcare facilities.
The second project or build from the Miller build-out includes new program sequences. Again, all of these program sequences support the graduation requirements as outlined in House Bill 5. our first proposed course is dental assisting currently there are only a few districts within region 4 that offer dental assisting ranked eighth on the list of fastest growing occupations requiring some post-secondary education dental assisting provides rigorous curriculum work-based learning opportunities and the opportunity to gain industry certifications as a dental assisting student students will network with local dental professionals through internships community service dental access days and participation and oral health care opportunities for our community manufacturing engineering approximately 11,000 workers in the Katy area are employed in manufacturing industry it is one of the top five industries in the Houston area manufacturing program will consist of two courses and incorporate industries credentials in the second level course students will have the opportunity to shadow maintenance and operation employees at our local manufacturing facilities and students will learn the manufacturing processes and systems that necessary that will lead them to necessary skills in the industry this program will build synergy between Miller and the Center for innovation innovation and imagination as theory and practice and design will happen at Miller students will walk across the street and they'll build at the CI square oil and gas again one of the top five growing industries in the Houston area this program sequence is similar to manufacturing that it is a two-year year program consisting of two courses, internship opportunities, and the option to sit for an industry certification their senior year. According to the American Petroleum Institute, 2.5 million workers in 2010, with Texas holding the largest share of the workers, and Texas is expected to increase and have the largest increase in workers by 2030. Introducing oil and gas at the high school level will create exposure and growth and interest into the field. First-year students enrolled in this program will identify specific career opportunities in the oil and gas industry, the skills, abilities, tools, certification and safety measures. And second year will go specifically into fields and they will go into internships and job rotations and work based learning opportunities. And I know Mr. Adams with your 30 plus years in oil and gas, you have a lot to offer us. The fourth is computer network administration and cybersecurity. As you all know that cyber threats and hackers present some of the largest threats to our national security businesses and organizations. Our society depends on computers and the interest to function such as the risk of cyber crimes and it increases as well. So students in these courses take a comprehensive approach to the needs of protecting our computer networks. Students will learn how to configure, manage, and secure networks including wireless, managing control operating systems. They will sit for certifications such as Microsoft Security Plus and Network Plus.
And we hope to do some work -based learning opportunities within Katy ISD themselves.
So you see that career and technical education offers programs and courses that align with post-secondary education to national and industry standards and to prepare our students to be college and career ready.
So we're very excited about this opportunity and as you can see, Miller Career and Technology Center, we are well positioned to enhance the students' educational experience. We provide a deeper curriculum. We offer work-based learning experiences. We offer industry certification opportunities and we prepare students for further education and careers. And so we're very excited and we thank you for your unwavering support and all you do for our students in our K programs thank you very much for that very important
report mr. Griffin I would just like to thank Miller for doing an outstanding job in educating our students I have two that are currently there like extracurricular activities I think y'all's program is phenomenal it motivates them it excites them but I think the most important thing that it does is it allows a kid to go out and try a job see if they like the jobs so that they're learning in school before they go out at post education and neither wasting time or getting involved in a career that they're not really interested in doing but just a short story so one of my daughters has taken vet tech so the teacher talks to them about bats don't play with bats and they go to the full disease programs and all that so two days later lo and behold a bat ends up on our patio and a 17 year old thinks oh my gosh they're so cute she never saw one at vet tech but they talked about it so she picks it up and she plays with it all day and then of course the next day the bats dead then I bring it in and it has rabies so then she gets to go back into class and tell her teacher how you know I heard what you said but I really didn't put the application together and you got to do the rabies shot no problems but oh my gosh what what a great opportunity to learn and experience everything in a hands-on environment yeah but thank you I'm sure she would agree with those
shots were a great opportunity maybe mr. Adams appreciate that dr. story this is just a question in regards to logistics the programs I think are fantastic and And I think you ought to have one on aviation as well. I mean, I know Mr. Because we're going to have a charge of pilots as our. No, Mr. Mr. Griffin will teach it. But as they get older and as our pilots get older like Mr. Griffin, we'll eventually need.
But anyway, the question I have is in regards to just the build out in general logistics. We talk about vet. We talk about oil and gas. We talk about all these other things. are we able to utilize the space accordingly? In other words, for instance, in veterinary type stuff that you're doing to vet, would it be more practical to have that downstairs as opposed to in the second floor, or the other things, the oil and gas with the big valves and all that? I'm just, have we looked at all that to make sure that, is there something that's downstairs now that could be moved upstairs type of thing?
Our VET tech program is currently downstairs and we are going to keep it downstairs and put it in another location in the building. Our farm tech is downstairs and we're going to put it upstairs. In terms of the design and oil and gas and manufacturing, we're going to put it downstairs. We are looking at putting those upstairs because it's where the bigger space is. But we'll get specific with the design after the holidays with Lisa Kastman, our project manager, and we'll get more specific at that time. But as we speak, oil and gas and manufacturing are going upstairs because that's where the space is. We have talked about keeping them downstairs because of noise level and all that, but it works out better for to be upstairs because the cost to revamp the downstairs and put them all downstairs and then put all what we have downstairs upstairs is going to be probably pretty expensive to do that
president well very impressed with your presentation thank you for providing providing more opportunities for our young people. My question is more along the line of cost. Is there a way with these facilities at night, provide some type of adult education that we could maybe charge and recapture some of those costs?
That's a great idea. We have kicked that idea around before. That's how the CareerTech schools do it in Oklahoma. And that's certainly something we'll look into. Great idea.
Mr. President. Ms. Fox?
MS.
Oh, my gosh. I'm so excited.
So big news flash, I love Miller Career and Technology Center, and I am a frequent visitor to all the wonderful things there, especially the bistro.
My, and I have a couple of questions. So I love, love, love all the healthcare things because, you know, we have, and this is a shout out to my to my name mr. Adams former colleague Chris Crockett wanted so much for there to be some health care fields in the expansion because it's so much you know like West Houston all these hospital things that are coming and that is you talked about the top top careers coming and so love those and the manufacturing you know loved all the statistics you gave with that will there be a certificate with that manufacturing portion that would you know so many of our boys and girls can leave with a certificate where they can get a job and dr. Martin let me give you this a kind of a two-part is there a certificate and do these expansions that we're putting in are they geared all toward college-bound or are there enough opportunities for students that are not college bound that's we hear vocation more vocational tech more vocational tech for boys and girls that are not bound for college you feel like we'll
have enough of that yes so yes there will be a certification offered in the second so meeting with a focus group of manufacturers of igloo slumber J and whether we met with those chunks slumber J and Weatherford so we went with a cadre of folks as our focus group meeting as we were trying to decide which manufacturing programs to offer meeting the needs of our immediate workforce and the certified production technician is a very rigorous certification that students will go through it will only be offered in their second year so you have to complete that program in order to sit for that mainly because of the hours it requires for hands-on experience as well as the deep content knowledge students can go directly with that certification to one of the manufacturers that are here in Katy and go to work they can also go on to Lone Star offers in oil and gas. They just started that this year. So they can go to Lone Star and get their associate's degree and then go on into the workforce. Or they can, depending on the career field in which they choose, they can go in as a technician or an operator in maintenance. Or they can go into mid-management. So depending on where they want to go, depends on their education requirements.
Follow -up, Mr. President.
I also toured
with someone, maybe Mr. DeBrell. HCC has a four-year program with UT Tyler engineer for the engineering right so this would be a great fit for that for our boys and girls to act and oil and gas so those
two programs plus with our engineering program that's housed at the campuses and that they have some capstones here at Miller those students can go on and to their engineering field at UT Tyler I love it we can get them to offer an engineering technician course as well thank you very much other questions I love the way you've
added programs that can be utilized for you know furthering education beyond but also have an application or a vocation right out of high school if if that's the direction they're going So very, very good presentation. We very much look forward to seeing the continued development of Miller Career and Technology Center. Thank you very much.
Thank you.
Item 5.5
That brings us to our final report of the evening, our bilingual program report with a plethora of presenters listed here. Dr. Caskey, Mr. Gunnell, Ms. Linda Shepard, and Ms. Lisa Kastman. Welcome all.
Good evening, President Mohalski, board members, Mr. Fraley. You're right, this is a joint presentation here this evening, a joint presentation between the Division of Teaching and Learning and the Division of Operations. But specifically, we're here this evening to provide you with information and possible next steps. it would help if we could see that there we go oops and there we go sorry multitasking tonight and possible next steps in addressing the needs of our growing English language learner population and more specifically in the southwest quadrant of our school district as you'll see a little later this evening we plan to cover first of all a historical look at our English language learner growth throughout the district and Linda Shepherd who is our program director will provide the current status of our elementary bilingual program followed by Lisa Cassman who will follow up with options and then some possible next steps for us and I'm going to get us started off with this first slide just to help to paint the picture of our district ethnic enrollment over the past ten years we show you lots and lots of data and lots and lots of slides and I don't know that this is one that we have shared in recent years with the board but you can see that while their percentage of our white students has continued to decline over the past 10 years our Hispanic the percentage of our Hispanic population continues to increase and another piece that I would like to point out on this slide that is important to note is there's kind of a I call it horizontal and three people tonight have said it's not horizontal but there's a squiggly green line it's kind of horizontal that represents our districts free and reduced lunch population which we think that it's important to note has remained relatively constant even through the changing of the demographics within our district and so that sets the stage and I'm now going to turn it over to Linda Shepherd with our program information
Good evening. This next slide just kind of sets the preface of some terminology that you'll hear throughout the report. The black band being kind of our overall umbrella of English language learners. That's a big group which we call our students English language learners, but you've probably heard the term limited English proficient. And we use that more. It's a PEMS term, a state reporting, and a funding term. but they're used synonymously and they generate the same same number to support the needs of our English language learners we have two programs in KDISD one is the left column which is our ESL program or our English as a second language program it is a pre-k through 12 program and it serves pre-k through 12 mainly using English and a variety of ESL strategies the other program in the the right column is our bilingual program. It is an elementary only program that services pre -K through 5.
This next slide gives a 10 year overview of our district English language
learner enrollment. Again, the red representing our ESL. Of course, it's the higher red bars because it is the pre-K through 12 program and the blue representing our bilingual pre-K through five program you can see both programs are growing in this next slide some of this information came from a prior board meeting where we were talking about the PEMS enrollment and the growth if you look at the PEMS 2013 enrollment of 67,000 plus and in the middle column to the PEMS 2014 14 enroll enrollment of 70,000 we've had a growth of 3,000 plus students which is a growth increase of 4.7 percent if you narrow that down and look at the English language learners and PEMS 2013 we had 9509 and in 2014 we've grown to 11 035 we're at a growth increase of 16.1 percent for our English language learners narrowing that down even further if you look at from the first day of school this year up through the end of October we've had nine thousand six hundred and eighty three new enrollees and the orange piece of the pie represents 26% of our new enrollees being English language learners the next slide represents if you divide the district into quadrants where our current bilingual programs are the Northwest quadrant has two bilingual campuses servicing 621 students. The Northeast quadrant has eight bilingual campuses servicing 1,852 bilingual students. The Southeast quadrant has two bilingual campuses with 390 students and you'll notice in the Southwest quadrant that we do have 258 bilingual students but we do not have a bilingual site in that quadrant then the next slide shows the history of where we've been growing in 2003 2004 KDISD had five sites with bilingual programs in each subsequent year you can see by the green we've added at least one program per year up to 2009 2010 where we currently are now with 12 sites in the past five years we We have not added any additional sites.
On the next slide, if you take a look at Fielder Elementary, the site for Fielder was started in 2006-2007 to house the bilingual program. At that time, we had seven feeder schools feeding into Fielder. Those are represented in the black. since that time we have added eight additional schools all in the Southwest quadrant which is represented in the red and under the column of filter so what is the impact on filter with all of these Southwest quadrant campuses feeding into filter and the impact is 530 students at filter that are in the bilingual program builder does have two programs they have a one-way program in a two-way program and we've been having several discussions with teaching and learning with principal that exists at the existing campus transportation demographers operations human resources brainstorming what we can do about the growth and just looking at the campuses in the Southwest quadrant we could see the potential of possibly 175 students grouping them in a way and exploring an option for an additional site this time I'd like to turn it over to Lisa Cassman she'll get further into some of those considerations.
Thank you. Reflecting on the numbers presented by Linda, you have already seen the growth of the bilingual program in the Southwest Quadrant. The bilingual program is one of the many programs provided for across all of Katy ISD. As shown in an earlier slide, Katy ISD has provided for a bilingual campus in each sector of the district except the Southwest Quadrant. So what are our options. We need to look at the existing campuses in the Southwest Quadrant and upcoming new construction. In this slide you can see the distribution of bilingual one-way students in the Southwest Quadrant. This slide shows a distribution of one-way down there and you can see they're across the entire Southwest Quadrant.
Existing facilities. First let's
review the 11 campuses in the Southwest Quadrant. During my presentation to the Bond Committee back in April, I reported that some planners will say that a good target for building utilization is 75 to 85 percent of the design capacity. All of the above are projected to be nearly at or above utilization for next fall. A majority of these campuses already house other district programs such as PPCD, Pre -K, Y -Cap and E -Cap.
Since adding the full bilingual
program to an existing campus is not a feasible option, let us look at what options we have to put this program in a new building. Our long-range planning forecasts three new elementary schools in the Southwest quadrant. As part of this 2014 bond, elementary number 38 is centrally located and is scheduled to open in 2016.
Elementary number 40 is located up in the north far northwest
corner of the district and is scheduled to open in 2018. Not in this bond but elementary number 43 would be located in Cross Creek Ranch and has 2019 as the year to open. Having evaluated these three sites I would like to drill down to elementary number 38.
So let us look at the feasibility of providing for a a
a bilingual program at Elementary 30th, 38th and Cinco Northwest. The pros of this scenario include the school remains a neighborhood school for the Cinco Northwest area. The school could be designed to provide for a bilingual program capacity within the building. The campus centrally locates a bilingual facility in the southwest quadrant of the district. The individual classrooms and infrastructure could be added in now during the design phase. By providing a bilingual program at this campus, Fielder Elementary would get relief as early as 2016. Plus transportation challenges are minimized due to central location. The following slide represents the footprint with the additional classrooms. Additional classrooms could be provided for at each wing of the campus. The additional infrastructure required would be restrooms and parking. If this option were selected, the anticipated cost, total project cost, would be approximately $3.5 million.
So let us look at a potential future attendance zone for number 38 as it relates to Fielder. The 207 bilingual students at number 38 in 2016 provides the relief for Fielder. As our growth continues in this quadrant, we expect these numbers to grow. This provides for a better balance for bilingual programs south of I-10. What is next? If the Board desires, take action modifying the design of Elementary No. 38 to include a bilingual program. This elementary school is scheduled to bid in March of 2015. If a decision is made in January, the 20th Board meeting, or the alternate isn't accepted, there is no lost design fees. The modification could be bid as an alternate with an additional expense for a design fee. Basically, if we didn't make a decision now and the Board chooses not to choose this alternate, we'd only be out the design fee. It's now for some discussion.
CHAIRMAN BRYANT.
Thank you. Mr. Griffin. MR. I guess I get to be the lucky person going first each time. On one of the slides you put a district ethnicities and ethnicities. enrollment and I'm just curious on that slide how does a student fit in to a certain category is it I mean to say a person's Hispanic white I understand languages because that's it's pretty easy but how does a person fit into Hispanic if their parents are mixed heritage there's an option for two or more the state has actually changed some of the reporting so you'll notice in 14 15 you see a green Asian bar there so the state actually changed our PEMS reporting categories for ethnicity over the past couple of years whereas those students used to be reported an Asian Pacific Islander so it's a state designation and when students enroll within the district their parents are selecting their ethnic their ethnicity so it's totally up to the parents it's self-reported is that correct yes I just find it hard to and I'm not blaming you but it's just amazing that two or more is only 2.7 percent so we're saying that there's thirty nine point five that are pure people that are white and then thirty 34.5 that are pure Hispanic. I just these numbers are just it blows me away that the state would require us to present information like this and it's totally Weird stats to me that have no validity at all The to address your concern about the two or more. Mr. Griffin that category just came On just came into play. I believe two years ago. So that's a new reporting category, right? So we used to nod and individuals had to select one ethnicity. So now they have the option To me when I see this it just it I don't even understand it because if I was choosing those I wouldn't even know what to choose because my grandparents weren't even from here. So anyway my other question if I could is I Think part of the ELL program is to monitor the performance of the students have have we seen a marked improvement in our one-way program or our dual immersion EWI program? I know we haven't seen those kids all the way through high school yet, but is one programming having students performing better than the other?
We've been dialoguing about this a lot. One of the things that we're looking at is how do the students perform in the ESL program in comparison as a whole with a bilingual program. And when we drill down and look at that as a district, our bilingual students are outperforming our ESL students. But that's another concern in our Southwest quadrant. We have many students deny the program. And the points as far as reading and math, if you look at third, fourth, and fifth grade math altogether, they're scoring about 10 points higher on the state test, those that are in the bilingual program.
Okay, thank you.
Ms. Bann. Ms. I understand the difference between functional capacity and design capacity. I also, my understanding, Fielder could probably use some relief in their bilingual program before 2016. Has there been any research into looking to some of the campuses, elementary school campuses, that are not at design, even design capacity, they're at functional capacity, meaning their Their enrollment numbers are under the design of the school such as Griffin or Williams, but there might be some extra classrooms where? That area can get some relief before 2016
Glory Griffin does but as I stated I think Griffin is almost at 90% capacity just with the other programs They do house the pre-k so the campus being fully utilized. There's no empty classrooms
rooms and if I could add to that if you were to we don't take some of the program kids out of Griffin and send them to schools those schools would be even a little more overcrowded
mr. president Fox so initially I love this presentation and I love the idea of that like let's build 38 with the capacity for it I really like that but then I have those same concerns questions that mrs. van has that when we have schools that have a little bit of room in them how can we fully utilize them before we spend more money making more room so do we you know it's just the Williams Elementary has room in it and it's right next door to Fielder but any of those boys and girls go there I don't know and and I know that there are some schools on the eastern side of our district that have that you know they just have classrooms available I know taking 200 children is just probably too many that's probably the problem but but help me with that because I struggle with the unutilized classrooms that we already our people have already invested it in so how do we let me with that
I'll go ahead and take a shot at that one yeah there's a couple issues here the first one is we have a problem the southwest quadrant with the bilingual students who don't have the opportunity to go to a school within their quadrant we have to bust them on the other side of 99 that's a separate issue then what you may have is you know a few vacant classrooms available on the east side of the district when we talked about this with the with the bond election coming up we spent a lot of time with the bond committee those as many members talking about capacity understand making sure that they understood it and even though that that there was some capacity available in the east that was generally scattered and didn't allow us to really move an entire program there so here what we're trying to do is to provide a regional resource for for those students to go to school and not to uh to keep transporting them across 99 realizing that in the southwest quadrant our population there is only growing um so so the the williams question um is probably a separate question than just at this point in time and I wouldn't do we move forward with adding some some classrooms to the the current current plan footprint to allow for that to allow for that program and still maintain it as a elementary neighborhood elementary school or do we do we not do that at this time as far as finding additional room for all these kids who are projected I don't know how we would do that unless it would be just a dramatic change in engaging a whole lot of the district south of I-10
Mr. President I mean Griffin sorry Mr. Gannell is it cheaper to build the building to meet the needs of the student or is it cheaper to come in
after the fact to put in portables when you look at the the numbers just comparing a get two classrooms out of a portable you arguably you get 44 seats and it cost you about a hundred and ten thousand dollars for three and a half million we're proposing a dozen classrooms but when we take a look at this opportunity it's really the first opportunity we've ever had to talk to the board about early enough in the design phase to making a change to the building should we choose to to answer your question on the portables the portables uh adding a portable is a heck of a lot cheaper than uh the identity of the classroom the differences and you know the difference between portables and buildings and won't need to go there that kind of leads to to a question i had
on and if you could go back go to the slide this kind of shows the footprint of elementary 38 the circles on the wings I think you said was additional 12 classrooms for three and a half million roughly dollars and I guess the school is originally designed for a little over a thousand capacity right it's got our
standard feeder pattern designed for 1030 students and the circles you see there remember it's a two-story elementary so it would add two classrooms to each one of those wings two on the top two on the bottom uh so you end up with the uh so it doesn't class the number
of students that those classrooms would serve is that is that a comparable cost per student as the
other thousand thirty that it will no you you get a a pretty good discount on that uh for uh for a dozen uh classrooms you're probably adding about 250 students there's about a quarter of the cost cost of an elementary, but we're looking at $3.5 million, which is about a seventh of the cost of an elementary.
Oh, you're right. Okay. That does make some sense. Thank you. Mr. Burrell?
A question about the two-way emergence program. We've heard a lot of anecdotal type evidence that it's a wonderful program. In general, I think it's great. But what matrix are we using to determine whether or not the program is a success? Because now we're talking about adding on to a building for it. What other than just stories of kids learning, what matrix are we using?
We're not actually considering two-way immersion for a new site. It would just be a portion of the one-way, the state mandated one-way program for English language learners and leaving the existing two-way program at Filger with the feeder pattern also with a one-way program at Filger.
Mr. President. Ms. Fox.
So I'm looking at the slide that has the 175 kiddos from the Southwest Quadrant.
And if we're thinking about them growing at about 16%, is that what overall 16% population growth, whatever? So that's going to get bigger. How many how many classrooms are you thinking about for elementary 38 because this 175 will fit I?
Would guess it will you hasn't been for a hundred twelve classrooms and It'd be about 270 seats, so we've got some room there, and I believe there's also some flex spaces built into that floor plan
If I could make just one other note on that typically we use portables to manage our growth. In this circumstance, we're looking at something a little bit very different. We're looking at a building that may be able to meet our program needs.
MS. Mr. President, I'm sorry, one more. So you remember, Ms. Cassman, maybe the projected numbers for 38, because I'm guessing that will get big quickly and need portables for growth while we're waiting to build out the 41 and 2 and 3.
Okay, based on the scenario on the slide here, Scott Dunlap is here, but this is the projections he came up with as a scenario.
If you look at these numbers, the additional space would add, how many more students instead of 1,030 before 1,300? hundred we're looking at your 19 2019 and 2020 or beyond that capacity and that's when the one in cross-street ranch should be coming on board and the
filter capacity is the 1030 is that correct mm-hmm
other a little less it's 907 I don't stop but it gets them closer to that that the main thing is we know this is a growing population growing area and we either build going into it as the patient of that or we wait and then start batting portable buildings
right well yeah I'll say that I certainly like the efficiency of adding adding the classrooms now on the design side because we're getting yeah basically getting some credit your cost per seat is much much less
hey
so I guess the question is is direction from the board do we go ahead and get get the alternate plan for consideration, and we're looking at it, probably not this month, but by January 20th, we're saying.
We have the opportunity, if the board wants us forward, to bring the item to the board as early as next Monday, but we didn't know where you stood and wanted to have a discussion before we really did anything. But really, it's up to you. We can either do it now or in January. Either one's fine.
I need some more time. I'm not ready for Monday. I appreciate very much the fact that we need something in Southwest Quadrant. So I wrap my head around that and initially I was like, wow, that's a great idea. And all of these 175 children I'm looking at on this list are all on the other side of 99. So that's a lot of transportation. And I'm thinking about transportation concerns. I just need a little bit of time to wrap my mind around it so But I am just one if everyone else is ready. I'll be ready by Monday if if everyone else wants to but
Better good
Mr.. Griffin good Okay, is it on?
Mr. DeBruyne? I'm good as well, but I think given the time that if the decision made by January 20th will, we will not lose any design fees, and I think we should take our time and get it properly done in January and move forward from there. Thank you very much.
Mr. President, excuse me.
The agenda doesn't post until Thursday or Friday. May I offer that let me look into some things and give you feedback that I may get my questions answered and feel better about this. I just need some time to process, and I may be ready for Monday, but can I give you that information?
You may give me that. We had a couple of others as well that had some hesitations.
Let's get our questions answered, and we may be ready for Monday, but let me get it.
I will keep that as an open option then.
Okay.
we get understood okay thank you very much that concludes our reports for this evening we trustees are directed to our consent agenda next three items will be presented by the Stevenson
Item 6.1
welcome back well good evening again president Mohoski board members superintendent Fraley I have three contracts to bring forward for your consideration this evening the first one is for the general merchandising grocery contract this particular contract provides a list of vendors from which our schools can purchase those small walk-in type items that they do in in the daily day-to-day operations of their schools. General merchandise includes, but it's not limited to, things like craft items, fabrics, classroom activity supplies, student and staff incentives. And we also purchase some groceries, but these are not groceries for our nutrition department. It is actually for things like classroom labs and that type of thing that they use in their day-to-day teaching. It should be noted that this contract will include all of the vendors listed, but SAMS and Super Target will not be available for federal fund purchases because they do not wish to sign all the disclosure forms that are required for that.
Again, this is a walk-in type purchases and some of the vendors do not take purchase orders, so we have made other arrangements to purchase from them. This contract is for a three -year period.
Anticipated annual expenditures are
$965,000 based on our past experience and will be funded from the General Operating Fund and or Special Revenue Funds.
Thank you. Any questions?
We'll move on to the next item. Moving on to the next contract. I have a contract for career and technology education materials, supplies and equipment. What we have found in discussion with our department there is that although we purchase a lot of items for their programs through cooperative contracts and through some of the other contracts that we have under instructional materials, we were missing a lot of the vendors from which they needed to purchase, from whom they needed to purchase for their specialized items for their programs. So we've worked with the department to develop a list of contract vendors that we could award that would satisfy their needs whenever possible whenever the items are available from more than one vendor they will be competitively priced and the final procurement is always done on the basis of best value this will be for a one-year contract with an additional two-year renewals the anticipated expenditures outside of the cooperatives that we buy now and our sole source items that we also purchased for these programs.
Item 6.2
The anticipated expenditures are
$200,000 over the next 12 months and they'll be funded from the General Operating Fund and or Special Revenue Funds.
Mr. Okay, any questions?
Item 6.3
Okay, thank you. We'll move to the third item. Ms. The last contract I have for your consideration this evening is a contract for the Katy ISD district logos and this is for the campus logos in departments that were needed and what this company will do is help the campus to create and market a unique identity it also provides the ability to develop logos that can later be trademarked and protected in product production in print so the company will redesign the logo with the input of the campus staff and community members creating an original design to represent the school we've already been doing this on a small basis on a trial basis over the last year working to develop these logos and based on the evaluation and the companies that were contracted the recommendation is to award to global Village Concerns Incorporated. They understand the scope of what we need and have developed a program that fits our needs within that. The program will be done in two phases with phase one to be completed by August 31 of 2015 and phase two to be completed by the during the 2015-2016 school year. So the total cost of the project will be a hundred and fifty thousand dollars based on the the services that were outlined with 56,800 in phase one and 93,200 dollars in phase two and this expenditure will be funded from the special projects fund that was designated for this purpose mr. president
it's gripping am I I don't know maybe this one goes to mr. Fraley I don't see the need for this contract I mean I understand our logos are important and but we're not copyrighting them, we're not making any money, we kind of already have them all. This just seems like a lot of money to do something when we kind of already have them done.
Actually, things just went off. Here we go. Actually, some of them we have to redo because they are other organizations' logos. And we have been working to, and we have trademarked some. We are trademarking the logos because right now a lot of folks are using the logos a lot of different ways But I'm not positive reflective of the district and making some make money up over as well So we're looking at trademarking all of them some have to be redesigned because right now they're in There's both other organizations. I've asked us to stop using it. Okay, well, that's why we're doing this. Okay
Um Here's questions, so does this the scope of this particular contract include trademark licensing on that or
It prepares them to be able to do that. It researches the logos and Dr. Grooms can probably answer more effectively than I can, but my understanding is this company will not actually do the legal work that it takes to trademark. mark but rather they will do the research and the development of an original logo for each of our campuses so that we make certain that we are not in violation because it's very easy to step on toes and that has happened with other school districts where they found that logos they were using were in violation say of Disney or something like that just it's very easy to step on toes if you're not very careful as you develop these
Okay, so this is mainly artwork to, well, I guess it's some verification that they are trademarkable.
Right, and research. They will do the research and then they will help them to develop some ideas for marketing too that perhaps will assist the schools.
Okay, Ms. Vann.
Do you see a large percentage of some of the schools' logos changing or do you think some Some of them have been established for so long that I'm just, there's a few campuses that are going to have a little bit of a shock when their logo changes. I'm just asking, is there a large change?
Well, in working with the department, and again, I'm not the one that actually manages the contract, they did have to make a few adjustments to some of the logos that they worked on over the last year, but they were minor tweaks. And I don't think the campuses were particularly alarmed. It's just that sometimes the character may be a little too much like an existing character that is trademarked by another company or another camp, school, university or something. So they've had to do some tweaking of the design. But they're not taking away the school's identity. It's rather to create something original for them to be able to market and trademark.
So, Mr. President, for clarification, The $150,000 is going to be for them to research each campus logo that we currently have. Make sure that it doesn't...
The ones that are on the list. Anything that's not on your list of campuses has already been done. They've done a small handful over the last year, three or four, to prepare for this project to decide whether or not it was something that was worthwhile, that was effective in what they needed to accomplish.
So they'll research, make sure that we're not in any violation with Disney or anybody else. In the event that we are, they're going to make the tweaks, that's going to be included in this cost?
They're doing the design work to work with the campus so that, you know, so if the design was in violation somehow, perhaps stepping on the toes of an existing design somewhere, they could still take the same mascot or logo symbol and tweak it to be original. So, yes, it does include design work.
So, I'm not sure who to ask this question to. What do we do so in the future we're not backtracking something that we've created and then going back and having to hire a company to research that our trademark is correct? Correct. How can we, with new schools coming up, how do we make sure that whatever design we create for elementary number 38, for instance, is trademarked to KDIC and not copying another school?
If I would add that the first step is to take care of what we know has been questioned. We have an option of either doing it or being sued. Okay? I'd rather do the research now. And then tweak the designs to where are the ones we currently have? So that we're not going back on those and then going forward we develop original trade up mascots Which we know we've not done that in the past. We've kind of every school do their own thing and now we're having to clean it up
Okay, a point of clarification if I too can also it's since seven seven lakes we've gone ahead and made sure that we can actually trademark their logo so when you take a look at Tompkins which is after seven lakes it has been Randolph you know etc there's a process now to engage on the front end to make sure that those logos are not only using our own original material but have the possibility of being trademarked
President?
Yes, Mr. DeBrow.
I'm looking at this list here, and I'm seeing, for instance, Katie High School, which I thought was already trademarked by the Lady Booster Club. I'm seeing great enhancement of Tompkins, which if it was done on the front end, why are we doing it again right now? and then some of these elementary schools are all of these schools needing to be done that's that's my question
well I think my understanding from the department is that all the schools that are on the list will be researched some of them may not need any tweaking at all but this company is going to go in and research to make sure that we are not in any violation on any of these logos. We do not, you know, there are some that are fairly original artwork that I'm sure we are not, but that's why the cost is so low. When you looked at the competitive quotes that we had gotten in, as we said in our evaluation, some of the big fortune 500 companies that do this spend huge amounts of money researching and developing logos. Our project is very much smaller than that and we were looking for a company that understood what we needed on a smaller scale but with the number of logos that were actually researching this is a relatively low price when you consider the amount of research they will that will go into this. Understood but I got a
bit confused so is this price here are these prices here for school per logo to do the research or to do the research and if necessary? They are not attorneys
so they cannot do the trademarking no no I'm not asking that I'm saying you're
saying we're doing the research to see if it's trademarkable and if they determine it is not is included in that price any change to the logo this way yes so we're paying a flat fee regardless of whether it's just research
or research and well it's just the way that they wanted to present the contract to us we presented the number of schools and they coming back to us that was the the way they chose to price it, this particular company. Some will have more intense work than others. But they felt that that was the best way to price it coming back. It's not to exceed price based on the two projects.
We were the ones that insisted that they break it out on a per campus pricing so that we could evaluate it easier. They were just going to give us a flat rate. All the companies that just said, well, we'll just charge you this for your entire district and we just kept saying that it was difficult for us to look at it in that way okay I also noticed that this is broken out of
two phases the first phase includes the the Katie Asti logo and the secondary schools and looks like the second phase then goes to all the elementary schools is it is the the contract be broken out that way I guess could we elect to just have this work done for the secondary campuses which I think certainly from someone coming in and telling us we can't use our you know with our teams and everything else that's certainly more a little more important I would think our little higher priority to us anyway would it be possible is that price good just for phase one if we elected to go that route certainly I
mean that's always included in our contract that we have an option out of the second year it's based on available funding so phase two only exists if it's included in our next year's budget and let me just say that as a procurement professional I will tell you that every procurement officer I know is dealing with these same issues right now and most every district is going out for this type of contract very concerned because some of the large marketing marketing companies and, you know, for instance, we said Disney, and that is one that I do know, has gone after several districts for copyright violations. And it usually happens at the elementary level much more than the high school levels, where you step on toes in high schools or usually universities where you accidentally tread into their types of logos, their mascots type things. And so all districts are becoming concerned. And also it protects our booster clubs. because we control our trademarks then, and we don't allow products that might be produced overseas that might flood, say, the local discount stores that are coming in that neither the school district nor the booster clubs are making any money off those products, but they're coming in at lower prices. So the whole idea is to try to protect our market and protect, and like I said, that's just been, And it's been a lot of discussion at my procurement meetings that I've gone to that most every district now is looking into this in a way that we can protect our schools and hopefully help them with some fundraising.
Mr. Griffin?
Let's say this contract goes forward and they do their due diligence and we come back and we're good. We then are subsequently sued. Are they the ones that assume liability for a lawsuit that would then come after us?
Well, there would be a cause for civil suit at that point. We could certainly go back to them on the basis that their research was bad. They have done this for other entities and we check their references. We're comfortable with feeling that their research is going to be true and they're going to produce that report for us. you know, we are confident that what they will produce for us will be legitimate and something that we can move forward with trademarking. But you know, if there was something that just went bizarrely wrong and we found one that they had said yes was good and it was somehow trademarked in some market that they didn't catch, then I mean we would certainly have the right to go back for some civil action against them. We didn't write a penalty into the contract, I will tell you that, because it's not a huge amount of money for the amount of research that they're doing.
I understand. I know Apple had their problems with copyright infringements in China versus the U.S., so I just didn't know if our contract had a specific clause in there that then they
accepted liability for it. Thank you. No, sir, I didn't write a penalty clause into the contract. Thank you.
Mr. President, I guess, I guess Mr. Stevenson, I guess the question I will have again is we are aware that we have been approached by some entities regarding our mascots, some of the logos, correct?
And so the option we have is either ignore them at our peril or accept the fact that we need to revisit some and do something do the right thing about it we've been on this kick as a district
ourselves the past year or so and I think we're being asked to help us become legally compliant best we can with things we already know about and there are a couple of them that we already know we have to do something about and so either we do it and avoid any further legal action against us so to speak or we can risk it and risk legal action that probably cost more than
$150,000. That is true and I think where I'm inclined right here is obviously the first phase of this and during this fiscal year is going to be the secondary campuses I think we'll get some feedback of the hopefully some feedback of the process before we get into that second phase so that we could change course if necessary during that time.
Mr. President, with you saying that, what is the timeline to, what kind of timeline are we looking at? Phase one is through
August 31st of this year. Phase two will be next fiscal year, the entire 12-month September through August, but when we go into the budgeting process, if there is no money allocated for phase two in our budget then we would simply the contract becomes null and void in August of 2015 right okay we would finish phase one in August of 2015 fiscal year and do we have any idea what
the cost is with trademarking like is this a process that as we get approval or as we get tweaks for a specific logo we can immediately start working on the
trademark of that logo I I have not been involved in getting the legal fees so
I'm not sure the intent behind this if I can mr. president is especially at the high school level where you have all kinds of secondary level where you have all kinds of t-shirts and cups you can buy it from booster club or any number of places around town with our logos on them that we move as quickly as possible to look at having them all trademarked. This again protects the Bush Club's interest. They would have access to it without a charge. Other agencies would have to pay to use our logo and we can say yea or nay to use it.
Right, well we, when I lived in Louisiana, the college there, there was a logo issue and based on the horse, I mean it was the silliest thing. There was a there was a cowboy on a horse and his arm was up in one logo and it matched another and it was a huge amount of money at the college level to change all of that lawsuits were threatened they were able to make changes before a lawsuit ever came about but I mean I definitely think we need to do something to protect ourselves I would just like to see how quickly we can once we get a logo that is free from any other logos how quickly can we trademark that and move past
any threat mr. president this box maybe a little out here but so once we get the trademark sorry mr. Stevenson the trademark those kinds of things make sure that our PTAs will have access to those kinds of things and be able to write we want to restrict our parents and our PTAs from helping do spirit wearing those kinds of things so that's correct so and I don't know how it will will involve local vendors like we use, you know, Sprammers and places like that for some of our stuff. But are we able to give them, you know, I have questions like that, and we're not even there yet. But those are the kinds of things we'll need to know as we move forward.
Okay, Mr. President. We've discussed all those things. And certainly if we own the logo, it's our call who gets to use it. And without a doubt, you certainly want to have those with you, such as your booster clubs, your PTAs, PTSAs, PTOs, those types of folks. but if it's a commercial entity that's really making a profit off of us and we know that's happening out there we want to protect the district's interest now the district is represented any other questions Thank You miss Steve's thank
you is I will direct you we are now in our discussion action portion of our agenda first item will be presented by mr. Peter McIlwain around design services associated with a new district student activity facility second stadium
Item 7.1
good evening president Mahulski board members superintendent Fraley if you recall prior to last month we brought two architects for specific projects projects associated with this bond program. Last month we brought an additional four architects, architectural firms, two of which we introduced to you as new, had not used before to the district. And I'm extremely pleased tonight to actually introduce another new firm which we had not used before associated with the design, completion of the design services associated with the second stadium. We recently conducted a request for qualifications process. That process actually involved actually touring six stadiums, representative stadiums of various firms and conducting interviews with those particular firms. I'm extremely pleased as I said to introduce this evening HKS architects. Mark VanderWerk and Jason Schroer are here this evening from HKS in association with VLK Architects on this particular project. I think the board recognizes Todd Lean and Justin Hiles from VLK for this particular project. Strategically, HKS has partnered with VLK for this particular important project. They have worked previously together successfully on other projects. HKS you may not be aware but it's an extremely large firm with a depth, an extreme depth of expertise in sports, sports venue design and development not only domestically and nationally but also internationally. The projects which we toured associated with HKS and VLK was Apogee Stadium, University of North Texas in Denton, which HKS undertook, as well as C.H. Collins Stadium in Denton ISD, which VLK actually developed and produced for that particular district. Those of us that toured on the facility, Mr. Ginell and myself, Lisa Casper, Nathan Fuchs and Debbie Decker, were We're extremely impressed with both of these facilities, not only at an overall design and concept level, but also at a detail level. Obviously, with any type of a sports venue like this, the success of the venue is a large part a result of the level of details, you know, with respect to not only architecturally, but also audiovisual, information technology level at this particular venue. As I mentioned, HKS and VLK have worked together successfully to the point where there's actually been some sort of cross-pollination, if you want to call it that, with respect to John Brooks. John Brooks, who was at HKS, has moved across subsequent to this project to VLK. So there's a relationship there between these two firms. firms. Also, HKS has, and we were extremely impressed with this, they have proposed excellent sub consultants on this project. Structural, civil, Walter P. Moore is being recommended for the structural and civil on this project. They also have a depth of experience in sports venue design. And as recently as today we've had discussions with with Mark and HKS and VLK with respect to scheduling on this particular the schedule of this particular project and where initially we had identified a schedule in the bond package of completing prior to the start of the 2017 football season meaning to complete the stadium in roughly June or July of 2017, we are optimistic when working with with Mark and with his consultants and and the expertise that they can bring to the project that we can better that schedule by approximately six months. We're optimistic on that and we put that challenge forward to to HKS so we're
extremely pleased. Mr. President that means Mr. McElwain is going to pray for
no rain for a year and a half. I do that continually.
But once again, we're extremely excited about this project, as we are with all of our projects. But to welcome HKS into the fold, so to speak, the experience that they bring to the project, their consultants or their in-house expertise that they have in their sports division is second to none.
Their projects range, HKS's projects range from the school district K-12 level all the way through to collegiate as well as to professional sports venues.
Thank you, Mr. McElwain.
I just want to verify because I did a little research. We were talking about the same firm that built AT&T Stadium.
That's correct.
Okay.
Well, I like that stadium. We can get that for the same price? You got it.
You mean for the price we have allocated?
The price we have allocated, we get the same stadium as the Cowboys. Oh, that's cool with me. Yeah.
I should also mention that they very successfully built, I don't want to speak for the superintendent, but a renovation project at DeSoto ISD.
state.
Mr. McElwain, would you tell me the names of those two stadiums you toured again? Because I want to write them down.
Well, we actually toured more than two, but the representative stadium for HKS was Apogee Stadium, which is the University of North Texas stadium in Denton. and the the stadium which we toured associated with VLK's work was the CH Collins Stadium which is the stadium for Denton ISD.
Those are close together. Only one trip.
Mr. Breckle, what more can you tell us about the overall process or if you understand there were other applicants? We actually invited, you know, we use and this is is once again this is consistent with with the Texas government code we through our expertise identified eight firms which we invited to the process subsequently before the the tours and the interviews two firms withdrew from the process and two pairs of firms opted to partner together into a joint venture So there was actually four interviews set. And we toured, of those six firms, we toured a stadium that was designed and constructed by each of those firms. And we deemed these projects as being the best fit for us.
Okay, so you can consider that then a thorough process along with the interviews?
Yes, and I have to recognize that Debbie Decker's involvement as well. She was extremely valuable throughout the process
Any other questions
Hearing none are there any objections to moving this item to consent? Thank you very much, mr. Michael, thank you
Our next item this evening
Item 7.2
discuss future board adoption but an order authorizing the issuance of Katie independent school district unlimited tax school building bonds and one or more series mr. Smith and also mr. Greer from RBC capital markets will be
presented good evening mr. Mahal ski and board and superintendent Fraley we are We are here to discuss the first of what we think are scheduled for bond sales associated with the 2014 $748 million authorization. Again, we try to sell bonds as we need the money. We're not going to go out and sell $748 million all at once. We expect to do that over a four-year period of time or a three- or four-year period of time, depending on cash flow. We expect this first sales to be somewhere between $150 and $170 million. We are tweaking cash flows now. What we hope to do tonight after Mr. Greer speaks with you is to develop some parameters like we did in October for a refunding to go to market in January, fresh out of the the gate there after the new year when we think we can get the market time I'm good like we did our refunding and I'm gonna I'm gonna not gonna steal mr. Greer's thunder but I am going to ask him to set the stage with our refunding that we did complete Tuesday of last week so Clarence Greer from our receipt
capital markets and again thank you so much board president members of the the board, superintendent. Again, my name is Clarence Greer with RBC Capital Markets. And I wanted to, you know, again, express the, you know, and acknowledge the leadership of Chris Smith as he, you know, talked about the results. You know, remember, you know, in October, latter part of October, we came to the board with, or tried to get authorization to go and refinance some existing debt. And I think at the time, you know, we were looking looking at the markets being fairly low and we projected the savings to be about $28 million in savings to taxpayers. Well, we were very fortunate in the market. We were able to achieve total taxpayer savings of about $30.7 million. And so, you know, great timing following the leadership of Mr. Smith here. We were able to get in the market on December 2nd and achieve those savings you can see on page three you know to the far right the cash flows associated with those savings is about a million six a year starting in year three going all the way down to about a million to culminating in about thirty point seven million dollars in total taxpayer savings and that's present value savings of twenty three million dollars in today's dollars and when you You kind of look at that, that's about a 10-year loan. It produced an all-in rate of about 2.71% in about a 10-year loan. So that's very significant. In addition to this, remember there's an ongoing program to utilize INS fund balance to defuse and cash redeem debt. And we're targeting about $16.5 million to, you know, that's outstanding at a high rate that we're earning virtually nothing on the money and I know it's fun balance again a separate in the M&O budget and we're able to repay that early and the savings attributed to that program is about 12 million dollars so that's over and beyond what we were able to secure just on the refunding of 30 million so all in all about 42 million in savings between the refunding and the cash to to cash redemption, to fees and so, you know, very thankful for a good market and we look forward to continuing that with the new money in the first installment. On the next page you can see a little overview about the new money sale, the first installment of the authorization. In the parameter you'll find, you know, a bond counsel that will submit these parameters, will have you know authorized the sale of up to 200 million but we estimate that to be again a little lower than that about 150 to 170 miss Chris mr. Smith already previously spoke but this kind of give us some flexibility we anticipate again I like the refunding there which was like 10 years you know we didn't want to extend the final maturity we just matched off he's a just going to be a little longer to match off the assets that we're bringing and on rebuilding schools, use for life of an asset like that is about 40 plus years. When we're selling bonds, we're about finding maturity 25 to 30 years. So a little bit further out in the yield curve. So we're looking at an estimated all-in cost about 3.75 to 4% in today's market, which is very, very sound when you look at what's going on. going on. The first couple of weeks in January with the authorization being given next Monday on the consent agenda, you know, that would be the earliest we would be able to sell. Typically, you know, first month or two are pretty ideal given the fact that there's a tendency of a mad rush, if you will, to the market at the end. The average volume for municipal finance and just in terms of of the market, it's just under $6 billion a week. The last couple of weeks we've seen double that. And so it's been the highest two weeks in the market. We anticipate kind of reverting back to the normal, back in $5 to $6 billion in January. But interesting thing, investors are going to have a lot more money in January than in February as well, typically. And so all these holding true, you don't know what's going on in the markets. but hopefully when we sell these bonds we'll also be bringing some great results like we did with the refunding. So with that, you know, we have some other materials behind. It does kind of give you some historicals about the interest rates and where we are in the end, but I think I've covered the high points about what this sale will do for you in terms of the first installment of new money, as well as give you congratulations with regards to the refunding. And oh, by the way, when we went through the rating process, we were able to secure, again, a rating upgrade from Moody's. And so Moody's upgraded us to AA1, which is now we're one notch below AAA. So congratulations on that. And standing in the poor's, they changed our outlook from stable to positive. And what that means is they're going to just be evaluating the transfer the next, what, 24 months or so. And so to see if they're continue to be positive so they recognize their upward pressure on the more 80s That's just technical jargon to say the board is doing a great job Chris is doing a great job with the policies and executing and doing a great balance in that And you know that's attributable to your fast reports and everything that you're being presented with but just again congratulations on that as well If there any questions, I'll entertain you
When Mr. Greer mentioned the credit rating going up, I would liken that to somebody's credit bureau or their credit report. We took their financial analyst, spoke to their financial analyst, listed a lot of, answered a lot of questions. Sherry Butterfield and Ann Feitinger on my staff worked long and hard at putting financial information together to give them. after they looked at it they took it to their committee they thought we were worthy of of an increase in our credit score that's and we did that after when with their knowledge of the recent success of the seven hundred and forty eight million dollar authorization knowing that we were going to go to market again with new debt in the future
Any questions? Of course I have a couple. So with the three and three-quarter to four percent all-in yield on these, where does that stand with regards to the projections you used, Mr. Smith, when you were kind of calculating tax rates during the bond election and presenting to the bond committee prior to the?
We did not include. We knew that there was not a refunding on the horizon, but because of the market risk and changes of interest rates, we did not calculate or consider that when we looked at the long-range bond plan, the refunding out there. So what this means is good news towards that long-range plan. Is that a guarantee from me that it won't affect our tax rate? No, I can't do that, but it is a step closer towards that goal of being able to do that. There are a couple of things out there. Our current values need to hold. Our estimated values, which we think are conservative, need to still happen. We'll sell bonds again a year from now. We think our value growth will be higher. So those are all good things that are that are towards that that that bond plan of no we won't have to But we won't know those until we get there, but we think that those are still conservative
Another question you may be able to answer it. Maybe more towards mr. Greer, but
Given the anticipated issuance Up 200 million or somewhere somewhere close to that is there going to be any way for? local investors to participate in any way in these issues that's a great question and uh
and we're we've come up you know with a yes is the answer and um and we'll more to be released on that uh later but we wanted to make sure that we we have stakeholders around your community and it's very important to give stakeholders in your community the opportunity to become bondholders and ensuring the success as well. And we fully recognize that. And there are certain challenges related to how certain offerings, primary offerings go that we're addressing. And we'll be able to provide the necessary education in terms of like you did, voter education, but this is like bondholder education. You still have to, there's a process. And you have a couple local firms here in the indicated ISD area area that could be very instrumental in facilitating an educational process, they probably should be part of the syndicate that leads that charge and helps sell the bonds. So I think there will be a process, but we're just we haven't contacted those firms, but we definitely want to make sure that, make it as easy as possible for potential Katy residents to walk into a storefront or whatever and find out about what is a bond, because that's where where some investors are, and you have to move from there. So we need enough time to educate them as well. So that's why we're coming for you today to account for that time. Okay.
Well, we certainly appreciate giving any local investors that may have that interest and that opportunity.
Any other questions?
Okay. Is there any objection to moving this item to consent? Hearing none, there is an order here that I need to go ahead and read this evening. Order authorizing the issuance of Katy Independent School District unlimited tax school building bonds in one or more series, setting certain parameters for the bonds, authorizing a pricing officer to approve the amount, the interest rate, price, including the terms thereof and certain other procedures and provisions related thereto. Thank you very much, gentlemen.
Item 7.3
We'll move to item 7.3 on our agenda, discuss and consider future board approval of grant ratifications. Ms. Butterfield, welcome.
MS.
Good evening, Board, Superintendent, President Malchowski. I have one grant for ratification tonight. This is $56,550, McKinney-Vento, Texas support for homeless education grant.
hey do we have any questions related to this but understanding this is somewhat of an offset to the cost of the transportation that we outsourced I guess a couple of months ago go okay any any objections to moving this item to consent unheard okay miss Butterfield I believe you have budget amendments to present as well we do
Item 7.4
tonight we have three budget amendments general fund expenditures increase a million thirty eight thousand five hundred and forty one dollars for one amendment that provides the funding for the 27 growth units that were approved it last month's board meeting.
Okay, any questions? Unheard? Any objections to moving this item to consent?
Okay, thank you. Our last discussion action item
Item 7.5
today is discuss and consider future board approval of naming for the Center for Imagination and Innovation, the STEM Center.
I'm going to turn this over to Mrs. Fox. Thank you, Mr. President.
So we all are extremely excited about the STEM STEAM Center and
it's been a dream for us to see that come to fruition and it's about ready to open and take on students and the exciting part about this center is that it serves all students district-wide and there is someone that I think is worthy has lived a life worthy of having his name on this STEAM Center and that person is Robert R. Shaw. He has lived in Katy for 41 years, was married to his wife Cindy for 43 years, and his their three children graduated from Katy ISD schools in 96, 99, and 03. and so he served as KDSD's biggest volunteer he was very involved in his children's schools and their activities and then he served as a selfless volunteer on the KDSD Board of Trustees for 15 years he was a selfless servant he got excited about opportunities for all students he loved the Miller Career Center and he would take people there and take them on tours and talk about all of the opportunities he attended events for every school and he was a man of few words but he was very diligent in how he researched information how he came to the understanding of the decisions that he would make from this desk and he was steadfast and very detail-oriented he was at a natural curiosity to figure things out and he would really get into the details we remember one time he talked about HVAC and what all that meant when we were talking about some redesign for for Taylor High School remember that mr. McElwain and and he he loved that and of stuff and he would make sure that he had done all of his homework done all of the research and he was proud to be supportive of opportunities for students and he worked in the engineering field and the steam center is just a few blocks from his house it's in his neighborhood where he has where he lived for 41 years before he lost his battle with cancer in may of this year and i just think it fits that mr. Shaw's name be on a building where children will have a natural curiosity and be able to explore all the possibilities that have been offered to them from people who are dedicated to providing opportunities for students that would be my recommendation thank you mrs. Fox I will open
The floor to discussion
Miss president mr. Dubrow, I had to privilege my first year on the board to serve mr. Shaw I learned so much from him The amount of study he would put in the the care and passion I think that came through more than anything the young people of this district You never walked up to a game at Rhodes Stadium without him sitting there supporting these young people but i love history and if you look throughout history of an organization a nation you know a city a school district there are certain pivotal moments you know things happen that change the course of that community and i personally believe that during my first year i remember getting off an airplane and my phone blew up I was coming back from Nigeria Africa on business and I missed a school board meeting the night before and I turned on my phone and all of a sudden all these text messages and emails start coming in about what had happened at the board meeting that night and how mr. Shah walked in getting off of his bed off of his battle with camp cancer and walked through those doors but at the business of this district could go forward and I personally believe that that was a pivotal moment in the history of this district and this community and to have that type of care that type of passion for this community I believe would be a fitting honor to have that facility named after
Mr. President. Mr. Griffin. I think we need to make a point, kind of like the elephant in the room. We're not naming this after a board member. It's after his actions and what he did to the community and how he represents a community. I just know that besides the event that Henry talked about he never stopped educating me in the position that I'm in now and we all know there at the end he was he was very sick but he always took the opportunity to give me advice always it wasn't pushed on me it was just offered and I think that goes to a soul he just felt like he needed to give and given I honestly think today he was afraid to die because he kind of felt like things were never completed so he always wanted to make sure that at least I was as prepared as I could be to be sitting in the seat because he viewed it as what's important for the kids the community and the district
I would like to branch off of that I did not know mr. Shaw very well but I was granted the privilege of meeting him several times when I had made the decision to run for position on the school board and the first meeting he He wanted to know. He wanted to know where my heart was and why did I want to sit up here and where was my passion and what was the drive behind my decision. He wasn't going to let me off easy on representing this district and these children. and and he stood very ill in a parking lot and spent quite a lot of time just sharing the ups and the downs and the positives and some of the negatives and the trials and tribulations but most importantly he's sharing with me that at the end of the day it was about the children of this district and he He encouraged me to make sure that if I was going to pursue this seat, that that was always at the forefront of my decision-making. And just very much a caring man. And I agree with you, Mr. Griffin. He, up to his dying day, this was a very important place for him. and and he was very well respected if at his funeral it was amazing to see the people that all had the same stories about mr. Shaw and his love for this community and for these kids and and he was he was a great man really great man
well I like just to echo what mr. Griffin and miss Doyle said I agreed that mr. Shah was always about the future looking forward moving forward I happen to also have the privilege of spending the same afternoon with mr. Shah alongside Courtney and it was one of those pivotal moments where you realize that there's somebody the district who has the big picture and loves the big picture and going forward wanted to know where things were going and there's a few times where I'm sure mr. oil can relate where you're like what what are we getting ourselves into but that lunch that day that parking lot was one of those times where you just knew it was exactly what you needed to do and his energy though it was limited and it was soft was very very inspiring And he even though he's no longer with us Everything about Robert Shaw spoke to the future of this district. So I am in complete favor of the naming
Whether it's a name on a street or a name on a road or a name on a building That doesn't make the school doesn't make the building. It's what goes on inside of that school that makes it work
mr shaw was a personal friend of mine of course having been here the longest it's um i've watched him before he even became a board member sit out in the audience and and for many many years and listen and and ask questions and of us after a meeting about what was going on and became a student of the board before he became a board member um but one of the things about about bob Shaw that he was consistent in in way he believed in the way that he thought we did at times have differences and I think that's true and that's that's not unhealthy but I think Bob Shaw was one that when presented the facts it changes mine or to change others minds about a decision that that need to be made but as has been said is that he was a man of the bigger picture and even though that Bob Shaw was a KT Tiger through and through he was a he was a KT independent school district person first and he would he would lay down his KT Tiger first before he would he would lay down KT independent school district so I I think he's very deserving. The name Bob Shaw, Robert R. Shaw, is a very deserving name for the STEAM Center, and I'd be happy to vote in favor of this.
I never had the privilege of serving with Mr. Shaw. In fact, I'm seated in the position that he held for 15 years, that he honorably held for 15 years. and yet I do consider him a bit of a mentor. He spent quite a bit of time with me as a candidate running for that seat that he vacated and then after my election also spent quite a bit of time many times just talking about this position in this board and and what it means to KDISD. Certainly a man of honor, a man of integrity.
This is a fitting tribute. That being said, we will not be moving this item to consent, obviously, and we actually, to put it as an action item, need to determine exactly what the key.
you you you you
you you you you
the steam is it's the buzzword I think that if you say innovation
I don't think that pays due. I think it needs to be spelled out. While it is imagination and innovation, but he was all about, he was an engineer and so I would like to see all those, either call it the S-T-E-A-M or spell it out. I don't know if we've got enough money to pay for all those letters right
I agree with mr. Adams engineering was what he did and there are lots of you know he he loved all the science math engineering and he loved the arts do so So I'd like Robert R. Shaw Team Center or whatever that looks like. I haven't given it that much thought. I know we need to know tonight.
Well, we need to know before it's an agenda. I'd like to make a motion and vote on.
So if it is the will of this board to do that at the regular board meeting next week, then I would suggest we come up with that next.
Mr. President.
Mr. Griffin.
If I could just make the name for the name. Robert R. Shaw, Center for Science, Technology, Engineering, Arts, and Mathematics.
Keep it plain, simple, right where it needs to be.
Center for STEAM.
Okay.
Is that the will of the board?
I just do kind of want to say thank you, Mr. Griffin, for pointing out that it's not about naming it after a trustee because that's absolutely not what it's about. It's about him being a member of this community and his love of community and his love of students 41 years in a place. You know, it's not because of the trustee at all. It's about who he was. and he hated the limelight so he would never have asked for anything like this it just seems perfect thank you thank you
Items 8 & 9
okay our future meeting we will have a regular board meeting next Monday night December 15 2014 there being no further business tonight we are adjourned at 9 11 p.m.
Official documents
Agenda
The district's own agenda for this meeting, as published on BoardDocs.
Board packet · 21 documents
The district's own backup material for this agenda, retrieved from BoardDocs. Each file was checked against the size BoardDocs states for it.
- 1 - 121514 - RFCSP #1522 TAB - CTE Materials Supplies and Equipment 46 KB
- 2 - 121514 - RFCSP #1522 EVAL - CTE Materials Supplies and Equipment 9 KB
- 1 -121514 RFCSP #1517 TAB - General Merchandise and Groceries 57 KB
- 2 - 121514 RFCSP #1517 EVAL - General Merchandise and Groceries 10 KB
- 1 - 121514 RFCSP #1519 TAB - Contract for Katy ISD Logos 359 KB
- 2 - 121514 RFCSP #1519 EVAL - Contract for Katy ISD Logos 40 KB
- CW LOCAL 48 KB
- Board Grant Summary-December 6 KB
- Grant Descriptions-Dec 5 KB
- 2 - 12082014 Report Transportation Update - Multi-Bell Draft 66 KB
- 3 - 12082014 Report Transportation Update - Multi-Bell Schedule Survey 45 KB
- 1_Function and Object Code Description 12 KB
- 2_ REVENUES, EXPENDITURES AND FUND BALANCE 1214 86 KB
- 3_KISD_2014-15 Budget 1214 21 KB
- BudgetAmendmentDetail 74 KB
- Katy ISD new money order 2014 81 KB
- MCTC Build Out Report final 1460 KB
- Atty Ltr (Student Activity Facility-Second Stadium-HKS Inc ) 122 KB
- AIA Architect Contract-Design Services-signed 2366 KB
- 120814 Transportation Update 862 KB
- ELL Population Needs 1792 KB
Motions and votes
Recorded actions
MOTION 001 · AGENDA 3.1
PassedIt is recommended that the Board of Trustees authorizes the Board President to execute final easement documents, subject to review and approval by the District's legal counsel, conveying three utility easements within the 14.6 acre future elementary site on Kingsland Boulevard to the utility developers, each easement being the dimensions and locations depicted in the attached LJA Engineering survey dated July 2014.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| bryan-michalsky | Yes |
| charles-griffin | Yes |
| courtney-doyle | Yes |
| henry-dibrell | Yes |
| joe-adams | Yes |
| rebecca-fox | Yes |
MOTION 002 · AGENDA 3.2
PassedIt is recommended that the Board of Trustees approves the Personnel Report as recommended by the Superintendent.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| bryan-michalsky | Yes |
| charles-griffin | Yes |
| courtney-doyle | Yes |
| henry-dibrell | Yes |
| joe-adams | Yes |
| rebecca-fox | Yes |