Welcome everybody. Noting that a quorum is present, I hereby call this regular meeting
Katy ISD · Regular Board Meeting Agenda
Katy ISD Regular Board Meeting, June 28, 2021
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of the Board of Trustees of Katy Independent School District to order. Today is Monday,
June 28, 2021, and the time is 5 p.m. Dr. Grigorski, will you verify that we are in
compliance with provisions of the Texas Open Meetings Act with regard to notice of this
meeting? Mr. President, I do confirm we're in compliance with provisions of the Texas Open
Meeting Act for this meeting this evening. Thank you, Dr. Grigorski. We will open tonight's
meeting with Chief Gow leading the Pledge of Allegiance. Thank you for volunteering.
I pledge allegiance to the flag of the state of North Carolina, one and only.
At this time, the Board of Trustees will give members of the public an opportunity to speak in accordance with the KDISD Board Policy BED Local.
local. As defined by this board policy, the first 20 speakers who signed up by 2 p.m. on Monday,
June 28, 2021, and have provided their first and last name will be allowed to address the board.
A maximum of 30 minutes has been allocated with the time divided equally among those who have
signed up. However, the maximum amount of time for any one speaker will be three minutes. If you are
not finished speaking at the end of your three minutes, your audio will turn off. If speakers
If the speaker's wish to share written material with the Board, you must email a copy to the
Secretary for Board Services for Board Members, the Superintendent, the Chief Communication
Officer, and Permanent Record.
If the speaker has not attempted to solve a matter administratively through the proper
channels as stated in the Board Policy, the presiding officer's designee shall advise
the speaker to seek resolution through the appropriate policy.
Finally, pursuant to Texas Government Code Sections 551-074 and 551-0821, the Board will
will not permit the presentation of personally identifiable information regarding a student.
It will not discuss the appointment, employment, evaluation, reassignment, duties, discipline,
or dismissal of a public officer or employee, or to hear a complaint or charge against an
officer or employee. Should a speaker wish to address one of these issues, they must do so
through the appropriate local grievance policy, FNG local, DGBA local, CKE local, or GF local.
Our speakers will be called forward in the order they signed up to speak.
And I apologize in advance if I say anybody's name incorrectly.
The first speaker we have is Jim Jeffrey.
I'm sorry, Jeffrey Jin.
Is Jeffrey Jin here?
No?
Okay, we'll move on to the second speaker.
Is Jim Saba?
Welcome.
Can you hear me?
Very good.
Thank you for letting me speak to you this evening.
I just wanted to emphasize that I'd like to say a little prayer for our children.
right now going through this horrible,
what's so to say, pandemic.
And now they're being injected by some awful medicine
that could potentially affect their futures.
And I pray to God that we as individuals understand,
do our research,
research and know what you're putting into your child's body and your own body.
Lord Jesus, I pray. Amen. I'm here today as a KDISD parent that questioned several announcements
that were emailed to notify or provide locations as to where both students and parents can get
the COVID Chinese virus vaccine.
Why does an education system act like a promotional advertising agency to Big Pharma?
Our focus should be on how to better educate our children and get out of the advertising business.
business. Our focus on each one of our children should be the betterment for education and
not promotion for our board and communications officers to send out emails about where to
get vaccinated i don't understand why would you do that at all does anybody understand how many
people in the kdi school district have died from covid has there been one child that died of covid
do you know that does anybody know that huh probably not because children at the age of 18
have a 99.99% of death from COVID.
And we're promoting, these are facts, these are specifications from both Moderna and Pfizer
Pfizer that says that is these vaccines are for emergency use authorization.
Does anybody understand what that means?
Only if you're at your last leg of death.
Thank you, Mr. Sala.
Your time is up.
Thank you.
Thank you.
Our next speaker tonight is Ashley Roberts.
Good evening.
My name is Ashley Roberts.
I am a founder of the Dyslexia Initiative,
the largest parent-driven dyslexia advocacy nonprofit in the world.
I am on the board of directors for the Houston branch of the International Dyslexia Association.
I am a contributing writer for various dyslexia and Orton-Gillingham organizations.
I am a host of a dyslexia podcast where I have interviewed Motes, Wolf, Webster, and
other leading experts.
And I am a resident of KDISD with my only child enrolled within your district.
And in case it's not clear, he's dyslexic and dysgraphic.
As the extensive empirical evidence clearly shows, the brain learns to read and write in a specific way, which we call the science of reading, also known as structured literacy, and that both reading and writing must be taught explicitly and simultaneously.
Through my work, I have had the privilege to provide PD opportunities to KDISD teachers
and related to the science of reading and writing.
The educators with whom I have shared these PD opportunities were appreciative of their
ability to learn from true literacy experts.
Some of their comments include, I have learned so much regarding explicit reading instruction
through this coursework that now I use both in my classroom as well as my personal tutoring.
I feel blessed to have had the opportunity to learn from and have been a student in this class.
I gained so much insight into language and the explicit nature of the writing process,
and I'm already implementing it with my students.
Additionally, let's acknowledge the State of Texas requirement that K-3 educators and administrators complete the reading academies.
SOR is crucial for all learners to make gains in literacy,
literacy, but it is essential for our students with dyslexia and dysgraphia and other literacy-based
learning challenges.
While the academies are a much-needed step in the right direction, it is gravely concerning
to me and the families that I represent that our district continues to use taxpayer funds
to purchase balanced literacy curriculum in the form of Teachers College units of study
and Fountas and Pinnell.
These products are in direct opposition to the vast empirical evidence supporting SOR.
Having been in dialogue with literacy leaders across the country regarding the elementary literacy programs Dr. Caskey reviewed at the April board meeting,
there is significant concern that our district is attempting to create a concept of comprehensive literacy whereby balanced literacy can exist alongside SOR.
This concept is not only deeply misguided, but it will create a professional conflict for those teachers who are learning and ready to implement SOR,
but are instead handed contradictory materials not at all aligned with the
evidence and therefore will continue to not serve our students and according to
the experts this is impossible and disappointing to see from a district
like Katy ISD I can share the evidence and I can introduce you to anybody
necessary to support what I have shared with you this evening thank you very
very much our next speaker is I apologize in advance on this one it
looks like Foley and de Sunumu
hi my name is Foley and De Sunumu and I'm a recent 2021 graduate and I believe that my
school as a curriculum currently stands or KDIC does a very poor job of
adequately covering history and literature curated and created by people of color.
Now I understand we aren't presented with the most conducive of environment. We don't have a liberal
curriculum or race conscious educators for that matter and a majority of our schools are filled
with the right press white presence and I understand that's out of our control but these
factors have led the said literature and history to fall by its wayside and I find this to be
be incredibly problematic. A question we all need to ask ourselves is that how many white Americans
are actively choosing to read books written by black authors, Native American authors, Hispanic
authors, Asian authors, and I think the result of this is that a lot of white Americans who have
little interaction with people of color are actively involved in discussing race and race
relations in America with virtually no background knowledge or perspective from people of color
beyond Rosa Parks or some carefully selected speeches by MLK. For all intents
of purposes as far as my school's curriculum goes slavery stopped being a
major problem with the success of the civil rights movement. I understand that
KDIC retains a multicultural environment I'm very aware of that but without
serious vested interest in the children and those families that the children
come from there could be no serious attempt at offering a strong and
an exceptional world-class educational experience for that community.
Breaking down the stereotyping of a given culture, disability, race, gender, religion, age, medical condition, sexual orientation
should be at the foundation of every education.
This is not found in KDISD.
We aren't breaking down any stereotypes, and sometimes we're influencing them or even creating them.
And I know this is a gradual thing and can't be solved in one year or two years,
but this needs to be something that is known, something that is actively pursued in all classrooms everywhere.
And I think it starts with having more instructional coordinators, preferably people of color,
that will be able to evaluate the effectiveness of curriculums and teaching techniques established by school boards or federal regulations or states.
They could observe teachers in the classroom, review test data, and discuss the curriculum of the school staff.
I'm the founder of an organization called Katie for Justice and we have the privilege
of having a student series that kind of just sees all the things that certain students
are going through, whether that be in classrooms or through school sanction events.
And it's really, really interesting to see Katie ISD's reaction to it or just lack of
action thereof.
I'm here not to complain but just trying to let you guys know that this needs to be an
active thing that needs to be started now.
And I've done my job.
I've already graduated four years from here and I've been able to sit down in classrooms and have teachers
Allow non-black students to say the n-word in front of me, but I'm just telling you you guys need to start it now
Thank you
Thank you very much our next speaker is Ethan Jiang
Yang. Good evening. My name is Ethan Jong and I'm a recent graduate of the
district after 10 years in KDISD. I have much to be thankful for from the last
decade but I leave with a fierce and unyielding fear. Why? Because in my 10th
grade English class our teacher had the class debate whether it was okay to use
is the N-word, as long as it was in a piece of literature.
Because out of the 100 plus texts
we've read in my English class this year, just two
were by authors of color.
Because time and again, you treat students of color
as invisible, expendable, and worthless.
Our district is rather 13% black,
and yet just 3% of GT students are African-American.
Despite the fact that our district is 33% Hispanic,
Hispanic, just 16% of teachers identify the same way.
It is clear that it is time for a change.
In response, we call on the district to implement equity initiatives at the district level,
installing an equity officer in the executive leadership role, and developing an equity
statement that uplifts students of color.
Finally, we ask that you conduct an independent review of disciplinary policies to ensure
fair treatment for students of color.
Most importantly, tell our stories authentically.
We demand that you treat students of color with dignity in the curriculum, especially in history and English,
where so often our voices are underrepresented.
Because where knowledge walks, compassion follows, not far behind.
This is not, Dr. Grigorski, rattling cages, as you put it in April,
nor a woke wish list or a culture of victimhood or whatever hyperbole we
dream of next. Rather it is about making sure that students of color can walk
into the classroom without feeling that we are under attack. Because I can tell
you that a future where Asian kids can walk into a classroom without being
called chinks or the China virus or whatever else we dream of is a future
that I am looking forward to. Foyan, Ashley and I have already left this
district but while our time here is over our commitment to change is not we will
fight tooth and nail for every student suffering from your inaction for this
singular cause we have marched and organized written and researched signed
petitions and made our voices heard in short we did our job now mr. Schulte
Dr. Grzegorski, members of the board, do yours. Thank you.
Thank you very much. Our next speaker is Ashley Rhee.
Good evening my name is Ashley Rhee and I'm also a graduate of the 2021 class. Last
I created a petition calling KDISD to adopt the hate speech policy into
diversity for our curriculum. Our community reacted with an enormous
amount of support, getting over 2,400 signatures in the span of 48 hours.
However, the reply from the board was quite underwhelming. Months after the
petition was sent, I was forwarded a vague email shared with many others
simply outlining KDISD board policies and TEACH requirements. There is no doubt
that the board continuously strives to create the most positive environment for
their students however i along with 2 400 other students parents teachers and alumni believe that
there is more that can be done i don't speak to you today with a policy of my own as we trust your
experience and expertise in the field of education to make a better detailed resolution than i an
18 year old could ever ever could however when creating the policy we ask that you consider the
following from last summer to create an absolute ban on slurs that attack a person's identity
including informal school events to increase school involvement and hate speech that occurs
off campus, specifically in digital settings, to understand that detention is not a comprehensive
solution to combat hate speech, but instead to explain the consequence of bigotry through
a diversity in education program, and to demonstrate the severity of hate speech through stricter
consequences for students that share repeated offenses.
A major concern I received in a petition last summer was about the protection of the First
Amendment.
However, according to the Supreme Court case of Tinker v. Des Moines, public school officials
cannot censor student expressions unless it disrupts school activities or invades
the rights of others and I feel that we can all agree that hate speech and slurs
falls under this category therefore we ask that the school board adopts a hate
speech policy not to infringe but protect the right of KDAD students
specifically students of color thank you
Thank you very much. Our next speaker is Lillian Adeyemi.
Good evening. Lillian Adeyemi. I am a teacher at Seven Lakes High School, the speech and debate director. Some of those were my students that just spoke.
I'm just basically going to speak from the heart.
Last year I had the privilege of speaking at the school board meeting and was cut off
because there was an influx of people wanting to speak at that particular school board meeting
last year.
So I'm going to start with this because we love to teach to start with quotes in speech
and debate.
Don't pick on people, jump on their failures, criticize their faults, unless of course you
want the same treatment.
That critical spirit has a way of boomeranging. It's easy to see a smudge
on a neighbor's face and be oblivious to the ugly sneer of your own. Do you have
the nerve to say let me wash your face for you when your own face is distorted
by contempt? It's this whole traveling roadshow mentality all over again
playing a holier-than-thou part instead of just living your part. Wipe that ugly
sneer off your face and you might be fit to offer a washcloth to your neighbor.
That's from the Bible, the Message Version, Matthew 7, 1 through 5. And
basically what it's saying is it's time for us to take a good look in the mirror,
Katie ISD. I was not privileged to grow up in this district. I was in an adjacent
district that looks a lot like the way Katie looks now. It no longer looks like
that. But the day it's coming when you're gonna have an influx, when you call
yourself the A-plus district, everyone wants to go to school here. So that means people from all walks
of life, sexual orientations, and backgrounds. So I just asked, and you saw the students and they all
came from my school, they didn't want to say where they graduated from, I don't know why, we Spartan
proud here. But honestly, we really need to think about including a diversity, equity, and inclusion
department and justice department in our district. It's imperative that we hear the voices of our
our teachers, of our students, and of all of our faculty members. Because it's very
important that everyone's voice is heard in an A-plus school district. So I thank
you for all that you're doing, but I ask that you do more and to really think
about implementing this department at the top level of right here sitting with
you guys every every school board meeting. It's imperative that our voices
are heard and in the time that we're living in it's imperative that you know
everyone feels that district is offering what they need in order to be at their
best thank you very much have a good evening thank you and our last speaker
tonight is Renee class cock
Good evening, President Schulte, trustees, and Dr. Gorgorski.
My name is Renee Glasscock.
I'm a lifelong Katy resident, proud member of Katy High School's Class of 2001,
and a passionate instructional coach serving the staff and students at the Ursula Stevens Elementary.
Before I continue, please hear me when I say that I am extremely grateful and blessed for the opportunity to serve in the IC role while under the fantastic leadership of Mr. Schwartz and Dr. Washington.
We're so glad she's back.
As always, I am constantly evaluating how already good systems can be improved to maximize our organization's effectiveness and properly value the strengths and knowledge of those closest to the product we deliver every single day.
quality instructional experiences for our students. I have emailed you all a
supporting document addressing in more detail some of the complexities of this
role and the value we bring to our campuses. With that information and in
the spirit of offering friendly solutions based ideas I would like to
respectfully speak to agenda item 9.6 and politely ask the administration and
board to consider revising the plan to ensure adequate IC compensation. I am
requesting one of the following options or a variation be considered I'm sure
mr. Schuss and mr. Smith you know have all the deep could work out all the
details but provide a stipend comparable to the stipends received by campus team
leaders or department chairs or the creation of a separate pay scale or
salary schedule for I sees many I sees take a pay decrease when accepting this
position for example a bilingual teacher who also serves as team leader would be
giving up about five thousand dollars to assume this leadership role it is important to remember
that ics are on the teacher pay scale but are not eligible for any teacher pay incentives while i
know the research and see the value in these incentives and would never want to devalue the
work that goes into the teacher of record and it could be argued that even though not directly in
front of students in one classroom on a daily basis we as coaches are actually impacting
instruction on a much greater scale because of our level of expertise in
content and instructional delivery. All of these reasons coupled with the
knowledge of the teacher incentive allotment coming down the pipeline has
piqued my concern for retaining quality ICs in KDISD. From a financial
standpoint there is very little to encourage us to continue serving in this
capacity however with more and more being asked of campus principals and APs
due to legislation it is imperative the district have quality personnel serving
in this role the role directly responsible for influencing adult
behaviors in order to positively impact student outcomes thank you all thank you
this concludes the open forum portion of our meeting the board will now convene
and close meeting as authorized under section 551 0 0 1 the Texas government
government code for the following purposes. Texas government code 551.07155129 and 551074.
Thank you, everyone. The board will now reconvene in open meeting. Today is Monday, June 28,
2021, and the time is 634 p.m. On behalf of my colleagues, I welcome everyone to this evening's
regular board meeting each board member has received the agenda and documentation for this
meeting on thursday june 24 2021 and just everybody knows we get a lot of information from ken and his
staff before this meeting so i'd like to recognize ken and his staff for uh hundreds if not thousands
of pages of pre-read before before every meeting is very helpful the board will receive information
and recommendation from staff administration and superintendent on these agenda items at tonight's
meeting board members will be able to ask questions receive answers and should
be prepared to take action the board has just reconvened from closed meeting in
accordance with chapter 551 of the Texas government code any action arising from
discussions in a closed meeting must be taken in open meeting so before we jump
into the public hearing portion of the meeting I think dr. Gorski has some
acknowledgments you'd like to make you bet Thank You president Schulte I see
dr. caskey and the key of Coy over there ready to go but they're gonna have to
to hold off one second. I didn't want to take a minute before we get our meeting started tonight.
We've got a couple people in the room who have dedicated years of service to KDISD, and this is
their last meeting tonight. I just didn't want that to go tonight without their recognition,
and that's Dr. Frida Creech over there, wherever she's hiding. I can't see her from the angle.
But I've known Frida for quite a long time. I won't say how many years, but
but she's been very dedicated to the kids in this district
and these families for a long time,
and she supports a lot of folks in her school leadership position.
So we sure aren't going to miss her when she retires,
but we've loved and enjoyed working with her.
And the other one way in the back there, Mark T.
This is also his last board meeting as well.
And I don't think you could find a finer person,
not just an employee but of a marks an awesome guy if you if you know him you
know that if you never got to know him you've missed your chance because he's
retiring as well but he's an outstanding person as well and we're certainly gonna
miss him so just wanted to recognize those folks before we have our meeting
tonight thank you thank you dr. Gorski and a half of the board would certainly
like to thank you for all your years of service as well thank you guys very much
Okay, well now to proceed to agenda item 6.1, and we'll start off with presentation of the
Elementary and Secondary School Emergency Relief Fund. Dr. Chris Kinkaski, Chief Academic Officer,
and Mrs. Nakia Coy, Director of Federal Programs, will give a brief presentation.
Afterwards, the Board of Trustees will receive public input regarding this topic.
All right, thank you. Good evening, President Schulte, Board Members, and Dr. Gorski.
I'm here this evening to present the KDISD funding plan for the Elementary and Secondary
School Emergency Relief Fund, referred to as ESSER II and ESSER III.
I want to start off by saying that this has been a joint district effort across many departments,
including our campuses, and I'll be providing you with a high-level overview this evening
of the required elements of this federal funding.
Just to clarify, there are three federal stimulus bills.
KDISD received approximately $5.3 million from ESSER I, which is also known as the CARES
Act.
These funds were supplanted by the state, which means that state funding was withheld
and we are expected to make up for this gap in funding using ESSER I funds.
ESSER II funds have recently been announced.
We are anticipating an allotment of $29.9 million, but a portion of these funds will also be supplanted by the state, and Mr. Smith and his team are working with our PEMS department to determine these specific figures right now.
Lastly, ESSER III is the largest allotment of $67.2 million.
$44 million of this allocation is currently available and outlined in the grant application that you have before you this evening.
The remaining funds will be allocated to our district upon approval of the state plan.
The intent of these funds is to help to safely reopen schools and to address the impact on the pandemic on students.
There are three main buckets, if you will, where funds can be spent.
Activities to assist in the safe return to school, activities to address learning loss, and activities to address the social and emotional needs of our students.
We are required to spend a minimum of 20% of the total ESSER III grant on the last two areas.
Both of these grant applications, ESSER II and ESSER III, are included in your board packet,
and you will see that the activities in both of these grants are interchangeable.
The next few slides list the types of activities that are allowable in each program.
We are allowed to spend these funds in a similar way as to how we spend our current federal grants, such as Title I, Title II, Title III, Title IV, IDEA, which is our special...
special education grant, and Perkins CTE funds.
Additionally, as with all federal funds,
the Education Department general administrative regulations
otherwise known as EDGAR guidelines apply.
More specific activities include addressing
the unique needs of students, purchasing technology,
providing mental health services,
and addressing learning loss.
This slide lists additional activities that can be funded and that are aimed at the safe reopening of schools.
You will notice, though, throughout our mitigation plans that we have consistently addressed the safety and the well-being of our students and staff throughout the pandemic, so the majority of our funds will be spent in those last two categories.
There are several assurances that are required for us to apply for these grant funds.
funds. We have to assure that we have consulted with district stakeholder groups such as parents,
students, community members, campus staff, and district leadership that represent various
subgroups of students. Additionally, we must assure you, our Board of Trustees, that you
have been informed that these are one-time funds and there is no assumption that these
funds will be replaced after the grant has ended or the grants have ended. The ESSER
two and the sr3 timelines are from march 13th of 2020 through september 30th of 2022 for esser 2
and through september 30th of 2023 through esser 3. they both have a standard 12-month
carryover period extending each of these grants an additional year so we're looking at a final spend
september 2024. as part of the process we conducted a district-wide survey to gather input
on how to disperse the funds. The survey was open from May 20th until June 3rd.
Again, we're on a very tight timeline. Parents and staff received the survey
and we held several smaller focus groups. We received over 13,000 responses with
parents representing the largest response group and employees second.
Survey participants were provided a list of allowable activities and asked to
prioritize those activities that they felt would be most beneficial to our school district.
At the top of the list is addressing learning loss among students.
Next priorities include implementing activities to support well-rounded education,
safe and healthy students, and the effective use of technology. Respondents also felt that the
district should focus on students with unique needs such as low-income, students with disabilities,
and English learners. Additionally, supporting our CTE programs and providing mental health
supports were also recommended when asked about which strategies would be used to address learning
loss academics would to address learning loss academic intervention staff tutorials and
professional development were at the very top of the list additional instructional resources summer
enrichment and behavioral intervention staff were in a similar range you'll see that many of these
recommendations again in the next few slides as we review the district's proposal of our activities
The next couple of slides outline the grant activities developed in consultation with our stakeholder input.
These include additional campus and program staff, extra duty pay for tutorials, summer learning opportunities, additional instructional materials and technology.
All posted job descriptions will indicate that the positions are funded for a three-year period.
But as a fast-growing school district, it is anticipated that we will be able to absorb the majority of the positions through growth and through attrition by the end of the grant period.
The grants also include several initiatives to support both physical and mental health
needs, parent and family engagement, and college and career readiness, as well as maintaining
the cleanliness of our materials such as musical instruments.
Again, there will be activities to address the unique needs of the district student groups.
You'll find a listing of the staffing positions needed to implement these initiatives and
and proposed professional development and certification stipends in your board packets.
Campus administrators also analyze student data to determine the individual needs of
their particular campuses.
Campuses will receive staffing units and funds to implement campus-based initiatives addressing
the specific needs of their students.
These funds will be allocated based on total enrollment, number of economically disadvantaged
students, students with disabilities, and our English learners.
There are two plans that are required by these grant programs, which are also included in
your board packet this evening.
The use of funds plan describes the activities that will be implemented across the district,
and the second is the safe return to in-person instruction and continuity of services plan,
which describes the actions that we've taken to ensure the safety of our students and our
staff.
These plans will be posted on our district website in both English and Spanish within
30 days of submitting the grant.
There will also be a mechanism for continuous feedback from our stakeholder groups.
These plans will be reviewed in light of this feedback and presented back to the Board every
six months with an opportunity of public comment and adjustments as needed.
So I do want you to know that there is some flexibility within the plan.
Our next steps are listed on this slide.
We will submit the grant applications, create a timeline for implementation and monitoring
these activities, and we plan to be back here in December or January with an update of where
we are with our esser funds and our plan and at this time i'm here to address any questions that
i can again it was a very comprehensive process i'm the one presenting but it took everybody in
this room to to put this plan together so i have a procedural question for dr gorgorski it says
you were in public hearing so does the board answer questions now or during the action item
the motion phase of this because i know that i don't think any speaker signed up for the public
form, correct? We'll go ahead and have our general counsel weigh in on that one for us.
Yes, sir. We can go ahead and open and close the public comment period because we did not
have anybody sign up. Okay, thank you. And then we can move on to, okay, so we're, thank you.
So we're going to close the 6.2, which is the public hearing because there was no speakers
that signed up that correct yes yes sir and now if the board has comments
questions move on to just item 7.1 which is considered board approval of the
elementary and secondary school emergency relief funds so is there any
questions on the from the Board of Trustees on the presentation that you
just heard mr. president I have a question about about the agenda before
you start on the discussion if I can I don't know who to ask I'll address it to
to the superintendent.
What's the difference between action items
and discussion action?
My understanding was action items do not have discussion.
And discussion action, you discuss and then you act.
Yeah, a short while ago, we changed the agenda a little bit
to where if they're listed as an action item,
those can be discussed and questions can be asked
by the board, but there's generally not a presentation
presentation with that. The presentation part on this item was done under the report side.
So for example, once we move beyond this one, you're gonna see 7.2, which is HCDE.
That's an annual contract we have with them. There will not be a presentation,
but we will take action on it and we can always take questions. Okay. It was the discuss. Yes.
Discussion, but mostly the difference is presentation. Correct. Got it. Thank you.
Mr. President, I have some questions.
Thank you very much for the presentation.
I know it's a lot of information that you've provided, and I'm trying to catch up with it.
So when I add up all the money from ESSER II and ESSER III, it looks like $96 million,
but I know that you said that we'll continue to get money until September 2024.
I guess that's correct.
Correct.
And then because what we have in this packet
that we're talking about is 44,788,903.
So that's obviously half of that.
Let us clarify.
Ms. Cora can clarify that.
OK, so there's two grants.
The ESSER II is 29 million.
ESSER III is the 67, of which we have 44 now.
So that's why the grant application only
goes to 44 million.
The use of funds planned is only required for ESSER III, and so the plan doesn't necessarily take into account the ESSER II funds, but the activities are interchangeable, so we kind of looked at it as one big pot, so to speak, as far as the different activities.
So that's kind of why it doesn't add up, because the use of funds planned is only for ESSER III, and then that's the $44 million, and it matches the grant application.
So in the grant application, there's a page called a budget summary, and it kind of mirrors the little chart that's in the use of funds plan.
Okay, so there is $67 million, and that's our three.
So we're only asking for the $44 million?
The state has only allowed us to apply for the $44 million right now, but then once the state plan has been approved, then they will give us an additional entitlement.
And then we do what we call a grant amendment where we go back into the application and update the budget summary to match the full amount of the grant.
Okay.
I have more questions, but if other people have them.
Keep going.
Okay.
So I see that there's the breakdown of the FTEs.
So I really appreciate that.
But I have some specific questions about those.
For example, we don't know how much you're paying each one of those, you know, what the compensation is for all of those.
And also, which positions are new.
And also, if they are new, you know, what's the justification for them.
And then the last thing is, you know, what grade levels will they service and therefore.
for so I mean because I don't know there's some things in here that I mean
for example do do we already have a college and career facilitator and
anyway that's just an example right so that that's a huge question that you
have I mean we could easily go back through the positions I think there are
a total of 160 positions 50 of the eight at the district level 94 at the campus
level and 66 for growth we can go back through these if you want us to create a
chart that says what is new because you're correct
miss champagne some are new and then some are additional so some are ones
that we already have that we're adding addition additional ones too so I mean
we can we can delve into any any of these that you want to I can tell you
Brian do you want to talk about the pay the first question that she asked about
how we determine the salary yeah sure so we place these uh within the compensation plan uh according
to our pay classifications and we we have the average pay of those like dr caskey is saying we
can create a chart for the board and uh and get that to dr kagorski where so you know where these
will be on our pay classifications and what an average pay might be for somebody that we would
hire into that role and certainly we could include you know justifications with it with that as well
or we can or we can go one by one and and discuss them okay so my last follow-up question to that is
that but we're we're going to vote on this tonight and so um is there is this is this a pressing
thing for tonight or does this need to be voted on tonight there's flexibility in the plan so i think
the pressing thing is that we do need to get the grant submitted so that way we can start posting
the positions we're in competition with every other district right and so we would like to go
ahead and as soon as it the sooner that we get the grant submitted the sooner we'll get our noca which
stands for notice of grant approval and once we get that then we can start posting positions but
there is flexibility as i said within the grant so if there are certain activities that the board
does not want us to move forward with or you want more information before we move forward we can
absolutely hold on moving forward those particular activities or if there are additional things that
you want to see us to address in here we absolutely can do that as well but but this the the urgency is
getting that noga to get some of these positions posted thank you i have a question it gets back
to what you were just talking about we got a lot of information and all most of us were at a
conference last week and we just got this yesterday and it's a lot of great information but we really
had yesterday to look at it and we got questions and you guys just got questions if probably today
So my question is this, if we approve, I know you have to submit the application, but if we approve the ESSER plan, as you presented it here, and we decided over the next two to three weeks we get some of the questions answered and we want to hold some things, change some things, modify some things.
and if you submit the plan based what we said here and as long and we change
something that that is in the plan but it's still within the guidelines of the
requirements do we have the flexibility to change that even if we approve the
plan can we change it after it's submitted if it's within the guidelines
of the program yeah that's what they're asking us to do every six months yeah
that's why we're going to get back to you every six so I'm just gonna give an
example if we you know you said you want to hire eleven there's something on here
where I saw the higher 160 human resource units.
And we come back over there, and we ask some questions of Mr. Schuch,
and he comes back, we get some information.
We really think that needs to be 20.
But we want more here, less here.
We can make those changes after we approve this.
And the growth positions really are just for that.
They are to provide us flexibility.
We do know that we had quite a number of kindergartners who didn't show up,
so we want to be able to have that flexibility
when we're looking at class size reduction
or we typically do come back to you for growth units.
So we wanted to build those into this plan.
And the next question I have is if we don't use it all, for whatever reason,
we don't use it all or we get more than, I know there's some of this or two,
we're not exactly sure how much we're going to get.
We may get a little bit more, a little bit less, right?
But if we don't use it all, do we have to give it back?
So there's the carry-forward period of 12 months.
If we don't spend it within the carry-forward period, then we lose those funds, correct?
We don't give back.
We don't like to do that.
No, we don't do that in KDL.
So say that you, does it carry, would you say carry forward period?
Carry forward.
So you can keep it, or you?
For 12 months, and then it has to be expended, or we do lose it.
Okay, gotcha.
But there's a plan in place.
This grant also has pre-award, so we can always go back and recoup anything that we've previously spent on an allowable activity.
So there will not be any money spent.
Yeah, that's what I understood, is some of this money that if you don't spend it and you want to pay it forward,
If there's a qualifying expense before you even got the funds, you can go back and apply whatever you don't use on a forward path.
You can go back to a backward path even pre-funding and use it to refund that balance, correct?
Yes.
Okay.
That's until March of 2020.
Thank you.
Mr. President?
Yes.
I've thought of another question.
So this is a grant.
So how are we going to pay for this in the future?
You know, we're going to hire these extra people and pay them.
Yeah, so one of the things that we've talked about in cabinet extensively is that we're sitting in a good spot in Katy because we are a fast growth district.
So through attrition and through growth, we would hope to assume some of these positions.
You know, if we hire a great teacher in here and we want to keep them, we're going to find a place for them in Katy ISD.
But some of the positions were not created for long term.
The parent liaison, for example, for special education.
I mean, that's one that we really want someone to come in here and help us for three years to create parent training around special education, to help with some of the outreach and building some platforms and building some training, and then that position goes away.
We need to be very clear that when these staff members are hired, they will know that this is a three-year commitment.
They will have that on their job description.
Anytime we hire on a grant, we notify folks that they're hired on soft money, so to speak, and that the position has the potential to go away at any time.
These will go away.
So some of them are designed with the intent of being able to attract some great teachers to KDISD and keep them in KDISD.
And others of these positions are really designed for some short term.
Any other questions?
Mr. President?
Yes.
So I have a few, and I think some people have touched on that because, of course, y'all got an extensive list, I know, from us as we hit Dr. Gorgorski up over the weekend.
and after a review with all the information y'all provided.
Okay, so I understand y'all are thinking
either through attrition or you're gonna put these out
that it's only for a potential three-year option
because I guess one of my largest questions.
But if we've had, when we opened back up
face-to-face this year fully,
because we had to wait for two weeks,
and if we had over 65% of our students face-to-face
and that percentage grew after every grading period at least i know within the secondary i
i don't know the exact numbers on our elementary kiddos how much of a large-scale deficit do we
believe that we have so i'm going to talk big picture right now okay so when we talk about
when we look at learning loss and scores literally three through eight just came in last week you saw
the headlines in the paper probably today i'm working on getting you guys the score so you'll
have a breakdown but i'm going to talk global aggregate scores so we're talking aggregate
scores in kdisd we had two areas that we had decreases double digit decreases that's element
and aggregate okay so this is not broken out yet elementary science we had a decrease of 12
and algebra 1 at the high school level we had a decrease of 17. those are the only areas that we
had a double digit decrease we actually saw an increase in english one eoc and english 2 eoc
we're also um right now we just got state uh state data in today too so we're running on ms martinez
to share that with me right before i came in here so we're also um delving into what kdic looks like
in relation to state we're pretty much mirroring the state we're not um below any of the state
averages that i looked at but those are our two really major areas right now and again you bring
up a great question and one that we've had a conversation with in cabinet as well this plan
is designed for districts to safely reopen schools we've had schools open that's why you don't see a
lot of our activities that are aimed at the safety pieces of that i mean we feel like we've done a
great job as a district and as a community in and really front loading and preparing for the safe
return of students we've been doing that all year long right so we really are focusing our efforts
on this learning loss and social emotional learning so you'll see the counselors in there
and the social workers in there there's a gt facilitator in there our gt students you know
they struggle with social and emotional that's one of the areas that are outlined in our gt plan
so that's where we've decided to put the funds it's a lot of money to spend when we are a high
performing district we're doing well but there are always areas and we did take some dips there were
DIPS ACROSS THE BOARD.
THEY WEREN'T SIGNIFICANT DIPS, BUT WE DO HAVE DIPS IN OUR SCORES JUST LIKE EVERYONE
ELSE.
SO WE REALLY WANT TO MAKE SURE THAT WE'RE SHORING THAT UP.
SCIENCE AND MATH TOOK A HARD HIT, NOT ONLY IN KATIE, BUT ACROSS THE STATE.
MATH IS ONE OF THOSE HARD CONCEPTS WHEN STUDENTS ARE LEARNING ONLINE, AND SCIENCE WHEN YOU
CAN'T HAVE THOSE HANDS-ON TYPES OF EXPERIENCES.
AND THE SAME THING WITH MATH.
SO WE HAVE PUT INTO THIS PLAN A LOT OF STAFF DEVELOPMENT FOR OUR TEACHERS.
We've put in literacy facilitators.
We know that that's an area that we need to look at.
We put in math facilitators, a lot of professional learning in those two areas as well.
Okay.
I don't know if that answers your question, but it's a lot of money to spend.
You're right.
Yes.
And I think that's where it comes down to.
And then my largest fear is I'm sure my fellow board members agree, it's that sustainability
portion of when we know that this is for a limited time frame it's a lot I feel
to be able to absorb over time and if I were a teacher do I want to necessarily
I can't speak for all teachers but what I want to take that job that may only
have a three-year commitment in hopes that I would be kept or what I take
another job in another district that is a full-time employable option and I know
that's something y'all away may I ask another question that I have mr.
president yes okay so I wanted to ask a couple of questions or I guess it's
really one larger question about the supplemental before school after school
weekend programs that I was reading about obviously they're not in copious
detail so I have really specific concerns on whether our low-income
special education students and those others that may have
inabilities to get to school from home from school when those items take place.
Also with some of those students who may have to take medication
where if you're going to put an extended time frame on their day, are we going to be changing
nursing policies that are going to be allowing nurses to give that extra booster on those days?
Because that's not currently how our policy is written.
And so what really is going to be the plan for those students, because I guess a part of my larger concern is, is that also not maybe the largest group that we're really worried to some degree about?
You know, obviously we don't have the full waste out as y'all are still breaking through all that data to know exactly where those some of those big specific pieces have to be hit.
I'll start by saying this, that the before and after school tutorials, that isn't anything
new.
Our campuses are doing that right now.
Title I campuses are doing that right now.
There's transportation that is provided.
It really comes down to the campus and how they go about designing.
Some campuses pull in retired teachers, they pull in tutors during the school day.
So it's really a myriad of different ways to address that tutoring.
But we're not talking like huge, huge hours.
These are students, right?
They've been in school all day and it's looking at those high quality, high impact tutoring
types of strategies.
But that's not something new.
We've been doing tutoring.
Right.
I guess more in point, I guess my concern is if they're really in a part of that larger
cost, having had a student that that demand was kind of constantly there and you end up
spending four days a week in early morning or after school trying to get through that
because they're trying to compensate for multiple areas um all of a sudden becomes an everyday
almost everyday occurrence and it's almost too much to ask because they need to be kids too
right they need a brain break just like we do um and maybe sometimes they may need more so i guess
i'm wondering what are we really doing intrinsically during the day for their time
and not making sure that it's only offered to them before school or after school that we're throughout
out the course of their day so if it's um let's say our dyslexia kiddos that they're not coming in
for dyslexia before school and then only getting speech during the day because that's the only way
we're giving it it should happen all during the day my guy you know specifically i can speak for
my student you know i need him to get that during the day because i have to give that medication
boost that affects way too many things when they're underweight and other pieces and parts
that fall into those guidelines because i want him to be successful in paying attention i guess
i'm just trying to look at it from that angle and making sure that we're making sure that we meet
that piece and i don't know what y'all's thought process is on there because i saw in there too
like family academic nights and things like that i know what we've done from schools but this seems
more district oriented than something maybe i've seen in the past yeah the family nights are um
Also for school-based, it's campus-based as well.
So a lot of our campuses do family nights.
Through this past year, we've done a lot of it on Zoom,
and that's been actually pretty effective, right?
Sending home different materials and packets
and then having the Zoom and have the parents come in
for different instructional strategies and those types of things.
Around the area of literacy,
we are looking at more of a district approach to that
and to provide some training for parents around literacy.
Dr. Caskey, I'm going to jump in just a minute
a little bit on the personnel issue because i know that the board did have some concerns about the
number of units in there and i just want to remind the board it's a good question and we worry about
that as well but we we add every year hundreds of positions through attrition and through growth
so i do think we're going to be able to have jobs for a lot of these teachers that we employ now but
i also want to bring up an important point also the legislature just changed some of the rules
on retirees and our goal is to try and reach out to those retirees who can come
back and serve in these positions who may choose to take a position just for
one or two years or may choose to come in and work part-time throughout the day
because those rules have changed and now those retirees are employable and so as
a matter of fact Dr. Grooms over there is working on a few communications that
I'll be pushing out asking our retired folks would they consider come back and
and do some of this workforce related to this plan,
as these are top notch educators who have retired
in the last several years.
We'd love to have them back,
even if it's for a short period of time,
for six months or a year or two years.
And I think that's a great option the state has given us
to do that for short term hires,
so they're not permanent employees for the future.
But I still do stand by it.
I think we would have plenty of places for these folks
as we open new schools.
I mean, we just passed a bond,
We're opening five new elementary school or three new elementary schools a junior high and high school
Lots of opportunity for folks in the next three to five years to continue employment with Katie ISD
Campus pieces
FTE is allocated to the campuses about one to two per campus. So definitely they would for sure be able to either
You know backfill or through attrition it
IT'S JUST SO MANY CAMPUSES.
AND THEN WHEN YOU LOOK AT THAT OVER THREE YEARS, IT'S KIND OF WHERE THE BULK OF THE
FUNDS GO.
ALMOST HALF OF IT IS GOING DIRECTLY TO THE CAMPUSES BASED ON THE NEEDS THAT THEY'VE IDENTIFIED
AND THROUGH SPEAKING WITH THEIR PARENTS.
WE'VE ALSO NOTICED THAT EVEN WITH THE SURVEY, TUTORIALS WAS UP THERE.
BEFORE AND AFTER SCHOOL TUTORIALS WAS ONE OF THE TOP SELECTIONS.
So I do know that they offer a variety of formats as far as interventions, like Dr. Kasky said, supplemental tutors during the day, as well as before and after school tutorials with transportation when needed.
Mr. President?
Yes.
As I'm hearing this, I think it's an amazing opportunity to go out and get some great talent when we don't necessarily have the schools right now.
But we do know Kane Island will be opening.
Haskett will be filling up.
High School 10.
it's all within these time frames plus the other elementary schools i mean we don't have places
for them now but we know we have the funds to pay for them until those are open uh so if i'm
a teacher at another district right now that wants to come to katie i think this is a great opportunity
mr president yes i have one more question i just remembered this talking about the legislative
update um i saw that they cleaned up house bill 3 a little bit and they added back the gt funding
and I notice on here I forgot to say it earlier that there's a GT facilitator
added on to here could that not be I'm just asking funded under the new
provision that's been brought back into the House bill 3 I will say this much
champagne we they did away with it in House bill 3 the funding we still have
of programming, coded the program to the expenditures,
and we never changed a beat on what we were offering with our expenses.
So it went away.
It came back.
It's worth about $1.6 million, and it's just money that we're taking in,
but we've never stopped expensing for the GT program.
I understand that, and I really appreciate that because I used to work in GT testing.
But, I mean, now that we're going to get the money back, could we use that money to pay for that lead teacher rather than taking it out of this ESSER fund?
That's all I'm saying.
You could do that, and the numbers that I'll show you later tonight, it will impact the bottom line if you did that.
Okay.
I just was wondering because that was just – we just learned that on Saturday, so thank you.
We always want to spend our grant funds first, right?
We want to try to save as much of our general operating fund for future use.
So let's take the opportunity to use these funds when we can.
Are there any other questions?
Mr. President, I have a few.
Thank you very much.
I concur with.
President Schulte, we got this late.
We've been super busy, and so I might ask questions that you gave us, and I didn't get to every detail.
In the presentation you showed us, you said instructional resources.
What exactly does that mean?
Okay, that could consist of software, right?
We're looking at some software programs.
We're looking at some math resources.
Math, again, is an area that we saw some dips.
So that's another area off the top of my head.
Are these in some of the technology that students might need?
Oh, Chromebooks, Chromebooks, calculator, software.
There's some, I think one of you may have asked about assessment software for reading and math.
That's specifically, we have screeners at the elementary level.
We don't at the secondary level.
So these would be screeners for math and reading for teachers to quickly identify where some of those deficits are so that they can hone in on their instruction.
Again, we have to follow EDGAR rules.
rules, so these are going to be high dollar things that we're going to have to go out on
bid and follow the purchasing procurement process. My second question, okay, if I just.
You said it's a, we're going to post the jobs, it's a three-year position,
but we're going to make changes as we go. What if we see that's not really as helpful as we
wanted it to be, but we told them they could be hired for three years? It says up to three years.
up to three years okay and we could absorb them you know there we're I like
what mr. Redmond said we're gonna we're gonna get great people we're gonna keep
the best ones right and we're not gonna be into a long-term contract if they if
they're not a fit or something we'll see how that works okay ma'am move on to
family engagement what is that what what plans do you have is it just like the
back-to-school nights or the family nights or is it yeah those are more
more campus-based, to be honest with you.
I mean, families flock to their schools, you know that.
And so for the family engagement piece,
it's kind of like we have Title I.
It's a required component of Title I.
So this is kind of like,
I told the principals, kind of freaked them out.
It's kind of like everybody gets to be
Title I for a little bit.
But those are more campus-based.
We are looking at some literacy things
at the district level, but aside from that,
it's campus-based.
Okay.
Family engagement is my, that's my button, right?
I worked with a national firm for family engagement, and it's way deeper and very impactful, but more than a one night come to a science night.
Oh, yes.
It would be nice to see someone who would really focus on that piece because that's our piece.
That's the three-legged stool.
That's the leg that's missing is the family engagement and how it really looks and how it really helps.
But, you know, I hope that we would use some of that to look at a program that we could keep or change.
It's a mindset thing.
Okay.
Teacher-student ratios.
How many of these are going to be, like, additional teachers for the boys and girls that are so far behind that a 22 to 1 or a 30 to 1 in a junior high math class is nowhere going to work?
Mr. Shepard.
Yes, ma'am.
So it's a great question.
So of those 160, those are not all allocated.
You see that number that said that HR and it said 160 units.
I believe about 94 of those we're
looking at allocating to the campuses.
But the rest, we're reserving those.
It's kind of how we use growth units.
And we've spoken about using them for that very thing
and keeping our 22 to 1 or for other instances
where we might see an issue with class sizes.
Okay. So that's that's 66 units that we would have at our disposal for that purpose.
And campuses have the flexibility with their campus-based positions to do the same thing.
Right. Of the 94.
Did that mean a different way Dr. Kastner?
So if campuses choose to use their allocation for class size reduction then they can use it for that on top of what they have.
I see. Okay. Good. Because do you think that's gonna be a big use of some of these positions?
reducing that class teacher-student ratio until we get boys and girls, especially math and science, right?
We surveyed the campuses and the types of positions that they asked for primarily were additional academic support teachers.
They might have asked for a counselor.
They might have asked for, I remember, like a seventh grade class size reduction.
Seventh grade math, I think, was one of the instances.
So we wanted to give them units so that they could address the specific needs of their campuses just because they know their scores.
They're there every day.
And so we didn't want to dictate from the district level exactly how each of those units were going to be used, as well as the discretionary funds.
They have different initiatives that they would like to fund.
And so those are flexible as well.
Is there a piece in the ‑‑ I'm almost finished.
Is there a piece in this that really focuses on assessment?
Because I'm guessing the assessment piece right when they come back in the fall is going to be huge in finding out where your greatest needs are.
Right.
So at the elementary level, we have screeners in place in the district.
So there is a large portion.
When you say screener, is that a person?
People, there are people that screen, yes.
Screeners.
Is a person who screens?
Oh, no, no, no, no.
Screener is an assessment that a person would administer.
or it could be online a screener is it's like a test or an assessment so it not
not necessarily an individual and so the ones that we're looking at here in this
plan that the large piece of that is at the junior high and the ninth grade
level to someone so a child would come in as a boy or girl would come in and
they would take a take an assessment and that would give you an understanding of
the holes that they're missing fractions or multiplication okay got it okay
So you'll be able to assess needs per campus at that point when boys and girls are back to school and then the campuses have the flexibility to place teachers where the greatest needs and get the...
I'm hopeful that this is a get them back up, you know, just catch them up, right?
Give the independent concentration of the great talent we have in KDISD to the boys and girls who have been home with moms and dads maybe like me.
But, you know, maybe that wasn't my strongest suit, right?
You get it where I'm going.
Okay.
Okay.
That's it.
Thank you so much.
Thank you.
Any further questions?
Mr. President, can I re-circle back?
So I want to circle back to something you all said.
So on the grant amendments, if we have this ability to amend every six months is kind
of what you all are estimating, sort of, kind of, if I understood that right, or you're
going to give a briefing and then we have an opportunity to amend at that time?
Yes, ma'am.
So is it only going to be for those areas that you submitted or if we want to say this isn't working and we want to take a hard right or hard left, that could be done?
Yeah.
Or we're not stuck in a…
That's correct.
As long as whatever that we put in the grant are allowable activities through federal law.
Okay.
Perfect.
That's why you see a lot of these, they kind of look familiar, right?
Tutoring, of course, you know, those kinds of things that we have to be in accordance with the federal spending guidelines.
Okay.
And then when is the actual deadline for the grant?
July 28th.
27th.
Sorry.
Okay.
And I guess you kind of answered, because I guess I'm seeing a lot of this,
and it seems like it's traditional campus stuff that I see.
Those are allowable expenses through federal dollars.
So you're right.
It does look familiar to you.
It is due on the 20th.
Our plan is to submit it once this board approves.
we would like to again get it submitted so we can get that no go okay and then
my last question I promise so one of the things that were talked about when we
were talking about the FTEs was the stipends towards the end of it and I
guess what I want to circle back to is that by the way I don't have a problem
with any of the stipends I think it's fabulous that we want to start allowing
and giving a bonus to those teachers that have gone to get these
certifications or that are filling these niche roles i think that's incredibly important that
we're paying them for that talent that they've chosen to go do but i guess in line with that
it was one of the questions that i asked that if we're going to be doing that and paying these
stipends are we going to be making sure that to me that the curriculum that we're using is is fully
supporting our teachers as well so my guess is kind of circles back to me i know we heard some
of our briefers today talk about the science of reading i know we have the reading academies going
on but for me i want to look at this and say that this is such a huge thing and it's such a giant
turning point in texas right now that i want to see i know i wanted to see a little more meat into
that when i was looking at some of this and it may have been hidden in something and i wasn't
necessarily pinpointing all of that but i want to make sure that we're doing that
and making that shift because why would we pay a stipend for something that
we're really not going to use fully effectively to me and truly dive into
and set the status set the pace for Texas in a large district such as Katy I
guess like maybe not an answer I guess I just want to see us make a bigger move
there maybe I think part of that too is the additional cohort leader for reading
ACADEMIES. RIGHT NOW ASSISTANT PRINCIPALS ARE NOT REQUIRED BY STATE LAW TO GO THROUGH,
BUT THOSE ARE SOME OF OUR FRONT LINE INSTRUCTIONAL LEADERS ON OUR CAMPUSES. AND THEY'VE BEEN
ASKING. WE WANT TO GET IN THERE, WE WANT TO GET IN THERE TOO. AND SO I THINK ADDING THAT
ADDITIONAL COHORT LEADER WILL HELP INCREASE THAT CAPACITY. WE HAVE THREE COHORT LEADERS
NOW. EACH COHORT LEADER CAN ONLY HANDLE BY LAW, YEAH, THEY CAN ONLY TAKE UP TO 300, WHICH
IS A LOT TO SUPPORT. AND SO WE'VE GOT 900 GOING THROUGH THIS NEXT YEAR. AND WE THINK
adding an additional cohort leader will be able to um we'll be able to build that capacity even
faster you know it is new the reading academies are new our administrators have gone through our
principals have gone through this year our instructional coaches have gone through this
year but i think as much as we can continue to capitalize on that and the content within the
reading academies which is aligned to the science of reading um that's the way texas is saying that
we have to go i mean we our curriculum is aligned to the teaks but the science of reading piece is
a little new for some of our folks and it's going to take time.
But absolutely, that's the requirement.
It is the requirement.
Mr. President?
Yes.
I have one other question because I'm looking on here now and we have the new social workers
that are being added.
But again, on the legislative update that we saw on Saturday, one of the bills that
just passed said that 80% of the counselor's time has to be spent, I guess, doing counseling.
and so I don't know how much time they spend now not doing counseling but if in
other words if they're going to lose time doing the other things that they
were doing and I don't know if that's true or not are they going how are we
going to support you know is there anybody here on here just help support
the counselors especially you know in the time of need that we're in possibly
possibly this year with coming back after COVID.
Yeah, I think one of the big pieces on here in that respect
are the college and career facilitators that we have on here
to really help students with that FAFSA application,
which is going to be required to help them with their program of study.
The CTE program of study is another piece of legislation that was added in,
looking at those completers and students in that CTE pathway.
So I think that that's another piece that these college and career facilitators
will assist with.
Dual credit is another piece that we're looking to expand our dual credit offerings
and Katie and looking at Raines.
Leslie, you want to say, she can jump.
I'm on her ball right now.
Dr. Kasky and I worked very closely together
because we really went after the two big areas,
the learning loss and the social and emotional.
And when we started discussing it with our department teams
was how the social and emotional and the focus on that
would really help the teachers focus on the learning loss
as well as the counselors with the 80% focus
on supporting students' social and emotional needs.
needs. In regards to social workers, I guess you see the social workers support the counselors
in that realm by maybe perhaps going a step forward when there are crises and students
and families are in need of being connected with resources in the community and that's
where their level of expertise resides with the social workers. When we really looked
at the college and career facilitators, that's where we really could see that we could free
up a lot of the counselors' daily instructional day expectations and really focus on that
social emotional because the college and career facilitators their level of expertise with dual
credit tsi testing sat act college and career labs every day helping those students with those
fafsa applications college applications connecting them with technical schools and military
opportunities so that would really be in their wheelhouse not that the counselors would not
support that but there would be a lead in that role to help that so we we did discuss that okay
Any further questions?
Can I have, Mr. President, one follow-up question?
No, you already said that was your last one last time.
I apologize.
But she opened up a question.
Hey, this is good stuff.
We could talk about it all night.
It's great stuff.
When we look at the size of our campuses for high school,
most specifically with 3,000 students and more, and many of them,
is one college- and career-ready focused individual going to be able to handle that, honestly?
I think so. I think in the beginning a lot of the stuff that counselors do, like they spread out and shoulder, I think if we had a lead to help with that.
It's not to say they're going to totally remove the counselor's ability to work with their students on that, but at least there's somebody leading that type of work and the counselors can then turn around and support with the students either by grade level or alpha, whatever their split is.
But it would be a team effort.
Any further questions?
Mr. President, I just have a comment for you and possibly for the Board.
This is a lot of information, right?
And thank you very much for the time.
You're just letting us take the time here.
It's a lot to digest.
It's an important decision to make.
I can feel the importance of making the decision tonight.
Coming from my Board experience before, we had a work-study meeting,
and a meeting the board meeting where we made decisions that extra week means we
would have had all this information a week before we would have had time to
process it we would have time to get community or teacher feedback or just
have any last questions answered before we make decisions it it just feels to me
like I like the flexibility we have to make changes going forward which is why
I'm going to support this.
But on other important things like this where there's lots of information coming at us,
there are some months I think we need to add back the work study meeting.
Thank you.
Mr. Fox, I agree.
I talked to Dr. Gorsh about that today that it was, again, because of last week at the
conference and getting a lot of information that's really important, and I think that's
something we need to look at.
It's on my list of things to see in certain situations as it makes sense to have a second
second meeting to talk about something as important as this. And I also agree. I reached the same conclusion. They've done a really good job. I trust this administration is really well thought out. And I know we can, of course, correct. We, you know, that was my biggest concern. If we're locked and we can't ever look at this thing again for the next three years and we've got to do exactly what this says, I would feel very uncomfortable voting tonight. But that's what I understand. That's not the case. And we were going to constantly reevaluating. Is this the right place to put it? And if we don't, we have an opportunity to change it. So
And I think it's important to get it in on time or early.
Like you said, I think it's important to get it in early so you can start hiring people.
So well noted.
Any further questions?
Mr. President?
Yes.
I move that the Board of Trustees approves the Elementary and Secondary School Emergency Relief Fund,
ESSER II and III, use of funds and the safe return to in-person instruction
and continuity of service plans.
Second.
Okay.
Okay, we have a motion and a second.
We will now proceed to vote.
I also wanted to note that we have a trustee missing today,
so the votes are going to be on a six to zero,
not a seven to zero.
So we'll now proceed to vote.
All those in favor, please raise your right,
I am sorry, and all those in favor,
please raise your right hand and say aye.
Aye.
Motion carries.
Looked like six zero.
Somebody can help me make sure I'm not missing anybody.
It looks like it was six zero, is that correct?
Okay, thank you.
Thank you very much for the presentation
and answering all the questions.
We will now move to agenda item 7.2,
consider board approval of an educational contract
with Harris County Department of Education
and Katy Independent School District
for the promotion of adult education in Harris County.
Are there any questions on this topic?
If not, I'll entertain a motion.
Mr. President?
Yes.
I move that the Board of Trustees approves
the HCD e contract for adult education programs I have a motion in a second we
will now proceed to vote all those in favor raise your right hand and say aye
aye the motion passes 6-0 well now move to
agenda item 7.3 consider board approval of the rains Academy optional flexible
school day program are there any questions from the pre read material if
If not, I'll entertain a motion.
Mr. President.
Yes.
I move that the Board of Trustees approve the application for the Reigns Academy Optional Flexible School Day Program, OFSDP, for the 2021-2022 school year.
I have a motion and a second.
We will now proceed to vote.
All those in favor, raise your right hand and say aye.
Aye.
The motion carries 6-0.
We will now proceed to agenda item 7.4. Consider board approval of the proposal for chiller replacement of the air-cooled chillers at five campuses. Are there any questions from the board members on the pre-read material? If not, I'll entertain a motion.
Mr. President? Yes. I move that the Board of Trustees approves the proposal for the replacement of the air-cooled chillers at Fielder Elementary, Hayes Elementary, Holland Elementary, Maid Creek Elementary, and Beck Junior High to Hunton Services in the amount of $3,330,891 and the total not-to-exceed project cost of $3,355,891.
Second.
Second.
We have a motion and a second.
We will now proceed to vote.
All those in favor, raise your right hand and say aye.
Aye.
The motion passes 6-0.
Just for now.
Okay.
Or maybe these are just too quick.
We'll see.
Okay.
Let's see.
Okay.
Okay.
Thank you.
Agenda item 7.5.
consider board approval of the nomination of a Katy Independent School District board member
to the Texas Association of School Boards, TASB, Board of Directors for Region 4, Position E.
Any, it says the presenter is me here.
Did I have a presentation I was supposed to give here?
No, Mr. President, you don't actually have a presentation, but I can go ahead and jump in.
We had one application, is that correct, Mrs. Ross?
We had one application for this from Mrs. Champagne.
Okay.
So the one application, as you all know,
Mrs. Champagne currently serves in that role.
So that is the person you'd be recommending
should someone make a motion.
Mr. President?
Yes.
I move that the Board of Trustees
approves the nomination of Don Champagne
to fill Region 4, Position E,
on the Texas Association of School Boards, TASB,
Board of Directors,
the large district seat allocation
for Katy Independent School District. Second. Who made the second? Leah. Okay so we
have a motion by Mr. Redmond and a second by Ms. Wilson. We will now proceed
to vote. All those in favor raise your right hand and say aye. Aye.
Congratulations Ms. Champagne. The vote carries 6-0. Okay we'll now move into
agenda item 8.1. Planning for growth attendance boundary modifications for
the 2022-2023 school year the presenters will be mr ted veerling chief operation officer mr chris
poole attorney and chief data analyst population and survey analyst miss i'm sorry miss my
apologies i see that now i'm so very sorry that's okay thank you uh good evening president schulte
board members dr gregorski uh chris poole uh with population survey analysts uh we are here tonight
to present an ABM attendance boundary modification that would take place for
the 22-23 school year okay and we've got a couple of different things and I'll
talk you through it some of you have been through these and some of you have
not so we'll talk through the process a little bit and then we'll get into the
meat of it you do have two folders that that we provided you this evening one is
a beige folder with the information on elementary 44 that attendance
attendance boundary modification. And in that folder, you will have a map of the proposed ABM,
as well as two overlays that show the current elementary boundary and then the junior high
boundary. And then the other in the purple, and you'll have plenty of time to look through it,
so I don't want to rush you. And you can take those with you. You can take them home. You can
read them as you look at the basketball game or whatever, watch the news. And then the purple one
you've got has the what will be the proposed high school minor high school
ABM as well as the current high school overlay and the current junior high
overlay so those are for your reference if you have questions along the way I'm
happy to jump in but we'll get into this right now so the attendance boundary
modification so the process we work closely with population survey analysts
Chris and I email back and forth honestly about once a week about all kinds of different things,
but we work with them closely on all these attendance boundary modifications. They do
all the work on the front end to determine growth in areas both new and old, and so we work very
closely together on this as well as with the campuses and principals. We will, through this
process, we'll develop board agenda items that we'll bring to you periodically between now and
in October, which will provide you kind of updates on what we're thinking and public input and things
like that. We'll make the boundary modification public through various media that we've used in
the past. Families will be notified either through survey or direct communication, and then they'll
have opportunity to provide us with input as well through dedicated email addresses and information,
FAQs on the website, as well as phone calls and things like that. And we're happy to take those
calls and questions and then what we will do is is assuming everything works like it should we'll
bring a recommendation to this board in october of this year and remember this doesn't start in
august of 21 this starts in august of 22. so we have i know this is actually three bullets but
it's one objective so uh the first objective relates to our elementary school so uh as as
As you all know, the bond passed in May, which triggered the building of Elementary 44, which is located in Kane Island.
That is not the current name of the building, but it is in Kane Island.
So if somebody refers to it as Kane Island Elementary, none of that stuff is finalized yet.
That's Elementary 44.
So we're starting that as we speak.
So part of this ABM tonight is to work out which kiddos are going to transfer over to Elementary 44 from Bryant.
and obviously we want to balance we want to balance enrollment we want to make
sure that in the in the west and northwest part of our district we've got
a balanced enrollment over the next two to three years and I say two to three
years because as you guys know if you've driven up north of town it's booming
it's booming so that that's what that part of that bond was was doing there is
keeping up with that growth and then the second objective which is a little
little unique, and we'll get into why we went this direction, but it's a little unique to this
situation with a late bond and a lot of movement and a lot of moving in in that northern piece of
the district is a minor ABM with respect to high school kiddos that are zoned currently to
Pato High School, and then if the board approves in October, move in a few land use zones back to
Morton Ranch High School and we'll talk through that and again we're trying to maintain balance
at both Pato High School and Morton Ranch High School and get ready for high school 10 which
is slated to open in 2024. So the timeline for this ABM so the presentation tonight is a preliminary
attendance boundary modification this is information only at this point on on both of these
ABMs, the one for elementary 44, and then that minor one for the high school. June 29th, which
is tomorrow, we'll start surveying the public and all this stuff will become public. We'll get the
FAQs posted on the website and parents can look at that. September board meeting, K-12 Insight,
who runs the surveys, will come and present to you guys the results of the survey from stakeholders.
holders. And then October 25th, that board meeting will provide all the feedback and everything and
propose a final ABM for the board to vote on at that time. So communication, three phases.
Again, we've got the education, which is tonight and moving forward, participation in the surveys
and email and feedback and phone calls from the public. That's going to be gathered between
tomorrow and October the 8th because that's when the survey ends for k12 and
then the notification assuming the attendance boundary modification passes
will start notifying parents and kids immediately of those changes and will
continue to take calls will continue to take concerns and will field all that
stuff as parents families kids community members patrons the board has any
concerns about that and obviously communication tools parent emails
website media releases social media okay so Chris is going to jump in here and
talk a little bit about the elementary 44 ABM good evening I actually I think
elementary 44 I think this one is quite straightforward I don't have actually
even all that much to say about it but if you've done this before you know that
we always start with where we are today and so that's what this first slide is
it shows the zones with no elementary 44 and so of course what we've been looking
at here is Bryant in 2022 without an elementary 44 we'd have 1740 kids projected there and I don't
think anybody really wants that to happen at Bryant and so clearly we see the need there for
the new school and so then what we're showing on the second slide is the proposed attendance zone
for the new school that's going to sit in Kane Island and so we're opening it here just with
that line drawn down i-10 and so it opens the new school at a little over 50 percent of capacity
which is really pretty typical especially when we're carving one campus wholly out of another
campus and so that's what we've done here we've we've split bryant into two pieces and that
northern part north of i-10 would go to that new school sitting in kane island and south of i-10
would remain at bryant you can see that even though bryant even though that new school would
be at 555 to start with that it would be over a thousand uh 81 over that 1030 capacity by 2025
so we expect it to go ahead and grow very very rapidly it would include all of kane island and
remington trails and then all of that land that's north it's going to be built on there's some
centera up in the top you know and all of these pieces of land that we're expecting to to have
growth in the future and we should be able to relieve it in long term by other facilities there
in the northern part of the district. For Bryant, it leaves Bryant pretty full, but we felt that
there are so many students right around Bryant right there that maybe that was the best thing
to do. We will have to continue to watch Bryant and see if there's anything else we need to do
to it along the way. A lot of those schools in the southwestern portion of the district are very
full with kids right now, and we're expecting them to ultimately level off and start flattening out
a little bit, but we realize we do need to handle the students in the short term,
So we will continue to...
assess bryant but that attendance in their boundary is drawn right along i-10 so bryant
would maintain young ranch it would be trails of katie kingsland heights willow bend past glenn
springs all of that area that's right around the school and sarah and i think it makes a really
nice clean shot there for you okay so the next one uh talking a little bit about morton ranch and um
and Paytoe High School. So again, this really results out of a delay in the bond election
and the ability for us to build high school 10, quote unquote, in time. There was some
discussion about trying to build a high school by 2023. The additional costs, the logistics of
of getting a high school built and up in time for an August 2023 start were really,
they just weren't going to be physically and financially feasible. We felt the best thing
to do was to open the high school in 2024. And because of that, we've got some numbers here that
we were a little concerned with. And Ms. Wilson expressed her concern with big high schools. And
And I've been a principal at a high school with 4,000 kids.
While I love every single kid that I had that year with 4,000, 4,000 is tough.
It's tough.
And so we really are looking at these numbers.
So what you've got in front of you here, remember that high school 10 will relieve a lot of
Pato High School, a little bit of Katie.
But what we want to do in addition to all that is anytime we're doing an attendance
boundary modification, we want to make sure that we've got some balance in enrollment
enrollment at the other schools as well. If you look at these numbers, so you start with
Pato, right? This assumes that high school 10 is not built, so don't panic on that one. I told
Mindy that earlier. I said, don't panic. High school 10 is still being built, but this is what
Pato High School will look like in that yellow box there in 2023, 4,100, 4,200 kids really,
and then by 2024, which we won't get there because the high school will be built,
almost 5,000. So we really are trying to provide some relief from Pato, if possible,
a little bit sooner than 2024. And then these are the numbers for Morton Ranch High School.
And so when Pato High School was built, and so some of you may have been on the board at the
time, 2017, right? We're moving kids around. We're trying to understand what kind of growth we're
going to deal with in the Northwest Quadrant, as well as what growth you're going to be dealing
with along that I-10 corridor. Is that going to continue? Is that going to slow down? What we've
what we've noticed and seen over the last few years
is that, you know, Morton Ranch High School
is kind of leveling off about 2,600, 2,500 kids.
And while that's a good number in a lot of ways,
there's a lot of ways that's not a great number
because, number one, our buildings can hold more kiddos.
We're built to do that.
And Julie Hinson, the principal at Morton Ranch High School,
asked me not long after I got this job, she said,
Ted, help me out.
We got to get some kids over here.
We need some kiddos.
And I said, hey, we can probably help you out with that because we've got to move some stuff around.
So that's kind of where we're at.
So we'd like to utilize Morton Ridge High School a little bit better and lower some numbers at Pato High School sooner than 2024.
And so this is the, and I say minor ABM, this is a piece of what we would have done in the future as part of a larger ABM.
and there will still be a larger attendance boundary modification for high school 10 here in a couple of years.
But what we're doing with this, we're proposing that we move, and I've got the maps here in a minute, 12B, 13A, and 13B.
They're close proximity to Morton Ranch High School.
They're a piece of that McDonald Junior High feeder pattern, make a nice little L shape.
You can see it on your map.
Over time, these LUZs would provide a more balanced enrollment to Morton Ranch High School,
as well as provide some relief to Pato High School before High School 10 is built.
And again, that gets us under 4,000 students.
And again, I'll talk a little bit more specifically once Chris goes through the maps.
So again, just like for the elementaries, we're starting with where we are today.
This is current zones.
And we have highlighted there 2023, 2024 there for Pato where you're seeing over 4,000 kids.
And like Ted said, don't panic with that $47.99 because hopefully the high school 10 would be open there.
But it's that $41.22 that's really driving this.
Is this really what we want to have?
And is there any way we can make a tweak or make a minor adjustment here?
And so what we're proposing then is to move, like you said, 12B, 13A, 13B to Morton Ranch.
And roughly that's 400 kids if you moved them all at one time.
But what we're looking at is starting with ninth grade in 2022.
And it's kind of sort of, if you want to make the math even, it's about 100 kids a year as you're adding the pieces and those grade levels on.
And so what you're seeing is that in 2023, which is the year we have to get through at
Pato prior to the opening of the new high school, we'd be looking at 3,846 kids.
And we take a couple hundred kids off the top.
And I think that's probably a lot more manageable.
For Morton Ranch, by the time all four of those grades are there, we're looking at 3,151
in 2025.
And so that's just a little over its capacity, but pretty similar to a whole lot of the rest
of those, rest of the schools in the district.
District. 12B, just so you know, if you haven't looked it up on the map, that contains Waterstone
and Seville at Clay Crossing. And then 13A and 13B include Westland Creek Village and then all
of the Bridgewaters. And it's Bridgewater Enclave, it's lakes at Bridgewater Point, Meadow, that sort
of thing. And then 13B is also where Galbo and McDonald Jr. High sit. And so I suspect that may
give you a better understanding of where it is.
Chris, do you want to talk about the road from 7C and 7B? I'll touch on that a little bit too.
Well, 7C and 7B, pick a lane you send in the northwestern portion of the district, and let's talk about growth here a little bit.
It's not something that's specific to Katy.
It is specific to every single school district that we work with right now that has available land.
And who would have thought we'd come out of a pandemic with a building boom, and that's exactly what has been going on.
We've seen it all over.
However, most of our clients are those that are on fringes of areas that have land available.
Those that don't have lots available saw decreases.
Those that have land available, it's going gangbusters.
And so a lot of that 7C and 7B, some of that is actually ahead of projections.
I think they're going to be when we come back and revisit the projections again in the fall.
There are going to be several little areas that are ahead of projection.
So some additional information, because these are the things that concern parents, they concern kids.
My own children have been rezoned a couple of times, so I know what folks are going through on this stuff.
So to start with the first bullet, as I said before, these are some land use zones that ultimately for that big 2024 move for high school 10, these kiddos would have moved back.
So we are a little bit early in the game, but we would have moved these land use zones back as part of that bigger ABM.
Students with older siblings, as we've done in the past, if they're at Pato High School already, we would allow them to file for a transfer to stay via grandfathering.
So that wouldn't change at all.
although not mandatory starting in august of 2022 if those older siblings or older students at at
payto high school grades 10 11 and 12 if they chose to if they live in those land use zones
those three land use zones and they chose to they could apply to go go ahead and finish up
at martin ranch high school if they'd like to they would have to fill out the proper paperwork but
that would most likely be approved and then the last bullet there and i know that's always been
a concern anytime that i've presented to the board uh you know how many kids are coming out of a
junior high are we we're not pulling five kids out and and leaving 500 uh and and we made sure that
this doesn't negatively affect that junior high feeder pattern and i'll talk about that a little
bit here in a second as well and just a little bit about feeder patterns i know there's some questions
uh that the board had uh about feeder patterns and making sure that um again we're not pulling
kids apart and and that sort of thing um there were some questions about pure feeder patterns
Chris could probably give you a whole dissertation on peer feeder patterns and whether or not it's viable.
Over time, we've done split feeder patterns with junior highs, and then we have some that are peer feeders.
So just to give you an example, Pato High School, Stockdick is a peer feeder.
All the kids from Stockdick Junior High go to Pato High School.
And then it's also got a couple of split feeders, Haskett, the brand new one, and McDonald Junior High.
And then Morton Ranch High School, again, Morton Ranch Junior High peer feeder to Morton Ranch High School with a split feeder and McDonald and Katie Junior High.
So this just gives you, this is a lot of numbers, and I know I hate to do this to you, but what this does is explains basically what Chris was explaining earlier in that 7C and 7B are going to grow over time.
it goes from 315 kids to 614 in 2030 and what this what this slide is showing you
is that those numbers the percentages kind of balance out in terms of what
kiddos are splitting off for McDonald junior high and going to pay to high
school versus Morton Ranch high school so we're not seeing you know 20 or 30
kids splitting off out of junior high with no friends we're trying to peel it
a part where it's a little more balanced. And just as a tool, and this is great for the board or
our public, these are some great tools that our business intelligence group have put together.
They're on the website now. If you go on there, the KDISD dashboard, you can drown yourself in
feeder patterns. If you'd like, they've got these great little graphs and things where it can show
you where all the junior highs and elementaries go and to the high schools and vice versa.
And then another great tool that the Business Intelligence Office and they're in the technology group put together
It's the school assignment by residential address that's Sarah to us. I use this constantly
And it's a great tool
And if you go to the KDIC website campuses attendance zones and I'll take you to that and it'll give you all the information
You've ever wanted to know about that stuff and in conclusion
You know, we work very closely with campus administration with PASA
to develop these.
We never take this stuff lightly
because we know that moving kids
out of the school that they're in
is a difficult move to make.
But we work very closely with the campuses
and leadership here in the district
to make that move as easy as possible.
And again, trying to balance those numbers
in a very fast growth portion of the district.
And we are happy to take any questions that you have.
Are there any questions?
Mr. President?
Mr. Yes.
Ms. Hi.
Mr. Verling, thank you.
Ms. Smith-Poole, thank you so much.
I almost called you Ms. Smith.
That's actually a compliment.
Okay.
Anyway, I have a question about, it's on slide nine.
I'm just curious about this.
Mr. I apologize.
I don't have the number.
Ms. Well, okay.
Well, anyway, it's with the elementary number 44.
Mr. Okay.
Ms. And I was just looking at something else since we're doing this now.
Now, Wood Creek, and if you look at Walman, because, you know, I know you're looking at Morton Ranch and trying to help Morton Ranch and all this,
and I've talked to Mrs. Henson about that, too.
She said the same thing to me once.
But since we're doing this, I mean, do you ever think about trying to help out?
I mean, I'm just using this one as an example.
But Wood Creek has 1431, and Walman has 976.
and then, you know, and Walman seems to be pretty steady through 2030,
but, you know, I guess Wood Creek is still steady, but it's still over 1,400 kids.
I'm just wondering if, since we're doing it now,
if something like that can be considered to help Wood Creek.
Yes, ma'am, it could be.
And we really, we spend a lot of time talking to principals,
And I know that in some schools, a number may feel higher than other schools for a myriad of reasons, from programs and all those kinds of things.
And Dr. Gorgorski and I were actually talking about Bryant and the numbers there, as well as Woodcreek and those Woolman numbers.
And so I think where we have to decide, where we have to come in is we have to decide whether
breaking up a neighborhood or breaking up a school or something like that is the thing
that we need to do right now to balance those numbers and is it at the point where we're
at the breaking point where it has to be done.
And I think that's certainly something that is up for discussion.
discussion.
Chair Greg Musil Thank you very much.
Chair Greg Musil Any further questions?
Chair Greg Musil Mr. President, thank you for the attention to feeder patterns.
Do you, how, what are the percentages of the split feeder pattern?
Is it close to 50-50?
How is that going to work?
Mr. I have them in front of me.
The single, so the single feeder patterns, and I don't know, I can read them off to you if you'd like, or you just want the numbers.
I can either do the one, one, two, three, four, five, six, seven, eight, nine, ten.
Ten are single feeders, junior highs, and then the rest are split.
Mostly I'm talking about the ones you're considering right now.
Oh, okay, sure.
Like McDonald's, is it going?
Split between Morton Ranch High School and Paytoe.
Paytoe?
Yes, ma'am.
What percentages?
Oh, oh, gosh.
That's kind of what I want.
I think you're pretty close to 50-50.
I think I...
It is.
It was on another slide, actually.
I apologize.
Let me go forward.
It was the one with all the numbers.
There it is.
Oh, there we are.
Okay.
Yes, ma'am.
So 57 to Pato right now and 43 to Morton.
And then by 2030, those kind of just flip because what we're doing is we're allowing 7B and 7C to grow.
so they'll be a little smaller to start off with but again over time they'll
grow and then they'll even out kind of where they are now just flipped okay
good it's certainly important to have friends you know when you go to high
school absolutely that's that's the tough one elementary to junior high is a
little bit easier because kids are still kind of developing and they're learning
you know what they want to do whether it's you know athletics or band or
whatever it is but you know when you when you've gone through you know three
three years with your friends and you're in a program and then you move on to high school,
it makes it a little harder. Although I will tell you as a father of high school kids
with friends, they all know each other from all over the place, from sports and activities and
all that kind of stuff. So it's not as bad as it was when we were kids, but we do still pay very
close attention to it and make sure that they're not going alone. I mean, if you've lived here
very long, your kids have been rezoned. Mine have many times. I've been through it myself.
Somehow we're always in the fast growth area.
Right.
Not this time.
Right.
I moved to Katy for the schools, and now there's more schools.
That's right.
There is, I have had a question about there's a small, this is a, I don't have all the details,
but there's a small number of children who go to Katy Junior High who then go to Morton Ranch High School.
Yes, ma'am.
It's one land use zone.
Chris, you want to talk to that?
Is it Williamsburg or something?
It's on a map.
How many students is that? Because that's hard. That's hard. Going to Katie Junior High,
and then you're the only one's going to be a math-
I know exactly which one you're talking about.
That's hard. And while this might not be the time to do that, it might,
here's one thing I really want to say. Thank you so much for bringing it to us,
even if we're not opening a new school, because it's always right to make sure that our children
have adequate resources they're not overcrowded there's no need for us to be
overcrowded if we have room Thank You mr. superintendent dr. Gorka risky for
bringing this to us because I like it adapting when we can those boys and
girls need the best they can have and if they're gonna go anyway and you're gonna
give them a year to to go in the that's what I was wondering is that that one
switcher I have a friend and there was an awful lot of discussion about it at
at the time, I think it's a friend whose kid is in band.
It's the one that's running.
There's only three kids in the band.
I think that's right.
I think that's right.
I think it's number 33.
I want to look at the numbers of people, please.
That are going to be.
Yes, I think it is 33.
I'm sorry.
I overlaid the things.
Let me see.
It's 33.
Your way.
Okay.
Yeah, so there are 300 high school students in 33, 298 of them.
And so at the time that we did that zoning, there were proximity issues,
and there were feeder pattern issues.
And are they closer to the school?
Do they want to go to that?
school and so that's how it ended up breaking down or breaking out you know that was the
ultimately the decision but it was addressed at the time and that's where we landed on it but
yes it is is the one and that's why you know we immediately knew exactly what you were talking
about 300. okay i mean you know for whichever year i looked at more or less that's a whole lot
different story than 50 or 60. right yeah yeah well when you start drilling down into different
programs and things like that right the numbers are going to be smaller but you
know if that's something that children those are high school kids I mean 29 for
example the number on my chart is 359
very very dense and that's one of the reasons that came up in discussion when
you move it it matters that's right that's right you know ultimately I came
out okay thank you miss fool would it be possible can you get me a breakdown that
i can share with the board from that luz of that number of kids and can you break them down by
elementary junior high and high school is that possible total elementary junior high and high
school yes by 30 sure i mean we've got that in the report itself if it's in the report i'll have mr
veerling just pull that report we'll take it out for you it's a sort of a lengthy chart it shows
every single way new zone by grade group and by year yeah i'd like to just be able to share that
with the board that they can see the the numbers that are going to those areas we'll get that to
you thank you thank you very much my anecdotal information was that my kids in band only three
kids and his whole band are going to more ranch high school and it's really hard to do katie
tigers katie tigers and be you know you know and so it made it sound like it was a small pocket so
300 is a very different number when you're trying to shift things around thank you for
letting me ask the question any other questions thank you very much thank you
we'll now move on to agenda item 8.2 the 2021 2022 budget update with presenters is
mr christopher smith chief financial officer officer
good evening um excuse me
In the budget process, we've gone through this through the month of May,
and I'm sorry, March, and May and in June, we're giving a little closer look.
Tonight, I'm going to cover where our bottom line is looking now
and some of the things that happened with the legislative session that affect school finance.
These are the items I want to talk to you about.
I won't go over them all right now, but in gist, we're going to follow this format tonight.
night. The 87th legislature convened on May the 31st. And just to give you some state budget
overview and some highlights, you know, a year ago, we were in tough shape. We thought the state
budget was in tough shape because of COVID. And then we had the freeze in the middle of the session.
And those kind of things were big and important factors in the development of the state's budget,
which is the largest expenditure is public education in the state's budget. So back in July,
a year ago we were looking at a $4.6 million deficit on the horizon for this biennium,
the one that we're currently in.
That was better in January and by May it ended up being a surplus.
So it trended up the entire time and it's continuing to trend up.
Things in the state's economy are looking good.
Again, back in January it looked like there was only going to be about $112 billion available
to be spent throughout Texas and in the May it was up to 118 billion. A large
part of that were these two items and we've talked about those at length tonight.
ESSER I funding for the 1920 school year didn't give ISDs any additional
monies. It just if if the state owed us $100 they now paid us $95 and they used
the ESSER I money to make up the $5 difference or to the supplant. So we
We didn't get $101 or anything.
We got still the $100, but the additional monies came from the ESSER I funding swap.
ESSER II has a partial funding swap.
I think they mentioned that tonight.
Right now our allocation for ESSER II is about $29 million.
We anticipate right now about $17 million of that will go to pay for the ADA hold harmless.
We need more than that.
The ADA hold harmless, while it's benefited us by about $17 million,
dollars because our enrollment didn't decline but it wasn't as high as we
projected it was going to be and we staffed up for that and that's why we're
in deficit budget and we've included that whole harmless throughout the year
in our budget amendments knowing that there was going to be something there
but it wasn't enough but they are going to use about 17 million of it so the 20
net the remainder about 12 million dollars will be able to go to the
programs that were spoken to earlier but again we're working through those
numbers we're still waiting on some other reports that has to be done with
the text education agency and other information that we're waiting on to
firm that up but I'd say right now it's going to be close to close to that in
s or two we must apply and but the two of those combined those two supplants
combined again as her twos an estimate as her one they know is looking like
about two point three billion dollars so that was two point three billion dollars
that the state was going to pay but didn't have to because they they
supplanted it with those extra dollars a little summary of the ESSER funds and
I'll just go down to that last light light blue line for Katie is DS or one
was five point three million dollars again we didn't get any of it as her two
was $29.9 million.
We think we'll get about $12 million of that is our estimate right now.
That could move one direction or the other.
And ESSER III is at $67.2 million.
Again, ESSER III can all be spent locally,
and ESSER II is going to be supplanted by the state,
and then the rest will be spent locally.
And I really feel like my gut's telling me that I need to ground the people in this room and the public on this ESSER II and III dollars and the magnitude of them.
We talked about it, that they're $97.1 million to Katie minus whatever ESSER II supplant's going to be.
Let's say that's just about $80 million.
million dollars that's a lot of money and there was a lot of questions around
that tonight but I want to just I've got a I keep track of about 40 districts
that that that are that represent about two two point one million students
across the state forty districts two point one million dollars two point one
minute million students our amount per student on those two grants is one
$1,154. So if you take the 97.1 million divided by our enrollment, it's $1,154. The average of
those districts is 3,611. So over three times is the average. So if you took that average,
and then we would be looking at $300 million in the plan that was presented to you tonight.
So other, there are districts out there that are going to have access to a lot of funds.
Those are distributed based on free and reduced lunch students, or economically disadvantaged students,
and it does cost more, and it is tougher to bring those students up.
But a district of our size with 85,000 students, we protected as best we could, and did a darn good job, 85,000 students.
students, and we protected the 10,000 staff as best we could, which is a lot of staff,
but we only got the dollars as if we protected socioeconomically disadvantaged students only.
So I just wanted to bring that up.
That number goes as high as $6,562 per student, and as low on my list as 871.
We're third from the bottom.
them, that's probably because we don't have as many socially economically disadvantaged
students as some districts.
But I wanted to make that point that if we were at the average, it would be $206 million
more than what Dr. Kaske and Ms. Coy spoke to you tonight about.
So when you hear some splashes that may happen with districts that have lots of money, there's
probably a reason they have a lot of access.
And the funding cliff that they talk about are the fact that these are,
you all have asked questions about that these are two or three years only to spend.
I think districts across our state have a real responsibility on their hands to keep in mind that those are one-time dollars
that in two and three years from now they're going to be gone.
and I know of the districts I've heard of districts that are using it for for
continuous spending you can do it but then the funding clips going to be
really tall in two or three years I just wanted to make that point with these
ESSER dollars I'll probably make it again as we move on but House bill 1525
that was primarily supposed to be a cleanup bill but it ended up being more
than a cleanup bill it was the public uh the primary uh bill for school finance uh it's a
contingency rider uh it has uh includes uh increases and decreases in revenue for some
districts i've heard that ranges from a little more than a one percent loss to a little more
than a one percent gain and and all in between we are on the good side of that at a little over
one percent gain and i'll talk to you about how we got there um as i move forward uh the
The commissioners, it spends the commissioners' reserve of ESSER funds.
It includes 60% reduction in the instructional materials allotment.
And that 60% reduction, our typical biennial instructional materials allotment is $15 million,
and it's being reduced by 60% or $9 million, which would give us $6 million to spend.
Now, this is a low adoption year, meaning it's a low expense year,
But typically we've we've used those low monies to bank some money
As we move to those expensive years because it costs more money
So not sure what's going to happen when they when they refresh this but as of now, it's a 60 million dollar reduction statewide
This counts on approximately 1 billion dollars and I mentioned that earlier of a da hold harmless
to fund the s or two supplants
the funding formula changes
There are about four of them or five of them that I'll talk about.
The fast growth allotment I'll start out with.
And this was kind of the hot topic during the legislation.
And I think two years ago I gave that big warning that, hey, this could be something
that may not stick around.
Well it stuck around and it became a very hot topic and it's something that we benefited
from as a result.
And that's that's what's putting us on the above 1% gain when it comes to funding right now
It looks like we'll gain about nine million dollars from this
It includes a six year and change in enrollment, and I'll just say that
It used to be percentage so at our what five point six percent over a two year period of time and grew up changing growth
That was about average statewide. There were some districts as high as
63 percent and the average was about seven point seven
But it wasn't many students.
I mean, one of those 63 could have gained 20 kids and be up 63%.
So now it's based on...
actual gains in students. We're at the top of that list, or we're the ones who
gained the most over those six period of time, year period of time, and we gained
10,974 students. Just a quick breakdown on it. There were 78 districts in the
in the bottom portion of it that's all qualified. They don't get as high a weight,
but they all qualify for a portion of this. They get, and those 78 students
students gained 42,279 students in total, students that are eligible to be funded on this.
There's the next tier of districts, or 18 districts, that make up 44,211 students.
So about the same as the 78 above, but this is only 18.
In the top tier, the one that is paid the most, indexed the most, based off the basic
allotment there's eight districts and eight districts in their increase was a
fifty seven thousand nine hundred sixty students so those eight districts are
really growing fast and and because of that we we get the higher weight so the
only problem with that is is there's a there is a limit on it on the gain and
once they spend two hundred seventy million dollars they start prorating it
down and we've already taken into account and we already know that the
yet because we know the numbers that it's going to be decreased because
because they've hit the seven two hundred seventy million dollar cap so in
this it's a little over ten million dollars is coming in a little over nine
million dollars remember that exactly right now but there there is that the
one that miss champagne mentioned earlier the gifted and talented is back
It returns to the funding formulas after a two-year absence has a weight of 0.07
So 0.07 times the basic allotment times the number of students that qualify for this it is limited to 5% ADA
It was limited to 5% ADA two years ago and all that
many years before
But it's limited
statewide as a hundred to a hundred million dollars and so the KDISD portion of this would be about
$1.6 million. It's a limited 100 million statewide, so we expect this to be prorated down and not be able to earn the full amount. We are spending, I checked, we are continuing to spend last year, we spent $3.5 million on program intent 21, which is the gifted and talented program. So we never stopped our program. We continued it and we coded the expenses and now the revenue is back and it's great.
It just basically goes towards the bottom line.
Other formula transition grant.
This doesn't affect us, but I thought it was important to see how quickly funding can change for districts.
In the 19-20 year, the formula transition grant was $445 million.
That means there was enough districts statewide that didn't gain enough from the formula changes in House Bill 3
that they needed to get brought up to the levels that they would have gained
in the old funding formulas.
You follow me?
So it was a great thing statewide, but for some districts that totaled $445 million,
they needed to be brought up to where they were or they would have lost money.
And that was an expense to the state of $445 million the first year.
It increased to $533 million.
It still is part of House Bill 1525,
but it was limited by our legislature at a $400 million cap.
So those, it's unknown, and it will be unknown until probably 15 months from now how much,
but those districts that are in that formula transition grant are probably going to receive a pretty good pay cut.
CCMR, the college and career readiness now has expanded to include associate degrees
degrees and enlistment in Texas National Guard. That won't generate earth-changing money for us,
but it is one of the formulas. So this is kind of the summary of those changes from this overall.
Pro-rated down, our fast growth allotment was 8.7. Right now, $1.6 million. We don't know how
much the GT will get pro-rated down, but it's going to. It's in there at $1.6 million. We're
going to lose a little bit of money on our career in technology, the way they've changed the formulas
for that at point about about two hundred fifty thousand dollars and then
because those other gains happen in these funding formulas you get a little
yield on your your enrichment pennies and so that's about one point six
million dollars so gain overall law is eleven point seven percent which is
against just over and actually about eleven point just over one percent gain
for us which is good in in summary these are the programs that are now capped 70
million dollars for NIFA new instructional facilities allotment
that's over a million and a half dollars to our district and right now it's not
been capped or it hasn't reached that cap but but we won't know until the end
of this year the school safety allotments been capped at 50 million the
mentor is at 3 million gifted and talented I talked to you about that it's
It's a $100 million cap, and we're expecting about a 10% reduction.
So that's a $160,000 reduction to our allotment.
The fast growth portion, and I've talked to you about that, is capped at $270 million.
Those districts, those many districts that fell off that fast growth allotment,
they did put a hold harmless in there, but they capped it at $40 million.
So they're expecting to lose approximately 72% of what they were earning under the old fast growth.
thing so they're expecting a pay cut and I talked to you about the formerly traded
Transition grant again luckily those two bottom things don't affect us are not subject to us
But they are to some students across our state and always could be with when the legislature meets other state funding when he's winter storm
URI the TA was directed to provide some reimbursement for costs, but it's capped at 35 million dollars
So that's not going to cover much
for a district our size but but it is there are some monies out there I don't
know any details about it the instructional materials allotment now
includes distance learning and but it does have the reduced appropriation that
I mentioned earlier the lower the low funded esser two and three districts I
was surprised it's probably over 50 districts that got less than two hundred
eight dollars per student and that that surprised me I didn't think there were
that many so again ours was eleven hundred fifty four dollars per student
Some of these at $208, that's really next to nothing, and it's a lot larger than I expected,
and so the state is actually going to help get some monies into those systems.
The TEA commissioner was told to give grant awards for supplemental education supports,
technical supports for broadband, the P-TECH program, accelerated learning
acceleration, and technology for purchases that were made before February
the 28th of this year. I don't know any details about all that that's still
being worked through the agency but it affects funding in some way. And staffing
personnel, these these will affect funding and I just am touching these.
Senate bill, House Bill 2519 shortens the amount of time that a Chapter 21 person can resign.
Senate Bill 179 limits the counselor's time to counseling and not administrative areas.
Senate Bill 2081 extends the 22 to 1 ratio in pre-K. We meet that, but not everybody does, and that is.
is those last couple are basically unfunded mandates if that affects a
district across the state Senate bill 1656 is a supplemental tutor program we
kind of talked about this with the retirees and it protects TRS benefit
payments of the retirees right now for somebody retires and they work too much
they're not contributing to TRS and they work TRS will penalize them and when
withhold their annuity payment if they work too much.
And so there's some problems with that.
And this and a couple of these on this slide actually protect those retirees,
which is a good thing.
House Bill 1585 provides outreach and talks about,
gives them notice and warning before benefits are withheld.
House Bill 3207 protected them if they worked in a national disaster.
It actually got vetoed last week.
and that's why there's a line in it I think the draft that was loaded into
board docs does not have that should have been excluded because it was vetoed
Senate bill 202 employer contributions to TRS essentially that's that's going
to cost Katie ISD if we were if we hire some folks that fit outside the rules
it'll it'll cost us to pay the the contributions in full the TRS which I
I think are well over 10%.
Senate Bill 288 is return to work friendly
for COVID type stuff.
And again, we talked about that,
trying to get maybe some retirees back in action
to help with the learning loss.
And then Senate Bill 1444
is mostly for TRS active care changes.
It prevents a district from being in active care
and then getting their own parallel plan,
which districts started to do a couple of years ago.
and it also allows districts to opt out of TRS but active care but if they do
they have to be out for five years and then it's a five-year deal as I
understand it and then it calls for an ESC study which is I guess there's 12
service centers across the state and they're probably going to study the the
actuarial types data based on 12 the service those service centers versus
statewide our budget draft again I'm that first thing I just put up there
basic allotment that's the basis of the general fund and throughout the state as
I mentioned before that's the most important number you see up there at
six thousand one hundred sixty that goes back to that gifted and talented mr.
champagne that at point seven for every gifted student it's point seven times
that is how much we get in funding and all our students together add up to that
and there's those are all different but it's all centered around the basic
allotment the basic allotment gives more money than then the 6160 based on the
type of student they are socioeconomic disadvantage or special ed all get
higher than the state basic allotment but it's all centered around that basic
allotment this budget is built on only a enrollment increase of 662 remember we
staffed up for a 4244 student increase we only had about a thousand so we were
overstaffed in the 2021 school year which is a great thing for kids wasn't
great thing for the bottom line but it's a great thing for kids and and so we're
with that increase we we're kind of already staffed up the taxable values
that doesn't affect the general fund but they are at 5.3 percent and teacher
growth this includes 50 growth units but it's basically 299 new teachers
positions again 248 are actually tied to the teacher salary schedule and that
could be teachers or nurses or anything that's tied to the teacher salary
schedule and then the non teacher growth that rounded in 98 the numbers that
you're going to see is built on a 2% salary increase and a 1% December
one-time payment is what the numbers in here will look like and then oops the
The average new hire salary for last year was just under $58,000.
So, again, we're taking care of our new campuses in here with Haskett Junior High and another year at Jordan.
It takes into account district-wide growth.
It takes into account special ed growth, ancillary positions associated with it in those new campuses, and then, again, departments.
Sometimes departments have to grow too to keep up with the amount of workload in this to manage this district.
We're looking at about 88% salary and benefits in our budget.
So right now, new positions for the teacher pay group.
Again, this is teachers, counselors, librarians, nurses.
Anything tied to the teacher salary schedule is going to cost about $16.7 million.
That includes those 50 growth units.
This 2% would cost about $7.9 million for this group of folks, and the one-time lump sum is $4.1 million.
The performance incentive is in here for teachers.
The teachers portion is budgeted at $4.6 million.
That's what that looks like graphically.
budgeted for the non teacher pay group that would be custodians or assistant principal or a police
officer security guard etc you're looking at 3.4 million fund those new positions salary increases
at 2% is four million dollars and the one-time lump sum is two million dollar expense does
include the performance incentive at 1.4 million dollars that is for classroom instructional aides
Again, they're not on the teacher salary schedule, but they are included in this, and so that's that money.
What that looks like graphically.
Payroll budget is currently looking like $784.7 million.
Again, that's going to be about 88% of the budget.
Non-payroll costs, I won't talk about any of these in particular, but they are up.
We have more square footage and et cetera, et cetera.
More tests to administer and that kind of thing at $107.5 million.
Again, the majority of that is managed by departments.
You know, Mark Teat is retiring.
He's done a fantastic job over the years of managing his big budget.
He's probably got the biggest budget of any department in the district,
and he does a great job with that.
They're in maintenance and operations.
That's where the utilities are, right?
So $107.5 million is what that's shaping up to,
and that's what that looks like graphically.
Bottom line, let's look at that middle column.
you're looking at 871.9 million dollars in revenues complete complete 100%
transparency I think that there's probably a couple things that are
outstanding that could help that bottom line nothing earth-shattering but I do
think there's some stuff in there that could help that bottom line by to a
couple to maybe three million dollars we just it's still early operating
expenditures 874.5 million dollars again the standard transfers as transfers out
of the general fund about two and a half million dollars three million we're
funding to prop up our our health insurance plan so that puts us at a
deficit of 5.1 million dollars if you add that revenue that I'm talking about
you're getting closer to a balanced budget and again the good news about
that is there's that one percent in there and so that doesn't technically
have to recur so you're if you if you take exclude that we would have a
balanced budget but but but we do have a healthy fund balance and that's an
appropriate thing to spend on a one-time deal is something like that something
for capital etc so we've got a 296 million dollar fund balance is what it
probably won't be that high when we finish the 2021 school year again based
based on the amendments that we had last month that we're presenting tonight,
brings us to about a $20 million deficit.
I think that there is underspending.
I've been very clear about that.
You can see it.
I don't know who's going to go in and tell their financial clerk,
hey, we need to buy some of this, and that's going to happen.
There's no way to know that in a district our size, but there is underspending.
You can see it in the financial statements, and we will have a couple or 3%, which is
$10, $15 million in underspending.
So I think when the year is said and done, we'll be okay.
Probably we'll use a little bit of fund balance, but it won't be anything catastrophic.
And again, that answer and what Dr. Kasky mentioned to you earlier is we're using all
our money like a car wreck.
We're going to fix the car.
and all our money is going to go to learning loss and to fix the car not to
pay ourselves back for the insurance premiums that we may have paid we could
do that and some districts are going to do that some districts a very deal would
be say hey if you're short revenue by ten million dollars let's just plug that
ten million dollar revenue hole we need to we need to fix the car and that's why
we have a rainy day fund and while we have a fund balance at the proportionate
that it is so we can do we can focus on instruction and not panic when enrollment didn't quite meet
like it did last year and keep doing the right things for kids and that's that's what that's
the luxury of the fund balance that you guys have have built up so we still have a healthy fund
balance i think even after this year uh pre-k enrollment and k enrollment again those were down
that's why this budget the general fund budget has 50 growth units in it and in addition to all the
things that you saw today there's 50 growth units in the federal funds just to be able to say in
case we get we get surprised because it is an unknown out there a wild card that what what's
going to happen when it comes to our enrollment projection uh the 2021 uh well we talked about
that and then the covet slide is we're addressing uh through that a lot of that will happen with
ESSER. IT'S INCLUDED IN THIS BUDGET, BUT A LARGE PORTION OF IT IS GOING TO HAPPEN WITH ESSER TO
GET US OVER THESE NEXT COUPLE OF THREE UNKNOWN YEARS. DEBT SERVICE, JUST REAL QUICK, I TALKED
LAST MONTH, OUR 5.3% INCREASE, THAT DOES HELP OUR DEBT SERVICE BUDGET. TWO WEEKS AGO OR JUST ABOUT
TEN DAYS AGO, WE REPRICED OUR 2015 C AND DID BASICALLY TWO TRANSACTIONS OF REFUNDING AND
And another transaction, which was our 2021 A and B, that didn't save a whole lot of money, nothing to put in a Christmas letter, but it saved some money.
It did save the taxpayers of this district some dollars.
And what it really does is it saves us from having to go reprice this thing every two to three years moving forward.
So the expenses of having that transaction go away.
And this the 2015 C will now look like all our other bond series
Moving forward and which will be much easier to manage and we will save some money over time some significant money over time
The reimbursement resolution I talked to you about
And the bond sale authorization. I'm going to speak of the first two items here in a minute about those two
and then the final sale the
2017 authorization will happen sometime this summer and
And next month, Ms. Feitinger and Ms. Butterfield are actually going to present the food service portion of our budget and the debt service.
And you'll see what the bottom line on that looks like.
Wild cards, again, as for usage and the timing of those, it's one-time money.
And it's there for a temporary period of time.
And it could go away, just like somebody that is earning overtime.
You don't want to buy a car with your overtime earnings because if your overtime stops, uh-oh,
use that overtime to put a bigger down payment on a car or on your house or on a vacation,
but not on something that could recur every month.
And then prior year property value audits, Dr. Gagorski signed one that we prepared just to,
I guess it's been a couple weeks ago now, that we send it to the comptroller.
If that's successful, it should generate over about $5 million.
It's not included in the numbers.
I don't know when that will be approved.
It could be approved in the next 30 days.
It could be approved two years from now.
I've seen them in that window of time.
So it just depends on their workload, but we don't budget for that stuff.
But there is something in the hopper that could bloom in the budget that you're adopting in August.
Under spending, again, that's a wild card.
It may be high again because of these ESSER funds moving forward.
don't know that um but it could be and my my guess is it would be because we were gonna like
miss coy say we're gonna encourage them uh the campuses the departments to spend their esser
funds or grant monies first and then go back to their general fund dollars let's spend the grant
money and get it and that way we can keep those general fund dollars and earn a little more
interest on them uh on that kind of stuff char's uh we actually did increase the budget by a million
dollars that's helping our bottom line as i mentioned last month that under uh justin's
Graham's leadership. We've we've doing some things with the Shards program
that's generating more funds and we think that that's probably be again
completely transparent until I think there's some even some some more fruit
to be picked there and it's not nothing that's gonna you know solve all the
woes that we would ever have financially but it's going to help and it's going to
be another million dollars potentially just some of that we have to start
seeing but we did increase it because we've seen enough to know that hey we we
We need to increase it, and that's helped our bottom line some.
And then in enrollment growth, I talked to you about how much that is effective.
We know we're booming on the north side,
but what's going to happen with those students that we thought were going to be here last year
and the online versus non-online thing and everything, that's still a big unknown.
So where we are in July, I'm sorry, in June and next month, again,
we're going to talk about a summary of high-level funds
and spoke focus mostly on debt service and the food service budget and how
they're shaping up and that's all I have
thank you very much any questions mr. president mr. pool I mean mr. Smith
Just kidding.
Okay, that's an old joke.
Mrs. Poole has left.
Did you call me, Ms. Poole?
Okay.
All right.
I was trying to be funny.
Okay, I have a question about the attendance incentive,
and I know that that's $6 million if you add it together, you know,
4.6 plus 1.4 is $6 million.
Could that be changed to add to the teacher salaries?
I'm going to go ahead and jump in on that one, Ms. Champagne.
Anything in that budget is up for discussion as we develop it.
As we said, we bring them to you as presentation items,
and then we'll adopt that final budget in August,
and that will guide us for the school year.
So this is one of those items that we've continued to fund for two years
to the tune of a $6 million line item in there,
and that funds for classroom teachers of record
and your classroom instructional para educators as well qualify for that
attendance based performance incentive so if the board would like to move that
out of the line item that we have it in the budget it could be moved into
permanent salary if that's what the board choose to do with that okay
follow-up question please on that just so that everybody can know I have
I have recently received a great deal of messages and things from teachers that say that they would like, rather than have the attendance incentive, they'd rather have it added to their base salary.
And so I realize that I haven't talked to all, I don't know, 6,500 teachers or however many there are.
I've only talked to, I don't know, 75 to 100 of them.
So I was wondering if we could please do a survey of some sort to see what the teachers would prefer.
Because if the money is there, but they would rather have it added.
And let me just say this also.
I realize what the new starting pay is.
But, you know, we're still falling short in Region 4.
So I know that there are other school districts around us have given raises to their starting pay,
and they're still a couple thousand dollars more than us.
So this would just be one way of catching up our teachers a little bit,
even if I don't even know what it would equal, $500, $600, $700, whatever it would be.
It would help them catch up a little bit.
And I understand that we give the lump sum at Christmas,
and that's not really reflected in this.
But when people are looking at this chart from other places,
they see the actual number.
And so I just think that if that's what the teachers want,
I'm not saying this is what I particularly want,
but if that's what the teachers want,
then I just would like to know if that's what they would like.
Yeah, we can certainly do a survey,
and that could be up for discussion for this board,
how they would like me to proceed with that survey.
I'll throw out a few just points to make sure I'm clear on the survey.
So we would survey, if that's what the board would like us to do, the classroom, the people
who qualify for the incentive, let me put it that way.
So the people who currently qualify for the incentive would receive a survey that we would
do and we would use our survey folks, K-12, and I would have Dr. Grooms work very closely
with Mr. Schuss on creating that survey.
Help me understand a little bit better to make sure the question
or questions we should ask in the survey.
I think that you should just ask, would you
rather receive a potential $1,200
in incentive pay, or would you
rather receive whatever ends up being
and the $6 million divided up into the people, let's say $600, whatever it is, into your salary.
That's the question.
Okay.
That seems simple enough to create a survey with that.
I do want to share a couple things with the board and what we would create on this survey here.
The option would be continue the performance, the attendance-based performance incentive as is,
giving those folks who qualify for this the opportunity to earn $1,200 as it exists now,
or would they prefer some sort of permanent salary increase for those groups in the form of a dollar amount?
I'm cautious on the dollar amount because I know Chris has in the budget, Mr. Smith over there,
has a $6 million placeholder.
Clearly, $1,200 times the number of people who qualify for this incentive
would be well over $6 million.
So I would have to drop that number down if we're still talking about the same $6 million,
or is the board asking put more money into that so it would equal the $1,200?
That would have to be a decision that we would need to look at that.
I see Ms. Fox raising her hand.
right so i have a question about that i i too want to know i think it's important for us to
ask the stakeholders what they prefer but i think it has to be completely clear that it's probably
not going to be the full 1200. you have the opportunity to earn up to twelve hundred dollars
that is paid out in a one-time lump sum at the end of the school year is that correct
Correct.
Yes.
As it currently stands.
As it currently stands, those earned dollars for that employee group that qualifies for
the incentive get paid out in June.
June.
Okay.
If we add it to their base salary and divide that $6 million amongst all the people who
qualify, my understanding is that substitute costs go down when there's that incentive
pay there, so I would wonder how much the substitute costs go down because they're going
to go back up now.
Teachers work super hard and I adore them and they deserve to take a mental health day
or go to Nutcracker Market or go on a trip with their husband if they choose.
Those are all things that absolutely those are what the days are there for and they should
be able to do that.
my concern is that teachers feel like the incentive pay is punishment when
their child is sick and this is not punishment this is an added opportunity
this is not taking away any salary as it stands now my understanding correct me
if I'm wrong that this is an additive incentive to like maybe skip the
nutcracker market maybe if if you have an opportunity to go on a cruise you
You choose that, if you like, right during a school year, and that's there for you.
But it adjusts.
And so I don't know what they prefer, because if...
everyone gets it and they everyone gets it our substitute costs will go up and the amount of
money that we have in the budget will not be twelve hundred dollars for every person
is that that we use that that's correct i think you've summed it up rather well there miss fox
uh i'll i'll go ahead and ask uh mr shuss or or mr smith who might have that data better in their
their head than I do on substitute costs. Perhaps what have we seen in our substitute budget the
last several years? So substitute costs, we actually looked at that this morning and they
did drop about two million dollars. So that's significant. Now granted, COVID was a part of that.
So we don't know that that is a true decrease, but it is a large decrease. And so I think that
is indicative that the attendance incentive has caused a decrease in the sub budget.
Has it been in place two years and what happened the year before COVID?
In the 18-19 school year, we spent, I'm going to round it, okay, $8.2 million on substitutes.
Last year, we spent $6 million.
So that's a reduction of almost $2.2 million.
This year, it's estimated that we're going to spend about $6.3 million.
million dollars so it's two years that we're we're in the six million dollars
whereas we were at eight point two million dollars in 1819 school year and
then and again we've grown the equivalent of teaching staff of 5,000
students since that 1819 school year too so you got to keep that in consideration
too there's more organic growth or more substitute or more teachers
significantly more teachers now than there were two years ago with
With non-teachers, with instructional aides, again, we get substitutes for those folks.
That went from $1.7 million in the 18-19 school year, and we're estimating $1.2 million this year.
Last year it was $1.2 million.
So that's gone down about $400,000 as well.
So I guess the way you sum that up, Chris, in looking at that is, yeah, we've grown as a district over the last three years, obviously.
You know that.
we've added more teaching staff so one would expect our sub costs to go up with
the rise in that but what we're seeing is our sub costs have gone down
consistently over the last two years so I don't want to put you on the spot on
there mr. Smith that you can agree or disagree with me and I got hurt my
feelings by doing so but I would anticipate that it would probably be a
good budget strategic move if we didn't do the teacher incentive anymore if the
the program ended that I would take of those six million dollars at least 1.5
million of those and move those over into the sub budget. Does that sound about
accurate? Probably yes sir that's a conservative amount but I think it'd be a
couple million dollars. Couple million? Yes sir. Okay. But again we can always
look at the trend and budget it and adjust it upward if we went with 1.5 and
adjusted upward or downward. May I please add something to this? So when I was
talking to teachers last year, first of all what I would also like to see is the
difference between 2017 and 18 to 2018-19 because 2018-19 I believe was the first
year that we did it and so that would be a better comparison because that was
like more of a normal year the 2018-19. We adopted that in June of
of 2000 and was it June of 2019?
June of 19.
June of 19, yes.
So it's in place for the 19-20.
Oh, yeah, I apologize.
You're right.
So, OK, but I do know that a lot of the subs,
we didn't have a lot of subs last year.
And I know that there were other principals that
were teaching classes, assistant principals and all this.
And so, you know, it's hard to compare last year's sub expenses to, you know, a true year when we would have full.
I mean, you know what I mean?
Because we weren't really paying subs as much because there was other people that were standing in that were already getting paid.
But anyway, however you would like to do the survey, I would think that, you know, we need to let them, you know, maybe they do want to have the incentive.
But, you know, explain what it is, you know, how they earn it, and, you know, and what the other option is.
Even if it's just $500 or $600, maybe they don't want it.
And then we'll know.
Then we will know.
Would it be reasonable to this board to go ahead then, and the question is, do you prefer the attendance incentive as it's currently designed with that opportunity to earn up to $1,200,
or would you rather an additional, say, 1% raise,
permanent raise for teachers in Paris, 1%, which would cost, Chris,
could you tell me that roughly what that would be at 1%?
For teachers, it's 3.9.
Anybody tied to the teacher's salary schedule would be $4 million.
The pairs, no, it would not include the pairs.
But, Mr. Smith, when you say anyone tied to the teacher salary schedule, that's those four groups, right?
Yes, sir.
But I'm just talking about the one group who qualifies for the incentive.
I know I'm putting you on the spot now to have that number in your head.
But there's a good chance that if the whole group is $4 million,
I mean it would be slightly under the $4 million and then you put the paras in there,
that we think $4 million would cover 1% raise for all of that group.
Quick math in my head, I think it would be about $3.8 million.
Okay.
So what you're saying, Dr. Gorsuch, rather than give it to everybody, just give it to
people that would be eligible for the incentive?
Is that different to the numbers that you're saying?
Yeah, that would be, if we want to use the same exact dollars, we're talking about the
$6 million.
Now, if the Board prefers, you know what I mean, if we wanted, you know what I mean,
I'll give you options all day long, but if the board prefers to do away with the performance incentive
And let's say there's four million dollars at play in there. Let's say we take two million off for subs
Maybe it's 1.5, but let's let's not split hairs too much
a
1% raise for everybody in this district is is about mr. Smith 6.5 million
It's about six million about six million
So I'd need that little bit over in the sub money, and then I'd have to replace it with another $2 million if the board wanted to consider that additional 1% for everybody.
Or the $4 million would cover the people who qualify for the incentive.
Have we historically done a raise where just one class gets different than everyone else?
Is that something that we've done before?
I would go ahead and lean on Ms. Fox, who's been around the longest.
I do believe prior to me coming here back when I came as deputy superintendent that we did do that once.
I don't know if anyone else in this room remembers that, that teachers got a larger raise than the rest of the employees.
But I'm remembering that from memory once.
But I don't remember what year that was.
There was a legislative session, I think it was 2009,
2009 that required all teachers, counselors, librarians, and nurses to be paid $3,000 additional dollars.
I believe it was $3,000 additional dollars.
Okay.
And that was in 2009.
That could have created some, probably did create some separation, but that's all I remember at this time.
Yeah.
I remember hearing of it.
I just don't remember when.
Yeah.
But we adjusted everyone else's salary, too.
I think it was like a 6% raise, and then we adjusted everybody else to go with it.
I believe I appreciate what you're saying about six million dollars is the line item we have and
if we put two million back into sub cost because that's how much we've saved and if we're gonna go
and we've added more students put two million back and take that four million and make it
available to the people who qualified for this incentive one-time payment I think that and and
and explain it to them and let them see.
So it's probably about a 1% more to their base salary if they want that
or if they want the potential to earn more.
And I think ask them.
And because that money was there and because it's been offered to this classification,
I would like to see that move to that salary.
So I've looked at how many people right now that are eligible,
or how many people, yeah, that are eligible for the attendance incentive
of actually get it as a percentage basis if there's 100 teachers that are
eligible for it how many are actually achieving a part of it is it 80 percent
90 percent 75 and guess who has that data for us that mr. Schuss so out of
five thousand seven hundred eighteen teachers one thousand and six did not
get it so you're looking about forty seven hundred out of the fifty seven
hundred that got some of the ascents in a 100 all the way up to twelve hundred
And I have that.
47 out of 5,700?
Yeah, so it's a significant amount of teachers.
What percent is that?
I can't do that in my head.
I ain't that smart.
But then you'd have to look at, I'm so sorry, but then you'd have to look at, you know,
how many of those only got 100, you know what I mean?
And how many of those only got 200?
Yes, ma'am.
I've got that, too.
When it really averages out, it averages out to about $700.
But when you get to the, you know, 6 to 900 range, you're about 500 teachers in each one
of those.
only 230 only 237 got the full 1200 now 422 got a thousand you know so there are
significant numbers on the high end of that range that potentially are going to
be more than what we might be able to offer under that four million dollar
constraint so so mr. stress if I heard you correctly when I added those two are
you saying about a thousand teachers got a thousand dollars or more no no no no
So only 1,000 teachers did not get anything.
Yeah, 1,000.
It's almost 85%.
So 1,200, there were 1,100 and 1,200 and 1,000.
There is close to 1,000 teachers between 1,000 and 1,200.
Yes, sir.
Yes, sir.
So maybe a little bit less than 20%.
So I just have a couple thoughts on the survey.
First of all, procedurally, do we have, you know, Ms. Champagne wants a survey.
MY PERSONAL OPINION IS IF YOU'RE A TEACHER AND YOU SAY YOU CAN GET $1,000 WITH NO STRINGS
ATTACHED OR YOU GET $1,000 WITH STRINGS ATTACHED, I DON'T THINK I NEED A SURVEY TO KNOW WHAT
THEY'RE GOING TO SAY.
I MEAN, THE ANSWER IS GOING TO BE, WELL, WHY WOULD I TAKE $1,000 WITH STRINGS ATTACHED
AND GET IT WITHOUT IT?
BUT I DON'T KNOW HOW MUCH WORK THE SURVEY.
SO I'M NOT REALLY PASSIONATE ONE WAY OR THE OTHER ON THE SURVEY, BUT I THINK MY CRYSTAL
WALL CAN PROBABLY PREDICT WHAT THE ANSWER IS GOING TO BE ON THAT.
But so procedurally one if we want to do a survey, how does that work?
Is that a board vote that we have to make a motion and vote on the survey or how does that work?
Well, really I'm gonna I'm gonna turn to mr.
Graham for some guidance on that because we don't have an agenda item to discuss a survey
Yeah, but we can have these discussions about the budget and where we would like
Or where we'd like to see our monies go in the budget
and then we would need a future item to change that portion.
But, Mr. Graham, what is your thoughts on the survey?
Yes, sir.
A couple things on this.
There is no agenda item or vote to do a survey.
However, we're in the middle of a complex discussion on the budget.
So, therefore, we can poll the board if the board says, hey, generally we'd like a survey to be done.
You could give that instruction to your administration and they could take that forward.
You also have the future agenda items towards the end of your agenda.
There's compensation down later in the agenda, correct?
Right.
You could.
But this is the appropriate time.
And you all have been having this discussion right now.
So I think if the board feels strongly enough about, Superintendent, will you put together a survey for us?
There's no vote on it.
There's no formal action item.
But this is an appropriate venue for us to discuss it.
Yes.
And then the second question I have is do we have to make this decision tonight if it's in the budget on whether it goes in the moves from the, hey, it's tied now with strings attached to an attendance incentive to we move it and maybe we adjust it a little bit.
does that decision have to be made tonight?
It doesn't sound like we're going to adjust the overall number.
It's just going to be how it's allocated, or can we defer that, hey,
we think the total amount, so it's a 2% plus a 1% plus potentially this other 1%
that's already in there may be moving how it's distributed,
but the overall budget stays the same.
Do we need to have that decision on that specific item, how it's allocated today?
You do not need a decision on how the attendance incentive is allocated today
because we haven't taken any action on the budget yet and and that's coming up
we're just building the budget now later in the agenda I don't mean to complicate
things and I don't want to even talk about it right now but later in the
agenda you're gonna get a recommendation from the district on what the raise will
be now that is separate and in part than this discussion because that is what
we're recommending for all employees for for the year you saw it built in Chris's
presentation of a 2-1 that's what's coming later is an agenda item but so if
If the board would like me to put a survey together, it's really just one question,
and I'm going to narrow it down to this just to make sure I get it right,
and that Dr. Rooms has it and Mr. Schuss has it when they create this one question.
And the survey would only go to those people who qualify for the incentive,
and it would simply ask them,
would you prefer to continue with the attendance incentive the way it was designed,
or would you prefer to have in a permanent salary increase 1% and I would
have mr. Schuss calculate that for me I think it's going to come out to about
six hundred and something dollars and we would put that dollar amount in there so
you could choose would you prefer to have permanently let's say it's six
hundred forty dollars for for math tonight it's going to be in that range
or would you prefer to have the opportunity to earn twelve hundred
And I can put that as a survey.
I bet you with Dr. Grooms and K-12 they could get that out and create that survey within probably 24 hours.
And we could get that out and survey our folks and see what they have.
It would be a tough decision on the board, though.
I'm going to say a few words of caution on it.
When the survey comes back, two things would concern me.
One, if we have very low participation on the survey, that we're making a decision now based on the survey,
possibly if we have very few participation rates.
I don't know what kind of participation we'll get in the summer, but that's just a word
of consideration when we do it.
And then when we do it, we would bring that survey result back possibly with a change
in the budget presentation and then a possible action item where I can put it back on the
agenda for discussion.
do we want to take action on that? That makes sense. We can do that. So is the
action then again from a procedure standpoint I just can I just pull the
poll the board members ask if they want to do the survey does not require a
motion I can just hold a certain Paul the board members ask what they would
tell me what their thumbs up or thumbs down on doing a survey is that
appropriate? Yes sir again this is public comment so you guys are in front of the
public so you guys can talk about it does any board member have a problem
with doing that but good do I have a question I just want to make sure we're
clear here we have planned to give the incentive pay each year if the money's
there correct correct so I want to make it clear so because I'm all for before
this goes on Facebook I'm all for paying teachers what we can pay teachers but I
I talk to a lot of teachers who say,
I work hard for that incentive.
I try to get as much as I can.
And so there's probably going to be a percentage of them that say,
no, I like it the way it is.
And I don't want there to be any confusion.
If we decide to give a one-time payment that's permanent,
would that wipe out the program moving forward?
And I want to make sure the teachers understand
that's not just this year.
If you vote to get a one-time permanent pay raise, that takes it off the table.
If that's what the intention is, I just don't want there to be any confusion later.
Great clarification.
And they'll be disappointed, well, I thought this was just for this year.
I think you've summed it up nicely, Mr. Keller.
I didn't mean to do that.
No, but you did.
Thank you.
Well done.
Mr. President, I think, Mr. Keller, you summed it up.
is we want to reward our employees and our team members in this district as much as possible.
I think one thing that nobody has said is this attendance incentive,
while yes, it's created to reward our students, it's also, not reward our students, reward our teachers,
it's also about student outcomes because a consistent teacher in a classroom results in a better learning environment.
You're right.
And if anybody happens to be a capitalist as a teacher, I want the ball in my hand.
And if I have the ability, number one, I know that when I retire, I'm going to get paid back for some of my retirement.
Any days I have saved, I will receive some payment for them.
That's the state.
But I can get paid now for not using them.
So I can do what's best for the students.
I can still use the days I need to, whether state, local days, however that works out.
and that can be rewarded when it comes time to retire I I think there's more in
this part of the thing I'd like to just see is is if we're gonna do a if we're
gonna do a survey or put it out there let's make sure everybody understands
all those benefits is that is that not only does this benefit student
achievement not only does this put money in our teachers pockets sooner than
later but it also decreases the stress of finding a substitute because I think
we've talked about that this year may have been different in the fact that with covid and all that
kind of stuff but realistically finding a good quality sub is mostly until the end of time going
to be an issue and so i as long as we present everything in a clear way that people can see
all those those viewpoints uh survey or not i just want to make sure people are looking at because i
know realistically it's not the the question can't be would you rather get a thousand dollars uh
permanently or would you maybe rather get 1200 because you said average was 700 so so the
question really is more right would you rather get 600 or have a chance at 1200 where the average
was seven last time i mean i as i look at that i'm going i want the chance to to to earn it um
so anyways that's my two cents mr redmond you've got some good comments in there and i'll sum up
what you're talking about in terms of why do we have the incentive and i know we've talked about
that before but I think it's worth mentioning if folks are watching it
would rewatch the video one is to ensure what you said that a quality teacher is
in front of our kids the majority of the time that they get that positive
instruction from their teacher the second is to reduce those numbers in the
sub pool so we have enough subs to cover what we need and there's not a high
strain on the sub pool and reduce those costs and then the the third one lastly
it's yeah it's to get more money in the pockets of our teachers you know I mean
by an earned incentive.
But I know Dr. Grooms over there will probably watch this video 14 times tomorrow,
and Mr. Schuss will watch it to make sure we've captured everything.
But she can certainly in the – there's always room for comment or dialogue in the survey
to explain things prior to answering a question where we can add in all the things you just discussed
and inform folks, and the things that Mr. Keller just discussed,
that once we make that decision, it goes away.
you know that the incentive it doesn't return again because we've given the
money out permanently on the in those paychecks so I think we can capture all
that and get that out there and put it in front of folks if you guys want us to
do so and we can make the decision without the survey if we wanted to do
that as well we could decide what we want to do without the survey if we
wanted to survey something sure we choose to do it we can do it but you
know so that they I think that's the next yeah I would like to ask the board
is just everybody's open to it just kind of do you do you agree with proceeding
with the survey to try to get feedback before we make the decision or make the
decision but irrespective of the survey so is everybody okay just kind of mr.
president start with Leah and we just go down the the dais and just say are you
are you are you okay with the survey yeah I'm fine with just a thumbs up
thumbs down what's the question sir do you want to do a survey to pull the
teachers that are that are that are eligible for the attendance incentive to
to pull them to ask the question,
do you want to receive it as a lump sum
or continue to receive it as an incentive?
Everything that Mr. Redman and Mr. Keller were saying
about making sure they understand,
you get less, but you get it for sure forever,
or you can potentially earn more,
but everything we just talked about.
Would you, do you wanna do a survey or not do a survey?
The only thing that makes me nervous
is are we 100% tied to the results of that survey to approve or disagree?
What if we only have a 20% response because it's the summer?
Are we obliged to whatever that response is from those 20%?
There's generally consequences if you do a survey and you don't abide by the survey.
I mean, there's generally a consequence.
The survey says you get 10 people and eight say they want it and two say they don't,
and then you decide not to do it because there's only eight people that did it that it's still
you know you did the survey i think dr gorski brings that up all the time if you do the survey
you know you got to decide if you're bound to the results or not so i don't know the answer
that we don't have to be we don't have to be so thumbs up thumbs down could you put a qual i'm
sorry could you put a qualifier on the survey that says if you know if we get less than 20 percent
response, then we're not going to pay attention to the results.
I think people are paying attention.
I've been hearing from everybody, can I pray for you?
When it comes to pay, I would think that...
They know.
Tonight is the night to discuss it.
And, Mr. President, I would say you want the ownership from the stakeholder.
I agree.
That's the reason for the survey.
We can't make a decision for them.
I would make a decision and each person would make a decision that best benefits them, but
Why don't we see what they want because I've heard a lot of negativity about the end
The attendance incentive and I'm like, but that's not a punishment. It's extra. It's an incentive. It's exactly what it is
We're not allowed in education to call bonus
There's no bonus not allowed in education to say to pay a bonus
This is an incentive and I just want to say thank you to Mr. Redmond because that was on my notes, but you are exactly right. There is no substitute for a classroom teacher and a student face-to-face. There's no substitute for the performance, the student impact that happens when we have our incredible teachers face-to-face with students.
So it's a great idea, putting it in place.
I love the opportunity for them, but I've heard such negativity.
I'd kind of like to see what they think.
So I guess we'll start at this end then.
Ms. Wilson, some time to think about it.
So you're a thumbs up.
I'm a thumbs up for ownership of what they want.
Mr. Collins, a thumbs up.
Thumbs up.
I'm kind of neutral.
I don't really need the survey, but I don't see a huge disadvantage of doing the survey,
so I guess I'll do a thumbs up.
yeah okay so there we have it so we'll do the survey that good you bet we'll
get the survey we'll get some results to the board I don't know Andrea we
generally will run a survey and let that run for about a week or two what two
weeks is what our general is so we can run that for a couple of weeks we can
send out reminders all the time like you do almost I think even daily or every
every other reminder goes out.
So we'll keep reminding.
There is a general rule in surveying that Andrea has shared with me before
that 30% participation rate could be something that's considered statistically significant
when you're surveying a group of folks,
although this is a very focused survey on one group, not a randomized survey, we would say.
So a little different in that, but we'll get those,
and we'll build an agenda next month in July to discuss it as appropriate.
One last clarifying comment.
Is there any benefit of letting the board see the survey questions before you send it?
Because I would hate that we get the survey out and there's some question,
or the board members aren't completely satisfied with how the question was asked.
Sure.
Is that too much to ask just to make sure?
Dr. Grooms can build the survey with K-12.
That's our survey provider.
Get a turnaround, and I can share that with the board.
You bet.
Okay.
Any other discussion?
Any other discussion?
I just believe we're going to have a lot of root, a lot of involvement in the survey.
Might be the highest.
Might happen.
Yeah, I agree.
Any other discussion?
Mr. President, and I'd like to also say this to Dr. Gregorzy, I really appreciate the opportunity
to let us hear from the stakeholders.
and you know no matter what happens I mean I of course you know we'll be in
full support of you know whatever they they choose and I really appreciate
letting them have that opportunity I think this is awesome okay no further
discussion on this item is that correct we'll move the agenda item 9.1 which is
discuss and consider board approval of an order authorizing the issuance of
Katy Independent School District unlimited tax school building bonds in
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.
The presenter will again be Mr. Christopher Smith, Chief Financial Officer.
All right.
This is pretty cool.
Because of our growth, this is kind of a routine thing.
This would be the initial starting gun, if you will,
towards our first bond sale of the 2021 authorization.
They're just starting to turn dirt on our first project,
and you just awarded items from another project on the chillers.
We won't start spending enough money until sometime in the fall to really make it on that.
So we anticipate actually going to market on this sometime after August,
but we want to go ahead and get it to where we can get our calendars
and our timelines planned towards that when we think we're going to need significant cash.
So, again, this will take us through the first several months of this authorization.
It's $145 million, which is anticipated the maximum amount that we would need on this first sale.
The second sale would be approximately somewhere between 10 and 14 months later,
depending on how we spend that money.
money. This provides the parameters for the bonds. It
authorizes Dr. Gorski or myself to be the pricing officer and
to prove the interest rate and the terms and the procedures of
the bond sale. It would be our intent to put together a
syndicate to have that sale sometime in the fall and a
negotiated transaction with that. Jeff Robert, our
municipal or our financial advisor is here and can answer any questions as
well as Rick Whitty with Oreck our bond council is here in case you have any
questions on this particular item board members are there any questions mr.
president yes I move that the Board of Trustees approves an order authorizing
the issuance of Katie High's Katie Independent School District unlimited
limited 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. Second.
I have a motion by Mr. Redman and a second by Mr. Keller. I'll now proceed to vote.
We will proceed to vote. All those in favor, raise your right hand and say aye.
Aye.
Aye.
The motion carries 6-0.
Thank you.
All right.
Item 9.2 is something, again, we've been doing.
It's an abundance of caution item, I would say.
It's a reimbursement resolution.
Essentially what we don't want to do is say, oh my gosh, we need to have cash to fund these
projects and we better have a bond sale fast.
That may work and it may not work, but essentially the district has enough cash through its general
fund or through really the 2000
17 authorization has some cash that on these projects we would spend
Using those those other sources of cash this part. There is a certain law allows you to reimburse yourself
I think it's 90 days
But it just gives us the flexibility to oh, it's 140 days. We need to pay ourselves back
Now and we still can outside of that window
And it doesn't just force us to have to go go to market to have that first bond sale
it's an abundance of caution Adam any questions mr. president yes I move that
the Board of Trustees approves the resolution declaring intention to
reimburse project expenditures I have a motion by miss champagne in a second by
miss Fox will now proceed to vote all those in favor raise your right hand say
say aye aye motion carries 6-0 Jen Adam 9.3 discuss and consider board approval
of April 2021 financial reports presenters mrs. and by Tinger executive
director of finance good evening
okay good evening president Schulte dr. Bukowski on board item 9.3 is to
to consider approval of the district's April financial statements. The first financial
statements report the revenues and expenditures by our budgeted funds, and this is through
April, which represents just under 67% of the budget through the year. You can see,
as Chris mentioned earlier, we do see the underspending. You can see that in our financial
statements. Most of those are running below the 67% mark. In April, budget amendments
you did approve a large budget amendment for food service you see that now reflected in this report
that percentage for food service is still low that is because we have are accounting for that
in two different funding sources and at next month that funding source will move back to the fund
that you're seeing here in these financial statements so it's a little bit strange it will
continue to move through the end of the fiscal year until that all settles out for the year
between the two different programs that are operating um you'll also see a footnote on that
ESSER I funding that we talked about earlier, about $5.3 million. We're almost through with
that. We're just waiting to finish up that funding source. The construction report, Chris just
presented the item on the $676 million authorization. You will see that for the first
time this month. There is a page for that authorization in the report, so you can see
all the projects listed for that, along with the 2017 and 2014 authorization, E-rate funding,
and hers funding tax report is property tax revenues through April we are still
holding at about our normal collection percentage and the check register is for
all vendor payments through the month of April thank you board members any
questions owner attend a motion mr. president I move that the Board of
Trustees approves the district's April to 2021 financial statement second have
have a motion by ms champaign a second by ms wilson we'll now proceed to vote all those in favor raise
your right hand say aye the motion passes 6-0 we'll now proceed to 9.4 discuss and consider
board approval of the june 2021 budget amendments presenter will be ms sherry butterfield director
of budget and treasury good evening good evening president schulte trustees and dr grigorski
Thank you, Mr. Keefe. Tonight we have a lot of amendments and a lot of things going on in the General Operating Fund. Just to kind of summarize it, we're getting closer to year end and beginning to true up some of the numbers that we know are going to change.
Also, as a reminder, when we talk about amending the revenues of the General Operating Fund,
TEA requires us to amend that at the object level.
So we'll be talking about amendments to local revenues, the 5700s, 5800 state revenues,
and the 5900s, the federal revenues, all within the General Operating Fund.
fund. So to get started in the general operating fund, local
revenues are reduced by 1.6 million. This again is to true
up anticipated revenues for things like interest earnings
and facility rentals, athletics, catering, playoffs, tournaments
and in kind recognition of face shields. So that just means
that face shields were donated. We're recognizing in kind what
what that is in dollars, dollars and cents.
GOF state revenues are increased $4,211,471,
primarily due to the one-time property value audit
from the 2016 audit and to true up the foundation fund
and the available school fund.
Also in the state revenues,
we're recognizing the COVID tests that were provided with in-kind general ledger entries.
Federal revenues are increased $4,381,251,
and this is recognizing changes in indirect costs from food service,
which reflects as a revenue in the general operating fund, the SHARs,
the CRF from Tiedem, Fort Bend, and Waller counties.
and prior purchase reimbursement program for distant learning advice distance learning devices
expenditure amendments are 1 million 274 368 and it's a very lengthy amendment for various
projects and maintenance and operations those face shields and the covid test again
and we're reducing some expenditures in total of $771,812
that are moved to special revenue fund accounting
related to prior purchase reimbursements in those CRF funds.
The amendments, the other amendments
in the general operating fund as usual are direct offsets
between different functions.
We're just reorganizing budgets
budgets as the campuses or departments have.
And approval of all of those general operating fund amendments increases the general operating
fund balance by $6,334,824.
Debt service, we're recognizing the amendment needed to facilitate the Series 15C bonds
bonds that are concluding and the interest rates swap with that arrangement. Other sources will
increase by the proceeds from the refunding bond series 21A and 21B. An approval of that
amendment will result in no change to the debt service fund balance. Construction funds are
amended $4,279,734 for construction of Elementary 44 as approved last month and those funds are
available within the 2017 bond project savings. Again, no change to the construction fund balance.
Thank you. Any questions board members?
Mr. President?
Yes.
I move that the Board of Trustees approve the District's June 2021 budget amendments.
Second.
I have a motion by Ms. Champaign, a second by Mr. Redmond.
I will now proceed to vote.
All those in favor, raise your right hand and say aye.
Aye.
The motion passes 6-0.
Thank you very much.
We'll now proceed to item 9.5, discuss and consider board approval of a
compensation increase for the 2021-2022 school year. We should set a record on
this one now, right? Should go fast. The presenter would be Mr. O'Brien Schuss,
Chief Human Resource Officer. Thank you. President Schulte, members of the board,
Dr. Kagorski, tonight we are requesting approval of the compensation increase
for the 21-22 school year. That recommendation is a 2% increase across
the board for all employees. Now that will be based on the midpoint of their
the employees respective pay classification. As an example of that for
teachers that is a $1,330 increase. So all teachers will receive an increase to
their pay or to their salary of $1,330. And we also, it's this is not part of the
the increase but we do also have in the comp plan that's our next item the
continuance of the 1% lump sum and that will be in December but as far as the
increase goes we're recommending a 2% increase across the board based on the
midpoint any questions so the one person excuse me mr. president the 1% surrounds
around about half that six.
$665,000.
$665,000.
So together that's, I don't do quick mental math like that.
$1,900 and some change.
Around $2,000, almost $2,000.
Okay.
Thank you.
Yes, Mr. President.
So I don't know how to phrase this question correctly,
but so we're going to laugh we approve this this is going to be presented and
this is going to be public knowledge that this is what they're going to get
paid but if we do the survey and then you know we come back and say oh based
on the majority they want the 665 whatever it is added to their thing how
will we you know will that I guess get republished at that time the the the
the chart, you know?
So what we can do, there's a couple of ways we can do that.
Of course, it will adjust the teacher salary scale.
That's what you're talking about, correct?
So a couple of ways in doing it, because we will have a little
bit of a tight timetable to get that pushed through
through our compensation and payroll departments.
So one option we would have this year
is giving it as a stipend, which is not
going to change anything.
It would still be in their salary,
but that would allow us to mechanically give those funds and then in the next
year we could fix the the teacher salary scale if we needed to so that is that is
another option any other questions I'll entertain a motion mr. president yes I
move that the Board of Trustees approves the compensation increase for teachers
and for non-teacher pay groups for the 2021-2022 school year.
I have a motion by Ms. Champaign, a second by Ms. Fox.
We'll now proceed to vote.
All those in favor, raise your right hand and say aye.
Aye.
Motion passes 6-0.
Mr. President, one clarification there.
The one-time lump sum is December.
December, yes, ma'am.
Traditionally, and this is still December.
December 15th, yes, ma'am.
We'll now proceed to agenda item 9.6,
discuss consider board approval of the kitty independent school district
compensation plan for the 2021 2022 school year yes sir so request an
approval of the compensation plan for for next year as well first I really
want to thank our compensation team they are fantastic at what they do
organizations our size pay structures can be pretty complex and they they
manage this thing continually throughout the year I really really appreciate
their effort in doing so. So in really in the meat of this plan we have an
updated teacher salary scale, updated you know pay classifications. We do have the
lump sum, you know the ability to pay the lump sums in the plan. One thing
that we've already discussed this evening that is in the plan is the
teacher attendance incentive. So if we wanted to this evening we could amend
the plan removing that and then of course depending on on any outcome we
We can replace it in the plan if necessary or make adjustments otherwise.
The other thing that's in the plan is the teacher incentive allotment, and that allows us to make those payments to teachers.
You know, we've been discussing that over the past couple of months.
Last month you approved that 90%, 10% payment on those, so that is included as well in this compensation plan.
Other items in the compensation plan, we have our stipends.
We did a fine arts stipend review and a CTE stipend review this year,
And so there's a couple of changes in there that bring those up to market value.
And then we've got some policy in the plan.
And that's really the meat of the plan.
This will be the third year of this.
I still call it the new plan, but I guess we're getting a little ways down the road.
I can probably stop calling it the new compensation plan.
But I feel it is a good plan.
And, again, our compensation does a great job managing that.
And that's our recommendation for approval.
Any questions?
Mr. President, I have a question.
So, and maybe this is a question more for Dr. Krakorski or our attorney, I don't know,
but are we needing to take that out, the attendance-based performance increase?
Are we needing to take that out before we approve this?
There's two options I believe we can do on that one, Ms. Champaign.
I'll ask Mr. Graham if he has some input of whether one option is better to exercise than the other.
But I would recommend, because we did approve the 2-1 as the raise or the increase, that we go ahead and approve the compensation plan as written.
And we can bring back next month, should there be any changes to the compensation plan, we can bring back the compensation back next month with those changes in there, an amended different compensation one.
because we may want to change the teacher salary scales that are in there,
right along with the attendance incentives, should that change.
If we choose as a board to do an additional 1% for the teachers,
we'd want to update the compensation plan to adopt that,
so I can bring one back next month.
Or, Mr. Graham, would you say we go ahead and approve an amended one tonight?
night well it is the board's pleasure on that the board could make a motion to
move the compensation plan as presented with the understanding that we're going
to take out the teacher attendance incentive and take a look at that or you
can move it you could approve it as is with the understanding and I think we've
had pretty robust discussion tonight and your public will hold you to it that you
You guys are going to look at that and bring that back.
So I'm happy to do it.
It's your pleasure.
Either way, you'd like to do it.
My recommendation to the board would be, since it's not approved yet to remove it, I agree with you.
Let's just leave it in there.
And if we get the survey back and we decide to do it, we can amend it then.
That, to me, sounds – I agree with that.
That's how I would do it.
Does anybody – can everybody support that?
I have a question, if I may.
So this is also the stipend list and I'm going to sound like a broken record, but again,
we heard from during public forum tonight that there was a question about compensation
with the instructional coaches and where that lands.
And so I mean, Mr. Shush hasn't had time to look at that.
We haven't had time to get his input on that.
Is it crucial to vote on this tonight or can it?
we voted on the increase.
Is this crucial to vote tonight, or can we just hold it until next time,
and then we'll know all of the changes,
and you'll have a chance to look at the information that was presented?
So I think what we could do,
since we're going to potentially be bringing it back anyways,
if we approve it tonight, if we were directed to look at any other stipends,
we could do that, and if there were further adjustments,
we could make those at that time.
And yes, we did approve the increase.
I agree.
And all of that increase is embedded into the comp plan and pay classification changes.
And actually, a lot of these increases do start to take place in the next couple of weeks.
So I think it would be good, if possible, that we have the plan in place.
But then if we need to make adjustments, we can do so.
Any more questions, Ms. Fox?
I mean, I hate to approve something that we know isn't right.
Again, if we had a work study and we had a board meeting, we'd have time to make the changes.
I'm very pleased and excited, happy with the robust discussions we've had here at this table, and I'm looking forward to many more.
Again, having those discussions and then having a week to kind of look back and think and have everybody have an opportunity on not every month, Mr. President, but on board meetings where we're doing these kinds of things would give us just a, it wouldn't be a month.
We wouldn't have to wait a month to make these decisions.
You would know next Monday, right?
So anyway, I don't know.
I understand there is an impact of us not approving this tonight.
It sounds like administratively it's better to approve it and change it versus not approve it.
I want to make sure that's what I heard on that.
That would be my recommendation, yes, sir.
Because, like I said, the raises were approved.
But there's also, within the development of the comp plan, there's changes to pay classifications.
We have a process of reclassifications where some positions move through different pay classifications.
And that's all embedded in the compensation plan.
plan. But Ms. Fox, if there's a specific question I might be able to answer about the instructional
coordinators, I may not be able to, but I could certainly try.
MS. Well, I mean, none of us have had a chance to even read any of it, and plus
we look for a recommendation from you. I doubt that, I mean, I don't know if you know what
the person was talking about or any of that.
MR. Well, so I can address it a little bit. You know, are you talking about the
the same about taking an instructional coordinator position but then losing $5,000.
So that would be in the loss of, let's say somebody had a couple of stipends that they lost
or taking that instructional coordinator position.
They are on the teacher pay scale.
Instructional coordinators do actually get five additional days.
So teachers are $187, instructional coordinators get $192.
So that could be an increase of anywhere from $1,500 to $2,000,
probably for the instructional coordinator to take that position.
But it is a true statement that if somebody had a couple of stipends and then took that instructional coordinator position and they lost those stipends, that certainly could be a situation.
But that is the situation.
It would be taking a position that had stipends attached to it.
Mr. President, which is probably the case because we're probably taking a team leader or a teacher who was excelling and stepping into that role.
Right, right.
sure so mr president i i just want to go ahead and say so i i agree that sometimes we do need
the extra meeting the work study meeting would be so in other words if we would have had the meeting
last week as a work study and then the the person who presented to us gave us the information and
then we could think about it or whatever and then we come back and you know make a more informed
informed decision. I understand that the
imperativeness of trying to get this passed tonight so that people can
get paid right away. So I don't want to
hinder that. But I'm just saying. Ms. Champagne, Ms. Fox, I understand
what you guys are saying. So how about we do this? We vote on this tonight. We approve it
with an action to look at the stipend for the instructional
coaches and we follow that up at the next meeting. Is that a reasonable compromise?
I think have him bring back whatever amendments he feels because he's the expert and what once you know all the information and all that bring back the
Is that a reason to compromise that we approve it tonight but with action to revisit it at the next meeting?
Right. And I hate to sound like a broken record but on nights when we have a lot of this and also for our superintendent, for our superintendent, you know, there's a lot of information.
to make a decision immediately is like,
I really wish I had a little more time.
But I feel confident that he will bring us amendments.
Does that work, Ms. Champagne?
I'll entertain a motion.
Mr. President?
Yes.
I move that the Board of Trustees approves
the Katy Independent School District Compensation Plan
for the 2021-2022 school year.
Second.
I have a motion by Mr. Redmond, a second by Ms. Keller.
Mr. Keller.
Sorry, Duke.
It's been a long day.
It's that suit you're wearing.
We'll now proceed to vote.
All those in favor, raise your right hand and say aye.
Aye.
The motion passes 6-0.
Thank you.
Thank you.
We'll now proceed to agenda item 9.7, discuss and consider board approval of a termination
of first amended cost-sharing and development agreement
associated with the Haskett Junior High School site.
Ms. Lisa Kastman.
Good evening, President Schulte, Board of Trustees, and Dr. Gagorski.
I have four items this evening.
The first is the termination of first amended cost-sharing development agreement
associated with Haskett Junior High.
When the property was purchased in 2005,
we were going to be part of a shared detention facility
with the proposed development.
The detention facility was not going to be ready to accommodate the needs of Haskett Junior High.
We notified the developer of our termination.
The approval of this termination tonight is just to complete the necessary paperwork.
Thank you. Any questions?
Mr. President?
Yes.
I move that the Board of Trustees approves the termination of the first amended cost sharing and development agreement associated with the Haskett Junior High school site.
Second.
I have a motion by Ms. Champagne.
is second by Mr. Redmond. We'll now proceed to vote. All those in favor raise your hands.
Say aye. Aye. Motion passes 6-0. Thank you. A second item is the approval of a contract for
the earthwork at the new secondary campus complex for high school 10, junior high 18, the elementary
45, and the northwest transportation center. As I've discussed previously, the site is located
within a floodplain which requires detention, floodplain, and overflow mitigation.
litigation. This work needs to be completed prior to the issuance of permits from Harris County, and four proposals were received, and we're recommending Stuart Builders for this work.
Any questions?
Mr. President? Yes. I move that the Board of Trustees awards a contract to Stuart Builders, Inc. for the earthwork at the new secondary campus complex site for high school number 10, junior high school number 18, elementary school number 45, and the new
Northwest Transportation Center in the amount of $5,776,000 and approves the total project
cost not to exceed $6,852,320.
Oh, I'm sorry, $6,852,320.
Second.
I have a motion by Ms. Wilson, a second by Mr. Redmond.
We'll now proceed to vote.
All those in favor, raise your right hand and say aye.
Aye.
The motion passes 6-0.
keep going all right third item is the approval of a construction manager at risk contract for
the comprehensive renovations in addition to Katy elementary school there were eight proposals
received in Saturday field and Ponticus ranked first this will allow them to start our design
meetings for a fee of 1.98 percent of the final construction cost and pre-construction services
Any questions?
Mr. President, I move that the Board of Trustees awards a contract to Satterfield and Ponticus Construction Incorporated for the comprehensive renovations in addition to Katy Elementary School for a fee not to exceed 1.98% of the cost of work, including pre-construction services totaling $29,000.
Second.
I have a motion by Mr. Redmond and a second by Ms. Wilson.
We'll now proceed to vote.
All those in favor, raise your right hand and say aye.
Aye.
Aye.
Motion passes 6-0.
All right.
Final item is a similar project of the Diane Winborn renovations.
We took bids that same day for construction manager at risk.
Stewart Builders ranked first overall with their fee of 1.75% and pre-construction services for $20,000.
Any questions?
Mr. President?
I move that the Board of Trustees awards a contract to Stuart Builders Inc. for the comprehensive renovations to Diane Winborn Elementary School for a fee not to exceed 1.75% of the cost of the work, including pre-construction services totaling $20,000.
Second.
I have a motion by Ms. Wilson, a second by Ms. Champagne.
I'll now proceed to vote.
All those in favor, raise your right hand and say aye.
Aye.
The motion passes 6-0.
Thank you.
Okay with this already good.
I just didn't know we had a few more pages to go.
Agenda item 9.11 discuss and consider board approval of the minutes of the May 2021 board
meeting.
Mr. President?
Yes.
I move that the Board of Trustees approves the minutes of the board meetings held in
May 2021.
Second.
I have a motion by Mr. Redmond, second by Ms. Champagne.
We'll now proceed to vote.
All those in favor raise your hand say aye aye
motion passes 6-0
Well now the procedure did out of 10.1 discuss forming a board committee to review and update the board operating procedures. I
Think somebody was gonna pull
Then you did you have some slides that mr. Schulte submitted
submitted can you yeah that'd be perfect here we go what knows I appreciate it
I'm gonna do this real quick one thing I noticed when I got on the board a few
months ago was the board operating prosecutor the next slide please that
the board operating procedures while they're reviewed annually that really
hasn't doesn't look like to me there been a deep dive into the procedures to
make sure they see everything they need to say we're doing everything that's in
in there so so I I would like to have objective is to form a committee to look
at the current board operating procedures and make recommended changes
again modify add and delete and I have some timing that I'd like to do go to
the next slide so it's going to be made up of the board leadership team is going
to be the committee so it's going to be myself mr. Redmond and miss champagne
they're going to lead the committee but I really want feedback from all board
board members. So by the end of the week, I will send you the current operating procedures. I also
have asked the council to send me go-by operating procedures from other districts of our size just
to kind of spread our range of what other different districts are using just for information. But I
really want everyone to read this, and if there's something in there that you don't think needs to
be in there, then bring it to my attention and the committee's attention, and vice versa. If
there's something that you really think needs to be in there, I really want to hear about it so we
we can get these things updated.
So the proposed schedule that I have, 28 today,
will form the committee.
I would like feedback from all trustees on any comments
you have to procedures by the end of July.
And I know that may be tough with vacations and all that,
so I'm open to if we can't do that.
But that would be my target goal,
to get feedback to the committee by the end of July.
The committee would then meet and compile the results
that we get by 13 of August, try to have a board workshop
sometime in by the end of August if possible to go through what the committee's recommending
by 17 December finalize a working draft have the district legal council review it to make sure
there's nothing that is in conflict with this guessing policies do final formatting and then
do a board vote and accept the board operating procedures in September and since I expect there
to be pretty significant changes what I would like to do is set a timeline for six months after
we adopt the new procedures to look at it make sure hey there's anything did we overshoot
undershoot any other changes and then from that point forward certainly would want to
relook at those operating procedures no less than every year so appreciate everybody's support and
i'll be sending some emails out and appreciate uh the board leadership for for stepping up to
help me help me pull this off so thanks everybody um agenda item 11.1 donated items to katie
the Independent School District.
The board was provided a copy of the donated items.
Agenda item 12.1.
The next regular board meeting will be held on Monday, July 26, 2021.
Agenda item 13, there being no further business before the board, this meeting is adjourned.
The time is 9.39 p.m.
Thanks, everybody.
Official documents
Motions and votes
Recorded actions
MOTION 001 · AGENDA 7.1
PassedIt is recommended that the Board of Trustees approves the Elementary and Secondary School Emergency Relief Fund (ESSER II & III) Use of Funds and the Safe Return to In-Person Instruction and Continuity of Services Plans.
6 Yes · 0 No
| Trustee | Vote |
|---|---|
| dawn-champagne | Yes |
| duke-keller | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
MOTION 002 · AGENDA 7.2
PassedIt is recommended that the Board of Trustees approves the HCDE contract for adult education programs.
6 Yes · 0 No
| Trustee | Vote |
|---|---|
| dawn-champagne | Yes |
| duke-keller | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
MOTION 003 · AGENDA 7.3
PassedIt is recommended that the Board of Trustees approve the application for the Raines Academy Optional Flexible School Day Program (OFSDP) for the 2021-2022 school year.
6 Yes · 0 No
| Trustee | Vote |
|---|---|
| dawn-champagne | Yes |
| duke-keller | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
MOTION 004 · AGENDA 7.4
UnknownIt is recommended that the Board of Trustees approves the proposal for the replacement of the air cooled chillers at Fielder Elementary, Hayes Elementary, Holland Elementary, Mayde Creek Elementary and Beck Junior High to Hunton Services in the amount of $3,330,891.00, and the total not to exceed project cost of $3,355,891.00 utilizing the Choice Partners Contract #19/036MR-03.
MOTION 005 · AGENDA 7.5
PassedIt is recommended that the Board of Trustees approves the nomination of Dawn Champagne to fill Region 4, Position E on the Texas Association of School Boards (TASB) Board of Directors, the large district seat allocation for Katy Independent School District.
6 Yes · 0 No
| Trustee | Vote |
|---|---|
| dawn-champagne | Yes |
| duke-keller | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
MOTION 006 · AGENDA 9.1
PassedIt is recommended that the Board of Trustees approves 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.
6 Yes · 0 No
| Trustee | Vote |
|---|---|
| dawn-champagne | Yes |
| duke-keller | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
MOTION 007 · AGENDA 9.2
PassedIt is recommended that the Board of Trustees approves the Resolution Declaring Intention to Reimburse Project Expenditures.
6 Yes · 0 No
| Trustee | Vote |
|---|---|
| dawn-champagne | Yes |
| duke-keller | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
MOTION 008 · AGENDA 9.3
UnknownIt is recommended that the Board of Trustees approves the District's April 2021 financial statements.
MOTION 009 · AGENDA 9.4
PassedIt is recommended that the Board of Trustees approves the District's June 2021 budget amendments.
6 Yes · 0 No
| Trustee | Vote |
|---|---|
| dawn-champagne | Yes |
| duke-keller | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
MOTION 010 · AGENDA 9.5
UnknownIt is recommended that the Board of Trustees approves a compensation increase for teachers and for non-teacher pay groups for the 2021 - 2022 school year.
MOTION 011 · AGENDA 9.6
PassedIt is recommended that the Board of Trustees approves the Katy Independent School District compensation plan for the 2021 - 2022 school year.
6 Yes · 0 No
| Trustee | Vote |
|---|---|
| dawn-champagne | Yes |
| duke-keller | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
MOTION 012 · AGENDA 9.7
PassedIt is recommended that the Board of Trustees approves the Termination of First Amended Cost Sharing and Development Agreement associated with the Haskett Junior High School site.
6 Yes · 0 No
| Trustee | Vote |
|---|---|
| dawn-champagne | Yes |
| duke-keller | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
MOTION 013 · AGENDA 9.8
PassedIt is recommended that the Board of Trustees awards a contract to Stewart Builders, Inc. for the earth work at the new secondary campus complex site for High School #10, Junior High School #18, Elementary School #45 and the new Northwest Transportation Center in the amount of $5,776,000 and approves the total project cost not to exceed $6,852,320.
6 Yes · 0 No
| Trustee | Vote |
|---|---|
| dawn-champagne | Yes |
| duke-keller | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
MOTION 014 · AGENDA 9.9
PassedIt is recommended that the Board of Trustees awards a contract to Satterfield & Pontikes Construction, Inc. for the comprehensive renovations and addition to Katy Elementary School for a fee not to exceed 1.98% of the cost of the work including pre-construction services totaling $29,000.
6 Yes · 0 No
| Trustee | Vote |
|---|---|
| dawn-champagne | Yes |
| duke-keller | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
MOTION 015 · AGENDA 9.10
PassedIt is recommended that the Board of Trustees awards a contract to Stewart Builders, Inc. for the comprehensive renovations to Diane Winborn Elementary School for a fee not to exceed 1.75% of the cost of the work including pre-construction services totaling $20,000.
6 Yes · 0 No
| Trustee | Vote |
|---|---|
| dawn-champagne | Yes |
| duke-keller | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
MOTION 016 · AGENDA 9.11
UnknownIt is recommended that the Board of Trustees approves the minutes of the Board meetings held in May 2021.