Good evening everyone. Noting that a quorum is present I hereby call this
Katy ISD · Regular Board Meeting Agenda
Katy ISD Regular Board Meeting, September 26, 2022
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- 0:00 to 4:55 1. Call to Order
- 4:55 to 59:11 3. Public Comment/Citizen Participation
- 59:11 to 1:00:07 4. Closed Meeting
- 1:00:07 to 1:01:26 5. Reconvene from Closed Meeting
- 1:01:26 to 1:11:33 6.1 Katy Independent School District Education Foundation Annual Report.
- 1:11:33 to 1:25:48 6.2 House Bill 3 (HB 3) 5-year goals and targets for the district, elementary campuses and high school campuses report.
- 1:25:48 to 1:32:25 6.3 Planning for Growth: Review of preliminary results of the community feedback survey on the attendance boudary modifications associated with Elementary School #45, Elementary School #46, Bethke Elementary, Campbell Elementary, Golbow Elementary, Hutsell Elementary, Leonard Elementary, McElwain Elementary, and McRoberts Elementary.
- 1:32:25 to 1:35:32 7.1 Discuss and consider Board approval of the July 2022 Financial Reports.
- 1:35:32 to 1:37:29 7.2 Discuss and consider Board approval of the September 2022 budget amendments.
- 1:37:29 to 1:44:34 7.3 Discuss and consider a memorandum of understanding between Harris County First Responders.
- 1:44:34 to 1:46:50 7.4 Discuss and consider a Board Resolution authorizing participation in the State of Texas' Bullet Resistant Shield Grant Program.
- 1:46:50 to 1:54:11 7.5 Discuss and consider Board approval of the claims administration by Texas Association of School Boards (TASB) Risk Management Fund for Unemployment Compensation Claims.
- 1:54:11 to 2:03:48 7.6 Discuss and consider Board approval for the superintendent to prepare, sign, and submit a waiver application to the State Commissioner of Education for elementary school campuses that exceed the allowable class size of 22:1, in addition to campuses that could potentially exceed the ratio due to increased enrollment during the 2022 - 2023 school year.
- 2:03:48 to 2:31:03 7.7 Discuss and Consider Board adoption of a Local Policy Update.
- 2:31:03 to 2:51:10 7.8 Discuss and consider approval of future funds that would be used for employee compensation, should the voters approve the VATRE referendum on November 8, 2022.
- 2:51:10 to 2:52:07 8. Consent
- 2:52:07 to 2:57:18 9. Information Items
- 2:57:18 to 2:57:30 10. Future Meetings
Full transcript
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1. Call to Order
regular meeting of the Board of Trustees of the Katy Independent School District
to order. Today is Monday September 26th and the time is 5 p.m.
Dr. Gagorski will you verify that we're in compliance with the provisions of the
Texas Open Meetings Act with regards to notice for this meeting?
Ms. Shelty I do confirm we are in compliance with the provisions of the Texas Open
meeting act for our meeting tonight now proceed to the Pledge of Allegiance
Thank You mr. Schulte we've got a special guest who's gonna come lead us
in the pledge I'll go ahead and invite him up right now if he wants to come up
to that podium but don't start just yet because I've got a few things to say but
you can come on up to the podium but we have Mason go chinsky from Stanley
Elementary principal there's Becky Wingfield he's fifth grader mom is
Jennifer Best. Dad is Thomas Gulchinski. Has a sibling over at Seven Lakes Junior High, Braden.
Mason loves playing baseball and video games. He loves taking care of animals, especially dogs.
Mason also enjoys learning about rocks and geodes. Favorite subjects, math and science.
And from Miss Kelly Walker, fourth grade teacher, Mason is a kind and passionate learner.
Works hard on everything that he sets his mind to achieve. Mason is a young man that teaches,
that teachers and students can count on.
He accepts and includes others in and out of the classroom.
Mason is an amazing role model for SSE.
And from Becky Smith, fourth grade teacher,
Mason is a hard worker.
He has a competitive spirit that pushes him
when he is faced with challenges.
Mason never turns down an opportunity
to help others in and out of the classroom.
So welcome, Mason.
Thank you, and you may start to lead us in the pledge.
I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation, under God, indivisible, with liberty and justice for all.
Honor the Texas flag. I pledge allegiance to the Texas, one state, under God, one and indivisible.
Good evening President Schulte, board members, and Superintendent Gregorski.
My name is Mason Gluchenski and I'm a fifth grader at Stanley Elementary. When
I think of Stanley I think of loving teachers who want me to learn. The best
part of Stanley is recess and the character parade. The things I will
miss most are watchdogs and nice teachers. A very special moment at
Stanley was when I won a soccer game at recess when my dad was a watchdog. I was
Thank you.
Do it right here.
Great job. Thank you very much.
Do we have any scouts in the audience this evening?
No? Okay.
Oh, there is?
Oh, come forward, please.
This is the first time since I've been here, so this is awesome.
I'm out of my element here.
Yeah, introduce yourselves, what trip you're from,
and what badges you're currently working on, what rank you are and stuff.
Oh, my name is Henry Himmeldorf.
I'm from troop 1103 and I'm an Eagle Scout so I'm not working on any badges
yeah you're done right so what school I out of Jordan high school excellent
congratulations thanks for coming tonight excuse me mr. president do you
say troop 1103 yes yes that's the one mr. Stanley is yeah mr. Stanley's
birthday is November 3rd and so troop 1103 is an honor Stan Stanley Mason do
Do you know Mrs. Stanley?
Yeah.
They're pretty great people.
I'm so glad you were here tonight.
Thank you, Mr. President.
3. Public Comment/Citizen Participation
Okay, we're now going to proceed into agenda item three,
which is the public comment and citizen participation portion of the meeting.
The public participation section includes two categories.
Category one is for speakers signed up to speak on posted agenda items,
and category two is for speakers signed up to speak on non-posted agenda items.
Speakers who signed up to speak on posted agenda items will be allowed three minutes to speak.
For speakers who signed up to speak on non-posted agenda items, 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 is three minutes.
If the speaker is not finished speaking at the end of the three minutes, the audio will turn off.
If speakers wish to share written material with the Board, they must provide 10 copies
to the Secretary for Board Services before their meeting begins for Board members, the
Superintendent, the Chief Communications Officer, and permanent record.
If the Speaker has not attempted to solve a matter administratively through proper channels
as stated in Board policy, the presiding officer-designee shall advise the Speaker to seek resolution
through the appropriate policy.
Finally, pursuant to Texas Government Code Section 551074 and 5510821, the Board will not permit the presentation of personally identifiable information regarding a student and will not discuss the appointment, employment, evaluation, reassignment, duties, discipline, or dismissal of a public officer or employee or 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 policies, FNG local, DGBA local, CKE local, or GF local.
Our speakers will be called forward in the order they signed up to speak.
First we will call up speakers that have signed up to speak on posted agenda items.
Each speaker in this section will be allocated three minutes.
I also wanted to warn, I've been informed that several of the speakers tonight may be
reading inappropriate material.
So if you have children that you don't wish to hear that
Just wanted to tell everybody know that could be happening. Okay
The first speaker tonight and they come on the right list here agenda items
The first speaker tonight is Ann Russi and the second speaker tonight is Logan Logan McLean
Good evening
Mr. President I have a question please for clarity if the people who are reading
Maybe strong language from books would be able to say that just before they speak in case some families want to stay with their children
and be exempted from that one particular topic.
I wonder if they would agree to do that.
That's a great idea.
Thank you, Ms. Fox.
If that's possible, we'd request the speakers to acknowledge if you're going to read something inappropriate.
I can see families wondering if they need to leave or not.
Thank you.
If they'll tell us, if you all will please just let the community know.
Thanks.
I hesitate to say this because I don't want to use my time.
This may include some triggering topics, but is not inappropriate as far as I'm concerned.
This statement is a letter from my dear friend and former KDISD graduate, Kyle Getz.
I grew up surrounded by straightness.
My straight married parents raised me and my straight brother in KDISD where all of
our neighbors were straight.
My friends, teachers, coaches, and principals were straight.
If there was an LGBTQ plus book in the Cinco Ranch High School library, I didn't know about it.
I didn't know much about gay people except for AIDS.
I never learned about Stonewall or Harvey Milk.
During my sophomore year of high school, our yearbook was retracted,
partially because it included an essay by the student editor about his experience coming out to his mom.
It was reprinted with his essay removed.
I grew up in the kind of high school that you're fighting for,
one with little access to information about LGBT people.
And still, I knew I was gay back in junior high.
I didn't need to read about attraction in a book to feel it.
I just felt it.
And worse, I couldn't change it, no matter how hard I tried.
My family wasn't religious, but I prayed to God every night to make me straight.
Surrounded by nothing but jokes and condemnation,
I was taught that being gay made me wrong, vile, and broken,
and apparently not even praying to God could fix me.
The first time I cut myself, I was in high school. From the outside, I probably looked like a happy, healthy kid.
I was a straight-A student and drum major for the marching band with good friends and a good family.
In reality, I was in pain and I wasn't allowed to talk about it.
Like 48% of LGBT kids, hurting myself was the quiet, desperate outlet I chose when I was given no other choice.
I know the step that can come after self-harm because I've considered it.
I've come close to it. When you're taught that books and essays about you shouldn't exist,
you start to believe you shouldn't either. Without being taught to love yourself,
what is there to love? Growing up surrounded by straightness, censoring LGBT information and books
and telling me I was going to hell didn't make me straight. I look behind me and see all the things
that didn't work, all the things that broke me, all the things I've spent my adult life trying to
to unlearn. And now I watch as you try to force more kids down that same path, hoping for a
different result. It didn't work then and it won't work now. What works is acceptance. Studies show
that having an affirming school environment saves lives. Teaching love, hope, and acceptance inspires
love, hope, and acceptance. LGBT books belong in schools just like LGBT students belong in schools.
I wish someone had told me that when I was in high school. I hope someone tells your kids that today
Thank you
Thank you, the next speaker is Logan McLean the speaker after that is Angie Waller welcome
There won't be any inappropriate material in this okay, good evening
My name is Logan McLean, and I'm a Cinco Ranch high school senior
I'm here again to talk to you about EF local policy.
I want to start off by saying I recognize our board is in a difficult position and cannot
feasibly please every single person.
That being said, Katy ISD is one of the most diverse districts in Texas.
I hope that as we move forward with this policy, you'll listen to the combined voices of parents,
students, librarians, and staff, and not just a small group of people guided by bipartisanship.
I firstly want to condemn the continuous dismissal of student voices.
We students have delivered research speeches month after month, and each time our concerns
have been delayed, ignored, or even disrespected.
When a book is removed, that is a resource being forcibly taken from us, from me.
No other group in this room can say the same.
To argue that we are too immature, or that even because we are not taxpayers, to have
have a say in these decisions is a denial of America's basic foundations of representation.
We students have proven, month after month, that we are mature enough for a seat at the
table over the things that affect us the most.
I also want to respond to particular comments made at the last few meetings.
Many have said if a school removes a book, then we students should simply buy it or find
it elsewhere.
I want to make it very clear that this mindset is misguided.
not everyone has the money or the resources to make up for the shortcomings
of our schools for many people the school library is their only option they
might not have the materials to obtain a library card to Katie's public libraries
or the transportation needed to get there in the first place there is no bus
to the public library but there is a bus to school don't restrict our resources
under the notion that everyone will be able to find access elsewhere to
To summarize my suggestions policy-wise,
I urge the board to include high school seniors on review
committees, remove the clause that takes books off shelves
before formal review challenge decision,
and clarify that librarians will be included on committees.
Finally, do not entertain the idea
of allowing the board to overwrite
a committee's decision.
Why would we put so much work into building this process
if its outcome would not be respected?
I'd like to make one final note to Mr. Perez
with my remaining time.
Last weekend, I saw a post of Mr. Perez
attending a protest that paved the way for
and advertised a final protest
occupied by Nazis and armed Proud Boys.
These hate groups shouted obscenities at me,
raised the Nazi salute,
and called myself and other queer individuals pedophiles.
I hope we, as a school district,
recognize the dangers of extremism and bipartisanship
when it comes to raising the future generation of leaders.
Do not allow anyone's political beliefs, especially a representative whose beliefs attract allyship with Nazis, erode my right to education.
Thank you.
Thank you.
The next speaker is Angie Waller, and the speaker after that is Hongzong Jin.
Good evening.
Good evening, Board.
My name is Angela Waller and I have been an active volunteer in KDISD since 2005.
I've had three kids graduate from KD and I'm thankful for all the teachers that they've had that have helped pave the way for them.
I no longer have a child in KDISD but that does not mean I do not care about all students in KDISD.
I'm here tonight to speak about the book review policy.
policy. The policy should state that librarians are a designated person on the reconsideration
committees. They're the experts on books in our district and should be parts of the conversation
and needs to be clearly stated in the policy that they need to be a part of it. And please
do not ever make the names of the committees public, Victor. I know you want to know that.
I don't know why you want to know that, but you don't need to know that. You've already
shown you do not care about our black students by trying to get rid of new kids you've shown that
you do not care about the lbgtq plus students by attending a protest that was raising money for
them so please do not make the names public that needs to be kept confidential because people like
victor will go protest against these people he's already shown he will protest the books need to
to remain until they have been reviewed.
We've already seen books that aren't harmful being challenged.
Once again, new kid on the block.
Our own board member over here, Mr. Perez,
had a problem with new kid and wanted that removed.
So should that book have just been automatically taken off
the shelves because one parent, such as Mr. Perez,
had a problem with it?
No, it should not.
So let's keep those books on the shelves until they have been fully reviewed.
We should not trust that parents are going to understand what,
it should not just be left up to one parent to review these books.
If you're afraid that they will cause children to go read the books,
then make sure your own child can't read it.
Don't keep other children from reading it.
New Kid was very educational for kids who have been in that position.
why would you keep another child from reading that it wasn't harmful at all
and only a few parents took issue with it it should have stayed on this shelf
so that's just keep these books on the shelf until they're reviewed thank you
for your time thank you the next speaker is Hong Jung Jin and the next speaker
Our next speaker after that is Regina Johnson. Good evening.
Hello board members. I would like to thank you for your service, especially Mr. Press. I thank you for your service.
I am a father of three college KTISD students. As you can tell, I am not white and I am telling you I am not Christian.
Someone is repeatedly challenging the temporary removal of books before formal review is complete.
Their argument sounds so exaggerated. It's as if someone's life is critically dependent on the uninterrupted circulation of a particular book in our school libraries.
I don't get it. Are we talking about a book or blood?
As a parent, when your kids bring treats home on Halloween and you receive a safety warning, do you allow your kids to keep tasting or eating their treats?
No, you don't. You immediately block their access. To block or not to block is not a question for any parent who cares about their children.
Any student can still read a book being challenged outside of the classroom, but nobody, nobody has the ability to unread a book.
That's why we should immediately block any books that we believe to be
inappropriate for our school children. Someone complained that they are being
targeted by the book writing process because majority of the books being
challenged contain LGBTQ material. If you write a book about race or gender
identity, you don't have to include sexually expressed material. If you
If you want to talk about multiculturalism, you are not required to be pervasively vocal.
These books should not be included in our schools.
Why do you fight for their inclusion even when you also admit that they contain sexually
explicit material?
Why do you insist their availability to all 90,000 students in this district?
There is only one reason that can explain your craziness.
that the sexually explicit content is what you really want to promote.
Everything else is just a disguise. You want to talk about race, diversity,
first-line men's rights, gender identity, multiculturalism, they are all being used
as a camouflage. No matter how you disguise your motivations, you are clearly trying to sexually
abuse your fellow students and you should feel shameful. To those that keep
crying about your books, ask not why your books are being challenged, ask why your
books always promote inappropriate content to our children. Thank you.
Thank you. Thank you. The next speaker tonight is Regina Johnson. The speaker after that is
Sarah Peru yes
good evening I'd offer maybe a little decorum would be good here I don't know
if it's appropriate to be going after one board member like we've seen already
tonight I'm here to talk about if local which you will be voting on this evening
and offer it's missing the mark.
Adult professionals and parents don't
want to sit on a reconsideration committee with high school
seniors to discuss books about all kinds of sex, masturbation,
objectification of women, and rape, et cetera.
Students deciding for their fellow K through 12 students
is only in Katy.
I spoke with many neighboring school districts,
and this is not in their policy, contrary to what some of you
have told me.
Allowing challenge materials to remain
on the shelf during an approximate 30 day period
until a formal review is completed is also kind of nonsense.
Why in Section C and D of the checklist do all three criteria boxes need to be checked?
Isn't one checkbox enough?
Isn't every other chapter or portions of the book that are sexually inappropriate suffice enough for removal?
In addition, each community member should be required to fill out their own checklist
as an accountability audit measure,
and a Board of Trustees should also be able to have that ability to override a reconsideration committee's decision.
It took over nine months to challenge one book, one book that had pictures of people masturbating, and it stayed.
Masturbating, whatever.
And both in another book about sorry heterosexual sexual acts took months as well.
Both remain on the shelf.
And apparently, according to your experts in the last meeting, they meet selection criteria.
All of you in this room should all be in favor of boundaries and robust policies that are
enforceable.
We don't want to accuse our board members or our superintendent for sexualizing kids
and then calling it education.
Everyone in the school district that has a culture in favor of education excellence,
inappropriate materials, woke ideologies, and only 50% of the student population passing
the star instead you put forward policies that don't offer boundaries and
taxpayers and parents be damned rest assured if you vote to pass this policy
tonight taxpayers will see this as a clear indicator this board is rudderless
and the overall culture in the school district is not a plus our board will be
deemed ineffective and unaware at best complicit and uninterested in
representing the greater community at worst our admin is downstream of the
culture this board creates the culture is failing you took 365 days to create another swiss cheese
policy that won't do anything just like the one before and it appears that this is how we're
going to spend our resources i'm running out of time i'm just going to say i found this all over
roads friday morning when i went this was the night after katie's homecoming you guys tell
teachers they don't have money to spend on paper but you can thank you the next
speaker tonight is Sarah Peru and speaker after that is Mary Ellen
Cozzella good evening good evening my name is Sarah Perry thank you each for
your service to our community I'm asking the board to consider my request to
to address the current teacher shortage and ample vacancies
that the district currently has.
In regards to future funds if the VATRE referendum is
approved, I'm asking the board to consider part-time jobs
to fill some of the vacancies.
I realize it costs more as two employees are paid benefits,
but it is a viable solution we should consider.
It may be even more effective to fill vacancies
than a blanket salary increase.
I know of several KD area certified teachers who would reenter the teaching profession if they could work part-time.
I realize not every job can be split, but there are several positions that can be filled by splitting or sharing the job.
Teachers can split the job week by week, mornings, afternoons, Monday, Wednesday, Fridays, every other Friday.
There are several schedules that would be conducive to splitting a full-time position to part-time.
The other thing that the other area to address the teacher shortage is
is the following statement is in the employee request
informational guide under human resources
on the website in regards to employee transfers.
To be eligible, and I'm quoting, to be
eligible for a voluntary transfer,
the employee must have worked at the current location
for two consecutive years.
Time worked as a substitute on a campus
will not be considered in the calculation of the two year
requirement.
We know that some students flourish with the right teacher
and some do not.
We can also say that some teachers flourish
at a particular campus or with a particular principal.
We also know that geography is important when choosing a school as many teachers have families
and a variety of schedules they must accommodate.
Therefore, we should increase the teacher's freedom to move from campus to campus.
During the shortage, we cannot afford to have teachers with less than two years at a campus
feel their only option to leave a campus is to resign from the district.
I do know of teachers who have done this because they feel it's their only option.
It's a fine rule when there is not a shortage of teachers, as we know stability is key for
children, but with all the vacancies, it is not in the best interest of the students or
of the district.
The next speaker tonight is Mary Ellen
Kizella and the last speaker on the first topic is Claudia Turcotte.
Good evening.
Good evening.
I'm going to say inappropriate things.
I've warned the parents behind me. Things have gotten complicated because there's a huge lack of leadership.
There are people who with differing views on what's appropriate for students and what's not. That's obvious.
Here's some advice to make your job easier. Stick to the basics of education.
The safety of all kids.
Follow the law.
Let parents take care of their children's sex education. Get sexually explicit books, straight, gay, and otherwise out of our schools.
If parents want their kids, direct them to have these books, direct them to the public libraries. They're all there.
The instructional resource and library book policies you're voting on tonight include two students on the review committee.
It says they have to be 18. This is a poor decision.
Alright, let me give you an example of why. I'm going to read from a book at Morton Ranch High School.
It's there right now, called This Book is Gay by Juno Dawson.
This is a book not about how to relate to a gay person or their feelings or their pain.
It is a book a how-to book on how to have gay sex
It's detailed and as I read this I want you to ask yourself. Why was this found appropriate by library specialists?
How does this book meet the district selection criteria?
the ins and outs of gay sex chapter 9
You really do need to wear a condom for anal sex
sex. P.S. A bit of spit, broke back mountain style is not a substitute for a proper water
based lubricant which you can get free with condoms from gay bars, doctors and clinics
or by pretty much anywhere else. Vaseline and baby oil or oil based and actually decay
condoms, don't use those as lube. Part two, girl on girl sex. Here's a diagram of a woman.
If you are also a woman, you are probably aware which parts feel nice when you touch
touch them, but here's a rough guide doing the sex.
Two women can pleasure each other in a variety of ways, fingers, and it goes on.
Subjecting an 18-year-old to a review committee to discuss a book like this is irresponsible
and a lack of wisdom and leadership.
Why would you subject them to this?
As I've said before, you need to do an audit of what you currently have.
Parents can tell you how to get one started.
We've already done it.
You need to fix how books are approved and purchased.
At this point, you're in a weak, defensive position
and only reacting when a parent brings
a book to your attention.
Your board position should not be
about networking for a business you may own,
nor for a political position you're vying for.
If you have nothing to say on this topic,
nor take no leadership in these decisions,
you will no longer belong on this board.
Times have changed.
We need courageous leaders to fight the good fight for the protection of our children.
A word, a comment to some of what was already said.
This is not about someone's walk in life.
It's about sexually explicit material. Get it out of your hands.
Thank you. The next speaker is Claudia Turcotte.
Hello. I'm kind of shocked that we're still talking about the books and about
porn in the libraries. I feel like this is a no-brainer. You know what porn is
when you hear it. Wanting to put kids on the review committee, I mean if you're
uncomfortable when I stand up here and I talk about blowjobs and anal sex and
and coming in bottles and then drinking it.
Wouldn't you think that you might be a little uncomfortable
discussing that with kids?
I don't wanna discuss that with kids.
And in fact, I think that may be kind of grooming
when you're discussing that kind of thing with kids.
We live in a hyper-sexualized world.
We already know kids are constantly exposed to porn
and all kinds of inappropriate things.
So why can't we make school a place
where that doesn't happen for them?
Maybe just one place in the world
where we don't provide that ready access to them for that when they're already saturated in it.
This just requires common sense.
exercise common sense and have a little bit of leadership. Be willing to risk a little something.
I was under the impression that you're not allowed to call people out by name up here and I've heard that happen.
And I think that may indicate something. It may indicate that there was somebody that was willing to stick their neck out and be a real leader.
when you're being opposed generally it means that you've risked something and
you can tell people and who they are by their friends but you can also tell who
they are by who the people that oppose them and Mr. Perez I'm very grateful for
your leadership you're a good man you're an honest man you're a man of integrity
and you were slandered a few minutes ago I was at that that protest I was not
standing with Proud Boys. I was not standing with neo-nazis. I was praying
the rosary with a group of people. Mr. Perez was not there and we were praying
that the young people that were going into that event, the drag queen event for
children, that they would recognize their inherent dignity and the fact that they
are loved because they are children of God. They don't have the affirmation
should not come from their sexuality. It just should come by the fact that they
were created by God and we care about them and affirming people and things that are harmful
for them is not love. Love is willing the good of another. And I feel like it's a no-brainer.
We ought to not be doing these things for kids. You can talk about LGBTQ issues without
talking about blowjobs and anal sex and other stuff like that. We don't need to include
that. I applaud the students who are engaged and participating here. I think that's great.
but it doesn't mean I want to sit in a room and discuss porn with them.
And I also think it's very telling that a couple of adults in the room were kind of...
Thank you.
Thank you.
Now we will call the speakers who signed up to speak on non-posted agenda items.
By policy, a maximum of 30 minutes has been allocated, with the time divided equally among those who have signed up.
Each speaker will have two minutes and 43 seconds to speak.
The first speaker tonight is Celeste Gu.
The second speaker tonight is Lakeisha Adams.
Celeste Gu, thank you. Good evening.
Sorry about that.
Hello everyone.
My name is Celeste Gu, a Mandarin Chinese GT teacher, a substitute teacher for KTISD,
and a district advisory and committee member from my previous school district.
During the time I went through both the college and graduate programs in the Bay Area, California,
with a determination to become a teacher, I have had such a privilege to be able to work with
some very incredible master teachers with 20 to 30 years teaching experience.
experience. What I've noticed is that what they're practicing on a daily basis in a pluralistic
classroom is basically kindness, understanding, developmentally appropriate expectations,
and firm boundaries. Not only they provided continuous care for the children, but also
So they modeled the behavior that they expect the children to behave in a consistent manner.
And this is exactly what Chinese traditional culture would also value when it comes to education.
Which means to guide with words and be a role model.
Behave the same way you expect the children to behave.
However, what we have witnessed in recent years in education has gone a very different direction.
Instead of teaching students the virtue of 仁者爱人, means a benevolent person loves others.
Said by Confucius, some schools are, which are still doing, trying to planting an inception to our students' young minds.
trying to and trying to make our students to believe that certain groups of people are being
suppressed and marginalized to help people identify these groups names colors symbols
terminologies were designed and signed to them just like creating a label isn't this actually
categorization, discrimination, or stereotype that we have gone against all these years in our education and our society?
Is this a progression or regression?
Mark Twain said, kindness is the language which the deaf can hear and the blind can see.
So why do we have to take a twisted route when we can simply demonstrate to our students the easiest way to show that we care?
On that note, which method should we implement?
Indulge our students to believe that the only way to solve some problems
is to label people, create conflict and fight,
or demonstrate that care can be... Thank you. Thank you. Your time
is up. Sorry. Thank you.
The next speaker tonight is Lakeisha Adams, and the speaker after that
is LeGang Lei.
Good evening.
Good evening.
My name is Lakeisha Adams, and I wanted to discuss race relation awareness to protect our children from racial bullying in KDISD schools.
So on September 2nd, on a Friday evening, my daughter's paid-off varsity volleyball team played against Jordan High School at Jordan High School.
If you all aren't aware, I wanted to inform you that our daughters were subjected to racist taunts that consisted of monkey sounds and excessive yelling from Jordan's student section while trying to serve and play.
Myself and a couple of other parents were trying to make the administration and security aware that we're on duty at Jordan High School, and they did nothing.
So them doing nothing made the students have a feeling that it was okay to do what they were doing.
Unfortunately, it affected our children, especially my daughter.
She contacted me as soon as she got on the bus and she's like, mom, did you hear what
happened?
Unfortunately, yes.
And to know that my daughter alone with her teammates, which consists of nothing but students
of color, to not be protected in a KDISD environment is unacceptable to me.
I immediately contacted the administrator over athletics and I was informed that there
there would be an investigation completed.
However, I've never formally heard anything back.
There was a blanketed statement that was sent out to the parents within KDISD,
but there was nothing that stated that there was racial bullying.
It was coded as incident.
But when there are other incidents that occur, we get thorough information.
If a gun is on property, if there's a fight at school,
and we're also given information about how it will be handled.
However, it was a very, very blanketed statement and insufficient information given.
It is unacceptable to me because Katie is very diverse now.
For Pato High School to have a volleyball team that consists of not one white student shows that Katie is really growing
and that it needs to be reconsidered how things are handled and that staff needs to be educated on how to protect our students.
Thank you.
Thank you. The next speaker tonight is Ligang Lei and the speaker after that is Colleen Salinas.
Good evening.
Good evening everyone. Today I would like to recommend a bilingual book to our school library and it will be helpful for our students to learn a second language.
language. Chinese is the most popular language in the world as more than 2 million people
can speak Chinese. In Houston area more than 60% of population speak Spanish so we encourage
students to learn another language. KTIA still requires every high school student to learn
a second language which affect more than 30,000 students in our community. As a second language
learner for more than 30 years I'm sure I can share my experience. I started to learn
I learned English as my second language when I was in grade seven.
My native language is English.
I'm a hard working student, but I found English so hard for me to learn.
Even after more than 30 years, I found that the content is always the most challenging part,
although I can remember the vocabulary.
I was always looking for reference books which can give me translation word by word, sentence by sentence,
so I can catch the context easily.
There are many books published in both English and Chinese volumes, but they are not printed
together.
It is time consuming to read two books at the same time.
Until recently, I found this bilingual book, Bible, it is a perfect book because it has
English in the outside and Chinese in the middle, so we can read it very easily.
And whenever I get confused, I can read the Chinese version very easily.
So it's very effective accuracy and it's printed more than one billion versions.
So it's very helpful. Additionally, this book includes stories that help students understand the language.
For example, there are two Chinese characters to describe a boat.
A small boat is called 舟 and a big boat is called 船.
it's a challenge for English speakers to understand
the difference between these two Chinese characters.
However, if you know the story in Genesis chapter six,
Loya and his family built a Loya ark.
So his family can survive from the flood.
There were eight people in this boat.
So that is called a Chuan,
as the right portion of this Chinese character
shows eight persons on the .
So there are many other stories related to our language,
and they can make the progress of learning
second language so fun for us.
Mr. Superintendent, if you have difficulty
to make a final decision about this book,
I would recommend you read this book first.
I'm sure it will give you instructions
on how to make a decision.
Thank you.
Thank you.
The next speaker tonight is Colleen Salinas,
and the speaker after that is Avery White.
Good evening.
Hello.
My name is Colleen Salinas.
My son used to be a student at Jordan High School.
My son is also a student with autism and he's nonverbal.
It has been almost a year since the petition came out and the news segment aired regarding
my son, Bubba Salinas, being denied his fine arts credit and banned on schedule.
My husband and I advocated really hard for Bubba with no resolution, but unfortunately
we came up short.
short. We moved out of Katy at the end of April and Bubba was immediately enrolled in
Claudia Taylor Johnson High School in San Antonio, Texas with band three on schedule
and receiving fine arts credit. The school was all in favor and never questioned Bubba
receiving credit. In fact, they said, why wouldn't we give credit? Bubba is now enrolled
in two band classes on schedule and receiving credit. I am here today to personally invite
each and every one of you to BOA Katy on Saturday, October 1st at Legacy Stadium.
Bubba is coming back to Katy to compete against the very school district that
refused to see the ability and his disability. Bubba is not only getting the
credit he deserves, but he is also proficiently at playing multiple
instruments and is fully capable of doing all the things that we were told
were not possible. I sincerely hope that you watch, that you get to watch Bubba
perform and that you're inspired when you see him when given the chance my son
and students like him are limitless Bubba is thriving and happy he is fully
included being challenged daily and receiving the full benefit of band
Claudia Taylor Johnson will take the field at 1230 I hope to see you Saturday
I also want to publicly just thank the band directors at Claudia Taylor Johnson
High School for seeing Bubba's ability for encouraging his participation and
and fully counting him in.
Thank you for listening.
The next speaker tonight is Avery White.
And the speaker after that is Brian White.
Good evening.
Hello, my name is Avery White, and I'm
a freshman at Jordan High School.
I'm a water polo player, and this is my story.
When I was little, my parents let me try nearly every sport and activity they could.
While my older sister quickly found her thing, it hasn't been that easy for me.
I tried soccer, swimming, cheerleading, basketball, volleyball, and track.
Waterpolo is the perfect blend of all these sports.
I found waterpolo last year when a couple of my friends invited me to a camp with the West Houston Waterpolo Club.
I loved it.
It's a team sport with lots of action, so I never get bored.
The sport requires that I be good at many things.
Swimming, hand-eye coordination, ball awareness, a strong and accurate arm, and stamina.
Have you tried treading water for an hour?
There are a lot of kids in KDISD like me, strong athletes that love to play a variety of team sports
but haven't specialized in a single sport.
I went from never seeing water polo game a year ago to being the leading defensive player
and one of the top scorers on the bronze middle game in 14U
on the 14U team at the Junior Olympics in Dallas this year.
I look forward to representing KDISD at state tournaments
and the Junior Olympics next year.
Thank you.
Thank you.
The next speaker tonight is Brian White,
and the speaker after that is Kathy Carpenter.
Good evening.
Hi, I'm Brian White. Avery's my daughter. I'm going to get a little choked up because that was very hard for her to do.
Thank you all very much for your service. I've lived in Katy ISD since 2004 and appreciate the school board's work through our massive population growth.
I have three daughters at Katy ISD. I actually visited you a few months ago to honor my junior at Jordan, the reigning 200, freestyle state champion in swimming.
She is cerebral, introverted, and comfortable being alone with her thoughts, which is excellent
because she spends a lot of hours inside her own head underneath the water as she swims.
Swimming is suited for her.
My second daughter, Avery, is a freshman at Jordan.
She's a water polo player, and water polo is suited to her.
Avery is extroverted, enjoys interacting with friends, and has an aggressive streak.
Her coach works on helping her have a responsibly aggressive streak.
Water polo is the ultimate team sport.
It is similar to soccer with attackers, defenders, and a goalie.
Most athletes swim back and forth across the pool while the goalie is constantly treading
water.
Every athlete is continually moving and the action is always exciting.
Like leadership and working well with others are required for success, water polo requires
listening to your coach and clearly communicating with your teammates.
Avery plays water polo on a competitive team. Unfortunately many of her teammates
are busy this time of year. They're playing for their schools in Lamar,
Cyphair, and the Houston Independent School Districts. Avery's not allowed to
do that yet. I look forward to seeing Avery represent KDISD at the state
tournament in Junior Olympics. I recognize y'all have a lot of hard
decisions to make. This is not one of them. We've got pools everywhere and they
have time that can be used. Only good things will happen with water polo
being a sport in Katy ISD. I served for three years on Katy Aquatics and so I'm
very familiar with how much money y'all get from the pools, the time that you
sell back to communities and the community programs that help aquatic
aquatic sports in this area.
Water polo will just be another thing added to the list.
Thank you all.
Thank you.
The next speaker is Kathy Carpenter.
And the speaker after that is Colette Franz.
Good evening.
Good evening.
After last month's meeting, I decided
to become a member of the Trevor Project.
You remember the Trevor Project, don't you?
I've been very busy training on how to be an activist.
That way I can live up to being a white supremist
and possibly be as eloquent as others.
After months of coming here, you have made it clear
that you want the children to decide.
Well, my favorite topic with Trevor Project
is becoming a successful fundraiser.
funds that pay for homeschooling.
The only way to solve this problem is by shutting down your pocketbook.
Every parent should remove their child and turn these schools over to the gay agenda.
The whole country survived homeschooling for a year, and we can do it again, but better.
I say better because it will not involve any curriculums.
These eloquent children laughed at last month's speakers.
I call them children because that is exactly what they are.
If they truly understood the mission of the gay agenda,
I would hope they thought different, but apparently not.
And since we're able to bring up names,
thank you, Mr. Perez, for standing up for our children.
The next speaker tonight is Colette Franz, and the speaker after that is Anne Cotton.
Good evening.
Hello.
I am Colette Franz.
I am a parent.
I'm a taxpayer.
I'm a current Diamond Level Jordan High School Athletic Booster Club sponsor.
I'm a local realtor, so I am always selling the school district for the better of it,
and I'm a current Masters water polo player myself.
It was exactly 30 years ago I was a freshman in high school and it was the first year that
my high school offered water polo.
It did not have a women's team so I had to ask the coach if I could play on the boys
team.
That was already nerve-wracking enough.
Anyways fast forward four years, started varsity my senior year of high school, I was the captain
of the boys team, recruited all over the country, ended up signing with the University of California
at Berkeley Golden Bears.
I'm very proud and passionate about this sport. I have two sons playing currently.
I was a three-time NCAA All-American player, played for the U.S. from 96 to 2000.
Just missed going to the Sydney Olympic Games as an alternate, so yes, I have a bit of the Olympic blues.
I was the record holder at Cal with 212 goals from 2000 to 2015.
The point of the story is that this happened 30 years ago.
30 years later, it's full circle. I'm up here speaking for my children. My son's 13. He's going to be a freshman next year. We're going to Jordan High School. We have state of, oh, back in high school, we didn't have a pool. We figured it out, though.
We have state-of-the-art facilities in this school district.
Beautiful.
Lots of water that we can negotiate and divide up amongst different schools.
The pool time is there.
We have the coaches.
We have the student athletes.
They're actually walking down your halls.
90,000 students.
We're going to find a water polo team amongst them.
So please, KDISD, consider it.
it we just it's the newest UIL sport in the state of Texas I'm running out of
time there's 160 high schools that are participating in it in 32 different
districts around the state our neighbors Fort Bend Lamar Consolidated
Sawfair Spring Branch Spring Branch shares one pool amongst four high
schools somehow they do it between swimming diving and water polo four
years goes fast I want it to go slow for my boys but I know it's gonna go fast
and I don't want to crush their dreams the opportunities there my son is gonna
going to be better than I was.
He started at seven years old.
I started at 14.
The scholarships and the NC2I opportunities
are through the roof for both boys and girls.
You know, they have this saying of,
if you build it, they will come.
We've already built it.
We have spent millions on these beautiful facilities.
We have the student athletes.
They will come .
Thank you.
Thank you.
The next speaker is Ann Cotton and the speaker after that is Beth Abera.
Good evening.
My name is Ann Denise Cotton and I am a math and science instructional coach in KDISD.
I would like to ask any instructional coaches with me here tonight to please stand.
I have come to discuss the instructional coach role, duties, job description, along with
the salary and pay scale associated with our position.
Many people don't know what the role and intention of the instructional coaches in
the schools are.
What do they do, you might ask?
As instructional coaches, we work with teachers, administrators, and students to support learning, teaching, and professional development.
We serve as mentors and role models, helping teachers stay fresh and current with the latest research-based techniques in their classrooms.
We work collaboratively with teachers to plan and implement instruction while providing support in lesson planning and engaging in meaningful discussion with teachers.
We understand effective teaching practices and how to implement those in the classroom.
We model teach for teachers. We build relationships with teachers. We use data to differentiate learning.
We create, organize, and provide professional development sessions for teachers within our own schools and within the district.
Our position is a necessary piece of teacher success and student achievement.
Instructional coaches are the conduit for numerous district initiatives and the quality classroom implementation.
KDISD instructional coaches go well above and beyond principal expectations.
expectations. We are the masters in our field and we were chosen to fill this role in this district for this reason. I have provided a copy of our job description, Exhibit A, for you to review. Highlighted on this, you will notice 192 days and the pay grade of I00. Instructional coaches were removed from the teacher pay scale in the 1920 school year without notice. We only learned of that change by hearsay from newly hired coaches after the fact. I have also provided an example of our salaries, Exhibit B, as compared to the classroom
teacher in the same year's experience. Let's look at the numbers. Each page
provides data on different years of service for the instructional coaches.
The first table gives the comparison of the teacher versus the instructional
coach and their daily rates. Please note the daily rate column. The daily rate of
a teacher is higher than the daily rate of an instructional coach. As you
continue reading, the next table compares apples to apples. If the daily rate of an
instructional coach were the same as that of a teacher, the year's
experience that gap would be close to $2,500 a year we're asking for
transparency and recognition for the role that you hired us for thank you for
taking the information and considering it when planning the next steps for our
district thank you
the next week tonight is Beth a Barra and the last speaker tonight is Micah
Trevino good evening good evening thank you for your service I
I think this is a beautiful process.
I've seen everyone's eyes listen to people, and that's very important, and I thank you.
I too am here to talk about a month ago, I'm not even in Katy, I'm 64 years old, I live
in Siena, I had to drive an hour and a half to get here.
I heard on the news that someone was acting like apes, children were acting like apes
at a game.
And I know it might be unintentional, didn't even bother me, I couldn't even figure out
why it was on the news because kids have to have backbone but the response of kdisd said if we find
who it is then we'll take appropriate action and i felt like a better answer would have been you know
next time we'll stop the game or we'll let our kids know that we're not going to tolerate this
behavior in the future that was the response i expected and it made the news i think because
because we didn't have the right response.
And so as the board, I ask you to be the rudders
and to empower the coaches and the umpires and the game officials
to stop a game when they have inappropriate behavior
and to back them up and not have them face any ridicule
and have the schools talk to their students
about what is not appropriate behavior during a game
that they attend thank you thank you the last speaker tonight is Micah Trevino
good evening hello Katy ISD board my name is Micah Trevino and I used to go
to Katy high school this is a picture of my older sister this was 16 years ago
yesterday 16 years ago yesterday my parents and my sister heard the worst
news of the life. They heard that she has our osteosarcoma. Now osteosarcoma is a
rare bone cancer and not only was September 25th 2006 maybe a normal day
for everybody but it wasn't for us. It was her birthday, her 12th birthday to be
exact. The reason why I'm bringing this up to you because I think our
schools need daily facts every September about childhood cancer awareness month.
No one, ever since I've been in school, has ever talked about Childhood Cancer Awareness Month.
I always did presentations about Childhood Cancer Awareness Month, but no one seems to understand.
Each day, you should tell facts in morning announcements or at the end of the day, talking about Childhood Cancer Awareness Month.
Only 4% of childhood, only 4% of research for cancers go to childhood cancer research.
Why can't it be more? Why is only 4%?
And kids are getting treated with chemotherapies from the 1970s and the 80s.
Luckily my sister survived, but there's still more children who are being diagnosed every two minutes, every day.
We need to bring awareness and we need to educate our children and our parents about Childhood Cancer Awareness Month.
They don't have to donate, but they need to know. They need to learn the importance.
And especially the aftermath. My sister has a metal rod in her leg and she recently got it replaced.
But it wasn't a normal replacement because they accidentally nicked her femoral artery, which caused her to bleed out.
and she had CPR for three minutes but luckily she's still alive so my point
being tie some gold ribbons around trees and around flagpoles and tell children
to go gold in October we can go pink go gold I stand for Abigail Armstrong thank
Thank you.
Thank you.
This concludes the open forum portion
4. Closed Meeting
of our meeting tonight.
The board will now convene and close meeting
as authorized under section 551001
of the Texas Government Code for the following purposes.
Texas Government Code 551071, 551072, and 551129.
Thank you.
Good evening, everyone.
The board will now reconvene in open meeting.
5. Reconvene from Closed Meeting
Today is Monday, September 26, 2022, and the time is 6.40 p.m.
On behalf of my colleagues, I welcome everyone to this evening's regular board meeting.
Each board member received the agenda and documentation for this meeting on Friday, September 23, 2022.
The board will receive information and recommendations from staff, administration, and the 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 had 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.
We'll now proceed to Agenda Item 5.1, Consider Board Approval of the Purchase of Property for an Elementary School Campus.
Mr. President?
Yes.
I move that the Board of Trustees approves the purchase of property for an elementary
school campus as discussed in closed meeting.
Second.
We have a motion by Ms. Wilson, a second by Ms. Vann.
We'll now proceed to vote.
Everybody log your vote.
Okay.
Motion passes 7-0.
Let's see where I'm at here.
5.2.
Oh, there it is.
That's it.
And I'll go to agenda item 6, which is reports.
6.1 Katy Independent School District Education Foundation Annual Report.
6.1, KDNN Dependent School District Education Foundation in and report.
Presenters, Ms. Janet Theis, Executive Director of Partners in Education.
Good evening.
Ms. President, Board Members, and Dr. Gorgorski, it's my pleasure on behalf of the KDIC Education
Foundation to direct this report to you in compliance with the memorandum of understanding
between our two organizations.
That agreement plus our audited financials, Form W-9, Board of Directors roster, and a complete listing of a decade's worth of teacher grants have been provided to you to support the presentation.
And leading it this evening is our KDSD Education Foundation Board President, Matt Schaumburg. Please welcome Mr. Schaumburg.
Thank you, Janet.
Good evening, Mr. President, Board members, Dr. Grogorski.
Hey, before I get started, I'd just like to thank each and every one of you that's up
there.
I know your role sitting up there is not easy and there's not a whole lot of positive feedback,
but just know what you do is not missed by us and we know how hard of a role it is.
And so we just thank you for everything that you do.
So my name's Matt Schomburg.
I'm the KDISD Education Foundation Board President this year.
And as you know, the KDISD Education Foundation is a standalone 501 nonprofit led by an independent
board of directors, many of whom attended this afternoon's teacher reception.
I saw Dr. G. He was out there dancing with them.
Thank you all for showing up for that.
I know it's really special to our teachers that work so hard for that.
Our mission, vision, and values require us to add measurable value to KDISD and our community,
manage all funds and programs to the highest standard and to be excellent
stewards of all assets we work in a way that complements district efforts we
unite our entire community and making targeted investments in Katy ISD schools
it's it's really an honor for me to serve as the chair as we finish our
tenth year in existence it's pretty amazing I think I got the nod from Stan
Stanley at year four and so to see us a decade strong and to see what this
foundation's been able to do through good times through bad times more good but i do remember
sitting there during hurricane harvey and and wondering hey what's next you know we're shutting
down school for two weeks we had so many of our community members that were you know their houses
were underwater the foundation came together they popped up a community fundraiser to support those
those teachers, those students that were impacted by flooding.
Who can forget COVID and all the fun concerns that that brought?
From a foundation perspective, we were nervous about, hey,
what does fundraising look like moving forward?
So we had to get creative.
We had to reimagine some of our events.
We had to figure out our budget.
And we were able to do all that.
We went after the relationships that we had created with some of the sponsors
that support our events.
As a result, our fundraising never faltered. In fact, it actually increased over the COVID years, allowing us to award more teacher grants and really spotlighting and celebrating the true heroes of the pandemic, which were our KDISD teachers and staff.
And so as we move forward into 2022 and 2023, we're looking at near double-digit inflation.
And so once again, we're having to get creative on, hey, how do we control expenses so at the end of the day,
our monies can go to these teacher grants that we do so well.
A couple new things that we're working on.
We have our Legacy 50-50 that we're kicking off this month.
It's incentive for us to get into the schools for teachers to payroll deduct monies.
Half of the money stays in the school.
half of the money comes back to the Education Foundation.
We're really excited about the partnership that we're going to have with the schools there.
And we also launched a new development committee,
oversees all the fundraising,
oversees kind of the financials that the board's doing.
But the biggest part is we're trying to kick the doors open
to get our businesses involved in the foundation.
And we've had some tremendous success.
I don't want to blow the surprise.
I think we're going to share it with our board at the next board meeting on October 5th.
but just some incredible things that are happening.
And all that really is about our teacher grants, right?
So our highest calling is awarding inspiring imagination teacher grants.
So listen to this.
As we roll into our 11th year, we have awarded $2.6 million in grants.
Y'all can't clap up there, can you?
Okay.
Yeah.
It's amazing to see where we started.
You know, when I came on the board, we were pushing for a million,
and here we are two-and-a-half-fold that.
that. I know several of you guys have sat on that foundation with us and appreciate you joining us
now, Mr. Perez, but really amazing. So listen to this. In those 10 years, we've awarded 661 grants.
We've benefited 2,503 teachers, and we currently impact an average of 38,000 students a year.
So I do see a day in the foundation's future where if we have 90,000 students in the district,
I see the impact of the foundation hitting each and every one of those students.
It really is a blessing to serve on this foundation,
just knowing what we're able to do for the students.
And we couldn't do it right without our incredible financial partners.
So our success is fueled by the incredible support of our KDISD district leaders,
this board, our board of directors, and really the community at large.
Now, what most people not realize is we have faithful contributions from what we call our
foundation investors, and they pledge consistent annual support.
In fact, more than 50% of our funds come from these businesses and individuals.
I mentioned Hurricane Harvey earlier.
I remember Janet's passion as she was talking to our group saying, you know, how are we
going to move forward?
This is so devastating.
devastating, but she kept going back to those monthly investments that came in that just
helped fuel that foundation.
I don't know if this is on TV, but if it is, we would love to share how each and every
one of you can get involved with the foundation because it truly is a gift to this school
district.
So just in close, I want to let you know how grateful we are to the KDISD Board of Trustees
for your continued support of our foundation's work.
work. Special thanks again to Mr. Perez, who serves as our representative on our board
of directors, and to Dr. Grigorski and his leadership team, who are exceptionally supportive
of our work. And with that, I'll close. Thank you for letting me visit with you this evening.
Thank you. Thank you very much.
Mr. President? Yes. I don't really have a question, but I do just want to say 10th
anniversary. The vision of the Education Foundation was Judy Snyder, a board member who's no longer with us, Chris Crockett, and of course I'm like, yes, me too. And we talked to Mr. Fraley about how much we wanted one.
and he's like okay let's make it happen because he had to say that you know when
we showed up with good ideas and just figuring it out how does it what does it
look like how do we want Katie's to look different from others those others where
we went and visited and looked at their education foundations and and then we
asked Janet Tice to help us and it was just seeing it ten years later two and a
half million dollars all those children the imagination that teachers get to do
in classrooms that make them go above and beyond everything we ask them to do
every day to deliver incredible curriculum and all their and all the
great things that they give to students and then they want to do more it's
because of the Education Foundation and it's just an honor and a privilege for
me to be a contributor or whatever we're called.
Just an easy, easy, easy contribution to make every year to give back to classrooms where
all of the money that goes to Education Foundation is directed to those classrooms and that's
what you all are about, inconsistently delivered, impactful, meaningful improvement to student
outcomes.
And I'm just really grateful and I just thank you for that letting me say those things.
We appreciate you sharing some of the history because it's, you know, for some of us that, you know, obviously we've been on the board and so we've heard those stories.
But it really is, it's amazing and it was grassroots and we had some incredible people, some incredible leaders and Katie that got it to where it is today.
And it's amazing to see where it is and to, you know, we've got a great board that's really bringing us into the future and where this thing's going to go.
I mean it's only, the sky's the limit on this.
Exactly the right and when you see every namesake come alongside and just jump in and do more, you know as retirees
You think they've retired but they're just right there with you adding value and credibility and and help
Thank You mr. Schoenberg for your contributions. Thank you very much. Does any anything else?
It's one little thing that you forgot to mention
Fireflies and food struck food trucks October 13 get your tickets. Yes, sir. Thank you so much our flies and food trucks October 13
So we're really looking forward to a great event.
And if you see a teacher wearing a green shirt,
you go up to them and you ask them,
hey, tell me about that grant,
because they're really proud of them.
But thanks for the plug.
Thank you very much, appreciate it.
Thank you all.
6.2 House Bill 3 (HB 3) 5-year goals and targets for the district, elementary campuses and high school campuses report.
We'll now proceed to agenda item 6.2,
an update on House Bill 3,
five year goals and targets for the district,
elementary campuses and high school campuses.
Presenters, what's that?
Oh, I'm sorry, I thought you guys were telling me.
The presenter is, I'm usually messing up,
up so I thought I messed up. Natalie Martinez, Executive Director of School Improvement. Good evening.
Good evening, President Schulte, Board Members, Dr. Gagorski.
Tonight I would like to share with you an update on our House Bill 3 Board Adopted Goals.
In 2015, Texas set a goal that by 2030, 60% of our Texans ages 25 to 34 would have a certificate or
a degree. This is known as the 60 by 30. It was then recommended that two checkpoints be established
within our pre-k through 12 system the two checkpoints landed in third grade
and with our annual graduates the state mandated that districts establish a goal
in elementary centered around early childhood literacy and mathematics the
measure would be used the measure that would be used as third grade star at the
meets and masters level remember there are three passing performance levels
approaches meets and masters used for accountability but for House Bill three
we only use meets and masters because of this the results do look a little bit
different than when you saw me last session. The state also mandated that
districts establish a goal in high school centered around college career
military readiness for our annual grads. This measure used is similar to our
accountability domain one but it goes further by adding student groups similar
to domain three. Remember with CCMR the goal is for students to earn one
indicator within the state list. CCMR is meant to give choice to students but it
it also ensures that they are ready for their post-secondary journey.
The KDISD School Board adopted our House Bill 3 goals on July 27th of 2020.
Plans are created for each elementary and high school, and a House Bill 3 performance
directive is included in the campus improvement plans at these levels.
Annual goals and targets were created for a five-year period, and today serves as our
annual update and public meeting.
SIPs and DIPs are being finalized and we anticipate plans on the web at the beginning of October.
In addition to our annual public meeting, school board members, you also receive updates
in your quarterly reports.
For elementary, we report out twice a year and for high school, it's reported out at
the end of the year.
So let's jump into our goals and targets.
Goals are aggregate student performance.
All kids are reported together.
Targets represent student groups to support closing the achievement gap.
The goals and targets were set for 2021, 22, 23, and 24.
Our five-year goal for reading states that the percent of KDISD students who
achieve meets and above on third grade reading star will increase from 59% to 66% by July of 2024.
24. You'll notice our baseline was in 2019 and at that time we decided to increase by one percentage
point because COVID was going on at this time and then two additional points for each year after
that. In 2021 you'll notice that although our target for this piece was 60 we actually scored
a 57 just slightly below. We kept our goal the same at a 62 and this year we reached a 66.
Now, because we have actually reached our 2024 goal, we have changed our 2023 goal to
a 67.
So, any goals that you see changing from our initial have only been increased because we
have already met them.
So, you'll see changes there.
The green chart below represents the targets across multiple student groups.
Student groups not listed in the chart did not meet minimum size of 25.
For targets, our accountability system actually gives us these to start with.
the federal targets were determined by TEA using baseline from across the state.
You'll notice in 2022 that we have met all of those targets, but we still focus in on two student groups every year.
For 2022, our two focus groups were Asian and two or more races.
You'll see that we showed an increase of plus 11 and plus 8 points for those two student groups.
For this year, we have identified two different targets.
will be looking at special education and economically disadvantaged at the
district level for math our five-year gold states the percent of Katie I see
students who achieve meets or above on third grade math star will increase from
60 to 67 percent by July of 2024 you'll notice the same pattern as in reading we
looked at our 2019 score we increased by 1% to determine our initial goal and
and then two percentage points after that to reach up to 2024.
In 2021, we hit at 48%.
So we missed our goal there.
We still kept our goal of 63%, because we
do want to catch up to what we agreed in the beginning.
And currently, we're sitting at our 56%.
So we will keep our 2023 goal of 65%.
Again, on the bottom, federal targets
were determined by the state.
And you'll notice there that we are still
above all of our federal targets.
but we did identify two student groups.
For the 2022 school year was Asian and economically disadvantaged,
and you'll notice that, again, we are a double-digit increase in those two areas.
For the current year, we are focusing in on Asian and economically disadvantaged.
Excuse me, Mr. President.
Yes.
Ms. Martinez, what's EB?
Emergent bilingual.
Thank you.
Mm-hmm.
results showed a nine point increase in an eight point increase in reading and
mathematics and we do know that contributing factors include effective
small group instruction upon its instruction and explicit numeracy
instruction as well for high school CCM our our five-year goal reads the
percentage a SD annual grads who earn a CCM our credit will increase from 74% to
81 percent by july of 2024. similar pattern we started in 2019 at a 74 we increased by one year
i mean by one point sorry and then two points after that with the goal of 75 we actually hit
a 72 so we kept our 77 goal this year in 2022 we were very close hitting that 76 but we're going
to keep our 79 in 2023 knowing that we'll hit that pretty strong federal targets again um were already
set by the by the state we have exceeded all those targets but again we'll show a focus of asian and
ecd for 2022. asian remained the same at a 91 still very high but we wanted to focus there and
then ecd again we saw an increase there for this school year our focus will be on african-american
and emergent bilingual students industry-based certifications was a focus this year and you'll
You'll notice that there was an eight point increase in the percent of students qualifying
for CCMR through industry-based certifications.
At this time, I'd be happy to answer any questions that you may have.
I have one question.
How do you guys select the two that you focus on each year?
It's interesting to me that it seems like you would focus on the lowest scores, not
the highest scores.
And it looks like, obviously that raises a flag, let's pick the easiest one.
I'm sure that's not what you're doing, but how are those selected?
Sure. We anticipated that question, so I have a visual for you on screen, if you don't mind.
We have programming that will do this for us, but if groups are below the federal target,
then we choose the group that is furthest from that target. Remember, the federal targets
are different for every student group, so every student group is individually analyzed.
But if you can imagine, to simplify it, if a group is way below that federal target,
then we're going to choose them first because they need most help. If I get my two, then
I stop there. But if I don't, if groups are at or above the federal target right here between like
one and nine points, then I'm going to choose the one that is closest to the target because they are
more likely to fall. So I want to make sure that I have my eyes on those next. Lastly, if all of
mine are 10 or more points above, then I'm going to choose the lowest performing group because the
idea is that all my groups are performing in the same way. And so I'm going to choose the lowest.
So there's actually three different scenarios that we look at before we determine our focus.
And are you limited to only two groups to focus on or that just?
We are not limited, but if you want to have a focus, you really should have a focus.
So we choose two.
And are you mandated to follow that?
Is that Katie's criteria?
This is Katie's programming.
Pardon me?
This programming is ours.
Thank you.
Yes.
Any other questions?
Mr. President, I have some questions.
Thank you for your presentation, and I'm always aware of this, and I'm sure everybody
else is also aware of this, that on pages five and six of the, let me find it again,
there are always the, you know, what you were just looking at.
I never can understand why there's such a difference in the expectations of the different
races.
and I just really have a problem with that.
And I know that that's not our thing.
I just have a problem with the African American
only expected at 31%, the Asian is expected at 82%.
And then we're gonna target Asians
who are already performing at a higher level,
whereas the African Americans,
their expectations are so low, but we don't target them.
I can explain it to you, but you're right, I have no control over it. Would you like
the explanation?
Yes.
Okay. So I will simplify it, but if you can imagine, we started a baseline data from 2015,
and we look at where every student group is falling, and they're falling all over the
place, right? The student groups don't all perform the same. Some are high and some are
low. So imagine if we said that every student group had to hit 80. Well, that might mean
that our Asian student group only has to increase by five, but our Hispanic group
has to increase by 25. Well that doesn't sound right either. So expecting one
student group to increase only by five where you expect another student group
to increase by 25 in the same year doesn't really set that well. So what
they decided to do, you can agree or disagree, I'm just telling you what they
decided to do, is that everybody would increase a certain percentage of, right.
So the increase was the same, even though the target was not the same.
And so the way that we have programmed it, our idea is that all student groups will eventually perform the same.
So we try to get one to hit our targets because we don't want to get in trouble with our feds.
We've got to watch all student groups, which our campuses do.
do, I'll reiterate that our campuses choose different student groups than the district
does because it's specifically targeted to what their performance was.
So you may see that at Central we focused on these two, but at another campus they're
focused on these two.
In KDISD we focus on multiple student groups, even though you just saw two on screen because
centrally we're doing two, but every campus is focused on their own two.
Okay. So let me just tell you how I kind of see it, is that the federal target for, let's say, African-American is 31%,
and I understand that it's hard to raise to 80% if you're already at 25% or whatever.
But that's only a measure to make our district look better, is to say, well, we only have to go up 5% rather than,
you know, we still want them to go up to the 80%.
But for our measurement at the district, we can say, well, we accomplished a lot because
we got to the most minimal thing, which is 31%.
We also just always have to remember what your starting point is.
So if you – Well, I know, but I still – I just don't
– okay, there's nothing we can do about it, but I'm just trying to make the point.
But I think that all children are able to perform at the 82% or the 90%.
I don't disagree with you, and I think our system is set up in KDISD to ensure that we
are aiming for all students performing at the same level the other the other thing i want to tell you
is on the other part of the presentation what you're not going over which i understand is too
cumbersome but i kind of did a comparison of the 2019 i did a little chart at home
the 2019 versus 2021 because 2019 would have been the last time before covet and all that okay and
we're and to me we're not really doing that much worse than now at 2021 than we are at 2019 in the
the reading we are further behind in the math i guess but i think that's kind of astounding that
we're we haven't really lost that much at least in the reading part of it right and i think the
reading did a phenomenal job i think that's very commendable absolutely agree i wanted to end on a
good note perfect even though i have one other question when you do the focus what are you doing
differently with the focus versus the non-focus group you said you picked the two that you're
focusing on are they just getting specialized strategies or resources or at the campus level
which is where we we spend most of our time talking about this at the campus level every
kid receives everything that the campus offers but we may follow up in a different way we may look at
their data in a different way when we go out to campuses we specifically ask for those two student
groups data so that it is very we are very aware of what's happening there they don't get different
treatment so to speak because all kids get access to everything the campus has
to offer but on the adult side of it we make sure that we're monitoring that
data and intervene even more if necessary thank you any other questions
thank you thank you 6.3 ABMS dr. Andrea grooms chief communications officer good
6.3 Planning for Growth: Review of preliminary results of the community feedback survey on the attendance boudary modifications associated with Elementary School #45, Elementary School #46, Bethke Elementary, Campbell Elementary, Golbow Elementary, Hutsell Elementary, Leonard Elementary, McElwain Elementary, and McRoberts Elementary.
Good evening.
Good evening, President Schulte, trustees, and Dr. Grogorski.
As you indicate, I'm here this evening to provide an update on the preliminary results of the attendance boundary modification
for Bethke, Campbell, Goebel, Hutzel, Leonard, McElwain, McRoberts, and Elementaries No. 45 and 46.
This survey has been open since the end of July following the board meeting
where this board was presented with the ABM proposal that would be impacting these schools.
The survey is still open.
Again, this is just preliminary results.
The survey will remain open until the first week of October.
What you will see in these results are outcomes from families who participate in the survey for four separate ABMs.
The survey invitation was sent out to 2,163 participants.
Participants and again those are individuals who are impacted in those nine schools rather seven schools
That I listed the other two schools of course are 45 and 46 are being constructed this for an opening this fall
490 have responded thus far
It's important to note that out of those 490 about 300 are participants representing McIlwain Elementary and Bethke Elementary
elementary. With all our attendance boundary modification surveys, we like to get a sense
of who is responding to the survey. And you'll see in this slide that the survey participants
are comprised primarily of parents and future parents. And these are the schools for which
they represent. Bethke, Campbell, the seven that I have already mentioned. With that highest
percentage again coming from Bethke and McIlwain. Okay so ABM number one I know
that Mr. Vierling has provided the board with copies of the attendance boundary
modification maps the proposed maps so it might be helpful to take a look at
those maps as you listen to these survey outcomes. The ABM for Campbell Elementary
would move 51C land use zone 51C to Wollman Elementary and land use zone 73I
I to Randolph Elementary. And you'll see the level of support coming from those
Campbell Elementary parents right here. 48% support, 40% do not currently support
with the rest who are currently unsure. Now we're taking a look at the reasons
for why some do not support the proposal. The two reasons, rather the three reasons
cited with the most participation is that there's some concern about the academics options at the
new schools. Some are concerned about their child adjusting to a new campus and others are concerned
about future boundary modifications. And you'll see that one item, I'm concerned about my child
adjusting to a new school, being consistent across the four ABMs in terms of why some do not
currently support the proposal. ABM number two, Global Elementary and McRoberts Elementary moves
land use zone 7C from Global Elementary to McRoberts Elementary and land use zone 14C from
McRoberts to Franz Elementary. Level of support 42% for, 40% currently do not support.
This slide is just a summary of that, so I'm going to go to the next slide. And again, we see those
three items most cited by parents who are not in support. They're concerned
about their student adjusting to a new school, they like the proximity of their
current school, and they're concerned about future attendance boundary
modifications. ABM number three, McIlwain Elementary. McIlwain Elementary
is cited in two of the four ABMs that we're talking about here today. Of course
Of course, McIlwain is up north, covering a lot of LEZs and space, a lot of development.
going on up there. You'll see a number of LUZs are being proposed for a
transition to elementary 45 that opens this fall. 41% currently support, 43%
currently do not support. And that's support from McIlwain parents who are in
the LUZs just cited. We're going to look at our ABM slide in a couple minutes
here that will also include McIlwain but it's different LUZs. And again they're
concerned about attendance boundary modifications their child adjusting to the new school and the
proximity to their current school along with some other reasons you see cited there
and this last abm for bethke elementary hudson elementary leonard and mcawain elementary again
and you can see the luz's are being proposed to be transitioned from bethke to elementary 46 10b
B, land use zone from Hutzel to Elementary 46, land use zone 11D from Leonard to Elementary
46, and 3A, 5A, and 5E from McIlwain Elementary to Elementary 46.
Here we see only a 28% approval as of now in terms of this ABM, support of this ABM,
with 58% who do not currently support the ABM and 14% unsure.
sure. This is just a summary of what you just saw. Again, we see the reasons why, very similar
to the other reasons stated by participants of the three other ABNs we just took a look at.
Any questions concerning these preliminary results?
Mr. President? Yes.
I love that you do this. I mean, it's such good information, but I'm always a little bit, I guess, confused as to why we do it.
I mean, do we change our minds about what we feel we need to do to...
It is to inform discussion and decision-making by the board, because these, again, are just preliminary results.
ANY OTHER QUESTIONS?
THANK YOU.
WE'LL NOW PROCEED TO AGENDA ITEM 7.1, DISCUSS AND CONSIDER BOARD APPROVAL OF THE JULY 2022
7.1 Discuss and consider Board approval of the July 2022 Financial Reports.
FINANCIAL REPORT.
THE PRESENTER IS JAMIE HINES, EXECUTIVE DIRECTOR OF FINANCE.
GOOD EVENING.
Good evening. President Schulte, Dr. Gorgorski, members of the board. I'm presenting what you
have in front of you, our financial reports through July 2022, along with our construction
our tax report, and our activity accounting check registers for the month of July.
These financial reports go through the 11th month of our fiscal year,
and we've already discussed at length most of the information in them
when you all approved the final amended budget for last year.
There won't be financial reports presented next month for the 12th month.
Those will actually go to our auditor,
and in January we'll come back and we'll present our annual comprehensive
financial report to you all and it will have the audited copy of all of our
financial statements for the year. Our recommendation at this point is to
approve these financial reports as they are. Thank you. Any questions? Mr. President?
Yes. What is your, do you have an indication what your fund balance is as
of August 31?
As of August 31?
I know it's not in this report.
We're still closing the year.
In fact, that closes this weekend.
So there's still entries to be made.
Again, we do expect an increase in fund balance,
but to the level at this point, I don't know.
Because I noticed, if I'm looking at the right numbers,
351 as of July, is that correct?
That's in the general fund, yes, sir.
In the general fund.
Okay.
That would be about 98% of all revenues and only 11 months' worth of expenses.
So there's another month of expense and very little revenue to post in August.
It won't be that large of an increase to $351 million.
Okay.
I guess weren't we very recently projecting that to be around $315 at year end?
Yes, sir.
That's what the final amended budget showed, $315.
And but now we're kind of in that neighborhood of the 350 or no again the 350 shows the vast majority are about 98% of our revenue and only 11 months of expenses.
So there's another 12 another month of expenses to hit with very little revenue.
So it is going to be an increase in fund balance, but not to that level.
No.
Any other questions?
Not all entertain a motion.
Mr. President? Yes. I move the Board of Trustees approves the July 2022 financial reports.
Second. We have a motion by Mrs. Vance, second by Mr. Redmond. We'll now proceed to vote. Board
members, please record your vote on the screen via your keypad. The motion passes 7-0. Thank you.
7.2 Discuss and consider Board approval of the September 2022 budget amendments.
Agenda item 7.2, discuss and consider Board approval of the September 2022 budget amendments.
Ms. Sherry Butterfield, Executive Director of Budget and Treasury. Good evening.
Good evening, President Schulte, trustees, and Dr. Grivorski.
Tonight we have a lot of timing amendments in the General Operating Fund.
This happens this time of year as we've crossed fiscal years,
and we have things that weren't received by that hard cutoff of 831.
So timing amendments total $3,345,266,
And that's simply to provide the budget again this fiscal year from 9-1 to 8-31 in the 22-23 school year.
We have one, these range from anything from dance uniforms to marquee repairs, vehicles, classroom furniture.
It's a variety of things listed there on your report.
Excuse me.
the predominant reason for this is supply chain delays there's an additional limit
expenditure amendment increasing expenditures by 300,000 and this is to purchase mobile metal
detection equipment for the police department approval of these amendments will result in a
a $3,645,266 decrease to the general operating fund balance.
Thank you.
Are there any questions?
Mr. President?
Yes.
I move that the Board of Trustees approves the September 2022 budget amendments.
Second.
I have a motion by Mr. Redman, a second by Ms. Wilson.
We'll now proceed to vote.
Board members, please record your vote on the screen via your keypad.
The motion passes 7-0. Thank you, Ms. Butterfield.
7.3 Discuss and consider a memorandum of understanding between Harris County First Responders.
7.3, discuss and consider a memorandum of understanding between Harris County first responders,
presenters Chief Gall, KDISD Chief of Police, Justin Graham, General Counsel.
Good evening.
President Schulte.
Can you all hear me on this?
How about this one?
Yeah.
President Schulte, board members, Superintendent Kragorski.
The next two items I have on here, 7.3 and 7.4,
you'll see that they are safety and security-related items.
There's a reason you have your general counsel presenting them to you,
But I also have Chief Gall and his entire team along with Ted and his entire team here just in case
There are any questions
Now the first one is a discussing consideration of memorandum of understanding between Harris County first responders
We received the document that you guys got in your executive summary. That's not something we published
District-wide again because it has to do with safety and security
That was an effort. I think from the Harris County District Attorney's office to say hey, let's all get on the same page
if a first responder incident happens. We were a little bit confused by it as in
KDISD and the other school districts in the area because we already have
agreements, memorandums of understanding, and working relationships with all of
our first responders in the area. That document is put forward here
today and has been heavily edited since we first received it. In fact, if you'll see
at the at the outset it talks about the national incident management system which we call nims i
think we're all familiar with that that information was not actually included in the original document
that we got from the harris county district attorney's office so again i guess that begs
the question why is the harris county district attorney's office who um is sort of uh the
prosecutorial prosecutorial arm sort of leading this charge well again i would tell you i think
we're already on top of this with our memorandums of understanding and agreements with our first
responders in the area and the relationships that we have. However, we are actively working on this
document to say, because what it will tell you is perhaps what are we going to do after the incident
happens? What it does not speak to is when it's happening. We absolutely have safety and security
at the foremost and forefront of everything that we're doing here in Katy ISD. And if an active
incident or threat happens, the responding agency, which will likely be KDISD Police Department,
is going to go in and they're going to neutralize that threat. And this doesn't, so this agreement
doesn't supersede any of that chain of command. What this has been put on the agenda for here
tonight is to authorize the superintendent to continue to negotiate the agreement.
We're working with our partner school districts, some of which are really unsatisfied with the
document because I think it's unclear. Again, I think it is sort of a general
partnership because we think all of the agencies that are involved understand
that whoever is first on scene is going to show up and handle the business that
needs to be done. That being said, the document that is before you, the request
from your administration tonight is to allow the superintendent the authority
to negotiate and finalize that contract. And I'm happy to take any questions you
you may have. Any questions? Mr. President, Mr. Graham, does Fort Bend have a memorandum
like this also? We do not have a memorandum of understanding from the Fort Bend District County
Attorney's Office, but we do have agreements with the agencies both in Fort Bend and Waller County
about how we will handle such incidents. And I'm also just curious because
because I live right by the county line of Fort Bend and Harris County,
and I know that during Harvey, there's always,
at that time there was disagreement between the two counties
about how to handle some kind of flood situations.
And I just wonder if there's an understanding between,
not just between us and them, but between the two counties,
especially when a kid might be on this side of the county line
and then walk over here on the other side of the county line,
you know, like McMeans is the county lines in the middle of the building.
So would there also need to be an agreement between the different counties who are on those borders?
Sure.
I can't speak to the county's agreements with one another.
However, I do know that there has been a renewed focus on working together.
That's something that the agencies in this area, at least in my tenure here,
that has never been an issue.
It's never been an issue of support and who's going to step in.
Now, after the incident is over, this is kind of what this agreement talks about, who's going to take the sort of investigatory lead, and that's sort of what this agreement speaks to.
I have a question, Mr. Grumman.
Notice the motion here says approve the memorandum of understanding.
I understand your verbiage to say we're approving the superintendent to negotiate the memorandum of understanding.
And my question is, one, does the superintendent need the board approval to negotiate it, or are we actually approving this?
So if you'll look at the recommended action, and I'm sorry I don't have the script in front of me,
but the recommended action here is that the Board take action to allow the Superintendent to negotiate and finalize.
So I certainly wouldn't want to vote on the document that you've been presenting.
Okay, so the motion is that it sounds like this.
The motion should be allow the Superintendent, the authority, to negotiate and finalize such an MOU.
And then it'll come back to you and then it will be-
No, once you've done this, then you've given the authority to your superintendent to say,
hey, let's see if we can fix this.
Let's see if we can all get on the same page and finalize it for us.
Any other questions?
Mr. President, just to clarify, this doesn't change any of our actions or protocols during an actual situation?
Not when there's an active threat.
You're correct.
It doesn't slow it down in any way as far as getting approvals from anyone?
Yes, sir.
And that's and that was one of the areas that we wanted to really make sure that that's true. So yes, you're correct
Thank you. Thank you. I'll entertain a motion. Mr. President. Yes, I move that the Board of Trustees
approves action to allow the superintendent to negotiate and finalize the memorandum of understanding between Harris County first responders
We have a motion by mr. Redmond second by mrs. Ann will now proceed to vote
Board members, please record your vote on the screen via your keypad
The motion passes 7-0 and I'm assuming the minutes will be updated with the revised motion.
Thank you.
7.4 Discuss and consider a Board Resolution authorizing participation in the State of Texas' Bullet Resistant Shield Grant Program.
All right, trustees. 7.4, discuss and consider a board resolution authorizing participation in
the state of Texas bullet resistant shield grant program. I think most of you were at a safety and
security presentation and you might have seen one of these devices firsthand. The reason that this
is coming to you and the reason that I'm sorry that it was added I think either
Thursday or Friday afternoon to your agenda is the fact that once we started
having conversations we thought we had all the paperwork done our grant office
thought we'd all the paperwork done the office of the governor said no we want
your board to pass a resolution to show the board and the district is fully
supportive of this program I believe that you are but that being said the
The resolution that is in front of you is a pretty standard and generic resolution,
been modified for KDISD from the Office of the Governor.
Again, our participation in this program, we stand to benefit to the just less than a half a million dollars,
$467,000, which the district may stand to gain if we are approved for this grant.
So a procedural step, but nonetheless a little background for you.
Thank you.
Any questions?
Mr. President?
Yes.
Is this a notice says it's matching grant is it like 50-50 matching or to what extent is
No, so as of now the the grant program is it does not have matching funds
That is just to say that if at some point in time if we want to continue to participate in the program and it does
Require a matching funds that we would do so again
If at the point in time where they decide to not require us to match those
Require us to match those funds and we feel like those funds we don't need to
then we would opt out of the grant.
Thank you.
Any other questions?
If not, I'll entertain a motion.
Mr. President?
Yes.
I move that the Board of Trustees approves a resolution
authorizing participation in the State of Texas
Bullet-Resistant Shield Grant Program.
Second.
We have a motion by Ms. Wilson, a second by Mr. Redman.
We'll now proceed to vote.
Board members, please record your vote on the screen.
The motion passes 7-0.
7.5 Discuss and consider Board approval of the claims administration by Texas Association of School Boards (TASB) Risk Management Fund for Unemployment Compensation Claims.
Agenda item 7.5, discuss and consider Board approval of the claims administration by TASB
Risk Management Fund for the unemployment compensation claim.
Presenter, Mr. Lanson Allman, Director of Risk Management.
Good evening.
Good evening, Mr. Schulte, Dr. Grogorski, Board of Trustees.
The district shall comply with the provisions of the Texas Unemployment Act, Labor Code
201.26.
The district is permitted by law to enter into a joint group account with other political
subdivisions to share the cost of benefits that are attributable to the
services provided in the employee of a group of account members labor code 205
point 2 1 KDI SD has provided these services through an interlocal agreement
with the TASB risk management fund the contrary the contribution plan year 2021
2021-2022 was $390,546 with the renewal contribution set at $371,019 for plan year 2022-2023.
As a result of the fraud claims filing over the last over the past two years resulting from
COVID-19, KDISD has been working to dispute and seek credit for adjustment of payments made by
the Texas Workforce Commission. The most recent claim activity is as follows. In 2021, we had a
claim frequency of 1,335 with a severity of 1.850 million dollars. We have recovered through the
CARES Act of 622,589 dollars, leaving a net severity of 1.227 million dollars. In plan year
Year 21-22, we had 833 claims with claim severity of $301,361.
We've recovered through the CARES Act $103,785, leaving a net severity of $197,576.
It is recommended that the Board of Trustees approves the 2022-2023 Claims Administration by TASB Risk Management Fund for Unemployment Compensation.
Are there any questions?
Mr. President?
Yes.
Hi, Mr. Norman.
So, you know, I don't really understand all of this.
I see your numbers here and all that.
And I know about the fraud because we've talked about that.
but we have to pay for the fraud, right?
We have to pay for the fraud claims,
and I see you recovered money from the CARES Act recovery credit,
but what about the people?
What about the people who committed the fraud?
Why don't they have to pay it back?
Let me try to answer your question in terms of fraud.
I want to say the vast majority of the fraudulent claim activity
was the result of hackers.
that were following claims on behalf of people.
This was not a Katie problem.
This was not a district-wide problem,
or it was a private sector problem, too.
Statewide, people were being hacked.
I even was hacked.
I think there were people in this room that were hacked
that were gainfully employed,
that obtained their Social Security information.
And we were struggling at that time.
Texas Workforce Commission was sending payments out before we received notice
that benefits have been made an application for benefits and what we saw
were these I won't call them criminals taking two and three payments and then
shutting down further claim activity so it was a very quick hit and miss but
through our process we diligently disputed every one of these and as a
results oddly enough we we had a conversation with Texas workforce and
they asked us well we see where you filed all these disputes to help us out
again would you refile all these disputes so not only once did we file
disputes initially we had to go back and file second disputes and I'll say this
we were really struck back by some of their responses in a conference call
where they said, well, our computer system is a little bit behind the times.
And we asked the question, well, how far back was your last update?
1992.
So this is a systemic problem that we're continuing to monitor.
In fact, as of the last couple weeks, in speaking with my TASB counterpart,
TASB and Texas workforce really don't have a good understanding that the data is clean.
So we're still getting our hands around it and we're still continuing to battle.
But as it relates to our program, we are on a contribution program.
And that means, think of it in terms of like a guaranteed insurance program where you pay
a premium, if your losses go up, your premium goes up.
But what we're starting to see because of the fraudulent activity and COVID is the pandemic is behind us, as you see in this renewal, it's going down.
So those losses, if you will, are still with us, and we're still trying to battle and retain credit so that we don't have that luggage carrying forward with us.
So it's an ongoing process.
Okay.
It's just sort of unclear as to why we are having to pay it, but don't tell me more.
I get it. I appreciate the things that you do and I know that that's a lot of work
I appreciate what you're doing to try to get it back. Thank you. Mr. Earl I have a question
I'm not clear what we're approving. Are we approving the the contribution at 371 that the motion reads we're approving
administration of claims of the TASB risk management fund. Are we well, I'm not sure what that we are
I'm requesting the renewal contribution at
at 371,000 and that is the administration.
So we're approving the 371?
Correct.
OK.
Thank you.
Any other questions?
Mr. President?
Yes.
I move the Board of Trustees approves of the claims
administration by Texas Association of School Boards,
TASB, Risk Management Fund for Unemployment Compensation
Claims.
We have a motion by Ms. Vann, a second by Mr. Redmond.
I would like to end.
I don't know if I need to amend the motion, but in the minutes, can we put the amount that we're approving in the motion?
Can we restate the motion with the amount in there?
Can I restate the motion?
Is that okay?
I move the Board of Trustees approve the claims administration of the Texas Associated School Board Risk Management Fund for Unemployment Claims with the 2022-2023 contributions at 371-019.
I have a second?
Second.
Second. We have a motion by Mr. Schulte. A second by Mr. Redmond. Please register your vote.
The motion passes 7-0. Thank you.
7.6 Discuss and consider Board approval for the superintendent to prepare, sign, and submit a waiver application to the State Commissioner of Education for elementary school campuses that exceed the allowable class size of 22:1, in addition to campuses that could potentially exceed the ratio due to increased enrollment during the 2022 - 2023 school year.
7.6, discuss and consider board approval of the superintendent to prepare, sign a waiver application for the state commissioner for education for elementary school campuses that exceed allowable class size.
Presenting tonight, Ms. Brian Chush, Chief Human Resources Officer.
Good evening, President Schulte, Dr. Gagorski, members of the board.
As I adjust the microphone, I have to say Mr. Graham is very good at reminding me that I'm not a very tall person.
So tonight we are recommending approval of the 2022-2023 class size waiver.
This is for pre-K through four class sections that are over the 22 to 1 class size ratio.
This is something that we bring annually to the board.
This is to assist with growth.
It's also a TEA compliance piece.
We were able to go through our enrollment balancing process this year, which we haven't been able to do the past couple of years.
I want to say I really do appreciate our assistant superintendent team.
They are a large part of that process and are a part of all the team decisions made as we go through this process.
And, of course, it goes without saying, our principals, we appreciate their support through this process.
Of the 93 that you have in front of you that we currently are requesting, I want to say that the large majority of those are at 23 to 1.
So the large majority of those are one student over the 22 to 1 class size ratio.
And this is 93 sections out of roughly 2,000 sections in pre-K through 4.
That is what we are requesting this evening, and we'll take any questions.
Are there any questions?
Mr. President, you know, we've been, we're saying we're short teachers, about 200, I believe.
So we're saying that we're still short teachers.
What would it take, what do we need in terms of to be able to have, not need this waiver in the future?
Well, that's an excellent question.
And a couple of different ways to think about that.
One, you are correct.
We do have a teacher shortage and we do have a lot of vacancies.
There's still about 115 vacancies at the elementary level.
115?
115.
Yes, sir. That said, and certainly if all of those 115 were filled, we wouldn't have this many waivers, but we may still have some.
Because so so let's take, you know, one campus. You've got fourth fourth grade.
And let's say we've got six sections in that grade at one campus.
If you've got one class that's at 23 students, all the others may be at 21.
maybe be under. But if you've got one class that's at 23, that's still one waiver. So then the
question comes up, would we add a teacher to that grade level to eliminate that waiver? That would
greatly reduce all of those class sizes, but would that be necessary? So to completely eliminate the
waivers, that's hard to answer. But I can say that if we weren't in the situation we were in
with the vacancies, we certainly wouldn't be requesting this many waivers.
But that's always our goal is to get down to 22.
Certainly. Yes, sir. And that's why we go through that enrollment balancing process.
And this is a long process. The enrollment balancing process starts day two of school.
We send out a survey to all the principals requesting information on every single section
pre-K through four. We do that again after Labor Day. We get that same information.
We sit down around a table with assistant superintendents.
We go through every single campus, every single section, to try to minimize the number of
waivers.
Thank you.
Any other questions?
Mr. President?
Yes.
Mr. Sush, what I would like to sometimes see is, I agree with, I see what you're saying
about the 23 and the 1 and everyone else has 21 and it's expensive to hire another teacher.
year but I don't know if next year maybe we could get it doesn't have to be a
part of this and maybe before the meeting see what the actual numbers are
so that like you know you look at Campbell Elementary and there's there's
12 classes but they may only all be one extra over we don't I don't know if it's
one over or five over three over you know so yeah and like if I knew is I
mean you know I know that there's we don't really have a much of a choice at
this but i don't know i just would feel better if we knew that these were just all one over yes ma'am
we can do that mr president yes that was my question too do you have an idea
of about where they are over are they five over are they one or two over right and that's something
i mean the large majority of these are one over uh there there are a few that are at 24 maybe
maybe three or four that are at 25, but the large majority of these are at 23.
Okay.
So when we look at these, you've given them to us by kinder, first, second, third.
Third grade seems to be the one.
34 classes.
That's over a little bit.
So what are they, eight years old?
Yeah.
Okay.
You know, so that seems to be the pocket of lots of boys and girls that are over.
and my question is when you talk about how did you just say it enrollment
balance or putting teachers where they're most needed I know we give it a
few weeks after Labor Day to make sure all the families have moved in and are
settled in but when you have an excess teacher talk that falls under this is
that correct dr. Gorgorzky can we talk about that this I know that sometimes
Sometimes you have to move a teacher four or five weeks into school from one school
to another school that just the enrollment project.
were just quite right and so we move a teacher how often does that happen and
what's that process look like okay so yes you are correct that is a part of
the process and we've done it this year and have more than once or yes I was
getting to that so out of the you know 93 waivers there were approximately 38
teachers that we were looking to potentially move 20 of those stayed on
on their own campus.
And so 18 of those potentially would move to another campus.
And when that decision is made, obviously that information
is provided to that teacher, and we help them
through that process.
And I understand how folks can think that's not necessarily
always optimal.
And there are difficult decisions
to be made when we're going through this process.
That's why we have the assistance
of our assistant superintendents and the principals.
We really need everybody's support as we work through it.
But 18 was the number that would potentially move to another.
You moved 18 teachers from the campus they started at to a different campus to help balance enrollment.
Yes, ma'am.
Some were under, and you were able to move them to some that were over.
18.
So if we hear about one, that gives us an idea that there are others that that's happening, too, that gives us a good balance, a good understanding.
Thank you very much.
Thank you.
Any other questions?
Mr. President, just one more thing I wanted to ask.
So in determining the class size, like how you balance it out, et cetera, do you look also at the makeup of the class?
The makeup of the class, the students that are in the class?
Yes, sir.
I'm sorry.
Go ahead.
I'm sorry.
Yes, and that, again, is why the assistant superintendents and principals must be involved in this process because they're the ones that know the makeup of those classes and can make those decisions.
And certainly that does come into play.
And when we put all this in a spreadsheet,
it's not as simple as saying, oh, look,
a teacher from that grade level can leave.
And then these class sizes are low,
so we can take one from there and put them somewhere else.
It's not that simple.
That's why we sit around a table and have
all of those discussions and work
through every campus and every class section
so all of that comes into play.
So, for example, if you have a class that has kids that need extra help,
you're going to target a lower class?
Yes, sir.
Yes, sir.
And that all comes up in discussion.
Any other questions?
If not, I'll entertain a motion.
I'm sorry, Mr. President, are you finished?
I'm sorry.
Mr. President, one follow-up question.
You said 115 elementary vacancies.
How many secondary or how many total?
total. Actually, I can get it on my phone.
112. Thank you. Thank you. Any other questions?
Not all retain emotion. Mr President, yes, I move the board
trustees approves the superintendent to prepare sign and submit a waiver application to the state
commissioner of education for elementary school campuses that exceed the allowable class size
of 22 to 1 in addition to campuses that could potentially exceed the ratio due to increased
enrollment during the 2022-2023 school year second we have a motion by miss van second by miss wilson
we'll now proceed to vote board members please record your vote on the screen via your keypad
Motion passes 7-0.
7.7 Discuss and Consider Board adoption of a Local Policy Update.
We'll now proceed to Agenda Item 7.7,
Discuss and Consider Board Adoption of a Local Policy Update.
The presenter is me.
I didn't know that.
Do we have any, I don't think we have anything to present.
All the board members have been provided a copy of the draft EF local policy, EFA, EFB.
And what I have done is taken all of the feedback that I've gotten from all the trustees.
and in many cases it's conflicting.
There were the trustees did not agree,
so the chance of getting unanimous
vote here is pretty slim,
so I had to take what I thought the
majority was and put that on paper
and we can open it for discussion.
But what currently is informed is based
on the feedback that I've got and
watching the videos and is what I
believe we want to vote on,
but I'll open it for discussion.
Everybody's got a copy.
Mr. President?
Yes.
I have some questions.
Let's see.
First, I'd like to make a statement.
I appreciate the work that you did on this, and I know it's hard because, like you said,
we're seven different people with seven different points of view,
and we're all trying to do the best for everybody.
So I understand that.
And I'd also like to also applaud the fact that this policy update, you know, the policy
hadn't been updated since 2001.
And so nothing's going to be perfect.
And so, you know, you have to start somewhere.
You're not going to get all the things exactly right.
I'm not just saying you, but for whatever it is, we're never going to get it exactly
perfect on the first shot.
We could keep doing this and doing this and doing this for month after month, but it's
not going to ever be exactly right but so I'm just gonna go through my
questions and my first question is or my first statement is going to be you know
some of the books that have been looked at in the library that have been removed
and the one that was talked about today may have been done gotten into the
library under the old policy so you know whether it needs to be there or not
probably wouldn't have been there if we had the you know the current policy was
being followed which there was an old policy so I'm hopeful that in the future
books like that will not get into our library and there is we're trying to
come up with a system to remove them but on the reconsideration the formal and
informal I wanted to say I didn't see anything mentioned in here about the
book being taken out of the taking all of the library while it was being so both for formal
and informal they stay in is that correct okay that's my first question the second question is um
on the thing where you can opt in or opt out i can't remember which one it's called but if the
parent wants to be notified they're still notified after the fact that's
correct but they're not notice they're not no no the child isn't prevented from
getting the book they get the book and then they're notified they can hop in or
opt out completely right of the library which means you can't have a scene out
in here and they get they get the notification when it's checked out I
I think it'd be best, I'm going to go ahead and defer over to Deputy Superintendent Leslie Hack,
who knows the policy best and may be able to answer these questions this evening.
As far as the EFB with the classroom, I'm sorry, the campus library books,
what we have proposed in the policy is that all parents would receive the electronic notifications
at the point that their child checks out a book.
Right now it's just secondary that they can opt in.
So that would be a switch.
All parents would get the notifications.
They may elect to opt out of getting the electronic notifications.
Okay.
So continuing with that, so what I had proposed earlier, and I understand I'm only one person,
is that they just couldn't get the book.
Like if the parent chose, you know, if the parent took the time and said, oh, there's this book in here
and I don't want my kid to get the book, there's not a process where the kid can't get the book.
The kid can get the book and then the parent will be notified after the book is checked
out by the student.
At this time, we don't have that capability.
That would be very difficult.
It would be children.
The librarians were the ones that described to us when we proposed that, that the kids
sometimes are in there multiple times during the day.
They may go in there during lunch to check out a book.
They may have a class in there where they're checking out another book.
So it's a very fluid process in the library.
But we want to do due diligence and make sure that the parents do get the electronic notifications
at any point their child checks out a library book.
Alright.
And then, and so for right now, the way the policy is written, there's going to be two
students can be on there as long as they're 18 years old.
But my personal problem with that is that a student, and when they're in a school, there's
still the responsibility of the school. You know, they still get disciplined the same way. They
still get counted absent the same way. They still get, I don't know, their papers are graded the
same way. They still have to have chaperones when they go on a choir trip. You know, they still,
even though they're 18, they could even be 19, but they're still the responsibility of the school.
school. So that, I just wanted to make that statement. And then, what will you do if you
can't fill the positions of the students? So you have two students, there's five committees,
so that's ten students. What would you do if you couldn't find, you know, if this is
the way it's going to be, what would you do if you couldn't find ten students?
The current plan is for the five committees is to take the volunteers that would like
to serve on the committees, because they would be five set committees. So where we would
be garnering four parents right now per committee for 20 parents we would take um submit for
volunteers the same with the students we anticipate we probably have more than enough to sit for
the parents and the students all right and then i wanted to go my last statement is going
going to be on page, let's see, page two, and it's number four, wait, okay, number five.
It says, are designed to provide information that will, well, it's talking about, let me
preface it first.
It's selection criteria.
Oh, that's deleted one.
No, no, no, no, no.
Okay, I have the new one.
Page 2, number 4.
Okay, on the new one, it says,
present various sides of controversial issues
so that students have an opportunity to develop
under-guidance skills and critical analysis
in making informed judgment in their daily lives.
I just want to point out that I like that statement
because it is saying that we're trying to listen,
We're trying to present information to children with different points of view on lifestyles and cultures and all that.
It's not advocating for pervasive vulgar.
It's just saying we're not against LGBTQ.
We're not against any group.
I just wanted to make that statement, that that paragraph is in there, and I think that's a good paragraph.
And that's all I have.
Thank you. Are there any other questions? Mr. President? Mr. President. I'm sorry, Mr. Chris.
So I have some concerns with this as it's written. I expressed them last time. I haven't changed my
mind. And so here's what I'm going to ask. The book remaining on the shelves during the formal
challenge I would like to request data on the challenge books if that is
possible that while the if once the book is challenged I would like us to track
how many times the book is checked out how many requests for it if it's already
checked out and if that causes students to want to read the book and during the
the challenge and then if it's deemed inappropriate and pulled, like have we left it there and
left them vulnerable to things that we deemed inappropriate for them.
I would like to track that a little bit and then if that's true, which I think it will
be now that we're not going to send the email to the parent going this book is challenged,
maybe less.
So I would like to track that data because if that happens, I'm going to be bringing
this back asking people to add it to an agenda to modify that policy. So I'm, I can do that as long
as we track that data. Will the books that are challenged be on a website? How will people know
which books are challenged? Isn't it currently on a website? I'm looking at Mrs. Hack. Dr. Gorgorski,
if you'd like me to do you. Right now books under challenge are not posted anywhere. Anywhere. Yes.
Yes.
Only after?
After the book is-
Once that are removed or posted.
Once they come out of reconsideration committee,
we were planning to post a,
what we call a book review dashboard
that was easily accessible on our website
so they could see at any time
any book that was reviewed and the outcome.
Okay.
Okay.
Okay.
I absolutely oppose students being on the committee
committee because as Mrs. Champagne has said, they're 18 and they're an adult. They can do
some things under the law, but while they are our students, they're still our students and we still
call them children. And I quote Dr. Gorgorski because I loved what he said the very first time
we heard about this. In KDISD, we teach children, not adults, and we will treat that like that. And
quote and I just agree with that we teach children not adults I at
graduation speeches we hear the principal say tomorrow you're you begin
your adulthood right what you're no longer under restriction from us under
guidance from us under penalties from us we don't we don't have say so over what
you do tomorrow you're making decisions that you hold accountable as an adult
And so I don't believe that children should be making decisions of this magnitude for other children.
We include them on lots of committees in KDISD where the strategic design, they certainly have a leadership academy with Dr. Gorgorski where we take their input.
But final decisions on that are not made over other students.
So I completely disagree with that.
I don't like having them under the guise of the penal code where it says the prevailing standards in the adult community as a whole is what we got to die with respect to what is suitable for our children.
So I don't want to be a part of any decision that puts those students at risk of reading something that wouldn't be permitted because of what the penal code says.
So under, based on some of the information I have found out, Lamar, Cy Fair, Fort Bend, and Spring Branch have committees.
None of them use students.
based on the research that I know.
So it's a deal breaker for me if students are on the committee.
Thank you.
Any other questions, comments?
Yes, I have some comments.
It was easy to read this because it hasn't changed since August 22nd.
It's the exact identical thing that we looked at August 22nd and discussed at length.
So when we had the discussion, I basically was looking at three main things.
three main things one is no students on the on the challenge committee and you know to me this
is about parental rights kids on the committee dilute the voice of the parents we should not
put students at the same level as parents and educators i agree that you know does an 18 year
old have the same judgment and wisdom of an adult in making a decision about an 11 year old or what
a 12 or 13 year old should be reading i don't think so it's inappropriate to have students
read and discuss with adults obscene and harmful material and and i would echo what you said about
the other school districts we've done informal polling i have and you know when i bring up do
you have kids on the committees and they kind of look at me like no it hasn't even come up it's
on the radar and I think it weakens the community's confidence in this process
in the in the the whole challenge committee idea the other thing is as far
as kind of big picture is I had asked for and still believe that we should
have some mechanism this board should have some mechanism not arbitrary some
some mechanism to remove obscene materials,
harmful materials from the library, from the curriculum.
If we determine that it meets the criteria
of harmful and obscene or obscene,
that this board should have the capability to do that.
And then the final thing, and I've got some other nits,
but basically looking just from a big picture,
I think it would be a good idea, and I've asked for this, which is if we kind of treat elementary schools different, and to me elementary schools, you know, they're 10 years old on down, that we should draw a fence around them and really protect them from any sexual content at all.
And it shouldn't be a matter of parents having to find it and challenge it.
The problem, even after this policy, the issue is, the problem is, even after this policy,
it requires really parents to speak up and find this stuff.
Because I don't see it happening, or even after we approve this, that the district or
librarians are going to go through the initiative of going through the libraries and making
sure there's no materials that have any harmful or obscene material.
It's still up to the parents to find it and then complain and then file grievances and
then go to this committee.
That's why one reason I think that the board needs to have that ability to, if we think
that there's material there that is harmful, not arbitrary, but based on penal law, the
the penal code that is harmful and obscene, that we should be able to remove that book,
that material.
So that's basically my comments.
I made the comment that in the definition of young adult, we had things like that it
could include profanity, violence, sexuality, and or death, et cetera.
I've heard complaints from parents about the reading lists, the assignment of reading
lists that contain a lot of topics, dark topics, you know, related to suicide, sex, drugs,
euthanasia and that parents are upset about some of the curriculum reading assignments
or lists of books that they have to pick from in order to perform their, you know, to finish
their assignment.
So that's an area we haven't even talked about, which is those topics.
We're just focusing really on the penal code and what's harmful material and obscenity.
And again, it has nothing to do with straight or gay sex.
It has to do with just harmful material, obscene material, no matter where it comes from.
It's a very focused criteria that we have in here.
COMMISSIONER MAY.
ANY OTHER QUESTIONS?
I HAD A COMMENT ON THE EXHIBIT, BUT I DON'T THINK IT'S QUITE RIGHT YET, BECAUSE I THINK
IF YOU, FOR EXAMPLE, IF WE GO TO, IF WE CHECK YES, IF IT'S HARMFUL MATERIAL, LIKE SAY C,
C, and yes, if you check all three boxes and you say that it's harmful, then at that point
you should go to E. There's no reason to go now to obscene because you've already determined
that it's harmful material. So you should go straight to E, which is the decision, because
Because you've already determined that it is harmful material in looking at C.
Can you speak to that?
Because you and I talked about that.
Yes.
Yes.
In fact, we created a flow chart to kind of help drive the exhibits that are new to EFA and EFB.
On Section C, harmful material, when the question is asked, have all three boxes of harmful content been checked?
If yes, you would continue to the next question that's contained within Section C.
And the next question, is the material harmful due to the material's dominant theme taken as a whole?
If that answer is yes, then you would go directly to Section E where the committee makes the determination.
Right, so I would argue that that other thing.
Next question, which is, is the material harmful due to the material's dominant theme taken as a whole?
That's not necessary because the definition of harmful material to begin with at the very top already contains that.
And what you're doing is re asking the question again the questions or it's already up in the definition
Correct at the top of harmful material. You don't need to re ask that question again
That's it thank you any other questions mr. President yes
So I don't think I have so much of a question as I want to make a statement
Because I it is
been, I have been very vocal on that I believe that our young adults deserve a seat at the table
when we're talking about young adult material. And here's what I want to draw attention to.
So legal age of consent, according to the Texas Penal Code in section 2.11 and section 22.011 is
17. So as soon as a child turns 17, they no longer have the same protection as children.
under Texas law. Thus, any argument being made that 17-year-olds are children compared to an
18-year-old is absolutely incorrect by Texas penal code. So the very same law that we're
upholding to define what books are considered harmful or obscene when taken as a whole by
definition of the penal code tells us the 17-year-olds are of the age of consent.
And I absolutely agree to that, as long as a parent agreed to that as well, because to join the military as a 17-year-old, you have to have parental consent, but not as an 18-year-old.
So I do believe that by eliminating 17-year-old young adults, again, with their parent authorizing, I believe we're cherry-picking which parts of the penal code we're going to choose to follow.
And I think we're putting our students and these committees at a disadvantage by not hearing from young voices who are true leaders in their community, regardless of their sex, religion, color, or sexual proclivities.
So I don't love what we've done.
But as we have talked, Mr. President, I agree.
Sometimes the best way forward is when nobody completely agrees because we're all giving up pieces of what we agree to.
So I just wanted to state that for a legal fact, because I think it's important that we can't cherry pick what parts of the Texas Penal Code we want to follow.
But I will leave it at that.
Thank you for my moment.
Thank you, Mr. Wilson.
Are there any other questions?
I just have one more comment to that, and that is that with regard to how the Texas
Penal Code defines a minor and they define it below 18, it's really irrelevant here because
what we're talking about is our students and what we expose our students to and what we
make them read if they're on this committee.
And so I just think it's irrelevant whether you know under the Texas Penal Code
18 year old you're no longer a minor. It's basically what we want as a district
What do we want as a district in terms of exposing our students the global students population?
No matter what the age are in they're under our Dominion and we're responsible for them
Any other questions mr.. President sorry miss man, I think was next okay?
Okay.
I just want to say thank you to you, Mr. President,
Superintendent, Ms. Hack, for all the time,
and Mr. Revin for all the time that you put into updating this policy.
I think if I knew it was 2001 the last time it was updated, I forgot it.
So it was much overdue.
And I just want to comment that I fully support the committee process,
how it's outlined in this policy,
And I do not believe at all that this board should have the right to overturn a committee's decision
If we're setting up a committee to make this decision and allowing and trusting in the process
Then it's just stepping on their toes and honestly
If I wasn't sitting here
I wouldn't sign up for that committee if I knew that the time and the effort was just going to be over overturned
I think if we said this committee policy this policy
with this committee committees in place then we as a board need to respect the
decisions that have been made any other questions miss Popkin sorry I just have
a question about something mrs. Wilson said when she said everybody's giving up
a piece of it and this is exactly what it was presented last time when we had
things that we wanted to changed but nothing's not exactly the same it's very
very similar very similar but I'm just not sure what everybody gave up
something I don't maybe mrs. Wilson could clarify what she what you give up
before in the previous policy it had that seven seniors that were 17 could
participate as long as they had signed parental consent and 18 year olds but
when the policy was updated after comments made here by fellow trustees it
was changed to just 18 year olds with parental consent.
Mr. President, yes. I would like to point out that EFA and EFB, we still operate by
TGBA and FNG and GF. So at any point people can go through the normal appeal process
process and any decision. I mean that's still in there. We can't bypass all our other rules and policies that we operate by. So we still have that authority, although choosing whether we believe it's right for us to use it or not.
Thank you. Any other questions?
I just want to ask about that.
So you're saying the grievance, you're talking about the grievance process, which requires,
of course, a parent to be willing to go through the grievance process, the entire process,
all the way through.
And so therefore the board is, if the parent doesn't because they're shy, because they
don't want to rock the boat, because they're not comfortable because they're having a kid
in school, whatever, then the board is helpless to do anything then, unless a parent takes
IT THROUGH THE ENTIRE GRIEVANCE PROCESS, ALL THE WAY TO GRIEVANCE THREE.
WE ONLY SEE IT IN NUMBER THREE, CORRECT?
ANY OTHER QUESTIONS?
I'LL UNDERTAIN A MOTION.
MR.
PRESIDENT.
YES.
I MOVE THE BOARD OF TRUSTEES APPROVES THE USE OF FUTURE, SORRY, I'M ON THE WRONG ONE.
I'M SORRY.
MR.
PRESIDENT, I MOVE THE BOARD OF TRUSTEES ADOPTS A LOCAL POLICY UPDATE.
I'll second.
CHAIRMAN BRYANT LISER.
We have a motion by Ms. Vann.
We have a second by Ms. Wilson.
MR.
PRESIDENT.
CHAIRMAN BRYANT LISER.
MR.
I move to amend EFB local by removing two senior students from the reconsideration
committee.
CHAIRMAN BRYANT LISER.
Second.
CHAIRMAN BRYANT LISER.
Okay.
So we have a motion by Mr. Redman and a second by Ms. Fox to amend the policy to remove
the students.
MS.
Yes.
CHAIRMAN BRYANT LISER.
Thank you.
to vote all those in favor on the amendment register your vote hold on the amendment hold
on we're going to vote on the amendment voting on the amendment then we'll go back and vote on
the other thing on the voting on removing the students so the moat the amendment passes
okay now we'll proceed on the original motion
Yes, so now we have the original motion which will include the amended language.
Yes. So do we get, got to get a second and a...
No, we already have a second.
Okay. Okay. Well, now we're voting on the original motion which is to prove EF local
as just amended by removing 18 year olds that we've removed. Yes? Okay. So board members,
Members register your vote.
Motion passes 6-1.
Thank you.
7.8 Discuss and consider approval of future funds that would be used for employee compensation, should the voters approve the VATRE referendum on November 8, 2022.
I will move to agenda item 7.8, discuss and consider approval of future funds that would be used for employee compensation
should the voters approve the VEDA referendum on November 8, 2022.
The presenter is Ms. Brian Schuss, Chief Human Resource Officer.
Good evening again.
President Schulte, Dr. Kogorski, members of the board.
As we all know, there will be a VATRE on the ballot in November, and tonight we are simply discussing administration's recommendation for the use of those funds should the TRE pass.
Our recommendation is that all employees receive a 3% raise from the midpoint, as we typically do.
So all employees receive a 3% raise.
This would be retroed back to, or our recommendation is, is that it's retroed back to September 1st, 2022.
In addition, a permanent 1% raise in December, as we have given the lump sums in the past, but the difference with this one, it would be a permanent 1% raise moving forward beginning this December.
We're also requesting to equalize the IOO pay grade.
So what that means is adjusting our current compensation plan in the sense that IOO is the pay grade that contains classroom teachers, your instructional coaches, instructional coordinators, classroom tech designers.
There are several folks within that pay grade.
Equalizing that would, if the TRE passes, would move everyone to the teacher hiring scale.
So everyone within the IOO pay grade would be paid the same based on years of experience.
We're also requesting the addition of 10 police officers.
This would fully staff Chief Gau's safety and security plan.
And I believe I've got some slides.
Let's see. Yes.
So these may be a little hard to see. I apologize.
These are just graphical representations of what this would do, what our recommendation would do for teacher salaries.
The first slide is where we are currently.
If you can see the dark blue line with the dot in the middle of it, that is us,
and we are right smack dab in the middle of all of our peers.
The next slide shows our peers as a market median as we are compared to our peers.
So you can see where we sit currently, we are just barely above that market.
With a 3% midpoint raise, you can see that that blue line significantly moves up against our peers.
And then it is shown a little better here with our peers as a market median.
We are now even further above those peers.
What I also think is important, if we're going to make that 1% permanent, I think then it's appropriate to show that as a part of annual salary because that's what it would be.
Even though it's paid in December, it's part of your annual salary.
That's where we then would be in comparison to our peers.
For a significant amount of time, we're at the top there.
And then that's the representation of where we would compare to our peers as a market group.
and that's all I have and I have any questions.
Just want to say one statement is that Dr. Gorski and I have been working on this plan.
We've been re-watching all the videos.
We've been talking about the TR since January
and we went back and watched all the videos
and captured all the feedback that we heard from all the trustees
and put this together.
And the reason that I brought this forward for tonight
is we're asking the voters to vote on the TRE
and I think we they deserve to know how we're going to spend it and and so
that's why this came forward we got all the nuggets that we saw I think we
checked all the boxes and we see value I see value in approving that tonight so
that when the voters go to the polls they they know how the money is going to
be spent and one of the question on the on the normalization of the io1 pay
grade I oh oh thank you is that retroactive as well back to the start of
school year yes sir that would be the recommendation back to september 1. yes september 1. and i think
the last thing and i think uh it was shared on the friday update or on the pre-read that
the all of those things that we just talked about within the margin of error are covered by the tre
is that correct mr smith i mean the tre is going to raise 20 26 million and i think the total of
all this was right around 27 so we're within a half a million dollars of what the tre is going
going to raise to fund all of that? Is that correct? Okay. Mr. President. Yes. Thank you
very much for the presentation. Thank you and Dr. Gorkorski for your work on this.
I appreciate it very much. We heard tonight that we still have vacancies.
We have teacher shortage. There is a teacher shortage. It's a national thing. Everyone knows
whatever we can do to encourage teachers to stay in the classroom, more teachers to more
more like students to become teachers, those kinds of things.
They are the difference makers for our future.
And so to pay them a little better is absolutely the right move.
So the difference, as I understand it, is the one-time lump sum,
which we have been giving to our educators in December for a few years now,
never went toward their TRS.
but this will be a permanent increase which they will continually add to their base and it will be part of the TRS consideration.
Is that correct?
Yes, ma'am.
And we're able to do that, Mr. Smith, because the TRE contributes every year
and we have confidence that we always have that money before we waited until we got toward December and said,
okay, now we feel confident that our expenditures allow us to give a one-time payment.
But we couldn't bank on the fact that we'd have it the next year.
Is that correct?
That is correct.
Okay.
And one last question.
The IOO, I don't know where to look, so I'm going to ask you, Mr. President, and you can direct it.
The IOO will be paid.
Those are instructional coaches, nurses, librarians, all of those are IOO that will be paid the same.
same. So those employees who work more days, that's a daily rate. So the instructional
coaches, is that right, work five more days, so they will get five more days of pay than
a teacher. So they'll be a little incrementally more in an annual salary because of their
increased days. Is that correct? They will be all they will all be paid the
same as a daily rate. So if they work more days, then yes, there will be addition there.
Yes.
I still think they're a promotion because they're the best of the best,
but I'm happier with this than where we are now.
Thank you.
Mr. President, I'm sorry.
So I just want to re-clarify one thing,
and I have a strong question about something else.
So the 1% thing at Christmastime is going to be added to their salary.
So it'll be whatever it is, $600 plus whatever they make, and so then that's their new salary.
So a good way to look at it just in this instance, we're talking about a 3 and a 1, in essence it's a 4% raise, but just 1% of that is paid in December.
Okay, but in the past we've called it a 4% raise when actually it was a 3% raise and then they got a lump sum, but the lump sum wasn't added, but we've always said it was a 4% raise.
But I really want to know that this is a 4% raise that it's going to be
3% and then the other 1% is going to be added to the site not just a little yes
It's okay. It will be a part of their annual salary
That's the only way we could make it TRS creditable compensation
Summers it going to be added to their salary
Well, I mean it's it's a it's a lump sum paid in December
But it will their annual salary will reflect the total amount over over the
So like this year I got paid sixty thousand dollars
So then I'm going to get the $600.
So in January, is my new salary now $60,600 on the teacher thing?
So it's a great example.
So it's $60,000, and then you get the 1%, and it's $60,600.
Your annual salary that year was $60,600.
And for the next year, the raise will be in addition to the $60,600.
Okay.
So next year, it's going to show that my salary was $60,600,
and if I get another 3% I'll be on the 60,600, not just on the 60,000.
Correct. Yes, ma'am.
Okay, because in the past, I'm just saying, since I've been here,
we've called it a 4% raise, but it really wasn't.
But anyway.
Okay, so that's one question.
The other one is, when I look at this, at your IOOs,
I was always playing 100s, but okay.
It shows that with the 3% raise, the minimum is 328.51.
Okay?
But when I take what it was, what it is now, which is 320.86, and I multiply it by 3%, it's actually $330.
In other words, this 328 is about 3% over the minimum, but I don't see the extra 1% in here, whatever it is that you're going to raise it up.
Okay, so that's an excellent question.
So you're talking about when you're looking at the pay grade.
I'm looking at what we have in our board docs.
It shows what it is with the 3% raise is 3% more than what they actually get now.
It doesn't show it's getting caught up with the teachers yet.
Okay, so that's an excellent question.
You have to look at it a little differently because now we're talking about individuals versus a pay grade.
So in pay system maintenance and actually in board docs, those pay grades,
When you give a raise, let's say you give a 3% raise, you don't necessarily adjust the pay grade by the full amount of the raise because the idea in a pay system is that you accelerate towards the midpoint.
So if you're always adjusting the pay grade by the same amount of the raise, nobody's ever accelerating towards the midpoint.
You're always kind of staying stagnant where you are within the pay grade.
So actually that pay grade has been adjusted by 2% of the midpoint, but that's a pay grade.
The individuals will still receive 3% of that midpoint.
The pay grade has been adjusted by 2%.
Typically, what we would do at a 3% raise would really probably adjust the pay grade by 1.5%.
But because we have that additional percent, we've adjusted it by 2%.
Okay.
So my problem with this is that we're voting on this tonight.
And so I voted on something before that said they were going to get a pay adjustment.
But I didn't understand the pay adjustment was just something less than teachers.
So I can't see where they're getting paid.
I can't this this number right here is only 3%.
It's actually a little bit less than 3%.
I know I know what you're saying, but I can't see it and I have to vote on this.
I can't see that this is 4% more.
You're talking specifically you're you're referencing a single.
like a teacher hiring scale.
If I just compare it to last year's
or this one
that we just approved
and multiply that
by 3%, that
would be $330,000.
This is $328,000.
Mr. President, Champaign,
this document does not include
1% in our pay model.
I wanted to see that.
Just documentation.
I don't know what I'm voting on.
All I know is that we're going to do something that evens it out.
but I don't really know what that is.
Okay, so maybe to clarify it a little better,
think about it this way.
In our current compensation plan,
we have the teacher hiring scale that we did approve.
So think about it this way.
The folks in the IOO pay grade
that are not currently being paid on that teacher hiring scale
will be moved up to that teacher hiring scale,
and then this 3% will be given in addition to that.
And then the 1% in addition to that in December
Okay, I have one question on the 1% is the 1% always going to be paid in December or January the 1%
It's part of the salary gets paid monthly
No one for it be 1% in December
Every year. Yes, sir. Okay. I mean that's that's what we're like. It's like a 1% bonus every year
but it's rolled into the TR senior salary, but it's kind of like a little built-in savings account.
So you get a big, a little, a little kicker in December, just in time for the holidays.
Exactly. Yes, sir. Thank you. Any other questions?
Yeah, I do. Thank you, Mr. President. So we just got this on Friday and, you know,
because the open meetings act, we have no opportunity to kind of talk among ourselves
and tweak this or tweak that or whatever. It's kind of presented as this is it.
and we're going to vote on it.
And that's frustrating that we have to do it that way,
but that's the way we have to do it.
So I think when we met last time on the 22nd
and we were talking about the TRE,
I voiced my opinion that what motivates the TRE to me,
the motivation would be on the teacher side
to make sure that we're competitive,
that we can reduce class sizes,
that we can retain teachers,
that we can be at the top and I'm also in favor of this equalization you know
that we're talking about as well as giving raises to some hourly people that
support the classroom and other hourly people that that that could use a raise
and an additional raise I'm also my opinion that safety and security was
also key you know I'm really happy to see about the 10 additional police
police officers, and I think that's what's being recommended by Chief Call.
And so I'm pleased about the equalization, the equalization, the teacher raises.
I would be in favor of raises for hourly people, clericals, et cetera, bus drivers, food service people, et cetera, that kind of thing.
Because of the economic situation we're in, I think, in terms of like recession, inflation, et cetera,
You know, we have to be mindful of the community and the impact of the TRE on the community
as far as taxes.
And so I'm not in favor of granting across the board pay increases to everyone.
I don't think that people need to be paying at this time higher taxes in order to fund
higher salaries for salaried administrative personnel.
That's just the way I look at it.
This is a matter of priority.
We had to focus on filling vacancies and not just do a TRE and immediately blow all the
money out the window and raises for everyone.
So again, there's nothing against administrative salary people.
We have some wonderful people.
We just did do a raise and now we're talking about another raise on top of that.
I just don't think we need to ... To me, it's not the justification for doing a TRE.
So, just in case we're doing the TRE, safety and security and make sure we're competitive
on salaries for teachers, help out the teachers and others that need equalization, et cetera,
things that impact the classroom.
And so that's my opinion is that I'm not in favor of an across the board pay increase.
And again, we don't have the opportunity to talk together and tweak it and do this and
do that, but I'm just looking at the presentation that's been put before me.
I'm in favor of the equalization. I'm in favor of the police officers. I'm in favor of, I would be in favor of doing more for the hourly personnel.
And I'm certainly very enthusiastic about doing raises for teachers and those that impact the classroom.
Thank you, Mr. Press. Are you complete?
Yes, thank you.
Are there any other questions, comments, feedback?
Mr. President?
Yes.
Sometimes we don't get to have the discussion.
And so I think one of the things,
we're talking about just raising up that classroom difference.
I think we've watched over the past three months
what board action the past two years has done to that IOO pay grade.
Last year, we took an attendance incentive,
and we made that permanent 1% just for classroom teachers.
So we created disparity there,
and our instructional coaches said, all right.
And then this year we said, well, let's give those classroom teachers an additional 2%.
So they went up to 3% more.
And we've had coaches stand here and tell us, hey, we're important too.
The nurses didn't bring anything up.
The librarians didn't bring up.
We've heard from people on our technology team that are also on the pay grade, the other people.
And so, I mean, when you look at a compensation structure across 12,000 employees, now we get to the point where now those teachers are getting up close to maybe a counselor.
And so if we're not applying that equally, we just continue to have this problem where it just is slowly going to move up.
And so I do think it is to everybody because these people were there working at all kinds of crazy times during the past year and a half.
And so I think there's an administrative side to maintain our compensation structure.
If we were to go look at it, I think there's a good argument there.
And then it's just going to continue what we've been going through for the past months.
When the board intervened the past two years, we messed it up.
And so I think this TRE gives us the ability to fix that and get back on goal.
Yes.
Yes.
No, I just want to clarify that I
am in favor of curing those disparities, the equalization.
I just wanted to clarify that.
It sounded like from your comments
that you didn't think I was.
No, I understand.
My thought was we're just creating more.
If we, right, I mean, because everything's
sitting in there nice and neat, and the work that our HR team
has done and our finance team is, as that moves up,
but the minute we just move one up, now all of a sudden
and you have a teacher making more than a counselor
or these places, which maybe we're okay with that.
I don't think we are.
I think it's a very fragile ecosystem
that if we start to make some of those big changes like that,
I think it creates lots more problems
that I don't think are intended.
I know that's not the heart of anybody up here
of what we would want to have happen,
but I think it is something we need to consider.
Any other comments?
I'll entertain a motion. Mr. President? Yes. I move that the Board of Trustees
approves the use of future funds as recommended by administration that would
be used for employee compensation and additional police officers should the
voters approve the VADR voter approved tax referendum referendum election on
on November 8, 2022.
Second.
We have a motion by Mr. Redmond, a second by Mrs. Fox.
We'll now proceed to vote.
Board members, please record your vote on the screen
via your keypad.
The motion passes 6 to 1.
Thank you, everybody.
Great discussion.
We'll now move on to the full consent agenda.
8. Consent
I'll entertain an option.
Mr. President.
Yes.
I move the Board of Trustees approves the consent
Agenda for items 8.1 through 8.11. Second. We have a motion by Mrs. Vann, second by Mr. Redmond.
We'll now proceed to vote. Please record your vote on the screen via your keypad.
The consent agenda passes 7-0. Mr. President. Yes. I just say thank you very much for doing
the consent agenda. We've had lots of nights where we talk about electrical easements
and a chiller replacement and all of these sweet people who's here every night and those nice
people out here it's like we get all of this um i just want people to know 11 items we've looked
through it we know what it is and it's standard operating procedures to keep our district running
and i appreciate very much the consent agenda for us and for everyone thank you thank you miss fox
9. Information Items
well now i'll move to agenda item nine which is information items i only had one information
items which was I think it was Miss Champagne requested Mr. Schultz provide
on the class size amount what is over how much over we are is that correct?
Next year you don't need it now? Okay I'll remove that one. I didn't hear
anything else did you? Mr. President I have an outstanding one that I would
like to ask for the update so I asked one time about the instructional coaches
COACHES, THEIR DUTIES, WHICH WE HAVE SEEN, AND THEN WHAT PARAMETERS ARE AROUND THEM SO
THAT THEY ARE PROTECTED TO DO THOSE DUTIES.
I KNOW THAT PRINCIPALS GET A LOT OF SAY IN PULLING AN INSTRUCTIONAL COACH.
WHEN WE WERE SHORT SUBSTITUTES IN COVID, I UNDERSTAND.
WHEN YOU HEAR FROM SOME TEACHERS, IT'S LIKE I HAVEN'T SEEN MY INSTRUCTIONAL COACH IN MONTHS.
I think that's when we got a lot of things like their value wasn't what was created to be.
And I'm hearing now during my campus visits how valuable they are.
And when they're used for the very duties that we've seen, they're super, super helpful to our student outcomes.
And so I would like to see, like, is there a parameter for protection on those roles to be held as close to the role as possible?
And I don't know what that looks like.
Dr. Gorgorski, I'm not trying to create work.
I just want to make sure that all teachers get access to really good quality instructional coaches as much as possible.
I could ask Dr. Bell if she'd like to come up to the microphone and explain a little bit of the work they've been doing over there with instructional coaches, if you would like to hear that tonight, Ms. Fox.
Can we do that if it's not on the agenda?
You could put it in the Friday Info.
I'd be fine with that.
I do believe that I did provide the secondary update on that.
I'll have to go back and check my notes.
I think I sent that to the board.
It was a document.
That's why I asked Dr. Bell.
She and her team created that, and they're working on an elementary document of exactly what you're talking about.
Thank you.
I'll double check that.
Thank you.
Okay, thank you.
Thank you, Dr. Bell, for what you did.
I need an error.
I need an error, and I apologize.
I apologize, 9.1 was board subcommittee report on advocacy,
which is Mr. Lance Redmond.
Absolutely.
So board, we last updated you in, I want to say July,
but it was the summer sometime.
Since then, we completed our experimental or test
run on our first round of listening circles.
And that went out great.
We have the next round scheduled out.
And we're rolling that into a couple of our existing programs
So some of the teachers that meet with Dr. Gregorski, some of the students that meet
with Dr. Gregorski will kind of use that listening circles in those elements.
As we roll these next ones out, we're rolling out for the community if they want to participate
in them, they can apply.
I can guarantee someone gets to be a part of it, but they do have the ability to apply.
Board will have some names that we can suggest to have on the committee.
So that's rolling forward, I believe, tomorrow.
That should go live.
Dr. Grims, I'm looking at you.
Is that what goes live tomorrow?
Yeah, that's correct.
Awesome.
So tomorrow, if anybody's still listening to this board meeting,
you can go to our website and be able to find that.
It's a sign-up if you would like to participate in the listing circle as we go forward.
The update last week, the subcommittee, Ms. Fox, Ms. Wilson, myself, and Dr. Grigorski
went to Austin, worked on refining our plan.
Those legislative priorities besides school finance
have not been laid out yet.
We're still gleaming that information
from our listening circles.
We did have the opportunity to sit on a state education panel
before our legislators and some of their staffs
and be able to share,
specifically we were able to share about use of ESSER funds
and the problems or challenges,
I guess is a better way to say it,
of House Bill 4545.
And so as we move forward some of those next steps for you as a board member you get a chance to
Be invited to sit in on on one round of those listening circles
The reason we're not not all going to be at all of them is because Open Meetings Act we can't all be at those
But would like for each board member to participate in at least one so you get a chance to experience that
We're gonna complete those listening circles take that information to create that legislative agenda
which we'll bring back here before the board.
We'll have the ability to take on that as a vote
as we move forward.
And then personally, I just challenge you
to continue your efforts with building
or maintaining relationships with legislators.
As we build this advocacy agenda,
we move forward into this next legislative session,
those are always great relationships to have.
So, thank you.
Thanks, Mr. Redman and all the trustees
that are serving on that.
I know that's a lot of work, so appreciate that.
And item 9.2, the board was provided a copy of donated items to KDISD.
9.3, I did out of order, so that one's complete.
10. Future Meetings
10.1, there will be a special board meeting on October 17, 2022.
The next regular board meeting will be October 24, 2022.
There being no further business before the board, this meeting is adjourned.
The time is 8.37.
Official documents
Motions and votes
Recorded actions
MOTION 001 · AGENDA 5.1
PassedIt is recommended that the Board of Trustees approves the purchase of property for an elementary school campus as discussed in closed meeting.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 002 · AGENDA 7.1
PassedIt is recommended that the Board of Trustees approves the District's July2022 financial statements.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 003 · AGENDA 7.2
PassedIt is recommended that the Board of Trustees approves the District's September 2022 budget amendments.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 004 · AGENDA 7.3
PassedKaty ISD’s administration and police department are recommending that the Board take action to allow the superintendent to negotiate and finalize a memorandum of understanding between Harris County First Responders.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 005 · AGENDA 7.4
PassedKaty ISD’s administration and police department are recommending that the Board adopt this resolution which allows the District to participate in the State of Texas’ Bullet Resistant Shield Grant Program.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 006 · AGENDA 7.5
PassedIt is recommended that the Board of Trustees approves the 2022-2023 claims administration by TASB Risk Management Fund for unemployment compensation, renewal contribution set at $371, 019.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 007 · AGENDA 7.6
PassedIt is recommended that the Board of Trustees grants approval for the superintendent to prepare, sign, and submit an application to the State Commissioner of Education for a class size waiver exception.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 008 · AGENDA 7.7
UnknownLance Redmon moved seconded by Rebecca Fox to amend EFB(Local) to remove two Senior students from the reconsideration committee. Amendment passes. Motion Passes
4 Yes · 3 No
| Trustee | Vote |
|---|---|
| ashley-vann | No |
| dawn-champagne | Yes |
| greg-schulte | No |
| lance-redmon | Yes |
| leah-wilson | No |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 009 · AGENDA 7.7
PassedIt is recommended that the Board of Trustees adopts Local Policy EFB(Local) as amended.
6 Yes · 1 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | No |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 010 · AGENDA 7.8
PassedIf the VATRE is approved on November 8, 2022, it is recommended that the Board of Trustees initiates an immediate compensation increase for all employees retroactive to the beginning of the budget year of September 1, 2022. • The increase in compensation would be a 3% raise from the midpoint of each pay grade for all employees. • The compensation increase would include a permanent 1% increase from the midpoint of each pay grade for all employees annually, beginning in December 2022. • The District would hire an additional 10 police officers which fully staffs the safety and security plan provided by Chief Gaw. • The District would restructure the current compensation plan in pay grade I00 to equalize the pay for all employees in that pay grade.
6 Yes · 1 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | No |
MOTION 011 · AGENDA 8.1
PassedIt is recommended that the Board of Trustees authorizes the Administration to negotiate and finalize the Joint Election Agreements for election services with Fort Bend, Harris and Waller Counties for the November 8, 2022 Voter-Approval Tax Rate Election as required by the Texas Election Code.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 012 · AGENDA 8.2
PassedIt is recommended that the Board of Trustees approves the contract for the replacement of the Building Management Control System (BMCS) at Taylor High School to Unify Energy Solutions, LLC (utilizing TIPS contract number 22010602) in the amount of $2,200,000 and approves the total project cost not to exceed $2,495,706.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 013 · AGENDA 8.3
PassedIt is recommended that the Board of Trustees approves the contract for the chiller replacement and optimization of the central plant at Taylor High School to Hunton Services (utilizing the Choice Partners contract number 19/036MR-03) in the amount of $1,625,693 and approves the total project cost not to exceed $1,885,610.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 014 · AGENDA 8.4
PassedIt is recommended that the Board of Trustees approves the Interlocal Agreement with Harris County Municipal Utility District No. 449 and Katy Independent School District for a playground shade structure and equipment at Catherine Bethke Elementary School in the amount of $34,765.29.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 015 · AGENDA 8.5
PassedIt is recommended that the Board of Trustees approves the construction delivery method for the Tompkins High School Turf Replacement.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 016 · AGENDA 8.6
PassedIt is recommended that the Board of Trustees awards a contract to Stantec, Inc. for design services necessary for the initial renovation to Cinco Ranch High School.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 017 · AGENDA 8.7
PassedIt is recommended that the Board of Trustees approves a change the delivery method for the Nutrition and Food Service (NFS) kitchen component replacement projects.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 018 · AGENDA 8.8
PassedIt is recommended that the Board of Trustees awards a contract to HKS, Inc. for design services necessary for the construction of the West Memorial Elementary addition and kitchen/cafeteria expansion.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 019 · AGENDA 8.9
PassedIt is recommended that the Board of Trustees awards CenterPoint Energy Houston Electric, LLC a blanket electrical easement associated with the construction of Elementary School #46 as depicted in the attached easement document.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 020 · AGENDA 8.10
PassedIt is recommended that the Board of Trustees awards to Harris County Municipal Utility District #62 a Water Meter Easement, as depicted in the attached easement document associated with Diane Winborn Elementary School located in the Williamsburg Settlement subdivision.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 021 · AGENDA 8.11
PassedIt is recommended that the Board of Trustees approves the minutes of the Board meetings held in August.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| ashley-vann | Yes |
| dawn-champagne | Yes |
| greg-schulte | Yes |
| lance-redmon | Yes |
| leah-wilson | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |