Good evening everybody and welcome. Noting that a quorum is present, I hereby call this regular meeting of the Board of Trustees of Katy Independent School District to order.
Katy ISD · Regular Board Meeting Agenda
Katy ISD Regular Board Meeting, June 26, 2023
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In this meeting
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- 0:02 to 1:31 1. Call to Order
- 1:31 to 4:17 3. Recognitions
- 4:17 to 38:32 4. Public Comment/Citizen Participation
- 38:32 to 38:58 5. Closed Meeting
- 38:58 to 39:48 6. Reconvene from Closed Meeting
- 39:48 to 47:46 7.1 Presentation on the 2023-2024 Federal Grant Applications and ESSER III Safe Return to In-Person Instruction and Continuity of Services Plan.
- 47:46 to 52:43 8.1 Progress update to the Board on the uses of the Elementary and Secondary School Emergency Relief Funds (ESSER II & ESSER III).
- 52:43 to 1:20:30 8.2 Planning for Growth: Attendance Boundary Modification (ABM) for the 2024 - 2025 School Year
- 1:20:30 to 1:42:30 8.3 Strategic Design 1.3 Elementary Literacy Update
- 1:42:30 to 2:16:12 8.4 Student Attendance Incentive Initiative
- 2:16:12 to 2:35:51 8.5 A-F Accountability Refresh
- 2:35:51 to 3:26:29 8.6 House Bill 900-relating to the regulation of library materials sold to or included in public school libraries.
- 3:26:29 to 3:31:52 9.1 Discuss and consider Board approval of the 2023-2024 UIL Student Accident Insurance proposal.
- 3:31:52 to 3:43:51 9.2 Discuss and consider Board approval of the Katy Independent School District compensation plan for the 2023 - 2024 school year.
- 3:43:51 to 4:21:16 9.3 Discuss and consider Board approval of a compensation increase for the 2023-2024 school year.
- 4:21:16 to 4:50:19 10.1 Discuss future Board approval of the 2023-2024 Discipline Management Plan and Student Code of Conduct.
- 4:50:19 to 4:51:46 11. Consent
- 4:51:46 to 4:57:32 12.1 Board Legislative Advocacy Update
- 4:57:32 to 4:59:23 12.2 Board Committees
- 4:59:23 to 4:59:29 12.3 Donated Items to Katy Independent School District
- 4:59:29 to 5:00:26 12.4 Recap of Board member requests for information.
- 5:00:26 to 5:01:34 13. Future Meetings
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1. Call to Order
Today is Monday, June 26, 2023, and the time is 5 p.m.
Dr. Gorski, will you verify that we are in compliance with the provisions of the Texas Open Meetings Act with regard to the notice of this meeting?
Mr. President, I do confirm we're in compliance with the provisions of the Texas Open Meeting Act for our meeting tonight.
KDISD Police Chief Henry Gahl will lead us in the pledges of allegiance.
Thank you.
Do we have any scouts in the audience this evening?
I guess we're all on vacation.
and now we have some recognitions uh dr gregorski thank you mr perez we've got a few principals that
3. Recognitions
we've hired over the last month and we've invited them to come out today to be recognized for the
board of trustees uh i'm going to go ahead and start with uh gina cobb wherever you're at out
there there's gina gina's not new to us she was the principal at made creek high school but she
is going to be our new principal over at high school 10 that will be opening next august in
2024 so welcome gene i appreciate you coming out did you bring anyone out with you today
awesome well thank you for uh volunteering to open up that new school for us it's always a
it's a tough one but it's very rewarding at the same time so thank you yes um next step is
Lizzie Herring. And Lizzie is going to go ahead and fill
that backslide over there at Maid Creek High School. And she's going to take over
well, she's already taken over. So she's in the spot. But Lizzie, thank you
for coming out. Appreciate seeing you. Who'd you bring with you tonight?
I also brought my husband, Stephen, and my daughter, Sydney, who will be
here. And not with us tonight.
Awesome. All right. Well, welcome, Lizzie. Thank you.
The board knows that about a month ago we named a new assistant suit for school leadership and support,
and we've got a couple of new faces over there to my right, far over there,
which caused a vacancy at Seven Lakes Junior High,
and Jenny Lopardo is going to take that position, and she stepped into that role.
Jenny, who did you bring with you today?
Awesome.
Well, thank you very much. Appreciate it. Looking forward to that.
And filling the other vacancy from Deb over there who left Morton Ranch Elementary to take one of our central office positions,
we've got Lori Maurer who is going to take over as principal and is in the seat for Morton Ranch Elementary.
Who did you bring with you, Lori?
awesome congratulations appreciate it
thank you all looking forward to working with you this school year appreciate you
guys coming out tonight thank you at this time the board of trustees will
4. Public Comment/Citizen Participation
give members of the public an opportunity to speak in accordance with
with KDISD Board Policy BED Local.
As defined by Board Policy,
speakers who signed up by 2 p.m. on Monday, June 26, 2023,
provided their first and last name
and signed in 15 minutes prior to the start of the meeting
will be allowed to address the Board.
The Public Participation section includes two categories.
Category 1 is for speakers signed up to speak on posted agenda items,
and Category 2 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 a speaker is not finished speaking at the end of three minutes, the audio will turn off.
If speakers wish to share written material with the Board,
Board, please provide 10 copies to the Secretary for Board Services before the meeting begins
for Board Members, the Superintendent, the Chief Communications Officer, and Permanent
Record.
If a Speaker has not attempted to solve a matter administratively through proper channels
as stated in Board Policy, the Presiding Officer's designee will advise the Speaker to seek resolution
through the appropriate policy.
Finally, pursuant to Texas Government Code Sections 551.074 and 551.0821, the Board will
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 to hear a complaint or charge against an
officer or employee.
Should a speaker wish to address one of these issues, they must do so through the appropriate
local grievance 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'll call the speakers that have signed up to speak on posted agenda items.
Each speaker will have three minutes to speak.
Our first speaker tonight is Will Cullen.
Will Cullen.
The next speaker is Christine Zilke.
And the speaker after that is Keith Jobe.
Yes, come up front, please.
Thank you.
Hello.
First off, congratulations to the new board members.
It's really nice to see you today.
My name is Christine Zilke.
I have two children who are in KDISD, and they go to Haskett Junior High.
and they also attended Katy Elementary.
I have reviewed PASA's proposal for boundary modifications,
and I feel this is a good proposal for high schools.
We live in LUZ 10A.
It is good to see that historical attendance and City of Katy proper boundaries
were taken into consideration.
Also, thank you for protecting our property value,
which would have declined with a rezone.
As you are aware, families position their lives around school and work,
so it is a relief to know we don't need to uproot our family
and cause undue stress for our kids. Relocating kids north to LUZ 10A
would be a hardship for many families in the area due to traffic, infrastructure,
location. On another note, the rezone of some students that attended Katy
Elementary to Haskett Junior High instead of Katy Junior High took a large
toll on a very small number of kids. Our son was separated from his Katy
Elementary friends and only knew about five kids that went to Haskett. Our
daughter will attend Haskett junior high in the fall and does not know a single
classmate from her graduating class at Katy Elementary that is going to
Haskett junior high I worry her junior high experience will be lonely and I
worry who she will sit with at lunch these are big things for 11 and 12 year
olds I feel that this was an oversight by PASA and the board and ultimately I
do feel it should be looked at again thankfully the current proposal does not
have us reliving the situation in high school our ask of you is to keep the
current abms that keep luz 10a at kate high school and revisit the zoning boundaries for
housegate junior high for 10a thank you thank you our next speaker speaker keith jobe and
the next one is jennifer knight good evening everybody um i just wanted to address as well
I'm in support of the current boundary modification I to live and 10a which
city limits of Katy appreciate the opportunity for my kids to continue to
do well at they went to Katy Elementary Katie junior high and Katie high school
I know it's really not the implementation that will come in for
for high school number 10.
It won't really affect my kids
as far as the staggering of students.
Mine will of course finish at Katy High School,
but I appreciate the leaving our section
of the 10A to still zone to Katy High School
for property value reasons of course, being in old Katy.
So I'm not gonna use my three minutes.
I'm gonna use one full minute.
and thank you very much for your time.
Thank you.
Jennifer Knight.
And I'm told that if there are any children in the audience,
it might be inappropriate for them to be here for the next couple of speakers
because of the subject matter.
So I want to just mention that.
If there's any children, please remove them.
Please.
Any small children.
Okay.
Okay.
Good evening.
I'm here today as a concerned parent.
I'm very upset about the books that I continue to find in KDISD libraries.
I spoke in May about a book, The Hate U Give, that contains descriptive sex, drug use, rioting, police hatred, and racial slurs in it.
I challenged that book through the process KDISD set out, and the district decided the book should stay in the library.
I did not read the book aloud last time before you because I believed in good faith that the review committee would remove it.
Apparently, the review committee did not.
They chose it should be kept.
So I am going to today to read other books that are in the library that I think absolutely do not meet the standards of the new HB 900 and break the law of the Texas Penal Code 43.24 and 21 in regards to obscene material for children under the age of 18.
These books should not be in our library.
They are absolutely obscene.
First book found at Paytow High School.
It's called Without Merit.
The book contains sexual activities, sexual nudity, profanity, self-harm, including suicide, alcohol use,
controversial religious commentary, and alternate sexualities.
Quoting from the book.
How in the span of 15 minutes did he end up having sex with a girl he doesn't even know in the office of a hotel?
I couldn't care less who Luck had sex with.
It's angrier.
I'm angry about the fact that I wouldn't even know the first thing about having sex,
much less a quickie with a guy I've never met before.
Sex seems like a monumental thing.
It should take months to lead up to, and he accomplishes it in 15 minutes.
Luck almost had sex with me yesterday.
Now he's having sex with my brother.
Luck would rather have sex with my brother than me.
Book number two, People Kill People.
This book is in Cinco Ranch High School, Morton Ranch High School, Katie High School.
It is considered young adult, and I will read quotes from it.
You just wanted to get laid. The gesture moves quickly from sweet to boner-worthy,
and as your tongues collide, you lift her off the floor another time you'd carry her into your
bedroom. Her food is good, great in fact, but the idea of doing a brown-skinned bitch sickens you.
That might be the way things are, but it's not how they should be. Unnatural, that's what it is,
and God forbid the two of them ever make half-breed babies. You'd never live that down.
Maybe you should have the talk with your dad remind him to use a condom a
Jew could not be in your family
Still you're white and that's what matters your first hint that America was turning to brown was back in fifth grade
next book crank
This entire book is about drugs and sex
Mm-hmm bad to the bone we laughed, but it wasn't right not for long my short tour open put up or
Thank you.
Thank you. Our next speaker is Donna McElmurray.
Our next speaker is Tamara McFarland.
Welcome.
Hi. I'd like to hand out some material.
for everyone um where's the secretary
okay
okay board members superintendent thank you for the opportunity to speak to you
this evening when kdisd offers books in their school libraries it sends a message to students
that their school teachers and the kdisd board approve of these books for them being there for
them to read despite being challenged by many the following book has been approved by the kdisd book
Review Committee. I'm going to read from it. This ALA award-winning best for young adults
praised for teens by New York Times, Kirkus, PBS, Time, Goodreads, Amazon, USA Today. Looking for
Alaska by John Green, page 87. A woman standing on a bridge with her legs spread while a guy
knelt in front of her giving her oral sex. A woman crouched on her hands and
knees while a guy knelt behind her. She kept saying give it to me and moaning.
Have you ever gotten a blowjob? And then it goes on to describe one in great detail.
Wait, you fucked her? In front of the colonel? Want to go porn hunting? And I'm
going to read excerpts from another book in KDISD high school libraries milk and honey by Rupi Kaur
he guts her with his fingers like he's scraping the inside of a cantaloupe clean you plow into
me with two fingers you begin pushing faster and faster I start acting like the naked women in the
videos you watch and I imitate their moans. Now I'm going to read from a book that is on the
Katie ISD June 23rd book order. Goodreads Choice Award book Don't Call Us Dead by Danis Smith.
A note on the phone app tells me how far I am from other men's mouths. I'm offered eight mouths,
three asses and four dicks. He says, so we fucking or what? I sit on the face of a
man I just met. Your mother watches you choke a man into pleasure. You fuck like
an animal. They want us to fuck more than they want us to exist. And just one final
one from looking to alaska grandpappy who gave you your first blow job kdisd the book vetting process
is broken and i ask this board to make a personal commitment to never allow these books in front of
kids again these are damaging damaging books and i am asking you to hold the people who put these
in front of minors responsible.
You cannot reverse this damage.
Thank you.
Thank you.
Now we'll call up speakers who signed up to speak
on non-posted agenda items.
The first speaker is Kathy Carpenter.
And the next speaker after that is Avery Seagro.
Good evening.
Congratulations to all the new members.
Last March, I gave y'all a packet
of a whole bunch of colorful pictures, and I tried to warn y'all
what was coming. And I'm sure you're seeing a lot of this
today. This is, I'm almost out of ink, so it's
It's hard to tell what I have.
I'm saddened to hear that there's still difficulties in the libraries.
I don't understand the purpose of having these books in there
unless your hands are tied and the government controls you.
The library, in my opinion, in a way, is a distraction.
I'm sure you've all seen some form of TikTok
and all these teachers that have infiltrated our schools. Not only are the
library books a distraction, they are hardcore infiltrators and they're living
by a name I told you last year. It's called NAMBLA and it's an acronym. An
an acronym that says North American Man-Boy Love Association.
They are out of the dark and into the light,
and they are hidden no longer.
They've had a whole plan.
They don't even have five.
They have eight.
The gay playbook and how it's overhauling America.
The gay agenda blueprint, a plan to transform America.
America, The Queering of America, The New American, The Bible in Drag, Queering Scripture
and Faith, The Homosexual Manifesto, The Overhauling of Straight America, Deliberate Dumbing Down
of America, and NAMBLA.org.
You can find every single one of these on the internet if you ever do any research.
They are not here to help our kids.
They're here to turn our kids.
And every child should be left alone to grow up and figure out who they are their self.
I survived. I didn't know who I was.
And I grew up and I learned who I was.
I didn't die. I didn't get bullied.
If all this stuff that some of these kids claim are true,
you're not overflowing with media every single day.
and I'm gonna call them out I think it's all a bunch of baloney they pretend like
they're being harassed or pretend like they need rights but the straight kids
don't have rights speaking of the straight kids I see that they're finally
standing up and getting tired of it and I'm here to support them with my brand
new shirt and yes my pronouns are USA thank you thank you
Avery Segoe.
Good evening.
My name is Avery Segoe, and I'm an early childhood special education or ECSC teacher here in KDISD.
I'd like to bring to your attention that the ECSC teachers in KDISD do not receive a stipend like our other self-contained unit teachers do.
We are paid the same as our general education counterparts are paid.
However, we do so much more than a general education second or eighth grade teacher does.
As ECSE teachers, we are responsible for teaching and caring for some of the youngest learners in KDISD.
Our students are eligible to enter the ECSE program on their third birthday in accordance with IDEA.
We are often students' first school experience.
It is our responsibility to guide the family through the transition and help instill a lifelong love of learning in these young children.
We service a wide range of disabilities in ECSE.
autism, intellectual disability, emotional disturbance, non-categorical early childhood,
speech impairment, other health impairment, orthopedic impairment, visual impairment,
and many others for students ages 3 to 5.
We can case manage anywhere from 12 to 24 students who each have an IEP,
which contains anywhere from 3 to 8 goals.
Our ECSC students have goals in every area that they have a deficit in,
cognitive, behavior, social, emotional, self-help, fine motor, and gross motor,
along with additional areas.
We change diapers, toilet train a majority of our students, feed students, set up and manage G-tube and bolus feeds,
and provide a large range of other personal care services as outlined in each student's IEP under the personal care supplement.
We also manage a wide range of behaviors anywhere from noncompliance to tantrums and physical aggression.
It's not uncommon for us to be hit, bit, scratched, pinched, and so much more daily.
ECSE teachers are both a homeroom and a case manager.
manager. We utilize the general education pre-K curriculum and modify and adapt it to meet our
students' needs and abilities. This can look different for every single student in our
classroom. For some, we're able to utilize the curriculum with minimal modifications and
adaptations. And for others, it needs to be modified to fully errorless learning with
frequent reinforcement in order for them to participate and learn. In addition, we also
address and take data on each student's IEP goals. We write all of our students' ARD paperwork,
work including the goals, accommodations, personal care supplement, and the behavior intervention plan.
Our ECSE students do not always get to participate in campus specials or rotations, so as ECSE
teachers, it is up to us to figure out our own classroom schedule to ensure that we get a planning
and lunch, and that our paraprofessionals each get a lunch as well. If a major behavior or emergency
occurs during our planning or lunch, we are called back into the classroom to manage the situation,
cutting our planning and our lunchtime short. Additionally, most ARDS and staffings are often
take place during our planning and lunch um so that we get them cut short um as ecsc teachers
we do so much more than just teach young students we deal with so much more than most general
education teachers do this is why we feel strongly that all kdic ecsc teachers should be receiving a
stipend that is at least equal to what other self-contained teachers in katie thank you
The next speaker is Jason Asnar.
Is he here?
Good evening. My name is Jason Asnar. I am a former student now
turned educational advocate for my community. Tonight I'm here to speak about
the importance of the KDISD 2023 bond and why many in the community
believe it is in the board's best interest to call for an election for
for this bond.
One big motivator for this is Prop B,
which aims to upgrade and improve the current technology
in our schools.
I recall having a conversation with Trustee Cuzela.
She asked me how I felt about digital education
within our classrooms and the current move
to move our majority of our testing over
to digital platforms.
Our response to her shocked her because I had explained to her
that because of our district's networking and technology
being provided, that the fact it was subpar,
it became very frustrating for us students to work with.
and she was very shocked to hear that a lot of students don't like the move.
Not inherently because we don't like technology, because the district's technology just isn't there.
For example, district Wi-Fi that's provided on canvases is so slow that not even Canvas,
a very important web platform that we as students have to use in order to submit our assignments into our classwork,
doesn't even load for over two minutes.
The majority of the classrooms have gotten to the point where you have to use cellular network
because the school Wi-Fi is just so unbearable.
Another example is KDISD servers crash consistently when a medium amount of students are all trying
to access the same KDISD service at the same time.
For example, the exemption website, which mind you at one point was unusable for almost
three days due to it crashing.
It's not able to handle the current amount of students in our district.
Additionally, we're sitting on a ticking time bomb.
Right now, a lot of the Chromebooks within KDISD are going to be glorified paperweight
to the next few years due to the fact that they will lose their official support making them a
major security risk additionally many ipads within the classrooms have been removed that were critical
to teacher lessons due to the same very reason forcing already very overworked staff to find
immediate alternatives as there is no current planned equipment replacement for them
if the board has not passed this issue issue onto constituents they risk killing a bond that can
save our teachers thousands of thousands of hours of having to redesign activities that doesn't
involved technology causing undue stress students who have to worry about not being able to complete
time-gated assignments due to survey issues that they have no control over and leaving our district
stuck with technology which is not from this decade it cannot be emphasized enough how important
prop b is and its associated technology upgrades in is in the modern classroom failure to ignore
its value will permit our district below tea standards so please choose our students and staff
staff first and passes on to the voters, we'll take it from there. Thank you and good night.
Thank you, Jason, and all the best to you in your new chapter.
This concludes the open forum. Mr. President, I believe there was
one more on our list there that we may have overlooked. Quinejo Lynn
signed up. Sorry about that. Thank you.
All right, good evening, respected board member of KDISD.
My name is Ching Hao Lin.
I'm a proud parent of a student athlete.
My son has been a dedicated member of cross-country at Seven Lakes High School
since ninth grade, and he's going to senior year in coming August.
August.
So today I'm here to advocate for KDISD support and sponsorship for our cross-country team
for Out-of-State Meet.
As a parent, I have personally witnessed numerous benefits that cross-country has brought into
my son's life.
This sport has not only helped him maintain a strong and healthy body, but has also instilled
very strong discipline and also commitment that have positively influenced his academic
study and success.
By participating in the out-of-state meet, our cross-country teams would have the opportunity to compete at a larger stage, which can be greatly beneficial.
official. This notable meet will push our young athletes to strive for greatness and
achieve their new personal running record. The experience gained from competing against
athletes from different regions will be invaluable in their growth and development as well.
Moreover, sponsoring other state meets will provide our athletes with exposure to a diverse
learning environment, further enhancing their skill and adaptability.
They will learn to overcome different environment and weather conditions, preparing them for
the future challenges in life.
I was told and I
I did not verify this, that some districts in Houston area have already taken proactive
steps of sponsoring cross-country for out-of-state meet.
I believe that those districts, they have recognized the benefit of the out-of-state
meet.
And KDISD definitely can demonstrate our commitment to providing the best opportunity for student
and ensuring that they can receive the same advantage as their counterpart, their counterparts
in Houston area.
In conclusion, I would like to thank you.
Thank you.
Thank you.
Mr. President, if I could, I'd like to go ahead and recognize Representative John Rosenthal
who showed up tonight to support KDISD.
Later on in the board agenda, Mr. Redman's going to talk a little bit about board advocacy
and some of the things, and I know John's been a big supporter of KDISD and public ed,
and we appreciate your support and what you're doing,
trying to help us with some of the things we're trying to accomplish here at KDISD.
Mr. President, if I may have a personal moment.
Thank you, Dr. Gorkorski, for recognizing that.
Representative Rosenthal, thank you for meeting with our Learning Circle community members when we came to the Capitol.
You were so gracious to us and showed us around and took time to talk with our people who cared very much about education.
And you're very supportive.
And they really enjoyed meeting you.
And it's a busy time.
You know, you were on the floor and you came off and you met with us and then right back to work.
And we know you get a lot of interruptions during the day.
And we're grateful that you took time with us.
Thank you.
Mr. Rosenthal, do you want to go ahead and just give us a quick briefing, if you will, on what's going on in Austin?
Thank you.
Thank you so much for welcoming me tonight.
tonight. The main reason I wanted to come here and talk to you all and to the school
district as a whole is about my disappointment over budget issues at the state level. I'm
sure you are well aware and I appreciate Dr. Gorgorski's open letter to the community about
about funding issues.
No matter what your personal philosophies are,
the simple brass tacks of the matter here
are that basic allotment, which is
the amount of money per student in average attendance
in a school in Texas, that's how we decide how much a school
district gets, that the basic allotment in Texas
is about $4,000 less than the national average.
and KDISD has done and along with the other school district I represent a
Cypher ISD you all have done a magnificent job even though the funding
is less than the national average and both of these districts have exemplary
performance great schools great teachers like I said the last time I came here
the comptroller of the state has said you know in their analysis we have to
to increase the basic allotment over $900 per student just to account for inflation over the
last four years. So I know that all of us have had inflation hit our pocketbooks. It's the same for
you when you're budgeting. The paper costs more, gasoline costs more, you know, everything costs
more for everybody. And with a record budget surplus in our coffers, you know, I'm all for
property tax relief we're going to do some of that um but to not even compensate for
for inflation to keep you just treading water in this time i felt was egregious and so i was one of
a handful of legislators to vote against the budget for that very reason there's a lot of
good stuff in that budget but i'm here to support public education it's why i got into politics
I'm a son of a lifetime educator who himself was a son of lifetime educators.
Public education is very important to me and my family and to all of our
communities around here. It's why this area is such a sought-after destination
for folks. You know you can get more house for your money out in the suburbs.
We have great schools in Bullseye, Ferrancati and I just feel like it's
egregious. So that's the bad news. The good news is we're in a special session now that will end in
a couple of days. The governor has already given us signals that we can expect to be back to do
property tax relief Wednesday. So the new session will start on Wednesday. We are going to be
talking about school finance in upcoming special sessions. And so I want to implore you all to
reach out so you and the community at large to reach out to our leadership in this state i want
to say that there's five billion dollars of money in our state budget that's been allocated and not
yet assigned and that money could go to public education so there's no reason why we can't
increase the basic allotment some we may not be able to get the thousand dollars per student that
that would at least be treading water.
But I know that this puts you all
in a very difficult position.
Now, to add insult to injury,
on top of only increasing the basic allotment
something like 50 bucks,
we are handing down to you new mandates
for safety and security in our schools, which I support.
There's no question we need to improve
the safety and security of our schools.
schools. If we're going to make you have these implement these measures such as an armed security guard at every campus and things like that, the hardening of our schools, we should be allotting you some money to do that with. And so there's I'm just saying there's $5 billion sitting there unassigned that's already been allocated in the state budget and we can use that for public education. Some of it should go to that. But for the state to only increase the safety
allotment by 28 cents when we and from the Texas House put forward or in our
budget $100 per student which would have been helpful so all I'm here my message
today is there's still time the game is not over as long as we are still coming
back and as long as we are going to be dealing with issues of school finance we
we can advocate with the leadership in our state
and implore them to increase the basic allotment
so that we can continue to provide quality education
for our students here in Texas.
So thank you so much for letting me come here and speak today.
Thank you.
Mr. President, may I ask Representative Rosenthal
how best to contact you, our citizens to contact you,
our other legislators?
How can they find your?
Yeah, if you go to house.texas.gov, you can find all of the members.
You can find your member.
So either me, I'm part of KDISD.
There's three or four other state reps.
I know Mike Schofield in 130 has got a piece of and some of the Fort Bend folks.
But you can find contact information for us by clicking on the website, go to members.
There's all of our pretty pictures up there.
You can call my office at staffed normal business hours and I will respond.
You can also use our names by email.
So I'm like john.rosenthal at house.texas.gov.
And that formula works for every state rep.
And senate would be senate.texas.gov.
At senate.texas.gov.
Very important to include your state senators.
Thank you so much for the question.
Thank you.
Thank you all.
5. Closed Meeting
Thank you so much.
The Board will now convene in closed meeting as authorized under Section 551.001 of the Texas Government Code for the following purposes.
Texas Government Code 551.001 and 551.129.
Thank you.
6. Reconvene from Closed Meeting
the board will now reconvene and open reconvene today's monday june 26 2023 an open meeting
and the time is 6 11 on behalf of my colleagues i welcome everyone and to this evening's regular
board meeting each board member received the agenda and documentation for this meeting
On Friday, June 23, 2023, 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 has just reconvened from closed meeting in accordance with Chapter 551 of the Texas Government Code.
Any action arising from discussions in a closed meeting must be taken in open meeting.
7.1 Presentation on the 2023-2024 Federal Grant Applications and ESSER III Safe Return to In-Person Instruction and Continuity of Services Plan.
We will now see a presentation on the 2023-2024 Federal Grant Applications and ESSER III Safe
Return to In-Person Instruction and Continuity of Services Plan.
Presenters Nikia Coy, Director of Federal Programs, and Dr. Christine Caskey, Chief
academic officer.
Okay.
No problem.
Thank you.
Thank you.
Thank you.
Y'all were waiting on me?
Thank you.
Welcome.
I ran down the hall.
I really did.
So I might need a minute to catch my breath.
I was working away.
Okay.
No, I seriously might need a minute.
All righty.
Take your time.
I'm so sorry.
No worries, no worries.
I'll be forever known as the one who was late for the board presentation.
No problem.
All righty.
Good evening, President Perez, board members, and Dr. Yagorski.
I'm Nakia Kauai, and I'm here to present the federal grant applications the district intends to submit.
And there will be an opportunity for public comment following this presentation.
We have Title I, Part A, Improving Basic Programs,
and this is a federal grant that is geared toward our campuses
with high percentages of economically disadvantaged students.
We received about $12 million in this entitlement,
and this funds intervention staff, tutorials, instructional materials, technology, PD,
and 1% funds is required to be spent on parent-family engagement.
Title II, Supporting Effective Instruction.
This grant is geared toward specifically campus professional development.
We received a little over $2 million.
We fund professional development staff, speakers, registration, mentor program, stipends, leadership training.
training.
Title III, Part A, English Language Acquisition, we received $1.7 million that is used toward
helping our English learners attain English proficiency.
And we have $800,000 that is used to help support our recent immigrants.
And activities that are funded in that grant are professional development staff, speakers,
speakers, registration, instructional materials, tutorials, summer programs, Saturday classes,
as well as our parent centers.
Title IV, Part A, this is one of our most well-rounded grants.
We can use it for well-rounded education, improve outcomes to maintain safe and healthy
students, and then also improve the use of technology.
So we received $882,000 there.
We fund math and science instructional materials, summer bridge programs, and then also training on student well-being.
Alrighty, IDEA-B is Assistance for Children with Disabilities.
We have several grants that fund, well, that support our special education programs.
They're definitely not 100% funded through federal programs, but we receive about $14 million in IDEA-B formula,
formula, $155,000 in IDEA-B preschool, $183,000 in discretionary deaf.
So these grants fund instructional staff, speech services, diagnostic services, various
evaluations and therapies, as well as professional development.
Then we have Perkins V, which is our federal grant that supports our career and technical
education.
We received $687,000 there to fund program staff, materials, equipment, and also professional development.
And our last grant is our grant that helps us with the education of students who are homeless.
Our entitlement has not yet been released, but we use this grant to fund social worker tutorials, technology, and school supplies.
And then finally, we have our safe return to in-person instruction and continuity of
services plan.
And this plan was required by ESSER III, so this is the last time I will have to present
this in a public hearing.
So this is the final opportunity for public comment since the grant will end next year.
Plan is posted on our website.
side, it just describes the safety mechanisms we have in place to prevent communicable diseases.
And do you have any questions?
Board members, any questions? Mr. President, I have a question for you, Mrs. Coy. So is this,
what's left of the money is this what's left of the money or what what is left of it these grants
these are all our new applications that will start july 1 so the application we turn in this week
um if you want i mean i could get you um like balances of our current grants if you like i
just don't have it with me though okay it's just that you know because we knew that it was 44
four million something oh that on esther i have that that's part two okay i'm sorry all right
okay so there were no other there were no no uh speakers who signed up to speak and for public
uh public hearings so why don't we go ahead to uh the next report which is 8.1 and you also are the
8.1 Progress update to the Board on the uses of the Elementary and Secondary School Emergency Relief Funds (ESSER II & ESSER III).
presenter for that so we might as well move on to that all righty all right um good evening once
again i'm here to present an update on the kdic elementary and secondary school emergency relief
fund referred to as esser 2 and 3. so here's our history of our esser funds esser 2 will end this
september while we have one more year with esser 3 ending in september 2024. okay and for our new
board members the intent of the intent of these funds is to help safely reopen schools and to
address the impact of the pandemic on students there's three main buckets where funds could be
spent it was safe return to school learning loss and student well-being and we were required to
spend at least 20 percent of the the total grant in those last two areas
we have to assure that we have consulted with our stakeholders we do that annually through a survey
and we also must assure you that um you've been informed that these are one-time funds and that
that there is no assumption that these funds
will be replaced after the grant ends.
So here is pretty much what you're asking Ms. Champagne.
This is like a recap of how our ESSER II funds were spent
and what's remaining.
There's $747,000 remaining.
And my next slide will explain
how those remaining funds will be expended.
But this chart outlines all of the grant activities
and how much was spent on each activity.
And this is just ESSER II.
I'll have another chart for ESSER III.
We have about $63,000 left in remaining salaries.
That's mainly TRS that hasn't yet posted because there's a little bit of a delay there.
We have $457,000 in Reading Academy payments.
I think those should be coming out probably like the next couple of pay periods.
We have 195,000 in open POs, but we're working to make sure those are closed by September,
and then about 30,000 in indirect.
This one will be fully expended in September.
All righty.
And here is a similar illustration of how ESSER III funds have been spent according
to those same grant activities.
So we're on track with our spending for ESSER III.
approximately 40% of the grant remains,
but we have one more year to spend these funds until September of 2024.
But then additionally, any salaries that were in ESSER II
have been now moved to ESSER III,
so it's going to speed up the spending, if that makes sense.
And we will continue to gain feedback from our stakeholders
through our ESSER at kdisd.org email,
mail and we will also provide you with another update this december
any questions
miss fox thank you so much
sorry so as i talk to other districts around the state they're like they were applying for like a
grant or a waiver to hold over some of the funds because some very small districts are not able to
spend everything that they were allotted because they have very few whatever have we considered
that or have you heard anything about applying for a waiver to keep the funds and and use them
and after the expiration of the i have not heard of any such waiver okay and you feel confident we
could spend the money on current practices and needs within our school district to expend them
within the time frame oh definitely would it be nice to hold some of them over or do we need them
all we're not allowed to hold them over after september of 2024
they're not going to do they're not going to do the waiver okay thank you
Any other questions? We're using these funds, these ESSER III funds for the literacy materials?
The majority, yes, were spent out of ESSER. Some of the digital licenses went past the grant year,
year. So those were partly funded with G. O. F. And then also title one was used in
conjunction with us.
Thank you.
Well, I move on to the next item. Thank you so much for your presentation. Item 8.2
8.2 Planning for Growth: Attendance Boundary Modification (ABM) for the 2024 - 2025 School Year
planning for growth attendance boundary modification ABM for the 2024-2025
school year. Presenter is Ted Verling, Chief Operations Officer and Chris Poole,
Chief Data Analyst. Good evening President Perez, Board, Dr. Grigorski. We are here tonight to
present the attendance boundary modification for high school 10 and
junior high 18 out there at the Northwest site and I am happy to have
CHRIS POOLE WITH US. JUST SO THAT EVERYONE KNOWS, I KNOW THERE'S A FEW NEW FOLKS UP THERE.
PASSA HAS BEEN WORKING WITH KDISD SINCE THE MID-90S, SO A LOT OF EXPERIENCE IN THE DISTRICT
AND IN THE AREA AS WELL. SO THE OBJECTIVES TONIGHT, WE'RE GOING TO CREATE AN ABM
THAT ADDRESSES THE OPENING OF JUNIOR HIGH 18 AND HIGH SCHOOL 10 IN 2024. BOTH THOSE SCHOOLS
will open in August at 24 and set up a system in the northwest quadrant where there we can manage
growth of the district over the next two to three and then you know five to eight years as far as
the high school is concerned. So just a little bit about the process how we do this. We usually
present the draft ABM to the board in June and that's what we're doing tonight. So this is not
a final vote or anything like that this is just a presentation of the initial ideas that we put
together with pasa after this board meeting the families that are affected by the abm are notified
and those families over the course of several months will have an opportunity to provide
feedback to the district they can do it through surveys that the communication department will
send out or they can call us directly we've got an email set up we field and take a lot of phone
phone calls and emails over the course of several months.
And then that data will be presented to you in September at the September board meeting.
And then historically, we've done a final approval of the attendance boundary modification
in October so that we give families plenty of time to get ready for the opening of those
two schools in August of 2024.
And so I'll let Chris Poole present the portion of the maps and all that.
And then just to let you know, you guys have folders in front of you that have the maps for junior high 18 and high school 10, as well as a plastic kind of overlay, so you'll see the current boundaries on that.
Okay, good evening, President Perez, board members, Superintendent Kragorski.
It's good to be back.
Like Ted said, we've been working with KDISD since the mid-90s, and I personally have been working with KDISD since the mid-90s.
I've been here the whole time.
So, as you know, we are back again to discuss Junior High 18 and High School 10, and both
are located in the northern portion of the district.
And so if you've driven out there and seen everything, I'm sure you might not be surprised
by the numbers that I'm about to show you.
But what we'll start with here is just a projection comparison to the current capacities.
It compares the projected students.
This is the geocoded students.
Do you remember that's geocoded?
It's a little different than enrollment.
We do have kids that transfer around, but there are a lot fewer transfers at the secondary
level than there are at the elementary level, of course.
But this is the projected geocoded student enrollment to the 1,400 student capacity,
and you can see that both of the schools would be expected to tip over 120 percent of capacity
in the next couple of years.
And so that's why we're here.
And then on this next map is just a reminder of what the current attendance zones look
like.
And in the top there in the pink, you can see that's where the high school and the junior
high are sitting.
and so it's perfectly situated there to relieve both Haskett and Stockdick.
And so then this slide shows the recommended attendance zone for junior high 18,
and it's there, like I mentioned, in 1C.
Its zone would pull from both Stockdick and Haskett,
and it would be bounded on the south on the west-hand side by Stockdick School Road
over to Katie Hockley Cut-Off and then to Beckendorf Road,
and then this would put Katie Manor and Marisol, Katie Crossing, Katie Lakes,
Ellison, Windward, the future Anniston, and parts of the future Sunterra all in
that new school. There's an awful lot going on and we've got maps and I know
you guys are familiar I was just trying to hit some of the high points on the
existing developments there so you would kind of understand. But that all is what
would go in that northern junior high 18. We're in hopes that this would allow
Stockdick some stability. It's got some landmass, it's got some ability still to
grow and so you can see it there. It also has a capacity of about 1,400 students.
students. We're hopefully hopeful that this would allow junior high 18 a few years to
grow with all of that land mass and all that's going on. It's definitely going to need to
be relieved at some point in the future. And then Haskett, it will be the area, the sector
of the district where we will need the next junior high school. But of course, all of
the additional future junior high schools will need bond funds. So then moving on to
the high school zones you can see this yellow it's the same exact thing we highlight when we're going
to reach 120 percent of capacity in any of our facilities again this is geocoded students that
we're projecting but we're seeing that 120 or so percent of capacity about 2024 that's normally
what we use as sort of our tipping point of looking at when we really need to be talking
about another school and trying to have one on the ground again do remember that these are the
geocoded numbers and then this is the current attendance zones and so of course katie and
and Pato are the ones that are driving the need for that new school.
And so we'll need it to be relieving both Katie and Pato.
But, of course, you can see where the school sits there in the far north.
And so naturally, as we draw an attendance zone for it, it's going to relieve Pato.
But it's a little more difficult to get at relief for Katie there,
and we'll talk about that here in a minute.
And so here, this next map shows the recommended zone changes for the high schools.
And I know I've stressed geocoded students several times,
And this is still geocoded students, but we're moving, we're leaving the 11th and 12th graders in each case at their original schools of residence.
And so that's why you see such a low number at high school 10 in 2024.
That's kind of a similar number to how we've opened high schools in the past because it's only the 9th and 10th graders in that zone.
And what you're doing is leaving the 11th and 12th graders in place at Katy and Pato.
So when you look at the number at Katy, for example, in 2024, you've got 3,600 kiddos.
But by 2026, all the grades are evened out and everybody's where they're supposed to be.
And that number actually declines a little bit.
And so a lot of times we'll get a question about that, about why that number declined.
And it's because the first number shows the 11th and 12th graders remaining there and being grandfathered.
Oh, I'm sorry.
We have one other thing to talk about here.
The recommended zone here for High School 10, it actually starts on the western edge of the district on Morton Road.
goes over to there's a boundary between August Lakes and lakes of Katie and it's
just west of that it turns north to Clay Road goes over to Katie Hockley cutoff
and then up to Beckendorf and so then that puts all of future Sunterra into
high school 10 along with Katie Lake Estates and Katie Lakes and Katie
Manoring and Katie crossing and Ellison and etc you know there's like I said
there's a whole list of things there in the northern portion of the district and
then as for feeders this leaves a perfect feeder from Stockdick to
to pay toe and also is the way these are drawn from junior high 18 to high school 10. it does
leave Haskett split but then of course Haskett will be the next one that will be needing relief
and so those zones will change in the future and then there's a little yellow box there in
the southern portion of the district there just below I-10 and just west of the Grand Parkway
and so I mentioned that it's real easy to relieve pay toe with high school 10 but it's a little more
difficult to relieve Katie from the north and pull enough students out and so what we're recommending
ending here is that we take the that area that's just west of the Grand Parkway it's several
apartment complexes and move those kiddos over to Taylor and so again we're expecting that we're
projecting here the ninth and tenth graders move those are the numbers that you're looking at
there may be some some differences there we know that maybe not all of them will move and some
won't plan will plan to stay and so forth but we have to start somewhere and so what you're
seeing here is the ninth and tenth graders they're moving over to Taylor High.
Thanks, Chris. And just to provide a little more clarity there,
for the two land use zones, those two apartment complex land use zones, 42B and C,
we will give those kids, as we have done in the past when we moved kiddos from a four-year high
school to a four-year high school, we are going to give those kids an opportunity if they're
sitting in the seat next year to be able to stay throughout until they finish their senior year.
transportation would not be provided but they would be able to stay so those are
kiddos that would be sitting in the seat at Katy high school next year as ninth
graders through 11th and they would be able to stay through their senior year
as far as high school 10 is concerned we would just open with ninth and tenth
graders and again conclusion you know this is a very difficult process we've
received a lot of emails you guys got some some folks that came and talked
tonight it's a very difficult thing to ask parents and kids to switch schools so we take that very
seriously we look at all sorts of different things from historical and in the city of katie and all
those things we try to do what we think is best for the district we know that it is very hard and
so we do take that very seriously and we hope that this will give us an opportunity to kind of
balance things out a little bit buy us a little time on some of these schools and and get us going
going over the next two to three to five years.
And we're happy to answer any questions if you have them.
Mr. President, I have a question.
Thank you.
So I know that there wasn't, Katie Junior High was not on here, wasn't represented on
here of like what those numbers for the junior high were.
But I wanted to know with some of the parents that were speaking tonight, is there any plan
or any possibility or what does that look like in terms of bringing some of those students back to
Katie Junior High that had been rezoned to Haskett from those neighborhoods that are already going to
the high school that are Katie Elementary, Katie High School, but Haskett Junior High,
that have historically been Katie Junior High in the city limits of Katie. So are we talking about
looking at, is there a possibility that we can put those back to Katie Junior High?
Well, the board can certainly do whatever the board chooses to do in terms of attendance boundary modifications.
It's a little tricky in that I know you mentioned the City of Katy.
There is another land use zone up there that's in the City of Katy, and that's the one that Haskett sits in.
So you really wouldn't be able to pull all of the City of Katy back to Katy Junior High
because the land use zone that Haskett sits in is actually in the City of Katy.
What we tried to do really, and I know it is difficult with that switch,
which what we tried to do on that previous attendance boundary modification is really try to provide a cut line,
which I believe Morton Road, right, the cut line, and then move forward as we're moving north
and try to not have to come back and rezone.
That area, although is somewhat small, when you leave areas back and you try not to do anything with them
and then Katy Junior High still continues to grow.
The most natural thing to do is rezone the furthest neighborhoods out.
What you don't want to do is you don't want to give somebody false hope,
leave them there for two more years, and then go back and rezone again.
I know that we have gone back and looked at some different things.
A couple years ago, we moved Cimarron and West Memorial from Katy High,
which is historically 40-plus years at Katy High School.
Very difficult to do. So I do understand that. I will also say too that we really try the continuity from a continuity piece. We really try to get that continuity from junior high to high school. That's the biggest piece. I know it's hard going from elementary and not knowing kids in junior high. But once you get into junior high and you get into those groups, you get into those organizations, that's where we really try to keep them together moving from junior high to high school. Really long answer to a really short question.
but that's okay um so i guess i for the broader i'm trying to just trying to think about it out
loud so with old katie is not going to be really growing or katie proper is not going to be really
growing that much more outside of kind of our boundaries that we have right now so is that kind
of the delineation that we're talking about when we're looking at what happened because i wasn't
here on the board prior to so i'm just trying to understand is that kind of what we're looking at
when we're trying to fill hasket junior high and what we're looking at is because that growth area
is continuing to expand so we're trying to do it that way or what like why is it north of morton
road that those are the homes that got kind of cut that was that cut zone that you're referencing
is that what we're talking about and there's just there's that puts too much pressure on katie junior
junior high if we pulled those neighborhoods back. Yeah, I will say this, and I've talked to
several patrons about this kind of whole process and how we do it. Junior high is, and Chris can
speak to this probably better than I can too, junior high is much more difficult to find a home
for 100 kids or 150 kids just because we just don't have the size of school to be able to
to be able to keep kiddos out of place.
In other words, if I have 150 kids that I'm dealing with
and I'm trying to find a quote-unquote home
or keep them somewhere or move them somewhere,
100 and 150 kids, it's a whole lot easier to do at a high school
than it is at junior high.
Because at a junior high, 150 kids can swing you from, you know,
two or three portables to 10 or 15.
At Katy Junior High, I think they're sitting at 1201
or something like that right now.
They've got 10 portables already.
So it's a tricky thing when you start talking about junior high.
High school is a little bit easier when you're talking about keeping those schools big.
Do we know what our Katy Junior High expansion plan looks like,
where we're at with that, and how many years out are we looking at that
to continue to expand and renovate the junior high
and what that looks like in terms of capacity
and how many kids they're going to be able to hold on to.
Yes, ma'am.
So Katie Junior High, as I said, Katie Junior High is basically at capacity now.
Right.
It was on the bond for 2023.
So if that ends up coming to fruition, I think that was a 10-classroom addition that we were looking at at Katie Junior High,
several science classrooms mainly, and then some regular classrooms.
So it doesn't necessarily give us more capacity at the school to add kids.
It wouldn't necessarily allow us to put 1,400 kids there, but what it would do is it will allow us to eliminate some, if not all, the portable buildings.
And with these numbers that you're talking about projection-wise, is this under the assumption that that part of the bond will pass with the KD Junior High being expanded?
So we're looking at where we're at capacity.
So is that 121 percent?
No, ma'am.
We're not assuming.
We don't assume that bonds pass ever.
We assume that we're going to roll with what we've got.
So the size of the school and the numbers that you're seeing reflected on the maps. That's current reality. Yes, ma'am. Okay, okay
Mr. President Fox, thank you for your presentation. Could you put up a slide seven which has the junior high projected map on it, please?
Because I'm I'm with mr. Calhoun here with my questions
So when you look at these numbers over time Katie junior high appears to be
you know within 180 kids you know over the next few years but hasket at 2257 in the future
and so i'm looking at that and i i have two thoughts let me go this thought first
so when we heard from some of our um speakers and some of our emails i think 10a or somewhere
in there is what's talking about going back to katie it sits next door to haskell junior high so
that would be i can understand like how difficult that might be um to to make the map you know do a
little thing like that there's um if i may did you follow me like a thing like that yes ma'am if i
may there's there's four land use zones right there that are actually in the city of katie and
the city of katie kind of always gets wrapped up in this so 10b 10a 9a and 9b they're all in well
Well, I take that back.
10A and 10B are 9A and 9B are not in the city of Katy, if I remember that correctly.
Okay.
But they do go to Katy Elementary.
You can take really one of them back and leave the other one out.
But just for, I mean, we can do whatever.
So I'm looking at that little blue piece down there at the corner,
and I see that Stockdick, very balanced, all the way through 2028,
McDonald, Morton Ranch, all room for boys and girls.
any thought of taking those 22 B's 23 C's I don't know these neighborhoods I'm
reading numbers any thought of that to balance I don't know what the distance
is what do you think about that we haven't looked at that yet we've been
really paying attention to trying to manage the growth as it occurs you know
portion of the question person the district that would also cross them
across the move them across the parkway and I'd have to look at feeder patterns
you know, to see exactly how that all lined up for junior high and high school.
Not if they went to Stockdick, doesn't Cross Green Park.
Stockdick, right.
I'm telling you, you mentioned McDonald's and Wharton.
Well, I mean, all those numbers are kind of the same.
Yes, we were trying to, Stockdick has room to grow,
and so we were trying to sit at a set of numbers.
And again, you're moving, you know, if you're moving neighborhoods,
a lot of times it's 100 kids every time you move a piece.
You think, well, I'll just carve out 38 kids and move them here,
and that's not how we can end up having it done.
done. So what we were trying to do is maintain as much stability as possible. And so you
mentioned the 2200 kids at Haskett and so we could have put more in junior high 18 for
example to pull that number down a little bit. But then that means that junior high
18 is over faster. Right. So then we've moved them from either Stockdick or Haskett to 18
and then we've got to move them out again. And so what we were trying to do, it's a fine
line, it's art and science kind of a thing, but let's put enough in 18 that we don't really
really over-crowded to the day after tomorrow and have to move not again.
It appears Stockdick has immediate room for the next couple of years,
maybe through 2026, like they only get 2,000.
I'm sorry?
They might be really glad to see that at this point.
Right.
And then Haskett is, you know, busting at the seams.
So my second question is, you said Haskett is still split,
Stockdick is pure feeder,
I'm a pure feeder pattern girl from many years of having my family and all of our
families experience that from way back. I think of you every time I do a presentation. Right, I'm always gonna ask about that.
And I, what about Katy Junior High? Katy Junior is straight to Katy, is it not?
Is that a pure feeder? I think it's a straight feeder to Katy. To Katy High School? Okay. So we'll aim that way of course with
Haskett. We've succeeded under this sort of idea with Stock Vic in 18, but of
Of course, the minute we make changes, then all bets are off.
But that's the idea would be then, of course, at Haskett to try to aim toward that again.
Haskett is still split.
And Katie Elementary is not pure feeder.
How close are they to a pure feeder?
Is it the 9AB, 10A, and 10B that's going to keep Katie Elementary?
Pure feeder to?
To Katie Junior High.
To Katie Junior High.
Not right.
9B, 9A, 10A are Katie Elementary, and they go to Haskett.
Yes, ma'am.
10B historically has gone to Hutzel,
and they will move to the new elementary school that's in 10B.
Okay.
How many students from Katie Elementary to ask it?
Top of my head.
No, no.
Okay.
And I recognize the difficulty in getting peer feeders
during the fruit basket turnover of people coming and that kind of thing,
but as soon as we can.
Any other questions?
Mr. President?
Mr. Payne?
Yes, thank you, Mrs. Poole, but I'm wondering, where is Hunter's Terrace?
They are in 10A.
They're in 10A.
All right.
I communicated with almost every person in Hunter's Terrace.
Okay.
So good.
I can take off 20 questions off my thing now about that one.
But I wanted you to please, Mr. Verling, restate what you were saying about the grandfathering.
And I think it's very important for anyone who might listen to this to hear that.
I'm not going to say the speech.
You say the speech about if you're already going there and then siblings and all that so say all of that so that everybody can hear
Please sure
so so there's a couple of pieces of grandfathering and Leslie you jump in if I missed something because
Leslie is she and I share a brain on this on this stuff
So from a grandfathering standpoint, so the kiddo so high school 10 will only open with ninth and tenth graders
Okay that we've done that historically in in Katie ISD and so kids that are siblings
siblings of in younger grades of older kids at Pato High School, they can apply to stay on a
sibling transfer. Okay. That's kind of how we do that. They and then they can stay through graduation
for the kiddos that are in 42 as I'm sorry, it's B and C. They will be able to because that's a
four year high school to a four year high school change. When those kids are sitting in that seat
at Katy High next year in ninth grade,
10th grade, and 11th grade,
we will give them the opportunity
to stay at Katy High on a transfer.
They would not get transportation
because those kids,
those two land use zones
would now be zoned to Taylor.
But those kiddos could stay on a transfer
through their senior year
and finish out at Katy High.
And also the siblings?
The siblings, no ma'am, no ma'am.
None of those?
It would, right, because it would, again, Leslie, you're going to have to help me on that one, but I don't think we did that previously.
I think it was just for the kiddos sitting in the seats.
Right, when we rezoned the LUZs out of Katy High School back to Taylor and Cinco Ranch, and then recently Bridgewater out of Payto back to Morton Ranch High School, incoming ninth graders started at their zoned high school.
It would create a, if you do that, then it creates kind of this unending, you know.
move of kids so I appreciate you saying that and just on the record I know I say
this every time I personally believe all of our high schools are good all of our
junior highs are good I know it's hard for parents to you know my kids had to
go through this and I'm not trying to say that my kids are different from your
kids or anything like that but I do believe that all of the schools are good
And so I believe just for the record that if your child has to get
Changed from one school to the other then the other school will be just as good as the other school
There's a lot of a lot of personal experience in that myself included yeah
Mr.. President I have one question just anecdotally
I'm curious the capacity numbers for Katy high school
You know, I went to the graduation for Paytow, and then I went to the graduation for Katy High School, which were quite different as far as numbers.
Almost half.
Katy High School was 500-something.
Paytow was 980, something like that, graduates.
So why is that?
Katy High School, I can't remember the graduating senior number at Katy, but I think it was more than that.
600.
Quite a bit smaller.
Not similar to Paytow.
So I was curious or not reflected here
Is there a reason?
Missing something sure. I'm not sure I'm clear on the question. I apologize if you look out on the field at graduation night
There were quite a bit fewer graduates for Katy high school than there were when you looked up same night on the same field
for pay towel
According to your slide though. The capacity is very similar. So am I missing something capacity doesn't but capacity doesn't necessarily
It doesn't necessarily reflect how many kids are actually in the building.
Or projections, your projected students are about the same on your slide.
So I'm going to step in here.
I'm looking at, I pulled up our enrollment report from like the last week of school.
So Katy High School had 720 12th graders.
Pato High School had 100 more at 820 12th graders.
But if you look at the freshman class at Katy High School, they have 50 more kids.
than the freshman class at Pato High School will.
So while it may vary grade to grade,
the enrollment projections are going to be similar.
So you saw 100 kid difference this year perhaps on who walked.
But again, if you look at the freshman class,
Pato has 914 kids and Katie has over 960.
I thought it was quite different than just 100,
but I'll go check my numbers.
It seemed quite different than that.
But okay, and is there a way to get the map with the street major street names on it?
We can put something other for you, but instead of looking at three different maps sure. Thank you
Any other questions, I just have a clarification so I'm trying I'm not trying to beat a dead horse
so on
Katie junior high if I just want to make sure that I clarify this if we let's just play a game
and let's just say that the bond passes, we expand Katie Junior High,
we're not going to be expected to go over capacity
if we keep these historically Katie Junior High neighborhoods,
which have since been moved to Haskett.
So my thought is we could move them back to Katie Junior High,
but if we do that, we're going to say, no, that's going to overwhelm them.
Even if the bond passes, that's still going to overwhelm Katie Junior High
to the point to where the expansion is null and void?
Right.
So the expansion at Katy Junior High,
it really, I hate to use the word expansion
because it makes it sound like we're adding seats for 300 kids.
We're really just trying to get kids out of portable buildings.
Okay.
I mean, that's really what it boils down to.
We're not necessarily adding a bunch of extra seats
for new kids to either be moved back or even move in.
Okay.
Okay.
Any other questions? Thank you very much. Thank you.
8.3 Strategic Design 1.3 Elementary Literacy Update
We'll now move on to item 8.3, which is an update on the Strategic Design 1.3 Elementary Literacy.
And our presenter is Dr. Sani Bell, Assistant Superintendent of Teaching and Learning.
Welcome. Good to see you. Hello. Good evening, President Perez,
board members and Dr. Gagorski. I'm here to provide an update on our elementary
literacy work. I always like to begin these monthly updates revisiting the
strategic design outcome that has guided our work. The district literacy framework
has been developed and is being used as a guide for all literacy instruction
decisions. The framework will continue to be revisited throughout the year as we
we move forward with implementing new materials and instructional practices.
We are in phase three of the implementation plan.
Training is well underway and will continue in July and August.
As of today, around 1,100 teachers and support staff have attended training.
Last month, I focused on the ongoing implementation supports that will be in place for the upcoming
school year for teachers, instructional coaches, and administrators.
administrators. This month I want to focus on the assessment plan that will be implemented during the upcoming school year.
Assessment is critical in analyzing student learning and growth as well as informing instructional practices and implementation support.
In reviewing all of the assessment pieces that are included in the HMH resource,
the assessment plan has been developed to focus on three key areas. A
phonics fluency vocabulary and comprehension students will be given the
opportunity to utilize a mirror during the literacy block for all daily for
daily foundational skills practice teachers will utilize data from a mirror
to deliver targeted explicit small group instruction designed to meet individual
student needs this assessment will also be used for House bill 3 reporting
reporting requirements.
Growth measure, which is a computerized interim based assessment, will be administered three
times during the school year.
This diagnostic assessment is designed to ensure that students are progressing toward
mastery of the TEKS.
The data will provide and give teachers and campus leadership teams the opportunity to
evaluate student progress and to assist them in planning classroom and campus level instructional
supports module assessments will be given at the end of each learning module these assessments
will evaluate mastery on the instruction that was delivered during the grading period
to ensure that students have met the learning objectives and targeted standards from the module
Here are the tentative assessment windows for the year.
There may be an adjustment to the mirror beginning of the year window to ensure that we allow
students, we allow campuses enough time to assess students who move in after school starts.
Happy to answer any questions that you may have.
Mr. President, may I please ask some questions?
Thank you, Dr. Bell.
Well, first of all, Mrs. Fox went to a class in summer leadership training,
and y'all were a big presentation.
I guess she can say more about that, but the former president, Mr. Salty,
was in the thing, and it was really impressive that we made kind of big news there
because it makes our district look really good, I think.
But I wanted to know about the training.
I know I always ask about that.
and 1,100 people have already been trained.
But who all gets trained?
That's the first question.
Second question, are we done with reading academies yet?
So I'll answer your second question first.
We are not finished with reading academies.
We're starting our last final cohort, I believe, in June, middle of June.
That will be starting.
So anyone that hasn't gone through that will be participating in that cohort.
And then training, all teachers and teachers, including academic support teachers.
So these are teachers who provide intervention for students, administrators, principals, assistant principals, instructional coaches.
We have central office staff.
So the training is open to all who are interested in attending with obviously definite priority to our teachers.
we want to make sure that they're trained up so teachers who are not able to attend
this summer will receive the training in august so they're ready to implement the materials when
school starts and just one fine follow-up with that is so how long is that training
so there are two trainings uh totaling a day and a half a half day training for amira which is one
of the assessment systems that i spoke spoke about that's a half day training and then level one hmh
training is a full day training that teachers will receive so about a day and a half in the summer
and then when teachers return in august august 3rd and 4th for district training days they will
receive level 2 training over the course of those two days okay thank you very much dr bell mr
president can i ask a question um yeah thank you for your presentation and all your work for this
program. Can you give us an idea of what the how this reading program training is
being or the feedback you're getting from the teachers? I want to see how they
are feeling about all of this. I'm glad you asked that question. So we have we
give teachers the option the opportunity to give us feedback about the session
but we've also implemented a tool we're using a tool called Thought Exchange
which at the end of each session teachers have the opportunity to respond
to the question I believe the question don't quote me on the exact wording but
it's what additional supports or training do you feel that you may need
moving forward and so we really wanted to ask that question to ensure like a
lot of people will sleep between the time they have training in the summer
and by the time it starts and we want to get their thoughts and ideas and their
needs when it's fresh on their minds and so we're able to sort that data and
analyze that data and put it into training put it into buckets which will
help us really be specific in the supports that we offer throughout the
course of the school year we're just scratching the surface with training in
July and August the real work comes with the job embedded training throughout the
years they're implementing the new resources so that is one thing that's
really important to us to get that feedback from teachers so that we can
make sure that we're providing the supports for our teachers and our
instructional coaches as we move throughout the school year. So do you feel like they're
excited about the program? Are they hesitant? Have they bought in? I've looked at some of,
I think it was probably about a week and a half ago when I looked at the data,
and I received some emails personally from some of our campus principals that were like,
this is really exciting. They're going to training with their teachers, feedback from
instructional coaches and then specifically in the thought exchange from teachers they're really
excited about everything being in one place everything being laid out they once they got
into it they were able to see how it all is coming how it all will come together and any questions
that they have as we as they go through training they have the opportunity to provide like questions
in a parking lot and we create an faq so all the faqs that have been addressed in june we're going
to send that out to the teachers who have already gone through the training because you know training
is every day so there are some things that hey that's a good question let's let's clarify that
we'll send that out in june we'll send that out again in july so we're trying to really stare
really step through all of this and ensure that we're getting their feedback on what supports
they'll need but for the most part it has been overwhelmingly positive about
the resource about the assessment system and anything that they need additional
support and help they are being very vocal and stating what they need do you
have any hurdles that they have teachers or administrators have expressed that
need to be looked at or studied and tweaked before the school year starts so
So I don't think there are any significant hurdles.
Obviously, anytime there's a new implementation and a big shift that we're making,
there's some things that, hey, have we thought about this?
Have we considered this?
Maybe some questions.
And that's why we ask for that feedback.
It does it no good not to come to the people that can actually make the difference.
And so the more that we ask and we're open, and they're giving it to us.
And so it really helps us to eliminate any type of obstacles or barriers before school starts.
so that it's a smooth start for our teachers.
Thank you.
The assessment window, I wanted to ask,
the assessment windows that you have this coming August
and then in January and at the end of the year.
We'll be able to give us updates on how that's coming out, turn out.
Absolutely.
Some sort of summarized fashion to the board.
We can provide that.
Okay, great.
Thank you.
We'll look forward to that.
Mr. President.
Ms. Fox.
I have several questions.
So interrupt me if someone else wants a turn.
So I did go to a training, a breakout session when we were at our education training just a few weeks ago
because it was about reading.
And so I went standing room only,
totally packed out room.
All eyes are on the science of teaching reading
because the government, you know, the state has said that.
So they are all watching.
And they highlighted the school districts
who have already made the transition.
There were not very many,
and Katie was their shining light.
They had, they talked about Katie and the work that you all are doing and it was just super exciting to be in there.
And all of the school board members and superintendents in the room had so many questions.
So, I'm so excited. I was just so proud, so excited that Katie is leading the way and all eyes are on, I feel like, on us because we were the largest district and the work we're doing is so exciting.
That's first of all. What we know is that there was no perfect resource when we got to choose, right?
HMH, Houghton Mifflin, Harcourt, is not a perfect resource and they are having to do, align some more of it with the SOTR, Science of Teaching Reading.
So I just want to make sure that we are getting a product from HMH that's fully aligned with the Science of Reading.
I know they have work to do and we're all watching.
The state is watching and a lot of people are searching for the resource they choose
and we talked about the fact that we're using HMH.
So it's notable that we're choosing them and I'm, are you in communication with them
about the changes they're making to make sure that the resource is fully compatible
with the SOR?
are yes first i want to say thank you for sharing your your learning experience and glad to see that
that we were represented and that's just a testament to the team and their hard work and
dedication in lifting um this change and ushering it through um yes i am in communication with hmh
and so um we will begin getting the structured literacy um i forgot the official name but the
structured literacy supplement that i spoke about a couple of um meetings ago those pieces are
are coming together. They'll be available for our campuses to order hard copies through print shops.
So we spend a lot of time with HMH and they are very responsive to our guidance and needs
in our district. So absolutely we are receiving what I've presented over the course of several
months. They are listening. Good. Thank you. So we know that the resource is critical but the most
most important piece is the implementation. And the people who are implementing the transition
have to be experts, right? So are we, Dr. Woodruff, of course, the expert. You are an expert at that.
I'm just wondering, do you have the experts you need on your team to make the transition and make
sure that our teachers have experts to call on and so where i'm coming from on this is
i love uh mrs champagne always has an example so here's my example i'm from the vcr world right
i knew vcrs i could even do dvds but when it comes to streaming tv i need help i i can watch a
YouTube. I need help with that. I couldn't be an expert at teaching streaming to someone else.
So do we have people who can make the transition from whatever that is and become experts so that
they can translate that expert implementation and have the answers that our teachers need
who might be from a VCR world? We've taught a whole language for a long time,
time, and this is very different.
So do we have those experts in place?
Do you feel like you can get them to expert level for the implementation?
And how often do you use Dr. Woodruff to help with that?
So yes, we do have those experts.
And what I will say, one thing that the Reading Academies has done and this new resource,
it is level set everyone.
And so we're all learning together.
together. What we where we may need some additional support. There are other outside resources that we've utilized. So Dr. Woodruff has been a part of that. She's part of our ongoing support plan throughout the year. But there's also other conferences, other outside resources that across the nation, not just in Texas. Everyone is really making this shift. And so we're kind of learning and supporting together in the
the same way but if there's a need we certainly have the experts in in the house that could help
lead our instructional coaches which we're building their expertise as well
and then that's where the important part is in ensuring that we listen to our teachers to find
out what they need it doesn't make sense for us to kind of guess and wonder ask them like what's
working what's not working the resource is very robust and there's lots of supports in in the
resource to help teachers but we also have a strong team at the central office level that
can help get those supports that teachers need and provide additional resources and training
as as requested just a couple more may i continue so we spent 10 million dollars on this resource
and we it has it's expensive to redo reading across all these 46 campuses right
But we have to make sure that that investment is fully realized by the implementation.
Because the resource is expensive, but getting it right so that teachers know how to teach it properly so that we don't lose.
So we maximize every day we have with our students.
You know how passionate I am about this, and I know that a lot of people are.
All of you probably have been up to speed on that.
So I just want to make sure that we're using our experts like Dr. Woodruff and
you and all that when there are questions and make sure everyone's on
the same page and like Greg Schulte would say, whatever you need from us
we've got it. There's semester funds we can still call on you know twenty four
million dollars. If you need more experts we will give them to you because the
sooner we get it right and we can transition everyone who isn't an SOTR, a
science of teaching reading it's not intrinsic to them this is a language right it's like a foreign
language whole language versus science of teaching reading it's just a i've learned different
languages as as we traveled in our time with my husband's job and it's hard to think in a new
language so that's kind of what i see this as so we're happy we're happy we will be committed to
give you what you need to make sure that that transition happens i have last question here
uh have you talked to dr woodruff about aligning the multi-tier system of support with the science
of teaching reading like so there's uh tier one instruction my understanding is it's that's whole
class when you teach the whole class tier two is a pull-out program or like pull small groups
at school in class tell me if i'm wrong about this and then the tier three system is to pull
out programs the dyslexia and things like that that are more specialized so we can't just align
tier one to the science of teaching reading do they does she say that all the whole multi-tier
system needs to be aligned and how are we doing that so dr woodruff has visited with
mr breese who is our interventions director about this back in the spring we actually just
communicated to campuses what our tier one resources are what our tier two resources are
and what our tier three resources are so we've been very strategic and and
explicit just as we're asking teachers to do and what resources should be used
for which tiers and that has been delivered to our campuses and then
training supports will be provided we have new tier two resources there are
academic support teachers will dig into and once school begins right now
Now everyone is learning HMH because you can't provide Tier 2 support without understanding
what is in Tier 1.
So we do have a different Tier 2 resource in response to our literacy change.
Any other questions?
I do have just one.
This is huge, Mr. Perez.
So when we are, it's not just the HMH because it might not be everything we need for the
the basics of science of teaching reading, the whole fundamentals. So are we making sure that
we have the whole pedagogy embedded into our teachers? And if they don't get it,
can we send them to a training? Can we get them a video? Can we have a
day of what's a professional development so that they can understand what it is and then come to
the resource i don't i'm afraid we might lean on the resource and i think the important thing is
to have it intrinsic and oh i see where they're going so i can use the resource as a help but
the science of teaching reading is the pathway is the highway so what we do have a support structure
we kind of restructured a little bit and i'm um we're still working through some of those pieces
but pieces but campuses will have uh smaller chunks that they'll be working with in terms of
of our district support, if I can kind of reference that.
But yes, there are opportunities within the HMH resource
for professional learning supports
through what they provide.
There are office hours that will be held
from elementary C&I.
There are also different learning labs,
just-in-time learning that will occur throughout the year.
So there are a lot of different supports in place.
There's no way we could provide training in August and say good luck and not touch it again.
The big part of this change is not the changing of the resource, it's the implementation plan and the support along the way.
So there's been a lot of detail and thought through that support, not just for our instructional coaches and teachers,
but also for our administrators as well as they are helping lead this change on their campus.
So there are a lot of supports and monitoring throughout the process to ensure that, hey, if you need help, we're here.
We're not just going to release and say good luck.
I appreciate that so much.
Just to tag back, you talked about HMH has resources, HMH has training, but in itself the resource is not a perfect answer to the language of signs of teaching reading.
So as long as we have, like if HMH doesn't have that, are we missing something?
fill those gaps in thank you hmh is not the crutch that we are relying on we will fill any gaps in
that we need to ensure that our teachers are successful and we're just so grateful that you
are here and that your team is here and that you're focused on that this is a huge huge direction for
kdisd we're all so proud of what's happening and where our children's futures are going thank you
mr president for the time here to focus on these important tasks and thank you for taking my
questions and knowing and being respectful and knowing that I'm that I
have great respect for what absolutely no thank you Dr. Bell thank you very
much we're not going to move on to 8.4 our presenters are Ronnie Edwards
8.4 Student Attendance Incentive Initiative
assistant superintendent for school leadership and support and Jamie Hines
executive director of finance and the topic is a student attendance incentive
incentive initiative. Welcome. Okay. Good evening, Board President Perez,
Board members, and Dr. Gagorski. I'm happy to share the student attendance incentive plan for
the 2023-2024 school year. I want to start out before we get into the details of the plan,
why we decided to develop an incentive plan in the first place. So if you haven't heard or
are aware statewide average daily attendance, or also known as ADA, percentages have dropped more
than three percent since the COVID-19 pandemic, and that's statewide. District-wide, our average
daily attendance ADA percentages have dropped more than two percent since the COVID-19 pandemic.
As you can see, this issue is occurring statewide. It's not something that is just unique to KDISD.
We all know that the best place for a student to be is sitting in the classroom learning,
as attendance is a powerful, powerful predictor of student outcomes.
And as Mr. Smith discussed last week,
TEA funds schools primarily on ADA instead of student enrollment.
And I know that you've seen previously the projected student enrollment for upcoming year is over 95,000 students.
students. But at our current trend of 22-23, the average ADA percentage is 94.29. So that's the amount that we would be funded on, not the amount of kids that show up. This incentive plan is going to allow and encourage campuses to support student attendance and academic success throughout the school year.
The next slide you're going to see as a visual is going to give you, going to show you the trends prior to, during, and post-COVID.
So if you see the green line up there, that indicates our ADA percentages at the state level.
And you'll see that prior to COVID, and you'll see during COVID is indicated by the two red lines that you'll see on the graph.
and you'll see post-COVID 21, 22 there at the state.
So you'll notice in KDISD, we are trending much higher than the state,
but we also have seen a dip in our ADA,
and as indicated, you'll see the two lines during COVID,
and you'll see that although we are much higher than the state average,
we are not where we want to be in KDISD.
And so this plan is going to address some of those things
and try to give our campuses some incentives.
At this time, I'm going to turn it over to Jamie Hines,
and he's going to get into the details
of the Attendance Incentive Plan.
Good evening.
I'm gonna talk a little bit about
how the ADA Incentive Plan is gonna work.
So each campus is gonna get their historical ADA
or attendance data so they can look at trends
over the past several years and see where they're at.
Second, they're going to receive what's called an ADA improvement plan,
and that's for next year, for the 23-24 school year.
It's important before we move on to understand that the incentives at the campuses
are going to be based on each campus making an improvement on their prior year ADA.
So the incentives will be awarded per campus,
and then we'll do it twice per year at each semester,
semester, one at the end of the first semester and one at the end of the year.
Another thing that's important to note is that the overall increase in incentive for
ADA has to go up for the district or no incentives will actually be distributed.
I spoke about a campus ADA improvement plan just a moment ago, and this is an example
of an improvement plan for a mock campus Texas high school but it's it's got an
enrollment that's indicative of what we have at one of our high schools of 3,100
students at this campus and this particular campus has a 93 and a half
percent a DA so with the campus improvement plan we'll have a day an a
DA goal of a minimum of a half a percent increase and that'll be that'll go for
all campuses so we'll want them at a minimum to to shoot for improving their
ADA by a half percent. So for this campus that's going from 93 and a half to 94 percent and what
that means for a campus with 3,100 students is for that campus to have 15 more students
in attendance each day. So this gives it kind of a baseline, a goal, something that campuses can
use to model their behavior and what they do to try to get kids back on campus.
So next I'm going to talk about how it works and actually how the incentives are calculated. I'm
I'm not going to get deep into the formula, but since there'll be two separate incentives,
one for semester one and one for semester two, and this is a model that's built on that
campus that we just saw, 3,100 students that increases or improves its ADA by half a percent.
So the first semester, this campus would receive $14,500 as an incentive, and then after semester
two, they would receive $29,000.
The reason for the increase is, as I said earlier, the plan requires the entire district to have an ADA improvement.
And so at the end of the year, we'll know how the entire district has done.
And if the entire district improves, then we have multipliers that are associated with how well the district does.
And so that will improve the second semester incentive for the campuses.
Okay, now this looks at it from the district perspective.
And this program is going to cost the district money, but I think this shows how we need to get the kids back in attendance at the campuses.
And this plan is a good thing both for students and for campuses.
And then I'll also show how it's a good thing for the district's bottom line as well.
So if the entire district, and this is every campus on average, were to increase by half a percent in ADA, the overall incentive that would be distributed to all campuses would be about one and a half million.
And that's on the third line over on the right-hand side.
The other good news to that is that the increase in the district's revenue would be almost 2.8 million.
And that's at just a half a percent.
And see, remember that we are about 2% down since before COVID.
So we're really pushing to try to get back up at a minimum to that same place.
Down below, if the district were to improve by 1%, and that's all campuses on average increasing by 1%,
then the ADA incentive payout would be about $2.5 million.
And then the increase in revenue to the district would be about $5.5 million.
So now I'm going to pass it back to Mr. Edwards and let him talk about how this is going to impact.
Okay.
So the student attendance incentive will be, as he discussed the amount there,
it will be deposited into the campus budget,
and it will be used to incentivize and support student attendance, engagement, and academic success.
And so a campus can choose to utilize those incentives either at the campus level, at a grade level, or in a classroom level, depending on how that campus leadership and that campus principal decides to utilize those incentives.
That's our presentation.
We'll be happy to answer any questions you may have.
Ms. Jamie?
Just a question for you.
What are the pressures or the, I'm just concerned about the additional pressure being put on our campus administrators and our teachers to accomplish this?
Sure, and I understand your concern, and I appreciate that concern from being a former principal myself.
myself. And so one of the things that we want to, I guess, emphasize is that basically from
a campus incentive, you are incentivized based to improve your previous performance. And
so what it is going to do, it's going to allow those campuses that have some great ideas,
ideas, the way that they can get their attendance up, they are going to improve that attendance.
And some of our campuses already did improve attendance last year.
I mean, not everyone is down.
It kind of ebbs and flows as you look across all the district.
But what it will allow is those campuses are going to call other campuses and say, hey,
what are you doing?
What are you doing to help them?
And we are going to support them from our level to make certain they have the resources they need to make those things happen.
Can you give me an example of one or two things you would recommend?
Because I'm a former teacher in KD2, and so I hear pressure when I hear this.
Sure.
So I think one of the things that you might see would be something like a class would be a grade level celebration that may happen.
recognizing grade levels that have made improvements.
Some of our campuses are already doing these things.
Some of our campuses that have different types
of incentive programs, for example, like a house system,
they might compete against different houses
to see how that might be an attendance idea there.
Could be something at the grade level.
Also could be used something where we provide professional development for a
for a team or for a campus directly for our teachers or to celebrate and honor
them for the work that they've done because we all know that the attendance
I mean it is a partnership between parents, teachers, administrators at the
district level and so it's going to take a partnership between all of us to try
to move that needle forward. Okay great I just don't want all the pressure to be
be put on the administrators and the teachers.
Mr. President, I have a question.
So we've identified the how you want to fix it, and we've identified what the problem
is, but have we identified the why?
So we see these percentages going down since the COVID-19 pandemic, and you could say that
that's the why, but not really because everything kind of went back to normal.
So do we know why, specifically in KDISD, why are we not having students returning back to pre-pandemic levels when we are pretty much back to normal?
Sure. And I would say, and I want to reiterate also, it is something that is occurring statewide.
But I think when you look at that answer, that answer is complicated because it is unique to, could be unique to a specific situation or to a student.
It could be something that that student needs a connection at a campus.
It could be something where that student needs a resource or something is going on at home.
So it's when you get into those chronic attendance or attendance issues, sometimes it is it's it's challenging to identify.
Sometimes it may be that you know particularly at our our
K, our kindergarten and and one and two where those those parents may not realize how important it is
for those kids to be in school that day and realize that what happens in kindergarten is going to impact you
and will show up down in third grade when you start getting some of those assessments.
But some of it is a campaign issue where we make certain that we are informing our parents
and our community of how important attendance is, and sometimes it's providing resources as well.
So that was kind of, and I'll piggyback onto my next question.
Are we seeing where we see the most loss of ADA at what level?
Like at high school, junior high, or elementary?
Do you know, based off of your numbers, where in that we're seeing the most loss in that?
I can speak to that a little bit, but I saw Jamie just step forward.
Did you want to talk about that?
The high school and elementary are both about the same with the most loss,
and junior high is significantly higher than both of those.
And at the elementary, it's actually the much lower grades, the kindergarten, first grade, that have the highest, the lowest ADA.
Okay, can I say something that may not be popular? So based on having children in elementary school level, and some of the things that we saw that parents saw through zoom being reflected in the classrooms that I think was kind of splashed all over the news during COVID-19.
I think part of our job as the board and as the district is to reassert trust and belief with our community that when they're sending their children to school, that what they're receiving is actually beneficial.
And this is on to something else later that we're going to be talking about in a little bit, but we have books that are less than desirable in our classrooms, less than desirable in our libraries.
libraries. And so while we can put all of these, how we're going to fix it, if there's not a
foundation of trust among our families that are sending their most precious individuals to us,
I don't know how much we're going to get over these percentage gaps in order to make up that
loss of money. I love the idea and I love the incentive program, but I just feel like that
there's a baseline of trust and belief in our district and in our system that we kind of lost
during the pandemic that it is now our job to fix as a board and as a district as a whole
would you how do you feel about that would you have an agreement or disagreement with that i'm
just curious well as i said earlier i think each situation is unique and it is complicated
so there are you know what goes on in the classroom and that experience in the classroom
is important for a student.
It is important to make certain we're building climate
where that kid wants to come to school.
So all of those things weigh into the factors
of student achievement and student success and attendance.
Okay, thank you.
I have a question.
When do we settle up with the state on the ADA?
Like, for example, when we increase throughout the year,
say we increase first semester,
we increase second semester,
when do we actually see the benefit of that from?
So the state will pay us based on an estimate.
We already know what our cash flow is going to look like for the 23-24 school year.
Nothing's going to change that.
Except this time next year, we will do our final PEIMS submission.
We did that two weeks ago.
So it showed our final attendance numbers and everything.
That is submitted.
PEIMS, Public Education Information Management System data, is what funds us.
We send that data to TEA in the middle of June, latter part of June, and then we
have a chance to actually clean it up a little bit and spit shine it and get to
resubmission if we need to in early July. The Texas Education Agency will take
that data, put it into their system, and determine if a school district has been
overpaid. In other words, they paid you, they paid us too much throughout the
year or underpaid if they overpaid us they will withhold that amount of money from our first
payment in september if they underpaid us they will pay us and make up for that at the first
payment in december i'm sorry in in in september september so september our pay any school districts
pay first payment is shorted if they're overpaid and added to if they were
underpaid and it's all based on that attendance submission that happens in
June every year September it'll happen in September the money the cash will hit
us in September yes sir it looks like we're also incentivizing the schools or
the campuses to keep their attendance level as well right in other words they
They had to keep it.
They had to at least keep it where they were.
And then on top of that, we're incentivizing them.
The attendance plan actually requires for the entire district to have a minimum of a tenth of a percent increase for there to be any distribution.
So there's no incentive.
incentivization to staying where you're at everyone has to increase and the more your campus increases than the
Better off the incentive plan. I was looking at the 20 2900 example
That was where they were currently that's where they are currently. That's correct. That's where they're they are
So from this, they have to make an increase to 94, from 93% to 94,
or essentially have those additional 200 kids or have 200 students not be absent
and have 185 be absent each day.
So they do have to improve their attendance by half a percent
IN ORDER TO RECEIVE ANY KIND OF A BENEFIT.
WELL, THIS IS A MODEL AT A HALF A PERCENT,
THAT THEY WOULD HAVE TO INCREASE BY AT LEAST A
TENTH OF A PERCENT TO ACTUALLY RECEIVE ANYTHING.
MR. PRESIDENT, I HAVE ONE QUESTION.
I'M SORRY.
IF A SCHOOL, IF ONE SCHOOL, IF THE SCHOOLS ARE
GOING GANGBUSTERS, BUT OVERALL THE DISTRICT
DOESN'T MAKE THEIR GOAL, THEN NO ONE GETS THE INCENTIVE.
THE DISTRICT HAS TO MAKE IT.
THAT'S CORRECT.
WE WILL NOT PAY OUT THE INCENTIVE TO THE CAMPUSES
IF THERE'S NOT A BENEFIT TO THE DISTRICT.
Ms. Champagne.
Ms. Yes, Mr. President.
Thank you for your presentation.
I have a few little things to say about it.
First of all, I really appreciate your effort in trying to prove this because we heard some
numbers.
I believe it was, I don't know, $40 million or something like that, the difference.
I don't know, Dr. Kroporsky, if you can.
I mean, I think that was like an estimate or something.
That's a lot of money, and I know that children are, you know, human beings and they're very
important but I was going to say first of all sometimes just of a teacher
teachers are so important and I know there was a school in this district and
I won't name the school but all the teacher had to all the principal did was
she asked the teachers to actually reach out to the some of the parents and also
half the kids came back so I think that could be a good incentive you know just
in itself just the teacher showing a little bit of you know imploring of the
parents to bring the teachers back but i mean their children back but i also wanted to say um
okay wait a minute so back onto what um mr perez was saying so we're not gonna if we're not gonna
get the money until um september is that when they're gonna get their money too it's gonna
going to be after the school year is over with?
No, that's a great question.
I'm sorry.
I probably didn't go into it.
But there's two payouts.
So the initial payout for the first semester will come immediately after the first semester.
The final payout would come the following September 1st.
Okay.
And I just wanted to make one other statement, and I know I've said this before, but I personally
know children who are in high school that don't come to school because they keep getting
the letter that says that they're going to have to go to court and they keep getting threatened
this if they missed more than 10 days but nothing ever happens to them and in fact i know one mom
who really wanted her kid to go to school and she went to the school it's not in this it's not in
this district it's a different district but took you know went and had a meeting with the principal
but the principal said well i mean he's making straight a so there's nothing you know what's
a problem so there's not so it's hard you know that's a hard sell on a 17 16 17
8 year old kid when even even in that case the principal is kind of backing
up the kids and well there's not much we can do it's already making straight A's
and now he's just already graduated he's actually on his way to A&M so he
probably didn't go to school very much the last couple years so it's hard when
when we can't get, you know, we have the law,
but it's not being enforced.
And I've heard it's because the courts don't want to deal with it,
but I just wanted to make that statement.
I think that's hard.
That's a hard one.
Mr. President, I have a question.
Ms. Grisella.
Thank you.
In your communication, I'm sure this is communicated to the campuses,
but with parents, are we educating them on how the district receives revenue
from the state?
so they understand how this works and why this is so critical to us, attendance?
You know, with teachers, we need to pay them more.
So many things we need to do more.
I would say most of our communication has more to do with the achievement,
how important it is for students to be in school because of the achievement.
I understand that financially that helps as well,
but we also we give them resources to use we give campuses resources to use we
also I know that we put in the weekly digest during times about how important
attendance in school is as well so there's resources that we do at the
district level and then we also have given campuses I know some campuses are
all are using those campaigns out there to talk to to to parents and to to
Students as well. Okay. It's certainly critical that the parents understand why would we be doing this correct?
They're the ones who bring the kids to school
Mostly and then for truancy. I know other districts have safe by the bell a program that helps with
Getting kids to school truancy programs
What are we doing in Katie? Are we gonna beef up whatever we're doing?
I know we don't use safe by the bell, which is pretty successful
Can you speak to that?
I can briefly.
So one of the unique things with regard to KDICD is we are housed in three counties.
We have Harris County, Waller, and Fort Bend, as you know.
And each county may address things differently.
Now Fort Bend County does have the Saved by the Bell and we actually are partnering with
with them for the upcoming school year,
and they are putting a case manager in
to service our schools that are in KDISD,
they're Fort Bend County.
So we are going to have that
for the upcoming school year as well,
and we have been working with the court there
and trying to build some relationships with them
so they know the work that we're doing
to support student attendance
and making certain that students are in school.
Okay, that's all schools in our district, not just Fort Bend County, or not just geographically located in Fort Bend County.
We are county of record Fort Bend County, correct?
So the Saved by the Bell program is something that Fort Bend County does,
and so their case manager that they are funding is servicing our Fort Bend County schools.
Now, we do have dropout prevention facilitators here at the district level that service our schools,
and they work collaboratively with the courts and with our campus administration as well.
So we are doing that, and we're going by the letter of the law,
but we are at the mercy of the courts in those different counties.
Okay.
And I'm sure you'd be communicating this goal as well to them.
Sure.
Okay.
Thank you.
I just have one last question.
Go ahead.
Do you have a district that you can show us or that you are aware of that hits like 96, 98% ADA?
And if you do or don't, have we ever historically hit these numbers in KDISD?
Historically, we were at 97%.
Prior to COVID?
Prior to COVID, yes.
I think it kind of ebbs and flows, but 96.5 or something along those lines.
And do you have any districts now that are hitting those numbers, or is it all going back to what you said earlier of at that 3% drop since the COVID-19 pandemic, you're seeing all of the across statewide at that 93, 94% range, or are there any districts that are hitting those high 90s?
I'm sure there are some outliers out there and we have talked to some other campuses just talking not other campuses
But other districts to look at what they are doing at a district level to support their campuses. Okay, and and I'll add it
I mean I may have mentioned this last week
average daily attendance is down statewide it's a statewide phenomenon and
That's one of the primary reasons why the state of Texas and through TEA have saved so many
I think I said last week eight billion dollars
rising property values and lower average daily attendance.
Both of those come out to the favor of adding $8 billion in savings.
And so, again, it's a statewide phenomenon.
We've averaged at 97% plus, or right around it,
has been well above average historically to the fact where we've not really made it
in a financial incentive.
It's an academic incentive.
We obviously, as he had mentioned earlier, kids learn better when they come to school.
um but because as i mentioned last week this is something that we we may be able to control it
may not work but it is something to try because it does mean big money and it's been made very rich
to our campuses in order for them to really try to get out there and find find ways that's unique
to their to their geographic and their student population to get kids to come to school and
there's enough money in it that and and the september delivery for the second payment isn't
because that's when the state's going to make us whole.
It's because that's when their new fiscal year starts,
and that gives them an entire year to spend their money
versus we find out what their percentage is in June.
They couldn't spend it by August 31st,
and they wouldn't be able to spend it on their kids
because the kids aren't there but only a couple of weeks in August.
And so September 1 is why that delivery date is.
Any other questions?
Mr. President, just one more question.
So if there's already campuses in our district that are doing, you know, well with ADA, does this kind of take away the incentive for them to improve?
Because I don't know, but if there is a campus that's already at 97, 98%, you know, it's harder to move the needle, I guess, in those kind of campuses.
Especially, you know, like you said, the junior highs are already doing well.
um i don't know i don't know about that do you think they all can improve is that what you think
yeah i think there's improvement for for all of them in terms of looking at the numbers because
we're overall down but um you know they're all of our campuses are down from prior to covet so
we have discussed you know as we hopefully move up over the next few years you know where do we
go after that and so that's something that we'll have to keep in mind as we move forward
especially if this is successful, which is a good thing.
And so we'll have to look at how we incentivize those at the top as well.
But at this point, district-wide, there's room for improvement.
Any other questions?
Mr. President, I have a couple.
So kudos for the innovation, for the creativity of how to serve students
and serve the district, right?
Students being in school is the key to their success.
One of the things I will say about the, so during the legislative session there was a
big push for the legislature to, for the state to fund us on enrollment because whether a
child comes to school or not, we still have to have a teacher for them in case they do.
And so we still pay teacher salaries and all the benefits that come with that.
We still have a seat for them at every school.
Our expenses don't decrease because children don't come to school.
In fact, absenteeism makes work harder for teachers.
And I heard a lot of testimony about that during the legislative session about why it's important to fund on enrollment.
Of course, they're not going to because it's cheaper for them if they don't, and we're making it work without.
That's that.
So when you talk about half percent, here's my question, half percent, 15 students out of 200, that doesn't sound like a lot.
that sounds very doable and in fact like let me call my friends what I I hope
that that that happens 15 sounds so doable how do they think they'll get the
kids to come back I guess it'll be different campus to campus and so that
leads me to are you gonna leave it to campus choice of how to do that and are
I mean are there any restrictions legally on what they can do like can
Can they have a competition?
Can they offer points to trade in for a privilege?
Or I don't know, can they have an ice cream party?
What do you think might work?
So one of the things that I would say that our campus principals,
they know their campuses and they know what will work on their campus.
So we are going to give them the freedom to make the decisions
that they feel like would incentivize or would encourage students to come to school.
But on the finance side, obviously, we do have rules.
And I'll let Jane speak to that.
No, I wasn't talking about finance.
I was talking about legal, maybe with Mr. Graham, make sure that it's like you can't
trade attendance for candy or ice cream or a party.
I don't know what any of those are.
Just make sure that we're, I'm sure Mr. Graham's already on top of all that.
So I'm excited.
I think I can see our schools do competitions between grade levels, competitions between
schools.
We can do it.
and i mean that's always a bonus right kids love a competition so i'm excited to see kind of what
they do with that and i had several other questions that my very learned colleagues already ask
i would say from a legal perspective we incentivize a lot of things for especially for
elementary age children talking about ice cream parties like that i would want to make sure that
we're within our fda rules on what we can that that makes me think of snacks for kids but there's
There's tons of things that we can advise for children.
And I'll just say from my perspective, and I'm always Mr. Ball Humbug, but we want to
give the rich a return to the campuses, but they just can't.
It's not a blank check for them to just go and spend however.
We're going to have to put rules around it.
Because there's IRS rules, I mean, you can't give kids stuff directly.
That's a gift of public funds.
So we can't give gift of public funds.
We can't throw a bash for our staff at night.
There's things that we can't do,
and there's probably more ones that aren't quite as blatantly obvious that we can't do,
but we're going to do it within the rules and the internal controls of how we spend money.
We can't buy gift cards for kids because, again, the IRS says that's cash.
We can't buy gift cards for teachers.
It's cash, and that's a taxable event if we gave it to them.
So we're going to have to follow those rules and we will.
Just one quick tag on, which is I can see our students reaching out to their friends and saying,
come back to school, it's kind of cool and we've got this competition and you'll help me and I'll help you.
And I can see our students helping us, not just teachers reaching out, because I agree with Mrs. Teamey,
we don't need to add more pressure to teachers when there's already a lot of pressure.
you know a quick outreach or a kind word but not to pressure them to do the work
but I can see our students helping us and I could see all kind of things I
can't wait to hear the stories thank you thank you very much gentlemen our next
presenter is Natalie Martinez executive director of school improvement AF
8.5 A-F Accountability Refresh
accountability refresh thank you welcome
good evening president Perez school board members and dr. Gorg or ski
tonight I will share information with you from the Texas Education Agency
regarding the a through F accountability refresh this presentation is directly
from the agency and we'll include samples of KDISD for your reference.
Let's begin with the why. According to state law, the accountability system is
meant to continuously improve student performance, eliminate achievement gaps,
and prepare students for post-secondary readiness. As a district, we
have additional information outside of the accountability system that informs
informs us about student performance year round.
In preparation for the A through F refresh, TEA collected feedback from stakeholders beginning
in 2019 and has presented multiple rounds of proposed frameworks with updates after
each round based on the feedback given.
Our current A through F system has remained the same for the past five years, beginning
Beginning in spring of 2018, the A3F scaling was introduced to simplify the reporting of
a complex system.
Statute requires updates to meet our long-term goals, and 2023 is the year for those changes.
Recently, TEA released what-if reports to our secure system.
Since those reports are preliminary, TEA did not release these to the public.
public.
Evaluating performance this year will look different.
The rules have changed.
A simple comparison of this year's results to prior year is not valid.
It is possible that a campus rating decreases even though they made improvements.
With significant changes in this year's accountability system, TEA released the what-if reports to
to ensure that we could have comparison from year to year.
The what if ratings use the 2022 data with a 2023 methodology.
These ratings do not use the current 2023 data,
nor do they replace the final 22 ratings from the last year.
They are simply a new baseline for our schools
and our district.
Because the accountability manual has not been finalized,
the what if reports are preliminary
and have not been shared publicly by the state.
Once the new manual is finalized and our 2023 reports are complete,
the public will be able to put these side-by-side
to see a comparison on the continuous improvement.
Our preview of the what-if reports include one elementary school,
one high school, and our district report.
There are still three domains in the accountability system and still flexibility to choose the
better of within the system.
This is an elementary school example from KDISD.
Starting at the top you will see titles that reference the 2022 and what if.
Both columns represent the same data, the same students, but the difference is the methodology.
From Domain 1, notice that there is no change for elementary or middle schools.
Domain 2 shows a decrease because the methodology has changed.
Domain 2 has Part A and Part B, and Part A now includes the accelerated learning and adds additional students to the growth measure.
Domain 3 has significant changes, and in this case, the campus had an increase in their score.
When the overall calculations are made, you can see a decrease in the campus rating from
a B to a C. Remember the 81 and the 77 overall at the bottom are calculated from the same
data with the same students.
The decrease does not signal that the campus did anything different.
The report returns a different outcome because the methodology has changed.
This next chart shows the same setup.
This time it is for a high school.
For high schools, domain one includes EOC and, of course, CCMR,
which is College Career Military Ready, and graduation rates.
CCMR standards increased significantly.
Last year, schools with a 66 earned an A,
and this year a school needs an 80 to earn an A.
Graduation standards also increased by two points for each letter grade.
Domain 2 again now includes accelerated learners and includes more students.
Domain 3 changes for elementary are the same for high school.
So in this case, you saw the rating decrease for domain 3.
Overall for this high school, the rating decreased from a 93 to an 88.
Our last example is for KDISD.
The changes to methodology are the same as the previous slides.
And you can see the ratings from 2022 and the what-if scores.
This preliminary what-if shows our new KDISD baseline to be an 87B.
Remember the data, the students, the learning, and all the programs remain the same.
The difference is in the methodology behind the calculations.
populations. Statewide, 66% of schools remained the same in their ratings. Ratings reference the
letter grades, and remember there are 10 points within an A, so maintaining a letter grade may
still mean a decrease in their score. Our KDU results are in line with the state. 81% of our
school ratings remained the same only 13 percent of our schools showed a decline to be transparent
however we added this at the bottom we took this data down to the actual score 41 percent of our
scores of our school schools showed an increase and 59 percent showed a decrease in the actual
number grades. This presentation is meant to help inform. When final what-if
reports and the actual 2023 accountability ratings are released in
September, we will update the board on our results. The timeline for the state
is shown here and we included our communication to the community as well.
On this timeline, we've gone through the first four items. Up next will be
student level information on the tea parent portal and then in september we will receive
our new manual and the new ratings tea will support the messaging behind these new ratings
by including the updated what if ratings alongside the 2023 ratings to remind people how to make an
apple to apple comparison texas schools.gov is a public website that will also help parents and
community community navigate the new ratings and they too will be provided
the updated what if for an apple-to-apple comparison at this time
I'll take any questions that you may have questions mr. president thank thank
you mrs. Martinez um we went to some of this training and summer leadership in
San Antonio and from what I understand in a can you explain the CLM are because
what I wrote down and I don't know maybe I didn't write it down correctly it
said it moved from 47% to 65% and then a equals 88% so what do you know what I
I was writing down, I mean, what changed in the CLMR?
The CCMR.
The CCMR, I'm sorry.
That's OK.
College Career Mills, everybody.
The standards did increase.
And so when they increased, the new A is at the 80.
Back to that slide.
88%.
Uh-huh.
It's in here somewhere.
And so if you can imagine, schools
that had the same outcome will receive a significantly
different letter grade.
And then in Domain 3, it said TEA will now move the lowest ethnic group and super group,
the bilingual, SPED, military, foster, all that.
So that's all going to be, so in other words, it used to not be rated, those groups, and
now they are going to be?
Well, all kids have always been in the system.
Okay.
But in some cases now, we have different groups that are put together so we can monitor their
progress as well. The two lowest student groups that you mentioned in the past system we had all
student groups that were accounted for. Now the state will look at the two lowest and those will be
evaluated as opposed to all of them put together. Oh I see. So that will that make a I'm sure you've
gone over it but that's going to make a difference for us also? It will make a difference. Okay.
All right well thank you. It's very complicated and so the people want to look at the website and
figure out the ratings for themselves that that's awesome thank you mr president can i thank you for
your presentation um mr grigorski can i ask you a question so do you have i know that this is
quite more complicated than what i'm used to seeing but um there is a little bit more flexibility
per district, per campus even maybe?
So have you all looked at changing
how you want to work with these networks,
where you want to focus maybe different areas
on a different campus to improve the rating?
Yeah, the hard part on that right now is
this is kind of a one-off that this has happened,
unless this has happened before, Natalie,
that you can tell me,
that we've got all the scores,
and the scores have been sent to the state on all exams for all-star but the
state has not released what the rules are or how to apply scores to come up
with an A through F so you're at a little bit of a disadvantage you know I
mean if I had to say it another way I'd put it like this okay the state's been
been working on A through F refresh for three years.
And for some reason, TEA still couldn't have A through F
refresh done in June.
Every other year, it's done in June.
And we can get our scores.
We can see how the scores apply to the accountability manual.
And then Natalie and her team can
start working with the campuses on where are perhaps
shortfalls and where do we have to work where do we build our district
improvement plan how do we attack our campus improvement plans based on the
data but right now we're just way behind on any of that because they're not going
to release any of this until August or September so I couldn't tell you how
three through eight has performed nobody could and if I may there's other data
points that we use throughout the year so we know where our schools are falling
and where we need to step in a little bit different way.
We are very proactive in our district to support schools in a variety of ways,
and so we already have a structure for that.
I don't anticipate any surprises with that,
but we do, of course, want to see the ratings in the end as well.
Sure.
So I understand y'all don't have the data for this past school year.
I'm just thinking, like, are we planning ahead for this upcoming school year?
Absolutely are.
But having the scores would help you plan easier.
year it will validate what we are thinking correct thank you i have a question so i'm going over my
notes um from when i took this little session and i just wanted to make sure i understood it
correctly okay so on the ccmr um specifically on the military readiness portion of that
prior to this change it was based off of something different it wasn't based off of the dd4
So your actual military enlistment.
So this was just kids who said they went and talked to a recruiter, but they didn't actually enlist.
And so now what this average or what part of that CCMR is being graded on is actual enlistment paperwork,
which is why some of that is actually going to go down because a kid can go into a recruiter and say,
eh, not really for me.
I'm not really going to do that.
Four years seems like a lot.
So that could have an effect or they could not be passing the PT test as well.
You're correct. Those changes will not be for this year's accountability.
The D4 is for next year's accountability, but we are collecting it starting this year because that indicator does lag behind.
So we collect for this year's kids, which will be reflected in next year's accountability.
Okay, so do we have, this is a question I've had for a while, specifically for the military readiness portion of that, do we as a district have an idea on how to better ready our students who are looking to go into the military?
uh specifically with the pt test specifically going from you know before we were looking at a
60 percent uh 60 percent got us to an a and now it's an 80 percent so do we have a plan in place
or are we collaborating to find a plan in order to make sure that we do have military ready students
when they're graduating for enlistment
Yes, please.
Okay, all right.
Yes, as far as how we are working with the students to make sure that if they're interested in the military,
they have access to that information has always been a priority.
Is that?
Yeah, and because I know that our military readiness,
specifically being able to pass that PT test is what I'm talking about, has dropped.
And so are we looking at why that's dropped and how to make up the difference in that?
Us specifically as a school district and getting them ready for the PT test,
that is not something that we do however what we do do is make sure that we are
able to connect the students especially the seniors with the military recruiters
as long as they were interested and their parents are aware so it's that
accessibility to the recruiters and when those recruiters connect with them they
really take the lead with the students and guide them through the whole process
of getting ready to go into the military and the PT you know as the next campus
principal and a lot of the high school you hear the kids would share with you
the things that they were having to do to work out get fit pass the pt among the other things
that they need to do but yes that is a concerted effort on the part of the military recruiters and
we have dedicated recruiters in all branches that really get to know our campus staff and
our students okay cool any questions any other questions i had a question on that it seems like
a change that i recall also on the ccmr was on the certificates for technical certifications
They were phasing out, some of them not giving them any weight, they were sunsetting them.
You know if we're taking that into account in terms of like our future planning for say
Miller for example?
They are.
So our CT department is looking at that and we've had multiple trainings with our principals
to identify which of these classes are being sunsetted or which certifications are being
sunsetted so they are very aware and can make adjustments now for the later systems.
And so we've seen the what if, but when we get the final in September, the trick there
is to compare the what if to the actual in September, both of those.
That is correct.
And really understand the differences and communicate those to the community.
That is correct.
So our reporting will have the what if compared to the 2023, the TexasSchool.gov will also
have the same, TEA will also have the same.
So it's very clear for anybody looking that you can't go to prior year 2022.
You actually have to go to what if and compare that to 2023.
Okay.
Thank you.
I have one more question.
Do we know what changed in the methodology for the academic growth for the overall KDIC from the 90 to the 79?
That's a pretty wide gap.
So do we know what that methodology was that changed?
In academic growth, there were two major changes.
One was the inclusive of more students.
So in the past, in elementary level, if a student was transitioning from the RLA test
Spanish to English, they were not included in this measure, and now they are.
So there are more kids in the measure.
In addition, at the high school level, students who went from eighth grade to E1, we weren't
counting the growth, but now we have a measure to do so.
So again, there are more students in the measure.
The second part is the accelerated learning.
If you remember 4545 was very strong about students who did not pass were in this intervention
We get bonus points for kids who have met that criteria meaning passing
And so those bonus points will be contributed to this as well
All right. Thank you
Questions board mr. President. I have a question. This is for dr. Gorg, or ski, please
Dr. Gorg, or ski is because we've had a couple of conversations about
where are the STAAR scores parents want to know teachers want to know what
happened to the end of your course in EOC's and the STAAR scores and the TEA is
still looking at that and revising it we've had some is this similar is it the
same is it different but still confusing how does this tie in to those parents
who still don't know what they're if their kids what is it called likely to
pass not gonna pass not gonna pass maybe you're out of here you know i don't know what they call
them but you know how they have those new languages now that's like yeah the the the things
you're talking about there ms fox yeah those are all new you know i mean this zone of uncertainty
likely to pass not likely to pass that's all based because the accountability manual isn't quite
ready yet now the eoc now that is out there we've got those scores and those have been applied and
And those families can know how the kids performed on that.
It's just these three through eights that are just unknown right now.
The parent portal for EOC will open on Friday.
The parent portal for EOC.
EOC, which are high school.
High school.
Correct.
But the grades three through eight are August, September?
August 16th.
August 16th.
Yes.
Teachers don't know.
Parents don't know if their child passed, if their life.
What's it called?
Zone of uncertainty.
What does that mean?
That is correct.
I mean, is that?
It means they have not defined the standard yet, so it is unclear.
And the TEA is in charge of both of these things.
Correct.
And 5 million children, 1,000 school districts, more than 1,000 school districts.
I understand it's very difficult, but my goodness, it makes it difficult to answer questions for the people who are calling in.
Any other questions?
Thank you very much.
Appreciate it.
8.6 House Bill 900-relating to the regulation of library materials sold to or included in public school libraries.
Our next presenter is Justin Graham, General Counsel, regarding House Bill 900 relating
to the regulation of library materials sold to or included in public school libraries.
Thank you.
You're welcome.
all right president perez dr grigorski trustees um
Today I'm going to be talking to you about the Removing Explicit and Adult Designated
Educational Resources Act, which is more informally known as the Reader Act.
It's House Bill 900.
It relates to library standards and books in our library.
As I was reviewing the House Bill 900 material and speaking with my colleagues, I was trying
to find in a rooted way for us to have a conversation about this bill and the
expectations that it sets for our school district for our libraries and for our
parents but in order to do so I think we need to understand that this bill
specifically tailored has some rules that need to be put in place by other
agencies and other organizations so I was thinking about how to have a
the discussion with you and those watching at home I broke it down into
who what and when if we if we get as simple as we can look at the who what
and when this the reader Act goes in to revise the Texas Education Code chapter
33 and it actually adds a whole nother chapter of the Texas Education Code in
chapter 35 and that provision of the that chapter of the Education Code is
specifically titled regulation of certain library materials so while this
is the first time the legislature's specifically addressed this topic I
think with the creation of chapter 35 I think we have but that it is intended to
say hey we may see additional legislations on this in the future so
when I talk about the who who does House Bill 900 effect well obviously it
It affects all of our 94,000 or 95,000 kids here in KDISD.
But I'm going to talk about the agencies and the requirements that are there.
It specifically affects the Texas State Library and Archives Commission.
It affects the Texas State Board of Education.
It affects our library book vendors that sell books to school districts.
It affects the Texas Education Agency.
And then lastly, it affects public school districts.
but it sets requirements for those other four entities before it even talks about what is the responsibility of a public school district.
So that's the who, and let's talk about the what. What is it?
Well, first of all, it requires the Texas State Libraries Commission to adopt mandatory standards,
to adopt standards on library collections, and those standards must ultimately be approved by a majority of the State Board of Education.
We anticipate that we will see rules on those later this year and I will get to that when we come to the when portion of the discussion.
It also requires in the what, it requires that our book vendors create standards that prohibit buying harmful material which is sexually explicit, pervasively vulgar, or educationally unsuitable.
It goes on to define sexually explicit and it goes on to define what sexually relevant materials are.
And that's the first time I've ever seen that term before.
It requires vendors to rate every book that they have in their catalog that they're sending to a school based upon those two categories.
If a vendor does not, then we are prohibited as a school district from doing business with that vendor.
It creates guidelines for those vendors.
And the hard line rule that we can elicit from looking at House Bill 900 as of now is that if a book is deemed to be sexually explicit, it cannot be sold by that vendor to a school district.
And if we have those books on our shelves, then we're going to be required to pull them, right?
Again, vendors can't sell those books without first rating.
Then we go to TEA.
and TEA this actually allows the education agency the provision to kind of oversee this and if they
feel like a book has been mislabeled or or miscoded by a vendor or by a school district
they can actually review the books and ban those books from being purchased so that's a sort of
i think intended as a safeguard for the governor's office to be able to go in and prohibit that so
i've had all that discussion and i haven't mentioned kdisd once before i get there let's
talk about the win before i get to what what is required of the school district this law was
signed into effect earlier this month it goes into effect uh september 1 of this school year it is
effective for the 2023-2024 school year we talked about the texas library commission rules that are
going to be adopted and then ultimately approved by a majority of the board of your state board
of education we anticipate the first draft of those rules coming to comment this fall
and then we'll be able to comment on them those rules must be finalized by the state
board of education prior to january 21 of this coming year and then vendors must have all of
their books rated before april 1st of 2024 and that is when again i'm saying what is the school
district's responsibility here the first deadline that we have is to review content
of sexually relevant materials and make those decisions by january 1 of 2025.
uh so all of that so what does that mean for kdisd now right i think that's why we're having
this discussion we want our public to know what we're doing and what what we are required to do
and what we can do quite honestly um so there's no ratings until april so yeah what what can we
do until then we follow our current policy and procedure till then. Under
under current law obscene or harmful materials are clearly defined under the
Texas Penal Code Chapter 43. We'll continue to monitor for Library
Commission rules. I will tell you that when we talk about implementing the
current policy when school districts talk about that you will remember this
board went through a pretty lengthy process to actually split the EF
chapters into EFA and EFB, EFB being brand new and I think that I think the
board spent almost a year implementing those practices. That policy is certainly
going to be modified as soon as we get the as soon as we get these standards
from the Texas State Libraries Commission and we get this information
from our vendors. So what can what will we do what will the district do right?
Any books that are flagged by our vendors any books that have sexually
explicit material as defined under that statute are going to be pulled and
they're not going to be purchased and the school district moving forward will
we will not do business with vendors that don't comply with these rules right
if the vendors are not adequately or appropriately marking their books in
this manner we're not going to do business with them we are gonna have to
work out and we will be working on a checkout procedure for parental consents
for sexually relevant books.
What I think is interesting is, you know,
we have the young adult book section
in our library process that is unique to KDISD.
So I think a modification of that
is something that you're going to see in policy
and in regulation from your administration.
Because what will happen is,
if a vendor deems a book that has sexually relevant material in it,
something that is not does not rise to the level of absolute banning the book but does have some
sort of sexually relevant material in it and the district decides that hey we're going to keep that
book on our shelf then the parent has to provide consent for their students to to do that it's not
an opt-out it's an opt-in so as a parent you have to make the choice whether to opt in to see those
materials. And then again by January 21 of 2025 review all sexually relevant books
and make a determination, make a list, and then post it online for our public to
see. So that being said I'm anticipating that we're gonna have some questions and
some discussion about what are we doing currently right. I've told you about the
future timelines that are there. I will tell you you know your again your policy
was adopted less than a year ago and I do think that this may be an opportunity
depending on how this board feels if we feel strongly enough that hey we're
gonna wait until those vendors have gone through and labeled their books
accordingly then perhaps we don't purchase any more books in this district
until we have an adequate state approved list by those vendors that being said
I'm happy to take any questions that you guys may have.
I'm going to start the discussion, I guess.
I think we have a couple of issues, and that is that we have, in spite of the policy that we enacted,
I think September of last year, something like that, we have, it appears, sexually explicit books on our shelves now.
now, and it appears that we are buying or have sexually explicit books pending to be
purchased.
And so on that point, I agree that yes, what would be wrong with pausing, stopping the
purchasing of books unless they're essential, required for the new campuses, and that we
just stop all purchases, like just stop.
Sure, if that's the direction this Board wants to go, I don't think from an administrative
that's very difficult dr gorski no i think that's pretty simple
you know as you said we do have two schools opening in august and those books have already
been ordered for those two schools uh in in a first ordering so they will have a library when
they open those be stocked this summer we've got two schools that come online next year so we'll
have to figure out something for sure between now and august 2024 for our junior high and our high
school which will need books in those libraries before those schools open up
but any other purchases beyond that or anything that's going on there's no
reason why those couldn't be paused if that's the direction the board like go
that's good to hear and then I think because there is frustration in the
community and I think on this ward as well that we do want to take a another
look if you will sooner rather than later at the existing policy the EFB
especially that we enacted a year ago
if certainly if that what if the board wants to take another look at EFB in
light of the new law I don't see them it's your policy right so we can
certainly workshop that is that pause in purchasing can that happen tomorrow so
So it's my understanding that we do have a current book order that's already been ordered.
Okay, so the books that, well, let me back up.
You guys know as part of the policy, we put the books online to review.
Okay, so those books have been purchased.
I did check on that.
Those books, but there wouldn't be any further purchases beyond today.
So there would be no more new book orders beyond today.
If the board would like on that current purchase that we have, I know Mr. Perez has said some things on our current purchase, I can direct those books to be received into the warehouse and they can stay in the warehouse upon review of what our current policy is.
or if the board wants to keep those books warehoused until they work on the current policy,
that could be an option as well.
I just need direction from the board what you would like me to do with the books
that will be coming in this summer that are currently being purchased
but not going into our new schools.
Does that make sense?
Yes.
Okay.
I think the idea would be that we get ahead of this.
We don't wait for the rating.
If we've purchased books that we believe and we take another look at the list and we believe
that they are sexually explicit and meet those guidelines, those parameters that we sit on
them.
Ms. Yeah, easy.
Mr. Yeah, that part can be done immediately beginning tomorrow that we just
redirect those purchases.
I'll work with Mrs. Hack on that and the purchasing department under Mr. Smith that those purchases
that come in would be redirected to the warehouse,
and they will just sit in the warehouse until we figure this out.
Does that sound what the board would like me to do with that?
Does that need questions about it?
Do we need a vote on that?
No, it's not an action, but I do have a question.
Does that mean the new schools won't have any library books?
No, I think we've already said besides what's going to the new schools.
Okay, so these are that's separate and in part what's going into Fowden and Youngblood Elementary's
That they would open up with a library, but it would be all the new purchases
That are going into existing libraries that we're making over the summer. So my question mr. President about that would I?
Agree, I don't want any more of those books anywhere near our children. I
I wonder how long would they have to sit there before they're reviewed?
And because, you know, we've spent our taxpayer money on those resources,
and a lot of children like to read current books,
and the percentage of them are small.
We haven't removed that many books from our 400,000 books in the KDSD.
There have only been a handful that have been at the level where we've removed them.
So I wonder if we put them all in the warehouse, how long will it take to review them and let them out?
Number one.
Number two, if we put them out and found out about them, could we take the book back?
Or is it that thing we talked about that once it's there, harder to remove?
Well, so interestingly, I think I can answer that.
If it is a book that is again deemed sexually explicit materials, then if it is deemed that, we have an obligation to remove it from the shelf.
If it is something that is defined as sexually relevant materials, then we are required as a district to look at that book at that point in time and make a determination as to whether or not we feel like it's, that there is value in moving forward.
and even if that is the case because what quite honestly as I talk with my
colleagues around the state and we talk about what is the definition of sexually
relevant material and I'll read you from the bill it says that describes depicts
or portrays sexual conduct well so does that include of mice and of men you know
when we think about that's a that's a literary work that most children will
will read at some point in time.
And it certainly does have some discussion of that.
I mean, you wouldn't look at that book
and say that's a book that's a sexually relevant book.
What about the Bible, the Song of Songs?
So are we looking at that and then saying, well,
that's a sexually relevant material, so it needs to be.
And I think that what I would steer us to is to say, hey,
look, we can certainly hold off on putting the books in that
that we've newly ordered, right?
We can certainly hold off on that.
But what if we had some process, right?
We'd have to think about what the process would be
to go, okay, well, this is King Elementary
and they ordered this book, Johnny's New Red Train, right?
Is that a book that we're now gonna say
has to stay in the library?
Certainly there's gotta be some sort of line to say,
hey, whether or not we think this book is close.
But ultimately, I think we have to look
at legislative intent, right?
The intent of our legislature is to have stepped in here and sort of created rules for us to follow, rules that they believe follow the First Amendment.
I mean, that would be our ultimate goal is to not get into First Amendment water while we are being as conservative as we can for our community.
If we look at the legislative intent, I think it's pretty clear.
It says, hey, look, let the library standards, let the Texas State Libraries Commission look at this first and let them propose rules that then the State Board of Education is going to vote on.
And then after that period of time, then those vendors will look at the books.
and I think the reason for if you look at the legislative intent in the history of the bill is to say that these steps
need to happen because
With the vendors are going to need some direction on what is sexually relevant material and what is sexually?
What is deemed to be sexually explicit?
And again, so I think we've we may have answered that question here
With some direction from you about no purchasing of new books and taking the new books that we purchased and putting them in a warehouse
house until we can figure out what our policy looks like for or until we can
review them moving forward but I think it's pretty clear from hearing the
rhetoric of this board on this topic today in the direction that you want to
go and ultimately protecting and being conservative to our community and making
sure that there that children not exposed to sexually explicit material
and making sure that sexly relevant material has gone has been vetted is it
number one has to have some value to it to be on the shelf and that it has been
appropriately vetted. I have a question and a thought towards that. One thing and that is that
right now and what's happened here is we have this pending list we had this pending list that people
commented on and our policy says that this list should be available for public comment for 30 days
prior to the purchase but there's really no mechanism after that like okay it's up to public
comment but then what so I mean I know that the TEA model that actually we didn't follow called
for actually the board to see that list before purchases were made so maybe one
adjustment that would make to the policy relates to pending purchases I'm just
throwing that out right now as a possibility not saying that we do that
but that's in right now there's no it doesn't really give you any ability if
you will to veto it was a board or the public the community to veto a book on a
a list and that's something we should look at. So you're talking about the First Amendment,
right? And we don't want to take away people's rights. We're talking about mice and men. We're
talking about the Bible. We're talking about sexually explicit material, but what the word
I think that we're not talking about is obscenity, which under a constitutional law, I can go ahead
and give you the definition. Obscenity is not protected under the First Amendment. And we'll
go ahead and read through what obscenity is. Appeals to pure interest and sex using a contemporary
standard is patently offensive under contemporary community standards and
lacks serious value either literary artistic political or scientific value
of mice and men in the Bible give literary value in a way that milk and
honey have been taught your have you been taught your legs are a pit stop for
men that need a place to rest a vacant body empty though for guests but no one
ever comes and is willing to stay. That's in our library right now. Let me continue.
The state can adopt a specific definition of obscenity applying to material sold to minors,
even though the material might not be obscene in terms of adult audience.
This is from the Constitution. This is a constitutional law. We didn't need HB 900.
So my question and my frustration right now is why are we waiting for HB 900 to do what we should have already done when we have been presented materials for over a year now that fall under obscenity, gross obscenity, in our elementary, middle, and high schools?
So no, we're not going to wait.
Okay, so I think you hit it all in the head, right?
What did I say when I said what?
When we talked about the what, it was what are we going to do as a school district?
And I think the second bullet point that I hit upon there was we're going to look at and remain under the current law, right,
which the Texas Penal Code, the definition that you gave under Chapter 43, that's the law that we have in place.
and it is the reason that we have the policy that we have is so that if a
material is is if somebody believes that the material does fall under that
definition then we have this review committee that again that this board put
in place to review those books and so again which what you've stated is Texas
Penal Code law that hasn't changed that's that's not changing what I'm
saying is it will change it it is changing in the fact that we now have
two different definitions right that are on top of what is obscene and what is
going to land you in jail under the penal code we have the sexually explicit
materials which we will not be allowed under law for in our in our libraries
and then we have sexually relevant materials which is again a brand new
definitions of brand new uh putting together of words that have that we haven't had here in the
state of texas before does that make sense mr president i'm sorry go ahead
thank you trustee calhoun i completely agree um i would never want a definition of sexually
relevant to complicate any of these decisions i think sexually explicit is pretty clear we've
been talking about that for two and a half years or i have um what i read in from this law the
spirit of this law is also that the school district and the vendors take leadership on this
in an active role in removing this content and not placing the onus on a parent to go out and
find these book by book so i request that this that our district our board act in that vein
vein that we audit now and we do a better audit, very detailed. I want to know how it's being
audited now. That audit, request for an audit is in here in HB 900. There's a date far ahead,
in my opinion, way too far ahead. We know what the writing of the law is. We can read it.
And if we are going to be a legacy, we are going to be rated highly as a school district,
We need to lead on this, be ahead of these dates, and act now.
It's old news.
This is nothing new.
Mr. President.
me yeah so i just i'm a little upset by the comment about of mice and men i i went to taylor
high school i read of mice and men i'm glad i read of mice and men it's one of my favorite books
so we're not saying get rid of mice and men i don't i i take issue with being
with being falsely accused of wanting to book ban we are not trying to book ban we are trying to
to protect our children and we are also trying to you know if parents want that for their kids they
can choose that but as a school district as a pa as a taxpayer we're trying to protect the
taxpayers as well and I think some parents and in our community have said over and over again
you cannot unsee this their kids cannot unsee us and as a mom of two children I wouldn't want my
children to see some of this. It's disgusting. And I want to protect them. That's why I ran.
We can do better by our kids and they should get better.
Yes. And I do agree with you, Ms. Tamey. I do agree. I'm not trying to say that a mice and a
men is the same as the milk and honey book, right? I'm not saying that. What I'm saying is we now
have a new definition. We all agree that mice and men is not sexually explicit material, right? It's
not obscene under the penal code. I think we can all agree. I think in fact we agree on most things
that have been said here tonight. What I'm saying is it may fall within the sexually relevant
material definition because if you look at it that describes, depicts, or portrays sexual conduct,
right? What type of sexual conduct do we know? How much of that portrayal has to be in there?
those are that's why we won't know what that standard is um it would be hard for us to
implement that standard right now that's not to say that we can't at this board's direction go in
and like we've said we've already i think gotten pretty clear direction about the purchasing of
books right so if there is an audit that is that you you know miss ellen mary ellen said that uh
um you know she said let's let's audit it i don't want to commit anything for the administration
that might be too onerous, but I think we've got pretty clear direction on you guys are saying,
hey, look, if we feel like a book may be sexually explicit, right?
It feels like to me if a book we think is close to being sexually explicit,
perhaps we pull that book back at this time, and then if we get a list from a vendor later on that says,
because I would think if a book is going to be to the standard that it is sexually explicit material,
which means it can't be on the shelf at all,
then it certainly is sexually relevant, right?
Because the standard is lower.
Then it certainly is sexually relevant.
And at that point in time,
if a book is deemed to be sexually relevant material
or have some portrayal of that,
then your administration has to, by law,
look at that book and determine its value
and determine whether or not it's going to be on the shelf.
And then we have to get parental consent
for somebody to look at that book.
And then we also publish those,
we will publish those list of books.
Ms. Brez, you talked about a list of being online.
I'm certainly not trying to dance around any of these questions.
I'm trying to say I think we all are pretty much in agreement,
and I appreciate your forever on this, to saying, hey, we need to do something now.
And I think the action steps, because I want to make sure that we're clear on our action steps moving forward, right,
their holdoff on the purchases of books that we have now.
And then are we saying do you have a list of books?
because if this board has a list of books that you feel like may fall within
that sexually explicit material we could certainly look at those books right now
and we could do so under your current policy or if you guys want to change the
policy we could we could do that right now and that's that's at any time
because you guys fall as you guys are all district whether or not you have
children here grandchildren whatever you guys are all district residents
Irrespective of your position as a board so if you have those materials and you have a list
I think present them to your administration to say hey
Let's we need to take a look at this and we can apply the new standards under House Bill 900
Which again if I was I probably could have done this
Obscene the the standard that you were talking about miss Calvin
Which is defined by the penal code if you do this and give this to kids you will go to jail and then the the
the next standard down, sexually explicit materials,
will not be in your libraries under House Bill 900.
And then the next level down, sexually relevant materials,
can be in your libraries if they have some sort of educational value
and your school district deems the need to,
but also requires parental consent.
Does that make sense?
Mr. President?
I think where this is headed as well,
besides looking at our policy,
is that this board is going to want, at least in my opinion,
and not speaking for the entire board,
but is going to want,
and it's not in our policy currently,
we talked about putting it in,
but it didn't go in there,
and that's an up and down vote to get rid of books,
to get rid of a book or books by the board.
That's one thing.
And then the other one is to be able to review these lists
before we actually commit to purchasing some of these books
that are on these lists.
Well, certainly the list will be much simpler
when we get when we get to this point next year right because we will have lists that have been
vetted um so i think if you have a i've said when i said list if you have books now like this milk
and honey book that you have concern with i think that now is the appropriate time to say hey dr
gregorski here's these books that i have a concern with you can do so as a member of the board you
can do so as a resident of this district and say let's let's take a look at these these books what
And what I will tell you is it's, again, we as an administration and as counsel for the district,
I can only advise on saying what your current, what current law is and what your current policy is.
But, of course, this board has the opportunity to either waive that policy at any time or say we want to go in a different direction.
And we're obviously talking about changing it and doing something different with EFB local.
So I just want to make sure we're all on the same page about how we want to move forward.
And no, it doesn't require action, right?
It's not an action item, but we are getting good feedback tonight, and I'd appreciate the discussion.
So my question then.
Mr. President, thank you.
So I want to address the sexually relevant material under Section 35.001, the definitions.
Number three says sexually relevant material means any communication, language, or material, including a written description, illustration, photographic image, video image, or audio file, other than library material.
directly related to curriculum.
So we're not talking about sexually relevant books.
It's going to be materials that are included in curriculum.
Yeah, certainly.
Teak's books, they're in a separate category.
Okay.
I'm sorry.
I do have other things, but I'll yield the floor and come back to it later.
Ms. Champagne?
So, first of all, Mr. Perez hit on something that was, I think, very important.
We have a process for people, you know, that have spoken to us.
We've sent emails, whatever, throughout the years who have provided us lists of books and read the books.
books, but you know there was never like, okay so we knew what the books were, but there
wasn't anything in the process to, for us to eliminate the books other than what was
written for them to go through a grievance process and go through all these steps, you
know, to get rid of the books.
We were never really kind of led to believe that we as a board could just vote down a
a book um you know like mr perez said you know we tried to offer that in the last revision of the
of the policy but that wasn't in the policy i know that we could certainly add it in there but right
now the way the policy is written it's not written that way that the board can just name a book and
then we can say let's get rid of the book um that's the first thing i want to say so let me
Let me answer that one first.
All right, but I don't want to lose my...
Okay.
So, yes, you're right.
It doesn't say you give us a book and then you vote it up and down right now.
Give us a list and vote it up and down.
But it does say if you have a problem with the book, then it goes through the informal...
Right.
It goes through the formal challenge process, which you guys enacted with a unanimous vote less than a year ago.
I realize that.
So you're making my point.
I mean that you know that is the policy that we have right now
So if we want to change the policy, you know, we're gonna have to
You know vote on that, you know rewrite it vote on it as a board and have that done
So right now we still seems like we still can't do that. So you but what at any point time?
This board can could waive its own policy, right?
So long and and and I'm gonna say y'all can do that and I will advise you to do that
So long as I don't feel like you're violating a law if you feel like you're violating a law
I'm going to tell you, hey guys, let's think about the way to do this.
You could do that.
But if you think about the timing of what we have here, so when does school, school starts, you know, this bill comes effective September 1.
School starts mid-August.
But we have an opportunity now where if you want to revise the policy, we've got, well, we will have four board meetings before September 1, right, now that we've gone to two board meetings a month.
And so if you want to that would give us a bit of time to go through a policy revision
Period if that's what you want to do right reply revise the policy
Just think about think about what the objective is that you guys want to have done here
revise the policy
And then you can have two readings of the policy and ultimately get it adopted before the September one period
So you're getting out ahead of what House bill 900 is saying and you can do that and tell your administration. Hey
hold off on every book right until we have we're working on the policy this summer because it
sounds like that's what you want to do and if that's what we want to do let's work on the
policy revisions we can do that this summer and then by the time you get that that new policy
in place you can we can say all right now apply that to every one of those books
and if this board determines i mean there are things in policy um where does the board get to
make the ultimate decision on them you know traditionally the buying of library materials
has not been something that the board gets that granular on however it is something that you can
write into policy and say hey we would like the ability to any challenge book or any list of
challenge books we want it to ultimately come to us for a vote right maybe you took maybe the policy
says hey we want a recommendation from administration or we want a recommendation from
you know it's literacy that it doesn't have value you know why do we have this
book and what's in it and maybe you maybe you still want to put up maybe you
still want a panel of people that's a campus principal for parents enrolled in
the district or a knowledgeable professional or maybe you just want a
recommendation from from admin that can they can bring it to you and you guys
can say up and down on I mean literally I mean that's what you want to do via
a policy, we can do that. We may not, you know, we may not want to
replace totally that reconsideration committee, but we certainly want the ability
the board, and really we discussed this last time and it didn't get in
there because people said, well, gosh, you're just circumventing the
challenge committee, etc. Well, the board will want explicitly
that ability to call it override,
call it, you know, to be able to respond to the community.
Right now, the community reaches out to us, and what do we tell them?
You know, go through the policy, FB.
Look and read it, read it and go through it.
That's all we're doing right now.
And that's frustrating for the community and for us.
Well, I'm just sitting here listening.
I have some ideas on what I think we could do from a policy perspective.
I'm not sure that that's the road that we want to go down in this particular meeting here tonight.
But it could be an opportunity for us to put together some notes.
I think you know that you're going to designate a policy committee maybe later in the meeting and we could get that committee together and
Sort of workshop on what do we think is good language to achieve the goals?
That I'm hearing from the dais tonight now again
This isn't a great opportunity for feedback on what you you know think that we ought to be focused on mr.
President I have a question for mr. Graham
So as Trustee Cuzzella said that she's been at the forefront of this for the last two and a half years with reading the obscene material that has been in our schools.
So we're all aware, as is the board, that is current and past.
We all know what's been here.
So what has historically been your legal guidance on how to keep these books or remove these books to the board?
over the last two and a half years under the guise of obscenity how have you guided the board or the
district in terms of keeping the books that um are obscene or not obscene how have you responded to
that without hb 900 how has that worked and i guess my question is i'm going back to the why
are we doing it now and i'm trying to understand context of how we got here and kind of what your
your legal guidance has been over the last two and a half years.
That's not something I would be at liberty to discuss with this board.
I mean, that's my attorney-client communication.
If we want to have that discussion, we can certainly adjourn to close meeting.
We have it on our agenda at any point in time to do that.
But I will tell you that we have a practice in this district of looking at what the current law is that is in place.
And I have not since I have been in this district
Seen or know that we have violated any sort of law or rule related to books in our libraries
Mr.. President I have two questions. I'm pretty particular um
So what what is we do have to have a policy change before we the board can have an up-and-down vote on a book?
Right now it would be my it would be my recommendation that we have a policy change
I mean it pause policy and enact that more quickly before we then update our policy
I'm trying to think about what that would look like
We're certainly not in a time period where we have children in the classroom
I think policy revision is the is the cleanest way to go about that
However, the board I guess could vote you could say hey, I want it on the next we can't do it tonight
But you could say I want it on our next agenda
we want to waive the provisions of EFB local while we are revising that policy,
and we're going to give the administration directives to say this.
I'd have to think about that more clearly.
But it would have to be by action of the board.
So, I mean, I think we've got some pretty clear directives, direction on where you want to go.
It would be great because then we could respond to the books we heard this evening,
vote as a board, up or down, get rid of it, move forward, and respond to the public now.
We've been waiting a long time.
There are books that were approved.
One was read tonight, Looking for Alaska, through a grievance policy.
That was approved after I had to read in 30 minutes in a grievance policy.
It was approved to be here.
Looking for Alaska was read by a parent this evening.
How would that be handled?
Why can't we maybe re-look at that decision given HB 900?
Well, certainly you can.
Right, that's within your prerogative, guys.
I'm not trying to limit you.
I'm trying to get you to your ultimate goal here.
Yep, thank you.
Because that is what we have books
that have been challenging grievance policies last year
that should not be on the shelves per this new law.
So I find that is in congruence, correct,
as of September 1st?
Okay.
And on the – sorry, go ahead.
I'm so sorry.
No, no, no.
I was trying to – I had a couple of questions, and then it veered off.
So anyway, I appreciate everything that you're saying, though, Mr. Graham, about this.
But I wanted to say when the vendors – so I went to the legal thing by Walsh-Gallegos at the summer leadership.
and they said that the vendors are going to have to go back and look at all the
books that they've ever sold to us and rate all the books so what I would like
to say and I don't want other board members get to get mad at me but I'm
just saying this if they're going to have to do this anyway that's going to
be at a big expense to the vendor and not necessarily to the administration so
So I appreciate the fact about the auditing and everything,
but the vendors are supposed to do this, and until they fail us again,
I don't know what their process is.
Maybe we need to look at that and when they're going to start and all that
and how that's going to look when they pull it,
because I don't have all the clear information about how they're going to do it and all that.
I just know their deadline, which I think is April.
Yes, ma'am.
So I just wanted to say that.
and then the only other thing I'm gonna say and I'm gonna be quiet and then all
y'all can say all the things you want to is on page three of this law and M G I
just wanted to state this but it says prohibits the removal of material based
solely on the I ideas contained in the material or two that is one or two
personal background of the author of the material or the characters in the
the material. So, in other words, what it was kind of stressed to us in that training
was that ideological type books cannot be removed, like just based on ideology. And
I even specifically asked the question, because I know that we're not supposed to teach CRT
in our schools, but if a CRT book was in the library, could it remain in the library? And
And the answer they gave me was yes.
So I just wanted to tell you that that's what they told me.
I actually went to two trainings on that,
and I asked the same question both times just to see if I could stump somebody.
But they both gave me the same answer.
So I just wanted to.
Who taught those sessions?
Huh?
Who taught those?
Washington, Gallegos.
Legal people.
Yes, legal people.
Attorneys from there.
there to two different attorneys told me it two different times yes I think you've
you've said two different things here you first you talked about vendors I
think that was we talked about legislative intent I think the tent of
the legislature was to defray some of the cost and burden on the school
district to the vendors that are making money selling us the books and saying
hey you want to continue to do business in the state of Texas with school
districts you have to you have to jump through these hoops that certainly
doesn't mean that we can't be proactive and what we're doing first the second is
ideology you talked about books being removed ideology because we're in 1982
Pico Board of Education versus Picos we have over 40 years of Supreme Court
precedent which specifically talks about ideology not being a reason to remove a
book so that's basic with that law it's just a restatement of Supreme Court
precedents
mr. president let's go ahead and then we'll just move on after this I think
got a good discussion really good i just want to go back to the warehouse conversation that we had
um i don't have an answer on a couple of my questions so before we get there let me ask
you this how many elementary books have been removed for pervasively vulgar or whatever reasons
do we know how many elementary books have been removed i don't have that figure i don't know
Okay. Aren't our concerns mostly in the YA category?
Correct.
Yes.
So, and how long would it take to review the books?
If you put all the books in the warehouse, including all the elementary books,
how long would it take to review those, do you think?
I'm just wondering how long kids are going to be.
It's a good question.
I don't know.
I couldn't tell you tonight how many books are on the book order,
how many books are coming in.
so without knowing all those things I can get that information to the board of
on our current order that's coming that has nothing to do with Youngblood or
Fountain Elementary okay remember they're gonna get their books to have a
library on the current order of other books that are being distributed let's
say to our other 70 campuses let me find out what that number is and let me see
if on that order it breaks it down between elementary books and secondary books so i can
tell you what that is if the board's telling me tonight that you're not worried about the
elementary books that are on order then i can treat those differently when they hit the warehouse
but i don't know how the board feels about elementary books versus secondary books
i'm worried about all of them mrs calhoun referenced in elementary books i just don't
know what they are we have books that i have books that have been told to me by parents from
bullman elementary that support um sexually alternative lifestyles i'll say uh that are in
elementary schools right now uh they're elementary schools that have pride sections in them that we
have been told um by grandparents and by parents so yes elementary middle school high school all
of them but but miss mrs calhoun what what they said was the pride books we can't do anything
about and there was no age appropriateness i also asked that question also i said i asked was there
any kind of like age level appropriateness to the books and they said no may i make a
recommendation here let's not debate the policy right now uh you know in terms of what the policy
is going to look like we need to work let's work on the policy we're going to change the policy
We're going to pause purchases of books.
The Board is going to look at whether it's for the next meeting or the following meeting,
whether it be amending the policy or circumventing it temporarily, where we can have up and down
votes on the books, all of the above.
But I don't think we need to debate what the policy is going to look like right now.
We do have an email that I've received from parents that does have a list on the book
order the current book order that you're referencing dr gregorski and that has a list of
these books that's already detailed um that she has found and so i can forward that email to you
um mrs mcfarland has done a lot of that homework for us so you can again check it peer check it
if you want to but we do have a list from our current book order yeah i can go ahead and like
Like I said, I'm going to redirect that entire purchase.
It'll go on the shelf in the warehouse,
and it'll sit there until I get further direction from the board
on how they would like me to review those books
before they hit our campus shelves.
Dr. Gorgarski, do you think it would be hard,
it would be time-consuming to get a number of books that have been removed?
No, that's an easy thing.
I just don't have that with me tonight.
Okay, could we get that?
I just think our community might be interested in knowing.
What?
Mr. President, have we given clear direction that we want all of those books held?
We want all of the books held?
I would think secondary books over elementary,
because the elementary books described are ideological,
not sexually pervasive or vulgar, pervasively vulgar.
I just want to make sure that we are in keeping with the policy
that this board has set for itself.
We don't know because an audit has not been done in that vein.
So just for due diligence with the law go ahead and audit it shouldn't take long
Yeah, how long right?
Before we say shelving all the time. I mean, I don't I don't think right now
There's any urgency per se on these books that have been ordered. What's the urgency? I mean, let's let's let's let's go through the list
Let's go through the list. There's no urgency
There's schools not on right now.
And we can, based on the titles, or where they're, etc., we should be able to tell pretty
quickly.
I mean, it's not public science, I don't think.
MS.
Very basic.
And kids are not going without books.
Our libraries are full.
I mean, there's plenty of books, thousands of books, great books they can read.
MS.
I appreciate that, Mrs. Cuzela.
We also have spent a lot of taxpayer money on the investments, and then librarians use
the early days of the school year and maybe part of the summer to to incorporate those into
libraries so i'm just trying to be mindful of everybody in the process when um but i'm sure
dr grokowski will get us that information and i appreciate very much the robust discussion tonight
thank you everybody uh thank you mr graham yeah i think we this was a good discussion and i think
we've got some pretty clear uh directives direction moving forward i will tell you miss calhoun
You talked about what was the advice in the past.
Again, that's tailored to the objectives, obviously, of the board that's sitting.
And so now you have an opportunity to affect that process and weigh in on it and develop policy moving forward.
And it sounds like that's the direction that we are headed.
Thank you.
Thank you.
Thank you.
9.1 Discuss and consider Board approval of the 2023-2024 UIL Student Accident Insurance proposal.
We'll now move on to 9.1, which is discuss and consider board approval of the 2023-2024
UIL student accident insurance proposal.
The presenter is Lawrence Nauman, Director of Risk Management.
Good evening.
Good evening.
Good evening.
Is that better? Thank you, I apologize. I'll start over. The University
Interscholastic UIL accident policy is paid for by the district and
provides supplemental medical benefits for accidents incurred by students who
participate in UIL activities such as athletics, fine arts, and career and technology education.
The plan is secondary to any other insurance participants may have and includes a supplemental
catastrophic policy. State law allows school districts to purchase this type of policy,
but it is not necessary. Recently, risk management completed an RFP process for this type of coverage
with four vendors responding and supplying options to review.
As a result, the incumbent carrier, the brokerage store,
was selected as it provided the best value for the students and district.
This insurance also provides voluntary accident insurance for students,
which includes at-school or 24-hour coverage with or without dental coverage.
Those who elect this coverage pay the associated premium directly to the carrier.
A unique feature of this program is the concussion management program for UIL and CTE participants.
This program will be conducted virtually with parents and guardians having the ability to
consult with a doctor about concussion related symptoms for up to five visits for free.
The renewal premium as proposed by the brokerage store for 23-24 will be $314,689 with $298,750
$1,950 in associated premium towards UIL coverage and $15,939 applied toward catastrophic coverage.
The UIL policy provides for student growth and success by providing the district paid insurance for student accidents while participating in those related activities.
For students without insurance, the plan acts as primary.
The authority to purchase this insurance is granted through FDD legal.
It is recommended that the Board of Trustees approves the 2023-2024 Student Accident Insurance
Proposal for UIL events as well as catastrophic coverage proposed by the brokerage store for
up to three renewal options as agreeable by both parties.
I would entertain any questions if you have them at this time.
Board members, are there any questions or discussion?
This is Vice President. I have a question. Do you know, I had asked how many claims had been made over the past three years just for a ballpark data figure.
And I've got your email. So it's roughly 209 was last year. 209 claims total out of 95.
5,000 kids
Do you know of those 209 how many of those students this was their primary coverage by chance?
Versus secondary because that's though honestly, we don't we don't track that
That's that's left up to the insurance company to handle and adjudicate those claims. Okay, so 209 claims
Let's say that's our same number this coming school year
$314,000 to cover those 209 claims so $1,500 per claim is what I calculated
It comes to that. And I would remind the board, too, that this coverage provides a schedule of benefits. It's not like secondary health insurance. So there's a schedule of benefits for physical therapy, for office visits that is designated. And it's limited by modalities or frequency of use. It's just not complete.
than you would think of in terms of health care.
Okay. Thank you.
Mr. President.
Question.
I move that the Board of Trustees approve the 2023-2024 UIL student accident insurance proposal.
We have a second.
Second.
I second.
It is moved and seconded.
that the Board of Trustees approves the 2023-2024 UIL Student Accident Insurance Proposal.
We will now proceed to vote.
Board members, please record your vote on the screen via your keypad.
Motion's approved. The motion's carried. The ayes have it.
The next item of business is to discuss and consider board approval of the KD Independent School District Compensation Plan for 2023-2024 school year.
9.2 Discuss and consider Board approval of the Katy Independent School District compensation plan for the 2023 - 2024 school year.
Presenter is Brian Schuess, Chief Human Resources Officer.
Welcome.
Good evening, President Perez, Dr. Gorski, members of the board.
Tonight, presenting our recommended compensation plan for the 2023-2024 school year.
So I just want to start out, just give a brief presentation, brief overview of compensation plan development and the contents of the compensation plan.
You do have a compensation plan in your agenda this evening.
You can't talk about compensation plan development without discussing market analysis.
That is something we do, obviously, on a yearly basis.
And really, development of the compensation plan is a year-long process.
It's not something that, you know, I say this a lot, but it's not something that, you know, we pull out of the drawer in April and say, hey, we've, you know, got to get this ready for the board's approval in June.
This is a year-long process that we are constantly looking at because we're constantly receiving new information from the market, whether it's for teachers or for benchmark positions.
So we do look, you know, when we talk about compensation, we talk about pay increases.
We do have a lot of conversation about teacher pay.
Obviously, we've got to take care of our teachers, and that's half of our employees in this district.
But we also look at benchmark positions as well to determine market competitiveness.
I'm looking at that, and I've got some charts a little later in this presentation and the next to graphically show you that.
But I would like to say, based on our analysis for this year, that the district is market competitive.
Last year, those of you that remember, we did do a comprehensive pay system study, had an outside group come in and do that.
The report was good, but some recommendations for improvements were made, and we made those last year.
And, again, feel that we are still market competitive in the district.
So you're talking about your teacher hiring scale.
That is what, you know, when we hire teachers or teachers as they gain years of experience, that is how they are paid.
Also contained in the comp plan are your district pay grades.
And that governs pay for all other jobs in KDISD.
We do a stipend review.
That's a rotating review.
This year was academic review.
Next year, I believe, is fine arts.
And that is incorporated into the comp plan.
And also the incorporation of all of our campus and additional department staffing that we've already done this year.
We took campus staffing in March and additional department staffing in May.
You've got policy and benefits information in there as well.
And this year we did add some language.
It was discussed at the last meeting, a concern.
And again, one thing I want to point out, actually the framework of the compensation plan that you have in your agenda packet, that does not include a raise.
We'll be talking about raises in the next agenda item, but the compensation plan you have does not have framework for a raise.
So the teacher hiring scale and the district pay grades, those pay amounts are going to be currently the same as they are 22-23.
But we did include some information that we discussed last week, a concern.
If pay raises were given and then there was a statutory requirement later on in the summer to give an increased pay raise, that anything we do tonight or within this compensation plan would be incorporated to whatever statutorily we were required to do and work with Mr. Graham on that language and that is included in the compensation plan.
In the district pay grades, there are some yearly adjustments.
We do reclassify positions.
We get recommendations from cabinet members and departments for positions that have taken on more duties, maybe more supervisory responsibility, where now the recommendation is, hey, I've got this position.
I've got to rewrite this job description because this position really aligns with jobs in another job class.
So we do review that as part of the compensation plan as well and
And and the ones that are included in the compensation plan are the ones that we are recommending to move forward
So one thing I'd like to talk about again, you know, we talked about a teacher pay a lot
We're talking about compensation plans. I know you've seen this but I like to point this out. This is
something that we that
This is a sorry
This is a comparison to region for KDSD compared to region for where we currently are in
22 23 the blue line is kdisd so you can easily see that kdisd is above the market median when
we compare that to region four and the number of school districts contained in this comparison is
39. um so we need to keep that in mind as we move forward in our in our discussion about raises but
above that market median this is another chart that shows comparable district market analysis
for 22 23. this is currently where we are it's a little difficult to see but you can see there's
a light blue line in the middle of that graph and that represents kdisd in comparison to the
districts at the bottom of the chart you can see we're just right almost smack dab in the middle
of the you know maybe a little bit above the middle but uh really right down the middle of
that chart and that is uh that's currently where uh where we are and that's so that's kind of high
level overview of the compensation plan its contents and and and how we develop that moving
moving forward and we'll take any questions.
Mr. President?
Go ahead, Mr. Chairman.
Mr. Shush, forgive me, but I'm a little confused here
because we have 9.2, which really isn't a change from last year,
and we have 9.3, which talks about the increase.
So what are we actually voting on on 9.2?
To me, this looks like it's just a presentation.
Okay, well it is a presentation. Yes
You know there there are some adjustments when I talked about with the district pay grades
There are some positions within the district pay grades that have been reclassified
so so that adjustment has been made in this compensation plan, but
And there is some new language talking about
If there are statutory requirements to issue a pay raise later in the summer if the legislature comes back and does something
But you're correct when it comes to the teacher hiring scale and when it comes to salary amounts and teacher pay grades
Those have not been adjusted in that comp plan because we're going to discuss raises in in the next and look
Can you I'm sorry I understand at nine point two
We're approving the overall compensation plan nine point three deal deals with just a company increase compensation increase
Correct once the board decides on the compensation increase if there is going to be an increase
we take the compensation plan that's been approved and apply that raise of what the board says.
If we do it the other way, I mean, I don't know what compensation plan to bring to you with the raises until you tell me what the raises are.
That's it's been different in the past because when it's a non legislative year, the board generally will approve a general pay increase like in May and then we'll apply it to the comp plan and bring it to you.
It's just unfortunate with the legislature and everything that's going on. We have to do both actions in one evening
It's like dr. Gorski said we will adjust the compensation plan accordingly
If if a raise is approved, so this this nine point two is not
The same thing as nine point three so no me do this and then yes
I'm in a little dude and then the race discussion will be in nine point three. Yes
Yes.
We are approving what's 9.2, we are approving what you sent, which was the stipends and
so on.
Correct.
Yes, sir.
The rest of the plan.
Yes, sir.
Are the stipends listed in here?
Yes.
Can you point those out to me where to look?
So they are in the back of the plan.
You've got your job classifications.
You've got some policy.
Policy page 24.
Yes.
I just need to see, did we include the ECSE?
Yes, ma'am.
Okay.
Yes, ma'am.
And how much of the stipend are they receiving?
I believe that's $3,000, but I will get that for you.
Page 27?
26 and 27.
Let me go to that.
In the middle?
Page 24.
page 24 no I just want to see that one yes 3,000 okay 3,000 all right so I just
wanted to make sure of that thank you very much mr. president can I ask a
question if we're voting on Stella thank you the stipends list I was speaking to
a teacher I thought she had a really great point I'm curious have we ever
considered giving a stipend to teachers who are teaching to the state standard
standard test. They have a whole lot more work. They do extra tutorials. Has that ever been
discussed? I mean, as far as teachers, they're teaching tested subjects. So an algebra, math
teacher has a whole lot more workload than a Spanish 2 teacher, for example, is not STAAR tested.
Right. That's not something that we've addressed in the past. I mean, it's something that we could
look at if directed by the board. I do understand the comment, certainly.
What I would add to that, Mr. Schuss, is although we don't have stipends for our star-tested areas, the subjects, we are moving towards Phase 2 of our teacher incentive allotment.
Absolutely.
Which would encompass all those folks.
They can already get an additional payment through Phase 1, and Phase 2, based on the growth measures, they will be able to get additional money as soon as we get that in place.
Okay.
That is the TEA's program, correct?
Yes, teacher designation or local designation system. Yes, I feedback was it's just
Slightly complicated a lot to keep up with and a stipend would be a lot easier for a teacher. I understand that
The one benefit though of the TIA versus the stipend if we do the stipend it comes out of our GOF
The TIA is from the state monies. So that doesn't cost our district any dollars, but I agree
It is very cumbersome and it's been a real challenge to put into place
But we're almost there great and if we can help the teachers in any way
Completing that that'd be awesome. Thank you
Mr.. President of a question miss Fox so you made adjustments within the
Levels oh ones oh twos oh threes. Oh sevens of each one of those
Did you send us a list of what changes were made? I believe dr. Gorski did send out a red line version of the comp plan
I believe that was on Friday version.
Got it.
Okay.
Thank you.
I've been changing.
Yeah.
I did read that.
Okay.
Thank you.
Any other questions?
On 9.2, we're talking about 9.2 only.
The comp plan, the overall comp plan.
Are you ready for a motion?
Mr. President, I move that the Board of Trustees approves the KDISD school district compensation
compensation plan for the 2023-2024 school year.
It is moved and seconded that the Board of Trustees
approve the Katy Independent School District Compensation Plan for
2023-2024 school year. I will now proceed to vote.
Vote members, please record your vote on the screen via your keypad.
You guys have it, and the motion
is adopted.
Yeah, that's it.
You don't have to.
The next item is 9.3.
9.3 Discuss and consider Board approval of a compensation increase for the 2023-2024 school year.
And the presenter, again, is Mr. Schuss.
Is it Schuss or Schuss?
Schuss.
Schuss?
Don't worry about it.
You can imagine I get everything under the sun with it.
I heard you pronounce it differently when I was pronouncing it.
We've actually had this conversation probably two or three times in the boardroom.
Okay.
And we're going to discuss the approval of a comp increase for the 23-24 school year.
Okay.
So employee raise recommendation for the 23-24 school year, and as stated in the last item,
we will adjust the compensation plan appropriately within approval.
So administration's raise recommendation for the district is a midpoint salary increase of 3% for all employees.
That 3% raise impacted teachers and the teacher salary scale, again, a major part of our discussion when we're talking about pay increases.
That leaves us with a starting teacher pay of $62,400.
We're currently at $60,700.
So starting teacher pay of $62,400 I think is pretty impressive for the district.
I would like to show, we saw this again, so I guess the only reason I'd like to talk about this one more time is that if we are able to approve a raise,
I certainly feel comfortable that we are going to maintain our position in Region 4 as being above that market median.
But a couple of other charts that I'd like to show you.
So these are our neighboring districts, and we know what these districts are moving forward with with employee raises.
Now, this first slide is where we are with teachers, 22-23, so where we are currently today.
day and you can see that same blue line just under the top line they're just under the top yellow
line but it is pretty much in the middle of that chart okay that is that is where we sit currently
today this next chart shows you that with a three percent raise for teachers we move i mean right
near the top of that uh of that group of folks and group neighboring districts and this chart does
incorporate what they have done with raises as well so I think that that puts
us in a really good place taking care of our teachers but you know also taking
care of our other employees as well we certainly got a stay market competitive
with teachers but that net market competitiveness extends to other
district employees one thing I think important is to talk about and I'm sure
then there'll be some discussion but uh just to revisit our uh teacher retention and our turnover
okay uh you know we know we we're trying to retain and and you know everybody's fighting for the same
folks with this nationwide teacher shortage but we're trying to attract retain and hire the highest
quality candidates possible a lot of pieces of that puzzle pay is certainly one of those pieces
when you look at turnover compared kdsd compared to the region in the state um we look pretty good
We would always want that number to be lower, okay, but looking in comparison to the region and the state
We look we look in good shape also looking at how we compare to other local districts. We're on the far left over there
Also in good shape compared to other local districts when it comes to turnover
Like I said, we always want to do what we can to try to get that number lower
But I think all of these are important to keep in mind as we move forward with with with the raised discussion and then
And that's what I have as far as the presentation goes.
I'd just like to make a couple of comments here, and that is,
and thank you so much for that and for that work.
Because, as discussed earlier, we haven't gotten an increase in basic allotment.
Therefore, we have to be driven really by what our budget looks like.
And our budget is, any raise that we give is going to take us into deficit territory.
As we know, we're going to have a budget deficit as we look at these raises.
And, of course, what we need to do in that case is to really be focused on the best use of our dollars, if you will,
because every dollar takes us into a deficit situation,
and therefore we need to be focused on really rifle-focused on especially the teachers
and make sure that we're competitive on teacher salaries.
and other people that need the raises, if you will.
So I'd just like to make that comment that whatever decision we make,
I think it's going to take us into a deficit situation,
which is something nobody's happy about, to do that.
I think that's something we could consider,
given the fact that we do have a healthy fund balance at this time,
time, but also that we make sure that we address, and I've heard from the administration regarding
the possibility that any deficit that is created could be overcome or could be mitigated over
the course of the coming year.
And so that's something that we're, you know, if we go into a deficit situation, it's going
going to need to be something that we look at on a temporary basis and that we try the best we can
to make up for it over the year and mitigate it over the coming year because we can't we can't be
doing this again like a second year and just kind of continue to run deficits so given that background
we really need to be focused on on uh you know rifle focused on where do we get our most bang
for the buck in terms of focusing on teachers and those that are working with
kids in the classrooms and and really focusing on our efforts on that on that
group as well as others that they're supporting the teachers and also others
that that need to pay increase like like hours for example so I just want to make
that comment that it's critical that we be rightful focused on particularly the
classroom in terms of as we look at salaries as we look at because we know
that every dollar we spent is going to be further into deficit territory if you
will and that we need to do our best to overcome that deficit over the course of
and I know it's been done before but I just wanted to kind of make that that
point mr. comments or questions yes mr. president I appreciate what you're
saying but I want to I want to say something else until a year ago I have
been sort of bring it look papers I've been collecting over the years and until
a year ago in region four we were ten from the bottom of 42 school district
and then last May or June or whenever that was we gave the 5% raise to the
teachers and we moved to the top and so i agree that i would like to stay at the top at least
with the teachers um it i know i feel a lot better but i just i just want to make that comment that
you know i appreciate what the board has done in the past i'm hoping that the board can continue
to um make sure our teachers are well compensated but i also want to add one other thing i am
hopeful but of course this is just a hope and it's not really a guarantee
that the ADA incentive works and you know we get those millions of dollars
back somehow and I'm also hopeful that something positive will happen in our
general session although I realize that's just a hope it's special session
I'm sorry that something positive will happen and
So I know that's just dreams, but you know, that's what I'm hoping for
Any other questions, mr. President, I have a couple of questions
So last I think most people understand this but last year we had 8% inflation
We gave teachers roughly 5% was it 3% salary increase and a 2% lump sum
That was 5% salary.
Okay, 5% salary increase.
So this year, and that's not been recovered.
We don't recover inflation.
And this year we're now at a 4% inflation as of May this year.
So I would love to see at least to match inflation rate instead of a 3%, a 4%.
It's just a comment that I'd like to say.
And I don't know why we don't incorporate that.
Have we ever – why are we going – I know TASB recommended a 3%.
Where does the 3% come from?
From this year's recommendation?
Uh-huh.
I mean, yeah, I mean, we would love to do more.
You know, I think when we're looking at, like what Mr. Perez was speaking,
that as we give a raise that we're going into a deficit budget
and how much are we comfortable with not knowing whether or not the legislature is going to approve.
So, you know, I think when you're talking about the 3% this year,
I think you're talking about really a budget concern.
certainly we would love to keep pace with inflation I mean that that I mean
it's it's four percent as of me right okay and I think this has been asked
before but the bump and pay for every five years or terms of service because
right now a new teacher is only making five is I think it's five thousand less
less than a 10-year teacher?
And that's not going to change.
There's no bumps in pay for tenure on any of this, correct?
I mean, that was not scheduled in with the compensation plan.
As far as the pay ranges, they were staying the same.
We would just adjust those depending on the raise.
So, for instance, I mean, the scale would just move in concert
with whatever the raise is.
Like a 3% raise for teachers, $2,145.
So just imagine moving that scale up $2,145.
If we incorporated the BOMS and pay, wouldn't that help with teacher retention and keep our…
I don't disagree, Mrs. Cazale.
Again, it's just how comfortable are we with budget deficit?
How far are we comfortable going into that?
And then, of course, we can have all these conversations.
I don't so that right and so I guess that you know, but I sure yeah
Miss mr. Perez, you know, I'm gonna have to say something about this
The bump and pay thing, you know, we've had that and I I know what I agree with what miss Cazale is saying
But what happens is is if you do that in a certain year and then you can't guarantee you're gonna do that in the next
Year the next year next year
So what happened is in the past when they would do that, there would be a teacher, let's say in year, I mean I have a list of them, you know, but there were several times there was a teacher that got paid substantially less money than the year after her or him.
and they could never catch up because the board would never re-approve another
thousand dollar raise or whatever it wasn't like every time you have year 10
you're gonna get a bump you can only do it per year you can only vote on that
this year and the next year to do it again the next year to do it again so
it's not a permanent thing so people were really upset when they were in one
year behind and making $1,500 less than the year ahead and only $30 more than
the year behind and um finally that got fixed and unless we could say something where like it was in
a policy that every time you got to the year 10 or year 20 or whatever it was you're going to receive
the certain amount of bump you know like it was in the policy it was a permanent thing
otherwise it's not a permanent thing and that's what happens well i think yes
if you were going to do if we were going to do something like that yes i think you
would make it permanent within the compensation plan right i mean within the teacher hiring scale
that that would be the appropriate way to do it so i want to i want to just make one comment uh
miss gusella the i mean i think i'd love to do the four percent for teachers but every one percent
is like four like four five five million five point and so that's that would be a significant
number um from a deficit standpoint uh to go with the four mr president i move that the board of
trustees approves a compensation increase for 2023-2024 school year as follows a three percent
of the midpoint pay raise for classroom teachers and for all personnel included in i o o pay grade
and a three percent of midpoint pay raise for all hourly personnel of the district and a one percent
of the midpoint pay raise for all other employees is there a second i second the motion
Can we have some discussion on that, please?
Absolutely.
Okay.
So I just want to make sure I know all this.
Let me get my figures here.
Where is...
Let me go back to my...
I'm going to have to go back and look at the compensation.
Okay.
Well, I have it all totaled up for you if you want.
No, I don't need a total.
I need I'm gonna look and make sure who were who were approving in the
compensation package okay I wouldn't just say I would just be waiting for
that I believe that this this motion results in about a correct me if I'm
wrong mr. Smith about a 15 million deficit it's a 15.5 I don't know what
the recommendation was I haven't done the math on that we have a motion mr.
president yeah we know how much savings it is by decreasing that last that last
last point down to 1% from 3% is the is the bang for the buck there or is it a
2.6 million 2.6 million is that worth saving 2.6 million dollars for what that
communicates to all our other employees that we are not valuing them as much I
have a discussion i don't think that i don't value them i think i think my focus is student outcomes
and i think i like seeing the money go toward the closest to the student
okay i'm sorry i finally have my thing i'm sorry so i'm going to make sure i get you so all the
hourly so the motion was to prove for all the hourly all the i hundreds is that correct which
includes teachers and anyone else I 100 I 100 I'm sorry and so everyone else is
going to get a 1% is what is what the motion is right now I just want to make
well that includes the hourly employees okay mr. go ahead and everybody else for one person so to
the sorry um to mr. Redmond's comment we're talking about the however what what was the
savings Amy I'm sorry 2.6 million so what was the
the daily attendance cost going to be.
I think it was like $2.7 million to the district.
So we're looking at the incentive plan for our ADA enrollment incentive plan,
which was $2.7 million.
So if we don't save the $2.6 million and then we add another $2.7 million
and then we just keep adding and adding and adding all of these things,
the deficit only continues to grow.
but if we pay for the ADA incentive plan, if my understanding,
and then we make the money back on the hopes and prayers that people bring their kids back to schools,
then we make the money back in doubling it and the $5 million that we get back.
So there's a lot of math going around, and I'm just curious on why, if we can make the savings,
We're still giving a raise.
It's just not an in-classroom raise that we can't say, yeah, we have to make some cuts somewhere and they're going to be hard.
But we're going to try to make that up.
And this isn't a permanent across the board forever.
You're never going to get a raise.
This is just a temporary right now this is what we can do kind of thing.
That's just my thought on it.
Absolutely.
I understand that our finance team has already said they believe we can make that up.
We've watched a history of being able to make things up like that.
Last year, we made it, the board did the same thing we're doing now and made a different
recommendation against what admin did.
And we spent an entire year listening to nurses, instructional coaches, librarians come and
say, you don't value me as much as the teacher.
We're doing a lot of the same jobs.
And so I know like our district we all want teachers like we all value teachers like nobody is claiming
We don't but we've got
people that are working in this building here that they don't make as much as a teacher and
they're not included in that and so but but they're still putting valuable effort into our kids and
for
For two million dollars the question would be right and so the
The attendance incentive is not paid out if the district doesn't hit it and generate the money, unless I misunderstood that.
So it's not continuing to dig a steeper in a hole.
Yeah, so this is my question.
I mean, that $2 million last year, I think a board member made a comment that said, well, if we're going to do $14 million, we can do $16 million.
If our finance office, our finance team, who's one of the best in the state and continues to perform, is able to say we can make up for that,
they have zero track record of not coming through on what they've said.
Not to put that on their shoulders, but I think it's one of those things,
it's a very public thing we're doing.
And if the rest of this room is gonna sacrifice and put effort into supporting
our teachers, right, carrying out an entire new reading curriculum,
literacy curriculum, all those people that are helping carry that out.
I think it's something we should think long and hard about before we do what we did last year
And not learn from our mistakes and try to pit employees against each other on their compensation
So if we can move forward with it, however, we want but I just want to make sure like that was my experience last year
and the conversation we had the year before and why we
Didn't do it the year before and why we ended up having to come back and fix it last year
And so as a as a board just make sure we're considering all those options
Okay, Ms. Fox.
Thank you.
Those are good points.
I think, unfortunately, because of where we are right now,
not having gotten any help from the state,
and as I mentioned, every dollar takes us further into deficit,
I think agreeing to a starting out of about a $15 million-ish deficit
is a big step for this board, as it is.
and you know we're trying to focus on the teachers filling the shortages that
we have they're retaining our teachers and other classroom personnel hourly
people etc and really focus focus our dollars there is not saying that other
people like in this building aren't doing a great job and they're they're
not appreciated but it's just at this point in time until we see whether it's
savings coming down the line or something come from the state that this is really, you know,
we're kind of stepping out, if you will, with agreeing to a over $15 million deficit.
So would that be something if the government did come back,
we'd restore that and then add whatever else we would do?
I don't think I can address that right now.
In other words, just not knowing.
Ms. Fox?
Mr. President, I have a couple of thoughts here.
So I don't have a definitive enough list to see who is included in the I-100s or I-00s or whatever we call them.
And when we did this last year, we thought, oh, yeah, that would be great.
I was all aboard, you know, 5% and 3%.
And I didn't know we left out instructional coaches.
I didn't know instructional coordinators who provide direct classroom impact were left out.
And in this list, I don't know who's left out.
So, I mean, the people who make an impact in classrooms are certainly campus-level people.
Is every person at a campus included in that list?
Because I would say that they have a direct impact on a classroom and on student learning.
What about the support people who come to campuses and who provide support to campuses?
So I don't think our students succeed without the help of everyone.
We don't have the success in KDSD without the help of everyone.
Exclamation point, exclamation point.
point. Then we have to talk, if we're talking about classroom impact, I'm all about that.
I just want to make sure that the list is exhaustive for the people who are going to be like,
what about what I do? You don't like what I do? You don't think I have value? Like Mr.
Redmond said, it's like, you don't value what I do? Come walk beside me and see what I do. And
it took a long time for us to get correct, the people who brought value, value, value to
classrooms because once we make the decision when playing the budget the
whole thing it's really hard to change again so the other thing I'm second
second thing maybe third or fourth thing I don't know where I am the people who
sit around this room could go into the private sector not public not government
and make multiples of what they make here,
but because they work for education
or because they work in a government entity,
they make considerably less than a CFO would make
if he worked at Shell Oil Company or any other company.
So they already make, you know,
so much less than their peers or what they could make,
and so I value what they do.
and the last thing I would say is representative Rosenthal stood right there and said they're
going to bring it back up again the special session will bring up money for education
it's coming back the the governor traveled all over the state spending our money our taxpayer
spare money talking about the values of vouchers, and he's still intent on that, and it's going to
be lumped with if they get that done. They're coming back to talk about it. They will talk about
increased allotment, however that looks. I think they will give us more money. I don't think it
will be anywhere near inflation, keeping up with inflation, but I do think they'll come back with
something. So do we make this decision now and then have to figure out what all that means later?
I appreciate the language, the legal language that's here that says we'll take that into account.
But if we had more of that information, I think we could make a better decision about what we're going to do.
Maybe we get to the 4% that Ms. Cuzela wants.
Maybe we do a 3-2.
Maybe we do a 3-3.
Whatever we do, I think we'd have more information if we gave ourselves 30 more days.
So, Dr. Grigorski.
is it critical that we do it tonight when we now that we've talked about it now now that we know
all of the who we're talking about the list of people that we're talking about could we get
feedback and i just always believe if you're making a decision this important the people
should know what we're thinking and give them time to be like hey you're leaving me out or i
I love what you're doing.
We work for the people, and we haven't had the people we work for and put us here.
We haven't had their input based on the decision we're going to make.
I always believe in a decision this important.
We need time for them to say, you're doing exactly what we want, or what were you thinking?
Because that happened last year.
So I would recommend, Dr. Gorgorski, if our people know that we are going to give them a raise, hang tight.
It's coming.
It's not coming in July anyway, is it?
Isn't this, when does it take effect?
For some employees, it would begin in July, yes.
Which employees?
Employees that, your year-round employees.
The contract people?
A lot of your year-round employees.
Year-round ones.
How much would it hurt that if we wait until our July work-study meeting and add it to that for an action item, which is what, two weeks from now?
Basically, two weeks from now?
It's a good question of how much it hurts to not make that decision, and I'd be hard-pressed to really give you a good answer on it.
It would be the first time historically since I've been back in Katy since 2017 and probably even the time I worked for Katy before that, that we didn't have this wrapped up by June.
I think people would like to know what it is.
I think when there's uncertainty, that leads people to question and think about will they do it?
When will they do it?
I don't know.
it's just the quicker we can get an answer to our valued employees and take
care of our employees that'll probably be a good thing and that's the point of
the deficit part you know I feel comfortable with what we recommended
feel comfortable with that deficit deficit I believe what mr. Rosenthal was
saying I think they are going to examine it sometime this summer I don't know if
they'll examine it in the next two weeks so we I don't know if we had have any
additional information two weeks from now I hesitate to think we would so we
will we will yeah but about any new monies that might be coming and just
using quick math a $200 increase to the basic allotment you know I mean I know
John was talking about $1,000 we're not going to get $1,000 but a $200 increase
to the basic allotment would close our deficit.
You know what I mean?
It'd be $18 million plus coming in,
and that would close the deficit and do what we wanted to do at 3%.
So, like I said.
As for the full funding of the fast-growth allotments,
as in House Bill 100, that full funding would also close that deficit?
Yeah, that'd certainly be helpful.
That's worth about $12 million or $14 million to us.
So, there's a couple unknowns out there that really could help solve our deficit.
They're going to call for another special session between now and then, though, between now and two weeks from now.
We would know what's on the special session and we might know what's being proposed.
Correct.
I believe the governor will call for a special session as soon as the first special session ends, which I think is in two days.
Tomorrow.
Next day.
Yeah.
So.
Any other questions or comments?
Mr. President, I move to amend the motion to delay the decision, postpone indefinitely, I think is the wording from Robert's Rules, until our work-study meeting in July.
I'm trying to think. That's actually a different motion. That's not really amending the motion.
okay I move to postpone indefinitely the decision until we meet in our work
study in July the term is postponed indefinitely but you can have an
indefinite time mr. Graham give me some guidance on this because we have so for
the Roberts rules of orders we have a main motion that has been motioned and
second at this point in time either a motion to amend or a motion for postpone
indefinitely the motion has been made it must be considered first if it has a second
and you have to take it up in that order so you'd have to you'd have to consider the motion
postpone our men first and then go to the main motion but only if it has a second i'll second it
and we can have discussion about that at this time as well
I just think the decision this serious won't be hurt with a couple of weeks to look through it, hear from people, really dive into it and see.
Are counselors on here?
Are principals on here?
Nurses?
They are.
Counselors?
Counselors are not on there.
Counselors are not.
No.
Nurses?
No counselors.
Principals and assistant principals?
I have a detailed question.
is this a specific pay grade that we're voting on yes
and which are in the ioo included in the ios so we're so we are vote we're we would be voting on
the the pay grade yes and and as well as all the hourlies okay so we're voting on ioo all those in
that pay grade right which is we classroom teachers are included in the ios huge list
it's a huge list and there are some who are left out yeah but it's not there
can't not just who are left up you're right there's a huge list who's not on
it that we know sure my mice really suggestion and I was kind of sad I
didn't see so this is something that I got from last year in a presentation and
it lists all the everything you know and it goes by a oh five all the way through
I guess I call it I 10 and it's passive you know little bitty and everything and there's
little jobs that aren't in you know listed in the 3% and I mean I've seen this and but
I don't know if everyone has seen this list and we could reference it when we're trying
trying to make the decision that we're trying to make tonight of all the specific jobs and see it
so you have the list of what is included but you don't have a list of what's not because like in
and I oh one there's all these yeah and it will io2 you know and it goes on I just I understand
the deficit and all that and I don't like having a deficit either but and I
don't like not making a decision tonight either because I know you know like dr.
Krakowski said historically it hasn't been done again I mean done before but I
can also see mrs. Fox's and mr. Redmond's point of view too because we
did live through this last year together and um anyway so that i'm not saying how i'd vote i'm
just telling you my opinion is the motion just to clarify is the motion to postpone decision on this
until next month until the work study meeting until the next work study meeting meeting in july
And you seconded.
Could I have the percentages again of what Ms. Teamey was referencing one more time on the raises that she was referencing again?
Okay, 3% for classroom teachers and all personnel included in IOO, and 3% at the midpoint for all hourly personnel of the district.
and then 1% of the midpoint for all other employees.
Are we ready for a vote on the amendment,
which is to delay until next month the decision
on the conversation increase I would like to ask a clarifying question please
on the motions so we're gonna vote on the one like you said you know the
amendment to postpone or the not the amendment but the motion to postpone so
that vote is independent of the next vote so you could a person could
could potentially vote yay or nay on the other one
and still vote yay or nay on the other one.
If this one passes yay, there is no ..
Right.
But if this one passes nay, even if you voted yay, OK.
If it doesn't pass, then we'll vote on the main motion.
Everybody understand that?
Okay. So on your keyboard, on your press, if you're in favor of postponing or nay against postponing.
So it looks like we have order three, and so the motion is carried to postpone until next month.
Mr. President, to help us make a decision, could we have that information worked up so
we see the exact how it affects our budget with all those people included and not included?
Would that be realistic to do, Mr. Shuss?
That would need to come from Mr. Shuss, putting that together.
But yes, we could do that.
And I'll just close up now that we've delayed it and just say from a financial perspective,
from your CFO's perspective, no, nobody likes a deficit.
But in the times that we're in,
that's what fund balance is for,
and regardless of, that's the right thing to do.
But the structural leadership at the campuses,
APs are gonna try to be the ones
that are administering the incentive plan and everything.
And I'm, from a CFO's perspective,
when it comes especially to those principals,
assistant principals and some of the people in here,
here, not me, forget me, don't give me anything, I don't care. But those folks are going to be
executing that plan, and those are going to be executing the things that we're in hope for,
and they are also subject to inflation. And Mr. President, may I please suggest,
Mr. Shush, you know this paper I'm talking about with all the, can that be sent? Yep, it's actually
included in the compensation plan. You're talking about the pay grades and all the job, all the job
classes okay but I mean but I can send that you know under separate cover so
it's not in the whole comp plan
okay the next item of business is 10 10 10.1 discussion discuss future board
10.1 Discuss future Board approval of the 2023-2024 Discipline Management Plan and Student Code of Conduct.
approval of the 2023-2024 discipline management plan and student student code
Code of Conduct, presenter Sherry Ashorn.
Welcome.
She's a CHARS and discipline administrator.
Thank you, President Perez, Dr. Grigorski,
members of the board.
So you might remember you last saw me talking in January
about discipline related information.
And so here we have for you today,
recommended changes to our discipline management plan
and student code of conduct.
When we talk about revisions and considerations,
it's really a year round process.
I filled phone calls from parents, from administrators, from central office staff, but the real work begins in early spring.
So starting about February, March, I engage in personal campus visits to all of our high school admin teams.
I have committees set up for both elementary and junior high administrators.
I discuss with leadership.
So there's a pretty large group of administrators who have those boots on the ground with student discipline that provide feedback to the plan that you see today.
The recommended changes are the local changes and do not include any legislative updates.
Any changes to law will be reflected in the document that we ask for your approval in July.
Noteworthy local revisions include the transition of the dress code into a visual image,
adding offenses for violating district safety guidelines,
separating fighting and physical aggression from one offense to two separate ones,
and adding permissive DAP placements for engaging in multiple assaults,
engaging in significant health or safety hazards or violating the district safety guidelines
so at this time if you have any questions i'm available mr president may i please ask some
questions okay um you know i'm always going to ask questions about this but on the dress code issue um
so i've received some criticism for asking these questions about dress code but i'm just going to
go ahead and say it again. Do you think that the visual display, the picture, is going to help
enforce the dress code? So what we found, this image is actually based on a pilot. Some of our
secondary campuses have actually created a similar icon, and they have found it very successful in
having that visual for parents and students to provide an easy and comprehensive way of showing
what isn't isn't allowed. So maybe we could make some pictures of those and
put them around the campuses or something I don't know. This dress code
image? So I think that's the plan. Okay. So we hope and you'll notice in the dress
code there's a blank space in the upper right hand corner so we anticipate that
campuses will have the stick figure in the color of their team mascot colors
and their icon on the top so they could order those from print shop and show
them on their campus for consistency.
Well, I love that, but I just want to say that the criticism is that this seems like
a minor thing, but to me, if you're not following basic rules, which are easy to follow, then
you're not going to follow the bigger rules.
Also it is disruptive to learning.
One of the very first pages in the discipline management guide does say that we don't want
to disrupt learning.
the other thing I want to say and I ask this every year also and I don't know if
this is up to you or not but I would love it if we could see the discipline
management plan changes way before you know a month and a half before school
starts because what I was told when I was a new trustee was that you couldn't
make any changes or recommend anything to the discipline management guide this
close to when school starts because it's already you know we're already gonna
have to print it and everything so it's it's way too narrow of a time to make any changes if we
wanted to so i've asked for this continuously every year um so i'm just going to ask it again so
trustee champion yeah excuse me she brings up a good point why don't we get it earlier
So especially in a legislative year, it's usually later so that we can encompass some
of those changes that are happening.
I can think in my head right now, one change that's probably going to be reflected in the
copy you'll see in July.
And so that gives us some time to look at what the implementation of that looks like,
make sure we have the wording correct.
And it gives us time to really evaluate with the campuses at the end of the year to have
kind of comprehensive recommendations to consider for June.
June. So we used to provide this only at the July board meetings, I believe. And we started
a few years ago with the trend of having it that month earlier, because we did hear that
there was a need for discussion to look at it sooner. And so that was kind of our way
of trying to accommodate the time to consider the changes, but also make sure that what
we are providing is the final true copy. And we're not having to come back later saying,
oh, well, this special session signed this law that made these changes. And now we're
back here again trying to approve it so that when it's done it's final and campuses and parents have
have good copies okay i appreciate that but there are some things that you may already know about
before the law has changed and maybe it could be presented to the board of trustees not as
necessarily a vote but just something for us to review um months in advance so that we could at
least know what they're going to be you know that's we can certainly take note of that i have
a question um so i read the discipline management plan and i do have to agree with trustee champaign
um i don't necessarily let me make sure that i understand it correctly are you just giving the
visual representation of what is appropriate in terms of dress code and we're just doing away
way with the um the wording the we're doing away with that completely that is the recommendation
that chart that you see will be deleted and it will be transitioned to this visual um kind of
comprehensive icon can we not do both certainly as the board if you want to keep both that's
something that we can facilitate just to have um clarification on sometimes teenagers need
need further clarification so that rules are very black and white on what is approvable and what is
not. So having both would, I feel like, be helpful for parents and teens who like the visual
representation but also have it in writing of what you can and cannot be dressed in to come to school.
beyond that I had a question about the this wasn't a change that was made but on the
telecommunications part of the discipline management plan is that ever going to be
addressed in any way in terms of any changes to what is allowable for students carrying devices
devices in school and when they are able to be used and to what degree that requires when
that's being misused. I don't know how to say that. What do you do when you have current
constant abuse of kids on their phones? This is something that I hear about from parents is the
the technology overuse is only being pushed further
because there doesn't seem to be a backup and discipline
from telecommunication from phone use.
And when I looked at the plan, it's
kind of weird because it says that you can't have your phone
out in the classroom, but you can have it out in the hallways
and at lunch.
that I mean we're asking teenagers to like practice some really good self-control and
self-restraint and you can have it out in the hallway but as soon as you step through that
threshold you better make sure that it's put up and don't answer that text message obviously we
can't ask teenagers or parents even at this point to not bring phones to school for safety reasons
and for parents wanting to have contact with their children throughout the day and the day
and age that we live in i'm not suggesting that but it just seems uneven um so is that
something that is obviously we're not changing it now but is that something that's on the
horizon to be looked at for families of changing disciplinary measures or what is acceptable use
or misuse of cell phones in schools? Okay, so I think there were a couple questions in there.
I'm sorry, I overloaded you. No, that's fine. So I think there's a couple of pieces there. So the
first question is, do we review that? Are we looking at changing that? Obviously, at this
point in time, we don't have changes recommended. However, whenever I have those campus visits with
with the high school campuses and then our elementary
and junior high committees,
which involve assistant principals,
who are the ones that are formally assigning
that discipline.
The document that you have in front of you says
that only assistant principals can determine
and assign disciplines, so they're usually our go-to
to find that language.
Cell phones are always gonna be something
that we're trying to battle with and find
the right balance with.
And so those are definitely part of conversations
that we have, see how are things going,
going? Do we see a need for change? You know, kind of just some general feedback I got just
thinking about our high schools is our teachers are usually pretty good about having procedures
in place for that language that you referenced in our discipline plan that says you are allowed
to have that cell phone with certain restrictions and that you have to have them within during
the instructional day. It needs to be primarily used for those purposes for education at the
discretion of the teacher and it needs to be in silent mode so we do have some parameters in place
there that protect and honor that instructional time um but at this moment i don't anticipate or
i've not heard a need to further change that and i think the other part of your question is what
happens when students continuously engage in violating those rules right because we have
our discipline management plan but then we also have our responsible use guideline that's in our
handbook as well which also reminds students of you know appropriate use with those devices and
so we have a level two offense for telecommunication devices and we have the level three
and so i think you know when we're talking about just a general misuse of a cell phone that would
certainly be appropriate place to put it after an investigation you know if the cell phone was used
for cheating it could put you know be under that academic dishonesty whatever that investigation
shows might help the administrator decide where it goes.
And certainly any persistent misconduct could technically be a permissive placement to our
alternative school, but we generally try to save those permissive placements for situations
that threaten student safety or are detrimental to the educational process.
But that is multiple level two and three offenses are allowable under this code as it is right
now.
Did I get it all?
We had a pretty robust discussion about three months ago as I recall on cell phones and
Whatever happened with that by the way, I don't think I heard back or there's been no change
Read the cell phone thing is about it's like more like guidelines. It's not prohibition. It's like
You can have the device but only under the direction of the teacher, okay fine
may be used primarily for educational purposes. Devices should be in the silent
mode and should not be distracting. It's kind of like really it's not a
prohibition from the way I read it and I don't know if there's anything changed
on cell phones since we had that discussion, do you know? And the
discussions that I've had have not prompted that there's been a significant
concern and what I've heard is that basically teachers have good procedures
in place or they work with their administrative team on the best way on
on how to curb any of that device use
during the instructional time.
But if you have different language that you'd
like to recommend, I'm certainly happy to take some notes
or you can let Dr. Gorgorski know.
Like level, for example, it says level two.
It goes to level two for the third and fourth
noncompliance.
So is that like in one class period?
Or does the teacher have to write up
each single compliance?
Because then they probably just give up and don't just.
That's to be a non-compliance to get to the third and fourth, or they have to like write it up and submit to document the non-compliances before they can take a cell phone away or remove the device?
It could be. So within the plan, we have level one offenses, which are handled by the classroom. We want teachers to be able to have that ability to enforce classroom rules.
And so once they're not responsive to what the teacher may be sharing, then it can get bumped up to that level two like you see in our discipline plan.
And when it gets to level two, that's when our administrators are formally assessing discipline for it.
And I'm aware of, I'm pretty sure all of our campuses, but I would hate to say everyone, they have processes in place for that where they do document.
and you'll notice that also on level two
is persistent classroom offenses,
so that if there is a student who's not being compliant
or not following our directives in the classroom,
there's a vehicle for them to get to that level two
to have that formal discipline outside of the classroom.
And so they have their own documentation processes.
As a district, we have some samples
of what that might look like,
but they know their team best
and usually have a paper process
or we have electronic behavior referrals
where teachers can automatically submit referrals
and it pops up automatically on the dashboard
for the administrator so that they can go ahead
and begin assessing that discipline.
Mr. President?
It kind of goes out of the hands of the teacher
at that point, it sounds like.
Once it gets referred to the administrator,
since the administrator is the only one
who can formally assign the discipline,
it gets moved over kind of into their court.
By the way, I do agree with Ms. Calhoun
that that chart should be in there as well.
It's much more descriptive rather than just a picture
Mr. Redmond, I was I was gonna share with the board being on the bond committee
One of the should we choose to put the bonds in front of our community our technology bond?
proposes a one-to-one device and
Should make it easier for our classroom teachers to have a standard device that they're not reliant on kids to bring your own device
Anymore and should provide the ability to have a little more flexibility with
with not flexibility, the ability to say, put your phones away.
It's not you don't have to use them in class, whereas currently with some students bringing their own device
and a mixture of not a full, a true one-to-one in those classes, the kids actually need the device.
So our bond is actually hopefully being able to address some of that discipline issue if possible.
Mr. President, I'd like to add on to something that Mr. Rebman said, and then I have another question.
That one-to-one device also kind of equalizes everybody's devices so that, you know, not one person has an i-14 and someone else has a flip phone still.
So everybody would have the same.
So I like that.
But, Mrs. Ashborn, what I want to say to you about the Discipline Management Guide is every time I talk to you about this, I don't have a problem with the way it's written or the procedures or, you know, the guidelines.
lines what my problem is is there is in my opinion they're not being a lot of these are not being
followed so it's one thing to have it's a great document you know i i you know hardly can find a
fault in it but um you know i have friends that have kids in high school and my youngest just
graduated a few years ago and if if it weren't a pro if the cell phone usage weren't a problem
and I wouldn't hear about it, you know, 10 times a week.
You know what I'm saying?
It's a problem.
And I don't know why teachers aren't enforcing the policy that's in place.
I agree with you.
It's there.
There's rules for them to follow.
There's ways that they can get into the children can be disciplined.
But for whatever reason, it's a persistent problem that kids are using their cell phones
while they're taking tests and they're cheating and, you know, all kinds of things.
So I don't know what the issue is.
It's not the way it's written.
Nothing needs to be rewritten.
It's just the enforcement of what's already written is what the problem is.
Just a comment.
I would imagine, to add on to what you said, Ms. Champagne,
I would imagine teachers just get frustrated and just kind of give up on it.
You know, they're just tired of, like, put your phone away, put your phone away.
And they don't want to have to then take the time to, like, document
every time they ask the kid to put his phone away.
I mean, it's a problem.
it's distracting to the whole learning environment so i'm i am hopeful that the bond that that part
of the bond you know will go forward and that maybe teachers can feel better about
just saying to everyone when you come into the classroom put your phone in this bucket whatever
and here's your device you know that's that's another mr president
Mr. Fox?
MS.
I just want to agree with you and Mrs. Calhoun about the chart for many reasons,
but especially like clothing cannot depict or reference alcohol, drugs, tobacco, gang
and field death, violence.
With the chart, it just says you have to cover from here to here.
And then it also gives descriptions of shoes, so it's not like house shoes.
I heard a principal say, oh, we love a pajama day.
We love a pajama day for high schoolers because our kids are so covered.
So I appreciate that.
And I really, really like the visual.
Really like it.
Thank you for that.
I will agree with my colleagues here.
The board does not set policy as suggestions.
We set policy to be enforced.
enforced and one principal said to students who don't like her enforcing the dress code she goes
I don't make the rules I just have to follow them that's my job and someone else who said oh we gave
up on midriffs showing midriffs because just too hard to you know we lost that war well you know
So these are not suggestions. And so I don't know how we as a board enforce it, but I'm sure the superintendent has ideas of how he can instruct personnel if we hear about them. I don't know how you want us to handle it.
it but um you know when you get a lot of comments about dress code to just one of the one of the
many things that are in the discipline management code that plan um so anyway i feel like uh that
can be enforced and and that's up to superintendent to do my question is
i don't know if it falls in here but the thing i hear a lot are the aps and the principals who
who deal with children who have, who are, just have a hard time of containing themselves,
and they're acting out, and they are required by law to only do the, whatever the hold is called,
and someone around here could tell me the safe hold, and then a child flips over and tosses them
onto the ground, and they break a shoulder, or they hurt their elbow, or they're, you know, it's,
our people walk around with slings, and that, and I'm, when I visit schools, and I'm like,
what happened they're like oh we just had a little one who was having a bad day there has to be
something we can do to protect our people these people are there to protect our children and to
make them better and i don't know how we do that but and i know there are things the probably
parents you know dealing with parents are having that and how many days they're restricted to go to
to an AB program and things like that,
but that's my thing with discipline management
is putting that onus to the family unit
to say if your child cannot keep our people safe
and other children safe,
there needs to be something we can do.
I don't know if it's in the DMP.
I'm sorry, is that dependent on a 504 plan
on terms of like with what Ms. Fox is referencing?
Because that's what I thought I read
in the discipline management
as kind of like the delineation there is it depends upon a 504 plan and where you're at on the idea scale of
What that's looking like is that correct? That is a complicated question
So I think you're talking about a CPI restraint and I don't even know what those letters stand for miss Fox
But there is a formal restraint process
Right and we do we do have you know discipline
outlined for any type of assault with bodily injury on a staff member as a local rule you
as a board previously approved that any type of assault even assault by contact as a staff on a
staff member is a DAP placement however the state has also given us additional criteria we're
required to consider one of those is intent one of those is do they have a disability that
substantially impairs their capacity to appreciate the wrongfulness so that's that special item 504
piece. When a student goes to DEP, there's a change of placement. All of these rules roll
into place. So it's a complicated, it's not as easy as an adult got hurt and a student has a
placement, but there are procedures within this plan when adults are hurt for an administrator
to consider an alternative placement. However, it's much more complicated than that based on
the individual student and whether or not they have a disability and the circumstances. So it's
complicated but i understand your concern yes and in addition to that they're disrupting the learning
of the other 21 students in the room when they're flipping desk over and they're clearing the
teacher's desk or they're having their and it happens every day or all the you all all the time
in quotes right that they have this but they're restricted to move the child to a place where they
can have a better environment for them and and mrs calhoun's probably right it probably is a 504
thing but this I don't know it's just the disruption to all the other students
when you have one or two in a classroom that are making it hard to teach and
learn and I'm sure they're questions okay can I just say whatever we can do
as a board or communicate to the staff that when I talk to parents and I talk
to teachers they're concerned about discipline not being the classroom
classroom management policies are not being implemented and on across the
board many schools and if we're really serious about keeping our teachers
especially the experienced teachers we have to take this seriously and we have
to start making the right the hard decisions it's for the kids best
interest as well but we we've got to do better we have to do better when I was
in school we did better when i was a teacher we did better we can do better so mr perez can i ask
dr gorski a question so dr gorski how does that work from your end of that on how you kind of roll
out how to um implement what we're talking about i know that i was a student here i had my cell
phone taken up more times than i can count my parents actually had to pay to get it back
then they stopped paying for it and it was donated so that was a long time ago we don't talk about it
but how do you do that now, however many years later?
How do you support teachers with the aggression, with the abuse of cell phones?
What does that look like on your end?
Well, it depends on which ones we're talking about.
Some of the things are easier to correct than other things.
The issue that Ms. Fox brought up and we've talked about with the challenges
with some of our kids who are special ed or 504 and how all that works that
that's that's extremely more complex like miss Ashburn talked about I don't
have an easy answer for you on things like that of how we deal with that
because each student is different and they're part of their IEP and their BIP
all plays into how the school manages that student in there the one thing I do
like is and we had talked about it as a board is moving towards having a better
district plan on behavior with behavior therapy and behavior specialists dr.
coffee talked a couple of months ago with with the staffing plan of an entire
behavior team that is going to go on to these campuses at the principal request
to help with those types of behaviors we talk about.
And so that's a brand new plan, new team, hired this summer,
trained this summer to go in and try to get those types of more serious behaviors under control,
whether they're special ed or they're general ed, both of that.
So that's one thing.
The other issues you talk about are more of what I would say are common discipline, nuisance things,
You know I mean fighting with the dress code fighting with cell phones or fighting which is general non-compliance in the classroom
Those things have been around since the beginning of time
I expect our principals to work with our teachers
To have those discussions on the campus if there is things those campuses should do if
If it's a priority to address certain behaviors on the campus
They should write it into their campus improvement plan and they should come up with action steps to address those things on the campus
and we would hold those principals accountable for doing what they need to
do in terms of that I just wonder if I mean I just wonder if there's there's
pressure in the part if there's pressure on teachers to not report and there's
also pressure on the principals to not report so I want I wonder about that and
we know that discipline is a huge issue in terms of teachers leaving the
profession and i think this is a really really important area in terms of emphasis is the
discipline is really accountability enforcement across the board i think it's you know uh
probably it's probably different from campus to campus mr president i would like to say that um
i've heard i have heard from teachers that that certain schools they actually
actually sort of get frowned upon for making reports of discipline problems in their classrooms.
So, I mean, I realize that's not, you know, every teacher, every campus, but I have heard
this in the last five years several times from different teachers.
So, I feel bad about that because I don't, you know, I don't know what the solution is.
I know that you're relying on your principals, and then the principals are relying on the teachers to report.
And, you know, everybody's humans, and, you know, not every human is the same.
But they do have, like Mrs. Fox said, a policy that we've created a policy.
I mean, we have to follow the policy.
You know, there's all kinds of policies that, you know, I have to wear my, I don't know, my name badge or whatever.
I mean, we all have policies that we have to follow.
So, I don't know. I just wish that there was a way to make these policies a reality to these kids, you know, and that they would actually get in trouble.
I mean, we probably can't say that word anymore.
They could get disciplined for the things that they do that are incorrect.
correct. You know, they're not following a rule and then they should do step one,
step two. I'm not looking at the things, but they should have all these things
that are already well written implemented. And I don't know, I don't
really know what that, how, how to do that. Thank you. Any other comments?
Thank you very much. Are we supposed to vote on that? No.
11. Consent
So now we're going to the consent agenda, which includes items of a routine or recurring nature.
The board shall be furnished with background material for each item.
All items shall be acted upon by one vote without separate discussion unless a board member wants,
unless any, if any board member has a question on any consent item, agenda item,
or would like an agenda item pulled out of the consent item, we can do that.
I'll pause and just see if anybody has any questions on any consent items.
If there are not, then I'll entertain a motion for the consent agenda.
Mr. President, I move that the Board of Trustees approves the consent agenda for items 11.1 through 11.7.
It is moved and seconded that the Board of Trustees approves the consent agenda for items 11.1,
Through 11.7, we will now proceed to vote.
Board members, please record your vote on the screen via your keyboard.
The ayes have it, and the motion is adopted.
adopted.
We're now moving on to item 12, which is, sorry, 11.7, we approve that.
12.1 Board Legislative Advocacy Update
Item 12, which is information items, and our presenter is Board Member Lance Redmond for
for the board legislative advocacy update.
Board wanted to bring you the final report.
Two years ago we started the process
where our board identified that state board education
sets out one of the requirements of the board
is to advocate for public school children around the state.
And we looked for ways that we could do that.
One of the ways was the trustee advocacy program.
And so there were kind of four steps on that.
Learn, listen, educate, advocate.
advocate. And so what that started out with was here in town, all the trustees worked together on
what does it look like to learn? What does it look like to create a plan? There was a subcommittee
that went and was trained and said, hey, your district needs to create this plan. And so
from what many people in this room participated in, listing circles where as trustees, we sat
down and kind of said, hey, look, we've got two ears and one mouth. We're going to listen. And
And had the opportunity to sit down with students and teachers, parents and staff members and say, hey, what?
There were three questions.
What's been a good experience you've had in Katy?
What's been a not so good experience?
And what do you think our state needs to know?
And so we took all that information.
We came back together as a board.
We voted on legislative agenda, legislative priorities, school finance, state testing and accountability, teacher recruitment and retention, and House Bill 4545.
From there, there was education put out there, social media, website.
We had the opportunity for different people.
The initial, this first year, first time going after it was kind of a grass tops to the grassroots.
So existing relationships that our board had, employees had, community members sitting down with different representatives in Austin here locally.
And we're able to meet with them and share what our agenda was that that plan again was put together with our community.
Yeah.
So we went through presented that we even did it.
We tested a kind of experiment a day at the Capitol where several board members got to participate.
Even in the middle of session, we were able to sit down with some of some some people that were heavy hitters in our in our legislation.
Ms. Fox was able to get us with Senator Huffman, and we sat down and talked with her while they were in the middle of session and were able to share some of our thoughts and concerns about finance.
And so that was there at the end of April.
And then from there, kind of what's next?
So part of it, we look at what bills actually lined up with our legislative priorities.
School finance, House Bill 1 allocated a bunch of money.
but what Representative Rosenthal shared with us today is actually not actually getting spent on
us yet. State testing and accountability. House Bill 1225. So a lot of that was talking about
the A through F system that we talked about today. We talked about paper tests and we talked about
all kinds of stuff. And so 1225 talks about increasing the percentage of paper tests for
STAR. And so that was a legislation that was passed that ties to one of our priorities.
moving on to teacher recruitment and retention again there's a bunch of money set aside but none
of it was put towards what we can spend it on and then you move to House Bill 45 45 was one of the
things we put so this is an unfunded mandate we don't like it you can make it better and so one
of the bills that passed House Bill 1416 it doesn't by any means fix the problem but it
cleans it up a little bit a little bit larger groups parents can opt out on some things less
less hours. So it gives parents a little more say in what's going on. And as a district,
gives us a little more freedom that it's not a super heavy, still an expensive, unfunded mandate.
But so where do we go from there? Really the idea, one of the things I learned the most during this
program was that advocacy is not just at the state level. I think going into it, many of us
had the idea that, okay, this is about listening, taking those priorities to Austin. And I think
it's bigger than that as as trustees i think continuing to do listening circles is a is a
strong recommendation that we continue to do and then figure out a way to take what we're hearing
and communicate at the local level one of the small things locally was this year
right for candidate forum hosting it in a place that that more people can be a part of it and see
moving forward what does that look like with next session legislative priorities
involving more people in the process and hopefully being able to take more people to Austin or have
them engage with our representatives at the local level. So yeah, making it easier for our community
members to be educated and to communicate with their representatives. So we are done. The
trustees that participated have graduated back in April. We talked about what does that look
like going forward and uh there's no more meetings no nothing other than what we as a board and as a
district uh push forwards so that's my update if you have any questions love to answer them
have you graduated i did graduate i have a big pin that says master trustee but it's the size
of a hubcap so i'm probably not ever going to wear it other than my kdi steel one thank you so much
Thank you very much, and thank you for your work on that and the committee's work on that.
So I'm presenting 12.2, which is on board committees.
12.2 Board Committees
We've established three board committees, which are called, one is called the Academic
Performance Committee, the other one, and the charters of the committees are on the
board docs.
I'm not going to go through those.
Academic Performance Committee, Board Finance Committee, and Policy Committee.
And the idea there is to really help the board spread the work out, if you will, have all
the board members involved, and help the board in their oversight responsibility.
So on the academic performance, it's really, for example, to be able to spend more time
in meetings, focusing on student outcomes, and just helping the board in terms of monitoring
performance as far as student outcomes.
comes. And Ms. Fox and Mr. Redman will work on that committee. The committees really are
three members of which the President had the option of being the third member. So Ms. Fox
and Mr. Redman, the academic performance, the policy committees to develop, review and
update policies and Ms. Kozella and Ms. Calhoun are on that committee. And then the finance
committee is Miss Timmy and Miss Champagne. I will also participate in
each one of these committees. So the idea is basically again to help the the board
and its oversight responsibility and be able to assign different tasks to
different members of the board and and just get everybody on the board engaged
at all times in different facets. So that's just a real report on the board
committees and I think everybody's seen has been provided the donated items list
12.3 Donated Items to Katy Independent School District
and do we have any question requests for information I have written down a few
12.4 Recap of Board member requests for information.
that y'all mr. Perez you had asked dr. Bell for the literacy update
periodically so I wanted to make sure that that was in connection with the
assessment windows right somehow captured and then the rewriting of the
EFB policy and the books to be removed
the list that was provided how many have already been removed and also as miss calhoun had suggested
um the list that there was a list that was already provided to us to be yes i'm just saying
mrs calhoun suggested that so anyway that's what i had okay captured
chairs all right the as far as future meetings there will be a work-study
13. Future Meetings
board meeting on Monday July 24th and their next regular board meeting will be
on Monday July 31st mr. president may I just make a comment thank you very much
for your leadership I really like the committee's I think that will give the
board just some dynamic information and help us you know really you know
robustly support the district and thank you to mr redmond for his work on advocacy there's a lot of
work outside of here and i really appreciate your attention to what was happening in the legislature
you were like granular in there and if i ever called you you knew what was happening and so
i pre that's it's a lot for that 140 days that they're there the constant move and you were
always up on education things i appreciate that i don't know if everybody knows but
But and I really appreciated tonight's discussion.
I thought it was outstandingly robust and positive.
Thanks.
Thank you.
There being no further business before the board, this meeting is adjourned.
The time is 1033.
Official documents
Motions and votes
Recorded actions
MOTION 001 · AGENDA 9.1
PassedIt is recommended that the Board of Trustees approves the 2023-2024 Student Accident Insurance proposal for UIL events as well catastrophic coverage proposed by The Brokerage Store for up to three (3) renewal options as agreeable to both parties.
6 Yes · 1 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | No |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 002 · AGENDA 9.2
UnknownIt is recommended that the Board of Trustees
MOTION 003 · AGENDA 9.3
PassedIt is recommended that the Board of Trustees move to postpone the pending motion until the Board Work Study meeting, July 24, 2023.
4 Yes · 3 No
| Trustee | Vote |
|---|---|
| amy-thieme | No |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | No |
| rebecca-fox | Yes |
| victor-perez | No |
MOTION 004 · AGENDA 11.1
PassedIt is recommended that the Board of Trustees approves the District's June 2023 budget amendments.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 005 · AGENDA 11.2
PassedIt is recommended that the Board of Trustees approves the District's April 2023 financial statements
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 006 · AGENDA 11.3
PassedIt is recommended that the Board of Trustees awards a contract to Consolidated Property Advisors, Ltd. for real estate consulting services.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 007 · AGENDA 11.4
PassedIt is recommended that the Board of Trustees awards Quiddity Engineering, LLC to provide utility services along the western edge of the Elementary School #48 site in Sunterra Section 32.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 008 · AGENDA 11.5
UnknownIt is recommended that the Board of Trustees
MOTION 009 · AGENDA 11.6
UnknownIt is recommended that the Board of Trustees
MOTION 010 · AGENDA 11.7
PassedIt is recommended that the Board of Trustees approves the minutes of the May 2023 Board meetings.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |