Noting that a quorum is present, I hereby call this work study meeting of the Board of Trustees of Katy Independent School District to order.
Katy ISD · Regular Board Meeting
Katy ISD Regular Board Meeting, October 23, 2023
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- 0:01 to 1:31 1. Call to Order
- 1:31 to 2:04 4. Closed Meeting
- 2:04 to 2:51 5. Reconvene from Closed Meeting
- 2:51 to 21:45 6.1 Campus attendance call out process for elementary, junior high and high school.
- 21:45 to 29:28 7.1 Discuss and consider Board approval of the October 2023 budget amendments.
- 29:28 to 31:34 7.2 Discuss and consider Board approval of the August 2023 check register.
- 31:34 to 50:57 7.3 Discuss and consider Board approval of the attendance boundary modification (ABM) for high school #10 and junior high #18 for the 2024- 2025 school year.
- 50:57 to 1:10:38 7.4 Discuss and consider Board approval of the Emergent Bilingual (EB) Enrollment and the 2023-2024 Bilingual Education Exception/ESL Waiver Application.
- 1:10:38 to 1:28:13 Items 7.5 & 7.6
- 1:28:13 to 1:42:30 7.7 Discuss and consider Board approval of a contract for the purchase of routing software for the Transportation Department.
- 1:42:30 to 1:48:29 7.8 Discuss and consider Board approval of the proposal for the chiller replacement and central plant optimizations at Morton Ranch High School, Seven Lakes High School, and Mayde Creek High School.
- 1:48:29 to 1:50:00 8.1 Quarterly Investment Report
- 1:50:00 to 1:55:19 8.2 Donated Items to Katy Independent School District
- 1:55:19 to 1:56:31 8.3 Recap of Board member requests for Information
- 1:56:31 to 1:56:46 9. Future Meetings
Full transcript
Automated transcript, not human verified. It is a way to find a passage, not a quotation.
1. Call to Order
Today is Monday, October 23, 2023, and the time is 5 p.m.
Dr. Grogorski, will you verify that we're in compliance with the provisions of the Texas Open Meetings Act with regard to the notice for this meeting?
Mr. President, I do confirm we're in compliance with the provisions of the Texas Open Meeting Act for our meeting tonight.
Thank you.
KDA's Police Chief Henry Gault will lead us in the Pledge of Allegiance.
I pledge allegiance to the flag of the United States of America,
and to the Republic for which it stands, one nation, under God, indivisible, with liberty and justice for all.
Honor the Texas flag.
I pledge allegiance to thee, Texas, one state, under God, one and indivisible.
Thank you.
Do we have any scouts in the audience this evening?
It doesn't look like we have any scouts.
If we do, they're kind of old, older, much older.
It looks like no one else signed up.
Normally we'd have our public comment period,
and no one signed up to speak this evening,
4. Closed Meeting
so we will skip that.
So therefore, this concludes the open forum portion of our meeting.
The board will now convene in closed meeting
as authorized under Section 551.001 of the Texas Government Code
for the following purposes.
Services, Texas Government Code 551.071 and 551.129.
5. Reconvene from Closed Meeting
The Board will now reconvene in open meeting.
Today is Monday, October 23, 2023 and the time is 5.33 p.m.
On behalf of my colleagues, I welcome everyone to this evening's work study meeting.
Each Board Member received the agenda and documentation for this meeting on Friday,
October 20, 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 just reconvened from closed meeting in accordance with Chapter 551 of the Texas
Texas Government Code. Any action arising from discussions in a closed meeting must be taken in an open meeting.
6.1 Campus attendance call out process for elementary, junior high and high school.
The first item of business is a report. The presenter is Ronnie Edwards, Assistant Superintendent, School Leadership and Support.
This is about campus attendance call-out process for elementary, junior high, and high school. Welcome.
Thank you. Good evening, President Perez, board members, and Dr. Grzegorski. I am happy to share our student average daily attendance process and timeline for call outs for absences today.
Okay, so with our student daily ADA process, which ADA is average daily attendance,
within the elementary schools our elementary teachers record student ADA in the teacher
access center during the assigned snapshot time daily. Secondary is a little bit different in
that secondary teachers record student ADA in the teacher access center or TAC every class
period and then throughout the day our ADA clerks work to reconcile the teacher
access center data that has put in by the teachers with the ADA submissions
that they put in in the teacher access center prior to the after-school call
out so that's a daily process that goes on throughout the day and this ADA
reconciliation includes communication and verification with teachers
throughout the day as to whether the student was absent tardy if they're
counted if they're counted tardy were they absent if they're counted absent
where they party looking at logs from the counselor's office nurse off nurses
office could possibly a hard meeting or other logs throughout the day looking at
and reviewing the online reporting of absences as well as parent emails and
phone calls that come in throughout the day to verify those absences along with
with parent note documentation, which also could be from not only the current day, but
could come in from prior day as well, and making those corrections and updates in eSchool
in order that our data is correct when we do that call out at the end of the day.
At the elementary, our ADA timeline for those call outs, we pull the data at 4.15 p.m.,
and then the email and call out is sent at 4.30 p.m.
and that's on the elementary ADA.
And then the junior high, their data pool is at 4.45 p.m.
Email and call out is sent at 5 p.m.
And then high school, the data pool is at 3.45 p.m.
and the email and call out sent at 4 p.m. daily.
And that is our process for ADA call outs.
Thank you. Any questions? Mr. President, may I please? Champagne. So thank you for your presentation and thank you for allowing this to be on the agenda, Mr. Perez. I've actually been wanting this on the agenda for five years, so I really appreciate the opportunity to finally get to have a presentation on this.
Yes. So the reason why I'm interested in this is because when I was new on the board five years ago, five and a half years ago,
a mom had called me and said that her kindergartner was a walker,
and she did not get a call that her child wasn't there until 4.15 that afternoon.
So that raised a lot of concern with me.
And at the time, there was a change that was made temporarily, but then I heard that the registrars and, I mean, the attendance clerks and people like that weren't happy with having to do a call out earlier in the morning.
And then I've heard about a girl who left, she was in high school, and they found her in Louisiana, but left school in the morning.
They didn't know until 4.30 in the afternoon that she wasn't in school.
school. So it's just very concerning to me that these kids who may or may not have shown
up at school that parents aren't finding out until 4.30 in the afternoon. And, you know,
I'm on a lot of sex trafficking text messages. I've gone to a lot of things. I've even attended
and it's in convention-type things.
And Houston is one of the largest hubs in the, maybe in the world,
but I know in the country.
And there's over 200 brothels in Houston,
and they're growing two-a-day brothels.
So I think it's very dangerous to not to let parents know.
Now, I've been told before, I met with Dr. Gregorsey on this once,
and he told me that it's on Canvas, that you could look on Canvas.
But my problem with that is if you have a child that is normally a good child,
you don't look at Canvas every minute of the day.
You assume your kid is at school unless you get a call.
So now that we have the Speak Up app and we have the GPS thing on the bus
and we have e-haul passes and all this,
I don't understand why we can't have some kind of system that would alert you if your child is not in class before 430.
That's what I would like to know.
I would like to know if we could do anything about that.
I can just tell you my history with the ADA call-outs.
I guess in 2019, I was not in my current role, but I was on a campus.
And I did look at the, I know, I found some information about that.
There was a committee that was formed.
And that committee made some recommendations about, or there were some questions asked about real-time access to attendance,
whether your child is in attendance or not.
And, in fact, that actually is in the Home Access Center.
So if a student is counted absent by their teacher,
that is viewable in the Home Access Center.
However, our Student Information Center is not a notification program.
It is a student information system.
We have to pull that information out of there to send those notifications,
and when we do, we want to make certain that that information is accurate and correct.
And so at one time we did do an earlier callout during the day,
And it wasn't that registrars and ADAs, from my viewpoint, that they weren't happy.
It just, they weren't happy about doing it.
They want to notify, but they want to make certain that their data is accurate.
For example, if you come in and you count a, if a teacher counts a student absent and, say, second period,
but that student comes in a little bit later and they don't have the opportunity to change that,
that they don't have an opportunity to change their coding in the teacher access center,
and then that call-out goes out, it's going to provide inaccurate information that's going out to those parents.
I'm sorry, may I continue, Mr. Perez?
Go ahead.
But my concern is that me as a parent, I'd rather get inaccurate information, you know,
So if it means that there was one other child that was saved from this,
so I guess I'm just one person,
but I think that I don't mind the inconvenience of being notified incorrectly
that my child wasn't in second period or third period
when it means that maybe other children that literally aren't in school,
somebody is finding out that so that they can be found earlier than finding out at 4.30.
Mr. Edwards, I might be able to help with the, we kind of did a test pilot back in 2019.
Dr. Creech, in the spring of 2019 with the ADAs and registrars, they did pull together
committee, had some principles on it to look at.
We were doing the late day absence notification.
And the request had come up, could we look at possibly doing real-time notifications,
which we can't.
As soon as the teacher marks someone absent, it doesn't send an automatic alert.
So in the fall of 2019, we did do a small pilot, and what we did was a midday pool of
that information from the Student Access Center that Mr. Edwards referenced.
So we did like a midday 12, 1230.
So if you were absent during that mandatory ADA time for elementary or first, second,
third, fourth periods, it would pull that.
We would send the notifications, and it was midday.
What was happening was the kids were being marked absent.
They were on a school trip, and the ADA hadn't got the absences in in time,
or they were in the counselor's office for whatever session.
There was all these various wrong, inaccurate absences being recorded,
where normally the ADA is cleaning all day long as the online reporting of absences occur,
the phone calls occur, the emails occur, because you really want that late-day notification
to be correct.
So when the calls were going out midday, it was alarming parents because they assumed
their kids were in school, and they were checking HACC, which has the real-time, if the parents
can go to the home access center and see real-time absences, it just doesn't automatically notify.
And so the ADAs were in the middle of the day, saying, we know where they're at, we're
inputting their absences.
says, well, you need to, you know, it was just kind of that dialogue in the middle of the day.
We sustained quite a few complaints.
Parents notified inaccurately, and so we were trying to explain why all of a sudden the midday.
So we kind of went back to committee.
Dr. Creech and the group went back to committee,
and that was when it was elected that it worked better with the late-day pool
after the attendance had been cleaned all day, and that's what we've been using ever since.
So that's kind of the little background on it.
Mr. President?
may i speak miss jamie thank you i don't know if this helps but just from i i can't speak to
elementary or because i didn't teach in elementary but junior high and high school i did and it
it was it did take a while to get the attendance correct and a lot of times it wasn't my priority
because my subject matter was more of a priority for me and so i did get interrupted all day during
every day to correct my attendance because it would change so much especially with junior high
and high school changing classes field trips sometimes we're in the lab sometimes we're not
you know some classes go to a library so i don't know um just giving a teacher's perspective it's
harder it takes a little more time to get it fixed than you maybe would think so
Thank you.
Thank you.
Mr. President.
Ms. Fox.
Mrs. Timmy, did you have an automated, could you just input the absences on your computer
at that time?
No, not at that time.
Yeah, didn't, like students had to run it too or they had to put the thing out in the
door and people came by and collected it, that kind of thing, right?
Okay, so the automated system probably is much quicker for teachers to input and more
accurate.
Certainly, I would say that it is quicker to input it, but when there is a correction,
that's where you get in.
I think that's where the challenges come in because our teachers are up.
They're out in the power zone.
They're working the small group instruction, and they're teaching.
That usually is an activity that happens at the beginning of the period, and then you
have your class period, particularly at secondary, your class period ends, and you have a new
group of kids coming in, and they may need your attention at the beginning of the day.
So it's just, it is a challenge to make certain that that data is verified and accurate, even by the end of the day, to make sure that it is accurate and it's an ongoing process daily.
I understand the concern, if I just follow up here, understand the concern about absences
not being reported until the end of the day and by the time a parent gets it, there's
no way to confirm it because everyone's gone from school by then.
So I too know of a couple of instances where a child was missing for a bit and we are a
sex trafficking superhighway through I-10.
So, I mean, we have someone who's been, you know, in Washington, D.C., on the national news about how she was, you know, trafficked at school a few years back.
So those things are important.
And I just wish our system automatically did it.
But if it doesn't, it doesn't.
So, you know, when we update the system, that might be something we could look for.
So, you know, I want to keep that their safety forefront for us.
But parents also have whatever the find your friends or the life 360 or whatever that thing is called.
So like they can find their kids almost anywhere with their phones as long as the children don't turn it off.
Is that correct?
That is correct.
And there is perhaps a level of communication we can do to make sure that parents know if they go into Hackett anytime they can see real time attendance as it's being marked.
Mr. President, I have a question.
So that was my next question.
On the Home Access Center, if I'm understanding this crystal clear,
that that has real-time information for parents to see that their children,
what period of class they're in,
or are they in class at all for an elementary or a primary, correct?
If the teacher's taken attendance, yes.
And you may have a, what that looks like.
I actually have a couple of slides.
If, Rahsaan, you want to come up.
We actually verified all this to make sure that this is accurate in real time,
so you'll just have to excuse me.
We're going to pull up a couple of extra slides so that you can see what the teacher's looking at
and then what is happening in the parent access center or the home access center.
What it sounds like to me is this is another one of those areas to where we're combining parents
as well as teachers working together, a parent having to take that accountability and that responsibility.
If there's a concern or maybe if there's not a concern, maybe if they just want to know,
you're gonna have to go into home access and are in check and see where your kid
is if you can't see them on their phone or their air tag or whatever you have to
go in there and see where they counted I'm assuming a lot of the times we're
talking about older kids not necessarily elementary although I do understand the
concern but you're having to take that initiative to go in there and log in and
check and see if something's going on and then if there is something going on
then they have immediate access to the school to say hey where's Janie why
why isn't she in fourth period or why isn't she in second period?
Absolutely, if they were to contact the school, then yes.
Okay.
And the home access center is pretty robust.
Parents can go to that.
They go all the time for the grades, for transcript information,
and attendance is there as well.
And just a follow-up on that.
Since we're talking about sex trafficking,
if there is a concern from a parent like,
hey, I know Susie's had this weird boyfriend that's been around
and we've been trying to keep her away from him, but now she's missing, she's not in fourth period,
we're contacting you. What is our response to that?
I would immediately be referred to an assistant principal, and then they would get the resources
they need, the personnel, to help track down the student.
Do we have a police department that gets involved with that as well, like immediate with KDISD police
as well as our local police as well in that?
If we thought there was a missing child for whatever reason, KDIC police would be involved immediately.
Okay.
Okay.
All right.
Good afternoon, President Perez, school board members.
So I'm going to use my son as an example.
As you see here today on the 23rd, he was absent, woke up this morning and said, Dad, I don't feel good.
Tried to push him out the door anyway, but he refused.
Excuse.
So here on the 23rd, and this was in real time, as soon as the ADA clerks mark him absent,
and it ranges from 915 anywhere between there and 10 o'clock in the morning.
As a father, I can go into the Home Access Center and see him right there on the 23rd
that my son is absent.
All right.
So here is how it looks from a teacher's standpoint in the Teacher Access Center.
and this is an elementary school classroom.
Okay.
And there we have, once again, the Home Access Center view.
And this is what it would look like from a secondary teacher's perspective
in the Teacher Access Center.
Can I ask a follow-up question, please, Mr. President?
Ms. Champagne.
Okay.
So I get it.
So when my kids were in school not that long ago, I could go on there and look like that.
But also, here's my problem.
A lot of these children who are missing or go missing, you know, the parents are at work or whatever,
and they're not thinking that their kid is in trouble.
You know, the average child is not in trouble, or we don't think they are.
So the parent isn't going, you have three or four kids, you're not going on, you know, every hour to see,
is my kid there, you know.
I don't understand why there couldn't be some kind of you know we get amber
alerts we get all kinds of things just an alert that says your kid didn't it
in here you know you you didn't you didn't know today they aren't on a field
trip I guess I was just always assuming the teachers knew if they had it and
that you know the parent called and said Johnny's gonna be sick today I guess I
just I guess I thought that I thought that the teachers knew that that was it
So if Johnny wasn't here and there wasn't a nun, there wasn't a field trip, then they're, you know, in the remark and I'm absent, that that would prompt some kind of alert or could prompt an alert.
But I guess not.
Maybe someday in the future we can do that.
Oh, and thank you.
Thank you.
Any other questions?
Thank you very much.
Thank you.
7.1 Discuss and consider Board approval of the October 2023 budget amendments.
Our next item is 7.1, and that's to discuss and consider Board approval of the October 2023 budget amendments.
The presenter is Esperanza Rios, Director of Budget and Treasury.
Thank you.
you I think your mic but I'm not sure it's on thank you good evening board
president that is Board of Trustees and dr. Greg Orsi tonight we bring
bring additional timing amendments in the general operating fund.
Timing amendments provide the budget in the current 23-24 fiscal year
for items which were not received by August 31, 2023
for the previous 22-23 fiscal year.
Timing amendments total $1,035,312
and include the cost to complete the damage repairs
at Wood Creek Junior High,
equipment replacement and classroom furniture
for growth and additional special education and pre-kinder classrooms,
classrooms. The start of four fault in elementary school police vehicles and outfitting
athletic equipment and materials from supplies.
Maintenance operation vehicles equipment and repair parts technology audio visual system
repair parts software services consulting and integration enhancements all these are
related to timing supply related to supply chain issues.
issues.
An additional timing amendment includes the cost for the campus library rotation budgets
which were not able to be expensed in the 22-23 fiscal year due to the hold on purchasing
books.
The district will also be expensing $3 million for health insurance expenses as opposed to
processing a transfer out to the self-insurance fund.
This will also result in a decrease of the $3 million transfer out originally budgeted
for the self-insurance fund. This is the process the district has used in the past couple of years
to support the health insurance law since the pandemic. The district will also be recognizing
$375,000 in revenue due to Medicaid reimbursements, but we'll also have an offsetting expenditure in
the same amount as a district will be moving from the Medicaid special revenue fund to the general
operating fund this allows the district to have all Medicaid expenditures covered in one fund all
other amendments are direct functional offsets the approval of these amendments will result in
a million thirty five thousand three hundred and twelve dollar decrease to the general operating
fund we're also presenting a budget amendment for the food service fund which is a direct offset
related to building improvements this does not have an impact to the food service fund balance
months.
Thank you any questions Mister Perez was steaming and you may not have the answer to this and that's okay but on the woodcreek junior high the damages that needed to be repaired was that it did we have any kind of
insurance reimbursement on that? My understanding is due to the to the cost
of our deductible it's not enough so we actually have to cover those to cover that
cost. These are just to cover that expenditures. Do you know what the
deductible is off the top of your head? One percent.
Okay.
What?
You're pursuing the claim.
Pursuing the claim.
I'm sorry.
Okay, thank you.
Thank you.
Thank you for that.
So just to clarify, on the $3 million health insurance,
we were already accounting for $2.5 million of that in the transfer in and out.
So basically just nested $500,000.
No, what we, instead of actually processing a transfer out of funds, we're actually going to expense that through the actual functions.
And so it'll show us an expense to the health insurance.
And so that allows us to transfer those funds to cover cash-wise on the self-insured fund.
So, Mr. Perez, what we do is, in the last several years, we've budgeted $3 million to keep the health insurance fund healthy.
And when the health insurance fund is performing and breaking even, we send the cash, we have sent historically the cash over there and just given it more cash.
But when the health fund is losing money, the appropriate thing to do is not to just transfer cash.
We expense it through all our functions because now it's a health insurance expense to the district.
And so what we're doing now is we've already seen in the first month of the year, we're going to need to give it some cash.
But we can't just transfer the cash.
We're going to have to expense it through the functions.
So the bottom lines of our district is not going to change.
But eventually, when we do the audit a year from now, we're going to have $3 million more in expense towards health insurance.
And we've done that.
Last year, it was much larger than that.
and we're doing that to keep that health insurance fund going because it's had a tough time throughout
COVID. Yeah, I guess what I was looking at is that the net change in the fund balance
is only $500,000 as a result of that. Well, there's still a $500,000 transfer into the
general fund from our TERS fund. So that's a $500,000 to $300,000, and so it looks like
$2.5 million on the one line. Okay. But the TERS transfer in is still coming into the
to the general fund and that's what's left.
Okay, okay.
And are we, since this is,
what month is this right here that we're looking at?
October.
Okay, October, right.
So are we pretty close to done with like the timing things
as far as the year end, August 31?
We should be.
Do we have any other big items that are out there?
Timing amendments, no.
We did try to get with the departments
to go and make sure that anything that was outstanding
was submitted there.
So the deadline for September was right after Labor Day,
So a lot of the individuals miss that departments miss that so that's why you see
The million dollars that we have in here, so this should be kind of the end of that
Thank you, mr. Perez me I asked one the champagne
Yeah, I've been explained this before but just so the public can know can you explain what the Medicaid revenue is from?
The Medicaid revenue is
we have staff throughout the district doing things that are eligible to be
reimbursed by Medicaid and so we have the Medicaid administrative claiming and
then we have Shars funding and as far as an acronym for something that I can't
think of on on the on the fly right now but those two things we're able to apply
to get funds from the federal government with the Shars and from the state with
the MAC and those we're just applying for those funds and as as Ms. Rios said
we're moving it from fund was it 272? 272. To 199 so we can spend it. So instead of having it in two funds
would have it in one so we recognize revenue in the general fund and we
currently have those expenses already in the general fund so we're going to keep
that together to have it in one place.
Thank you. Any other questions? Thank you.
7.2 Discuss and consider Board approval of the August 2023 check register.
The next item is 7.2, discuss and consider board approval of the August
2023 check register. Presenter is Jamie Hines, Executive Director of Finance.
Yes.
Welcome.
Good evening, President Perez, members of the board, Dr. Gorgorski.
Item 7.2 tonight is to discuss and consider approval of our August 2023 check register.
have that before you um you may remember this past month i mentioned that we wouldn't have a full set
of our financial reports we're currently going through preparing for our audit our auditors will
be here for the two weeks prior to thanksgiving and then once they return uh i'm sorry and then
once we return in january i'll return and give you all a full audited financial report for the 22-23
school year and that will happen just prior to when we upload that to TEA.
Are there any questions tonight about our check register summary?
Any questions? Mr. President, I have a question.
Just, you know, I have to ask what is other local funds of $1.1 million
and campus wide activity of $1.17?
It's not very detailed. Those are our summaries and so
So I can't go into detail without going into the actual check register detail report, which we do publish that online.
And so we can get those details online, but I don't know every one of the expenses that goes into each of those.
Campus-wide activity are activity funds that are expensed on the campuses.
Okay.
Other local funds, do you have any broad explanation for that?
I don't know generally.
That's a fairly general area.
I'd be glad to get the information for you.
Yeah, I'd like to know.
Sure.
Thank you.
Thank you.
Any other questions?
Thank you.
7.3 Discuss and consider Board approval of the attendance boundary modification (ABM) for high school #10 and junior high #18 for the 2024- 2025 school year.
The next item, 7.3, is to discuss and consider board approval of the attendance boundary modifications for high school number 10 and junior high number 18 for the 2024-2025 school year.
year. Presenter is Ted Veerling, Chief Operating Officer, and Chris Poole, Chief Data Analyst,
Population and Survey Analyst. Yes, sir. Good to have you. Good evening, President Perez,
Board Members, Dr. Gagorski. We are here tonight to present the final ABM, Attendance Boundary
Modification, for the 24-25 school year that would take place in August, and Chris Poole is here with
me tonight. She'll go through the detailed numbers. Again, just a follow-up on the objectives. Our
Our goal here was to develop an attendance boundary modification for junior high 18, high school 10, as well as a little bit for Katie and Taylor High School, secondary schools mainly.
And it'll get us through the next two to three, hopefully even more years in some of these areas.
So just a little bit about the process.
We presented this first to you guys in June 2023.
23. We came back, Dr. Grooms came back in September and talked about some of the feedback that we
received from our community and our patrons. And then tonight we're here at the board meeting to
present the final attendance boundary modification. I will tell you, you have maps in a folder with an
overlay of the current versus the new. And Ms. Cozzella, you had asked to have those maps with
the roads on them so we got you those you do have to kind of squint they are uh they're they're
light in color but um you can't see them and that'll help at least give you a frame of reference
of what chris is talking about so i'll step out and let her take over okay good evening president
perez board of trustees superintendent gregorski like ted said we're here for junior high 18 and
high school 10 and these slides will look stunningly familiar to you because of the june
meeting where we presented them to begin with. So we'll jump right in here and
we'll start with a table here that compares the projected geocoded student
enrollment to the 1,400 student capacity for Haskett and Stockdick. We've got
highlighting here in a couple of these starting next year for Haskett, one that
would be expected to tip over 120 percent of capacity. These are geocoded
numbers so they're a little bit different. You'll have transfers that
will come in and actually these are the projections that we prepared last year
for this current year but they're pretty close the last number i had for stock dick was 1410
and hasket for 1356 those are the enrollments there so you can see we're just projecting
projecting grogo grow and so that's why we've got to have the opening of junior high school 18.
these are the current zones i'm sorry could you slow down a little bit okay sorry i will
absolutely so this is a map of the current attendance zones and you can see junior high
18 there in the northern portion of the district in the pink.
So, of course, it will be perfectly situated to relieve both Haskett and Stockdick in this
situation.
And then this is the projected zone.
This is the zone that we showed you in June.
It would pull from both Stockdick and from Haskett.
And on the southern side, it would be bounded by Stockdick School Road over to Katie Hockley
Cut-Off and then up and over to Beckendorf Road.
And so I'm going to list off some of the subdivisions that would put Katie Manor and
Marisol, Katy Crossing, Katy Lakes, Ellison, Windward, the future Aniston, and parts of the future Sunterra in the new school.
And then there's some other areas, of course, where we're projecting potential development later on.
We're in hopes that this would allow Stockdick to sort of calm down for a little while and sort of be stable.
But, of course, Haskett and Junior High at Junior High 18 have an enormous amount of space there, a lot of potential for growth.
We are hoping, actually, with this particular design, that it allows 18 a little bit of stability.
That means that Haskett will need to be relieved a little bit sooner, but then if you fill junior high, if you draw a different zone and you fill junior high 18 really full now, you've got to turn around and move the kids back out of it really quickly.
And so this would set up for the next facility to need to be in the Haskett area, of course.
But it was done for stability purposes.
So then moving on to the high school projections, you can see we've got a similar sort of thing here.
we've got katie and pato and those of course are what's driving the need for the new school
both are projected to exceed 120 percent of capacity in 2024. now this is based on uh
geocoded students you have students 650 kids that transfer out to like rains and to oac you've got
other things that go on we're also grandfathering from students some students still from pato and
morton ranch so do keep that in mind but the the idea is the same projecting a lot of growth in
that general area and so of course that's why we're here to open high school 10.
these are the current zones and you can see high school 10 that same site the two are together
there the junior high and high school there in the north and so naturally it's going to
relieve payto but the bigger struggle is how to relieve katie at the same time
and so then these are the recommended zone changes for the high school
and in the last several maps i've mentioned geocoded several times and that's always our
understanding of where the kids are expected to actually live, which can be a little different
sometimes than where they attend school. The thing that's different here is we have gone ahead to
grandfather those ninth and tenth grade students. So that's why you see in high school 10, that
number 758, that's ninth through tenth grade students for that first year. And you see,
if you look at Katie and Peta, you actually see from 24 to 26, a drop in both cases. And that's
because we would be pulling in that first year, we've got 11th and 12th graders remaining. And
we're down to just the 9th through 12th graders in the zone, and so you would see a little drop
before they continue to work their way on up. The other, oh, let me go ahead and describe it,
zone, a little bit. It starts at the western edge of the district on Morton Road over to the
boundary at August Lakes and Lakes of Katy, and then it turns up to Clay Road, goes over to Katy
Hockley Cut-Off, and then up to Beckendorf. And so some of the zones, some of the neighborhoods
that are there, it puts future son Tara in high school 10, along with Katie Lake Estates,
Katie Manor and Crossing, Katie Lakes and Ellison, et cetera, up there to the north.
And then feeders, I know, are always a question. That allows a perfect feeder for Stockdick and
Pato and for junior high 18 to high school 10. But then Haskett is split to 10 to Katie and Pato,
but then, of course, we'll be opening another junior high in that area sooner rather than later.
And then if you'll remember one additional change I mentioned, it's difficult to sort of get at relieving Katie completely with the school there in the north.
And so what we've looked at and are recommending here, there's a yellow box there at the bottom, and it's showing the moving of Laney's son 42B and 42C to Taylor.
And that is mainly some apartments.
It's between Ernestes Road and the Grand Parkway, and there's about 170 ninth through twelfth grade students there.
This number actually does show the grandfathering the 9th and 10th grade or the 11th and 12th graders there.
But Ted, I think, is going to address that here in a little bit.
But eventually, by 2026, you'd be looking at all four grades there, geocoded numbers.
Okay, so this does, as Chris described, it does create some movement between current four-year high schools.
So a lot of times when you open a new school, we'll open it with 9th and 10th, and we're going to do that with high school 10.
But that second bullet on there, that 42B and C, those two land use zones that we're going to move out of Katy to Taylor High School, we're actually going to move all of those kids.
They do have the opportunity if they're sitting in the seat today at Katy High, meaning grades 9, 10, and 11.
If they're sitting in the seat today, they do have the ability to transfer and stay at Katy High School until graduation.
But otherwise we're going to move both of those land use zones to Taylor High School.
And then as far as high school 10 is concerned, we'll start with 9th and 10th grade, which we always do allow the 11th and 12th graders to stay at Katy.
And then they will matriculate out over the next two years.
Thank you. Questions? Mr. President. Miss Fox. Mr.
Mr. Vierling, when you talk, can you go to that last slide right there?
Oh, which one?
This one?
The one that describes grandfathering and all that.
Yes, ma'am.
This one.
So when, we'll just talk about the middle one.
So anyone who's already at Katy High School can stay there until graduation in those two little yellow box ones, right?
Yes, ma'am.
Will we continue to provide transportation because that was our call and not theirs?
No, ma'am.
We will not provide transportation for those two land use zones except to Taylor High School.
So we will provide transportation to Taylor High School, but if they choose to stay at Katy, they would provide their own transportation.
And for the ninth and tenth graders in that, we still have the board policy that says if you have a sibling at the school, you can attend it even if we're rezoning you.
Yes, ma'am.
Right.
That is correct.
If one of those boys or girls in those two blue in the yellow box, their siblings are at Katy, they can continue to be at Katy as long as there's a concurrent sibling attending there.
Correct. And we would do that for high school 10 as well.
If you had an older sibling, 11th or 12th grader at Pato or Katy, and you had an older sibling, yes, ma'am, you could go on a sibling transfer.
And that is parent-provided transportation.
transportation. So on that one, so on the new high schools, when we open those new high schools,
we provide transportation to both. So the 11th and 12th graders going back to Katy and Pato,
and then we also provide transportation to high school 10. So we would let those kiddos on a
sibling transfer ride for those last two years, but then they would have to provide their own
transportation after that. When we no longer send a bus to the neighborhood. Yes, ma'am. That's
That's correct.
Okay.
Thank you.
Mr. President?
I had a question.
I'm sorry.
I had a question on sixth to eighth grade in the new zones.
Yes, sir.
Why does it seem like, seems to me like Haskett stays pretty far above capacity, even with
all this.
Notice we're relieving Haskett and Stockdick, but still junior high 18 and Stockdick dentists
are still below capacity compared to where Haskett is.
So we talked about and looked at the possibility
of putting more students in junior high 18
that pulls Haskett down.
But the difficulty with that is
if you take 300 students out of Haskett, for example,
and put 300 students more into junior high 18,
you've just moved everybody to junior high 18
and in like two years or something...
I'm sorry, could you speak up a little bit?
Sure.
So we looked at...
Can you hear me a little better?
I'm sorry.
I don't know.
So we looked at the possibility of taking more students from Haskett into junior high 18.
And so the difficulty there, though, is if you really fill junior high 18
and pull more students out of Haskett, then it's very full,
and you have to then turn around and relieve it really quickly, too,
and you've just moved everybody into it.
So you run the risk of moving at a junior high, maybe not the exact same kids
because they're only there for three years, but certainly families and neighborhoods,
neighborhoods, move them into junior high 18 and then you turn around and empty them
right back out in a really short period of time.
And why would you need to move them back?
Go to another junior high.
If you took students out of Haskett so that you would bring it down, you would have to
put them in junior high 18 and then its capacity would exceed its capacity.
So then the next school would pull from 18 and from Haskett both.
And so we would have just moved them into 18 and then we've got to move them back out
into the next school.
So doing it this way, it leaves Haskett more full, but then you're only moving students who have been at Haskett the whole entire time
into junior high 18 or junior high 19 the next time that you're opening another junior high.
So yes, it does leave it full. There were trade-offs in both situations.
You know, one comment on your slides,
where you show the student margin, you would think you would show a positive if it's over.
Okay, I think we were showing negatively, you know, that number of seats below.
Yeah, I thought you were under capacity as opposed to over capacity by that amount.
Anyway, any other questions?
Yes, Mr. President.
Ms. Cozzella?
for uh 42b 42c land use zone um the kids that live in the apartments it's mostly apartments
i'm assuming uh moving from katie high school to taylor um i guess the first katie high school's
being relieved primarily by high school 10 correct uh yes but high school 10 really relieves payto
So, you know, I mean, yes, we get relief from there, but kind of looked at where it made sense to draw the line and can we move a little more.
Okay.
Is there something else we can do to help out?
And it looks quite insignificant, if I'm reading this correctly, if you look at the Taylor number from 2024 to 2026.
It's around 150 or 70 students, I think, combined there.
But we also have other factors like some decline projected into Taylor.
So you put the kids in.
This shows 9 through 10.
So by the time you've added 9, 10, 11, 12, then you've seen some loss in the Taylor zone.
So it actually sort of works out.
Okay.
We don't see that net here.
Or we only see the net.
Right.
There's only three.
Absolutely.
The number makes no sense here, right?
Okay.
Unless you tell me that.
Right.
Sure.
So you're predicting a decline in enrollment at Taylor.
And that's why you moved these two zones to Taylor?
It was one of the ways to help try to relieve Katie.
A little bit of space there, yes.
I don't think we could put 500 students or anything like that in the current times there,
but it was another little bit of a way to chip away at that enrollment there in Katie.
Okay.
Just geographically, it doesn't make sense to me to move two zones west of 99 on the other side of a major road.
So that's why I asked.
i'm curious and plus i assumed katie high school was primarily being relieved by high school 10.
it is to a large degree but a lot of that relief is actually this kiddos are coming off of payto
mr president miss tb um okay so taylor happens to be my feeder school so i visited a lot of the
elementary schools and are you saying your projection is for because when i look at the
elementary schools, they are bursting. So are you saying like in the next five years you're saying
you're, and then maybe it will go back up, but I'm just, because what I'm seeing is different than
maybe what your numbers are showing. It's not a lot because when you're looking here, you're looking,
you know, 2028, I'm looking at 3297, but we do take those aging, we do age those students. We
look at how many fourth, fifth, sixth, and seventh graders you have that are going to age up at some
some point and compare that to 9 through 12. And we have to look at where might charter schools be
opening. There are some to the south outside of the district. It might pull some students. You
know, all of these sorts of things factor into that. But it is, we do, there are, especially in
the southern side of the district, there are some classes that are a little lower than some of the
current schools. Okay. Because it's not by a lot. Okay. Because West Memorial is busting at the
It is.
It is.
And so is Patterson.
So I'm just –
What we're bursting at the seams is current kids compared to enrollment.
It's not necessarily – at the elementary level,
it's not necessarily the numbers of second, third, fourth, and fifth graders
compared to the numbers of ninth, tenth, eleventh, and twelfth graders.
Do you know what I'm saying?
So even though there are a lot, if you backtrack the ninth through twelfth graders back,
that might have been even more at West Memorial, if that makes sense.
And so we have to pay attention to how those cohorts are working their way through the system.
Okay.
Mr. Price.
Thank you.
May I ask a question, please?
Ms. Champagne.
Thank you for your presentation, as always.
I think you did an excellent job, and I really appreciate you.
But I'm just curious, what do you think will happen if the bond doesn't pass?
And will we rezone the entire district, do you think?
I mean, because Katy High School can't have, I didn't, I don't know.
5,000 students in it, right?
Right.
That's going to have to be up to you guys.
You know, I can provide you the data and we can talk about options.
That's going to have to do something like that, yes.
I think there's going to have to be some rezoning,
and it may really have to be district-wide.
There's an awful lot of growth expected in the northern portion of the district.
right. After after the election, if it doesn't pass and we'll have to have another conversation
with you, you may see me a lot. Thank you. Any other questions? Thank you very much.
Appreciate the presentation. Mr. President, may I ask just one question of Dr. Poole?
So when you're looking at the numbers into Taylor, those are Wolf Elementary
elementary children come all the way to Wolfe?
I mean, Wolfe comes all the way to Taylor for high school.
It's half a dozen or six or eight of the elementary schools,
sure.
But far, you know, coming all the way in, the ones that live
close to Spring Branch and Spring Branch has open
enrollment, how many of those children take the choice for
open enrollment in Spring Branch?
Do you know that exactly?
I don't know that off the top of my head.
I don't think we've seen a lot of that because the numbers
there, I hate to talk off the cuff, but I don't remember
looking at the numbers and going, wow, what happened?
But it has seemed really pretty steady.
But we could probably get that sort of number.
No, no, that's okay.
I just wondered off the top.
I know you have a lot of information off the top of your head.
Nothing has shocked me in that area.
I'll put it that way.
I have a question for you, Mr. President.
So now that we've had this presentation,
the question for our board is this will move to an action item for next week.
normally dr. Poole drives all the way here from Dallas to be here when any
action is taken could we like not expect her to come next week unless we hear
questions during the week that we might need a presentation from her I know she
comes and sits here for our whole meeting and the drives back to Dallas
well it is college station so it's a little bit okay I think if when if we
feel comfortable with this and you think it's going to consent agenda I just
thought maybe we could it's really maybe that's i don't know i don't know if other people might
have questions i don't know you know i hate to shut that off in case i do have questions
okay if i have questions i'll ask you during the week okay okay thank you
7.4 Discuss and consider Board approval of the Emergent Bilingual (EB) Enrollment and the 2023-2024 Bilingual Education Exception/ESL Waiver Application.
okay we're on to 7.4 which is uh discuss and consider board approval of the emergent
bilingual enrollment and the 2023-2024 bilingual education exception esl waiver application and
our presenters are linda shepherd director for esl and bilingual programs jennifer parapalook
did i get that you did pretty well okay instructional officer for elementary esl
thank you and welcome thank you good evening board president board of trustees and superintendent
Superintendent Grigorski. As required by the Texas Education Agency, district personnel
are to report to the Board of Trustees the number of emergent bilingual students on each
campus and classify each student according to the language in which the student possesses
primary proficiency. As of October 2, 2023, the English Learner District Report indicates
indicates 23,752 emergent bilingual students district-wide.
Each district with an enrollment of 20 or more EB students in any language classification
in the same grade district-wide shall offer a bilingual education or special language
program.
The district has identified 16 languages for which a bilingual exception is being requested.
These languages are Arabic, Cantonese, Farsi, French, Gujarati, Hindi, Korean, Mandarin, Portuguese, Russian, Tamil, Telugu, Turkish, Urdu, Vietnamese, and Yoruba.
The bilingual exception application will be filed with the Texas Education Agency in November.
The application will include a description of how the district will provide instructional support to the elementary campuses for students who have been identified in the aforementioned languages.
KDISD has applied for a bilingual exception for 22 years.
Additionally, KDISD is requesting an ESL waiver for 239 teachers who are providing services to our ESL students.
These teachers have been informed of the training opportunities to become ESL certified.
At this time, Jennifer Perpelak will share a little bit about our plan of how we work with our and provide professional development with our teachers.
teachers.
KDISD has developed two pathways to support teachers seeking ESL certification and developed
sheltered instruction strategies that support emergent bilingual students.
Pathway 1 ESL certification is offered to ELAR teachers and other content teachers who
are not ESL certified.
This in-district training provides preparation for the Texas supplemental ESL exam.
Teachers learn the fundamental language concepts and the structure and conventions of the English language to support emergent bilingual students.
Teachers also develop an understanding of ESL teaching methods and how to use the knowledge to plan and implement effective ESL instruction.
Six opportunities throughout the school year are provided for Pathway 1 ESL certification.
Pathway 2, ESL Sheltered Instruction Course, is a more robust course offered to teachers who are seeking ESL certification, along with a comprehensive sheltered instruction training.
These participants in this pathway complete 30 hours of test preparation and professional development in sheltered instruction best practices.
The goal is to equip teachers with the knowledge and strategies to better serve emergent bilingual students.
students. Using ESSER funds, participants completing the Pathway 2 ESL certification
program receive $1,000 one-time stipend. The effective linguistic and cognitive needs of
emergent bilingual students are addressed throughout the comprehensive professional
development plan. The plan ensures participants increase their understanding of the importance
of effectively planning for the delivery of instruction that meets the needs of emergent
bilingual students at varying proficiency levels and academic experiences.
It is recommended that the Board of Trustees grants approval for the Superintendent to
sign and submit the Bilingual Exception and ESL Waiver application as required by TEA.
At this time, I welcome any questions.
Thank you.
Any questions?
Mr. President?
Ms. Champaign?
So, the exception, thank you for your presentation.
I know that we have so many languages in our wonderful community, and I actually love that, but the exception is so that teachers can get, so that more teachers can get the training that they need.
There's actually two.
The exception is we're asking TEA, like we have our dual language Spanish-English program in our district.
We also are required to do it for these 16 languages, and we do not provide it, so we're asking for an exception to not do it.
Oh, okay.
and provide them a different way, which our alternative program for them is our ESL program.
Oh, okay.
And then the other part of the application is an ESL waiver.
Some of our language arts teachers are not ESL certified,
and so that's the part of the training she was talking about.
Okay.
So there's two pieces of it.
So this is so interesting to me.
I just want to point out.
So you said that if there's 20 students in a campus.
In the whole district.
In the whole district.
Let's say you have 20 Mandarin Chinese in third grade, then that would require a bilingual
program be implemented.
So, for example, there are at least 20 students who need Russian, for example.
Okay.
But that's not a lot out of 95,000 students, but that's so interesting.
23,000 of our students need the ESL program, so yes, we do need teachers, so that's a lot.
I'm glad because I love seeing a child, you know, my personal example is I saw a child in fifth grade came, he was Chinese, couldn't speak one word of English, and by the end of the year, he was fluent in English, and that was just amazing to me.
So I know that the program.
Our teachers are amazing, and so are our families.
Thank you so much.
Thank you.
And the board has provided additional paraprofessionals that support 10 of our languages that help those families, Russia being one of them.
Besides the one-time 1,000 stipend for that second pathway, is there an ongoing stipend that we're paying for ESL certification?
No, sir, not in Katy.
Okay, just the one time, once it becomes certified.
Okay.
And when we say 22 years for Mandarin, that means we've been getting an exception for 22 years.
Right.
Okay.
Mr. President.
Oh, sorry.
Do you want to go ahead?
Go ahead, Ms. Cullinan.
I have a question. Thank you for your presentation. It's more on the curriculum side of it, and I know that a lot of that is, sorry, can you hear me? I've got a mess up here. It's more on, I understand that the state requires certain levels of curriculum for ESL students and for the professional development of the ESL teachers.
teachers. Do you know or could you speak to what assimilation techniques are given in
that curriculum for I'm assuming that a lot of these are immigrant families who are coming
in. So do we know what assimilation techniques are given in that or if they are at all in
that curriculum?
I don't know that we would address it as assimilation techniques as much as we're addressing the
effect of linguistic and cognitive. Those are our three parts. But like at the dual
language at our elementary level we're hand in hand with our English groups and
our teachers plan together they have the same resources they just happen to have
it in two different languages there are some uniquenesses of our languages that
you might teach something unique about the English grammar as opposed to the
Spanish grammar but the connections are still there and our teams are able to
plan and deliver the content together so there's not anything specific then other
other than just the way that you're presenting it to the student.
There's not anything specific.
Our goal is to make the content comprehensive while they're learning the English language.
The content itself, I guess, is my question, is what does that look like?
But I don't know.
I'm curious about whether you could speak to that or not, of what that looks like,
of how are we assimilating our immigrant families or our immigrant children
to our culture and our way of life here in America.
And as part of our federal funds, we have a parent, family, and community engagement.
So we do do, like last month, we did something at the STEAM Center that was unique just for our parents of emergent bilingual students.
They came over to the STEAM, and it was with their children, and we do different types like that.
Next month, we're going to have our families come in and learn a little bit more about graduation and how do you access college.
and we do things that are just specific to our EB families
so that they do have a safe environment
and really can access the resources we have in our district.
Okay, that's great. Thank you.
I appreciate it. You're welcome. Mr. President questions. Yes, miss Cuzela. Thank you
You had said the ESSER funds were funding the $1,000 stipend for the teachers who?
Decide to become ESL certified. Where are we at? I mean at some point that's gonna run out. What's the plan?
Do you know I'm working on a plan? Oh, I don't have it
I don't have it things have hashed out yet
But we are exploring because we do know that does entice a teacher to do the additional we don't want just teachers to get certified
We want them to have the additional training and be confident in their classrooms working with all students
Do you know about how far how long away we are from?
expending all the ESSER funds for this and
Well, the ones that are doing the 30 hours this year. They would have to finish by the end of May
I'm sorry. I meant how far are we from expending all the ESSER funds to fund and do you know I don't know
I know that the whole bet that's not under me. I have a piece of the pie and I'm planning to spend every dollar
I
I just want to make sure it's continued.
The district will be done with the ESSER funds this time next year.
Okay.
So there needs to be a plan in place to make sure we're incentivizing teachers to become ESL certified.
Okay.
Just want to make that statement.
Okay.
Thank you.
And then it says here 10% of the bilingual education allotment is used also to fund, I guess, the training program to implement.
That's part of these pieces.
Is that the 10% of the student allotment or what are we talking about?
It's the bilingual allotment.
We work with Mr. Smith and figure out what percent that is and then we have some campuses
have facilitators on their campus that provide professional development and work with their
teachers and then some of it is through the training we do over here for our 30 hours.
So that's a bilingual allotment?
Is that higher than this normal student allotment?
Yeah, for bilingual education, it's like a 1.15, and ESL is a 1.1.
Okay.
So what that means is 1.1% of the basic allotment,
so 6,160 times 1.1 times the number of students that is in that demographic.
It's for that.
And that generally between those two ends up being about 30.
We're budgeting about $13 million next year in revenue for that.
Okay, but we do receive that from the state?
Yes.
Okay, all right.
Thank you.
Other questions?
I imagine it's very important, of course, to track the kids that are, as they advance,
like grades.
And I see some data in here as far as like, say for example, the elementary school kids,
I would think that they're like sponges, right?
They assimilate pretty quickly and fast and they start to learn the language.
It's been heartening to go into these classrooms where they're teaching both in English and
in Spanish and the kids are responding in both English and Spanish.
And you can see that they're going to be moving out some of them for the following year.
But is that based on what?
Is that based on the TELPAS?
Is that based on the teacher assessment of if a child is ready to move out into...
It is based on TELPAS.
They have to be English proficient, but it's also based on content.
They have to show content proficiency and they utilize the STAR.
And if they're not moving out or if in a particular school or grade it's kind of static,
then of course you can try to evaluate what's happening there.
Right.
We look annually, are they making progress on TELPIS with their language.
Sometimes there's other factors.
We do have some of our students that are both emergent bilingual and special ed, so we really
have to delve into what is keeping them from progressing in English.
Yeah, I think sometimes it's basically the home has a lot to do with it.
Like, what are they speaking at home?
And so they're learning the English, trying to learn the English at school,
but they're not really getting the support because they have to speak Spanish possibly at home.
Many factors, like the older you get coming into the school system,
if you're coming into high school and you've missed some years of education, that impacts it greatly.
And what is the definition of newcomers that you're using here?
I would say a recent immigrant, typically a first-year recent immigrant that is at a beginner proficiency level.
Okay.
Mr. President, may I ask one more question?
I ask this every year, and I apologize, but it is a little bit confusing.
Can you please just explain what the difference is between the bilingual program and the ESL program?
The big umbrella is called emergent bilingual.
bilingual. At the federal level, they call that group of students English learners.
And then the two types of programs are the ESL program, where you use lots of
strategies, but all your content is in English, with the exception of you may
have these 10 paraprofessionals that speak various languages pushing into the
classroom and helping, but predominantly it's in English. The other model is our
bilingual program, which is a dual language model where you're learning
English and Spanish and making connections between the two languages.
Your native language helps facilitate your acquisition of English.
So who goes into which program?
I mean, how do you know who goes into either the bilingual or the ESL?
We assess them and look at their academic history when they come into our district for the first time.
And we will honor, if it's a Texas school district, we'll honor where they're coming from for consistency of program.
We don't want a kid to bounce back and forth between two programs. They should finish their proficiency in that program
And it's bilingual problem only goes through fifth grade in KDISD. So if you're six or twelve your option is ESL
Had a couple quick things so for example the in elementary schools the highest bilingual population look like it was
Memorial Parkway Jenks and
France
just based on numbers I saw and so is that because of the
the neighborhood or is that because we're focusing our bilingual in those schools since bilingual is
a program it's space availability we have 19 sites so we look at it each year to see where
our feeder patterns are to see which schools can hold it and sometimes we open a new one and have
to split two so do we do we provide transportation if we have to do that okay okay and then also um
parent denial what's what's the typically what do you see there like
when when a parent denies it could be that they had a bad experience in their
prior district or it could be that their child just didn't score well that day
and it's the parents choice if they would like to say we don't want to
participate in either program they still are required to take telpus because
we're still responsible as a district to ensure English proficiency if they
They didn't score it when they came into our district.
And sometimes they feel like their child will assimilate better, faster, learn more by not being in a bilingual program?
I don't usually hear that conversation.
It's just an adamant feeling of a parent usually that my child's already English proficient.
We don't need the program.
So then we explain that we're going to be doing TELPIS and still monitoring it.
We don't receive any funding, but we're still required to ensure English proficiency for them.
Got it.
Thank you very much.
You're welcome. I think based on what you're doing you have a lot of job security
Thank you
Quick questions go ahead miss Cuzela. We still offer dual language
We offer dual language one way and one way being the one population are emergent bilingual students
They came into the program. We currently do not have the two-way program where native English students can participate
participate. Okay, got it. That's what's changed. That phased out. We used to. We did. We used to have both programs. Okay, thank you. Thank you. Any other questions? Mr. President, may I do a follow-up on your question about the bilingual programs? So when Mr. Pettis talked about those, those are not neighborhoods. Is that correct, Mrs. Shepard? Those are places where we have room to put the bilingual programs where we have the classrooms and the teachers and everything we need and students come from
from several different, I mean we have what, 48, 46 campuses?
46 campuses.
I was like 46, 19 bilingual sites, so they're feeding in.
We do try to look at where's the largest home population
so that kids would be at their home campus
as much as possible.
Maid Creek has over 100 bilingual kids,
but Maid Creek doesn't have space for a bilingual program.
So we put those in places where maybe the population
has aged out of Creech Elementary or a Nottingham as the neighborhoods age out
but but people like us want to stay in our homes and you have room you'll put a
special population there are special program there sometimes it's bilingual
sometimes it might be a special ed program or something is that correct
right we look at that annually so when we see schools on our website that say
it has this many students, like, and it looks like it's way underpopulated.
Those schools are not really underpopulated.
They are full of special programs that we bring in, like bilingual,
like a special ed program.
Is that correct?
Correct.
Okay.
So you can't look at a number on a website and know that that's school?
Just by their home, if you're looking just at the home campus,
because take Memorial Parkway, West Memorial bilingual students feed into
Memorial Parkway, and that makes up about, I think,
at least a third of their bilingual population okay mr president thank you that's a question
um on the bilingual program that you said that you offered for native speakers for english speakers
as well that you no longer offer anymore that we as the district no longer offer anymore we stopped
a couple years ago was that just a funding issue of why we stopped offering that i had heard from
some parents they were pretty disappointed that we do not offer that any longer correct so funding
and space issue was funding in space and how many campuses did do you know just
off the top of your head did we offer that at two campuses it was just the two
campuses you know which ones they were builder in Memorial Parkway okay but
they weren't for the higher level and for like our high school level we didn't
offer now they stopped at fifth grade okay in the question thank you thank you
Thank you very much.
Thank you.
Items 7.5 & 7.6
The next item is 7.5 and our presenter is Natalie Martinez, Executive Director of School
Improvement and we're going to discuss and consider Board approval of the district performance
objectives and then right after that you'll be presenting as well the campus performance
objectives.
Thank you.
Good evening, President Perez, Dr. Gorkorski, members of the board.
Each year, the board is asked to review and approve the district performance objectives that guide the district improvement planning process.
Historically, these performance objectives come before the board earlier in the fall.
However, with the delay in TEA's release of accountability and the extended legislative sessions, they are being officially presented tonight.
The performance objectives are all aligned to the eight strategic goals and are created through three different processes.
Five of the 24 proposed district performance objectives are from legally required statutes.
Eleven are from the strategic design process, and six are created from the needs assessment process, which involves district departments, district staff, parents, and community members.
You received a copy of the proposed district performance objectives, and at this time, I want to answer any questions that you have about them.
Any questions?
Mr. Perez?
Champagne?
Yes, Ms. Martinez.
That was a lot of information.
I'm not going to ask any questions, but I do appreciate all the information.
Thank you.
And I am confident that you have a staff of people that are going to make sure that all of these things are going to be followed and maintained and looked upon.
I appreciate the work that you do.
We not only have a staff, but we have board updates throughout the school year.
So you will see those formative assessments throughout the school year as well.
No doctor.
Okay.
Questions?
I have a quick question.
Go ahead, Ms. Caprella.
I just noticed, thumbing through so much information, that by school the certain goals, it wasn't
they each listed different sets of goals, right?
And was there a reason for that?
There are actually all the district goals, but the campuses get to choose which ones
they are going to work on.
And so when you take one out the numbers move up so the wording of all of them are exactly the same the numbering might
Be different yes, like not all eight goals were presented for each school. That is correct
There's a different combination depending on the school you were looking at that is correct
How did that come to be was that the the principal driving that for what the school needs?
Yeah, together with and some of them are district goals
And so it's not necessary at the campus so it just depends on where the principal is driving that didn't apply okay. Thank you
Mr. President, can I?
Go ahead, Ms. Chimney.
And then once the principal is working on these goals, do they work?
Who do they?
Yes.
Who do they work with?
Because I know it's just not one person.
Right.
Can you help us understand the process?
Sure.
So at the district level, we're working with the KIC team, the KITI Improvement Council.
At the campus level, that's the CAT team.
And so equally those teams are parents, community members,
and so that's where it kind of starts.
I would say for the district level,
we start that process in April.
We bring that team together.
We have a gallery walk.
They're giving input on all of the pieces,
and they're actually prioritizing the pieces for us as well.
And so it works the same way at a campus.
And then we go through with our leadership team
not only that information, but survey information,
data from all sorts of things,
and they start prioritizing what's coming up.
and they create the performance objectives.
So when they're going through their needs assessment,
lots of things may come up,
but they have to prioritize the work that they're going to do this year.
I'll say not all of the work that campuses and districts do
are reported in their SIPs and DIPs,
but the prioritized pieces are that need to be monitored
more frequently throughout the year.
And are those strategic goals used
when they're working through this process as well?
Yes, yes.
So let's say, did you have anything else?
No, go ahead.
So let's say, for example, are there any, like the district, at the district level,
where we see, for example, like reading, the goal is reading meets or above 68%.
Do we have a way of, like, that's just a one-time measurement?
Just at the end of the year?
So that one is a specific House Bill 3 goal, and so you'll see similar ones at the campus level.
That is the performance objective for House Bill 3, but we also have progress monitoring for that specific goal, the one in math as well.
So you'll see us report out on AMIRA and DreamBox, which are your kind of measure checkpoints throughout the school year.
So you'll see that in your board reports as well, I believe twice during the school year.
So we don't wait until the end of the year to say, hey, did we make it?
We actually monitor throughout the year to do that as well.
Okay.
So if you had information that you provide as well as a dashboard, you can see the progress along the way?
Yes, sir.
Without any surprises?
Correct.
Okay.
If there's already still a goal, that means we haven't met them yet.
Well, that is correct.
We haven't exceeded those goals yet.
And sometimes the goals continue, and so we may just increase the number, right?
So for that particular one, you'll see from different years the numbers will change.
but the goal is still focused on reading or still focused on math at meets and masters so that's
that goal that we're seeing here is still a good number in terms of what we're shooting for okay
yes mr perez go ahead miss teaming can i i'm sorry if feel free to tell me this would be
cost prohibitive but is there a way not this time but maybe next year could we
set could we give a designation on the goals and every the ones that we can show re-referencing
where they're coming from, or are they tied to the new reading literacy program from the state?
Is it tied to our strategic plan?
Just so that the community would be, I think, a great step forward with being open
and communicative with our community as well as the board.
I think it would help a lot of us to know exactly what is the motivation behind.
I actually have that list here, so I can send it to you.
It's not designated in here.
House Bill 3 is, but we didn't designate all the other ones.
I mean, we certainly can if you would like to request that,
or I can just give you the document and you can look at it.
Well, could we just send it to the whole board?
Is that okay?
That would be great.
Thank you so much.
Any other questions?
I notice a lot of the campuses have the, or some of them have the goals of, to implement
positive behavior interventions, to decrease office referrals, I think is one, and decrease
discipline referrals, class placements, that kind of thing.
and I guess my fear there is that the focus is become could become this is an
overall comment could become not so much on the discipline itself but I'm
reducing referrals you know talking about where there's pressure on the
teacher to not refer and to basically just live with whatever is happening in
the classroom so it's just as an overall comment that the focus needs to be of
of course, on the actual correction and the discipline.
I can see why they would put that in there
in terms of as a goal to decrease referrals
and implement positive behavior intervention.
I guess I just would be concerned that the goal becomes
to decrease the referrals
and the teacher having to live with whatever's going on.
That's just a comment.
Mr. Perez, I agree with you 100%.
I don't want that to be communicated.
I don't think that's good for our students.
It's not good for our teachers.
It's not good for our families if we're decreasing referrals.
Putting that pressure on the administration and then on the teachers, I don't think that's
good for our students.
I think a lot of the work comes through our strategies as well.
And so while that might be the measurable goal that campuses are putting in, when you
look at the strategies, it really is about the adult behavior and how we handle situations
appropriately.
So I know our superintendents would work on that with our principals.
So we can just bring that to the forefront to make sure.
I agree with you, but I do think that if a student's going to say some things that are inappropriate, I don't see how an adult can be held responsible for some of the choices that students make.
Understood.
Okay, so I don't want teachers to be penalized because they have a student that's very – I mean, when I taught, I knew the students that had created discipline problems in the past.
And when I saw them on my role sheet, I was nervous.
And I don't I don't I don't if we simply support our teachers the night. They don't have to feel like that
Mr.. Perez
Miss champagne yes, I would like to
Just piggyback off of what mrs.
T me and mr.
Perez are saying because actually I have been in the classrooms when I was visiting and I've been told by
Teachers sometimes that they get in trouble if they report too many times
discipline that they feel like they get I don't know if they get in trouble they
feel like they get in trouble and it kind of reminds me of a you know you
hear the thing about the police officer has a quota to make but the writing the
tickets and things you know then they just write tickets so that they can meet
the quota but I I don't know if that's what's intended by the way you know the
the goal but I think that maybe some people are feeling kind of threatened
to they had they have some kind of discipline problem and they're trying to
handle it by themselves and they can't and then they're afraid to refer them
because they think they'll be in trouble for that thank you anybody mr. Perez
miss Fox I'm hearing all of this and I also know that throughout our district
there are really great programs where behavior is increased
and behavior is better and relationships are made
and you'll see campuses that would just,
that just would impress the heck out of us
if we could see what principals and teachers see
through the SIP that they have.
They're putting programs into place
where they know what works with their students
and they, I wish I could say the initials, PBIS?
I don't know.
But some of the things that they do.
I don't know how we could do that, Dr. Gorgorski,
if there's a presentation that our board could see,
maybe with pictures, maybe with things,
and how those things happen,
because I hear all of you all who are new
and learning and and I love how much you you dive in and you want to know how it
works and how can we be transparent and how can everyone know what's happening
and the accountability and working with parents I wish we had more examples of
actually what works instead of what looks on a paper what looks on a report
looks like how can we put a period and a paragraph and a number and tie a goal to
to it all very important.
And I'm thinking about all the stories
and the examples that happen when you're on a campus
and you see what's happening.
And I just wish we could see some of that
because there's a lot of us who haven't gotten to do that
for the years and years like I have.
And I think it would be very beneficial
for us to have something like that.
Dr. Gorgorski, that's your call,
and Mr. Perez, President Perez.
So whatever that looks like,
I know there are people in this room who could tell us all kind of great things and how it actually works.
I just was moved to talk about that.
Off the top of my head, nothing comes to mind of what that would look like in a presentation to try and share that with the board.
Some of the comments for which I hear tonight about that, I get the general argument of what's being made about possibly trying to tamp down discipline notices for that reason
or some stories from some campuses and that that's generally not what we're seeing in the district our
Teachers are very well supported by our principals
And if there are behavior issues our campus handles them they have procedures to put in place
Kind of like what you're talking about miss Fox. We've got procedures in place to support our teachers
We do a variety of professional development activities to support our teachers our priority is to
to change student behavior when it needs to be changed.
And I think we do a pretty darn good job at doing that,
but do we have some issues?
The way we can measure that is through the discipline referrals,
but I get what you're saying there,
but I'm not seeing some of the things that I'm hearing tonight.
But if there are specific examples that the board could bring to my attention
in the future about at this location this is happening or with this person,
that I could investigate some of those things,
We could certainly look into that and find out where that's going on of some of the stuff the board may be hearing
anecdotally, but overall I think our systems are in place and and I
Like you said about our principals. I think they do a fantastic job supporting teachers overall because they all have the same goal
So what that might look like in the future?
That's something I can talk to mrs. Hack and her team of school leadership what that might be in terms of a
presentation to share some of that
But I'd encourage the board to talk to those principals.
You guys are on those campuses, you're visiting the schools.
Talk to our principals and ask those questions, and
I think you'll hear some different things from those folks who are really experts in the field.
Mr. President?
Yeah, just let me just say, just to be clear, that my comment is based on looking at an objective.
And saying, hey, this could lead to an unintended consequence, which is that we,
we, oops, don't be reporting all this because it's going to make our numbers look bad.
That's all.
It's human nature.
That's all I'm saying.
I'm not questioning the principles or the motivation behind the objective.
I think the motivation behind the objective is good in terms of improving disciplines
to the point where you are decreasing office referrals.
I'm just saying that an objective like that could have unintended consequences.
Mr. Perez?
Yeah, so I don't mean, I don't want to be confrontational at all.
However, just when I was campaigning and doing student and teacher, not student, but teacher events and speaking with lots of teachers,
they're exhausted because they don't feel support.
They feel pressure not to report problems.
And those teachers are some of our very best.
And so there's a somehow there's a disconnect between what you're saying, Dr. Grigorski and what I'm hearing, what I heard.
I don't I think the others could confirm that they've heard the same thing.
So I'm just saying rather than I just don't want to be like, let's push it under the rug and act like there's not a problem when we we do have a problem.
You can see teacher retention is low.
We do have a problem.
Let's get out ahead of it.
let's get let's make some changes even if they're uncomfortable so that we can
solve this and get our teachers to where they want to be which is teaching their
subjects thank you any other comments or questions mr. Perez may I quote by I
don't know what this is called but I'm the examples I'm thinking of and I can
visit with you later dr. Gorg or ski but like a learning walk don't y'all do like
a learning walk at schools or so if there's something happening and we could
could, however many of us are available, go and do a learning walk and see what it looks
like at a high school campus or an elementary campus. We would learn a ton by seeing, oh,
that's what that means. That's what you mean in the SIP when you say this. And then this
is what it looks like in action. I don't know, something, a program, and I have a couple
of ideas I'll share with you later. I wouldn't want to embarrass anyone here about, I would
love to brag on them but it would embarrass them so i'll mention to you kind of the things i've
seen that i think would be so beneficial for all of us thank you any other questions thank you very
much and that uh i assume that covers will cover both 7.5 and 7.6 and the next item is uh discuss
7.7 Discuss and consider Board approval of a contract for the purchase of routing software for the Transportation Department.
and consider board approval of a contract for the purchase of routing software for the transportation
Department and our presenter is Paul Landis, Executive Director of
Transportation. Welcome. Good evening President Perez, members of the board,
Dr. Gagorski. I bring forward tonight our proposal to purchase a new routing
platform that would allow us to modernize the way we route our buses.
Edulog has partnered with KDIC Transportation for more than 30 years. We
We hope to continue that partnership with the purchase of Edgelog's Athena Routing Program.
Our current routing platform was state-of-the-art in the 90s, but much has changed since then.
Athena Routing is a cloud-based routing management solution built on the reliability of Amazon's cloud architecture
and integrating the real-time and historical traffic information that only Google Maps can provide.
Athena will help us more efficiently utilize our drivers and buses,
while also allowing tighter integration with SmartTag, our recently implemented student ridership platform.
Are there any questions at this time?
Thank you. Any questions? Mr. President, I have a question.
One thing real quick if I can bring up on your information that you have
looking at the cost there under the project funding sources
it mentions 2023 bond. That should be 2021.
That was a typo there. That was one question.
Mr. Perez, I apologize. I'm going to own that. I don't want Paul to own that.
I have 2023 bond on the brain. I apologize. That should have been 2021. We do have some
money left in the transportation budget from the 2021 bond. So we'll make that.
adjustment and we'll get that fixed for the board meeting next thank you i apologize did you miss
go that would you still have it yes you still have a question go ahead thank you uh the cost um so
this is a new yearly cost there's one fixed cost for implementation of a certain amount i remember
uh and then we have a yearly cost going forward and am i correct that's 136 000 a year yes ma'am
every year yes ma'am okay for software costs maybe hosting those kind of things
help etc yeah this is a product that's hosted on the AWS Amazon's we're
currently we host the system in-house in district so that's one big expense every
year part of that's Google integrating with Google I believe $20,000 a year is
what it costs to to tie into Google and all their in for not Google Google Maps
in all their information. Okay, so currently how much do we spend? We
currently spend $14,000 a year for the routing program that we've had for over
20 years and also $28,000 a year for the API integration with the smart tag.
So those costs are that $28,000 is included in the $136,000 that's on here plus that
would also get rid of the $14,000 that we've been currently. Okay, so it's a
It's a big increase.
It's a significant increase, yes.
100,000 a year, more a year.
So it should be significantly better software.
Software's changed a lot in the last 20, 30 years.
There'll be a lot of advantages for us, I think.
Going to a web-based platform means the employees can work with browser-based stuff if something needs to happen.
After hours at home, it can happen there.
Now it's not that way.
We had some trouble at the first of the year with the hosting of people looking up their address to see what the buses were and things kept going down, largely because the traffic on our system was really high and that kind of thing.
Well, this will be hosted on the same site that Amazon's hosted on.
So if there's problems with this, then there's going to be bigger problems across the whole country with a lot of things.
So it's just a lot more reliability in that aspect.
a lot more not exactly AI but a lot more automation stuff a lot more things that are automatic a lot of things are very hands-on and very manual I do anticipate over time we currently have 10 people that do routing as well as driving buses but you do routing also eventually I can see this that number being able to be reduced just because one person could be able to do more okay so perhaps well okay what is
A competitor, I mean, I'm sure you've shopped and we're within what was the next we had or we look at the cost of our when our fp we basically had to.
Two people to competitors that were really truly in the running over the five year period. They are roughly really close to each other within a few thousand dollars actually in price.
So this is going price.
This is the going rate. The cost pretty much. Yes, for.
I mean, every service that district uses has gone up over the last some years.
We've just stayed with technology that's been really old for a long time and basically kept that price hadn't changed in a long time, too.
So, yeah, it's just progress.
OK, sure, sure.
And the 2021 bond is covering what expense and for how long?
It's just the initial all that can come out of the bonds, the initial setup costs, basically.
So whatever fees to set it up, whatever fees for conversion, training, having a project manager, those kind of things comes out of that.
So it's a new expense, yearly expense?
Yes.
Yearly would be, like you said, roughly $100,000 extra.
Plus.
Okay.
So we're going to use the startup cost out of the bonds, out of the transportation budget that was already established in the 2021 bond, as was mentioned earlier.
And in the delta or the difference between the old cost and the new cost we will be bringing in a budget amendment in
November
Okay
Mr. President
Their comments or questions. Mr. President the champagne. Mr. Landis. Thank you for your presentation and I'm all for better
30 year olds service update but
first of all
Well, so I'm just curious.
If there's a road closure, for example, in the morning,
would this pick up on that and then you communicate that to the,
or whoever it is communicates it to the buses to know not to go down that road
because there's a road closure, for example?
It really doesn't work that way because the routes are done in advance.
I mean, we don't do, I mean, the future one of these days,
this routing may happen on the fly but we're not there right now and that would confuse a lot of
people a lot of ways there is more flexibility if we get you know if it was a longer term thing we
could make changes really quickly if it's just something that's you know a few hours today
blocking something then then there's really no way that's gonna be done because I mean like I said
the routes are generally all created by the end of summer and they only change when it's necessary
to optimize them or something like that. Drivers have those, you know, memorized. That's just what
they do there. So we just have to handle those situations kind of as a fly. That's why we have
dispatchers in our centers that do those things and make them alert to those kind of things.
Luckily, we have good communication with a lot of the people around. We get notification in advance
when things are going to happen lots of the time. So we can work around that in advance.
And how many buses do we have, we run?
actual buses or buses on route? Buses on route. We have 396 buses on route between
regular and special ed. Give one or two here or there but that's kind of what we
have on route right now basically 256 regular and 140 sped buses. So when you
you know do the ratio I mean actually this isn't that expensive when you have
three hundred ninety six bus routes a day you know 187 they will probably more than that you have the
summer school too so yeah that's a good it's a good reason to have edu log yes mr perez miss
jamie could you give me details or the board details on how this is going to help our bus
drivers um it'll help our it should help the whole community in lots of ways part of the problem we
We brought in the new smart tag this year, and those systems have to integrate and work.
And, you know, obviously an older system with less flexibility is a little harder than that.
There were some hiccups from things.
We're still working through those things right now.
Hopefully this helps us have a better integration between those two things, giving better data back and forth.
With that, it's just quicker to make changes.
Like I said, it's web-based, so you can make changes at any point.
We plan to train a whole bunch more people to use it because it should be simpler in some ways to do that.
Also, there's a lot more automation and taking.
We've seen some things that really make us feel that there's a lot more automation than we currently use.
Right now, when we use automation in the system, it's not as good as when you do it by hand.
This year, we've had a bunch of new routers for a lot of reasons.
I think we've had some problems because we have used the automation that's there,
and it's not as good as it could be if you somebody with a lot of knowledge and
experience has done it I think with the newer systems integrated so tightly
Google Maps and those things I mean this stuff has come navigation in your own
car and that you use is you know greatly increased in the last 30 years so this
brings that information tidy with Google Maps means that they can look back and
have data for the last 10 years at what this street was the traffic on this
street during this time of day and that'll know that that's not a good
street for the bus to go down maybe we can go down another one instead so having that data is really
important to you and that's that's a big piece of why we want to go this way just because it is the
one system that integrates with google in that way and we get to really rely on that data that they
keep miss teamy if i may jump in there real quick i'm sorry hello so as far as helping bus drivers
i think what we hear from bus drivers is why in the world did you build the route like that why
did you do that why did you send me down that road you know i can't get down that road and that was
one of the things that this software does in the integration with google maps is it it's going to
tell us that information right now we've got a person who's been in a position a long time and
she has a lot of content knowledge about the area but if when that person leaves then you lose that
knowledge and somebody that somebody that's sitting in the seat to route a bus and says
well i know that the the the speed limit on that road is 30 miles an hour we all know 1463 for
for instance. There is no way you're going to the speed limit on 1463 except for maybe
at one o'clock in the morning. So the Google map integration will help a lot with that. And I think
that'll in turn help with bus drivers because it'll reduce that frustration of you're telling
me I got to get from this point to this point in 10 minutes and there's no way I'm going to make it.
I think that's a big one for us. Okay. Yes. Thank you. That is great. Thank you very much.
Thank you. Anything else from anyone? Mr. Fox. Mr. Landis. I cannot imagine.
loving your job. I know you do, but oh my goodness, and the changes we have seen over the years, and
the smart tag was so good. Parents love it, being able to see where their babies are and how close
they are to getting home. I mean, we've been through bus driver recruiting, and I know that's
still a struggle. I remember, you know, when we added air conditioning to buses, that was hard to
to do and expensive and yet so beneficial. So, and Mrs. Champagne asked about how many buses,
how many full-time drivers do we have? I don't have the exact number because it changes basically
daily, but we're roughly 60 drivers short. 60 drivers short. That includes, that's counting
the gold star drivers that we have in place and everything. We're still about 60 drivers short.
We've kind of stayed right there. It's just constant. It's constant trying to do that.
How many writers do we have daily?
Do you know?
Last time I looked with what was scanning on SmartTag,
it looked like roughly about 34,000 unique individuals
that write a bus during the day.
Not all of them.
Not all 34 in the morning, not all 34 in the afternoon.
34,000 students are brought to school
because of what you and your people do,
and we appreciate that very much.
and mrs. champagne referenced you know it's not just five days a week on
Saturday I was driving on whatever that school is where Rylander is whatever
street that is where Rylander is and all of a sudden buses started pouring out
and I think it's Saturday what are they testing with no we banned competition
and they were just one after the other after the other and I'll just get in our
Boys and girls do all their activities and
Everyone's mad at you. You know the minute somebody five minutes late everyone's mad and you handle that so well
I'm so grateful for you, and I just wanted to take this moment to say
Thank you very much anything else I have one quick
So is there any reduction or any anything we're gonna offset this extra cost with or is this just gonna be an extra cost?
Is there anything we're having to decrease or in the area of transportation with this
increase in cost yearly that you know of?
Not right now.
I mean…
Just something we need?
Tell me if…my thinking is a lot of this is going to come…I mean we're 60 drivers
short.
That's money we've put aside for 60 people that we're not paying.
So we do have a good amount of money that can be used from that right now to go there.
Now it would be great if we had all those people.
we're spending that money on people we'd have a lot less other issues probably but uh but right
now i think that's probably the easiest probably way to to explain where that might come from that
difference okay thank you thank you thank you very much appreciate it the next presenter is
7.8 Discuss and consider Board approval of the proposal for the chiller replacement and central plant optimizations at Morton Ranch High School, Seven Lakes High School, and Mayde Creek High School.
nathan fuchs executive director of maintenance and operations discussing consider board approval of
the proposal for the children replacement and central plant optimizations at morton ranch high
school seven lakes high school and make creek high school welcome thank you good evening president
perez board members and dr gorgorski tonight i have one item for your consideration covered in
our 2021 bond component replacement program are hvac replacements at three different campuses
the scope of the work consists of chillers water pumps valves and cooling tire rebuilds
Hunting Services has done similar work throughout our district in the past.
Work will be coordinated with each campus to avoid any disruptions and
will be completed by November 2024.
At this time, I'd be happy to any questions you may have.
I had a quick thing.
There's several entities that are involved here in this project.
So you have like Hunting Services, who's the contractor on all the projects, correct?
Yes, sir.
And then we have Salas O'Brien and CMTA, and they're recommending Hunt and Service as a contractor.
There are design firms that we kind of divided some of the scope up.
Right.
Okay.
And then we have Choice Partners, which is providing the materials.
No, Choice Partners is the co-op program we went through.
Say that again?
Choice Partners is the co-op program we went through.
Okay.
Okay.
Okay, so Salis O'Brien and CMTA, do we know what they base their recommendation on?
Excuse me? Say that again?
Salis O'Brien recommended Hunting, and CMTA did as well for Seven Lakes.
What did they base their recommendation on?
They've worked with them over the years in the district.
Both engineering firms have worked with the district for quite a long time,
so they base it on their past relationships, the price, and so on.
Okay, so those are the ones we're depending upon in terms of...
And along with our team as well, but we collectively look at who's the best qualified
for the district and their recommendation, yes, sir.
Okay.
And these are the costs that are based on the bond, the 2021 bond, these costs that
are in here?
That's correct.
Okay.
Thank you.
Any questions?
Any other questions?
Mr. President...
Ms. Fox?
Ms. Troops, thank you for your presentation.
It's extensive here.
So this is 2021 bond funds,
and were these projects that the bond committee recommended,
or are these costs that were unexpected,
and this was leftover funds, or how does that?
These projects were identified in the 2021 bond, yes, ma'am.
They were identified by the community in the 2021 bond,
and we're continuing to get that taken care of as we promised.
And these things are quite expensive.
This is not like getting an air conditioner in a home.
These are really elaborate, sophisticated piece of equipment, like you said.
Yes, ma'am, they are chillers, they're pumps, they're cooling towers,
a lot of electronics, a lot of moving parts.
You know, you think of the size of our high schools in which these projects are,
just a lot of big piece of equipment, a lot of nuts and bolts, if you will,
that uh draws the cost up yes ma'am how many square feet one of our high schools roughly 700
000 square feet 700 000 feet and so these chillers are hundreds of thousands of dollars so when
people look at a at a bond proposal with you know millions of dollars it's it's even just small
pieces like this one piece of that that does this i appreciate your um transparency in bringing this
to us all the details that we've been given and the process to choose them sure so thank you very
much any other questions mr president do you know if we are within the budget i mean within the
budgeted amount from the bond are we under or over we were over budget yes ma'am we are over right
do you know how much yeah how much uh 423 764. and we have project savings to cover that and so we'll
We'll be bringing that in a budget amendment next month.
Okay, so we're about $425,000 over budget?
Yes, ma'am.
Okay.
That will be part of the 2021 bond as well, the funding?
Yes.
There's project savings available in the 2021 bond to cover that overage.
Oh, there is?
Okay.
So, but this is on a schedule in the bond, like a normal cycle schedule to replace?
That's correct.
Correct. This set of equipment here has reached its life expectancy similar to what we would have for a 23 bond.
These particular pieces of equipment have reached their end of their life expectancy.
Okay. It's just that it says mechanical.
It experienced mechanical equipment failures and they're not operating efficiently,
but it's still part of the regular schedule to replace.
Replace. Similar to a roof or a pouring.
As expected. They're failing.
Staying proactive on top of our equipment.
At the end of their useful life.
Okay.
All right.
Thank you.
Mr. President.
Mr. Redman.
Just a question and clarification.
So overall, the 2021 bond is not over budget, but this particular project, because due to supply chain or whatever inflation, this particular project is over by that amount you shared.
But overall, Mr. Smith, what you're saying is we still have bond savings.
So we're nowhere near that entire.
Well, maybe we're near it.
But we're not going over on the actual 2021 bond, just this project at this point.
Okay.
Thank you.
Yeah, that's what I understood.
And it's okay that we move those savings into this project?
Okay.
Thank you.
Any other comments or questions?
Thank you very much.
8.1 Quarterly Investment Report
And the next item of business is information items.
I just had a quick question on one of the information items.
Remind me what who manages and what is Texas pools and also Texas class mr.
Smith just remind me about that
Our
Investment pools and basically those are government approved that investment pools and we push put money in those pools
We also have our own investments
As well, but we do park a majority of our money in those investment pools right now
they're earning around 5% interest. Is there one manager for that pool?
There are different pools and so like Federated manages Texpool and so
Federated is the investment banking company that manages Texpool and the
investments inside of Texpool and of course we participate in Texpool as well.
I don't think you mentioned that one but we mentioned we operate in about three
investment pools and then of course again we have our depository relationship
relationship and our own investments as well. And those funds are available next day?
In text pool, yes. They're available when we need those funds. Our investments that we have in
various, you know, Fannie Mae's or those other U.S. government securities, those may have,
we can't touch that money till they come due, like maybe 90 or even some cases 180 days.
COMMISSIONER MAYES.
CHAIRMAN BRYANT LISTER.
THANK YOU.
8.2 Donated Items to Katy Independent School District
AND SO WE HAVE THE INFORMATION ON THE DONATED ITEMS LIST.
AND THEN
COMMISSIONER MAYES.
MR.
PEREZ, MAY I ASK A QUESTION ABOUT THE DONATED ITEMS?
CHAIRMAN BRYANT LISTER.
YEAH, GO AHEAD.
COMMISSIONER MAYES.
I'M JUST CURIOUS.
NORMALLY I DON'T EVEN REALLY PAY ATTENTION TO THIS VERY MUCH, BUT I NOTICE THAT THERE'S
A $1,500 DONATION FROM, I DON'T KNOW WHO IT'S FROM ACTUALLY, OH, FROM THE PTA AT PATTISON
for paper and printing.
And I'm just curious because this actually happened to us one time
at an elementary school years and years ago.
We ran out of money for paper and printing.
So I'm just trying to understand.
So each school has a, I guess this is a question for Dr. Bavorski or Mr. Smith.
And each school has a budget, and it's based on –
I'm just going to tell you what I think it is.
So you have this many students, and then you have some kind of ratio,
and you multiply it by that, and then the principal has that budget.
Is that what that paper and printing comes from, or do we supply –
I mean, I thought we would just supply paper and printing.
Let me just say this, without getting into details of that transaction,
because I don't know.
No.
The campuses are provided budgets that when you look at it, if you look at last year's
budget, they're going to have remaining funds.
So no campus should need a donation of paper to operate their school year.
Now this could be something where they're paying the district back or the campus back,
so they may have used it to build a fundraiser.
I don't know the details.
I'm speculating here, okay?
Okay?
And if they run a bunch of paper off for that deal, they're going to give the District's
General Fund paper back because the district, the campus does need that.
But that's probably what that is.
But especially this point in the year, and I know exactly what campus you're talking
about that ran out at the end of their first semester and when financial services were
made aware of it, we came to the board with the budget amendment because we should not
be requesting paper from parents or from PTAs to operate the general fund budget
of the school because in that particular year at that particular school but I
thought we all gave a bunch of money for technology that was bought with that
early I just it's every time I see that I just have a bad memory of that so if
it's brought to our attention we will make sure that doesn't happen and that's
very rare especially in September or October that a donation would be made
for that our campus budgets are very adequate to handle those needs that's probably what it is i
probably did some fundraiser and use the paper thank you anything else on that we have uh as
i recall we had some uh requests from the board for information mr perez sorry mr teaming yeah so
i get i maybe i need to speak with you in private but i i did was speaking with some staff at oac
see and they were having problems with paper so it's not made it to my
attention and at this point it shouldn't be budget related maybe it's because and
I don't know what staff memory we're talking about but if it's well they're
seeing a big increase in their population because of vaping violations
and so they're concerned that they don't have what they need to address the
increase in population that they have during due to the state requiring their
students to move to this campus due to that those concerns should be brought to
their area superintendents and the financial services office and that has
not been brought to my attention okay I don't know if it has sir there's but
that's where those concerns should be addressed because we can we will fix it
we're equipped to fix it and can fix it they just need to be addressed to us
Okay, thank you very much. The other thing on that also miss Timmy is there has been an increase in the vaping and
The state did change that law that after one vape you have to go to the alternative school
We had a different process in place and maybe we need to revisit that one day, but their overall
Enrollment at the OAC is nowhere near
What it's been in the past in terms of what we budget for and we staff at you may see more kids going for that
one reason but they're not at where they have been adequately staffed with
personnel or adequately staffed with the amount of funding or budget to make that
happen so it shouldn't be driving it the way you're describing well could someone
from our team that make sure that they have what they need I can assure you
I've got a whole team of this insistent soups over there and they're gonna find
out what's going on over there with that budget because you mean once again
here's the other thing like chris said nobody should be in any bit of a budget problem in
october with a budget that's supposed to last you a whole year nobody should be having a budget
problem right now and you know dr gorgorski i'm very impressed with what they're doing over there
that's a that's a they're doing good work very a very challenging situation and um i just don't
want to forget about them no we don't want to do that thank you uh ms champaign do we have any
8.3 Recap of Board member requests for Information
any requests for information from the board.
Okay, so fellow board members,
please correct me if I'm wrong,
but I have Ms. Cuzzolo wants something
from the check registry about the local funds.
Yes, ma'am.
Okay, and then Mrs. Teany wants a document
from Mrs. Martinez about something
about the district performance objectives
and how they meet with our strategic design and our goals.
Is that correct?
Yeah, like what they tied to.
Yes, I think Dr. Gorgorski knows.
Okay.
And then also, Mrs. Fox, I'm not sure if this will come to us like this or not,
but some kind of presentation about the goals and possibly doing like a learning walk.
I don't even know what that looks like anymore.
So those are the three I know of.
Can we add the spelling update?
We asked for it last month.
Maybe that's next week.
It is next week.
Okay, I'm so sorry.
Okay, and and miss Fox you and I think have time scheduled this week and we can discuss those items
Thank you, I think that's all did I miss anything
9. Future Meetings
Thank you
There will be a regular board meeting on Monday, October 30 2023
There being no further business for the board. This meeting is adjourned. The time is 7 27 p.m. Thank you very much everybody
Official documents
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