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Katy ISD · Regular Board Meeting Agenda
Katy ISD Regular Board Meeting, December 11, 2023
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In this meeting
The headings and the descriptions beneath them are the district’s own words, taken from its index of this recording.
- 0:03 to 10:01 1. Call to Order
- 10:01 to 11:18 3. Recognitions
- 11:18 to 41:43 4. Public Comment/Citizen Participation
- 41:43 to 42:02 5. Closed Meeting
- 42:02 to 42:52 6. Reconvene from Closed Meeting
- 42:52 to 45:46 7.1 Progress update to the Board on the uses of the Elementary and Secondary School Emergency Relief Funds (ESSER II & ESSER III)
- 45:46 to 55:29 7.2 Strategic Design 1.3 Elementary Literacy Update
- 55:29 to 1:18:17 7.3 Academic Support Update
- 1:18:17 to 1:25:16 8.1 Discuss and consider Board approval of naming Junior High #18 as recommended by the Naming Advisory Committee.
- 1:25:16 to 1:26:48 9. Consent items
- 1:26:48 to 1:53:14 10.1 Discuss and consider approval of a Board adopted Resolution regarding adequate funding for public schools.
- 1:53:14 to 1:53:27 11.1 Recap of Board member requests for information.
- 1:53:27 to 1:53:55 12. Future Meetings
Full transcript
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1. Call to Order
Noting that a quorum is present, I hereby call this regular board meeting of the board trustees of Katy Independent School District to order.
Today is Monday, December 11, 2023, and the time is 5 PM.
Dr. Gorgorski, will you verify that we're in compliance with the provisions of the Texas Open Meetings Act with regard to the notice of this meeting?
Mr. President, I do confirm we're in compliance with the provisions of the Texas Open Meeting Act for our meeting tonight.
Thank you.
I'm going to go ahead and start with the Pledge of Allegiance.
I'm going to invite our special guest up, Jacob Sotelo.
If you'll come up to this podium right here in front of us.
Jacob's fifth grader over at Bear Creek Elementary.
I saw his principal out there, Stephanie McElroy.
Parents, Osvaldo and Jessica Sotelo.
Looks like he's got a brother, Christopher, over at Maid Creek High School.
Jacob is an artist and has created a club on campus where students engage in a giving tree to pay kindness forward to others.
He writes and creates his own books at home.
He loves to read and watch television.
He loves music and plans to be in the band in sixth grade.
Favorite subjects, art, music, and math.
path. Jacob's teachers say that he is known for his kindness towards others and he is a very hard
worker. He is creative and always smiling. Look, he's smiling right now. So hold it right there for
a minute, Jacob. I'm also going to invite up our guests who will be here singing the national
anthem and they are choir members coming over from Hayes. Matthew Barahona, Gemma Hall, Trish
Val Blahos and Juliet Whitcomb all fifth graders are going to come up and sing to
us in just a moment so we will I want to go ahead and share some information
about these kids over here these students have demonstrated proper
singing skills exceptional performance etiquette and strong musicianship in
choir and in the music classroom they share a passion for music and strive for
music excellence each one of them participates in a variety of
extracurricular programs and clubs offered at Hayes Elementary and they are enthusiastic about
learning. These Hayes students exemplify the Hayes motto to succeed in lifelong learning,
open doors to meet challenges, achieve in academics, and respect themselves and their world.
They are hard-working, caring, and compassionate individuals who are respected by their peers and
teachers. They have made a meaningful positive impact at Hayes Elementary and I'm confident
that their leadership skills will make them be effective contributors to society as they continue to explore new opportunities.
And that is from our music director, Kim Peterson. So with that, we will go ahead and start with our 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 the Texas one state under God one and indivisible
early light,
for so proudly
we hailed
at the twilight
last gleaming,
whose broad stripes and
bright stars
through the perilous
fight,
o'er the ramparts
we watched
were so gallantly
streaming.
And the rockets
It's red glare, the bombs bursting in air, Gave proof through the night that our flag was still there.
O say does that star-spangled banner yet wave
O'er the land of the free and the home of the brave?
If you guys would all wait right there for one moment,
and then I'm going to turn it back over to Jacob for some prepared remarks.
Good evening.
My name is Jacob Sotelo.
I want to start by thanking the KDISD school board members,
President Perez and Dr. Grigorski, for allowing me to speak here tonight.
I am a proud fifth grade student at Barrett Creek Elementary. I currently
serve as a member of the Safety Patrol. I take pride in helping others. I enjoy
playing drums, singing, and dancing. Academics are very important to me as
well. I always work to be the best and I've also had excellent teachers along
the way. I would like to give a special thanks to a few of them tonight. Thank
Thank you, Mr. Jones, for making class fun while we learned math strategies.
And a very special thanks to you, Mr. Vaughn, for your years of dedication to KDISD and for being very supportive and caring.
As my last year at BCE comes to an end, I'll miss all the great teachers and staff that helped guide me and support me.
I will miss all my friends who I have shared wonderful moments with.
I will miss BCE.
Although I am leaving, I am happy because BCE is shading for good.
Thank you, Katie, for passing the bond to keep BCE beautiful
so that so many generations to come can enjoy my school as much as I did.
Thank you, and have a great evening.
Thank you.
I'm one of the board members.
Thank you for being here.
You're quite a leader.
I appreciate you, and I love that you create books,
and you focus on kindness.
That's fabulous.
So I have a certificate for you for being our pledge leader today
and a backpack that is kind of special.
Only people who come and speak like you get this.
Okay, so thank you very much for being here.
We're going to take a fancy picture of you.
Thank you.
Thank you.
Mr. President, Mr. President, Ms. Fox, Dr. Gorski, did you mention the Hays Elementary principal smiling so big from the audience that her face is going to break?
I might have missed Mrs. Mulcahy's here.
Thank you.
All right.
3. Recognitions
Next on our agenda, I have one recognition I'd like to make,
and we are going to recognize our brand-new principal over at Bethke Elementary.
For those of you who may not remember, Kara Morgan is principal over there now,
but she is about ready to move over to junior high 18.
And so filling in those tough shoes to follow there, Tommy Daniels.
Tommy, if you'd stand and be recognized.
Looking forward to see Tommy step in as early as probably tomorrow, huh, Tommy?
But Tommy, you brought some guests with you, and if you'd please introduce who might come with you today.
Thank you, Tommy.
I appreciate that.
Thank you.
Do we have any scouts in the audience?
No scouts.
Okay, we're going to have to get the word out to the scouts to come to the board meetings.
4. Public Comment/Citizen Participation
At this time, the board of trustees will give members of the public an opportunity to speak
in accordance with KDISD Board Policy BED Local.
As defined by Board Policy, speakers who signed up
by 2 p.m. on Monday, December 11, 2023,
provided their first and last name,
and signed in 15 minutes prior to the start of the meeting
will be allowed to address the Board.
Speakers who signed up to speak on posted agenda items
will be allowed three minutes to speak.
Speakers that signed up to speak on non-agenda items
today will be allowed also three minutes to speak.
If a speaker is not finished speaking at the end of their allotted time, the audio will
turn off.
If speakers wish to share written material with the Board, please provide 10 copies to
the Secretary for Board Services before the meeting begins for Board members, the Superintendent,
the Chief Communications Officer, and permanent record.
If a speaker has not attempted to solve a matter administratively through proper channels
as stated in Board policy, the presiding officer's designee shall advise the speaker to seek
seek resolution through the appropriate policy.
Finally, pursuant to Texas Government Code 551.074 and 551.0821, the Board will not permit
the presentation of personally identifiable information regarding a student and will not
discuss the appointment, employment, evaluation, reassignment, duties, discipline, or dismissal
of a public officer or employee or to hear a complaint or charge against an officer or employee.
Should a speaker wish to address one of these issues,
they must do so through the appropriate local grievance policies,
FNG local, DGBA local, CKE local, or GF local.
Our speakers will be called forward in the order they signed up to speak,
to speak and we have one speaker for a agenda item and that is Ann Russey.
Welcome. And after that when we go into a non-agenda items it'll be Lisa Lister-Brown.
Good evening my name is Ann Russey. I'm a mom to two elementary KDISD
students. I'm here to voice support for adoption of the original resolution
regarding adequate funding for public schools which will be discussed tonight
under agenda item 10.1. There really shouldn't be anything political or partisan about seven
trustees elected to serve on the board of one of the largest and most highly rated public school
districts in the state of Texas, voicing clear support for fully funding public education through
legislative action. Yet listening to your discussion during last week's meeting, it seems
at least four of you have managed to politicize exactly that. From behind this dais, you claim
that there's no need to declare this board's unanimous support for calling on
our legislators to fully fund public education because everybody already
knows how you feel. Your actions and your words before you were elected, during
your campaigns, and even now as elected public officials tell us a different
story. Four of you have embraced and touted hyper partisan endorsements from
political action committees and politicians. Groups like Texans for
for Educational Freedom and Moms for America
and individuals like state representatives,
JC Jeton and Stan Kitzman,
all of whom have advocated for what they call school choice,
which would divert taxpayer dollars
away from public school districts like ours.
Essentially, the political success of those who endorse you
largely hinges on the failure of public schools,
which proponents are attempting to secure
by eroding trust and withholding funding.
So it makes sense that four of you are going to pick apart and oppose anything that comes from outside of the political web you've woven yourselves into.
As you compare and contrast version two of the proposed resolution, it's worth noting what's been taken out.
We've lost mention of the $30 billion surplus our state leaders are currently sitting on.
We've removed references to educational rights guaranteed under the Texas Constitution and have erased examples of the unique and incomparable ways Texas public schools serve all students and contribute to the economic success of our state.
Sometimes what we don't say sends just as much of a political message as what we do.
do. Unifying behind the original resolution regarding adequate funding for public schools
would demonstrate to the community and our legislators that you all will prioritize the
needs and interests of the students, staff, and exceptional public school district you've been
elected to serve over partisan political agendas, politicians, and PACs. Thank you.
Thank you.
Thank you.
Our next speaker is Lisa Lister-Brown.
My name is Lisa Lister-Brown, and I'm
willing to share with any of you the details
of my personal faith journey.
But this three minutes will briefly tell you about what attending a religious school was
like for me, and I hope that will help you realise that implementing a chaplain policy
for KDISD is inappropriate and dangerous.
When I was seven and in the third grade, my family moved to another city and there were
issues enrolling me in a public school there near my home.
So it was decided that I'd go to the local Catholic school, even though my family was Anglican.
On day one, I heard a word that I hadn't heard before and it was being used a lot.
I was confused and embarrassed to ask, but I very quickly figured out what this word sin was and what it meant.
It meant that I was doomed to eternal hell because I was not Catholic
and able to seek redemption through and only through Catholic methods.
My parents would not allow me to convert to Catholicism
and refuse to hear any more about it.
So being seven, with nobody to give me perspective and reassurance,
I internalised this conundrum.
Where there was joy and curiosity of childhood,
there came intense feelings of shame and guilt
because of the sin of not being Catholic.
I suddenly felt not special and worthless because I was not Catholic. I had to go to the school's
church twice a week during school hours but I was not allowed to touch the holy water that others
could. I couldn't participate in the first communion celebrations that my classmates were.
I couldn't light any candles in church and the priests would not put their hands on my head for
for a blessing.
All of these things my classmates did,
which would save them from the eternal price of sin
that was forbidden to me.
It was torture.
For the longest time, I silently cried myself
to sleep at night, totally unbeknownst to my parents,
not wanting to live this existence of being
subclass and irredeemable, but afraid to die
because of the eternal fire and brimstone that
awaited me in the afterlife. The extent to which this all affected me became apparent when I
realised that I could not laugh anymore. Something very funny had happened in the playground and
everybody was heaving with laughter but there was no laughter in me. My body just couldn't do it.
I realised that I had become too sad to laugh. I was only seven. I left that school halfway
through the fifth grade and only recently have come to find out that some
of my classmates have been subjected to repeated sexual abuse from school clergy
the very people who were taught to show unquestioning respect to because they
were closer to God and because it would be a sin not to do what they say
religious concepts really thank you our next speaker is David Olson and after
that Nicole Lavrak. Superintendent Yaborski, Board President Perez, KDISD Board
Trustees, KDISD administration. Good evening. I'm here to speak on behalf of
young some employees of KDISD, the bus drivers. Full disclosure, my wife started
her employment with KDISD as a bus driver back in 2017, responding to the
flyers brought home by our children. The bus driver is the first contact with the
district from many other students. While the bus drivers serve as vital safety
personnel, they can also be counselors, disciplinarians, custodians, and other
jobs as needed. We all know that there is a considerable shortage of drivers for
this district. Not only do bus drivers have their assigned routes, the routers,
lead drivers, mechanics, and even the executive director of transportation can
can be told to help fill gaps.
KDISD spends a considerable amount of time and resources
attracting people to serve as bus drivers,
even training them to receive
their commercial driver's license.
However, the district is losing good drivers
to neighboring districts due to pay rates,
especially those employees with seniority in KDISD.
Basically, KDISD is training bus drivers
for other districts.
With more schools opening this fall
and even more schools planned
after the recent bond passed by voters,
the shortage of drivers will continue to be a challenge.
I would ask the district to revisit the pay scales, especially those drivers with years of experience,
to stay competitive and to keep good KDISD trained drivers at KDISD.
In addition, I also wish to address some of the bureaucracy encountered by bus drivers.
In the private sector, we look for simplification and removing barriers that make our job easier.
An example of the bureaucracy is when a bus driver must fill out a discipline report for a student.
student. This report, initiated by the driver, must then go to the lead driver, driver manager,
and finally the discipline clerk. The discipline clerk is the individual who reviews the video
from the bus before contacting the campus in question. If any person in the chain is
out of the office, delays happen in resolving the discipline issue. Finally, when discipline
issues arise, these issues are not uniformly handled in the same manner from campus to
campus within KDISD. As KDISD buses are treated as being on KDISD property, the
same level of attention needs to be given to discipline issues, especially in the
areas of bullying and vaping. Enforcement of the rules at schools and athletic
facilities needs to be uniform on KDISD buses. Otherwise, students violating KDISD
policies aren't facing the consequences of their actions. I would like to conclude
by wishing the KDISD Board of Trustees and administration a safe and healthy
holiday season thank you and Merry Christmas thank you thank you Nicole
Lavrak after that Richard Shulak good afternoon my name is Nicole Lavrak and
I'm a senior at Cinco Ranch High School and a delegate of Cinco Ranch's Power
Club I'm here today to address the inefficiencies with the speak up app as
As you may know, the Speak Up app is KDISD's anonymous reporting system that students and staff can use to address concerns without sharing their personal information.
It's a great outlet for students who may be scared to directly address school administration or KDISD police.
Unfortunately, there are many inefficiencies surrounding the app, rendering it much less useful than we'd like.
We sent out a survey to as many students of Cinco Ranch High School as possible, asking about their thoughts regarding Speak Up.
We received about 65 responses from various grades and the results were very telling to
the current state of Speak Up.
First we asked students if they knew what Speak Up was and how to use it.
Only 3% reported that they had no idea what it was, but a staggering 43% said that while
they did know what it was, they did not know how to use it.
Then we asked students to share their personal experiences with the app and if any action
was taken.
One student responded that they reported someone for threatening the school, but no action
was taken.
it. Another said that they almost did after getting called a slur but decided
against it because they felt it wouldn't help. Another response claimed that it
was confusing and hard to navigate and another said that they never used it
because it was kind of a joke. Those are just a few of the responses with many
others claiming that they have never used it nor heard of it being used or if
they did they saw no action being taken or only saw a response weeks later. It's
clear that students feel as though Speak Up has no impact and is confusing to use.
As our only outlet for anonymous reporting, it's important that all students know how to use it and feel as though it will spur action.
Finally, we have students to rate the usefulness of the app on a scale of 1 to 5, with 1 being not useful at all and 5 being incredibly useful.
Only 16% of students rated it a 4 or a 5, but 24.6% rated it a 3, 32.3% rated it a 2, and 27.7% said 1.
Granted, these are only the feelings of 65 students at one high school, but I think the
results are extreme enough to demonstrate a need for change.
It's also important to note that the app has only a 1.8 star rating on the App Store.
I hope that we can work to make Speak Up more accessible and effective, as well as more
clearly advertised.
Every student should know how exactly to use the app in case of emergencies and serious
incidents.
An outlet as important as Speak Up should be much more than just a QR code on the back
of our IDs.
Thank you.
Thank you.
Richard Chuliak, after that Jarrett Burton.
I'm Richard Chuliak of CRHS and the Power Club.
Ladies and gentlemen of the Board of Trustees, thank you for the opportunity to address you today.
As we continue our pursuit of excellence in education, I stand before you to advocate for a crucial enhancement of our current T-Test evaluation system.
with the implementation of student evaluations of teachers in our school district.
Allow me to clarify that the proposal to implement student evaluations is by no means an attempt to replace the existing district evaluations.
Rather, it is an addition, a complementary tool that adds depth and nuance to our understanding of a teacher's effectiveness.
District evaluations are undoubtedly crucial, providing a standardized framework for assessing teachers.
teachers, however they may not always capture the day-to-day experiences of the student-teacher
relationship.
I urge the Board to consider the success of Houston Community College with the Evaluation
of Greater Learning Student Survey System, or EGSL3 for short, and recognize the potential
for improvement and growth within our own district.
By embracing student evaluations alongside our existing framework, we demonstrate a commitment
to excellence, adaptability, and a genuine desire to provide the best possible educational
experience for our students.
Typically, T-Test evaluations happen infrequently and on published dates teachers are aware
of.
A student's year-long experience with any particular teacher can be an invaluable data
point.
For example, this year-long experience can give keen insights into the maintenance of
classroom behavior, student leadership and responsibility, clarity of instructional material,
and the ability to hold student engagement.
All criteria clearly listed in both T-Test and EGLS III evaluations.
furthermore by incorporating student evaluations of teachers into our
assessment toolkit we empower students fostering a sense of agency and
responsibility in their own education it sends a powerful message that their
voice matters and that their input is crucial in shaping the educational
landscape in conclusion let's not merely strive for adequacy but for greatness
and our educational excellence by incorporating student evaluations of
teachers we take a significant step forward in ensuring that our classrooms
classrooms are not just spaces of instruction, but vibrant hubs of inspiration and intellectual
growth.
Thank you for your time and consideration.
Thank you.
Jared Burton followed by Christian Wightly.
Good afternoon, board members.
My name is Jared Burton.
I am a junior at Tompkins High School and president of the Sexuality and Gender Alliance
Club.
Last Friday, the board published its agenda for its December 4th meeting, and one item caught the eye of many.
Agenda item 6.1 stated that there would be discussion regarding Texas Senate Bill 763,
which authorizes the employment and volunteership of religious chaplains in addition to or in place of school counselors in public school districts,
leaving the decision to each individual district but also requiring that every board vote on the matter.
I understand that the board I stand before today is not only all of religious background but Christian,
Therefore, I am sure most, if not all of you, are inclined to create a policy authorizing this.
However, I believe it is important that you see the glaring flaws in such a policy and reconsider.
While school counselors require certain certifications in order to qualify for the position,
the bill specifically states that state educational certification is not required for religious chaplains.
Not only would the religious freedoms of students be infringed upon,
but the quality of their counseling could go down significantly.
To play by Christian rules, the third commandment states,
Thou shalt not take the name of the Lord thy God in vain.
While the most common interpretation of this is not to say things like,
Oh my God and Jesus Christ, it also means to not use his name in a wicked manner.
And it just so happens that there are many Christians, especially in the southern United States,
who will use their God as an excuse to spew hate and bigotry to those who are different from them.
And putting Christian chaplains in a position where they will often be expected to assist vulnerable students
while simultaneously cracking down on the freedoms and safety of LGBTQ plus students is no coincidence.
The Establishment Clause of the First Amendment in the Constitution of America
states that Congress shall make no law respecting an establishment of religion,
which is universally interpreted as the separation of church and state. While I understand that the
Board was not responsible for the passing of Senate Bill 763, the state has nevertheless
the less given the board the power to accept or reject this practice.
Based on the value of the board members and especially those who voted to pass the gender
validity policy, it would not be unreasonable to assume that a majority of your constituents
would support the
implementation of this potential policy as much as this will that would
dissatisfy some adults in the district please know that rejecting this practice
in our schools would be a relief to a majority of the students across Katie as
a lifelong student of Katie ISD and a strong advocate for LGBTQ rights I
heavily advise the board against allowing these chaplains in our schools
without the proper restrictions thank you thank you
Tristan Whiteley followed by Marcy Sabole.
Good afternoon.
My name is Tristan Whiteley.
I'm a sophomore at Cinco Ranch High School and a delegate for the Power Club.
I'm here to propose the implementation of district-wide recycling.
With the support of Dr. Williams, the Power Club has implemented recycling at Cinco Ranch
High School. Recycling is very important because it reduces carbon emissions and
educate students on the importance of recycling. Status quo, the climate is
steadily declining and one of the main reasons for that is carbon emissions.
Recycling is often less energy than producing goods from raw materials,
which helps conserve natural resources. In addition, it reduces the environmental
environmental impact of extracting and processing raw materials.
The importance of recycling extends beyond individual actions.
It is a global effort that requires cooperation among nations to address
environmental challenges collectively, which brings me to my next point, educating.
By instilling a deep understanding of recycling principles early on,
we empower the next generation to become responsible stewards of the environment.
As students grasp the significance of recycling, they are more likely to adopt eco-friendly
habits, influencing their families and communities.
In a time where environmentalism is increasingly important, it is crucial for us to establish
a precedent for the entire KDISD district.
This holds significant importance for the future of recycling within the school district
as it provides a blueprint for upcoming classes,
offering a proven and effective routine.
I've provided copies of the recycling plan
that we successfully implemented at Cinque Ranch High School.
This plan has demonstrated notable efficiency
in terms of both time and resources.
Our approach involves the signup process
where volunteers are assigned to different sections
of the school.
During 3.5, we collect trash,
trash, ensuring that it's disposed before the next class period.
It is imperative for KDISD to embrace this model and set a precedent for sustainable
practices.
The significance of educating students about recycling principles goes beyond the immediate
impact.
It cultivates responsible habits that echo in their families and communities.
By adopting district-wide recycling, we're not just fostering a more sustainable future
for our schools but also contributing to the global effort to address climate
change collaboratively the provided recycling plan serves as a tangible
guide showcasing a well organized system that has been successfully implemented at
Cinco Ranch High School the routine will guide future classes towards more
environmentally conscious and responsible path let's make a change
Thank you. Thank you. Marcy Sable. And after that, Joan McPherson. Good evening, President Perez, members of the board, and Superintendent Dr. Krakorski. My name is Marcy Sable. My comments this evening are concerning the issue of retention in regards to the recently created retention
committee. While I applaud the efforts of the board in addressing employee retention, I would
respectfully request a broader look of a wider scope of employees across the district. For example,
have you ever tried to run a campus without a campus secretary? Have you ever tried to manage
a campus medical emergency without the assistance of a clinic aide? Have you ever tried to host a
campus family event or send students on a field trip without the assistance of a financial clerk
how about implementing a new software program without the support of technology support staff
each of these employee roles and many others are equally as crucial and valuable as a teacher's
role i would also like to express my concern that not one of the three longest tenured board members
are being included in the retention committee.
While I don't know these board members personally,
I have observed them at various events to have very positive interactions with staff at all levels.
Lastly, consistent with the board's recent practices of community inclusion in various committees,
for example, the bond committee, the naming committees, and the strategic planning committee,
May I respectfully request consideration of inclusion of the KDISD employee community in the retention committee.
Thank you.
Thank you.
Joan McPherson, and after that, Nancy Sarsy.
Good evening, board members.
My name is Joan McPherson.
Thank you for allowing me to speak tonight as a follow-up to the October 30th meeting where family and community
Members requested the board start the process of naming the Katie
high school baseball field
After my husband Tom McPherson a coach Matt
He was head baseball coach at Katie high school for 34 of his 45 year career
Also assistant football coach for 32 years at Katie high school time
but one of the winningest and most respected baseball programs in Texas. If you haven't
already reviewed the packet of information given at the October meeting, I respectfully request
you do so. Tom ended his career with 891 wins, the fourth winningest coach in Texas. He has the most
wins of any coach in KDISD. After his retirement, he was inducted into the Houston Area Baseball
coaches Association Hall of Honor and Texas high school baseball coaches Hall
of Fame his accomplishments and awards are numerous and outlined in the packet
his dedication to the game of baseball reaches farther than Katie I esteem
Katie high school he coached baseball players from all over Texas and Red
River classic games which is now was part of Texas high school baseball
coaches Association he was director of Katie baseball camp for over 25 years
teaching children from all over the Houston area ages 6 to incoming freshmen
the fundamentals and skills of baseball teaching and coaching wasn't a job it
was his passion he never considered coaching as work he lived by the words
of a wise old man who once said find a job you love and you'll never work a day
in your life he loved the game of baseball and what it teaches you about
life commitment persevering making perseverance making sacrifices teamwork
work handling success dealing with failure he also taught his players
discipline and respect for 34 years he put in unlimited hours into maintaining
Katy high school's baseball field mowing watering adding strikes before the game
he took great pride in the baseball facility and it showed we're not asking
for a school to be named after him just to feel where he dedicated 34 years I
believe he is more than checked off district requirements for the naming of
a portion of the school we have support from administration at kd high school and the booster
club myself other family members and boost and the booster club are willing to pay for the signage
we would like the dedication for the start of the 2024 baseball season with your approval we
can make it happen i retired and came from kdisd in june after 22 years combined time and i have
56 years of service to KDISD. My husband is more than deserving of this small dedication
to his career. Thank you for your time and consideration.
Thank you.
Nancy Sarsy, please.
please.
Hello.
My name is Dr. Nancy Zars.
I'm a resident of Katy and a mother of two children.
I want to again voice my staunch opposition to the use of chaplains as counselors.
I am a forensic psychologist.
Every aspect of my career, clinical work, full professor at a graduate school, contract
with the FBI's Countering Violent Extremism Unit, and CEO of a consulting practice all
coalesce to inform my firm opposition to the use of chaplains as counselors I
worked in federal law enforcement including three federal prisons two of
them as chief psychologist and director at the maximum security military prison
you would know simply as Leavenworth I worked alongside chaplains and have
great respect for them they serve a vital function but it is inherently a
religious and a spiritual one and it is not mental health at no time if
psychologists were unavailable were inmates or staff referred to a chaplain
instead of psychologists we are not interchangeable they are not qualified
to do our work and we are not qualified to do theirs last week someone asked
whether there was any harm in adding resources to be available to our
students in need I'd like to share that yes there might actually be harm a
chaplain is not trained in abnormal behavior clinical interviewing
diagnosing mental illness or treating psychological issues for instance depression and teenage boys
often manifests as anger irritability and aggression counselors know to look for the
root cause and not just at the surface a chaplain is not trained to assess depression suicidal
ideation or early warning signs of violence thereby missing even if inadvertently signs
Signs of potential serious harm.
The five primary reasons I oppose chaplains as counselors are as follows.
I strongly prefer counselors as counselors.
They're educated, trained, supervised, and licensed.
The law does not define chaplains or establish basic competency standards.
In contrast, counselors need two years of education, training, and supervision.
There is simply no equivalency.
professional chaplains signed a letter opposing the use of chaplains as counselors so professional
chaplains and mental health professionals are in agreement let's listen to the professionals for
money spent on chaplains is better spent on qualified counselors on violence prevention
on suicide prevention and on threat assessment teams five as a person of faith and a deacon in
my church. I strongly believe in religious freedom, which means that the government leaves
religious matters for the parents to decide outside of the eight hour day. I'm happy to
provide additional information if interested. Thank you for your time.
Thank you. This concludes the open forum portion of our meeting. The board will now convene
5. Closed Meeting
and close meeting as authorized under section 551.001 of the Texas government code for the
following purposes texas government code 551.071 and 551.129
6. Reconvene from Closed Meeting
the board will now reconvene an open meeting today is monday december 11 2023
and the time is 6 26 pm on behalf of my colleagues i welcome everyone to this evening's regular board
board meeting. Each board member received the agenda and documentation for this meeting
on Friday, December 8, 2023. The board will receive information and recommendations from
staff, administration, and the superintendent. On these agenda items at tonight's meeting,
board members will be able to ask questions, receive answers, and should be prepared to
take action. The board has just reconvened from closed meeting in accordance with Chapter
Chapter 551 of the Texas Government Code, any action arising from discussions in the closed meeting must be taken in an open meeting.
7.1 Progress update to the Board on the uses of the Elementary and Secondary School Emergency Relief Funds (ESSER II & ESSER III)
The first item of business are some reports.
Item 7.1.
And our presenter is Nakia Coy, Executive Director of Federal Programs.
And this is a progress update to the Board on the uses of the Elementary and Secondary School Emergency Relief Funds, ESSER II and ESSER III.
Welcome.
Good evening, President Perez, board members, and Dr. Gagorski.
I'm here this evening to present an update on the KDI Ski Elementary and Secondary School Emergency Relief Fund, known as ESSER II and III.
It's been a joint district effort across many departments and campuses, and I will be providing you the final grant overview.
All righty.
So here's a history of our ESSER funds.
ESSER II ended this past September.
ESSER III will end in September of 2024.
So the intent was to help districts safely reopen schools and to address the impact of
the pandemic on students.
There's three main buckets where funds can be spent, activities to assist in the safe
return to school, activities to address learning loss, and activities to address the well-being
of students.
We're required to spend a minimum of 20% of the total grant on these last two areas, and
as you can see, KDIC has exceeded the minimum requirement.
There are several assurances required by these grant funds.
We assure that we consulted with various district stakeholder groups.
Additionally, we assure our board of trustees has been informed that these are one-time
funds and that there's no assumption that these funds will be replaced after the grant
has ended.
Here's a recap of ESSER II and how funds were spent according to each of the grant guidelines.
lines and this grant has been fully expended and all our final expenditure report has been submitted
here is a recap of how sr3 funds are spent according to the activities outlined in the
grant and this grant will be fully expended over the spring semester and summer and then the next
slide will depict how these remaining grant funds will be spent you'll see there's about 12 million
dollars in salaries a little under five million in campus and department
initiatives remaining and then indirect cost is not budgeted so it's not
included in that 16.8 but that's the the approximate indirect cost that will be
recouped oh wrong one but this is our final one any questions questions
Thank you.
All right, thank you.
7.2 Strategic Design 1.3 Elementary Literacy Update
Which is the Strategic Design Update 1.3 Elementary Literacy Update.
Dr. Sane Bell, Assistant Superintendent of Teaching and Technical Learning.
Welcome.
Hi, good evening, President Perez, board members, and Dr. Gagorski.
I'm here to present the literacy update to the Board of Trustees.
One of the main criteria for selecting a new elementary literacy resource was ensuring
that the same resource was available in English and Spanish.
With our growing emergent bilingual population, it's important that teachers and support staff
have the instructional resources to meet the needs of our emergent bilingual students who
who are served in the bilingual program or for those who receive ESL supports in our classrooms.
During this presentation, I want to highlight both programs and the literacy practices that are being implemented in classrooms.
HMH allows our ESL instructional support specialty teachers the ability to support the diversity in our district
by providing a couple of different resources,
such as parent letters in some of our top identified languages,
articulation videos provided by HMH to help with the formation of the mouth
so that students can learn new English sounds
that may not be present in their native language,
and instructional guidance so that teachers can be familiar
with the phonological and grammatical supports
that may be of higher importance for particular language groups.
For example, sentence structure order in some languages are different than in English.
And also, like some languages, do not put an S to make words plural.
HMH provides resources with all of the variety of languages and kind of starter places for our teachers so they know how to support their students.
And then ESL teachers also plan with grade level teams to ensure students are receiving appropriate language support.
So having a resource in both English and Spanish has really leveled the playing field for our staff, and they have those at their fingertips.
Bi-literacy instruction in KDISD follows the evidence-based instructional practices of the science of teaching reading taught in the TEA Reading Academies, which is where this graphic is from.
By literacy instruction involves explicit instruction that provides meaningful context
and builds from the learner's background knowledge, systematic instruction of the TEKS
that supports content and basic skills required for learning literacy and language, differentiated
instruction to meet the needs of all learners with various levels of language proficiency,
intentional planning and consideration of content-based language instruction, and strategic
presentation of content and skills in the languages of instruction culminating
with planned cross linguistic connections and metalinguistic analysis
characteristics for multilingual learners. One of the core foundational
practices in our bilingual classrooms is the use of the bridge. The bridge is a
tool for developing metalinguistic awareness which is the understanding of
how language works and how it changes and adapts in different circumstances. An
An important aspect of the bridge is that it's two-way.
Teachers purposely bring two languages together,
strategically guiding bilingual learners
to transfer literacy between languages,
such as recognizing cognates and patterns
in two different languages,
and identifying how the languages are similar
and different, which is articles in Spanish
may look the same or different as in English.
The following pictures include two examples
of anchor charts where you'll see Spanish
and English vocabulary listed side by side to focus on language features. This
is an important concept in helping our bilingual students. Bridging also
supports the students ability to transfer decoding skills by developing
their metalinguistic awareness through comparing and contrasting the two
languages. So in these pictures you'll see there's some words that may have the
same letter but may have similar sounds, may have the same letter but different
sound so trying to find a starting place place for our students to help bridge
their language acquisition so they're not starting from scratch learning a
language what's similar and what's different to help them with their
language acquisition skills in the classroom teachers also provide sentence
stems to scaffold students speaking and writing emergent bilinguals need support
to utilize their new academic language when engaging in classroom discourse
course. Teachers use various sentence stems based on the language proficiency of the student.
The example in the picture is a basic sentence stem. A more complex compound sentence stem
may be used for a student at a higher language proficiency level. The use of these stems are
also utilized to help build students proficiency and confidence in writing.
In a dual language classroom, instruction in English is designed to integrate second
language acquisition with quality content area instruction. The goal is to
foster emergent bilinguals acquiring social and academic language proficiency
in English to learn the knowledge and skills and to learn the knowledge and
skills in the TEKS. A dual language classroom has three designated
linguistic spaces in the print environment. So I know that you you all
are going out to campuses and you may venture into bilingual classrooms. It's
important to know that if you see things in blue that is in Spanish if you see
things in red that is in English and then the bridge is where the languages
are posted together for transfer and comparison in our bilingual classrooms
just as in all classrooms literacy is taught through all content areas reading
and writing are taught in Spanish and English math and science instruction are
taught in English with language scaffolds for students whose English
proficiency is still developing and social studies is taught in Spanish with
the vocabulary being transferred to English at the end of the unit shifting
gears just a bit elementary C and I recently created a family literacy
portal canvas course that is available through the KD ISD web page it is
important to note that this resource is available in both English and Spanish
This is a place for our families to gather information about the structured literacy
implementation and literacy resources.
The goal is to increase stakeholder understanding of the district vision for literacy.
As stakeholders in literacy, families will see their role in the literacy framework and
will learn more about how the framework was developed.
Families will learn what literacy looks like in all elementary classrooms and the connection
to the science of reading.
All components of literacy are highlighted by grade level.
Elementary CNI will continue to develop parent-facing resources to be added to the site, including videos showcasing literacy learning, links to the HMH,
Into Reading, and Arriba La Lectura family sites are available as well.
HMH has some pretty robust information for families, and we've given access to that.
I'll be happy to answer any questions that you have at this time.
Questions?
Mr. President, I don't have a question, but I just really want to give a shout out to these bilingual teachers.
They do a lot of work.
So not only do they have to teach the new HMH phonics, for that they've got to create these bridges, which is a lot more extra work.
So kudos to them.
I saw a lot of the classrooms at Bear Creek Elementary that I remember, and they do great work.
So thank you.
I do agree.
Mr. President.
Any other questions?
Mr. President.
Ms. Fox.
Thank you, Dr. Bell.
So is it, are you hearing conversations
or reports back from our bilingual teachers
how helpful it is that the material
is already printed in Spanish
and they don't have to do the translation
from the fontanism, whatever the one was before?
Yes, so in going out, and when I go out to visit campuses,
I always ask what's working,
and then where do you need some additional support?
And one of the things that they said is working really well, like they love the resource because it's everything that they need in both English and Spanish.
They can now plan together as a team with teachers who teach monolingual.
And the HMH resource has lots of additional resources that help them in their instruction,
as well as I've seen in being out on campuses because we have that resource
when support comes into the classroom whether it's the ESL IST or we have
paraprofessionals like they they have a resource that they can lock in on and
really utilize with the students so that kind of reduces the the class size if
you will in the classroom because they have the resource right at their
fingertips thank you i agree with mrs Cuzela about kudos to bilingual teachers that's a chore
and we're they're creating they're getting amazing results thank you for your presentation
is this question is the parent literacy portal is that uh bilingual yes it is in english and
in spanish okay great thanks so much any other comments or questions thank you so much
7.3 Academic Support Update
We move on to 7.3, which is academic support update.
And we have several presenters, Christine Caskey, Sanay Bell, Natalie Martinez, and
Chris Morgan are the presenters.
And after that, I believe Mr. Redmond is also giving an update on the connection with that
about the academic support committee.
committee.
Good evening, President Perez, Board members, and Dr. Gorgorski.
As you are aware, President Perez has appointed an Academic Performance Committee, which is
chaired by Mr. Redmond.
One outcome of this committee thus far has been a request for a presentation on how we
are organized to systematically support the academic and instructional needs of our campuses
and our teachers based on the different needs of our campuses throughout KDISD.
Dean. So we are pleased to be here this evening as a team, as Mr. Perez said, to provide you with
information and examples as to how we are organized to provide these services to our campuses.
You will hear from Dr. Bell on the role of the teaching and learning team and how her team
members are out there to support our campuses. You're going to hear from Mrs. Martinez, who's
going to elaborate on the data and assessments that we use and also the effective schools framework.
work and you'll also hear from mr morgan who is representing school leadership while we have four
assistant super five assistant superintendents over school leadership mr morgan will be
representing that team this evening so this slide outlines the three areas identifying the different
programs that all come together to provide the support so each area will show how they actually
use the data to connect with their campuses and how they individualize that support so it isn't
a cookie cutter just one size one for all we actually go in we delve deep into that data we
look at the campus leadership we look at their teams what it is that that particular campus needs
and so really it's a multi-tiered approach that's really tailor customized to meet the needs of each
campus each team consists of multiple departments or programs and again although school leadership
looks small up there we know that our assistant superintendents support the many many hats that
that our principals wear, but tonight we're going to be focusing on that instructional
leadership hat.
And at this time, I am going to turn it to Dr. Bell.
Okay.
The Teaching and Learning Division connects with campuses in a variety of ways.
Campus visits are utilized to identify areas where support is needed.
it. Professional learning is designed to meet the needs of our various campus
staff members. For example, our principal PLC structure focuses on instructional
topics for principals. We have IC Friday meetings which support the learning for
our instructional coaches so they're able to go back and support teachers on
the campus. And then we also have professional development that is designed
for academic purposes.
We currently have our content institutes going on,
and so it's designated for specific grade levels,
specific teams, or a content area.
So this year we're focusing on third grade math,
algebra 1, English 1, and English 2,
and that's where teachers come to the ESC,
and they have learning sessions on instructional best practices.
They go back and put those in place,
and then they come back for another learning session.
So it's learn, chunk, learn, go practice,
and then bring it back.
and that's designed to address needs as identified by the data.
Technical assistance is also provided to campuses, which is more targeted to campus-specific needs.
Examples of this include modeling best practices, supporting planning sessions,
and delivering professional learning that is more specific to a campus.
We utilize a variety of data points to develop a comprehensive support plan,
and feedback from campuses is also a valuable tool to help make adjustments to the type
and level of support that is provided.
Good evening.
In the Research, Assessment, and Accountability Department,
we train all schools on the state and local assessment systems
to ensure that schools are set up for success and the data is valid.
We also train on the accountability system so schools understand
how they are evaluated under the federal and the state system.
These discussions always lead to actions at the campus level, so we always point out areas of success, areas of concern, as well as discuss their instructional focus and requests that they may have from central office.
We individualize for schools in a variety of ways.
Campus visits can always be requested by schools, and with campus visits, we usually are attending their leadership meetings, their planning sessions, or walking the classrooms to give feedback back to the leadership teams.
We also have schools who participate in the effective school framework throughout the year or the framework for leaders throughout the year as well.
In those sessions, we work with their leadership teams, so they come and meet with us to work on the framework and their plans of action.
And you'll hear about that a little bit later in this presentation as well.
Of course, the data that we review initially is the state and federal accountability along with their local assessments throughout the year and then also reviewing their effective schools framework plans.
Definitely need to raise that up.
Got some munchkins here.
Well, I'm here tonight to present for the assistant superintendents because I was not
at a meeting one day and they chose me.
So here we go.
So our role as assistant superintendents is complex and it's massive to say the least.
One of the key areas for us though is that focus on accountability.
The regular communication and collaboration is key to take that time to listen to our
principals, really understand their needs, and understand that each of our campuses is
different and they have different needs.
So we need to take that time to really focus in on what they're telling us and really tailor
that support to what they need for their campus, not just make it a one size fits all.
The biggest job we have is to liaison between the campuses and all the departments.
departments. The assistant superintendents talk with Natalie's department all the time,
Dr. Bell's department, and especially Dr. Coffey's department as well with special education.
We also engage with our campuses by attending school events. In fact, I attended a school
event this morning, Deck the Halls at Haskett, and Miss Timmy was there as well. So we do
those type of things. We conduct regular meetings with our principals twice a month. We do learning
running walks, accountability meetings, just to name a few.
Connections between the district, these things that we do make connections between the district
academic goals and our campus goals, so we better align and make sure our campuses are
on the same page as a whole district.
The next thing is that individualized support.
As you can see, one of those things that we do is we address the challenges for each principal
by engaging in that ongoing communication to help them navigate through that accountability
piece.
We take that data that we get, we have that data analysis with them, we help them develop those campus goals and strategy.
And the biggest piece of that is our coaching, though.
I believe that all of us would agree that principals sometimes just need guidance or just needs a listening ear to talk about what they're going to do with implementation of things and implementation of initiatives.
This also gives us an opportunity to provide feedback and listen more to them.
them, and this shows us that they're actually working on those things that need to be worked
on as far as their academic goals.
By creating this culture, we also empower the principals to kind of lead effectively
and implement those things and create that environment that's conducive for that academic
success.
Another part of that is we also have that evaluation time with our principals where
we can talk to them about their needs, and part of that evaluation process is their professional
growth as a leader.
So we provide them opportunities through Principal Institute where they can network with other
principals in the state of Texas and have that professional learning for
themselves so that they can lead more effectively. And of course you've already
heard about data a little bit tonight and that was from Natalie. Her department
is a significant part of what we do with campuses. She helps us sometimes
analyze that data so we can work with our campus on their strengths as well as
areas of need. And additionally we also will look at attendance records, dropout
rates to review any trends that might be happening or any barriers that may cause
issues with their academic success and I'll turn it back over to Natalie
each of the teams you heard from today have their own systems on how they
support Katie ISD but we do also all come together when we have schools who
are identified for school improvement the state and the federal data are
reviewed first to determine schools that are in need of additional support. Schools are identified
if they have a federal label or if they meet the proactive internal KDISD criteria. Central teams,
including representatives from the teams you heard from today, are assigned schools to ensure that
the support is consistent. We also rely on representatives from our offices of other
language in our special education department if the data shows a need or if the campus is requesting
that support. Each of these schools creates a plan of action which is
supported and monitored by collective efforts between the campus leadership
team and the central office team that is assigned to that school. There are four
formal meetings for these campuses and in between those meetings the central
office team is visiting at the campus to see what's happening and in real time
and give the campus some feedback which really just helps support their efforts
and collaboration on the adjustments.
We do expect adjustments throughout the year.
You've heard the word effective school framework.
This is the basis of our work.
Our school improvement work is grounded
in the effective school framework.
The framework encompasses the five levers
that you see on top.
It includes effective instruction at the core
and strong school leadership as a lever
that holds all the pieces together.
Campus leadership teams engage in the process
to identify a focus. They work together to identify the highest leverage action
that are some that are supported throughout the year with implementation
expectations. Strong implementation is focused on the five systems which you
see on the bottom. The overarching idea is to create common expectations, common
language, and support incremental progress with bite-sized feedback. And so
all of the schools who are in support with us learn this model and that's how
how we support with a common language throughout our district.
Thank you to the team.
And Mr. Redman, at this time, do you have any comments that you want to add?
Sure.
Board, one, you can see the agenda from what we discussed in our last meeting is in Board
Docs.
So you can kind of see what the conversation revolved around.
but just the the quick recap is
Where our committee is focused on trying to increase the conversation around academics in the board and increase the time
We're spending on that and one of the questions we least or one of the things we told our team here was
We want to see what you're looking at. What what are the things that cause you to?
Dive deeper on support you're getting what are the things that cause you to you know cause you?
issue sleeping or what what do you look at and say man we've got to address this now
and it seemed like every time we asked that question they hit us with about 30 pages or 30
answers and so one of these we asked was that they would present that to us here on the board because
it it all just fits together so well that one piece doesn't really operate without the other
and when when there is an issue they all come together and move quickly and support our
our principals and our teachers and our students.
And so if you look at that,
some of the changes on the agenda,
just as we move forward,
historically, there's been a lot of reports we get
and we kind of make a joke like,
oh my gosh, we've been sent 12 reports to read
before the next board meeting.
I thought all those were required by the state,
but historically, there's just been board members
from years past that have requested those.
And so there were things that we had our team
and administration here in this building doing
doing that I'll be honest, I didn't always read them.
I may have read them the first time, and I've got to assume that there are many on the board
that would have done the same thing.
And so I want to encourage you, we're moving towards a more robust format.
I think each quarterly a one-page summary of many of those reports.
And so they'll give us the high points of that as well as a link to the raw data.
So if you want to go dive deep at what's on a specific school, it'll be there.
if you want to go see not our presentation of the data but you want to go look at what the state of
texas said there'll be links to that so we can go find it and go as as deep as you want and then as
the committee we still have the ability to say hey that report we really want to see that in detail
and then we could go back to them and say hey we really want to see some more of this information
can you focus on this and bring it to the board and so uh that that first uh one pager that
quarterly summary should should come in january and then uh we'll also the committee will get
together and go through that to see if there are any parts on that that we we feel like are good
to highlight for our district maybe the board needs to know more about or or just to sing the
praises of our team in schools and so um yeah that's all i've got thank you thanks a lot questions
Mr. President?
Ms. Chappane?
First of all, I'd like to commend you on making this committee, the academic committee,
and forming it and the idea of doing that because I can see that it's important to have the connection
between the board members and your team, Dr. Caskey.
So I really think that this is good, and I like your agenda and all that,
and I appreciate your leadership in this, Lance.
And I know Rebecca's on the team also along with Mr. Perez, but I have a couple of questions.
So I noticed on the next to last page on your presentation, it had the model, and in the
model is positive school culture.
and I would hope that this would be a part of what y'all just discuss in your
committee because to me without a good school culture a lot of things can't
happen and you know a lot of you know that I've been very interested in the
the satchel pulse surveys and I've had meetings you know dr. Gorgorzky talking
about this and I've seen I know it's a daily thing and it's changes but I know
that there are some schools at certain times that are not doing as well as
other schools it would in that in that respect and I think that that can have
some to do with the success the academic success of the entire school so I would
like to see some more information about that and how you know maybe there's a
connection between school a is not doing so well and look and everyone's not
happy there too you know there may be some kind of connection with that so I
don't know that's something that the they could also be pulled together to
tie in with some of this reporting that that your committee's gonna do or not
also oh I'm curious about one other thing in the past I saw there was a
school that wasn't doing well and they there was a thing it was it was kind of
like an action plan and I'm not sure what it was called exactly because I was
new on the board and I've never seen it again but it actually had you know all
these little things that they had to accomplish during the year do you know
what I'm talking about
Yes, ma'am. So if a school is identified with a federal label, they are writing a targeted
improvement plan, which we call a TIP. But every school that's with us under school improvement
will have a plan. The other schools that are just identified by the proactive measures are writing
it in their SIP. What's a SIP? The campus improvement plan. And for those schools,
you will see it labeled as an ESF, effective school framework, or as an SI, school improvement.
So when our team opens up the SIP, we know exactly which performance objective to go to and look at all of their action steps.
So they're very similar in that way, but the federal one just follows the TEA format.
So every school has that?
Every school that's identified as the school improvement has that, yes.
And which schools are identified as school improvement?
I believe you have a document or it's coming in January.
It'll be part of the one pager.
Okay.
Ms. Champaign, also the satchel pulse information.
We elected to keep as its own standalone report and not roll it into the one pager because we knew we also as a committee thought it was important to keep that separate.
We will get information on that too with your report simultaneously.
So when you give your report about the academic success, your one pager will be something about the satchel going off the top of my head.
if i remember that correctly it's going to stay on the same reporting schedule that it was before
we didn't make a change to that specific that is correct it will not be a part of the one-page
academic report um you will continue to receive those uh school climate reports the central pulse
reports as you have in the past i believe that's april and november is that right okay thank you
thank you one uh on your five systems for implementation uh which is data on adult
behavior what is that referring to? Ms. Martinez is our expert on that. So we do
we certainly still have our pulse on student data however one of the quotes
that we use is student student performance doesn't change until adult
behaviors change and so campuses focus on something instructional say small
group instruction and so the idea is to be really consistent about what our
expectations are on the adult behavior which would then in turn support the student behavior
and progress in their performance and so we do collect data on how adults are implementing
those pieces
mr president thank you ms champaign i'm sorry i just want to i just want to add i'm sorry i'm
going back to that satchel pulse but i i'm just curious are y'all do you look at any correlation
between what may be going on at a school
and the results of that?
Because I know that that's an ongoing survey.
You don't have to look at it just in April and November.
In many of our meetings,
principals will talk about that piece.
I don't personally pull that up.
When you look at it in the levers,
principals have a choice of which lever they're focusing on,
but regardless of their lever,
many of them bring up that conversation anyways
because they do see the correlation as well.
Okay, thank you.
Other questions?
Mr. President.
Thank you for the presentation.
I appreciate this committee very much.
When we looked at the whole revamp of it and all the many reports we got and talked about, which ones do we want to continue, right?
We still get those in-depth.
But having that one-pager, it wasn't one page, it's one page.
And it's link after link after link and in our committee, they went to the link and then it was like in another link and another link and I can see some people. This is who will look at everyone right?
And and Mrs. team me as you're looking at things like that. It was so interesting that I got really excited and I was like, this is such great stuff and now we'll have it at our fingertip and not in a report like this. And.
And what they just reviewed here, like one person at a time
and reading the highlights is really as deep
and as wide as an ocean on what they do.
And I have always loved and appreciate more and more
every day the fact that 95,000 students
are still the main thing.
The main thing is educating students
students and the massive amounts of people pouring support to that classroom teacher to make sure
that that success is as high as it can be. And when there's a need, Natalie Martinez knows.
This one classroom at this one place, just like, and we have an instructional coach doing that,
and oh, this bubble to the top, where did that come from? Oh yeah, two of the teachers are out
on maternity leave and one had a death in the family. Oh, that's why. So they, I mean, they know
all of it and they there is not one detail that we asked that they didn't
have an immediate response of school improvement plan they knew and one of
them was a federal label about there are only this many Asian children in a
school and they need this and we're looking at those kinds of things and
some you know just demographics and federal requirements on something that's
like that makes no sense to us but that we still have to do it it's incredible the team and what
they do and this information is is good it's deep and wide and i think you're going to love the new
format and i appreciate mr perez you're uh helping with that and lance thanks for
mr redmond thank you for leading our team you have great great great wisdom in the things you're
asking for thank you any other questions thanks a lot so we'll now move to a point
8.1 Discuss and consider Board approval of naming Junior High #18 as recommended by the Naming Advisory Committee.
one and that is to discuss and consider board approval of naming junior high
number 18 as recommended by the naming advisory committee and I'll turn it over
to dr. Gorski just a quick recap on that that the board had asked that
that we go ahead and put together a committee to name Junior High 18.
The committee came back and selected the recommendation to the board as Nelson Junior High.
Since then, we brought the recommendation to the board last week,
and we had a public forum last week as well and met back as a committee,
and the committee continues with that recommendation to the board.
So I submit that to the board for discussion and recommendation of Nelson Junior High.
Board members, are there any questions or discussion?
Mr. President.
Ms. Champagne.
I move that the Board of Trustees approves of naming Junior High number 18 as recommended by the Naming Advisory Committee.
Second.
It is moved and seconded that the Board of Trustees approves of naming it Junior High number 18 as recommended by the Naming Advisory Committee, and that would be Nelson Junior High.
We will now proceed to vote.
vote. More members please record your vote on the screen via your keypad. The ayes have
it and a motion is adopted and junior high 18 will be Nelson Junior High. Congratulations.
At this time I want to like turn the floor over if one of you, a couple of you want to
come up and maybe make some remarks we'd love to have it we just want to thank
the board for naming giving us honor of having a junior high named after our
family we spent a lot of time and effort with a school in the county and the town
and making trying to make this school and this whole area a better place my
My brother and I have a little saw mill and we were,
the site contractor gave us a permission to go out
and saw some of the logs up with all the big oak trees
that had been there for 80 years.
So we have a little saw mill, so we went out
and got the logs and we sawed up logs
and we made these little things for each one of you.
That's out of the old wood that came out of our farm.
You want to give it to them?
Thank you.
Thank you so much.
You want to give it to them?
You'll meet them.
You go ahead.
Thank you.
I love this.
We enjoyed making those things.
That wood is so hard.
It took three bits, saw blades to saw it out.
The wood was so hard.
That's beautiful.
Beautiful.
Oh, that's cool.
From Nelson, Jr.
Thank you.
That was awesome.
Thank you.
Thank you all.
Mr. President.
Thank you so much.
Did you want to?
Hold on one second.
What else we got there?
Yeah, it is a huge honor.
And Dad and David and Pam are the last of that generation.
and their generation is the ones that really did the work.
And there's a few in EC and there's a few of our generation
but most of us are gone.
But I called my daughter Wednesday after the meeting
and she made these hats.
Y'all can trade if you don't like the one you got.
That's a rice plant on there, the L.
Thank you so much.
Oh cool, thank you.
That's so cool.
cool. Y'all can't see this. The L is a rice plant. That's nice. I don't want to see these on eBay in the morning.
Nice. I love it. Thank you so much. Mr. President. Thank you so much. Congratulations again.
Yes.
I'm sorry.
Mr. President, can I find out who made this?
He did.
He made them.
He made all of these.
Thank you so much.
That's all I want to say.
Just to be clear, it's from the hardwood from the land, right?
Yeah.
They had a bunch of those big old oak trees were almost 80 years old.
and when they like dad said when they were tearing down the land David and dad
went out there and got those logs and David he passed out I hate to tell him
that he was a punk and so they got him back going again but they took those
logs back to Belleville and they bought a sawmill and they sawed up you know in
And they're making, they made these things.
Bad David made them.
So it's from the family.
Thank you so much.
Very beautiful.
Thank you.
It means a lot.
Mr. President.
Ms. Fox.
It'll probably be our last time to have you like this in a group here.
But one more time, welcome to the Legacy Namesake family.
We're so, so proud.
Cherish this always.
I hope that you come to Nelson Junior High all the time.
I want the children of Nelson Junior High to know your sweet family.
It's rich tradition and legacy, and it's new.
And the importance of family and what that means.
I hope you will be there for just everything that they do and that you're honored all the time.
I can't wait for the dedication, but please tell your extended family to be an active part of Nelson Junior High
because our students need your example.
pull miss fox just to let you know they were already ahead of that because once we finished the
uh uh public forum dean stood up and said all right family we're not done yet
i challenge all of you to be at the school as much of you as much as you can
as you can making impact in these kids lives so that's already their heart
again thank you and congratulations thank you y'all it's been great
9. Consent items
We will now move on to the consent agenda.
A consent agenda shall include items that were discussed and considered at the previous work-study board meeting,
as well as items of a recurring nature.
The board shall be furnished with background material for each item.
Consent agenda items shall be grouped together under one action item.
All items shall be acted upon by one vote without a separate discussion,
discussion unless a board member requests that an item be withdrawn for individual consideration
this is for be illegal and be local are there any items that board members would like to remove from
the consent agenda I will now entertain a motion for the consent agenda Mr president Miss Timmy I
I move that the Board of Trustees approve the consent agenda for items 9.1 through 9.9, which...
That's it.
Second.
It is moved and seconded that the Board of Trustees approve the consent agenda for items 9.1 through 9.9.
We will now proceed to vote.
Board members, please record your vote on the screen via your keypad.
The ayes have it and the motion is adopted so the consent agenda 9.1 through 9.9 is approved.
10.1 Discuss and consider approval of a Board adopted Resolution regarding adequate funding for public schools.
We'll now move on to 10.1 with a discussion and action item.
Mr. President?
Yes.
I move that the Board of Trustees adopts a resolution supporting public education as presented at last week's work-study meeting.
Second.
Do we have any discussion on that?
Mr. President, I would move that we adopt the amended resolution.
Let's go ahead and vote on the...
Okay.
Do we have discussion?
Do we have any discussion?
I would like to ask a few questions, please, about the...
I guess I'm not going to say anything about this one.
Although the questions that I have may have to do with the second one, the amended one.
It may affect the decision making on this motion.
Well, we're having a discussion.
So we have, there's been a motion and a second.
So is there a discussion on this item?
Mr. President, I have some questions.
So, we discussed it at length last week, and there is a new revised resolution that is, for lack of a better word, a softer version.
IT'S A VERY DIFFERENT VERSION. IT OMITTED A NUMBER OF THINGS FROM THE ORIGINAL RESOLUTION.
AND I JUST WOULD LIKE TO ASK WHY THE CHANGES THAT WERE MADE, WHY SOME OF THE THINGS WERE
TAKEN OUT, WHAT WAS DISAGREED WITH? WHAT WAS WRONG WITH THE PARTS THAT REFER TO THE TEXAS
CONSTITUTION SPECIFICALLY?
So I would just, last week we had a very thorough discussion on the resolution that was presented.
And based on that discussion, which is a very, as you know, lively discussion,
where some members of the board had an issue with the presentation of that resolution.
So as a result of that, those remarks received, as well as other input that I asked for that I received,
We revised or updated, if you will, and presented a second updated resolution, which is what you see here.
So what I would prefer you to do is, like, speak in favor or against one of the resolutions,
if that's what you'd like to do, is speak in favor of one or against the other one or what have you.
Okay, so I'm asking why some of the things were taken out of the original ones, of the original.
You know, the second resolution really gets to the point of what we're all after,
which is to increase the basic allotment, to fund unfunded mandates,
and to provide more money for teachers, compensation for teachers.
And that's basically what we have in the resolution.
And what was omitted was about eight where-as.
WHEREASES WHICH ARE BASICALLY THE NEW RESOLUTION BASICALLY GETS TO THE POINT OF WHAT WE'RE
ASKING AS OPPOSED TO GOING THROUGH 15 WHEREASES WITH A LOT OF SUPERFULOUS INFORMATION THAT
IS NOT NEEDED FOR THE RESOLUTION.
NEW SPEAKER RICE- DO YOU THINK REFERRING TO THE TEXAS CONSTITUTION TO ESTABLISH AND
MAKE SUITABLE PROVISION FOR AN EFFICIENT SYSTEM OF PUBLIC FREE SCHOOLS FOR THE PRESERVATION
OF DEMOCRATIC VALUES IS SUPERFULOUS?
I think that information is well known by our state representatives and the community
So if this is intended for our state representatives, I think they're very aware of the text Constitution. And so what this
Resolution does is really get to the point of what we're actually about
We're recognizing that the basic allotment has not increased since 2019
We're recognizing that there are unfunded mandates. We're recognizing that we need more
more investment in teacher compensation as well as other programs for our growing student
body and it's all recognized in the revised proposition resolution and basically we're
resolving at the end to increase the basic allotment and to index it to inflation as
well as to fund the unfunded mandates and provide more funds for teachers.
That's basically what this resolution is all about.
So, um, if I may, so the resolution is for our elected officials also is for our community who put us here.
They entrusted us with resources and children and.
And all of that, it also tells them that we are strong in our resolve to support public education. And so a lot of them will not understand the constitutional.
I think protection here with for.
For public education, which is what we is our duty to defend. And so I think this is not just for legislators, but also for community to know that we are strong in our resolve to protect public education.
and some of the things left out of the new revised version is talking about accepting every student and a public education for all.
And it doesn't – there was something that said this was – the one from last week was bullying, and I just don't think that –
Let's not rehash what we talked about last week, if you don't mind. Let's talk about the resolutions.
I'm comparing and contrasting the two, Mr. President.
And so based on feedback I got from people, that's my job,
is to reiterate what they have told me and to stand strong for what they believe in
and what they've asked me to do.
And I just don't think that advocating for teachers in a strong and professional way
and to advocate for all students is bullying legislators.
The very reason they're there, they want feedback just the way that we gather feedback from our constituents, our community, is through our bond committees, our strategic design, our public forum.
We want to hear what our people are thinking because this is not ours.
We're here to represent them.
They put us here, entrusted us with KDISD public schools.
And so we work for them and.
I don't know.
How taking out the things that's talk about the Texas Constitution about the fact that we are.
We currently rank in the bottom 10 states in per state funding.
and that the state of Texas has received more than $30 billion surplus revenue this biennium,
and they expect continued revenue because of the growth in Texas.
And the new one has inflation, but it doesn't talk about 17% when our teachers got a 3% raise
and we went into a deficit budget in order to give them 3%.
I just, I appreciate that the new revised version has those three basic things you talk about.
So does this one.
It just is stronger for me.
And I think it needs to be accurate, direct, strong, and not watered down.
Okay.
Thank you.
Mr. President.
Any other?
Yes, I do have some things to say.
First of all, I would just like to back up something that Mrs. Fox was saying about the Constitution.
The reason why I think it's important to have that in there is because the Constitution is what gave us the foundation for even believing in having more money, you know, for the children of this, actually the state, to be provided a good public education.
I actually was looking at some numbers.
Seventy-nine percent of school-age children in Texas are educated through public school.
And right now that's about 5.4 million children that rely on funding from the state
so that we can provide an adequate education for them.
So it's not even just about KDISD.
The reason why I think it's important for us to put forward a strong proclamation is
because we are seen as the leaders of the state.
And being a large district, being an A-rated district, being whatever number one, what
are we in top ten of the employment in Houston.
And we have so many great accolades, I think, that were looked at as people who should put forth a very, very strong statement about this.
I want to make sure, first of all, who wrote this?
Because you asked me, Mrs. Teamee and you last week asked me who crafted it.
So you wrote this.
Yes.
And who gave you input on it?
Well, I received input at this time in this meeting last week, and also I received a couple of emails from a couple of board members, Ms. Cuzela, for example, and I believe Ms. Calhoun.
Okay.
And I think it's important to create a document that represents all of us, just as some of the other board members said last week.
Mrs. Calhoun last week said it wasn't fair that we presented a proclamation without everyone's input.
So, you know, we gave our input.
Other people gave our input last week, as you said, and then you received some emails from other people.
But I don't feel that this document represents the way we all feel.
And if that's important to you, if you would like to have a 7-0 vote, I think that it would be good to get something that everyone could agree with.
And I'm afraid that the reason why you didn't want this, the one that I crafted last week, is something political.
Maybe you didn't like it because I'm the one who presented it.
it. And by you all protesting it and coming up with another one is divisive. And it's just a
furthering of the divisiveness of this board. And it's not a good look. And the one that I wrote
was factual. It was not anything in their bullying. It was everything that you said and a little bit
more there's nothing wrong with it and it shouldn't have been a big issue just
to have that voted on now if what you wanted was not to have the Constitution
in there you didn't want to have anything about the 30 billion dollar
surplus in there you didn't want to have anything about children's success in
there what was it let's see it had to do oh so you there's nothing about the
anything about student success.
So one of the things in there said something about it's important for us to provide good education
so that our children will be good citizens of the country, of the state,
and you don't want to have anything in there.
And while 79% of our kids go to public school,
it's important that we provide a good education to those children, some of those children.
that may be the only education they get is the 13 years that we give them.
So I don't know why that was left out of your revised thing.
It makes it seem like you don't care about the importance of children.
You don't care about the Constitution.
Do you want to address yourself to the resolutions or just to attack me?
I'm not attacking you, sir.
If you would address the resolution.
resolution okay I'm attacking the the resolution that you wrote and if you
take it personally then we get the one that's presenting it so I I can see how
that would be taken personally but anyway that's my stand on it and I guess
we can vote now unless somebody else has thank you thank you thank you for your
your input I think that we will now president I have a couple one more thing
I wanted to say. I can see there's a rush to vote because you know that it's going to be 4-3.
No, I know. You're not considering the original one? We've had a full discussion last week as
well as now. We have not had a full discussion of the new resolution, Mr. President. This is the
first time we've had it. You're getting, I'm letting you give your opinion all you want.
I'm not okay. That's
Okay, that's what I'm doing
so on some things that our new members have worked on have been stricter and more extreme and
beefed up some policies that were restrictive and
made maybe
teachers lives harder and and
Made them are we gonna go there again? I'm comparing I'm doing a compare and contrast here and
And then when we come to the one that really shows them how much we support them and we're going to fight for them and the money that has been set aside for teachers in the legislature is being held onto and may not even be released until 2025.
And some people want to take a softer approach to that.
You don't want to be ‑‑ you don't want to offend legislators.
And if so, you ask the community to give you the role of trustee to support public education, and then your decisions and actions don't always align with the responsibility they gave you.
What message does it send to parents when you're reading? I am. I am. I am reading something that I prepared earlier.
What message does it send to parents when your students don't or didn't attend KDISD and now you're softening language to legislators for public schools?
Are you afraid of offending a legislator or are you ready to stand with our teachers, with our students, and with our parents and community that says that you care about KDISD and public education for all?
Okay, thank you.
By the way, the resolution says that we want to raise a basic allotment.
Just to be clear, the revised resolution says we want to raise a basic allotment that hasn't been increased since 2019.
We want it to be indexed to inflation.
We want unfunded mandates to be funded.
And we want to fund and receive more funds to compensate teachers.
Just to be clear, just make sure there's no misunderstanding.
The resolution says all those things.
Mr. President.
Thank you for your...
Mr. President, I want to add, since you said that, I want to let the public know what is being left out.
It's leaving out whereas the Texas Constitution Section 7, Article 1 mandates the Texas legislature to establish and make suitable provision for an efficient system of public free schools for the preservation of democratic values.
That's left out.
Number two, whereas the constitutional delegates who frame the Texas Constitution believe that education was a fundamental right and cornerstone of our democracy.
That's left out.
Number three, whereas the constitutional delegates recognizing the importance of community representation and responsiveness entrusted public school authority to local agencies accountable to the public through elections, that's left out.
Number four, whereas Texas public school districts accept every student, left out.
Number five, whereas the strength of Texas economy depends on a well-educated workforce.
Number six, whereas relatedly, Texas economic future hinges on the success of our public schools.
number seven Texas currently ranks in the bottom ten states and the per
student funding and where and then they left in number eight which says whereas
the most recent increase the basic allotment was in 2019 they did leave
that one in number nine they left out whereas the state of Texas received more
than thirty billion dollar surplus revenue this by an AM and number ten
they left this one out whereas Texas expects continued record revenue growth
And then they left this one in whereas local school districts are facing historic levels of inflation and number 12
They left this one in whereas local school districts are facing statewide and nationwide teacher and staff shortage
requiring competitive compensation for teachers and they left in whereas House bill 3 passed during the 88th legislative
Session requires the addition of armed personnel for all campuses without sufficient funding necessary for local school districts to implement this requirement
And they also left in, whereas House Bill 1416 passed during 88th legislative session is unfunded mandate and federal ESSER fund dollars utilized to support highly high quality tutoring programs for students are ending.
And number 15, they left this one in, whereas we wholeheartedly support parent and family involvement in their children's education.
and anyway so they did like these as in but they they left out the ones that I
said so I just wanted to point out the differences because some people may not
have been paying attention last week okay well I will read actually it'll
take me less time to read the new resolution since you read that I'll go
ahead and read this to let people know what it does include in case they didn't
get to read it we're at school districts face statewide and nationwide teacher
and staff shortages which require competitive compensation for teachers
and staff whereas attracting and retaining quality teachers is the single
most important factor affecting student outcomes and whereas the state of Texas
has not changed the basic allotment for students and since 2019 and whereas the
local school districts face historic have faced historic and continuing
levels of inflation and whereas these factors hinder school districts ability
to make meaningful investments in teacher and staff pay
and the growing educational needs of students.
And whereas House Bill 3, requiring the addition of armed personalities campus,
and House Bill 1416, supporting high-quality tutoring programs,
were passed by the 88th legislative session without sufficient funding.
And whereas we wholeheartedly acknowledge parental rights,
support their involvement in their children's education,
and respect parents as experts in their children's needs.
Now, therefore, it be resolved that KDI's Independent School District of Trustees respectfully supports and encourages our Texas legislators to, number one, support an increase in the basic allotment and establish a formula-driven index that allows the basic allotment to increase with inflation, support an increase in school funding for teacher compensation, and address unfunded mandates placed on public schools.
And and the resolution is called resolution of the board of trustees of the Acadia Independent School District regarding funding for public schools
Mr. President
Mr. President, I'd like to ask can I ask?
the other board members who may offer changes to
You know to the new amended one why they rejected the original
No, let's if you if you have a this is a discussion regarding the motion that was made
So let's stick to the motion that was made
Is there any discussion any additional discussion with regard to the motion that was made?
My question is what if you're voting? No, why are you voting? No, I?
Don't have to give you my vote until we actually vote. I don't have to explain my vote
So after you vote, then you'll tell me why you voted
or no i've already i've already gone through the resolution and i've already discussed this
resolution and you discussed the one you proposed and i'm calling for a vote unless there's any
other any other argument regarding if you want to if you want to speak on behalf of one resolution
or against the other you know you've had the ability to do so and last week we more than once
Once we ask, what do you disagree with?
And then there's a conversation in a skirt around and no one actually says what you disagree with in this original one, except that it feels like bullying.
So what what do you disagree with?
Mr. President, I could just read.
I don't in the interest of time.
I don't like to repeat, but I don't have anything terribly new.
I think the I don't disagree with what's been excluded.
They're facts, and they're something that are true.
I personally see this as a stylistic decision.
I like to be more concise and really focused on exactly what I want and what I'm asking for.
Both resolutions do have those three items all mentioned at the end.
So for me, this is a stylistic decision, and those facts just to me aren't as impertinent.
I think it's very lengthy.
I don't think it's political whatsoever.
And we're just distilling down to what's really important, and that's how I see it.
I don't know if that helps, and I'll leave it at that.
There are some exclusions about all children or public school children.
Is that intentional?
And when we exclude something, if I could share, for me, that does not mean I disagree with that.
There's all kinds of things we could have put in this resolution.
With something not represented doesn't mean we disagree with it, right?
But you removed it from the original one.
Yes.
Yeah, it's not.
If you remove it, it means you disagree with it.
It's a fact that we accept every student in public schools.
That is a fact.
Not to be debated, and it's not part of what we're asking for.
we're not debating that whatsoever we're asking for more funding to support teachers and students
and that is exactly what i want distilled and really laser focused in our resolution that's
where i'm coming from i think everybody's had a chance to air their viewpoints whether they're
plus or minus on one resolution or the other uh so we will not proceed to vote on the resolute on
on the motion that was put forth by Mr. Redmond
and was seconded by, who's second?
Don.
Ms. Champagne seconded.
And this is the motion that's on the table
is to approve the resolution as presented last week.
Not the new one, but the one that was presented last week.
We will now proceed to vote.
Board members, please record your vote
on the screen via your keypad.
So the motion fails.
The notes have it, the notes have it, and the motion is lost.
Point of order, are we going to do something about the disturbance that's in the room?
Are we going to deal with this?
Yes, no, parliamentarian, are we going to?
Now let's go ahead and I'll entertain a motion.
I would like to enter a motion to approve the resolution presented new this week.
Do I have a motion on the new resolution which was presented this week?
Yes, Mr. President.
I move that the board approves the second resolution.
Do I have a second?
I second.
Mr. President.
We will now proceed to vote.
Discussion, please, Mr. President.
Is there discussion on the motion?
Yes.
So while I prefer the first resolution for all the reasons I've stated,
I will support this resolution because it's better than nothing.
And if I don't, I'll be all over the radio tomorrow that I don't support children
and it'll be misrepresented.
And I support our children.
I support our teachers.
And this resolution is a weaker, softer attempt, but it still supports the three things we care about.
Student funding, teacher raises, increased student allotment, unfunded mandates.
I, of course, object to the softer version, but I will support it because it supports the things I care about.
It is moved and seconded.
Thank you for that.
Is any other discussion is moved and seconded that the board of trustees approves
The resolution as presented the new revised resolution presented this week
Will now proceed to vote board members, please record your vote on the screen via your keypad
Keypad
We have six ayes and one abstention, so the ayes have it and the motion is adopted.
And we move on to item 11.
11.1 Recap of Board member requests for information.
Madam Secretary, did we capture any requests from the Board?
I did not. I didn't see anything. I didn't hear anything.
12. Future Meetings
Our next meeting, we will have a work-study meeting on Monday, January 16, 2024.
And we have a regular board meeting on Monday, January 22, 2024.
And also, in addition, there will be a special board meeting for strategic design on Wednesday, December 13, 2023.
23
There being no further business before the board this meeting is adjourned. The time is 737
Official documents
Motions and votes
Recorded actions
MOTION 001 · AGENDA 8.1
PassedIt is recommended that the Board of Trustees approves the naming of Junior High #18 as recommended by the Naming Advisory Committee.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 002 · AGENDA 9.1
PassedIt is recommended that the Board of Trustees approves the District's October 2023 financial statements.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 003 · AGENDA 9.2
PassedIt is recommended that the Board of Trustees approves the District's December 2023 budget amendments.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 004 · AGENDA 9.3
PassedIt is recommended that the Board of Trustees approves the Stop Loss Insurance Coverage provided by AETNA for Health Plan Year 2024 ( January 1,2024 - December 31, 2024).
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 005 · AGENDA 9.4
PassedIt is recommended that the Board of Trustees approves the delivery methods to be used for all construction projects associated with the $806 Million Bond Authorization as noted in the attached document “A”, as well as the criteria for selection listed below to evaluate all construction contractors and construction managers that submit proposals to the Katy Independent School District.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 006 · AGENDA 9.5
PassedIt is recommended that the Board of Trustees approves the 2023 Educational Specifications to be utilized as the basis of design for all upcoming elementary, junior, and high school capital improvement projects as required by the Texas Education Agency (TEA) – School Facilities Standards for Construction.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 007 · AGENDA 9.6
PassedIt is recommended the Board of Trustees approves the design associated with the first floor of the Katy Independent School District Merchants Way Building.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 008 · AGENDA 9.7
PassedIt is recommended that the Board of Trustees approves an agreement between Katy ISD and RGV CDL Services LLC for the purpose of leasing ground space at the Legacy and Rhodes Stadium Complex. RGV CDL Services will house a semi-truck and trailer on the complex to ensure student access to required equipment for instruction and practice of driving skills.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 009 · AGENDA 9.8
PassedIt is recommended that the Board of Trustees approve the contract for the purchase of a Permanent Student Records Management Software with Softdocs SC, LLC (Softdocs) utilizing Purchasing Cooperative CTPA Contract No. RFP2024-102-24
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 010 · AGENDA 9.9
PassedIt is recommended that the Board of Trustees approves the minutes for the November Board meetings.
7 Yes · 0 No
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Yes |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |
MOTION 011 · AGENDA 10.1
PassedIt is recommended that the Board of Trustees approves the new revised Resolution as presented by Board President Victor Perez.
6 Yes · 0 No · 1 Abstain
| Trustee | Vote |
|---|---|
| amy-thieme | Yes |
| dawn-champagne | Abstain |
| lance-redmon | Yes |
| mary-ellen-cuzela | Yes |
| morgan-calhoun | Yes |
| rebecca-fox | Yes |
| victor-perez | Yes |