Noting that a quorum is present, I hereby call this regular board meeting of the board trustees of Katy Independent School District to order.
Katy ISD · Regular Board Meeting Agenda
Katy ISD Regular Board Meeting, April 22, 2024
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In this meeting
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- 0:03 to 0:31 1. Call to Order
- 0:31 to 0:58 2. Closed Meeting
- 0:58 to 1:46 3. Reconvene from Closed Meeting
- 1:46 to 12:13 3.1 Consider Board approval of the superintendent's annual evaluation and contract.
- 12:13 to 20:35 5. Recognitions
- 20:35 to 1:02:00 6. Public Comment/Citizen Participation
- 1:02:00 to 1:02:45 7. Closed Meeting
- 1:02:45 to 1:02:59 8. Reconvene from Closed Meeting
- 1:02:59 to 1:03:44 8.1 Consider Board approval of termination of probationary employee contract of McPatrick Nwadinobi at the end of the 2023 - 2024 contract period.
- 1:03:44 to 1:04:37 8.2 Consider Board approval to give notice of the proposed non-renewal of the employee term contract for Robneika Hamilton at the end of the 2023 - 2024 contract period.
- 1:04:37 to 1:05:38 8.3 Consider Board action to send notice of proposed termination of a probationary contract employee, Stockdick Junior High teacher, Jesrick Levy, for good cause. (Texas Government Code 551.074: For the purpose of considering the appointment, employment, evaluation, reassignment, duties, discipline or dismissal of a public officer or employee or to hear complaints against a public officer or employee.)
- 1:05:38 to 1:06:49 8.4 Consider Board approval for employees who are being recommended to receive one-year employee probationary, one-year employee dual assignment probationary, one-year employee term, one-year employee dual assignment term, two-year employee dual assignment term, one-year administrative probationary, and one-year staff member term contracts for the 2024 - 2025 school year with the exception of those employees who have resigned or a decision has not been made at this time concerning being recommended for a contract, for termination or for proposed non-renewal, which will occur at a future meeting.
- 1:06:49 to 1:36:38 9.1 Strategic Design 1.3 Elementary Literacy Update
- 1:36:38 to 2:11:13 9.2 Draft 2024-2025 Student Cell Phone policy.
- 2:11:13 to 2:11:51 9.3 Board Member required Continuing Education Report.
- 2:11:51 to 2:13:28 10. Consent items
- 2:13:28 to 2:53:01 11.1 Board Committee Updates
- 2:53:01 to 2:54:16 11.2 Recap of Board member requests for information.
- 2:54:16 to 2:54:34 12. Future Meetings
Full transcript
Automated transcript, not human verified. It is a way to find a passage, not a quotation.
1. Call to Order
Today is Monday, April 22, 2024, and the time is 4 p.m.
Dr. Gorgorski, will you verify that we're in compliance with the provisions of the Texas Open Meetings Act with regard to the notice for this meeting?
Mr. Perez, I do confirm we're in compliance with the provisions of the Texas Open Meeting Act for our meeting today.
Thank you.
The Board will now convene in closed meeting as authorized under Section 551.001 of the Texas Government Code for the following purposes.
2. Closed Meeting
Texas Government Code 551.071, 551.074, and 551.129.
Good evening.
The board will now reconvene and open a meeting.
3. Reconvene from Closed Meeting
Today is Monday, April 22, 2024, and the time is 5.05 p.m.
On behalf of my colleagues, I welcome everyone to today's regular board meeting.
Each member received the agenda and documentation for this meeting on Friday, April 19, 2024.
24. The board will receive information and recommendations from staff, administration,
and the superintendent on these agenda items at tonight's meeting. Board members will be able to
ask questions, receive answers, and should be prepared to take action. The board has just
reconvened from closed meeting in accordance with chapter 551 of the Texas government code.
Any action arising from discussions in a closed meeting must be taken in an open meeting. Mr.
3.1 Consider Board approval of the superintendent's annual evaluation and contract.
Mr. President, I move that the Board of Trustees approve the superintendent's annual evaluation.
I second.
I second.
It is moved and seconded that the Board of Trustees approve of the superintendent's annual evaluation.
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.
We will now move on to the Pledge of Allegiance.
Okay, so we're going to start with our Pledge of Allegiance tonight.
We've got a special guest who I'm going to invite up to the podium in just one second.
And that is Anjola Alagide, a fifth grader at Youngblood Elementary,
Elementary, Principal Charlotte Gilder, parents Alani and Temetayo Alagide, student special
interests, music, science, and art, favorite subjects, math, reading, social studies, and
science, and from some of our teachers, some of the nicest comments I've read all year
from Dr. Mary McCullough, the counselor.
Angela has shown herself to be a leader in the short time at Youngblood.
She's an integral part of our morning announcement team.
She shows up early, has great ideas, even works on broadcasting projects from home.
She is always willing to step up, even if she has to do it alone.
And Jola exemplifies our campus motto of leading the way in all things she does.
I can't wait to see her in five and then ten years from now in all of her greatness.
From Sasha Ora-Aje, fifth grade reading language arts, social studies teacher.
And Jola, you are a remarkable student. You're ambitious, determined, and kind.
You are not afraid to work hard or of failure. You embrace challenges as learning experiences.
These traits will carry you past the moon as you pursue future endeavors.
I'm excited for your future. Oh, the places you will go and the things you will accomplish.
You are destined for great achievements in your life, and I'm honored to be your teacher.
From Sigma Pier, fifth grade math science teacher, Angela, you are a hard worker and an ideal student.
Your desire to learn and grow means a lot to me as a teacher.
You tackle issues and challenges with a positive can-do attitude.
Because of this, I do not doubt that you can accomplish anything you put your mind to.
May you seize every opportunity to embrace challenges and create a future that surpasses your dreams.
So in just one minute, I'm going to invite you up to the podium, but I also want to introduce our special guests who are right up front here from Stockdick Junior High Wind Ensemble.
So Principal Tanya Correo is out there, Stockdick Junior High Wind Ensemble, led by George Liverman, Kelsey Fruge, and Molly Moser.
students out here with us tonight. One seventh grader, Elijah Kuna, and then eighth grader,
Sebastian Martinez Serrano, Juan Medrano, Justin Pistor, Tavi Renault, and Trey Schaefer.
And a quote from George Liverman, their director, the group of musicians performing today are all
members of the Stockdick Junior High Wind Ensemble. This is the top performing ensemble at Stockdick
junior high they were chosen for today's performance because they represent all the core values of the
stockton junior high band program they strive to reach the highest level of performance daily
while encouraging and motivating their peers towards excellence each member has been selected
as one of the top junior high musicians in our region and performed with the region 23 honor group
so with that said if we can bring up our pledge leader we will do the pledge
and then after the pledges we're going to do national anthem and then do your remarks okay
thank you I pledge allegiance to the flag of the United States of America and to the Republic for
which it stands one nation under God and invisible with liberty and justice for all
Honor the Texas flag.
I pledge allegiance to thee, Texas, one state, under God, one and indivisible.
O come, let us adore Him, O come, let us adore Him, O come, let us adore Him, O come, let us adore Him.
Good evening, President Perez, board members, and Superintendent Gregorski.
My name is Angela Aladjide.
Thank you for inviting me here today.
My favorite things about David and Terry Youngblood Elementary is how the teachers push us but also make each lesson captivating and interesting.
Special staff members I've enjoyed getting to know are my homeroom teacher Mrs. Araga,
PE teacher Coach Hill, and counselor Dr. McCullough.
I enjoyed many special occasions during Youngblood Elementary's inaugural year,
singing at the school dedication as a member of the incredible choir,
winning third place in the Kappa Alpha Psi writing competition and field day.
In the future, I plan to go to college, then medical school, and become a children's doctor.
Thank you.
Thank you.
Angela, we're going to do a photo real quick with a board member if you would come back up front.
Thank you.
Thank you.
Thank you.
Thank you.
All right.
Well, we had this opportunity, I just want to point out the Youngbloods are here, so
we're so pleased to have them.
If you all could stand.
Appreciate it.
Thank you.
At this time, I'd like to introduce Mr. Craig Eichhorn, Director of Communications, for the recognitions portion of our meeting.
5. Recognitions
Good evening, President Perez, trustees, Dr. Grigorski, audience.
Tonight is a very special night.
The Seven Lakes High School boys soccer team just ended the 2024 season and earned yet another 6A title.
And here to help me introduce the triumphant team is Coach Lance Carter, Executive Director of Athletics.
Good evening President Perez, Trustees, and Dr. Grzegorski. In a thrilling two-to-one
overtime win, the Seven Lakes High School boys soccer team won the 2024 6A state championship.
The accomplishment made Seven Lakes the back-to-back state champions.
They now own our 26th and 27th state championship in KDISD history.
Their overall record was 25-1-2 with an overall career high 17 shutouts,
scoring 113 goals and allowing 14.
Aiden Morrison.
Aiden Morrison.
Aiden was selected the state tournament MVP.
Along with four teammates, they were selected for the all-state all-tournament team.
Noah Stasek could not be with us tonight.
Cortai Koch.
And Benjamin Avias.
Now I'd like to ask the team and the coaching staff of head coach Jimmy Krueger,
assistant coach Jay Koltman, and assistant coach Andrew Hainty, along with
campus athletic coordinator Jimmy Hammond, and Seven Lakes High School
principal Carrie Fennison, and assistant athletic director Kyle Green to please
come forward for recognition of this achievement.
I'm going to move unless Coach Gruber says it's okay.
That's good.
Congratulations.
Thank you.
I know.
I remember.
My mom.
I'm going to go.
Thank you.
Thank you.
Mr. President, may I say something, please?
Way to go.
Congrats.
Congratulations to all the boys.
And I just want to say that especially those top boys, I know one of them.
His name is Aiden.
Congratulations.
Congratulations, and so I know the moms out there, very proud of you all.
Soccer team would like to present the superintendent and board of trustees
with their state championship medals.
Yes.
I'd like to ask Coach Kruger to come back out, please.
We are also very proud to announce that Coach Jimmy Kruger was selected
the 2023 UIL 6A Soccer Coach of the Year.
Thank you.
Mr.
Medicine, Coach Hammond, Coach Green.
Congratulations, Spartans.
Mr. President, Dr. Gorgorzky, this concludes recognition portion of this evening's meeting.
Thank you, thank you. Congratulations to everybody. Congratulations. Outstanding.
Do we have any scouts in the audience? I always ask this. Do we have any scouts in the audience? Come forward.
Oh, yay, we do.
They're leaving. Go ahead and come forward. Go ahead, step up. No, here.
Wow, this is, no, come up, come up to the mic.
Hey, here.
Hey, congratulations.
Tell me what badges are you working on?
What rank are you?
I'm Scout right now.
I'm working on 10.
I can't hear you.
So you go.
I'm Scout right now.
I'm working on tenderfoot tenderfoot yes okay have you gone to your first camp
out yet did you have like an initiation anything weird they did to you no
nothing like that okay I remember in the old days when you first camp out you
were definitely you know the the odd man out if you will so what is so you haven't
started working on your merit badges yeah right okay and do you go to school
in KDISD? No sir. You don't? Okay. All right well anyway congratulations keep it up I
love scouting. Keep it, stay with it. I learned a lot from it. Thank you.
At this time the Board of Trustees will give members of the public an
6. Public Comment/Citizen Participation
opportunity to speak in accordance with KDISD Board policy BED local. As defined
Defined by board policy, speakers who signed up by 2 p.m. on Monday, April 22, 2024,
provided their first and last name and signed in 15 minutes prior to 5 p.m.
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 will be allowed,
tonight for non-agenda items you'll be allowed two minutes and 18 seconds if a
speaker is not finished speaking at the end of their allotted time the audio
will turn off the speakers wish to share written material with the board please
provide ten copies to the secretary for board services before the meeting begins
for board members the superintendent 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
officers designees will advise the speaker to seek resolution through the
appropriate policy. Finally, pursuant to Texas Government Code sections 551.074
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 legal grievance policies FNG
local, DGBA local, CKE local or GF local. The speakers will be called forward in
in the order they signed up to speak.
On agenda items, we have two speakers,
and that is the first speaker being Bonnie Wallace.
And after that, the next speaker is Richard Vega.
Welcome.
Thank you, I appreciate the time.
My name is Bonnie Wallace,
and I'm here today on item 3.1 because your superintendent, if no one else, your superintendent
is failing miserably. I'm going to read a book that is in Cinco Ranch High School. I would like
to say if there's any children in the audience that now is a good time for them to leave.
This is in Cinco Ranch High School and Operation Awareness Center. It's an adult book. It's called
the freedom writers diary by the freedom writers with aaron gruel it starts out when i think of an
addict i think of someone walking the streets begging people for change sucking dick for a
score leaving their babies in the trash can still alive for me a quick line has turned into a fast
hit from the glass pipe the higher the intensity the better the high that's my preferred party
favor the glass pipe page 101 I whip out my straw sit down on the toilet bring it
to one second this and this would be a non agenda item not really and oh it's
because of the contract that you just approved we came in to speak before that
but y'all didn't allow it so I'm gonna I'm gonna make you a non agenda item so
we see it means you have less time to speak I'm still gonna allow you to speak
That's fair.
Two minutes and 18 seconds.
That's fair.
In effect, it's a non-agenda item.
I understand, sir.
We came to speak to the agenda item, but we were not allowed to speak before, so that's
why.
Thank you.
Go ahead.
Yes, sir.
Page 180, all of my mother's welfare money supported her maniac boyfriend's cocaine habit.
Sometimes they just argued over why there's money in the house and no cocaine.
page 183 apparently Jeremy had brutally raped and murdered a seven-year-old girl in a Nevada
casino Jeremy began playing tag with a little girl followed her into the women's restroom where he
raped and murdered her in a bathroom stall he had child pornography on his computer and he was
abusing drugs this is a lethal combination such things can make a person with such a dark and
disturbed side commit acts they may never have if not under their influence.
Page 196 drug dealers making more money in one day than a stockbroker makes in
one week. Page 251 but when new friends introduced me to drugs I began to lose
interest in football. I started drinking and smoking moderately in the summer
after sixth grade. I was 12 years old. My drug experimentation soon
soon spun out of control.
My new friends were all into drugs too,
so it made it easier to get high.
This transformation took two years before full-on addiction.
By my freshman year in high school,
I was smoking pot three to five times a day.
Besides smoking, I was drinking around the clock.
Soon drinking and smoking wasn't good enough.
I needed a bigger and better high.
Thank you.
Thank you.
Thank you.
Richard Vega?
Richard Vega?
So I assume I'm going to have the same time limit as Bonnie, is that correct?
If you're speaking, if you're not speaking directly to the evaluation of the superintendent,
but you're speaking about books in the library, which would be a non-agenda item, then yes,
it would be two minutes and 18 seconds.
Today I'm going to be reading a book called The Haters, which was reconsidered
by this board to be placed back on shelves here in Katy ISD.
Now Katie's known for a lot of great things. In fact, we got to witness it here today.
It's so beautiful to be able to see the kids just excel in this community over the decades of the hard work of parents and community leaders stepping up to the plate to do things.
This book is in one, two, three, four, five, six, seven of your schools that you guys reconsider to have back in.
It says on page 115, trying to make yourself OK with the idea that they will be fearlessly making out or who knows.
casually fingering each other.
Page 126, yeah, she said.
This camp makes me want to harm other people's dicks.
Fuck yeah, said Corey.
145, if you love your dude so much, why don't you fuck him?
I don't understand how this book would be placed back on shelves.
I don't understand how this board could agree that this is any way educational for our children.
I don't understand why or who would even reconsider to have this junk placed in not one school, but multiple schools across KDISD.
And if he can't do his job, it's y'all's job to get him out and get somebody in here who's going to represent all of the students at KDISD.
Because what I do know, this doesn't represent KDISD.
This doesn't represent the community.
It doesn't represent Texas.
It doesn't represent any one of us.
What it is is suited for some adults if they want to go down that nasty rabbit hole, but by no means is this any justification for any child under any of our cares.
We're here to help shape and mold minds of the future.
You cannot tell me this helps shapes and mold minds of the future.
So I hope that you guys will reconsider to take this off.
What I'll tell you is that there's probably 150 books, probably more in your school district that need to go ahead and come out.
And we're willing to work with you guys and be able to give you that list so you can start filtering through
But if he can't do what he's supposed to do you guys need to get him out
You're going into an election right now the community is awake churches are awake parents are awake, and we're done
We're tired of this job
Thank you
Thank you.
Thank you.
The next speaker is the now on our non-agenda items,
Anne Grasser.
Welcome.
Hello, my name is Anne Grasser.
I've had children in the district for 15 years,
and I've been a teacher in the district for the last five.
We moved here in 2009 for the schools.
schools. Now having all five of our children attend Katy schools, our oldest off to college,
and seeing the other side as an employee, I can say we did the right thing. Our children
have been given every advantage because of the excellent education they are receiving.
Even so, public education has become more complicated in a short time. The district
has grown dramatically, state funding has changed, and the issues facing our children
have become more confusing than ever. In order to meet these challenges, we need to elect
men and women to our board who are willing to ask hard questions and come up with creative
We'll be right back.
solutions we need people like Victor Perez who came forward with a plan to
double the number of board meetings to create time and space for public input
and more transparency over policy decisions we need people like Mary Ellen
Cuzela who was willing to sacrifice the comfort of keeping quiet when she
realized the vulgarity of the literature we are providing our students without
the knowledge of their parents we need people like Amy Timi and Morgan Calhoun
who vote for policies that protect our children and teachers these four board
members alone developed and voted for a policy that keeps parents informed at
their children are struggling with their identity rather than leaving it to the school staff.
A polly said that Mrs. Champagne and Mrs. Fox voted against without offering an alternative
solution.
Parents must be informed of life altering issues playing out at school no matter the
reason.
Thank you to all of you who have given your time and used your experience to keep up with
current needs of our district.
Thank you for having clear priorities and making sure our budget reflects these priorities.
Thank you for doing a truly thankless job.
Before I go, I'd just like to mention that I personally stay off of social media because I find a lack of truth there.
I have been informed of some of the misleading campaigning that has happened on Facebook.
Please remember that the students in this district, those who you want to continue to lead, are also on social media, and they see the example you are setting.
Thank you for your time.
Thank you.
Jamie Frazier-Rayford, followed by Jenna Visayon.
Thank you for giving me the opportunity to speak.
My name is Jamie Frazier-Rayford.
I have been employed in KDIC for 29 years.
I am currently an instructional coach at Miller Career and Technology Center and due to the
budget cuts I have chosen to retire.
It is with a very heavy heart that I will be leaving Miller.
It is Kitty's most unique campus.
Sorry.
Sorry.
Okay.
No worries.
It is one of the most unique campuses.
It is where students get an opportunity to obtain certifications and gain skills that
can help them in their career.
Unfortunately Miller was allotted zero instructional coaches and that is unfortunate.
We service 1,800 to 2,000 students per year and now we're leaving our teachers without
any vital support.
My purpose for speaking tonight is a farewell thank you.
I want to thank you for giving me the opportunity to have experienced the wonder of teaching and working with teachers.
I have been so blessed to have worked with some of the most amazing, gifted, and supportive people in the world.
I want to especially thank O.D. Tompkins and Russell Fowden for being two of the most brilliant principals anyone would be blessed to work with.
I want to thank Kathy Harder and Tina Hovance for being two of the most creative and dynamic instructional leaders anyone would be fortunate to work with.
And I want to say that I have been blessed to work with many, many more spectacular educators.
You all have made me better, and I thank you for it.
I thank God for giving me a life worthy of living.
I thank you, KDISD, for giving me a career worthy of doing. Thank you.
Thank you so much. Thank you for your service.
Jenna Bessalon. I may have mispronounced your last name. I apologize.
After that is Tana Weiss.
Hi. Thank you for giving me the opportunity to speak here tonight.
My name is Gina Bessalon, and I just came here tonight just to say thank you to you,
board members, for your steadfast support of our Katy School District.
You love this place, and it shows through what you do as individuals and as a board.
KDISD is an exemplary school district, one that other districts look up to,
and they look to so that we can pave the way for a sustainable educational future.
Board members, this means your impact carries far and wide.
KDISD means so much to so many people, including myself, a parent in the district for over 15 years.
I look at what is happening in schools across our great nation today, and I don't like what I see.
from satanic groups being allowed in elementary schools
to high school girl athletes being trampled on by biological boys
who are allowed to play girl sports.
My values don't align with these decisions, and I'm not alone on this.
I'm glad to see that these evils have not infiltrated KDISD,
but it is coming, and we must be ready to fight.
We need true, common-sense leaders, leaders who are passionate and proactive,
who lead with honor and integrity, and who have skin in the game.
Let me tell you what we cannot have. Members who have become too comfortable, who take no necessary action, who go along with the crowd, and who use virtue signaling to sway voters.
These types of people are sly, they're sneaky, and they're dangerous to our district.
They are seen as kind, inclusive, and loving.
In reality, it's not kind to put boys in girls' bathrooms. It's dangerous.
It's not loving to pretend you know how to diagnose or treat gender dysphoria when you have no credentials to do so.
It's dangerous.
It's not inclusive to disrespect the rights of parents concerning their own children.
It's exclusive and it's dangerous.
In reality, these things are shockingly knocking on the front door of KDISD.
So it is critical that we have leaders who are proactive in keeping these evils out of our schools.
schools. There is a misconception that my side speaks a message of hate, that we don't
take into consideration the needs of every student, that we don't know or care about
possible parental abuse at home. This couldn't be further from the truth. The mission of
KDISD is not to be a social worker.
Thank you. Thank you. Thank you so much. Thank you.
Tana Weiss.
Tana Weiss.
And after that, Mike McGinley.
Welcome.
Good evening.
My name is Tana Weiss.
I'm a substitute teacher in KDISD.
I've completed seven long-term positions in the junior high and the high school levels.
In teamy time, I am a current teacher, not 23 years ago,
and I have worked more than 26 months, Ms. Teamey's total career.
I am still curious as to why Ms. Teamey and Ms. Calhoun are on this board,
as they choose not to put their own children in KDISD schools.
It is stunning to me that you put all these efforts to suppress books, define gender,
and meddle with spending in the schools that your children did not attend and do not currently attend.
This community sees how hard the four of you are each personally working
working to install two more candidates who think exactly the way that you do and who will have to
pay the same packpipers that you do so as you actively campaign for Miss Fox and Miss champagne's
opponents in the upcoming school board election I am grateful our community members are paying
attention to what is happening to our students teachers and administrators as this board uses
their 4-3 advantage to ensure that each and every day is harder for each and
every person in our schools. Anytime I think the four of you could go no lower
you do. You are an embarrassment to our community and to our district. However I
am thankful for everyone who is watching these meetings and I ask that every
every person make their voice heard by voting in early voting, which began today or on election
day May 4th.
School board elections are notorious for low voter turnout and the current 4-3 monopoly
is the result of this.
I am begging our community to step up and change that.
Let's ensure this election doesn't make it a 6-1 vote.
Let's protect the legacy. That is KDISD. Thank you.
Thank you. Mike McGinley and after that, Carl Ulrich.
Welcome.
Welcome.
Hi, my name is Mike McGinley.
This is my wife, Carla.
We wanted to come today and personally thank the KISD Board for implementing the gender
policy and supporting parents' rights in all areas of their children's lives.
Parental rights is protected by the 14th Amendment of the Constitution of the United States.
In the year 2000, the 14th Amendment and the protection of parental rights was challenged
at the Supreme Court level.
The primary holding of that case was there was a fundamental right under the 14th Amendment
for a parent to oversee the care, custody, and control of a child.
On this case, Sandra Day O'Connor, the first woman that sat on the Supreme Court, wrote,
wrote, the 14th Amendment provides that no state shall deprive any person of life, liberty,
or property without due process of law.
The 14th Amendment in Meyer v. Nebraska, we held that the liberty protected by the due
process clause includes the right of parents to establish a home and bring up children
and to control the education of their own.
Just as Connor goes on to say, it is cardinal with us that the custody, care,
nurture of the child resides first in the parents. Accordingly, so long as a
parent adequately cares for his or her children, there will normally be no
reason for the state to inject itself in the private realm of the family to
further question the ability of that parent to make the best decision
concerning the rearing of that parent's child. Both Carl and I pray that KISD
Board continues the recognition of parents rights in all areas of their
child's life. Thank you very much. Carl Ulrich. Mr. President, I have a clarifying
question please that is allowed during open forum. Is it true, maybe the
superintendent is the one dancer is it true that parents rights are a part of law that no paul no
board member can change with a vote it's in tec section 26.008 i think okay i i think um no i'm
asking a clarifying question yeah i'm not sure that just is appropriate to interject yourself
during an open forum it is appropriate it is allowed by law yes to in to ask a clarifying
question to make sure that what we're hearing and what the actions that are happening there's a lot
inaccuracies that come out of open forum you want to ask a question asking everyone to correct
themselves no i'm just asking clarifying questions we let the people speak we let the people speak
and and then we're done and that's it people they speak and they're allowed to speak and we don't
nobody they've been miss tibi has been insulted here she's not corrected the record or anything
like that so let everybody speak and and get their time and that's it and then we move on
I'm asking a clarifying question about law.
We're going to move ahead.
Carl Ulrich and then Dr. Rob Lyerly.
Welcome.
Thank you.
Good evening.
First of all, I want to say thank you to all of you guys, specifically Ms. Calhoun, Ms.
Timmy, Mr. Perez, Mrs. Mariel and Cuzela.
Thank you guys.
And also thank you, Mr. Perez, for recognizing a scout.
I'm not in my uniform tonight, but he's one of mine.
And I just love all these flags of Texas because this weekend we were camping out near the Alamo.
And I think if you guys write, I'm going to encourage you all to be courageous and dangerous.
And these flags will show you that way.
Mr. Gorgorski, you should be ashamed to have any of those books in your library.
I just heard those.
I had to send my scout out.
My goodness.
But I want to tell you, guys, you all got a terrible and an awful job.
It's hard and I want to express my gratitude.
Your unwavering dedication and commitment, your efforts in steering the school district
through both challenging and opportunities is not going to notice.
And my family is truly thankful.
We have eight children.
We actually have ten.
Two are in heaven and eight are with us.
And those eight have all gone through KDISD at one point or another.
And I know that you invest so much time, so many sleepless nights.
You know, you just don't come and sit here and listen to us, right?
There's a lot of study that goes into it and a lot of work and contemplation.
So we appreciate that.
In particular, I'd like to take a moment to particularly acknowledge your courageous approach to keeping our students safe and parents informed.
I can't imagine having boys going to the girls' locker room.
My daughter, who graduated from Cinco High School, was a runner.
and you know I don't know who it was but I heard it talking it said a man a dad must be a monster
under control and and and I don't know what I do if boys were getting into girls locker room with
my daughter so thank you guys for keeping them out they don't need to be there they have their
own locker rooms also thank you for letting us know I know a lot of parents that come up and
talked about this but um you know we are the the the there's primacy and education and caretaker
that that resides with the parents thank you for recognizing that and thank you for continuing to
keep that in policy um and also my son george would like me to thank you all for the support
of agriculture he is the grand champion for swine at cinco ranch high school thank you thank you
Dr. Rob Lierly, followed by Dore Solistio.
Well, good evening.
It is a pleasure to be with you.
Thank you for your time.
My official title is Dr. Rob Lierly.
I have the privilege of serving as the senior pastor of Cady's First Baptist Church.
And I just want to say thank you.
Thank you for your service to our community.
The Bible tells us that you are servants of God as you serve the littlest of us,
the youngest of us in our community.
We have many in our church who are 10 KDISD.
thank you for your time employees of our of our system are in church as well so thank you so much
for what you do and i'm here we moved to Katy in the fall from outside the state moved to Texas in
the fall and happy to be in this state because of the protections given to families and children
to guard them from the poison that's outside in many places of the world and so i was called by
some concerned citizens concerned church members concerned christ followers who are in the school
district and essentially are concerned that some of the books that are on the shelves
and libraries aren't abiding by the policy set by the state of Texas.
And so my understanding is that there's a clarification that books aren't being purchased
that are problematic, but there are books that have not been removed that are problematic.
And as you've already realized, some of the things that have been said in this room in
mixed company amongst adults, it makes you cringe.
So how much more so for the young ones that are picking these books up accidentally, taking them home without oversight.
And so my question, my thought process to spur you on, is to think through what is the policy, the procedure to get the books off the shelves.
So if there's no new ones coming in, that's step one. But how do you get the old books off?
What's the procedure going through? How are parents' voices being heard when the questions are raised?
who's vetting those emails those conversations who's the final authority
as what's appropriate what's not and how we make it sure that that the process
sped up we have a a summer coming and and fortunately the fall we have a new
start hopefully maybe there's a way to get things off show before the fall I
don't have the answers but I do think it's fair to have to ask the question
and as a minister the gospel it's also my sober responsibility to remind you
that Lord says your servants of his kingdom of his even if you don't believe
in Jesus Christ you are ordained by the Almighty God to serve in this role and
And one day, every individual will stand and give an account of their life,
give an account of their stewardship of what he's entrusted to them.
And he has a very close love for the little ones.
He says, little ones, come to me.
Thank you.
Thanks for coming.
Thank you.
Doris Solisio.
Welcome.
After that, Kathy Carpenter.
Thank you, yes.
Yes, as a former teacher, I had come prepared with a prop, which I was told I can't use, unfortunately.
So you're all going to have to imagine that I am holding a clear acrylic glass, and it's empty.
You've heard of the analogy of a glass half full or half empty when speaking of the paradox of perceptions.
The glass that I'm not holding is neither, but still useful as an analogy,
precisely because it is both full and empty at the same time.
It is empty of the drink for which it was made to be used, but consequently it is full
of air, because nature hates a vacuum.
When we take God out of our private and public lives, we create a vacuum which is inevitably
filled by other gods that divide, devalue, degrade, and debase.
Gods such as money, pleasure, possessions, sexual liberation, feminism, transgenderism,
DEI, tolerance itself.
self. There is no end to these gods, as there is no seeming end to what the mind can conceive.
When we deny reality and twist morality by redefining it, we are proving John Adams right
when he said that our constitution was made only for a moral and religious people.
It is wholly inadequate to the government of any other. Government always legislates morality,
but what that morality consists of depends on the beliefs of those who make the laws.
The nature of the legislative power is to tell people what they can and cannot do,
what is right and wrong. In the founders understanding they believe that
government ought to support true morality and virtue, that is morality and
virtue grounded in the laws of nature and of nature's God from which they
derived man's natural rights and duties. It's the natural right and duty of
parents in particular and adults in general to protect, nurture and train
their children in the way they will go through life and it is the local school
board that is the most basic and therefore most important form of
representative government we have to protect and support morality and virtue
in general and in our children in particular we need strong board leaders
who understand and stand in the breach tolerance of evil is not a virtue thank
Thank you.
Thank you very much.
Kathy Carpenter, after that, Simon Lin.
Good evening.
Welcome.
I'd like to start out by saying thank you for not bringing in the chaplains.
No offense.
But last week I learned that you seriously think the only problem with the gay agenda
is that William wants to be called Billy.
What if Billy wants to be called Betty or Cynthia?
I'm happy to also learn that Don and Rebecca are finally supported of parental rights,
but only due to the possibility of religion coming into the schools.
But parents still have no right to know how the gay agenda is being pushed extremely hard in schools.
I'm sure that the citizens of KDISD are saddened when a child dies.
But why hasn't the Sexuality Gender Alliance Club come forward
and show the same anger for the death of each child that went full throttle on butchering their body to be what they thought they should be.
Please take heed to last month's comment from a junior student.
Quote, there is no question that evil is in our schools.
schools, evil that is seeking to infiltrate our schools and the minds of our young men
and women.
Whether it be pornography, sexualization, depression, anxiety, and drugs, the truth
is that a spiritual battle is going on in the lives of our youth.
You may not see it, but they can feel it, and it is real.
I highly respect that young lady from last month. Thank you. Thank you.
Simon Lin followed by Robert Beham. Welcome. Good evening. My name is Simon
Lin. I've been a resident for Katy for 25 years. Last August I spoke at the school
board in support of the parental authority and gender fluidity policy. My
My primary reason for supporting this policy is for the safeguard and protection of all
our students and even the staff members.
What do I mean by that?
Let me start saying that I think all of us in this room are united when it comes to the
protection and safety on the school campuses.
That's why we have school zones.
That's why we have fences and barriers and locked down doors and double door entrances
so that no outside intruder can come in.
Some of these safeguards may seem excessive and costly and may be even inconvenient and irritating at times.
But we've all learned to bear with these measures because at the end of the day, it's about protecting our kids.
But when it comes to protecting the minds of a kid, it seems that our community is divided.
Just look back in August and the contentiousness in this room.
And I believe that the root cause of our division stems from the disagreement of our belief
that there is an existential threat to the minds of our children.
Rebecca you said it well.
Why are we wasting taxpayers money on this issue?
And that's the logical conclusion for a person who doesn't believe in the existential threat
out there.
And we can use the same argument when it comes to removing fences and safety protocols.
protocols, we can save millions of dollars by eliminating the need for security personnel
or criminal background checks or other building safeguards if we don't believe that there
is an existential threat.
But unlike some in our community, I do firmly believe that there is an existential threat.
And that existential threat is the ideology of cultural Marxism.
It comes in disguise of racial and gender, transgender equality and socialism, and that's
just debate.
The real aim of cultural Marxism is to divide the populace into subgroups and
depict them against each other with the ultimate goal of totalitarian rule. I'm
not a bogeyman. I'm just telling you the truth because my wife comes from one of
those countries and the same playbook is being played out. Thank you. Thank you very much.
Robert Beham, then Nancy Eddy.
Hello, my name is Robert Beham, and I'm a resident of Falcon Point,
and have two children now, both with families of their own who have graduated from KDISD.
The school board election now in progress is a great reminder to all of us
to consider the performance of the board and its new leadership over the past year.
I, for one, am extremely encouraged by the significant improvements we've seen in governance,
transparency, and policy.
On governance, a formation of standing committees in finance, academic performance, policy,
and teacher retention supports a proactive oversight of the school district functions,
and it allows for timely development and modification of the policies when they're necessary.
As a taxpayer, the enhanced scrutiny of spending is welcome, and as a grandparent of children
entering the district in the fall the other areas of oversight will benefit
all the stakeholders of KD IST on transparency the implementation of two
school board meetings per month provides more communication to the community and
the ability to air our concerns and encouragement on issues that ahead of
school board decisions let's face it the three-minute public comment period is
not ideal but creating more opportunities give input and allowing
the board public discussion is an improvement. On policy, the student
welfare gender policy and the improved library book and curriculum materials
policy are home runs in my mind. They provide clear guidance for staff and
essential information for parents to help steer through some very difficult
areas. As I look forward to the coming year post-election, I encourage the board
to review the mission statement and the beliefs of the school district. Since
Since they were last reviewed in 2017, the landscape has changed significantly.
The strategic balance between the rights and roles of the primary stakeholders,
the parents, the teachers, students, and the taxpayer needs to be reexamined.
And lastly, as many of us know, the next term will likely be marked by controversy
with the Biden administration's Title IX rule rewrite, not legislation, I might add, a rewrite.
It puts it in direct conflict with Texas state law and KDISD school policy.
While this rule rewrite will inevitably end up in the courts, the federal government may well threaten to withdraw federal funding.
I encourage the board to remain firm in its...
Thank you. Thank you.
Nancy Eddy and then our final speaker will be Rebecca Trahan.
Good evening, esteemed board members.
Good evening.
Can you hear me?
My name is Nancy Eddy, and I've lived in Katy since 2001.
I have four grandchildren that attend Wood Creek Schools.
I'm here to share my appreciation for your relentless dedication,
your unswerving devotion to protecting our precious children.
Your efforts do not go unnoticed.
I applaud your resolute resolve in the face of Luciferian betrayal.
Thank you for moving to ensure parents' divinely appointed rights over their children are not hijacked by the educational system.
The latest Marxist ploy, gender fluidity, is designed to confuse, divide, and destroy the family unit.
I am relieved to know that there is a transparency policy in place to address this issue by informing parents.
Our once united nation is at a precipice, divided like never before.
It's time to return to our roots. So let's look back in time.
Back in 1636 Harvard
College was instituted by the Puritans, not government. Yale College
understood the relationship between biblical absolutes and the future of our
nation
requiring, and I quote, all scholars
shall live religious, godly, blameless lives according to the rules of God's word,
diligently reading the holy scriptures, the fountain of light and truth,
and constantly attend upon the duties of religion, both in public and secret.
And the principal textbook, years ago, when the colonists first arrived,
was the New England Primer, used for 150 years.
It was the principal textbook along with the Bible.
I recommend that we restore this book to our educational system as required reading.
And in closing, I'm going to read a little bit from this book.
And it's on pages 68 and 70.
And it's called A Dialogue Between Christ, Youth, and the Devil.
I'm just going to pick a few excerpts from it.
Youth, I will embrace each sweet delight.
light. This earth affords me day and night.
Thank you. Thank you. Thank you.
Rebecca Trahan, welcome.
Thank you very much. Good evening, Board. I'm going to be reading from this piece of
paper not as a sign of disrespect, but because it's a lot to say in a little bit of time.
So to the members of the Board, as you know, I'm a former KDISD student, a proud KDISD
parent, a proud mom, a very flawed Christian, and supported many of you in your first election.
things I still do but today I am here not just as a parent but also as a PTA
board member as a Girl Scout mom as a baseball mom as you can see and as a
professional who has worked in politics at every level almost every level for
over 32 years I've seen many campaigns I've also held office and I've been an
advocate for children civil rights equal rights and an advocate for teachers
While I previously thought that some of you represented my values, some of you have not
in this current election cycle.
While Rebecca Fox and Don Champagne have tried to be positive and focus on issues important
to Katy ISD parents, teachers, and kids, their names have been unfairly drugged for the mud
and they have been maliciously lied about by some here and some at the meeting today.
They've been lied about in the media and they've been lied about in print.
because they are public figures they can't ask you to stop or take the lies
down I'm not currently a public figure so as a voter and as a supporter and as
a mom I can I'm gonna ask you to take it down I'm gonna ask you to stop and
that's exactly what I'm asking you to do so please stop with the information
misinformation that is being posted most of you know Rebecca Fox and Don Champagne
do actually support parental notification. Some in this room continue
to post half truths and misinformation to mislead voters and we are sick and
tired of it. And that is speaking with somebody who shares some of your same
political ideologies. I also want to speak more specifically, you know, please
make sure and treat us as the intelligent voters that we are and let
us see the information. Also the sorority meeting that Dawn was at, I was there, the
opposition was not Don Champagne is not a racist she was speaking to cultural
and diversity of ideology so please take the racist information about thank you
7. Closed Meeting
this concludes the open forum portion of our meeting the board will now convene
and closed meeting is authorized under section five five one point zero zero
one of the Texas government code for the following purposes Texas government code
551.071, 551.074, and 551.129. Thank you.
The Board will now reconvene in open meeting. Today is Monday, April 22, 2024, and the time is 647 p.m.
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.
8. Reconvene from Closed Meeting
The Board just reconvened from closed meeting in accordance with Chapter 551 of the Texas
Government Code.
Any action arising from discussions in a closed meeting must be taken in open meeting.
8.1 Consider Board approval of termination of probationary employee contract of McPatrick Nwadinobi at the end of the 2023 - 2024 contract period.
The first item is to consider Board approval of termination of probationary employee contract
contract of McPatrick Noah Denobe at the end of 2023-2024 contract period. I will now entertain
a motion for this item. Mr. President, I move that the Board of Trustees approve of the termination
of probationary employee contract McPatrick Noah Denobe at the end of the 2023-2024 contract period.
It is moved and seconded. I second. We will now proceed to vote. Board members, please record
your vote on the screen via your keypad. The ayes have it and a motion is
adopted. The next item is 8.2 consider board approval to give notice of the
8.2 Consider Board approval to give notice of the proposed non-renewal of the employee term contract for Robneika Hamilton at the end of the 2023 - 2024 contract period.
proposed non renewal of the employee term contract of Rovnica Hamilton at the
2023-2024 contract period. Do I have a motion for this item? Mr. President, I move that the Board
of Trustees approve to give notice of the proposed non-renewal of employee term contract for Rubnica
Hamilton at the end of 2023-2024 contract period. Do we have a second? Second. We would not proceed
to vote or members please record your vote on the screen via your keypad the
8.3 Consider Board action to send notice of proposed termination of a probationary contract employee, Stockdick Junior High teacher, Jesrick Levy, for good cause. (Texas Government Code 551.074: For the purpose of considering the appointment, employment, evaluation, reassignment, duties, discipline or dismissal of a public officer or employee or to hear complaints against a public officer or employee.)
next item is to consider board action to send notice of proposed termination of a
probationary contract and employees doctor junior high teacher
Jeserick Levy for good cause Texas government code 551.074 for the
purpose of considering the appointment employment evaluation reassignment duties
discipline or dismissal of a public officer or employee or adhere to
complaints against a public officer or employee I will now entertain a motion
for this item mr. president I move that the Board of Trustees approve action to
send notice of proposed termination of a probationary contract employee stocked
at junior high teacher jessarick levy levy for good cause do i have a second second
we have a second we will now proceed to vote board members please record your vote
on the screen via your keypad
you guys have it the motion is adopted
The next item is 8.4, and it's to consider board approval for employees who are being
8.4 Consider Board approval for employees who are being recommended to receive one-year employee probationary, one-year employee dual assignment probationary, one-year employee term, one-year employee dual assignment term, two-year employee dual assignment term, one-year administrative probationary, and one-year staff member term contracts for the 2024 - 2025 school year with the exception of those employees who have resigned or a decision has not been made at this time concerning being recommended for a contract, for termination or for proposed non-renewal, which will occur at a future meeting.
recommended to receive one-year employee probationary, one-year employee dual assignment probationary,
one-year employee term, one-year employee dual assignment term, two-year employee dual
assignment term, one-year administrative probationary, and one-year staff member term contracts for
the 2024-2025 school year with exception those employees who have resigned or a decision not
made at this time concerning being recommended for a contract for termination or proposed non-renewal
do i have a motion for this item and you don't have to repeat the whole thing that i just read
you make a motion do i have a motion
mr president i move that the board of trustees approved for employees who are being recommended
to proceed the following contracts. Do I have a second? Second. 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. Thank you very much. We will now
9.1 Strategic Design 1.3 Elementary Literacy Update
proceed with reports and the first item is 9.1, Strategic Design 1.3 Elementary
Elementary Literacy Update. Dr. Sanebel, Assistant Superintendent of Teaching and Learning.
Good evening, President Perez, board members, and Dr. Grigorski.
I'm here this evening to give the board a quarterly update on elementary literacy.
I want to use this visual as a refresher to illustrate the literacy work that has been
active since 2022. There have been several actions that have brought us to the point of
where we are today with the implementation of new literacy resources and practices.
To ensure scalability and sustainability with this large-scale district-wide change, specific
tasks have been organized into four phases of work.
We are currently in phase three, which involves providing ongoing training and support throughout
the year.
Tonight, I want to focus on the system of support that has been provided to our principals
as their role is critical to the implementation of new resources and the shift to structured literacy practices.
I will also share some baseline data that has been used to monitor the implementation strengths and identify areas where additional support and training may be needed.
This slide outlines the theory of action that was developed to drive the primary outcome of selecting new materials, which is to improve student outcomes in literacy.
literacy. This helped to identify specific actions that needed to be put in place to
align district and campus efforts. The focus was on utilizing collaborative planning protocols,
processes, lesson internalization, and preparation to deliver structured literacy using HMH materials.
In a previous update, I spoke about the teacher training that was provided during the summer
and during the district training days, as well as learning opportunities and embedded teacher resources via the Teachers Corner HMH online resource.
During this school year, we've placed a strong emphasis on principal engagement, recognizing their crucial role in fostering effective literacy instruction across the district.
The blueprint for principal engagement and literacy was replicated with instructional coaches, with the expectation that the learning structure would then be replicated on each campus.
We used a learning lab structure, which is a flexible structure for collaborative professional learning, in which principals learn with and from each other.
Central office staff responsible for providing literacy support and training also participated in the learning lab sessions.
Each lab site was led by an outside expert literacy consultant who provided in-depth explanations of the targeted instructional practices that were observed.
DURING THE LAP SITE VISITS, THE INSTRUCTIONAL PRACTICE GUIDE, IPG, WHICH ARE CLASSROOM OBSERVATION
TOOLS THAT DESCRIBE STANDARDS ALIGNED CONTENT, TEACHER ACTIONS AND STUDENT ENGAGEMENT THAT
IS INDICATIVE OF EXCELLENT TEACHING AND LEARNING, WERE USED AS A TOOL TO ENSURE THAT CLASSROOM
OBSERVATIONS AND COLLABORATIVE CONVERSATIONS WERE FOCUSED.
THE PURPOSE OF THE IPG IS TO HELP LEADERS USE THE TOOL TO INFORM THEIR VISION FOR EXCELLENT
instruction, describe the current reality within classrooms, and identify areas of strength and
growth. This slide shows an example of the criteria that was observed in K-2 classrooms,
which focused on foundational skills, as well as an example of the criteria that was observed in
3-5 classrooms, which focused on text complexity, questioning, and students re-entering the text to
support their answers.
During each lab site visit, participants spent time reviewing each lesson that was going
to be observed before going into classrooms.
This helped focus the observer on the key aspects of the lesson and instructional practices
that they should see.
Classroom observations lasted for 15 minutes.
After the observation, lab site participants discussed what they observed as outlined by
the instructional practices guide.
It is important to note that each teacher who welcomed us into their classroom received written positive affirmations from lab site participants, thanking them for allowing us to visit their classroom.
The purpose of the visits was not evaluative, but used as a learning opportunity to help principals gain a deeper understanding of effective literacy practices, allowing them to better support and coach their teachers, and to increase school-level alignment through shared learning, which fosters a sense of consistency and alignment across schools, ensuring a cohesive approach to literacy instruction.
instruction.
The next couple of slides, I have some pictures that kind of showcase some of the work that
was done over the course of the year during the lab sites.
I do want to take a moment to thank our three campuses, our campus principals who so graciously
allowed us to come to their campus, provide some ongoing support, and to utilize the great
learning environments that were going on during this first year of literacy implementation.
Cimarron Elementary, Morton Ranch Elementary, and Schaefer Elementary.
They have been phenomenal in really helping to support the entire district as we have
learned from them through this process.
So the first pictures that you see, you'll see a couple of examples of several leaders
in classrooms.
And I'll say when we started the learning lab sites, the students when we first came
for the first time they were looking like what is going on who are all these
people but by the time we came the second time in the spring they were not
phased at all it was so refreshing probably the best six days of the entire
year to be in classrooms to see kids to see teachers and the biggest part that I
think was important in a lot of our conversations when we debriefed when we
went into classrooms and we talked about the things that we saw as it relates to
to the implementation of the new resources
was that no matter what resource you put in front of teachers,
there's still the art of teaching.
And those things do not go away.
And to see teachers really bring the structured literacy
into life and to make it their own
as they begin to be more familiar with the resources,
it was absolutely amazing to watch.
So this is an example of some of the highlights
that we've seen in the K through two classrooms
during the foundational skills,
which is the phonics portion.
And we've seen teachers deliver the same lessons
across the district in a variety of ways.
And you notice you have some teachers
that the students are up,
you have some that they're down on the ground.
A lot of interaction between kiddos
as they were learning the different pieces of phonics.
And it was just exciting to kind of watch
kindergarten, first and second grade students really, I mean they mastered, they were mastering
those lessons and so that was really rewarding.
Here's an example of some of the things that we saw in grades three through five, which
is really spent heavily focused on getting back into the text, text complexity, questioning
and asking questions at the level of the TEAC as well as having students listening to how
they engage with each other during classroom discussions when they were talking about the
text with their peers.
As part of the lab site support, all K-5 literacy teachers at each campus lab site were asked
to provide feedback via a survey on the strengths of the structured literacy implementation.
Teacher voice at our lab sites was critical in helping to shape the ongoing campus and
district support plan.
Some teachers participated in focus group discussions that were led by outside consultants.
The focus groups were utilized to gain deeper insight into the experiences and perspectives of teachers utilizing the HMH resource.
This slide highlights some of the successes that were shared by teachers.
teachers.
Teachers were also asked to share areas where they needed more support with the implementation
of resources and shift in literacy instructional practices.
This slide highlights some of the areas where continued support is needed.
And this information that has been gathered has been beneficial in helping to plan summer
training and then phase two of the implementation next year so we know where we need to provide
some additional support and focus.
Literacy module assessments are cumulative end of module
assessments that measure students' proficiency with HMH content.
As the year progressed, the rigor across these tests increased as students
work toward mastery of state standards. Modules 5 and 6
represent the most rigorous exams for grades 3 through 5
intended to mirror state STAAR testing. Overall we're seeing students grow
towards proficiency in the HMH curriculum and the state standards. In
grades two and five students approaches meets and masters which is called the
AMM average show growth across all modules. In third and fourth grade
students AMM average shows some growth but also reflects how students are
responding to the increased rigor included in ladder module assessments.
ASSESSMENTS.
IT'S IMPORTANT TO NOTE THAT NOT ALL MODULE ASSESSMENTS HAVE EXTENDED CONSTRUCTIVE RESPONSES,
WHICH ARE THE OPEN ENDED WRITTEN RESPONSES THAT HAVE FAIRLY NEW ITEMS ON THE STAAR TEST.
SO NOT ALL OF THESE TESTS ARE TESTING THE SAME THINGS OR EVEN BUILT THE SAME WAY, WHICH
WILL ALSO INCREASE THE RIGOR OF ASSESSMENT.
SO YOU'LL SEE SOME OF THE DIFFERENCES IN THE SCORES BECAUSE OF THE DIFFERENT TYPES OF TESTING
ITEMS.
A MIRA BENCHMARK PROVIDES A MEASURE OF STUDENTS' ORAL READING FLUENCY SCORES.
Fluency focuses on accuracy, reading speed, and prosody, which is the skill of reading aloud with proper intonation, phasing, and expression.
Students fluent in reading will struggle less with difficult words and will more easily comprehend complex text.
These data show a mirror benchmark scores from the beginning of the year and the middle of the year.
The percentage of students demonstrating oral fluency below grade level has dropped by approximately 10% in each grade level since the beginning of the year.
There has been an approximately 10% increase in oral reading fluency across all grade levels in the on or above grade level category,
with the biggest gains in second and third grade at 12% each.
BEGINNING OF THE YEAR, MIDDLE OF THE YEAR.
OVERALL WE'RE SEEING SIGNIFICANT SHIFTS TOWARD PROFICIENCY IN ORAL READING ACROSS THE DISTRICT
REPRESENTING THOUSANDS OF KDISD ELEMENTARY STUDENTS THAT HAVE ADVANCED TOWARDS INCREASED
PROFICIENCY.
GROWTH MEASURE IS AN ADAPTIVE CRITERIAN REFERENCE ASSESSMENT DESIGNED TO MEASURE STUDENTS READING
progress on grade level expectations and growth over time.
It's designed to be predictive of STAR and provides a grade level equivalency for each
student.
These data show a comparison of students' growth measure assessment reading comprehension
scores at the beginning of the year versus the middle of the year.
Across all grade levels, we've seen a reduction in the approaching below, far below categories,
which are the yellow, orange, and red colors from the beginning of the year to the middle
of the year across all grade levels we've seen an increase in students reading scores
in the on level and above level categories which are the green and blue image colors that you see
from beginning of the year to middle of the year ultimately the goal is to increase in the green
and blue areas as the focus in our district is for students to reach grade level mastery and beyond
So you should see blue and green increasing and the other colors decreasing.
Phase four of the literacy implementation includes conducting an audit of the implementation,
which includes gathering stakeholder feedback.
A survey will be given to teachers, instructional coaches, and administrators to get feedback
on their experiences with the HMH resources and the implementation support that has been
provided throughout the year.
The responses will help the district understand current successes as well as develop a plan to address identified needs based on survey responses.
The window for the survey will open this week and will remain open for two weeks.
Survey results will be shared with the board sometime this summer.
I'll be happy to answer any questions that you have.
Questions?
Mr. President, did I miss?
Who was the survey audience?
audience? Teachers, instructional coaches, and administrators. Okay. Teachers include any
K-5 literacy teachers, academic support teachers, special education teachers.
Mr. Redman. Thank you, Dr. Belt. The MIRA reading fluency, do we have any of those fancy charts
from like last year to be able to compare the gain that was happening? Have we been able to
compare that previous data to what's been happening this year? So one of the, I wish I could tell you
yes, but because we are using a completely different assessment, it's hard to compare
the data because we're using a different platform, a different assessment. Now next year,
we'll be able to compare those pieces because we're talking about the same assessment.
Well, I am incredibly impressed and thankful to our teachers and staff and everybody who's put
the effort in for this brand new year with an entirely new system and all the work that's gone
in i think that the beginning of year to middle of the year are the things that we as a board
had hoped to see and um i know we did those things in the past too so not discounting that but
i like simple colors and that chart makes it really clear to me what what's happening so
thank you and thank you to our entire staff it's a problem if you can't see colors mr president
I just want to say thank you to you and your staff and the many, many teachers that had to adapt to learning a new way of teaching this.
This is not easy.
So I know that they had some foresight that it was coming, but I just want to say thank you to everyone.
And then I appreciate that you're doing this survey, but I'm still hearing about the kindergarten research paper component.
And I was starting off just hearing from teachers.
now I'm hearing it from parents that they're concerned about it so will the
parents have a way to give feedback on that too because if our teachers are
concerned and our parents are concerned maybe that's something we should listen
to and I know you haven't opened the survey yet but well the survey is
internal for for my limitation purposes but we always take feedback from parents
it's not uncommon for us to get feedback via email from parents to our elementary
C&I department or through our campus principals, we feel a lot of parent concerns.
We get those often.
So, I welcome any feedback that a parent may have, if they would like to share with their
campus principal or if they would like to contact elementary C&I directly.
In terms of some of the feedback about the kindergarten research pieces, every year and
throughout the year, we always ask teachers for feedback on our unit plans and we, throughout
throughout the year adjust those pieces, specifically related to the kindergarten research paper.
Those TEKS, those are TEKS, and so I will say that it's not new, it's just being presented,
possibly in a different way with a new resource.
However, one of the things that we have considered is as we go through year one of implementation,
we will begin to build our own models and exemplars of what something would look like.
I understand that one of the concerns was what students were being asked to do, that
some people felt that that was too rigorous.
And so I've asked the team to take a look at some of the exemplars that we have developed
in our district, because we are Katy and we have excellence everywhere.
And those things are, as we get through year one, then we have our own internal pieces
that we can begin to show different examples.
But there was a lot of supports put in place too to help with that, but we're open to definite
feedback.
and the survey will give teachers the opportunity to provide as much feedback on a variety of topics
as well so i feel that we through the implementation we've asked often and it's
only going to help us improve if we don't know we can't address it so we do welcome the feedback
yeah thank you very much because i think and you know and i know i'm not saying and i don't think
any teacher or parent is saying we we don't we just don't want to do that that's not an option
But what I am saying is if we could find a different way, I just want to make sure we're listening to our teachers.
And overwhelmingly, they've communicated to me because I started asking them, not just they're coming to me.
I just want to make sure that we are listening.
They're the closest to the students.
I think they have a value.
Absolutely.
That, you know, and it does help them be more successful in their job.
So thank you very much.
That's one of the main reasons why that survey is so important, because our teachers are
the implementers of this.
Thank you very much.
Sure.
Questions?
Mr. President?
Ms. Bain.
So, first of all, Dr. Bell, thank you for the presentation, and I wanted to say also
for anybody that's watching from last year, the year before, the literacy team, the little
group of people that would come out here and really push for this, and the past board members
who also advocated for this.
it was a big ship to turn and it got turned and I with your leadership I
really appreciate that but on the I do want to say those I really also
appreciated the comments that were given from the teachers the ones I guess that
you observed and they gave some positive things and then they gave you some
things to work on and how I'm just curious where they just naturally gave
you know just gave that information or did you all ask for them or was it in a
survey or how how did that go about so the teachers were given a survey and
that's how they provided most of the responses and the the comments that you
saw is just a snippet I have tons because we did lab sites six times this
year so each time before we went out the survey was given because there were
different points in the year like in the fall October ish and then February and
MARCH. SO YOU CAN IMAGINE IN THE FALL YOU WERE AT A DIFFERENT PLACE THAN YOU WERE IN THE SPRING.
AND SO WE WANTED TO KEEP A PULSE ON WHAT TEACHERS WERE FEELING AND WHAT THEY WERE EXPERIENCING AT THE
LAB SITES. AND SO THEY RECEIVED A SURVEY BUT THEN THERE WERE ALSO A SUBSET OF TEACHERS THAT
PARTICIPATED IN FOCUS GROUP CONVERSATIONS. BECAUSE YOU KNOW YOU CAN PUT SOMETHING ON A SURVEY BUT YOU
REALLY CAN GO DEEPER IN ASKING FOLLOW-UP QUESTIONS WHEN YOU PULL PEOPLE TOGETHER AND ASK SOME
additional questions and probe a little bit deeper because we wanted to make sure that
teachers their voices were heard.
And so it was twofold surveys and face to face but I think to also a lot of just informal
conversations with the way that the elementary CNI department the literacy team not just
the literacy team in elementary CNI but from the offices of other languages and interventions
they've really kept their pulse real close to the literacy implementation and asking
asking for feedback. And so I have to really give kudos to my team. They're amazing. They've
done a big lift, but it's a collaborative approach. And so we're really open to feedback.
We welcome it. It helps us to get better because on the other end of it is students. So if
there's something that we can do better, if teachers need something, or if there are questions,
or if we need to clarify, the feedback is really helpful in making sure that we're planning
what is needed to support our teachers.
Okay, so I really appreciate that and I think that the, it looks like that they're being
open and all that and I think that is so good.
But I just have one other question and I think I've asked this before, but I want to call
them kids, not kids, but young college graduates who we hire, are they, how did they get trained
into this?
On the new resource?
So we'll provide some training over the summer.
There's also some online components that we could provide training into.
I mean, anytime we have new teachers that come on board, it's like an onboarding process.
We have new teacher orientation.
Depending on the content area they teach, their learning is designed so that they are
able to start day one and they feel equipped.
So there are plans in place to continue to provide support to teachers as they enter
the district.
Thank you.
Any other questions?
Mr. President, I have one more question.
It looked like great strides were made in reading comprehension and oral reading fluency.
Fabulous.
But the module assessments, it looked like perhaps the way I'm reading the numbers here
it was challenging.
This might be the…
What exactly…
Can you talk to this?
What is this?
So the module assessments are…
They come after each module.
So the way HMH is structured is each unit is like a module.
And so with the module assessments, there's a variety of topics and teaks and things that are covered.
And so some of the assessments, like second and fifth grade, they were pretty much making pretty good strides.
Third and fourth, they've made some gains.
But it's also reflective of the increased rigor, which was probably one of the differences in, you know, one of the examples Ms. Teamey talked about, kindergarten.
GARDEN, THE CURRICULUM MATERIALS ARE VERY RIGOROUS BECAUSE THEY GO INTO RIGHT IN AT
GRADE LEVEL.
AND SO STUDENTS, AS THEY ARE GETTING FAMILIAR WITH DIFFERENT TYPES OF ASSESSMENT ITEMS,
GETTING FAMILIAR WITH THE RIGOR OF THE TEKS AND THE DELIVERY, THAT'S WHERE YOU SEE SOME
OF THE DIFFERENCES IN THE SCORES.
AND SO THOSE ARE THE PIECES THAT WE REALLY KEEP A GOOD HANDLE ON, MAKING SURE THAT, NUMBER
ONE, THE MODULE ASSESSMENT IS A QUALITY ASSESSMENT, MAKING SURE THERE ARE NO QUESTIONS THAT ARE
maybe hey that may not have been a good question but it really does help to pinpoint what happened
with this particular in this particular module and how do we provide support to help increase
those scores because those those averages are all under 70 across every grade so i just raises a
flag to me um does that include the amira oral fluency and the and the reading comprehension
no those are all different assessments that would be separate yes so the module assessment is
IS SOMETHING COMPLETELY SEPARATE THAN...
CORRECT.
Okay. So I'm assuming y'all are addressing this.
These are all numbers below 70. Okay.
And I think it's baseline too. It's a new, new resource.
I believe in full transparency. It's like, Hey, this is where it's really,
we're really strong.
And then let's look to see how can we provide some additional support.
Thanks.
Any other questions? Mr. President.
Ms. Fox.
Most of my questions almost mirror what Mrs. Champagne was saying about the
the comments from teachers when I really appreciated,
and I know we saw snippets, but as I read through them,
what teachers are saying about how they liked it,
how it was hard at first and they didn't wanna do it
and they were worried about it,
and yet how the program walked them through
and it's like, oh, I have it, I get it.
And the green ones, I like colors too, like Mr. Redmond,
the green ones that say, I wish I had more,
I wish I could see someone model it so I can be better.
better.
And those comments were all about, I want to do it better.
I want to make sure I'm doing it the best.
And so what do you do with those comments?
Is that the summer training that you'll do?
What do you do with the, how do you give them, is that part of the new instructional coach
model?
I'm just curious.
So it really helps with just kind of planning.
When they say, I would like to see it modeled, there's different ways that we can provide
that support.
And they want to see it modeled with KDISD teachers and KDISD classrooms with KDISD students.
And so through the use of video, there are ways to set that structure up.
Through the use of taking teachers and going into different classrooms on the same campus.
And as we use those comments from where they need support, that helps build out the plan
in terms of what does summer training look like, what does ongoing support during the next school year look like,
So the team will kind of take those comments.
They've already started building out the summer,
the summer pieces are already built,
but they'll continue to build out how they can provide
support throughout next school year,
so that we have an even better year two
than we did year one.
It's, when I'm on campuses,
visiting for whatever reason,
I always ask to go to ELA and see this and work.
And it's stunning to me,
the rigor, the accomplishments, and I'm like,
am I in fifth grade?
No, second grade.
Right, that kind of thing, and how they're getting it,
and how they're, all of it, working on tasks,
working alone, working in groups.
It's just phenomenal.
I have questions as well as Mrs. Cuzela.
When we look at third grade literacy model assessment,
for example, so the one and two,
the first and second ones kind of look the same as five and six but three and
four were like really good is that because the content was different why I
was that one so strong and the other two are like a little more struggling do you
know what our grades three and four third grade literacy model module
assessment do you see the lma three and four yes like that just sticks out to me
I mean, was that easier to grasp?
Do you know why?
So all of the, I mean the assessments,
they're different and they have different types
of questions and different,
they're measuring different things.
And so, also too, another thing that plays into account
is the raw score, the number of questions
on the test as well.
I can look at, for example, second grade,
I remember the first module assessment,
like the first and second.
I mean, we thought the world was going to end because it's so hard for second grade.
It's just too hard.
But if you look at the gains over the course, they've gotten better at the assessment.
So there's a lot of things that go into, like, why are the scores what they are?
And so as we go into classrooms, you begin to see, like, okay,
I'm wondering if we haven't spent enough time on this piece of the content and
because the module assessments they happen within a window as well so the
district entire district is taking them at the same time so one of the pieces
that is also a challenge was the pacing because we would hear a lot from
teachers like I don't have enough time I can't get through everything and so if
we didn't get through everything or if we didn't teach it deep enough then
then there could potentially be students may not have had enough time with the different content that they had on the assessments.
But a lot of those pieces are they are more rigorous assessments than what we have had previously.
The questions are different.
And so these pieces, it's almost like if you think of any type of developmental sport where you have games,
but when you get to the big tournaments is when you definitely perform the module assessments.
They let us know how the pacing is working with the curriculum, how students are responding
to assessments.
We typically score very well in reading on game day, STAR assessments, but these are
things that help us along the way to ensure that our students are progressing.
We also have additional assessments that help us with STAR preparation.
So I anticipate, you know, next year, Mr. Redmond, you talked about comparison.
I couldn't compare these assessments to the district level assessments we gave last year
because they were different assessments, written differently, using a different resource.
But we will be able to compare this to our assessments for next year,
which really the purpose of assessments is to help inform your practices
and to let you know where you need to make some adjustments,
which is definitely what these have done for us in terms of ensuring that our third and fourth grade teachers
feel that they have the time that they need and they're able to get through the curriculum appropriately.
really.
And I remember you talking about doing two modules, if that's what I'm saying, LMA
1 and 2, two modules before an assessment, or you're always assessing and you can never
really deeper and build and those kinds of things, so that's why we're seeing two at
a time.
And these are over a nine-week period, so yeah.
I also love the colors chart and I love seeing all of them be better, but the above level
growth in the blue, that's exciting too.
Exciting.
Thank you.
Thank you very much.
Dr. Bell, thank you.
Thank you.
9.2 Draft 2024-2025 Student Cell Phone policy.
We now move on to item 9.2 and it looks like Kristen Harper and Chris Morgan have just
sprung into action to discuss the draft 2024-2025 student cell phone policy.
Welcome.
All right.
So tonight, first of all, Dr. Gorski, President Perez, and trustees, we're here tonight to
go over the draft cell phone guidelines that have been vetted out by multiple groups.
So tonight we'll get started with that piece.
Peace.
So, all right, so you know currently we're under the bring your own device model for
the last several years.
Next year we'll have the new one-to-one initiative where all students grades three through 12
will have district issued Chromebooks.
This gives us an opportunity to really look at how to address our cell phone use in the
classrooms to help our teachers out with any kind of distractions that may be coming up
with the use of cell phones.
With students having those Chromebooks, there really is no need for cell phone in the classroom
during classroom time.
So we know all the distractions that teachers are always bombarded with, so that's why we're
really focusing on the cell phone use in the classroom.
This draft cell phone revisions will provide clarity and guidance to not only staff, but
also students and parents.
We'll obviously, once we finalize the draft, we'll be able to update the student handbook
as well as the acceptable use,
or responsible use guidelines
once we have that final version.
Okay, so the development of these guidelines,
you know, we went through a big process of this.
Once the bond was passed with the one-to-one initiative,
we immediately began our work on the one-to-one initiative,
but one of the main things we worked on
was the cell phone guidelines.
You know, we went through our district class
one-to-one implementation team,
which has met weekly since probably December.
Up until now, we had another meeting today.
We also talked to some neighboring districts, mainly ones that have done the one-to-one initiative.
We met with all principals, especially principals with the current one-to-one campus initiative already,
such as Morton Ranch Junior High and Dr. Black,
and they've done some good work over there with their one-to-one initiative,
and they've made some gains in some scores because the cell phones aren't distracting them in the classroom,
so we're looking forward to what this is going to do for us across the district.
We also did our, we're currently in the process, or Ms. Ashhorn is currently in the process of going to each campus to do spring discipline management plan meetings.
She goes out every year in the spring time and meets with each administrative team to discuss changes they think should happen to the discipline management plan.
She's also this year brought up the cell phone use and the cell phone guidelines.
And then we moved into the Katy Improvement Council, which has campus representation from every campus.
And then of course tonight we're now bringing it to you to provide also some input and feedback
to our draft guidelines for this year, for next year.
And then of course we're pending May Superintendent Student Leadership Circle that we're going
to present to them as well, so get some student feedback as well.
Next thing we're going to talk about is just what, you know, we have a visual for everything.
I like Mr. Redmond, you know, just like him, I like to have visuals and I like to see things.
And so, so do kids and this will help us provide that, again, clear expectations for what's
happening in the classroom with cell phones.
So we have this guidelines poster that once we get it finalized, we'll be able to create.
It's colorful.
It has exactly what is intended for the cell phone use in the classroom so teachers can
reference that.
And then it clearly, again, communicates the cell phones should be put away in the classroom.
They should be put in their backpacks, turned off during that classroom time.
And of course, again, discipline management plan communicates appropriate consequences
of cell phone violations occur in the classroom.
And now we're going to kind of tag team this part.
Yes.
Okay.
So our cell phone guidelines that we're proposing is that cell phones must be turned off and
put away in all classrooms.
This is not a change for elementary campuses.
They currently have this procedure in place in elementary schools.
Their cell phones are never out in elementary school.
So the secondary, just like I said, we had the bring your own devices where they could
have brought their cell phones, their iPads, or any other device they might have.
Well now, since we have their own device, we won't need that anymore.
So again, their cell phones will be turned off and put away during the class time, each
class time, each period.
Cell phone use outside of the classroom.
For elementary, again, this is no change.
It's put away in their backpack all day.
And then for secondary, there's really no change except for the campuses can continue
their current practice. Some of the campuses have restricted phones a little bit more in their campuses
and some have not. And of course they can always go and restrict the phones more and they have
that autonomy to do that. One thing we would suggest is that they do you know consult their
campus advisory team, their MTSSB teams, their discipline teams, which is basically the same thing
to decide if we really need to provide more restrictions for the students at a campus. It
It really kind of depends on the community and the school and where they've been and what has been happening on their campus.
And the last one is absolutely no change.
Cell phone use is prohibited at all times in restrooms and locker rooms for obvious reasons.
Okay, so along with the cell phone guidelines is personal responsibility.
And this is no change.
This is in the discipline management plan currently.
are that students are responsible for their cell phones
and the school is not liable for lost or stolen phones.
And again, no change.
It's also in the discipline management plan.
In emergency situations,
students and staff will continue to follow
required safety guidance and protocols.
So basically follow the guidance of their teachers
or the administration in the event of an emergency.
And now we'll take any questions you might have.
Questions?
Any questions?
Mr. President?
Ms. Champaign?
I have a few questions.
So one of them is how, so I know a lot of junior highs are already doing it.
So I'm sure you use some of their feedback to make decisions or am I right about that?
Yes, absolutely.
How has that been going?
I mean, what have you heard from the junior high administrators and things?
Are you asking as far as what they've been doing for this year?
Well, I kind of know what they've been doing, but how has it been going?
I mean, how's it?
It's been going well at the campuses that have done that and provided that extra restriction.
And it varies across the campuses, as you probably know.
Some are doing like a gradual release model where they can use them outside the classroom.
Very little if they're in sixth grade.
It's mostly junior high.
Our high schools have been all pretty much they can use it, except for in the classroom.
So you have some that have done sixth grade totally cut off.
Seventh grade, it's kind of the gradual release model.
Eighth grade, it's more like the high school.
You have some campuses that have completely done away with it in the cafeteria.
It's kind of hard to do in the hallway.
It's hard to monitor.
But in the cafeteria, it's been going well in some campuses.
But again, it depends on your community and your school
school and what kind of things you may have dealt with with cell phones in the past.
Okay.
And then I have another question.
So this was even an issue when my kids were in school.
It has to do with the nurse.
And I remember when my kids, I hate to call out of school, but it means they try to implement
where you couldn't just call your mom from the classroom and then you would have to go
to the nurse to call.
but it's they had a hard time implementing it I think but so do you
know what I'm saying like kids will be in their club they don't go to the nurse
anymore when they're when they don't feel well they'll just call their mom to
come get them or their dad so they're not supposed to do that they're supposed
to always go to the nurse to be to be an excused but you know they do they do
that yeah so this will be a big a big change for them they will have to go to
the nurse if they're not they will have to go the nurse now and the last
question so piggybacking off of that what does putting away mean I mean is
there gonna be a thing and the yeah it's gonna be put in their backpack turned
off what are the repercussions for non-compliance yes so in the discipline
management plan there's a variety of consequences that can be implemented
depending and it's probably going to be on an increasing scale so first-time
offenders that might just be putting it on the teacher's desk for the
remainder of the class period and then they get it back. A second offense might
be detention or phone call to parents or an email to parents. A third might be
confiscation of the item until the end of the day and they have to pick it up
in the assistant principal's office at the end of the day. So there's a
wide range of consequences that can be implemented up to and including
confiscation of the item. And if it's a continuous problem with a particular
particular student, I can tell you at my junior high last year, I had 10 kids that were banned
from bringing them for the rest of the school year because they just could not behave with
their cell phones.
I just had a question also about the, let's see, that middle, on the cell phone use outside
the classroom, elementary no change, secondary no change, may continue current practice.
So in elementary currently, what is the practice for cell phone outside the classroom?
They're in their backpacks. They don't take them to recess or lunch or anything.
Okay, so in secondary, what about secondary?
Secondary, they're allowed to carry them in the hallways and the cafeteria, those non-classroom areas.
Like I said, some campuses have further restricted them this year.
And again, it's work for their campuses.
But again, it's that discretionary and working with their community, working with their leadership team, as well as their MTSSB team.
you know looking at data to see if that's really been a problem outside the
classroom and they could possibly make some further restrictions.
Just to clarify like right now the policy right now isn't it that they're not to
use cell phones during instructional time unless directed by the teacher right?
Yes right. So now with wherever it is no cell phones or instruction time
because they have the one-to-one. Correct. And there's basically no exception to
of that.
They had to have them put away in their backpack against the wall or whatever.
So that's a definite uninstruction time.
With regard to the passing periods, like in between, what you're saying is that that is
up to the campus.
Okay.
And then some campuses are stricter than others.
Sometimes some campuses are forbidding any cell phones during passing periods and some
are allowing it, correct?
Correct?
Correct.
Okay.
So I guess if you're a principal, you're going to like this policy because you can do whatever you want.
Not necessarily.
You can do, in other words, as to a passing period, you can decide yea or nay, whatever I want to do.
It's up to me.
Yeah, if it fits your campus.
So looking at like discipline data, for instance, I was just a principal last year.
If you don't have many instances of discipline issues with cell phones in the hallway or
at lunch time, we didn't see a need to ban them in the hallways and at lunch time.
It was a time for them to check in with parents if they needed to or play video games with
their friends at lunch and things like that.
Did you get any feedback, and this will be my last question, did you get any feedback
back about cell phones promoting you know fights or text you know just like
bullying or anything like that as opposed to when when the kids have them
with them in there in the in the hallway like any any any issues with regard to
discipline in the hallway that better maybe I would I'd have to look at the
discipline dashboards but I can tell you that a lot of our issues with cell
phones and like you might be thinking social media or those type of things that typically happens
from outside the school and then occasionally will spill in the school and that's when we need to
deal with it but it's typically outside they're posting stuff on snapchat or any other social
media site and that's where we get the bulk of those kind of things in the school not necessarily
it's usually what about loitering and not really making it the class you know just kind of hanging
around and that's an issue that we deal with without phones because kids are
talking they're doing those type of things we tell them to move along keep
moving talk walk and talk those type of things we do that all the time it's not
necessarily the cell phones because they're talking to another down the hall
you go down into the high school you'll see that they like to talk mr. Perez
miss T me I'm looking at some of the schools that are a little bit more
restrictive on the cell phones do you have any negatives from those schools as
far as the more restrictive ones at the first of the year I had a couple of my
junior highs where some parents were not happy about the further restriction but
I've heard nothing since then about that okay so then why wouldn't why wouldn't
all the schools want if it's working why wouldn't we have I'm not I'm not saying
I'm one way or the other I'm just presenting another thought if it's
working well in the most restrictive why wouldn't we want to make that if it's
working why not make it all across the board again like miss Harper said to it
really depends on the campus and what they're they feel like their needs were
like she said if they've had problems outside of the classroom with these
phones again they can look at their discipline data and determine okay maybe
we need to go more restrictive in our hallways or more restrictive in our
cafeteria the problem being is you know you want to make sure you're looking at
the data and you want to make sure that you're getting input from your staff
you're getting input from the community as you roll those type of things out
because like it or not some parents still want there's a lot of that I've
heard from want it in the classroom like they absolutely want the phones away
we've had not had I haven't had much from any parents saying they want it
taken away in the hallway they wanted taken away in the cafeteria but there are some that
would like it all well i did get to witness memorial parkway junior high where i went
and i was shocked at seeing the kids they didn't have their phones in the hallways and i'm telling
you those kids were running to class now it's a smaller campus than some of our other campus i
I get that.
But I was quite amazed at the focus those kids had.
Even during passing period, parents, if you're concerned, I saw real big benefit to restricting that cell phone.
Of course, emergencies, yes, all day long emergencies.
But this, I was very pleasantly surprised to see the focus on academics was so strong even in the passing period.
And I've never seen something like that before so I just encourage the principals to really look at that because I thought
The way they do I think they do it at lunch. They let them have it at lunch. Is that correct?
We're at more more broccoli junior high. I'm not sure I'm not sure on that one. Okay. I don't I don't read
I can't remember that either, but and I would they can't have it okay, so I think that's a great
You know accommodation for for that would maybe comfort parents, but I I saw a real, but I wouldn't have believed it
if I wouldn't have seen it.
Ms. Timmy, when we finalize this
and we roll it out to campuses,
as assistant supes,
we're going to work with our campuses
on first looking at your data,
see what you need to do for your campus.
Then we're going to ask,
obviously ask them to get input
from their campus through their teams.
And then they can determine
at that point with their teams,
do we need to look at something like this
or do we think we're okay for now?
Another benefit is it makes one less thing
a teacher has to worry about.
out you know so really is our teachers that's what we're on to do yeah thank you mr president
i wanted to know when you said that you discussed with neighboring districts in that with their cell
phones um policies did you talk to any districts that have a no cell phone policy a cell phone free
free campus?
No, I did not.
Okay.
Do we know…
If you'd like us to, we could.
That would be great.
I would appreciate digging into what a cell phone free campus looks like from a secondary
level, not just obviously what we implement from a elementary level, but from junior high
and high school.
Do we know what the benefit is to continuing to have cell phones out in passing periods
or in lunch periods because socialization,
we can't really make that argument
that it's for socializing when we have data,
that large amounts of data that suggests
that it's actually a detriment
to the socializing of our youth.
So do we have data that suggests
that it's actually a benefit?
First of all, I didn't say it was for socializing.
Oh, I'm not saying that you did.
I'm not saying that you did.
Because I was more talking about the kids.
They're walking and talking, a majority of them.
There are probably some on their cell phones, there's no doubt.
But what's your question exactly?
My question is, do we have data?
Did you acquire data while doing this that gives us a benefit to the students remaining to
or being able to continue to have cell phones out during passing periods or during lunch?
Do we know why that's a benefit?
No, ma'am, we didn't do that piece of it.
And I will tell you that that's why we're here tonight, to get some input from you guys.
Okay.
Because we haven't finalized it.
It's still a draft form.
So don't take this as me trying to stab you with this.
I'm definitely not.
But when we're looking at discipline instances and the harm that social media as well as extended cell phone use specifically does for our teen girls,
we know that our depression rates have gone through the roof, mostly because of their instances of staying connected on social media.
We've got bounds of statistics that show us this.
So when we have the ability to take away those cell phones
during an eight hour period that we actually have them,
of distancing them from technology,
I would just like to see what this looks like
from a cell phone free campus across the district.
I understand that there are different communities
that have different needs.
And I understand that, but I don't hear the argument being made of the need for the cell
phone when you are needing an education.
I don't understand how the cell phone fits into that.
So that's just a small critique that I understand that you guys are doing this and we're kind
of flushing this out, but I just would like to add that in there to kind of continue to
dig on that, and I'd like to see kind of what that looks like.
Thanks.
All right.
Mr. President, I have one question.
Thank you for the presentation.
It's very helpful.
Is the district going towards a standard set of consequences,
or is that up to the principals?
What's the approach right now?
Sorry, not right now, but looking forward.
We'll follow the discipline management plan.
So it does have a wide range of consequences,
depending on what the infraction was.
So if, for instance, they were videotaping another student,
that would be a more severe consequence than if they just had their phone out sitting on their desk, right?
Okay.
I just heard it.
I'm aware of different ways principals are handling it when it comes out in the classroom.
Different infractions at different campuses, they handle it differently.
So I was curious, you know, one school, first time, it's up to the front office.
The phone goes to the front office.
There's different ways of handling it.
So will we try to set standards in that situation, or are we leaving that up to the principals?
Well, each campus typically has their own matrix for how they handle parties and those type of things.
But you're asking for if we're going to look for a standardization across the district.
Of consequence, like when you break it inside the classroom, I guess, would be the example that I'm curious about.
Because that'll be the change.
Right, right.
I understand that.
Again, I think that goes back to, and we can discuss that further, obviously, but I think
it goes back to the campus and their needs and what they see as far as the number of
discipline infractions they're having, especially with the cell phones or anything really.
Tardy's is one, because a lot of them do it differently.
But yeah, I think it would be something that the campus would look at and talk to their
teams about, talk to their staff about, to kind of come to a conclusion of what would
be the best option for our campus.
Now you're talking about standardization, that's something we can obviously look at,
But that's what we typically do now is we have that matrix that they follow in every
AP and principal are supposed to be on the same page with how we provide discipline now
There could be some one-off situations where a kid has done something like she said very severe
And we would skip that when we go to something else
Yeah, there'd be probably a lot of lessons learned that principals could share on how they handled it and come up something really great
Yeah, I hope that comes up. Thank you. No problem
Questions?
Just one more question.
Do you know when we'll get more, when we're going to, like what does the process look
forward as we're flushing all this out?
Well, we're getting feedback from you and then we're also going to get feedback from
the students with Dr. Gregorski's Council of Students.
So, and just take all of those things into consideration.
Continue to work with the principals on what they think it needs to look like on their
campus.
Okay.
And then when would y'all have something back for the board?
Probably, Ms. Atkins.
Our goal is June.
That's when we reviewed all the student handbook updates for the 24-25 school year
because our goal is to post the new handbook,
and then Ms. Ashton was following along with the discipline management plan
so that we have all that posted in July ahead of the kids' return to school in August
and parents fill out the return to school enrollment updates
because we want to make sure they're signing those acknowledgments
and that they're aware of all the changes for the new school year.
So June would probably be when we're ready for a revised, updated draft information.
Okay, so Mr. President, can I ask you a question?
Go ahead.
So I just think it's important we get this right.
So do you think it's wise for the policy committee to meet as well?
Right.
So I think the idea would be that prior to everything being baked into the discipline management plan,
plan that our policy committee get together with you and kind of like try to give our
input in a small group and
and have that opportunity before we see it here at the board meeting in the discipline
management plan.
Yes, sir.
Mr. Preston, could I ask, Dr. Goworski, what is that circle that they were referencing?
What does that look like if you're getting input from students?
What does that look like?
Generally, we just take a variety of issues to the kids throughout the year and we just
ask for their feedback on that.
we present things that we may have changed or things that are in current practice different
teams come out and talk to the kids at different times whether that's counselors about how we're
working on mental health type issues and ask for their feedback we do stuff with academics we do
stuff with advanced placement so it'd be very similar like that where this team would come
out there and talk to the kids and say hey here's what we're looking at putting in place and just
ask for feedback ask for them to provide feedback ask questions and tell us their their feelings on
that remember these groups are kids grades 9 through 12 so we have a good cross section of
all high school kids from every campus to just tell us how they feel about things what kind of
weight does that hold in the decision making process of this like how heavy is that weight
yeah that's a good question it's always good to get feedback from different groups but
ultimately we're the decision makers we're going to put before this board of trustees what we think
works for our campus or campuses and then whatever the policy committee wants
to do you know I mean we can do whatever the the board wants us to do on it we
can be as tight or as loose as you know and you've heard there but what the the
team has proposed a lot right here is giving campuses a little bit of autonomy
96,000 kids 75 campuses yeah you got to look at elementary and secondary that we
do give campuses some leeway and flexibility based on what's happening on
their campus that's why we provide the matrix if the board prefers um we could not use a matrix for
cell phones but it would probably be the only infraction in there other than like mandatory
offenses with that say you'll go to a dap obviously there's no matrix for that it's you
shall go to dap but if the board prefers not to give campuses a matrix we can bring that to the
the board without a matrix and just say first offense this secular repeated
offenses that you know I mean I'm sure these guys can come up with that and we
can flush that out and like a policy meeting with your eyes in there and we
can kind of like tease that out and then present that yeah just one final
question on the variability between campuses based on their needs those
needs are based on the discipline incidents related to cell phones? Is that
really what the focus is? Like okay cell phones not a problem in the passing
period so no discipline issues there so I'm gonna be more loose versus another
campus that has that issue. That's the main driver for the campus flexibility
if you will? Yes. Okay. Any other questions? Mr. President. Ms. Boggs. Thank you. Both of
you are former principals i know that mr edwards is here from a principal from a different quadrant
of the area my question for you is how would you put on your principal hat how do you feel about a
standardized practice everybody does the same which may be great right or how would you feel
about having autonomy or losing the autonomy as the leader of your campus i'm i'm gonna
no do that first i'm gonna have a follow-up sure so as a former high school principal i know that
for me i believe we're teaching kids responsibility throughout their you know their k through 12 career
for me i'm all for cell phones being out of the classroom um for as far as outside the classroom
I would as a principal want some autonomy to be able to do that, but I'd also know that for me as a principal
I took things very seriously
If we had issues with something on the campus with discipline then we would take care of that and we would restrict things
More it just depends on the needs of our campus and I would get that feedback from teachers
I'd get that feedback from I had a leadership circle as well
And we would talk about those things with the students and you're you get some pretty interesting thoughts on that because you know
Kids have their opinions, especially in high school.
So we would definitely vet some things out, but I think autonomy at the secondary level is really good.
I think it's something that, you know, it's a campus-based decision,
and we do a lot of that with campuses to make sure that they have a good culture
and they make sure they keep their discipline down.
We want all our campuses to do that.
So that's just my opinion on that.
Standardization, I understand it,
but I'd also think that we got to give kids some level of responsibility with their phones.
And I know their kids and their frontal lobes not working very well sometimes,
but it's our opportunity to grow our kids.
And, again, if there needs to be some kind of change and more restrictions,
that's something that principals and their community and their staff could definitely talk about.
Again, look at data and make informed decisions.
One of the thoughts I had, too, I was a junior high principal,
And because it was bring your own device,
I had many kids doing homework at lunch on their devices.
So they weren't just on social media.
And then they were interacting with each other
and playing games on their iPads and stuff like that.
And interacting using their devices.
I think one of the concerns,
I think I did hear this from a principal is,
now they're just gonna pull their Chromebook out at lunch
and do their homework and they're gonna get food
all over their Chromebook.
So we'll have to also decide
if we're eliminating cell phones in the cafeteria,
are we also going to say,
you can't bring your Chromebook out,
but they might want to do their homework during lunch,
which many of my students did.
Thank you.
May I now my follow-up?
Go ahead, Ms. Walker.
Is that all right?
Go ahead.
I'm thinking about some of our boys and girls,
secondary students who are responsible for their families,
responsible for siblings, right?
and what happens if they don't have access to their phone
and they're the one who has to go get the sibling,
they're the ones who work outside the home
and they're responsible for picking them up
or taking them if there's an emergency.
We just have to think about all the students
and everyone has different home lives
and responsibilities and things like that.
So I don't know that we can standardize all of it. Although
My comment is going to be that
If we have the
Whatever whatever we decide if we don't decide to do standardization
Principles have to be held accountable for doing the rules because we saw during dress code that some did and some didn't and we had to
you know, really
Really make that across the board and none of us wants to see that
So if that'll play into how I view the decisions from here.
But I did just want to take into account that some kiddos would need their phones during the day for some reasons, I think.
Thank you.
Mr. President, can I just respond?
There is email, so that'll be something else we'll probably have to control.
But they would just receive an email, I would assume, if they really need to be communicated with.
Each kid has their own district email, which, again, most of them probably don't even use it.
They probably don't want to use it.
But they do have the opportunity to email a parent during the school day on their Chromebook.
So that could be a possibility as well.
And they still have access to the front office if a parent needs to convey a message or anything like that?
Correct.
Mr. President?
Mr. Champagne?
I would like to just add a comment.
comment. So if we restrict it from the hallways and all that, it's a big cultural change.
It's not just, you know, they've been doing it, some kids have been having their phone
forever. So I'm not saying that it's not possible, I'm just saying it's going to be a big cultural
change. Also, you said something, you sort of said something that I always think about
is that we're a little bit training kids how to be as adults. So some of these kids, especially
juniors and seniors soon will be in college or be in the military or go get
a job somewhere move out of the house and a little bit of what we try to teach
kids just even parents at home or whatever is how to be a grown-up with
things and so learning how to self restrict yourself from social media or
or the phone or whatever is part of growing up
in this society, in this day and time.
It'd be hard to never let them use the cell phone
and then all of a sudden they go to college
and they're having to manage their classes and everything
and they never learned how to not use their phone
when they're not supposed to.
I'm just gonna throw that out there as a side note.
Can I speak to that just for a second?
Ms. Cahoon?
MS.
They still do have access to their cell phones outside of school.
And I would feel like that that's kind of a parent's job is to help to foster that and
to kind of set those boundaries with the kids while they're at home of like what is appropriate,
what is inappropriate, what's okay, what's not okay.
And these kids are wild with these cell phones.
I mean, they are so quick with technology in ways that many of us in this room could
could only wish that we could work technology
the way that they do.
So I don't think that taking them away from a cell phone
for eight hours is gonna be a detriment
to their technological health.
I think they're pretty quick,
and I think they'll figure it out
as soon as they walk out the school doors.
They'll probably be able to manage it pretty well.
I'd like to say that I didn't say anything
would be detrimental to their technological health.
I did not say that.
I just said it can be,
and I also just said that this is a possibility.
I didn't say that this is the way it is.
I was just giving another way of looking at it.
Is it can be a time to teach them how to manage.
I realize they're going to be able to use them at home and such.
But how to manage in between classes.
Even in college, you're going to be in between classes sometimes.
You're going to be having a cell phone for 10 minutes between a class.
And then run to the other class, you have 10 minutes to manage that 10 minutes.
And whether to use the cell phone or not.
Okay, thank you.
Thank you so much.
Thank you. Thank you so much and appreciate you taking this on. Yeah, thanks a lot. The next thing is
9.3 which is about the board member required continuing education
9.3 Board Member required Continuing Education Report.
report
Something that we had to report on every every year
State law requires a district to report continuing education hours for its sitting trustees annually
Completing the required continuing education is a basic obligation
and expectation of any sitting board member under the rules set by the State
Board of Education to that end I can confirm that Victor Perez Amy Timmy Don
champagne Lance Redmond Rebecca Fox Morgan Calhoun and Mary Ellen Cuzela
that's all the board have all exceeded the required hours of continuing
education and with that we will move on to the full consent agenda the congenda
10. Consent items
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 separate discussion unless the board member
requests that an item be withdrawn for an individual consideration that's
according to be illegal and be local are there any items that that a board
member would like to be pulled out of consent agenda okay in that case well I
don't I will entertain a motion for the consent agenda do I have a motion for
the consent agenda that the consent agenda be approved to have a motion mr.
Mr. President, it's removed that the Board of Trustees approves the consent agenda for items 10.1 through 10.6.
Second.
It's been moved and seconded that the Board of Trustees approves the consent agenda for items 10.1 through 10.6.
We will now proceed to vote.
Please vote with your keypad.
And it's 7-0.
The consent agenda has been approved.
approved. And we now have, move on to, let's see, the
booking page is here. The information items and the board committee updates. So the teacher
11.1 Board Committee Updates
retention committee has a report that has been prepared and and thank you
trustee Timmy for doing that and she's going to present a little presentation
on where we stand on the teacher retention committee we hire the graphic
designer to work on the specific design for the for the teacher retention
committee we did not you can hear from your desk okay okay first of all I
wanted to say thank you to dr. Krug or ski and the staff the many staff that
spent time with us as we gather data we do appreciate your time thank you very
very much. And then I also wanted to acknowledge that right now we're going to be just talking
about teachers. I think principals have an incredibly difficult job. And so they're so
critical to the culture of a school. And it really starts with them. But at this time,
we're just focusing on the teachers. So we're not trying to leave y'all out. If you want us to do
one for y'all we are more than happy to to revisit this and do one for principals as well but um just
right now we're looking at teachers so don't feel like we're leaving you guys out okay and then um
the other thing is i wanted to give you just a kind of a background we used um we surveyed about
50 to 60 teachers and we did it inform with informal conversations we also did it over the
phone or in person usually lasting anywhere from 20 minutes to an hour and a half and they were
either teachers that we know and their referrals as well but we did try to be exhaustive we went
across the board all different campuses across all over the district uh elementary we even did
some pre-k um up to high school we did special ed we did classroom regular ed we did academic
academic, CAP, we really tried to be diligent in covering all the different perspectives.
So we'll get started. So our first slide just gives you kind of some of the background that
we looked at when we started meeting as a committee. And I just want to thank President
Perez and Trustee Cozella for your help in this as well. So we accessed the TEA Teacher Vacancy
tax force. We used some of their suggestions on some of the top topic problems and challenges
that teachers face. We listened to the educator experience 2023 Texas teacher poll. We reviewed
the KDISD employee exit surveys. We analyzed market data for teacher pay. We examined the
satchel pulse climate survey system we also studied the insurance benefits we
discussed the recruitment strategies and I'm sad that mr. shush isn't here
because he was very helpful in this and then we evaluated the retention data
okay so as we gathered teach a teacher feedback and we used and the data that
we got from meeting with the admin team here in this building and we created a teacher survey that
was specific to kdisd teachers and their experience we compiled voluntary and confidential
conversations and we used the survey that we created as a committee and we looked at all
different perspectives we also met with dr grigorski and the appropriate staff on multiple
multiplications to examine common threads and to gain a perspective reflecting current and
efforts as far as retaining teachers so i'm going to go through a few slides on the top and it was
funny this is pretty much uniform we pretty much had um the same thing said um across the board
so um that makes it easier i think to help come up with some solutions or some some problem solving
So the first one we did encounter was discipline.
And discipline, this is the teacher feedback to us as a committee.
This was the overall messaging that we received.
So discipline is not consistently enforced by campus administration as far as tardies, dress code, IDs, class disruptions, those kinds of things.
We also were told about a lack of consequences for misbehavior, which drains teacher productivity.
productivity. Teachers have limited tools for classroom management, so that increases the need
for swift and firm support from campus administration. I do recognize that, you know,
some of those restrictions on teachers and how they can, tools that they can have to manage their
classrooms are mandated by the state and the federal government, and that's out of our control,
but we we just want to bring that to everyone's attention and try to
brainstorm and some solutions on that ongoing frustration with the numerous
constraints to remove disruptive students from the classroom they they
really did convey that that does hinder student achievement so then we looked at
compensation and of course they are for increased compensation and then they
also suggested financially recognizing and rewarding teacher tenure because
there is a gap between a first-year teacher and a 20-year teacher and so
that was one thing that they relate to us then we looked at special ed they
they and they said a teacher's planning time is reduced due to the arts and
in other meetings that they are called to.
And then they also found a frustration
in the classroom instruction and management
can be compromised due to the overabundance of SPED
and 504 classifications.
And then teacher feedback regarding administration.
So these are some positives.
Teachers really do long for districts
to be appreciated by the district
and by campus administration in listening and applying curriculum concerns
before making decisions that they will be required to implement.
So I think that's something that they would greatly appreciate.
Teachers also conveyed that they feel successful and valued when they are supported
and encouraged by highly trained, qualified campus administrators
who care about their staff and are problem solvers.
so it's okay for our principal to not know how to handle a situation maybe
just don't say that just let me get back to you if a teacher comes to them with a
problem current action items so these are some of the things as a committee
that we just from listening and gathering the data these are some of the
things that we wanted to bring to the attention of the board and as in our
administrative team here so we recommend a teacher longevity stipend to come to
the compensation plan and that's in the works right now we don't know exactly
what that's going to look like but it's going to be based on years of service
and there's going to be certain certain blocks and so we're excited about that
we really want to make that a priority in the budget we also would like as an
ongoing goal to subject to budgetary constraints of course we want to ensure
teacher salaries are in the top quartile with other districts in our region we
also wanted to recommend that principals along with administrative team be
required to have at least one monthly check-in with every or at least one
monthly check-in with every teacher to foster a meaningful and positive
a relationship and this doesn't mean another meeting okay that's the last
thing that teachers want right so it just made for me it kind of looked like
maybe a quick pop in at the door when you know you're changing classes or and
you know popping in at a team meeting or a department meeting and just checking
in that way so we don't want to add more to principals that's that's not the
heart here at all um but i do think um the teachers long for that that relationship to be there
um and since we're individualizing um instruction for students i think it's wise that we have
principles that individualize their relation not a professional relationship make that time for that
professional develop that professional relationship with a teacher it helps fill their tank to be able
to be to meet the needs of their students okay so a few other things a general we did see a general
disconnect between teachers campus administrators and the district level administration so
improved teamwork with a bottoms-up approach to focus on classroom on the classroom is needed
we also recommend for principals to create a campus discipline committee that will include
classroom teachers to review campus discipline incidents to identify any discipline concerns and
i was wondering mrs hack if when we're done you might given us a little more details on what you
think that would look like uh recommend principles create the campus discipline committee yeah and
they had they already do have some semblance of that and this ash warren is a part of that in fact
that's what she goes through the spring and meets with the teams but it'd be a little bit more
scripted a little bit more formal and assistant superintendents would work directly with um their
their campus principals and their identified team members on that campus.
And then there would be, I think, what we said, at least, if not every six weeks,
every nine weeks to evaluate that data and make adjustments as necessary.
And there would be teachers on that committee as well.
Yeah, that was part of forming the team.
And then so if, like, they had an issue in their classroom that wasn't being addressed.
They could go to the committee.
Then they could go to the committee.
So it's another avenue to get.
Feedback.
Okay.
And other suggestions, maybe.
Okay.
Okay, so then the last one on this slide,
just to recommend principals in collaboration with assistant superintendent,
regularly review the discipline committee findings and strategies
to discourage future misbehavior.
And I think Mr. Morgan mentioned that,
that they can look at the data when we were talking about cell phones.
So they're going to be looking at that.
We recommend that they look at that regularly.
and then the last one is the district should have a goal did you skip a slide oh did I okay
a little delayed okay okay so we recommend that principals in collaboration with assistant
superintendent regularly review the campus art schedules to limit over scheduling of
personnel because we did find that some of the same teachers get called to all the arts and so
we suggested that maybe like one day a week um that's protected from all meetings so it could
be tuesdays it could be wednesdays but you can't no meetings on the that one day that way those
teachers know um that that day is protected for them and they can plan for their lessons and get
get caught up on that day.
And then maybe do another suggestion that we thought of
is maybe do like a half a day for academic classes
and then the other half a day for CAP classes.
That way you don't have all the kiddos in the same class
that has a lot of ARDS.
So you're spreading all the ARDS out.
We also recommend that principals create teacher feedback teams.
so like once a year the idea is once a year you're gonna gather eight to ten teachers all across
different areas and um what you can do is um maybe just have two meetings and but it would be a
privilege we don't want to add more meetings but this would be just a one-time thing at the end of
the year and those teachers can come provide feedback to the principal maybe maybe work on
some of the problems that they see that they'd like to have addressed i know one of a couple
of our schools have done this and I thought it was a great idea and and then
they go back gather feedback from their co-workers and then they come back for a
second meeting and they come up with a priority list and they brainstorm those
ideas on how what does that look like as far as fixing those problems and then of
course the next year you do it again but you would choose different teachers
across the campus then the last item on this slide is to recommend that
principals and leadership team ensure campus events that are offered to engage the community
remain balanced and requiring staff participation and for me i'm thinking that applies a lot to like
elementary more so than secondary
okay okay and then the district should have a goal the reduction of class sizes for secondary core
core subjects to assist with discipline and further student achievement.
And I realize we have budget constraints right now,
so that's not going to be necessarily something that we can do right now.
But I think that should be a goal.
So, I mean, we just have to be realistic.
So I understand we can't do that right now, but we did see that as an opportunity.
All right, and then that's it.
So, Ms. Cuzela and President Perez, I didn't know if you had anything that maybe I left out that you would like to add.
No, thanks a lot.
I think, for one thing, thank you so much for the staff.
and also a lot of the action items that are here
are consistent with action items
that Ms. Hack and others were already working on
or it's consistent with their thinking
on some action items that could be undertaken.
Appreciate that.
I just wanted to add, thank you, Ms. Tini,
that we worked collaboratively on this, covered it well.
And I want to really give a genuine big shout out
to the teachers who took time to share with me um very great detail good conversations hour and a
half mostly they were very uh receptive and and so um genuine with the way they spoke with me and
they're all very very busy so uh thank you very much um to all those teachers who did that for
for me and our committee.
All right, okay.
And then I think just a final,
we can ask, leave it to add to the,
open it up to the dais for questions.
But I just wanted to say,
we're just getting started.
So we will, I think the plan is
we would like to meet again
to review the progress that we've made.
But we also are going to be available
if things prop up that we need to address or need to fix or need to rework or anything like that.
So thank you for the opportunity.
So the idea would be, I guess, we're not going to be meeting as much,
but that we may meet again from time to time as a follow-up.
Yes, sir.
I have a question.
So what I was looking over prior to this, I'm looking over slide seven and eight, and they seem similar in terms of like the teachers really wanting a little bit more, I don't know, buy-in or not necessarily buy-in, but just working with their admin.
like with slide seven it was applying curriculum concerns before making
decisions that they will be required to implement and you know with slide eight
it's principals and admin doing the check-ins do you know kind of like what
an example of that looks like on both sides of that of how we're doing that
because we're not wanting to add more on to I know miss Timmy you already kind of
mentioned that but we're not wanting to add more on to our principals and APs
who are already stretched we already heard kind of what they're dealing with
with cell phones and then also what they're dealing with with hmh so how are we trying to
what does that look like i guess that's my question miss gizella did you want to answer
there's one one example but it's it's um passed but uh the the decision to make the pre
hold on pre-calculus course uh pre-ap versus and moving it to ap um a lot of teachers had
great detailed feedback I think they wanted to be listened to a little more
genuinely before those decisions were rushed through and made so that would be
one example here and then I just have one more on slide nine on when they're
talking about the general the disconnect between the teachers and the campus
admin when we're looking at that is this our response to kind of like the
feedback that you had on slide seven where teachers are wanting more of that uh those
admin kind of listening to them and applying those curriculum concerns are we seeing that
as like a response to that or does that make sense yeah yeah yeah so um do you mind if i
answer are you gonna answer it oh go ahead okay well so i was just thinking on this one i think um
the teachers are the closest to the student.
So many times, you know, students, they'll ask questions that it'll tell you,
oh, they're not getting this, or oh, they are getting it, or oh, they think I'm saying this.
So maybe if I would have presented it a different way, they would understand better.
So that's all I'm saying is teachers are the closest to the students.
So I think parents and teachers would appreciate their interaction, since they're on the front lines, as being given due respect and implementing where we can, of course.
Okay. I'm good. Thanks, guys. Thank you so much for all the work that you guys did.
Mrs. Tim, you have questions, or Mr. President?
Very responsive.
You mentioned something about insurance benefits in here, but you didn't go into it. What'd you find about insurance benefits?
Give data to go with that
We can give you the data that that we were given if you'd like I'll be happy to get it to you
And what did you find how we can improve their insurance benefits?
I found that they're very they're compared to the market or it's very robust and I know that's not
not necessarily what teachers are seeing or feeling,
but being self-employed,
it's a lot better than what we have as self-employment.
Basically, we didn't see anything that jumped out
that was obviously a big hole in terms of insurance.
Insurance benefits were pretty good for what teachers get.
Okay, good.
When you talked about retention data,
data, did you compare Katie to other districts for like how how well we retain our teachers
or how many of them leave to go to other districts?
So as we know, the retention, the retention retention by Katie is good compared to some
other districts.
Like I think the turnover is like 13% something in that range, which is lower than some other
districts that we're compared to.
OK, yeah, I'm here to our neighbors.
OK, how are the teachers chosen?
I think Mrs. Timmy said you called friends or there were your friends and then they recommended their friends or how did you choose teachers?
And co-workers.
We used co-workers.
How did you choose them?
Did you open it up to everybody to participate or you hand-selected?
We opened it to who we contacted our contacts that we have and then we offered to speak with any teachers that they referred to us.
word of mouth basically essentially word of mouth it wasn't like we published you know facebook like
call so and so i mean i mean a dl list would give you that like send out to our distribution list
that says we're doing a teacher survey who wants to participate so that every like if they don't
know you how did how would they get to participate well one thing that's really interesting is out of
all the teachers the uniformity of what they said was pretty much the same across the board because
Because they're friends and they talked to one another?
No, a lot of them didn't know each other.
Okay.
I just, I don't know that that's, I would have chosen to just be selective.
The idea behind the approach was confidentiality and that people were going to, you know, be honest, if you will.
I appreciate the confidentiality.
I don't want to know who they were.
I just wanted to know why they were chosen and why it wasn't offered to them.
It wasn't like they were chosen.
and well they i mean how did you reach out to them then how did you know who if they weren't chosen
it's people people that we know and people that they know
i mean i just was contacted this weekend by another teacher that wanted to speak
so i'm going to continue to do it so if someone wants to speak with me i'll be happy to speak
with them. Okay. So where is the survey? What were the questions? And where's the data from the
survey? Yeah, I'll be happy to give you a copy of the survey. Yes, for sure. And the data, like,
like whenever there's a presentation, I pretty much expect a chart, like what our administration
gives us is like, these are the ones, like, like which one of these was the big one and which one
was like, you know, if they were, if they were scoring these, right? Ms. Cuzzillo, you're very
very good with data right this is meant to be conversational and very intimate and more very
personal um this is it's not a quantitative survey that we did there there is no numbers
that go with us and and I did try to um being a math person I did try to create a spreadsheet and
I to quantify it it was very difficult because um you know a lot of times we had and I'll be
happy to show you the survey um we had you know uh yes no or does not apply would be the answers
and then we had some that were like rank these um but it was really it was it was so like my
when i got done interviewing or surveying a teacher it was like i had written all over the
front and all over the back it's really hard to quantify that personal experience that personal
description in a spreadsheet. Got it. I understand that. Thank you for answering the questions. I'm just asking. I do have something. Numerous constraints was used. I didn't write down the slide number. What does that, can you describe that? I'm not sure. I think I know what it means.
Slide four.
Slide four?
Yes.
Ongoing frustration with the numerous constraints to remove.
Does that mean like federal constraints, like you cannot remove them because of rules and laws, or is that, what does numerous constraints mean?
I'm just looking for where you're at.
Four.
Bottom of slide four, the last thing.
ongoing frustration with the numerous constraints to remove disruptive students from the classroom.
Is that, I took that to mean like there are federal restraints to that. We don't, we cannot
remove. That's what I said in my presentation. Yeah. That there are state and federal constraints.
Yes. That we can't, we just remove every time. Okay. And I made that, I made that clear in my
presentation yeah okay I think we the goal here to include that is to make
sure we recognize that struggle and but that's there a burden on a teacher just
so we recognize it you know what I'm with you on that that's that's I agree
with you there too because of you know the discipline that we hear about that
causes other children to miss out on quality high quality instruction but the
the constraints that are put by someone else.
Correct.
That keeps us from doing what we would naturally do.
Right?
What we would naturally do.
And I wouldn't want to blame a principal for that.
No, no.
Or our assistant superintendents or our superintendent for that either.
No, no.
I'm not.
I just wanted more there.
Okay.
And the last one.
When you say one time per month required for a principal to reach out to a teacher or make
a connection with a teacher, do you have a plan to, so if it's one time per month, there
will be a rubric or something where they make the, report it in, and when you have an elementary
principal, that's probably 100 teachers, and if you have a high school principal, it's
in excess of 300.
hundred well we we listed the campus administrators so it would be across the
board it wouldn't just be the the head principal and if you want to know this
is interesting because our admin team suggested maybe bi-weekly and we
lessened it to monthly so what yes suggested by monthly right not bi-weekly
I'm sorry.
Just to be clear.
Yes, bi-monthly.
Bi-weekly would be really hard.
Yeah, yeah.
So we reduce that to monthly just because we don't want to be a burden to those principals either.
Like, we want to be realistic.
We know that our assistant principals are absolutely stretched with discipline and our principals as well with other activities.
So we don't want to be a burden to our principals either.
And really, the idea here is these are ideas, these are action items to pursue, but we haven't designed the form or the exact process in order to handle it.
I understand, and I'm just kind of dissecting it, too, in the way that I dissect things.
And so thank you for the presentation and the committee and you reaching out and figuring out.
These are things we hear, too.
So it rings true, but the recommendations, I was just kind of asking about that.
Just like the cell phone policy, this is a kind of a check-in and do that,
how are people feeling, and I think you'll hear from people now that you've made that presentation.
So I appreciate the attention to our teachers because you're right.
Face-to-face with a student, there is no greater impact to learning,
and we need to give them everything possible to be the most successful
and for them to want to stay in the profession.
So thank you for your presentation.
Mr. Perez?
Yes, Ms. Champagne?
Questions?
I appreciate the work that you did, but I just wanted to say something about the, when I was in college, I used to do, I was in stats a lot in my MBA, and I know that was a long time ago.
But I do know that the reliability of a survey has to do with the pool of people that it comes from and the opportunities given to all of the people.
So I know Dr. Grooms, I've been in the district long enough to know, even before I was on the board, and it necessarily wasn't just always Dr. Grooms, but there was always, there's a system in place, you know.
You send it out to certain people, and then there's even like a graph.
We send it out to this many people with 5 to 10-year-olds and this many people with 11 to 15-year-olds or whatever.
You know, we send it out to this many elementary kids.
We send it out to this many high schools and such.
And then you kind of see where her attempts that were made in reaching the different kinds of people and then how many was the percentages of all the different people who responded.
And then she would take like a sample thing of each different thing. And so and it was just like a really fair source of people that were responding.
and so I see what Mrs. Fox is saying because maybe your friends might reply
differently than maybe my friends or something so you know just to be
representative of everybody I just I mean I think that the information I
think that this is a good start but I also think that we do have resources
available in the district that I don't know if you considered asking Dr. Grooms
for help with submitting a survey?
Because I think that she might have.
I don't know.
The idea was not to send out a survey to 500 teachers
and have just a bunch of data.
The big benefit here, part of the big benefit,
is to have conversations that they know are confidential
and that really fill in some of the holes, if you will,
if we had if we had follow-up questions so that was that was the approach
anything else just want to respond to maybe put you at ease with this was not
only a set of teachers that only I know started with one I know and I would say
the vast majority of the 90% of the teachers I had never met before so it
was fairly random and we there is not a good success rate with teachers filling
filling out electronic surveys.
And we need to fix that, but we didn't want to create another one
where there would be unease with giving very honest feedback.
Well, I would like to know, like, did you know how many?
Can I break in for a second?
This is a report by the committee.
Well, and you asked for questions, and I'm just trying to find out the answers.
We're just giving you a report on where we stand.
Go ahead.
I just want to know, what is the percentage you got from the northeast quadrant?
What's the percentage you got from the Northwest quadrant?
That's not where it was.
Elementary, junior high, and high school.
It was covered.
Is this just a start?
This is like an olive branch.
Is that my understanding to the committee to where you have teachers that may feel a little bit of mistrust
or may feel like that their voice is not always reflected in some of the surveys?
And I'm not discounting what Ms. Grooms does or Dr. Grooms does.
I'm not discounting that.
Because there's a lot of work that goes into this, and I can appreciate that for sure.
But we know that from a corporate standpoint that there is a little bit of mistrust that automatically comes with that,
of thinking that your voice gets lost in a larger kind of echo chamber.
So this being kind of an olive branch, like you said, it's not as clinical, it's not as formal.
It's more of a conversational piece to kind of let's bridge this gap that we seem to have and let's try to make headway where we're having problems with teacher retention, as is everyone across the nation.
So I appreciate the step forward and trying to mend that.
It's not perfect.
It doesn't have to be perfect.
It's a first step.
And to my knowledge, there was not a teacher retention committee that was created prior to this one.
Was there?
No?
Okay.
So then we're just taking the first step out on this.
And it's not going to be perfect.
It's not going to be 10 out of 10.
But it's something to show teachers that we hear you.
We want to keep you.
We want to try to help you the best way that we can because you are a critical part of this organization.
the thing that makes all of this run.
And so I appreciate it.
And I think that we've got time, we're trying to, to make this better.
I appreciate the questions.
I think that's what we're all doing.
We're asking questions.
We're trying to figure it out.
But let's not demonize the process when it's just getting started.
I object to demonizing the process.
That's not what this is.
It's asking questions of any presentation like we do.
and just for the record I wasn't on the committee but I listened to teachers by
going to campuses seeing them do their work seeing the policies and decisions
we make here as it hits the desk and it hits their classroom and that's how I
know what their feedback is and they call me all the time and I see them at
this time out this time out no one is questioning how many teachers we know we
We know you know a lot of teachers and you get a lot of input.
Nobody's questioning that.
We're just giving you a committee report of what this committee has done thus far.
I mean, it's not questioning anyone's knowledge of teachers, of what needs to be done, et cetera.
It's all good.
We all.
I know.
I'm sorry.
But I think that when someone makes an accusation, then I can rebut the accusation.
And for someone to say, have we ever had a committee before?
Well, we may not have had a committee before.
I don't know what happens before I was here six years ago, first of all.
But that makes it seem like nobody cared about teacher retention before.
And I know that the cabinet members here really care about the teacher retention.
And a lot of things have been done, maybe not a committee, but they have done surveys.
You will go out if you do that again.
They do the satchel poll survey.
I know the area superintendents meet with the principals and they try to get feedback
So I just find I just wanted to defend the administration a little bit by the
Second the administration. No, you didn't say it say anything
But the fact that we never had a committee before doesn't mean we didn't care about no one said you didn't care
We just used that we didn't have a committee. Look, let's not let's not have this deteriorate
Okay, we're just trying to be proactive and cast a vision and I invite you I invite everybody on the board to join in with us
Okay president, thank you. I
Want follow-up? I would like to get a copy of the survey and any results that are available
the second would be
Since it's been started now, maybe this would be a good time to expand it to all our teachers
I mean the the information that I don't think
I think when we're not able to actually analyze it,
where this would be super helpful is to know,
are there pockets of places that we are having issues
that maybe aren't a district-wide issue?
As I know, we do have schools that are knocking this
out of the park, and in our own conversations
over the years, we know that there are some places
where leaders do need to be challenged a little bit,
and I think that would be super helpful to know,
can we pinpoint where we can maybe provide those resources
to our leadership so that, as Fox mentioned,
she talks to the teachers that are not sharing
things like this.
I mean, obviously, I would agree,
you could ask almost any employee anywhere in the world
and they'll say, yes, I would like to be paid more.
That's, I agree with that.
But if there are ways that we can resource our leadership
or team leaders to serve better in a specific campus,
that would probably be really good information for us.
Yeah, we could have a teacher retention committee 2.0
and do something.
I meant more in depth, like 50 or 60 teachers
when there's 6,000.
There's probably a wider statistical survey
that would be more accurate.
Yeah, the target wasn't to be statistically accurate,
statistically significant.
It was more to glean information, right,
and have conversations
and really pinpoint some big boulders, if you will,
as opposed to like 30 items,
but basically focus on the big things like discipline, workload,
time, compensation, those kind of things.
Just basically hone in on some big items.
Yes, sir.
And so thinking that now if we have that information,
now if you take it to the larger group,
you may keep it from going to the 30 items
and really drill in on what's the highest and best use effective that we can do to address our teacher retention.
Okay.
Mr. President, my question is, were the same questions asked to every person you spoke to?
Okay, so we'd be able to see those questions?
Yes.
Okay.
So for Madam Secretary, that would be my request is for us to see a copy of the survey
and maybe whatever statistics you have available for what you got back.
thanks okay so as far as the other committees the Finance Committee again
as I mentioned every month we meet the week before the work-study meeting and
thank you for mr. Smith for and mr. Heinz for that and we usually go over
the where we are in the budget as well as the financial reports for that month
the board the policy committee didn't have any meetings no update and I think
I think we did have our quarterly meeting, Mr. Redmond,
on the academic performance committee before.
Yes, and tonight with the literacy update
was one of the presentations coming forward with that.
And then our next meeting, I believe,
is in the second week in June, something like that.
Okay, okay, thank you.
Mr. President, can I have one more thing?
Yeah, go ahead.
Can we have, with the list of questions,
can we have like campuses that kind of participated?
participated without no teacher names, but which, I mean, did you get campuses from all
quadrants?
Yep, we did.
How many elementary, junior high, and high school?
How about that?
Could do that without saying.
The level, yeah.
Okay, our next.
We won't know which teacher it was from which campus.
There are hundreds of teachers at every campus.
Why can't we have campus names of who participated to see if it was balanced?
Like Mr. Redman referred.
Okay, Madam Secretary, did we capture any requests from the Board?
11.2 Recap of Board member requests for information.
Yes, I have a few things.
So Mrs. Calhoun wanted to see what it would look like for no cell phone to have a comparison
to the no cell phone, like another district or campus with that information.
and also she wanted to know if we could see the benefits of no cell phones in a
in a school or a district okay benefit versus detriment like I don't know what
did you mean like a school or a whole district or a secondary school or yeah
if you're gonna be looking into a no cell phone campus a cell phone free
campus I'd like to see the benefit versus detriment to having no cell
cell phones is and then what that looks like from a cell phone free campus.
All right.
Did I get all yours?
I think that, uh-huh.
Yeah.
Okay.
Thank you, guys.
And then Mrs. Fox wanted to see, and I guess others wanted to see that some more survey
and from like the questions and maybe the quadrants or something.
There's a little bit more specific campuses.
And I think that's it unless I missed something.
Okay.
Okay, our next meeting is on May 6th.
12. Future Meetings
That's a work-study meeting on Monday, May 6th.
And then our regular board meeting is on Monday, May 13th, 2024.
There being no further business for the board, this meeting is adjourned and the time is 839.
Thank you.
Official documents
Motions and votes
Recorded actions
MOTION 001 · AGENDA 3.1
PassedIt is recommended that the Board of Trustees approve of the superintendent's annual evaluation and contract.
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 8.1
PassedIt is recommended that the Board of Trustees approve of the termination of probationary employee contract of McPatrick Nwadinobi at the end of the 2023-2024 contract period.
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 8.2
PassedIt is recommended that the Board of Trustees approve to give notice of the proposed non-renewal of employee term contract for Robneika Hamilton at the end of the 2023-2024 contract period.
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 8.3
PassedIt is recommended that the Board of Trustees approve action to send notice of proposed termination of probationary contract employee, Stockdick Junior High teacher, Jesrick Levy, for good cause.
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 8.4
PassedIt is recommended that the Board of Trustees approve of employees who are being recommended to receive one-year employee probationary, one-year employee dual assignment probationary, one-year employee term, one-year employee dual assignment term, two-year employee dual assignment term, one-year administrative probationary, and one-year staff member term contracts for the 2024 - 2025 school year with the exception of those employees who have resigned or a decision has not been made at this time concerning being recommended for a contract, for termination or for proposed non-renewal, which will occur at a future meeting.
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 10.1
PassedIt is recommended that the Board of Trustees approves the District's April 2024 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 007 · AGENDA 10.2
PassedIt is recommended that the Board of Trustees approves the District's April 2024 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 008 · AGENDA 10.3
PassedIt is recommended that the Board of Trustees approve of new instructional materials and the Texas Essential Knowledge and Skills (TEKS) certification for the 2024-2025 school year.
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 10.4
PassedIt is recommended that the Board of Trustees approves the contract for the connections of portable classroom buildings at Robertson Elementary, Faldyn Elementary, Youngblood Elementary, Adams Junior High School, Taylor High School and repurposing classrooms at Taylor High School and Robertson Elementary to Brown & Root Industrial Services, LLC utilizing Ominia JOC Contract No. R200102 for a cost of $2,160,222 and approves the total project cost not to exceed $2,274,076.
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 10.5
PassedIt is recommended that the Board of Trustees approves Amendment One to the Stewart Builders, LLC. contract related to the additions and renovations at Cinco Ranch High School for the Guaranteed Maximum Price of $28,784,010.
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 10.6
PassedIt is recommended that the Board of Trustees approve of the minutes for the March 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 |