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Katy ISD · Work Study Meeting
Katy ISD Work Study Meeting, June 17, 2024
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In this meeting
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- 0:00 to 0:30 1. Call to Order
- 0:30 to 1:23 2. Pledges of Allegiance
- 1:23 to 5:30 3. Public Comment
- 5:30 to 5:59 4. Closed Meeting
- 5:59 to 6:46 5. Reconvene from Closed Meeting
- 6:46 to 18:08 6. Reports
- 18:08 to 33:33 7. Public Hearing
- 33:33 to 38:47 8.1 Discuss and consider the Raines Academy Optional Flexible School Day Program.
- 38:47 to 41:53 8.2 Discuss and consider Board Approval of the April 2024 Financial Reports.
- 41:53 to 45:36 8.3 Discuss and consider Board approval of the June 2024 budget amendments.
- 45:36 to 47:15 8.4 Discuss and consider Board approval of the plat for Katy High School.
- 47:15 to 51:40 Items 8.5 & 8.6
- 51:40 to 54:53 8.7 Discuss and consider Board approval of the Memorandum of Understanding for Operation of a Juvenile Justice Alternative Education Program (JJAEP) with Harris County.
- 54:53 to 55:53 8.8 Discuss and consider future Board approval of the Memorandum of Understanding for Operation of a Juvenile Justice Alternative Education Program (JJAEP) with Fort Bend County.
- 55:53 to 1:23:05 8.9 Discuss and consider future Board approval of the Discipline Management Plan and Student Code of Conduct for the 2024-2025 school year.
- 1:23:05 to 1:27:50 8.10 Discuss and consider the 2024-2025 Professional Development Plan.
- 1:27:50 to 2:22:51 8.11 Discuss and consider future Board approval of the Katy Independent School District compensation plan for the 2024 - 2025 school year.
- 2:22:51 to 2:25:55 9. Information Items
- 2:25:55 to 2:26:37 10. Future Meetings
Full transcript
Automated transcript, not human verified. It is a way to find a passage, not a quotation.
1. Call to Order
Noting that a quorum is present, I hereby call this work study meeting of
the Board of Trustees of Katy Independent School District to order.
Today is Monday, June 17, 2024, and the time is 5 PM.
Dr. Rogorski, will you verify that we are in compliance with the provisions of
the Texas Open Meetings Act with regard to the notice of this meeting?
Mr. President, I do confirm we're in compliance with the provisions Texas Open
meeting act for our meeting tonight thank you uh kdisd police chief henry gaw will lead us in the
2. Pledges of Allegiance
pledges of allegiance i pledge allegiance to the flag of the united states of america and to the
republic for which it stands one nation under god indivisible with liberty and justice for all
honor to texas flag i pledge allegiance to thee texas one state under god one and indivisible
i forgot that i live on that side
Do we have any scouts in the audience? I don't see any scouts.
3. Public Comment
So we'll move on to the public comment section.
At this time, the Board of Trustees will give members of the public an opportunity to speak in accordance with KDISD Board Policy BED Local.
As defined by Board Policy, speakers who signed up by 2 p.m. on Monday, June 17, 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.
If a speaker is not finished at the end of their three minutes, the audio will turn off.
If 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.
record.
If a speaker has not attempted to solve a matter administratively through proper channels
as stated in Board policy, the presiding officer's designee shall advise the speaker to seek
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
local grievance policies, FNG local, DGBA local, CKE local, or GF local.
Our speakers will be called forward in the order they were signed up to speak.
And this evening we have one speaker, and her name is Lister Brown.
Welcome.
My name is Lisa Lister Brown.
I'm a KDISD parent and I am addressing the items in the agenda related to
budget. As you well know the biggest issue facing this district's budget is
funding. This is reiterated by comments made by our district's chief financial
officer on May 6 when he explained to you how school finance works and how
funding relates to budget. I'm not an alarmist but I am alarmed at the funding
crisis faced by this district as evidenced by agenda items 8.5 and 8.6
and recent budget cuts. As has been observed by others this is not a funding
crisis at the state level this is a manufactured crisis at the state level.
Excuse me, let me stop you for one second. You said you were going to speak on agenda items which is the April
financial reports 8.2 and also the June budget and well sure a former CFO
doesn't need to be schooled in how funding is relevant to budget. This is relevant to the agenda item of budget. You can stop interrupting me.
The agenda item is 8.2. Could you cut off the microphone please? Did somebody just call?
No, everybody has to pay attention to the rules which is you speak on agenda
items could you cut the microphone please okay down mrs. Brown please wait
miss point of order mr. president the speaker mrs. Brown the speaker said she
was speaking about budget everything we do is referred to budget she's speaking
about funding which is budget I don't agree with your point of order would you
The point of order is correct.
Would you please allow the speaker to speak?
No.
It's out to be on April financial reports or the June budget amendment.
Thank you.
This concludes the open forum portion of our meeting.
4. Closed Meeting
The board will now convene in closed meeting as authorized under Section 551.001 of the Texas Government Code for the following purposes.
This lady is disrupting the meeting.
Texas government 551.071, 551.072, 551.074, and 551.129.
This now concludes the open forum or meeting.
5. Reconvene from Closed Meeting
The Board will now reconvene in open meeting.
Today is Monday, June 17, 2024, and the time is 6.31 p.m.
On behalf of my colleagues, I welcome everyone to this week's work study meeting.
Each board member received the agenda and documentation for this meeting on Thursday,
June 13, 2024.
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.
Our first item of business is a report, 6.1, Planning for Growth, Attendance, Boundary
6. Reports
Modifications, ABM, for the 2025-2026 school year.
Presenter is Ted Bierling, Chief Operations Officer, and Chris Poole, Chief Data Analyst,
Population and Survey Analyst for PASA.
Thank you.
you. Welcome. All right. Good evening, President Perez, board members, Dr. Gorgorski. We are here
tonight to bring you the attendance boundary modification for our two new elementary schools,
which are under construction as we speak. One of those is elementary 47. That's located up in the
Ellison subdivision. And elementary 48 is in Sunterra in the southern part of Sunterra
neighborhood this should provide population relief for the next couple of years as we
grow in that quadrant of the district and as you just heard growing exponentially in that in that
part of the world just a little bit about the process of the attendance boundary modification
we come to you in june with a first draft of of the attendance boundary modification and the luz
that will move as soon as next week is done assuming we're moving forward with
this plan we will the district with the help of dr. grooms teams we reach out to
the families that are affected we do some surveying we'll get that all back
to you guys dr. grooms will present that survey in
September and I give you some feedback on what the families are thinking and
what they're saying what their concerns are and what and some of the things that
are are good in terms of the abm and then the final approval if all things go as planned of
the abm would bring to you in the october board meeting and i will turn it over to chris poole
and she will uh present the abm to you okay good evening mr president board of trustees
superintendent gregorski we of course are here to talk about elementary 47 and 48
as you are well aware that part of the district is growing very, very rapidly.
And so we'll be concentrating really with these two new schools,
we'll be concentrating on Youngblood, on Faldon, and Robertson.
And so what you see here are the geocoded students, that's geocoded EE through 5th.
So do remember that's exclusive of transfers that are occurring,
but I think you all at this point really sort of understand that.
But if you just take a look, those three schools have capacities of about 1,030.
and so you can see that absolutely in the fall of 25 if we weren't doing this
they would all definitely be exceeding those capacities by quite a bit we'll
dive a little bit deeper into what those numbers look like and the growth that's
expecting and expected in this area but it is important to notice that on these
tables we are including the transfers just so that you have an understanding
of what's going on with the transfers currently all three of those schools are
are actually netting a little bit of a loss.
But even with that loss, the numbers are so very, very high.
Fault in could be at 150% of capacity by the fall of 28,
200% by the fall of 33.
The numbers in this area are just very, very, very large.
We could be looking at Robertson here, 200% of capacity by 27.
We've got about 300% of capacity by the end of the projection
period.
And then the big winner, of course, is Youngblood with that really large attendance zone there.
We're expecting over 200% by 27 and 500% by the end of the projection period.
So clearly this is not the last time I'm going to come see you guys for a while.
We're going to do this over and over and over again.
But it looks a whole lot like what occurred in the southwestern portion of the district when this same thing was going on there.
And so what we'll see here is the draft proposal that we're proposing.
You can see Elementary 47 is there in the north.
In Ellison, it's highlighted there.
Elementary 48 in Sentara, Ted mentioned that in the southern portion of Sentara.
It is really important, though, to realize, and we've got highlighted there in parentheses,
that each one of those schools has a larger capacity than we're used to seeing.
So for those of us that have done this for a long, long time with the district, we're used to 1,030 kids.
But in this case, we're looking at 1,280 in capacity for each one of those.
And so when we're opening the schools near 1,000, it's not that we're opening them over capacity or anything like that already.
We've got a little bit more room for growth there.
And when we're actually talking about what all is moving, what we're proposing to move here, we've got a little bit of a list.
And so we thought maybe this was the best way to handle it.
1B would be moving here when we're looking at Youngblood and Elementary 47.
We'd be moving 1B from Youngblood to Elementary 47.
um that is a section of ellison that wraps around freeman high school there uh 2c also a section of
ellison you'll see a big chunk of ellison is going to be going here wisteria interest tracks and then
some other parcels that are north of long and bow road 2d is another big chunk of ellison and that's
actually where the site sits you know that's that's where the school itself is in that area
in ellison and then in 2e we've got ellison that's east of porter road and then remaining in
In Elementary 47 are 5B, 5C, and 5D, sort of in the south there.
We'd be looking at the area that surrounds the Ag Center, Katie Manor,
a portion of Anniston that is east of Katie Hockley,
along with some Lenore land, some other parcels of land there.
And then 5D is Katie Crossing and Marisol.
And so Elementary 47 would be pulled entirely out of Youngblood,
and it would also be entirely in Nelson in junior high 18 and Nelson up there
and so I know that you all have some overlays too if you want to take a look
sort of at the feeder patterns you've got some maps and some overlays in a
folder that's been provided to you elementary 48 it's a little bit easier
maybe to understand we've got 3a Katie Lake Estates Katie Meadows and the
Hogan track and a southern piece of Sentara a stock dick school road villas
at Santerra. It's a little tiny little land use zone that's right there against the edge of the
county. It's sort of a triangular little one. Those would be moving from Faldon to Elementary 48.
And then we've got just two pieces of Santerra that are east and west of Bartlett along with
Lakehouse that would be moving from Robertson to 48. And so it sort of makes that longer
attendant zone. And all of those kiddos would be going to Haskett. And so we don't have to
to worry about a split there.
And so this is really just a summary slide,
and we put that in there every single time,
that we know that moving kiddo schools around is a challenge.
It's a challenge for families.
It's a challenge for us, and we take it very seriously.
But we do know that as fast as these areas are growing out there on the northwest side,
that we've got to make these moves so that we don't have schools,
elementary schools especially, with 2,000, 3,000 kids.
as Chris explained, and we're happy to answer any questions that you have at this time.
Any questions?
Mr. President, I have a question.
Mr. Bain?
So the survey that's going to go out in September, Dr. Grimes does the survey, correct?
Is that a requirement to do the survey?
Ms. Champagne, if the board approves this, the survey would go out immediately,
and we'd be coming back to you in September with the survey results.
Right.
So I just wanted to point out that I thought it was very nice that we do the survey
because, you know, to get the parental input into this
and always consider what the community has to say.
I know that we can't always abide by everything that everybody wants.
There's no way you can please everyone.
I do think it's very smart of us to do the survey and allow the community to have input to that.
Just wanted to make that statement.
Any other questions?
Mr. President.
Ms. Fox.
Dr. Poole, good to see you, of course, as always.
So when you look at these Youngblood land use zones, it doesn't look like there are very many houses, but it's already so crowded, right?
Right. Is that so all of that is going to the purple one is going to I guess mine's purple.
I don't know. I think so. I guess it's going to continue to develop.
And that's where your projection is coming. Right. For Youngblood itself or what we're leaving.
So what we would leave there in the fall of twenty five would only have five hundred and fifty four students, of course.
And so if you're if you're not seeing that many houses, that's probably actually the case.
But you can see just three years out. We would expect that to basically triple.
Okay. And so like 5C, is that going to be developed? Will there be houses there?
5C is a section of Anniston and there's some parcels owned by Lenore and then some other parcels.
So yes, we are projecting. Sometimes when we have parcels that sometimes we can understand that Lenore is going to build.
Anniston's going to build even if they do or don't have a plat. We can get an idea of how that's going to go.
And if there are parcels that are absolutely adjacent and ready to go, we will assume and build in projections on that, even though they might not be turning dirt or talking about it and that sort of thing.
We have to hedge our bets, knowing that a lot of that area is going to go ahead and build out.
So this explosive growth is coming, even though we don't see evidence of it.
As things are moving that direction, that's where the explosive growth is coming.
The explosive growth.
Katie's school families are coming.
And 3C, for example, has a lot of Sentara in it.
Ultimately, it's got a lot of Anniston that's building right now,
and it's very dense in that area.
And so we've got Windward up there that's building,
and we've got several chunks of, well, I guess Ellison is in the new school,
but if you want to go back and look at the map anywhere in the report itself,
we highlight the things that are building today in green,
and we highlight the things that we're expecting to build in gold,
and so there's an awful lot of that sort of thing going on.
Dr. Poole, I have a few maps over the years of how it's changed, the printed map.
Do you still have any of those?
We go back and look at, yes, a little bit.
I'm asking if you have an extra I would like to have for my collection.
Yeah, sure.
That I look at on the wall, not for any other reason.
If that's expensive or something, never mind.
Well, we do toss the big maps at some point in time.
We joke about wrapping Christmas gifts in them because they're just everywhere, you know at the office all of the time
So we do have to clean them out
But I'm going back we have we have scans and we do occasionally I have at various points in time gone back for the district
And look just quadrant by quadrant to see how things have changed in the last 25 years. It's it's amazing. I do too
It's very impressive. Yeah. Okay. Thank you
Thank you. Any other questions?
Thank you very much. Thank you
7. Public Hearing
And the next item is a public hearing presentation on the 2024-2025 federal grant applications.
And the presenter is Nakia Coy, Executive Director of Federal Programs.
Welcome.
Thank you.
Good evening, President Perez, Board Members, and Dr. Grigorski.
I'm here to present our federal grant applications for the 2024-2025 school year.
We are required to make several assurances and included in those assurances we have to make sure that the applications were presented for a public hearing and comment was available.
So that's kind of why I'm here.
So our first grant application is for Title I, Part A.
We have 25 starting next year, 25 Title I campuses that range from elementary all the way to high school.
So our entitlement there is about $13 million.
We've listed the types of activities that are usually funded by Title I.
Intervention staff on those campuses, tutorials, materials, PD.
Also, parent and family engagement is one of the requirements of the grant.
So then we have Title II.
This grant is centered around professional development for our campuses.
We receive a little over $2 million there.
We have district-level professional development staff that work with the campuses,
such as our IC facilitators that go out and facilitate those sessions with principals and teachers.
And in addition to that, we cover conferences.
The second year of our teacher mentor program is covered through this grant.
But it's centered all around professional development.
Title III, Part A, is for our English learners.
We receive about $2 million for our ELA entitlement
and $500,000 or so for our immigrant grant.
This application, the activities include PD,
tutorial summer programs, also the parent centers
for their parent and family engagement activities.
Title IV, this grant consists of three different pots, I guess.
Well-rounded education, safe and healthy students,
and then effective use of technology.
So some of the social workers and dropout prevention facilitators
that were previously funded by ESSER have moved into this grant.
We have summer programs, and then also we've purchased STEM materials
for science and math instructional materials.
IDEA-B is our grant.
There are several grants for our special education students.
IDEA-B formula is about 14 million preschools,
and the discretionary deaf grants are not as much,
but they cover instructional staff, speech services,
DIAG services, evaluations, OT, PT,
and professional development as well.
We have Perkins V, which is for our CTE program.
We receive about a little over $600,000 there.
We have program staff funded by this grant in addition to supplies, materials at the
campuses and professional development in those areas as well.
This is our TEHCY grant.
It's the McKinney-Vento Education of Homeless Children and Youth Grant.
This next year it was reduced.
So we will receive about $75,000 and we use those funds to cover tutorials, emergency
food, school supplies, and things like that.
And I think that is all of them.
Any questions?
Let me ask you this.
What is the status of these grants?
Are we now going to be applying for them?
If we apply for them?
So these are our formula grants.
So as long as we submit the application, we are guaranteed these funds.
We get them year after year, and that's why we can pay staff out of the grants because we know it's gonna
It's gonna continue
But pretty much it's it's formula funded based on
TAs
You know magic formula at the time and so the amounts were pretty certain of the amounts
Yeah, we I we do plan based on the previous allocation and for the most part they
slowly increase but like this year we had a
a decrease by almost $300,000 for the immigrant grant
because of how they calculated the allocation.
So more campuses, more districts are qualifying,
so then everybody gets a little bit less of the pie,
even though the total amount stayed the same.
But generally, they're pretty stable.
And just one last question I had was,
as long as we use the money for what we say we're going to use it for,
or are there any other hooks or strings attached
that they require of us?
No, pretty much we just have to follow the program guidelines.
Sometimes they restrict the types of activities.
I mean, they restrict the audience,
but as far as individual how you do anything,
they don't necessarily dictate that.
It's mainly how the district chooses to implement this activity.
Thank you. Any questions? Mr. President, I have a few questions. Is it a lump sum payment or are we paid per year?
So we operate on a reimbursement basis. So we'll put the entire grant amount on the books. And then at the end of every, usually every month, we will do a draw. And so that's where we request reimbursement for things that have been paid from TEA.
draws out of our account that's where we we tell tea we've spent say we spent two million dollars
over from the month for the month of april then they they reimbursed us that two million dollars
just want to know mechanically uh when do we receive all that money are we who's custodian of
all of that grant money and when so so we're we're spending the money with with the payroll is the
the big one and then after we've but we receive it up front no no you don't
receive anything until we spend the money so they're not just gonna give us
the full amount of money we have to spend it and then we have to show that
we've spent it we submit that to TEA and then they wire us that amount so we may
have to draw what six or eight times a year or even ten twelve times generally
depending on when we can draw because it's administratively kind of hard to
fill all that out and ask for it but then they send us the money via wire or
ACH so my hearing it's monthly or by largest monthly yes okay it's usually
two months back but we ask for payments for a month if that makes sense because
we wait for like TRS to post so that's kind of that's usually why we will
submit a draw about you know two minutes two months after it happens okay thank
Thank you.
And I had a question about Title I, Part A. It said the proposed activity part of that
was technology.
Just made me think with the rollout of one-to-one already, are we really spending money on technology
with this?
Not necessarily Chromebooks, but there are other technology pieces.
What would that be?
Oh, let's see.
And that's based on like campus decisions.
You know, they do their improvement plan.
I'm trying to think of
By and large it was for Chromebooks for title one campuses. Yeah, they might they might continue to buy iPads
They might want to outfit their k2
If you know, I think the standard is 50%
For the district so supplemental they can you know outfit the the other half?
or there might be
Let's see. What if I document cameras?
I'm showing my age.
What about the headphones and the microphones?
But they can choose not to spend it on technology.
Oh, yes.
It's all individually campus-based.
They do their improvement plans.
They look at their goals for the year, and then that's how they decide.
This is just kind of generally what's been purchased.
With the bond passing for one-to-one, it seems like less would be spent on technology.
Oh, I'm sure it will be.
For Title II, Part A, it talks about, is that right? Title II, Part A.
Is there stipends on here? Is that where I read that? Oh, there it is. Okay. That part of that's,
what stipends are we talking about and what percentage of this money is actually going
towards stipends? I believe it's probably only about $50,000. We have 10 facilitators that
work in the office of other languages that are i kind of itinerant and they work uh summer program
i mean i'm sorry the saturday programs they kind of have an additional workload and so as part of
a retention strategy through title ii these um teachers i think they're paid maybe a 2500 stipend
some something like that okay so that stipend is fully funded with this federal money through this
grant that particular piece yes all right and then title for Part A I wanted
to ask Oh dropout prevention facilitators can you can you identify
who that is is that our is that the district's full dropout program no no so
what is this we I think we have six total or maybe more we had to confirm I
I think we have more than six.
Okay.
Eight.
I believe we have eight.
Okay.
But I'll have to confirm.
But if it's eight total, there may be, I think, two of them are paid out of Title IV.
So before ESSER, we had a program.
And then when ESSER came, we were able to enhance that program, right?
But then ESSER is going away.
Right.
And so we can continue to use Title IV because it's going from like one federal grant to a new federal grant.
And so you can use a lot of the grants to supplement.
So you can make a whole new program or you can enhance a program.
And so by adding these two dropout facilitators, we're able to provide better services than if we only had the four or the six that were paid out of the GOF, if that makes sense.
Like, you reduce their workload or their caseload.
I want to know specifically how much we're tied to federal money with what I'm asking.
Okay.
So that's why I'm asking.
Two people.
Two people for the dropout prevention.
Four social workers and two dropout facilitators.
Okay.
Last question.
Thank you very much.
Perkins V grant, I guess that's what it's called.
This is towards CTE, strengthening.
So how long have we been dependent on this grant, roughly?
As far as I've been here since 2009, it's been here.
Okay.
It's had maybe a different title, but you know,
as far as like Title I, II, III, IV,
before it was No Child Left Behind,
and then now it's ESSA.
It's yeah, and program staff. Who is that? How many are we talking about? Well, that's two people, I believe, in the CTE department.
okay and then as far if you are asking about staff paid through grants we can go back to
the beginning because let's see title one probably has 80 people okay um i know like at one of the
high schools there's i think like 13 people that are paid from title one they've um okay
title two has 10 people any other questions that helps thank you i have a question go ahead you go
Okay, just one question. Do you know, can Title I schools, from Part A, Slide 3, do you know that, can schools use the Title I funds to add IC positions?
Instructional coach positions? No.
Okay.
Okay.
No.
They have some discretion in the types of positions.
That was not one, but they can add instructional coordinator positions.
They can add counselors.
They can add intervention staff.
At the secondary level, they have added additional general ed teachers to reduce class sizes.
Okay.
Any other questions?
Yeah, I've got one question.
So on Title III, the immigrant entitlement, on there you said that we're getting the $524,000 while we're still, we've been getting that same amount for, you said for a little while?
Not that same amount.
The immigrant entitlement was reduced this year by about $300,000.
Okay.
Because they changed how it was allocated.
How?
The state changed the formula.
I don't know what that formula is.
We just know that more districts are qualifying for those funds. Okay, so the pie is just being cut up into smaller pieces for everyone
Okay, so more districts so there's more districts taking from there. So we're getting less because there's a larger
Load so to speak. Yeah, it doesn't mean that our
Population has decreased. Okay, so that was the next question on do you know how many?
Campuses we have that
that utilize these funds solely,
or what that looks like for our district?
I'm pretty sure all of them.
Yes, there's probably not a campus
that doesn't have at least one ESL student,
and I'm sure they all have immigrant students as well.
Okay, so we're still getting the same amount.
We're not getting the same amount of money
because the state of Texas is growing,
and I'm just making sure I'm crystal clear on this,
that we are lacking in the money that we need
for the resources in order to help educate our immigrant students i can tell you that the ela
entitlement is pretty stable and i can tell you that the immigrant entitlement was reduced what's
the difference between the two if the ela's stable and the immigrant entitlement is different or is
less like the ela entitlement is for our limited english proficient students okay the second
Second entitlement is for recent immigrants, so someone who was born outside of the United
States and has less than three years of schooling in the United States.
Okay.
Okay.
Is there anything else?
Any other questions?
Thank you very much.
Thanks a lot.
We didn't have any speakers sign up for a public hearing on the federal grant applications.
The next item is to discuss and consider the RAIMS Academy Optional Flexible School Day Program.
8.1 Discuss and consider the Raines Academy Optional Flexible School Day Program.
Presenters Kerry Sanguinetti, coordinator of RAIMS Academy, and KSAT.
You changed that.
And so that's not who you are.
Looks like you've had a change.
Richard Merriman.
Richard Merriman.
I don't know if that's an upgrade or not, but I don't care.
Sorry about that.
You're good.
All right.
I'm not trying to jump ahead.
I don't know if the slides are in order.
I'm just going to click through and see.
All right, I think I broke it.
I'm going to do it without the slides.
There's only three, but I can keep it short and sweet for you. No worries
the optional flexible school day program is
an opportunity for a district like Katie I see or any ISD across, Texas to recapture attendance funding from a non
Snapshot standpoint so it goes off of minutes
And so each year we come to you asking for this to be approved as another measure for kids who are at risk
risk for us to capture their attendance if they are not eligible to meet the snapshot
times needed like everybody else.
And so this is just our yearly application that comes to you.
It needs board approval to be able to continue to utilize this program if a student cannot
come to school during a traditional snapshot time.
Thank you.
Any questions?
I have a question.
I'm sorry.
I read somewhere about pregnancy services that use service for students,
female students here.
Is this for female students who are pregnant, carrying a baby in the womb,
or had just given birth, or both?
I'm just curious.
Both, but it's the same across campuses.
We still provide support for those students.
This just allows us to collect attendance if they cannot meet the snapshot.
But we still provide the same service any of our high schools do to those students.
Okay.
From an instructional standpoint.
Okay.
Thank you. Thank you anything else any other questions. Thank you very much
Mr. President
It's not it's not about it's not about that
I have a question of the point of clarification on the last agenda item that I would like to ask about the
federal grant and the immigration I
think I just had a minute to think about this and
A statement was made that
that, Mrs. Calhoun, I just want to get clarification, that I think she said that she wanted to be
clear that we didn't have enough funding for immigrant children, but I kind of took it
differently, and I took it that we were being funded less by the federal government, but
that's not the same thing as that we didn't have enough money to educate the immigrant
children.
Is that correct?
Linda Shepard, Director for ESL and Bilingual Programs.
The immigrant funding, because of how the formula is, like you asked what's the difference
of the two.
One is the ELA, that's any child learning English, so it's a per pupil additional amount.
For immigrant funding, you actually have to have growth over time.
It used to be they take two years' time, you have to grow by 100 students and get the funding.
Now they've reduced that number to 80, so that allows more districts to get the funding.
So it did reduce our portion, but it allowed more districts to be able to have funding.
So as a state, it helps more immigrant students.
As our district, it is less per person.
But we still have enough funding within our own district.
We actually have more ELA funding, and most of our immigrants are also English learners.
So they have enough adequate funding to be able to be educated properly with the money
that we have in the district?
We have to shift where we're spending our funds and...
But we have enough money.
I don't know exactly how I would answer if we have enough money.
Is it going to be a challenge to have $300,000 less?
Yes, because we have more immigrants.
Are we going to still continue to target our students and help them learn English and be
academically successful yes okay move on to 8.2 which is discuss consider board
8.2 Discuss and consider Board Approval of the April 2024 Financial Reports.
approval of the April 2024 financial reports
Damien Hines executive director of finance welcome good evening president
President Perez, trustees, Superintendent Gorgorski, you have before you our June financial reports, including our financial statements, our tax report, and our construction report through the month of April, as well as our check register summary for the month of April.
A couple of things to note. Your financial statements are going to have an analysis by both object and function of all of our expenditures. And through April, that's through about 67, 66.7% of the fiscal year.
So, I'm just going to quickly go through some of the financial statements and really what I'm going to focus on is any of those objects first that have exceeded that sixty six point seven percent.
In other words, they're there. The expenditures are higher than they should be through this part of the fiscal year. And specifically.
If you look at our other operating expenses, you'll notice that it's about eighty six percent this past month.
We brought a budget amendment to you for our property insurance as well as making a payment on our property insurance
So between those two things that's the reason that that function is high
Over the next two months that will even out
and also on capital outlay, which is the
6600 at the very bottom of that page you'll notice it. It's at 11% so that seems really low and and mostly that is due to
the money that we've budgeted for
for nutrition to do some renovations for our kitchens,
and they've been working on all that this year.
They do have either spent or encumbered
the majority of those funds.
So over the next two to three months,
you're gonna see that numbers come up,
and we'll see where it's at at the end of the fiscal year,
but you're gonna see it come up pretty quickly.
The other thing you'll notice is,
if you go to the page with our functional analysis,
you'll see that transportation is a little that's normal for this time of year and that's because
we use our transportation budget during the first nine months of the fiscal year and then over the
summer that'll taper down so that's an expectation that that we're used to also a hundred percent on
our tax increment fund and that's because we've already made that full payment so it's just a
one time of year payment at this time I'd be glad to answer any other questions you have at the
financial reports.
Any questions?
I guess not. Thank you very much.
All right. Thank you very much.
And next we have
8.3 Discuss and consider Board approval of the June 2024 budget amendments.
to discuss and consider
Board approval of June 2024
budget amendments. Our presenter is
Esperanza Rios, Director of
Budget and Treasury. Welcome.
Good evening, Board President Perez, Board of Trustees, and Dr. Krakorski.
Tonight we bring a budget amendment in the amount of $457,800 for repairs related to the damage incurred during this past storm.
All other budget amendments are direct functional offsets.
These functional offsets include but are not limited to membership dues, print shop expenses, interpreters, campus and building improvements, student awards, summer tutoring, and start of school anticipated expenditures such as extra duty pay, overtime, staff development, supplies for administration and instruction.
The approval of these amendments will result in a decrease of $457,800 to the general operating fund balance.
Thank you. Any questions? Mr. President? Ms. Teeming? Do you mind, thank you, do you mind just sharing a little bit more about the storm and the cost that we incurred with that?
So that's related to like the the shade covers the windscreens netting any of
those repairs some of the goals went knocked over so they're having to kind
of fix those repairs and so risk management is working with M&O to go
ahead and get all those things repaired at this time. Those are all from what I
understand those are not those are below the limit the deductible. Yes because of
the deductible i believe is two percent um of that and so we don't meet that so we have to pay those
out of pockets thank you thank you any other questions mr president i have a question a couple
questions um amendment number one i was uh just noticed um i know there's no bottom line change
but there was movement from just want to know is this expense these extra extra duty payroll
expenses is this going towards coaches doing extra stuff in the summer but why
was this made can anyone speak to I know you don't perhaps but speak to that it
covers the extra duty pay that's related to like so we end up having a bunch of
different events and some districts some non districts and so originally we had
budget in 51 which would have been maintenance which would cover like
custodians and that we didn't need that cost but we do have a cost that is more
that offsets some of those other costs for like officials.
And so some of those are employees.
And so we cover those at the extra duty cost too.
Okay.
They're both supplemental pay.
So one's just for maintenance type areas.
The other one is for co-curricular areas.
And so it looks like they didn't need the workers in maintenance or physical
plant type stuff, but they needed them in the co-curricular,
which is more like chain gangs and judging officials and stuff like that.
okay and coach pay during the summer i know coaches do a ton of work during the summer
athletic coaches so i just really wanted to know specifically if any of this was going i would hope
would be going towards them so yes and so this is actually utilizing their budget and where they
needed in the functions and so this was the movement that they were doing to go ahead and
cover their costumes we wouldn't we wouldn't need it and technically normally what happens is they
take their function 36 budget and they move it around to kind of cover those costs in this case
since we had budget in a place where we're going to use it we decided to repurpose it okay okay
thank you any other questions thank you very much
8.4 Discuss and consider Board approval of the plat for Katy High School.
the next item 8.4 is to discuss consider board approval of the plat for katie high school
presenter is lisa castman executive director of facilities planning and construction
good evening president perez uh trustees and dr gregorski i only have one item for you
consideration tonight in order to move forward with the building permit for the katie high school
band orchestra building v hall renovation the plot for the katie high school uh requires a recorded
plat it'll reflect all boundaries utility easements right-of-ways and associated dedications
this is the plot for the addition no for the whole site okay the whole site's never been plotted why
why i don't understand what why it's a requirement harris county city of katie all the jurisdictions
require they want to make sure that they know what we own and make sure everything is right
i mean it's been around for a while so why now i'm curious what was the trigger because now all
of a sudden harris county is requiring a recorded plat to move forward with any on the permits as
is the city of katie with any improvements is that what you said any improvements so if you're
building innovation so you'll probably see a few more of these okay so because
of the upcoming improvement yes the band hall etc we needed this full plot
correct interesting okay no wonder I didn't understand what we're trying to
do now is as we buy the sites get them platted right away so we're not playing
catch-up but some of the stuff this was never platted historically so okay thank
Thank you.
Thank you.
Any other questions?
Thank you very much.
All right.
Thank you.
Next, we have 8.5, someone who's going to be here for the next few items.
Items 8.5 & 8.6
Sherry Ashworn, Director of Student Affairs, and this one is to discuss and consider future
Board approval of a low attendance waivers as recommended by administration.
Thank you, President Perez, members of the Board, Dr. Gregorski.
If it's okay with you, I'm going to talk also a little bit about 8.6, which is also about
about instructional calendar waiver minutes,
kind of collectively.
So as referenced in the budget amendments,
there was bad weather, right,
that caused some issues to our facilities,
but also as you know, some of our campuses had to close
and some had low attendance as their families dealt
with maybe some of the effects of that weather.
So what you're going to see at 8.5 is the request
for an approval of a low attendance waiver.
You may remember we did this a couple months ago
when we had those freeze days after MLK Day.
And so we're asking for a low attendance waiver,
not only for the bad weather on May 17th,
but we anticipate that the state will approve a waiver
for the solar eclipse day.
So we were able to look back.
I have what we call our minute stream team with Jamie Hines,
our assistant superintendent of finance, James Crider,
director of business intelligence,
and Cindy Stockman, who's our PEMS manager.
We all work together to see which campuses might be eligible so that we can remove those calculations from ADA funding that will increase our income when it comes to that.
So low attendance day waiver for bad weather in May and for the solar eclipse day.
And then a missed instructional day waiver at 8.6.
And that's for those campuses that truly missed all of school that we closed down.
So you'll see those lists in the agenda item description in front of you.
Thank you. Any questions? Mr. President? Ms. Champagne? I have a question. I'm just curious,
and I don't know if you know this or not, but what is the threshold of us closing down campuses
versus closing down the entire district? Because sometimes we'll have a bad weather day and not
everybody will be affected, but still the whole district will be shut down. Maybe Dr. Gorgorski
understand the question a bit better are you just asking about the decision on to
close campuses or close the district or about the minutes well I know they're
both kind of go together but I'm just curious as to how the decisions are made
whether to close down the entire district versus closing down just some
of the campuses yeah so when we have inclement weather we have issues things
things that arise that we need to look at whether or not we are operational.
That generally is going to start with a handful of phone calls that I'm going to interact with our deputy superintendent,
with our chief of operations, and I'm going to get every bit of information I can get from Region 4.
I'm going to talk to some other superintendents nearby, and I'm going to take all that data,
and then we're going to make the best informed decision for the district based upon that.
and it's a lot of conversation like I said that's between mr. beer Ling myself
and mrs. hack and then ultimately that is the superintendent's call to decide
what to do with the district it impacts a lot of people when you have to close
an entire district 96,000 impacts a lot of families if you have to close a
partial of a district so we want to make that decision based upon our schools
operational can we get them up can we get them running can they be operational
in the morning and then you just factor all those things into there and see what
we can do i'm just curious because i've i've imagined that the minutes that we lost that day
would be less than like if we lost the entire district so but i guess the application for the
approval to wave it is the same so all right and miss champion just to clarify so one thing when
we apply for the waiver we have to say if it's health safety or weather and i have to support
report data, news articles, emails of schools closing, why they were closed, because it
can't just be for any reason. And so any data we have about schools not being functional
would certainly be part of what's submitted to the state and that consideration of the
waiver. Any other questions? Thank you. We'll move on to 8.7, correct? Correct. So 8.7 is
8.7 Discuss and consider Board approval of the Memorandum of Understanding for Operation of a Juvenile Justice Alternative Education Program (JJAEP) with Harris County.
It's going to be our MOU with our Juvenile Justice Alternative Education Program, which is a little bit of a mouthful.
The first one that we're going to be discussing today briefly is Harris County.
There is no change in the seat price from last year.
And what this does is it reserves seats for KDISD that if we want to permissively expel a student, we're guaranteed that there's a spot for that student to go.
Because we are in a county that has over 125,000 people by far.
the county is required to have a JJAEP.
And so we will have an MOU with both Harris County and Fort Bend County to accept those students.
But for Harris County, no change in rate, no change in the requested number of seats.
That's working for us as far as historical data goes.
And this is something that's pretty routine with minor to no changes.
And we're reserving three seats?
Three seats.
And just refresh me, what is Category B?
Could you just describe that?
Yeah, so category B's are our mandatory DAP placements. So anything like terroristic threat,
for example, that's a mandatory DAP placement that could be a permissive expulsion. It also
includes items such as off-campus Title V felonies. Those we say are a mandatory placement
in KDISD, but those are offenses against a person, aggravated robberies included with that as well.
So if we get that information even for off campus behaviors
We can still elect that in you know in reviewing doing an analysis of student and school safety
And if we want to expel them that gives us that opportunity
Mr.. President steaming are you done? Okay?
Thank you
Um does reserving a seat mean we pay for that or we only pay for it if we use it
We only pay for it if we use it.
Okay.
And then do we ever in need, do we ever, how often do we increase, Dr. Grugorski, you might know this, how often do we increase that number as our growth?
So the good news about the Harris County JJAEP MOU is that we only pay if we use it and the student shows up.
So there are times that we might expel a student, but because it's down by NRG Stadium, even though we do provide a transportation option if they need it as required by law, a lot of times families elect not to go because it is very far away.
So we only pay if they show up.
And then the MOU does allow us that if we exceed our three days or three seats, if we needed them, we could purchase more seats from them on an as-needed basis.
But this just makes sure in case there was some kind of crazy increase in the number of Harris County placements, we for sure know that those students had a place to go and we wouldn't necessarily have to accommodate them in our DAP if we didn't want to.
to. I think last year we had two students recommended for Fort Bend and two for Harris
County permissive wise and only one of the permissives showed up. So our numbers are
pretty low but we work closely with Harris County and I'm confident if we needed more
seats they would work with us. Thank you. Any other questions? You want to move on to
8.8 Discuss and consider future Board approval of the Memorandum of Understanding for Operation of a Juvenile Justice Alternative Education Program (JJAEP) with Fort Bend County.
the next item? So the next one is the MOU for Fort Bend. So this one is a little bit
different there's not a per day rate um but the price has not increased since last year as well
um same thing we only pay if the students actually attend both of our fort bent students did not
attend um but sometimes instead of the parents not necessarily attending they get court ordered to a
juvenile detention center or something that's more significant than jj so we might recommend
an expulsion due to the seriousness of the offense but if they're already arrested or detained
elsewhere then that's not a placement that we put that we pay for so we're
also happy with our MOU the number of seats is two for a fourth end same thing
we have great relationships with them if we needed another seat I'm confident we
could talk to them and figure something out but I don't anticipate a need any
questions thank you move on then to a point nine which is to discuss and
8.9 Discuss and consider future Board approval of the Discipline Management Plan and Student Code of Conduct for the 2024-2025 school year.
consider future board approval of the discipline management plan and student code of conduct for
the 2024-2025 school year yeah this is my main event so um yeah sure i'm ready so um you've
you've heard something similar before right we collect information from parents throughout the
year we provide opportunities for our campus administrators at all levels to provide feedback
Our assistant superintendents send me information as they hear needs on campuses.
I meet with all the high school campuses in person to collect some feedback.
We present preliminary changes to our KD Improvement Council, which includes community members as well.
My office works as a help desk, so any questions, parents, community members, assistant principals, principals, call me and we work through the document that you have before you.
So we're making changes all year long, highlighting, putting little stars, what doesn't make sense, what needs to be clarified.
And comparatively, I would say there's probably less changes this year than in past years.
Sometimes our summary is a little bit longer.
But the biggest items you'll see before you include that telecommunications device piece that was discussed previously in a presentation.
It also includes clarifying the consequences for prescription medications.
I think there's historically always been an assumption that if you have a prescription
drug that's not yours, it's a controlled substance, but that's not necessarily true.
So we want to make sure that our written language really matches and aligns to Texas education
code.
So that's what that change is there.
And then kind of, I guess I would say our most significant change is consideration for
implementing an on-campus consequence for first time e-cigarette users.
and this would only be for nicotine vapes.
This would not be for THC, we'd still recommend placements.
We want to have opportunities to meet with parents,
to provide a behavior contract,
to provide an intervention piece
that they could work through on their on-campus time
while they're staying in school, right?
With their one-to-one device, a nice easy transition,
and give them an opportunity very similar
to what we did a couple of years ago
before the state implemented a mandatory placement.
There's been a high volume of students that have been reported to the DAP and in looking to saving those seats for violent and disruptive behaviors, we felt that when we were meeting with parents historically, having that face-to-face conversation with the contract and then adding that intervention piece, we're hopeful we're going to see some good behavior changes while still saving those seats for those disruptive and violent behaviors.
I'm ready for the question.
I'll start out with one. It's kind of a wordsmithing kind of thing, so I apologize for that.
Sometimes we use the word should when it sounds like it's actually a rule, like it's a prohibition.
Sometimes we say a student shall not or is prohibited from, and then sometimes we say should.
like for example students should not sit on the floor of the bus,
telecommunication devices should be turned off,
students should not tamper with or obstruct cameras and buses.
Why are we saying should?
I'm just curious why we don't say they shall not or we prohibit.
Right. As a fellow words smither as well, I definitely see your point.
I think that's a change we could implement for the regular board meeting for next week
is move those to shell because that does make a more direct statement which does
provide that due process to parents and students you know what's the
expectations in the roles so we can definitely I can do a quick search find
the shoulds in those sections and we can transfer those to shells absolutely well
I'm on a roll let me ask you why we're allowing pajamas pajamas oh so pajamas I
didn't I didn't list that on my master summary so we know some students at
We felt like through some principal feedback and conversations with school leadership that any pajamas that we found that were inappropriate or offensive could be covered under those other categories.
We also know that sometimes pajamas are used as an incentive or as part of some sort of spirit week.
I know all of our elementary kiddos have their Polar Express day where they're wearing pajamas.
And so it felt like a little contradictory to have those types of days while also focusing on trying to identify what part of pajamas are the problem.
Is that covered elsewhere?
And can we still achieve those goals of meeting our visual, our icon, and our other concerns about that form fitting, anything that's transparent, anything that's too short?
Those would all be prohibited as well.
All right, not as well already.
While we're on the pajamas, can I, yeah, is that okay?
Yes?
Go ahead.
Okay.
Is that going to make it, is that from the administrative team of our campuses?
Because I'm worried it's putting more on them to be,
if they do have to discipline a student for the pajamas,
then they have to go and prove,
it seems more difficult to prove to a parent why that would be in violation of the code.
To wear and not wear.
To not wear them.
So it's my understanding that that's a request from principals.
Okay.
To remove it.
Okay.
Other questions?
Mr. President.
Ms. Fox.
I have principals who tell me I'll take a pajama day any day because the children are the most covered they are all year long.
That's probably also true.
They're fun, they're comfortable, and children will buy into that more and not fight so much.
They don't have as many referrals for dress code when they do pajama days.
Makes sense to me.
I guess it depends on the pajamas, but I think you're right.
Overall, I don't think pajamas are covering more than other items on the list.
I wanted to go back to the wordsmithing again, real quick, if you don't mind.
And this goes to the telecommunications devices area.
And that is, we say for the elementary school, we say that these devices should be turned
off and not visible.
In the secondary, we just say that secondary students are prohibited from using devices.
devices. And it seems like we need to say, also for secondary, that what do we mean by
using or not using devices? That the standard should be also that they're turned off and
not visible. So for example in the junior high where they're saying that they won't
use them during the passing period, it seems like we need to make clear also during the
a passing period as well as of course in the classroom and instructional time the
standard would mean that they're turned off and not visible. I would just suggest
that addition as when you say using, using means well maybe they're not using
it but they're they have it out or they're walking with it and it's to be
clearer that it's has to be not visible turned off and not visible as a standard
for not using it.
For both the classrooms and the non-instructional times?
In elementary as well as secondary, yes.
Certainly, and we'll take that back to the team and look at it.
Okay, thank you.
I have a question.
Yes, Ms. Gavilan.
Towards the telecommunication device, when I was looking through this,
I'm looking at the visual as well.
I don't see anything, unless I missed it, mentioning earbuds or wireless.
head pieces in here. Why is that?
So when we define telecommunication devices within the actual text,
I believe it talks about
emitting signals, vibrating, displaying messages, or otherwise summon or deliver
a communication to the possessor. And so in our, I'm just triple checking.
It says, any related accessories including but not limited to wires, headphones and ear
clips.
Okay, so I missed it then.
It's in the definition under telecommunication devices, but it wasn't marked up because that's
been our historical definition, so it wasn't highlighted necessarily within the changes
because there weren't any.
So if that has been the historical definition, has that just not been enforced?
enforced? Because that was the thing that I had heard a lot is that we had students that are
having AirPods or earbuds in and they're just listening to music or doing whatever. So I'm
assuming it's just not being enforced or implemented. Well, I would think it would
depend first on the grade level, right? And then I think the next piece would be, remember,
we've had those opportunities before during classroom time at the discretion of a teacher
where they would maybe be able to use those. This moving forward, this new procedure would
would prohibit that.
But I think it would depend on those circumstances
where students were able to use any type of telecommunication
devices, whether that was hallways or not.
So those would, by definition, technically
be roped into this new graphic image in the adjusted language.
OK.
And then when they're at lunch, they
will be able to use their devices.
Am I understanding that correctly?
So for junior high students, that they
they could use the device during lunch with campus discretion.
So we're going to give principals some autonomy to be able to look at that
based on age and maturity of the students or an identified need.
Okay.
And then on the, I know that we had ruled out kind of implementing any kind of restrictions
on the devices for high school students.
do we have any plans on rolling something out maybe a slow rollout watching how this works for
middle school for junior highs over the next year and then a slow roll into eliminating the
technology in terms of the devices over the next year is there any kind of thought to having a
listening circle asking parents and trying to kind of dig into really what that looks like
by removing the devices entirely from the campuses even at that high school level i can't say this
time there's been any formal plan for any type of that consideration but i would um kind of just in
the chair that i sit in right i would i would probably include that kind of feedback um in part
of those campus reviews and hearing and connecting with our school leadership our assistant
superintendents to collect that feedback to see what it looks like um maybe more globally not just
from a discipline standpoint um but no formal plan at this time has been mapped out for anything like
that have you heard of any high schools that are looking any one of our high schools that are
looking to and try to be the guinea pig to restrict further yeah to see what that looks like or um
If they can, how well that goes, what they run into, what they don't run into.
Do we know?
I'm not aware of right now.
I'm sure there are plenty listening in right now, probably seeing, you know, what's the direction we're going to go for next year so that they can decide, you know, what needs or what projects they might want to move forward with.
So not that I'm aware of, but I also haven't asked anybody either.
there? So some of my concern with not doing this to the high school level, and I know that I'm
probably in the minority here, but some of my concern with this is the transition from eighth
grade to ninth grade. You're going into a ninth grade campus, and now you have all of this freedom,
and while that on the onset seems great, unfortunately what we're doing is we're
allowing a 14 year old to step into a very adult world that their brain is just not capable of
handling the data the science none of that supports the idea that a an adolescent's brain
is capable of handling the stimulus the information or the complete autonomy to look up and visualize
visually see whatever they want to on the internet and we have very limited amount of control
over managing what they do and what they don't see and so this is kind of my rally cry um to
parents and to administrators if you have the ability to exercise this i think that
it benefits our students i think that it benefits our campuses and i think that it benefits our
families obviously we can't tell our families what to do with their children when they're home and i
I would never suppose to do that.
But what we do know is that cell phones are directly harmful and impacting our youth at an alarming rate.
Just by the amount of pervasive pornography that they're subjected to, the amount of cyberbullying that carries back onto the campus,
even when they're not home, even when they're not on campus, what happens after the bell rings,
oftentimes spills into the classroom or into the hallways or into the lunchrooms,
and then it's exacerbated, and this puts more of a pressure on our administrators,
on our teachers to have to deal with things that they shouldn't necessarily be having to deal with.
And then we talk about the resource need.
Well, we shouldn't technically need that anymore because we have these wonderful laptops
that the taxpayers are providing.
So I'm kind of stuck in trying to help kind of pull people along of I'm not trying to exercise an authority where it's not due.
I'm trying to be a canary in a coal mine for our kids and for what is happening next with the future leaders of our country and for our communities to be able to adequately lead and meet the challenges that they are going to face that happen in the tangible and physical world outside of the digital.
Does that make sense? I know that was a lot. That was kind of like a mouthful, but this is just, this is a big deal. And I know that we have the ability to impact on a pretty wide scale. I know that you're just presenting, but I just, this is a big deal for me because I see it, I see it in a way that kids can't make eye contact.
and it's hard enough being a teenager.
It's difficult enough to make an eye contact with an adult
who you may or may not feel intimidated by
or you don't know how to publicly speak well or all of the things,
but it's difficult enough.
And so when we impact them with 100,
some of the numbers estimate that students get anywhere
from 100 to 150 text messages or notifications a minute
that are notifying them that somebody needs their attention
or something needs their attention.
and for girls it's oftentimes one a minute as some of the studies and we
know that most kids get their cell phone after the age of 10 and I just I am
gravely concerned about what this means implication wise for the future of our
students and for our communities as a whole so I will get off my soapbox for
for this moment but thank you for what you have put out here i do appreciate it um and i would
really really encourage our principals to exercise the authority and lead here in the ways that they
have the ability to do and i'm done i promise thank you thank you and uh some of what i heard
you saying was that maybe after some period of time i don't know how long a year whatever uh
would the with this transition as far as this change in the junior high school
and that parents get accustomed to it and the kids get accustomed to it with more restrictions
that may be based on feedback that that could be considered in the future in the high school.
I think that's one of the things I heard you saying.
But thank you.
Any other questions?
Mr. President, I have a few questions.
Just like President Perez and I believe Trustee Teeming,
I would love to see consistent language in the discipline management plan
from elementary secondary junior high on this telecommunications discussion
and then
from the plan to the graphic
If we could be consistent in the wordsmithing
so that
No one's confused
and then I don't I don't know if you would consider putting like a
a graphic of a watch and the earbud on this graphic, this picture. So it's very clear.
We're not just talking about the cell phone, but we're talking about the watch and the earbud
that could still be connected to everything. Right. I mean, we saw connected. We got to be
real clear that all of that has to be put away and out of sight. Correct. So I don't know if
we can add that to this graphic because this is a picture that's going to be up on a wall in a
school correct okay yeah i'll take that back to the team okay just just um and let's see
because june and back to the discipline management plan and the telecommunications stuff we say junior
high students are prohibited from using devices during passing periods but may use them during
lunch at campus discretion so it's pretty specific language i just want to be sure that we're
specific with high school in the language we adopt i didn't really like the language here it's less
specific does that make sense so i'm hoping once we standardize this wordsmithing here that we lean
on the words used for junior high because it's the same for high school except for passing periods
but it's not super clear what we're talking about because we're just saying non-instructional time
for high school students the more specific the better i think with this and take it back and
And we'll look at it.
I'll work with the school leadership department, too, to have them give an overview.
And I've been working closely with our assistant superintendents.
And I just want to state that if there are any parents listening or may listen to the recording,
that there are many junior highs, for sure, who have successfully done this already for years,
for one to two years, perhaps.
So it's been done.
some actually more stringently and they've done it quite well and the
principals are very happy with it so it's a positive I just wanted to say
that this is not brand new for every school oh and sitting on the floor in
the bus I do have to address that I'm curious many times sometimes it's beyond
our control we have way too many kids on a bus beginning of a school year it
it always happens and kids have sat on the floor because there's nowhere else to sit so how are we
gonna make sure we enforce that when that happens does anybody have an answer for that everybody's
looking at me because you said bus i appreciate that um shall on that one is tough right we would
obviously we encourage kids we should never have them we should never have them sitting on the
floor of the bus however you are right there are times especially early in the year we're trying
to get buses balanced and things like that where you will see a picture of a kiddo i get them as
well of a kiddo sitting on the bus so um a shell on that one is is really difficult because where
else would a kiddo sit i would tell you though is we've investigated those over time usually there
is a spot uh they they just don't want to sit in it but i'm not sure on the language though on that
one that's a discussion that we can certainly have though okay perhaps the spirit of the the verbiage
here is that a student shouldn't choose shall not choose to sit on the floor is that what we're
trying to get out here i think that's probably closer that's that's probably a better way to say
shall not decide to sit on the floor of the bus okay because that's going to be hard for us to
stand behind at the beginning of the school year perhaps okay thank you thank you any other
comments mr. president champagne first of all I really do I really am behind
this telecommunications advice guidelines especially Virginia high I
agree with mrs. Cuzela I think they've done it for one year many maybe not all
junior highs but most junior highs have done this and I think I don't know if
they've done it during lunch period but but however I have heard also some
positive comments from principals about that but i just wanted to say something about the high school
i strongly believe that they should not be having access to their telecommunication devices during
instructional time i've been actually trying to promote that since my kids were young
but i know this isn't on on for debate right now and it's also not going to be voted on for right
now but I would just like to say that I think if we try to limit the
telecommunications during lunch and other passing periods and things like
that at high school would be very difficult because there's so many
different moving children in and out of the high schools with early dismissal
you know late arrival going to Miller career field trips etc etc and then
where do you draw the line between when does school start for them and when does it end and
then the poor administrator administration having to chase down every kid that they see in the lobby
or however with a cell phone only to discover that oh well they're not really due to be here
for another 10 minutes or such so that would have to be really ironed out if that was ever going to
pass and also this has been going on for a long time since my kids were in high school and now
they're all in their 20s and many many kids although it is a challenge to navigate the
telecommunications and the things that we see that the children see on that I agree with that
but there are many successful people now in their 20s that have had to navigate this issue for the
last 10 12 15 years so it is a doable thing and I believe that high school is a place where
children are learning how to be adults and so many things that they do in high
school like CTE classes and things like that we give them a lot of
responsibility because in a year or two or three they're going to be out in the
real world by themselves and they need to know how to to use real-life things
so that they can be successful as adults in my opinion thank you any anything
Anything else? Any other questions?
Mr. President.
Ms. Fox.
I have just a comment, which is I've seen several school districts around going to putting the cell phone in the lock thing at the beginning of the day and not giving it back until the end of the day.
And they talk about increased success in academics.
It'll be interesting to watch and see how that happens and when there's real data to look at that.
So I look forward to seeing how that works somewhere else.
and I appreciate this policy.
My question for you is the dress code graphic that's in all the schools.
Very clear to understand.
It's a quick glance.
They know if it's right or not.
Is there any way to do that with the cell phone, like a cell phone X with the whatever time or clock?
Someone much more talented than I would be able to come up with something, like Ms. Cuzela said,
that says no watch, no earbuds, like all of those fine print things that students don't read that you can't have your earbuds in,
and admin don't have time to chase down, a graphic that had something like that, not words, just words, would be great, my suggestion.
Oh, one more question.
What about Apple Watches?
Ms. Champagne?
Apple no Apple watch because because I I just don't see that on the you know on
the graphic I know but I'm just I'm just reiterating and reinforcing that because
a lot a lot of teenagers have Apple watches and so if they can't have out
like in high school they can't have Apple watches at all and then that means
that I mean okay so we'll just have to have a graphic about that a lot more
authorities so since we are reiterating the the principals really want pajamas
they really want high school kids to wear pajamas I'm gonna lean on our
school leadership team as I turn and look towards the corner I believe that
is the request okay they'll be covered they'll be covered and anything
anything inappropriate, we are confident can still meet one of the other restrictions that's
already outlined since we remember we kept all those words last year. We talked about
just going to a graphic, but we kept those descriptors. So the big concerns are still
highlighted there for them to reference. Okay. Anything else? All right. Thank you very much.
Mr. President, may I just add that I appreciate so much the input of the board and your help and the administration at campuses who take, like, clearly defined, we're locking to this, we really mean it, here's the graphic, here it is, put it up.
You see it at every school and it worked.
It really worked.
And I appreciate all the work that they have to do to be like, no, that's really true.
And that's really going to happen.
And I know that this will happen the same.
Give it a little time as they teach our boys and girls.
But I look forward to this happening.
And I appreciate everyone who has to do the hard work to let them know how it's really going to be.
Thanks.
Thank you.
Thanks again.
Again, we're on to 810, 8.10, which is discuss and consider 2024-2025 professional development plan.
8.10 Discuss and consider the 2024-2025 Professional Development Plan.
Dr. Nicole Swire, Director of Professional Learning.
Good evening, President Perez, Board members, and Dr. Gagorski.
I am here this evening to present the KDISD Professional Development Plan for your review
and consideration for approval.
In accordance with Board policy, DMA local, the Board of Trustees shall annually review
and approve the Professional Development Plan.
The District Professional Development Plan includes the mandatory trainings which are
required by the State Board for educator certifications.
I'm happy to answer any questions.
So these are all required training?
Yes, sir.
Any questions?
Was there any big change in this list?
Is 31 new?
31 is due this year, yes.
But you had 30, I remember, in 29 last year.
We had 29 and 30 last year, yes, ma'am.
So 31's new.
Anything else new?
that I know of okay thank you mr. president just when I was speaking with
teachers for their teacher retention committee I did hear quite a bit from
the more senior teachers that and this is just this a perception so it could be
you know maybe just to put something in your head and think on it or for all of
us to do is they said after like three or four years everything was the same they didn't hear
anything different and we're talking 15 20 year teachers so um i'm sure you all work very
diligently i'm not trying to knock that at all i'm just saying it might be something to um like we do
a refresh on our strategic goals for the district i think that's wise maybe you know just do a
refresh me all you know i would encourage maybe a to always refresh and see what we could make
sure we're giving something a little bit newer for our more experienced teachers so i'm you may
already do that and if that's the case then no problem but i just thought i would give that
feedback because i thought i thought it was beneficial to so many teachers and it trickles
down to our students yes thank you thank you any other any questions i've got one
and um during these um during these development times that you guys are doing all this is this
like a back and forth do you have input from the teachers that are in there of the challenges that
they see with whatever you're presenting to them or is this just like a powerpoint here's what you
got to know there's not really a whole lot to discuss kind of thing that's correct we take all
of the trainings and create an e-course in our professional learning platform and the teachers
watch it at their discretion you can watch a few you can stop you can come back you can watch it
all at one time and so they are doing it on their own okay so when they have questions or um you
know specifically about policy issues that are coming up because policy stuff changes you know
from year to year potentially where do they go with those questions who do they kick that up to
sure so each one of these trainings is created by a department in the district and in each of
those sections it lets them know the department that developed the training and so they're able
to reach out to that department okay all right that's what i need to know thank you any other
questions yes i have a question so on these all of these things that that are annually required
and i just was wondering um mrs teaming i mentioned that the teacher recruitment committee
Some people had said that it was kind of redundant and they had it before.
What is the number of the people that said that?
I don't know.
I didn't write it down.
Was it a lot?
Yes.
What do you consider a lot?
Like 20?
I don't know, Ms. Champaign.
Okay.
All right.
I just was wondering.
Any other questions?
Thank you very much.
Thank you.
Appreciate it.
8.11 Discuss and consider future Board approval of the Katy Independent School District compensation plan for the 2024 - 2025 school year.
Okay, and now we're on to 8.11.
Brian Schuss, Chief Human Resource Officer,
and it's to discuss and consider future board approval
of the Katy Independent School District Compensation Plan
for the 2024-2025 school year.
Yes, sir. Good evening, Mr. Perez, members of the board, Dr. Gorski.
Welcome.
Thank you. I'm here to present the compensation plan for 24-25.
I'm sad to say there's nothing about pajamas in the compensation plan, so I don't have any real comedic relief.
But before we get going, I want to remind everyone that, remember, when we get to this point in the year in June,
when we're bringing the compensation plan to the board, this really is a culmination of all the things that we've been doing
and all the actions that we've been taking over the last several months.
So you've got all of your campus staffing is incorporated into this.
Any of the additional department staffing is incorporated into this.
And, of course, the 3% midpoint raise that the board just approved is incorporated into this compensation plan.
So I just want to remind everyone that that large majority are items that we've done that we've now incorporated into the compensation plan.
But just to start off talking about the development, a little bit of the contents,
You know, market analysis. We're constantly doing market analysis. We want to make sure we're market competitive. We want to know where our place is in the market, and we review that for teachers. We talk about that each and every year, but we also review other benchmark positions.
I've got a few slides at the end of the presentation that talk specific to that teacher market data in 23-24,
but also pleased to say that when we reviewed other benchmark positions,
virtually all of those positions that we see are either at market or above market,
which is really pleasing to see because over the last several years,
we really have been intent on being market competitive and maintaining that place in the market,
And I think that says that we're doing that, especially with what the board has done with that 3% midpoint raise.
I think we're going to show that not only will we maintain our place in the market, but I think we'll likely improve as well.
So that's a wonderful thing.
Also included in the compensation plan are teacher hiring scale.
of the district pay grades that's a that's a big portion of the compensation plan uh teacher hiring
skill happy to report starting teacher salary sixty four thousand one hundred and thirty dollars
next year uh really excited to start communicating that once uh once that is approved we get asked
that question all the time especially at all of our job fairs had a had a job fair this morning
at uh at legacy that was very successful and uh again that's a question that we're going to be
we're going to be proud to answer very soon.
Stipend review, which is a rotating review.
I've brought this up before.
Fine arts was this year.
Athletics next year, 25-26, will be academics.
Academics, we did their full review last year.
There are no adjustments to the fine arts stipends this year.
In that review, these were at a market rate.
Spoke to Mr. Archer about that, and he was pleased with that.
But, of course, he did ask, as always, you know, in the next couple of years,
if we notice that one or two or three of those stipends
might be a little off, is that something that we can review?
And of course, we always do.
Any requests that we get, even in an off year,
we do review those.
We just don't do our full-on deep dive
outside of that year.
But any requests, even within the rotating year,
we do review those.
As I said before, incorporation to the campus,
additional department staffing,
and any position reclassifications.
And remember, reclassifications,
That's a process that we go through leading up to the approval of the comp plan where,
we have, as we know, a fast growth organization.
And so we have positions that take on additional responsibilities, additional duties, maybe
additional supervisory responsibilities, where now that position is more aligned with a position
in another pay grade as opposed to where it was.
And so that's a process that we also do throughout the development of the compensation plan.
Happy to report with that though.
So typically, each and every year, reclassifications amount to about $1 to $1.5 million.
I think last year they were $1.3 million.
This year, far less at about $300,000 for reclassifications.
And Mr. Smith, I believe, and correct me if I'm wrong, but had earmarked about half a million dollars in the budget for that.
So we're definitely in a good spot there.
And then also some policy and benefits information.
There are a couple of new items in the compensation plan that I want to discuss.
us. We have new, we've created some new pay grades for our food service personnel. This is a
suggestion that came from Mrs. Pittenger, our executive director, and Mr. Vialing. We started
talking about this a few months ago. One of our neighbors went to this model, and a couple of
reasons for doing that and moving them to their own pay grades. They were in the A pay grade.
That's the pay grade that you come to first when you're scrolling through the comp plan, but move
them to an FS pay grade one if you remember food service they are on on
their own budget you know they are separate and apart from the general fund
it's a it's a budget that the the board approves but it is still separate and
apart from the from the general fund so that's that's one reason but another
reason that may be more importantly mrs. pittinger last year was really
struggling with a pretty extreme amount of vacancies and in food service
personnel that actually ended up having an impact to to our campuses especially
in the cafeterias and she was really looking for a way to increase the
starting pay of her of her food service workers and so in moving these these
positions to their own pay grade it has allowed us to increase that starting pay
to 1425 an hour now as I mentioned they're on their own budget and in
talking to mrs. pittinger mr. veerling mrs. mr. Smith that is something that
they can cover within the food service personnel budget so it is not going to
impact the general operating fund, moving them up to 1425.
Anytime you do that though, and especially when it's a significant increase, it does
have an impact throughout the other pay grades.
So as we move those over, we were able to move those over in concert and make sure everything
was in alignment.
But we're really hoping and we believe that this adjustment is going to allow us to attract
more folks.
And that's really what it's about.
It's been the inability to attract new people to the food service operations.
And so that's really the main reason for moving them to their own pay grade and give us a little flexibility there.
The addition of the benchmark years of service one-time lump sum payment for classroom teachers.
This is something that came out of the recruitment and retention committee.
And if the board's okay with this, I think there's going to be quite a few questions on that one.
So I've just got three or four slides left that show some charts about teacher market data.
So if it's okay, I'd like to run through those slides pretty quickly and then let me come back to this
The addition of the benchmark years of service
So I'm talking about teacher market data this is
Salaries in region forces Katie ISD compared to region for this is information from December of 2023
This is about typically when we start to get this information
And we get all the surveys we can see all of these districts and you can see in this one pretty plainly in that chart
We're the blue line compared to the darker line. You can see significantly above
that market median and even in the dollar difference you can see the dollar
differences there and I'd say we were significantly above that market now
there is one a district that had a TRE passed that wasn't included in this data
and so you know that would have a small impact potentially on this data but I've
got that covered in the next slide but looking at this slide we look like we're
in pretty good shape this slides a little busy and did get through it did
get a request from a trustee if I could make the Katie line a little more
visible and so you can see that yes and I knew it was busy but that bolded line
that it as you can see if you could imagine a trend line in that chart you
can see that that bolded line which is Katie is kind of just above where a
trend line would be and these are all our what we call our comparable
districts we've been using these for the past few years when when TASB has done
pay structure review for us they have used these as our peer districts and so
So we've continued to use these as comparables just to keep the apples to apples year over year and see how we continue to compare.
But I believe the next couple of slides show it a little better.
Okay.
This slide is a representative slide just like the one in Region 4, but it's a median analysis of the comparable districts.
So you can see the information at the bottom.
This actually was not included in your original board packet.
This was another request.
If we could make this.
I had the slide, but it was just the chart.
But to make it more representative of what the Region 4 slide was like.
So you can see, I mean, this is the comparable districts.
That's the median analysis.
We are above the median.
We're just above the median.
But we are still above.
And you can see the dollar difference in the far right.
All the way to the 20-year salary where we're $27 below that market median.
but I would say that that's still at 100% of the market.
Now remember, this is 23-24.
This does not include the 3% midpoint raise that was just approved.
So I believe that is, one, going to maintain our place in the market,
but I believe it's also going to help us as well.
We just don't have all the data from all these districts that we can compile that yet.
But we'll be able to do that hopefully in the next couple of months.
I'll be able to share that with Dr. Gorski, get that to the board,
so you can see how that 3% raise helped help maintain our market positioning.
And then this is the same slide, just a little bigger, so a little easier to see.
But that's that, again, that's that median analysis.
So now I'm going to go back.
Okay.
Addition to the benchmark years of service, one-time lump sum payment.
And this is for classroom teachers.
Again, this was really an ask from the recruitment and retention committee to come up with an idea, a plan,
some structure that would recognize classroom teachers for being at one of these benchmark years of service.
When you talk about benchmark years of service, you're talking about typically when on the teacher hiring scale,
you're at 5, 10, 15, 20, 25, so on and so forth.
And actually, before I get going any further, in your folders tonight, there is some information on this.
There's some potential compensation plan language.
if there's something that we were to approve and then also a spreadsheet that
shows a breakdown of the cost of what I'm going to discuss and I'm going to
discuss the model that ended up kind of being the last model that we discussed
or I guess you could say might have come out of committee and then you know of
course of course any questions so listen to all the information taking that back
trying to come up with a plan okay how could we do this and recognize teachers
that are at that benchmark your service and talking to dr. Gorski talked about
several models but the model that we ended up with was when a teacher at 5 10 15 20 at on the
teacher hiring scale so for example in 23 24 if i'm a year four teacher then come 24 25 i'm at
i'm at five on the teacher hiring scale and then i would qualify for that one time lump sum payment
and you know we we have a couple of models that are in your folders one is at fifty dollars per
year of service and one is at one hundred dollars per year of service so what the fifty dollar year
of service model would look like is that every five years that's a $250 lump sum payment for
those five years of service. So at five, be a $250 lump sum payment. At 10, it'd be $500.
At 15, $750, and so on. Versus $100 per year of service, when you hit five on the teacher hiring
scale, then that will qualify you for a $500 one-time lump sum payment. 10, it'd be $1,000.
and be $1,500 and so on.
The $250 per five years,
I believe the cost of that was about $770,000 per year.
The cost for the $100 per year of service,
as you can imagine, would double that.
So $1.5, $1.6 million.
Again, those were the last two models
that were discussed in the committee.
There's nothing specific in the compensation plan just yet,
except there is a placeholder for that language
if we decide to move forward with that.
I hope I didn't go through that too quickly.
Of course, that was the last item I had,
and then can open it up all to questions from the board.
Mr. President?
Ms. Yambing?
Yes.
Thank you.
But there was another one that was discussed in the committee,
and it was the one that I had brought up.
First of all, this is something, actually, that I've kind of been wanting to do,
but I'm thankful for the committee to come up with something.
But the one that I had come up with was to actually, Dr. Gagorski sent it to me.
I don't know who ran the numbers for me.
And I can speak to that one if you'd like to.
Okay.
So, yes, there was a question of a different model and maybe starting it at 10 years.
And then, you know, because here's the deal.
Anytime you do something like this, the first year you institute it,
there's always going to be the folks the year before that just missed out.
And that happens in a lot of situations.
And we're aware of that, and we had those discussions in the committee.
But the other model proposed, instead of starting at 5, start at 10.
But then in that first year, in the inaugural year, between the 10 and 15,
those teachers that are at 11 to 14 on the teacher hiring scale
that would have missed out on year 10, just in the inaugural year,
let them receive the 10-year lump sum.
And then same thing at 15.
So those are at 15.
Those teachers that are 16 to 19 have them receive that 15-year lump sum.
So essentially, every teacher at year 10 on the hiring scale or higher would receive some one-time lump sum in that inaugural year.
And then following that inaugural year, you would revert back to the intended purpose.
Thank you for that clarification.
but to continue on with why I had to come up with that is because every year
this has to be voted on again so I've been on the board long enough to know
that we've had incentive plans and we've had lump sums for different things and
so eventually the board decided not to do a lump sum because of whatever
reason you know budget whatever and so a year 11 teacher for example if you only
did the other model, the $250 model one, and so they missed out on a year.
They have to wait to year 12, year 13, year 14, guess what, now there's another board,
there's another superintendent maybe, another budget, and so they do away with it, and potentially,
very strongly potentially, that person who is at year 11, year 16, year 21, all those
years, 26, 31, may never get one.
So the reason why I had proposed it was to make it so that everyone would get a bonus
or lump sum at least once, you know, and then, like you said, on the second year, they would
only get it for the subsequent years.
Also, the reason why I had suggested year 10 was because many companies don't really
recognize year five as reaching longevity.
So, I don't think a person would set at year three or four would say, oh, I'm going to
hang on one more year so I can get $250.
I just don't think that that's very necessary.
here i know it doesn't cut out that much money it's only 81 000 that you would eliminate but
i just i just don't see the need for year five but i do think it'd be great to recognize everyone
from 10 on also and make the point this does not include nurses counselors librarians only teachers
correct that was the discussion in the committee it was for classroom teachers
Any other questions, comments?
Will we be getting input from anyone or we're just going to make the decision and implement
it and then get the backlash?
So Mr. Schuss has thrown out some variations, if you will, of the model.
right with the model and I think to address I guess miss champagne's as I
recall you ran some numbers yes sir and obviously it would be ideally if we
could obviously do as much for as many people as possible okay the difference
between the five and ten and fifteen and so on benchmark versus like you say the
the 11, year 12, 13, 14, 15, was, for example,
if you're doing 500, then 1,000, 1,500, that model,
the difference is the cost going from 1.5 million
to, I believe it's 5.8 million.
So it's a big number in terms of that difference.
So what has been presented here,
year and the committee, the teacher retention committee did not, what we put forth is the
idea and the model, if you will, not so much what the amount needed to be, you know, for
the board to determine more what the amount should be based on our budget, based on what
we could afford, et cetera. And I would expect that whatever we put in place say this year,
that next year depending on our finances and the budget, that we could tweak it, we could
We could hopefully increase it, but we're just basically putting in place the pattern,
the template, if you will, to continue this constantly.
We'll basically have a benchmark seniority payment, five, 10, 15 years, and depending
on finances, we could bump it up and so on.
So it's more establishing it where it becomes like a regular thing.
Ms. Mr. President, may I please add to this discussion?
Mr. Yeah, go ahead.
Okay, so the first one for the $250 per five years was $773,
and then the one that I propose is quite a bit more.
It's $2.8 million just for the $250.
I know you were looking at the $500, but I know it goes up and up.
And I realize that that's a bump,
but I just want to make sure that everyone understands that there's no guarantee.
I mean, there's always the hope that we will continue to do this, and I understand
you're wanting it to happen year after year after year, but it always, every year, you
know, there's potentially a new board, and so there's potentially new decisions that
are going to be made.
So, it's just kind of like when we used to do the Christmas lump sum, and then we
used to do the return to school one, and then we did the incentive for the attendance one,
and all of those were probably meant to go on forever,
but then they didn't.
And so I just know what it's like to be on the board
when those things stop and then there's disappointment.
So I just wanted to just, because, you know,
I just wanted to make sure that everyone is aware
of the potential of that discontinuing.
We can't control what other boards do in the future.
Mr. President.
Ms. Teamee.
Okay, so in the finance committee when we met, you did bring up the 10-year, starting it at the 10-year, and I considered it.
I did.
However, when I look at the numbers and I see the majority of our teachers are five years, I see a value in that.
And so we wouldn't have 10-year teachers if we didn't keep our five-year teachers, and we wouldn't have 15-year teachers if we didn't have our five-year teachers.
So that's why I wish we could do more.
I think our idea was we wanted to start it off with a much bigger bump than 250, but just scouring over the budget like we've done.
I just, unfortunately, I wish we had the money, but we just don't this year.
And my hope and my anticipation, just from being on the Teacher Retention Committee, is that we would like to do more.
We are not looking to do away with this.
We would like it to be higher next year.
That would be my intention and my priority.
I see your intention, and I know there's more that are under 10,
but what about the 6-year teacher, the 7-year teacher, the 8-year teacher, the 9-year teacher?
To me, you're leaving all of them out anyway.
You're only paying the 5-year teacher, so it's not like you're saying,
I'm going to pay all the teachers from 0 to 9.
So I do care about all the teachers, but I just think that you would reward people more if you gave them longevity at 10 years, especially when the national average of leaving education is about eight years.
so usually five-year teachers are not leaving and so to give them incentive to stay for another
couple years would be good and to give everyone over 10 years something to in my opinion would
be awesome because we're trying to reward them for longevity well and i i hear what you're saying i
just think mr shush made a good point that an inaugural year you have to start somewhere and i
I'd rather start than not start at all.
So I'm going to defer to Mr. Shush and the administrative team on that one.
Mr. President?
Mr. Redman?
I have a question.
So total years of service, is this limited to just they've been in KDISD for this long,
or is this total years of teaching?
Total years of teaching.
So, for instance, if we are hiring a new teacher this summer,
And that teacher is at 15 on the teacher hiring skill next year then they would qualify for that that one time lump sum
At least that's how it's structured
Mr.. President miss Fox
Mr.. Shush does this plan?
Widened the gap from the bottom to the top or does it just kind of keep it
going this way so since it's a one-time lump sum it's gonna so this is outside of the teacher
hiring scale if i understand what you're asking correctly um so we're going to be we're going to
be fine and not impacting the teacher hiring scale i mean this is a this is just a one-time lump sum
what i hear from teachers and i think what you all heard too in your informal um survey was that we
We are our experienced teachers don't feel rewarded because entry teachers make what
62 and then you serve your whole life and you make $10,000 more than them.
So I think the what I and I a little bit take offense that it was the teacher retention
committee who thought of this because some of the longer term people on this board have
been talking about it for a long time.
It's just difficult. Where do you start? Who do you leave out? How can you do it?
Do you build it into the base? Do you do it at one time? We've had all of those conversations before and
It's just so difficult
You know in this scenario
It's only teachers
It's not the pair of professionals and the support teachers and the special ed staff who come in and provide support to those teachers
It's none of them. They don't get another dollar. So it's difficult. Where do you start and
and how do you start?
$250 is probably not going to make them go hooray, right?
I mean, they're grateful for $250, but that's, I don't know.
I just think that if you start at five years, and it's one time, right?
At five years, you get a one-time payment, and you don't get another one until 10 years?
Yes, ma'am.
You're not serving the very thing they say, which is, I've been here 30 years, and the person who starts brand new out of college and I make virtually the same.
Especially if you're giving them $250, hang on for five years, we'll give you $500 next time.
It's not the right plan.
It's not enough to serve the cry that they have that they are not valued for their experience.
And I hear them because I don't feel valued for my experience sitting at this table or some of the other things that we all do when we've poured our lives into something.
And I think that our experienced teachers deserve more recognition and more reward for the work they've done their whole lives.
And I think that this plan falls way short.
Mr. President.
Ms. Grisella.
I appreciate your input and your opinion.
I see this as laying a foundation. I think you kind of nodded to that president Perez that this is a foundation a
Minimum we can do in a tight budget year and I applaud the effort and I think it's only a positive
That's how I see it
We'd love to take pay our long-term teachers a whole lot more, but let's see this as laying a foundation to build upon
Year to year hopefully with future
boards which may change but I think most boards would want to reward our long-term teachers but
but you're only rewarding teachers at 5 10 15 20 you're not over rewarding the ones at 24 years
you're again we're ignoring them with this plan yeah it's I think they could see the writing on
the wall that there's something coming at 25 years okay what about 21 years it's anytime you do a
a step payment that's going to happen and that's just the way it is that's the world the way the
world i prefer to see it built in at five years everything goes up 250 and it stays that way
and then at year six it goes up and it all the way through i that's what i'd like to see everybody
get it to and when i look at this crazy pickup sticks uh slide here that they talked about
I mean ours is ours is like that and almost everybody else does this at the end so I
Don't know what they're doing, but a lot of them are are considerably bigger than they were at the beginning
On the salary side and salary yes, I think granted granted. Yeah, yeah, we at 20 years
Yeah, we're good and then at 20 years. We kind of like I agree
Yeah, that's what I'd like to see. Yeah, this is trying to address. We're trying to address for example
Like I said in the 500 if you do the 500 it's 500 a year five, but at 20 years you're just 2000
So it grows for the
But mr. Edmund I had a question. I obviously want to see us reward as many
of our teachers as we can
And have we modeled maybe a mixture of the two to say we do want to incentivize staying in Katy?
And do we base it on the years in Katy, but then also go back and not knowing what those numbers are, seeing that here,
but then we go back and almost like everybody after year five gets it in this first year,
maybe that'll bring the numbers down enough that we can kind of have our cake and eat it too,
that we can give it to those five six seven eight nine year employees so i don't i don't know maybe
those numbers don't work out but but maybe there's a way we were able to start off with something
like that or i think i think you know we i don't think that was looked at because the idea was to
help attract from outside to come to katie so therefore we give them credit for the years
elsewhere mr. president okay so I just did some quick math there are 3,100
teachers that are at 10 years and over and we're only gonna pay them 1159 of
them so that's about a third maybe a little bit more than a third of the
teachers that are 10 years and more and so you're leaving out you know a couple thousand people
that are over the tenure and over which to me to many people not just to me to many people 10 years
is seen as longevity and i thought that the teacher retention committee had said something
about rewarding teachers for learn longevity so I guess it depends on what
the definition of longevity is most people don't think of five years as
longevity in a career you're gonna say you graduated at 22 from college and
then you worked at 27 you have longevity I mean most people don't think that so
you know we're talking about wordsmithing earlier and so this is
just I guess a wordsmithing problem for me is what would be considered longevity
and rewarding people more people that have longevity that don't have rather
than people that don't have longevity but if if that wasn't the goal then that
was that was an incorrect word to use then the idea longevity is that you'll
get more along you've been here period you get more the longer you've been here
Mr. President, then shouldn't we build it into the salary schedule or that trajectory will always still stop, you know, level at 20 years because they get a one-time lump sum, but they're not really, when they look at a salary schedule, people are like, no, I don't want to go to Katy because the longer they're there, maybe it won't attract seasoned veterans to come because the salary is less.
I don't know.
I know it's expensive.
I know that's expensive.
I'm just asking, have we considered those things?
Mr. President, this might make you feel a little better.
Like if you're looking at the year 20, so you'd get $1,000,
but you also have gotten $750 in year 15 and $500 in year 10 and $250 in year 5.
So now we're talking over time, over 20 years, you've now gotten $2,500.
That's nice.
but that that's going to be 20 years from now because starting now so that says you mean 20
years from now a 20-year teacher can say that or 15 years from now right i'm just trying to
like i'm just trying to present that i'm just trying to look at the other side in 2039 if we
continue with this then they can say that but the year 20 people now won't be able to say that
and the year 25 people i know but we have to well i'd rather start it than not start it
but I just don't want to leave so many people out it would be my goal I would
like to not leave people out okay but if the I don't want to nobody wants to
leave it's all a matter of money it's two million roughly two million to do
what you're saying for the 250 payment two million more and four million more
if we did the 500 bonus plan so gosh if we had it sure but that those are big
big decisions, right? Then it becomes a bigger decision. So like Trustee
Teemee is saying, I'd like to start with something. It's better than nothing, even though it's not
perfect. And we're awarding years of
service.
that simple. That's how this is what this is. Also, I don't want to do more cuts. I don't want
more cuts. Like, I don't know if everybody's aware, but our print shop model is changing.
That's going to put more burden on burdens on our teachers. But we we had to do that in order to
give raises and other things. And so, you know, I think I don't want to do more cuts. I don't want
to put more burden on teachers by being unreal and irresponsible with how much we do at the beginning
would i like to do more absolutely we just we don't have it now i would like for the state to
come through and give us more funding so we could do more that would be fantastic
um i don't think anybody here would not be a be a boat would it be opposed to that do you think it
It is.
It is.
It better?
I'm sorry?
You think this will make things better?
Go ahead, Ms. Hampton.
I just want to say, so we want to make things better, right?
And I agree.
I know that you do.
I know that.
I know that the intentions of the people on this board are good in that way,
that we want to make things better.
But I'm just trying to paint the picture of leaving people out,
and that's not necessary.
So giving someone $250 and not giving a lot of other people $250,
So for that $250, it's not necessarily going to make things better because most people that get $250 aren't going to say, oh, my life is drastically better, but it is going to make other people feel left out.
So it's a lot of people too, because like you said, there's a lot of people under year 10.
So there's a lot of year 6, 7, 8, 9.
If you added up those numbers, it's a lot of people that are going to be felt left out
for the other people to have $250.
Yeah.
It's, it's, it's, it's, $250 is one example.
The other one's, another one's $500.
Keep in mind, anything that we do takes us more into deficit.
That was my question.
We all, we all want to, we all want to maximize what we pay the teachers and we want to reward
longevity as we mentioned. It's just an issue of the budget and we're trying to really get something going here in order to reward seniority.
So we are going into a deficit was my understanding for the 3% raise that we did give, right? How much was that deficit that we're going into?
Well, 7.3 million per 1%.
Per 1%.
So that would be 20...
A little over $21 million.
$21 million and some change.
And so then we're going to...
$22.
Okay, so $22.
And now we're going to do the compensation plan additions, which I think it's great.
Let's start it.
It hasn't been started before.
And so now, prior to, everyone was being left out.
So it wasn't just some people are being left out and some people's feelings are being hurt.
It was everybody's feelings were being hurt because nobody was getting anything extra.
So at least it's a step forward. Is it enough? Is it the largest step? No, it's not. But we're still going into deficit on top of going into additional deficit prior to this to give a 3% raise.
raise. So I mean how much more are we supposed to go into deficit? I'm not saying that nobody's
worth it. That's not what I'm saying, but I'm saying that we do have to be judicious
with the money that is not ours. That's that's just it. I'm not I'm not arguing that a teacher
doesn't deserve a $500 raise for five years of service or a $10,000 raise for 20 years
of service i'm not saying that at all i would love to do those things but do we have the capability
to do that and not dig ourselves into a hole that we cannot get out of in an inflationary period
the likes of which none of us have ever seen something is better than nothing and it's not
us trying to slap you in the face and say 250 isn't like here take 250 we're saying we're trying
or that's at least what I'm assuming that you were doing is you're saying
we're trying we're trying to recognize that you have a need and we are trying
we're trying by giving you a 3% raise we're trying by giving you a bonus and
we know it's not enough we know that and there are a lot of people within this
district that are taxpayers that have not gotten any kind of bonus in well
over five years my husband being one of them just in case anybody cared we have
not gotten a bonus and i don't know the last time he got one so we'll just put that out there but
so there are a lot of people that are in that situation although it's not a lot it's a step
forward in the right direction and hopefully the board does stay the way that it is so that we can
continue to to go in that direction and we can continue to do these things to help our teachers
out. Everyone is hurting right now. So 250, while you may not like it, it's better than nothing.
I would rather give you something and help out on the grocery bill that is astronomical and these
kids won't stop eating and they don't want to do intermittent fasting as much as I asked them to.
So let's just try to do the right, let's try to move forward in the right way.
So thank you for at least trying. Thank you. Mr. President, I would like to address this.
she is mrs. Cahan said that what are we supposed to do we don't we're not
supposed to do anything we don't know is asking us to go into further debt by
doing by doing this so we're not so we're not asking you're not supposed to
be doing this this is just an extra thing that the board may or may not
decide to do but we're not supposed to do this so so and we have done lump
sums in the last five years just it was only two or two or three years ago we were giving incentive
plans we were doing lump sums uh twice maybe three times a year so it's been a lot less than five
years i've only been on the board for six years and i know we did at least three or four years
that i've been on the board so that that's also not not true i mean we weren't rewarding
necessarily further um years of service but we were rewarding everyone everyone got it even not
not just teachers, everybody.
Let me make a suggestion that we move on.
We'll obviously for next week need to not have this
in consent because we don't have anything
on this particular item to move on or suggest or propose.
But I would suggest that we move on
and then really try to finalize it next week,
not in consent, but in additional discussion and a proposal.
Mr. President, one clarification I'd like to say
that Mrs. Champagne said that we did away with the lump sum.
We didn't do away with it.
We rolled it into the base because it was better for teachers
to have it in the base to grow the next year and the next year.
That's what we did with that.
So we, they loved it at Christmas time, but we put it in the base.
So it's there.
The other thing I would like to ask is if we could take a little more time and maybe not make this decision next week.
Give our people time to think about it, talk about it, ask us questions, and let us hear from them.
Certainly we'll have a week.
I just hate to have a finite deadline that we have to vote next week because we are not in agreement.
I feel sure they are not in agreement and maybe get some more feedback from them
The teachers that we're leaving out the counselors nurses
all the people
Who are gonna have feelings about this and the teachers that we're going to include and how they feel about it
I think that we're making a decision in isolation and we've done that before and it has not been
well received and I think I'm always going to be the one to
support input from the people we're making decisions about.
And I wish we could get that in some way.
I don't know if we'd want to do a formal teacher retention survey
where we got input from all of our teachers,
maybe about this one particular piece.
It would be easy to do, I believe.
Dr. Grooms has, I'll ask Dr. Gorgorski,
she doesn't take direction from me and I would never ask Dr. Gorgorski
if we could do something like that,
get input from people before we make a decision about them.
I don't know.
Mr. President, I'd like to please add to that.
So when we were doing away with the lump sum, thank you for reminding me of that, Mrs. Fox,
because we did do a survey that summer, and Dr. Grimes did the survey,
and we asked people would they rather have that lump sum added into their income
or continue to get the lump sum.
And when it was pointed out that they would have had $3,000 more per year
if they hadn't been getting the lump sum.
And I remember because we were kind of shocked
that over the summer we got such good, a lot of input.
It was like 65% of them said they would rather have it
added into their salary.
Also, I just came back, a few of us just came back
from TASB summer leadership, and I went to a policy procedure,
policymaking class, and it said that it was imperative
to have community input into all policies
and admin input.
they named those two things as the most important things when you're developing a policy.
And so I know that this really isn't a policy, but it is more of like a procedure or something like that.
It's a financial decision.
It's a financial decision.
And so anything like that should be, we should be trying to get,
especially for the people that are involved in receiving it or not receiving it.
Yeah.
Yeah, so the genesis of this is to focus on the teacher shortage and how do we retain and attract teachers.
We just gave 3% raise across the board.
So the idea behind this is not that we're going to put in this particular plan, if you will, across the board.
The focus is on teachers and strictly on teachers, classroom teachers.
I don't know in terms of like a survey what everyone is going to respond to.
Yes, they'd like a bonus, they'd like more bonus, etc.
I don't know what value that would have.
I mean, we have worked with Mr. Schuss and Dr. Gorski in terms of like the focus on this
plan to be on teachers.
That's the whole idea is to be on teachers teach the classroom teachers. It's not an across-the-board thing. Okay, so
Teachers because it's teacher retention you did a survey you asked 50 people a
Lot of a lot of them some of them many of them. I can't remember the word you used
Mrs. Timmy, but they want longevity the longer they've been here
I'm guessing the teachers who said that have been here probably more than 20 years and they're looking at that
to I me too right don't you look at that teacher starting salary above 60 and
looking at the very end of your career going 72 really I did all of this I
think that you will hear teachers that when we give input when we give them an
opportunity to say I'm sure that we could come up with your committee dr.
groom dr. grooms could come up with incredible questions that would get to
the to the meat of what people believe does a five-year teacher believe that a 25-year teacher
deserves more than ten thousand dollars difference is this five-year teacher looking forward to
working your whole life and right that's the piece that the increment should be bigger the
five-year teacher is not the one who is leaving because of salary the five-year teacher is leaving
because this isn't for me. This is the... Excuse me. This is the... It's not because I
didn't get a $250 raise. It's because this pressure, these work
environments, the things that is changing with education over time, they can go to
public, to private industry and make a lot more money and have a lot better
work environment right that's the thing they're not leaving because of money but a 25-year teacher
can't do that and they love what they do but it just isn't fair that they aren't rewarded the way
they deserve to be mrs fox i agree with you but now is not the time that we just don't have that
we're already deficit spending 22 million we just it's not the time we cannot address that problem
right now this month this budget cycle next maybe maybe we could but I don't
see that in my look at the budget and I look at the finances of our district I
don't see that we have the funds to tackle that right now would I like to
tackle it next year absolutely but not not right now you know what other piece
is not just I think five-year teachers would be willing to say I'm okay to
forego that because teachers who have been here 25 years i'm learning from deserve more than me
i think that's who teachers are we saw that in the retent in the stipend right we saw teachers
who don't have children aren't married they said i really like having that i'd rather have that built
into my base but i know other people need that or whatever they made decisions that weren't good for
them because that's what their experienced teachers wanted.
And I just was astounded by their generosity of teachers who really needed it more than
me.
Let me ask you this.
Are you speaking with regard to this seniority payment we're talking about, are you talking
about the whole salary scale?
Because I hear you talking more about the salary scale.
either way either way when more experienced teachers getting money but
it's only your 20 and only your 25 so the ones at 21 22 23 24 that's right I
know we're I know it's deficit I get it but if we do we know how many teachers
are are under five years yes how many teachers are under five years it's on
on your document that you got I think it's 326 oh no under under or under 10
if we're gonna give it I guess it would just be 5 because you're not gonna give
it to everyone up to 10 you're only gonna give it to the five-year ones and
is it the five-year one so I know I'm raising five year from last year under
Under 10 is about 3,300 students.
3,300.
3,300 of our...
Under 10.
Of our 6,500 teachers.
Okay.
So that's roughly half, right?
And 10 years is kind of...
I agree with Mrs. Champagne.
I think 10 years is longevity.
We're in it.
We're staying here.
So then why didn't we just do a 5% raise
and take on $35 million in a deficit?
That is 100% not what I'm talking about.
I mean, but if the money's not like why didn't we it's 50% of the teachers
Let's be recognized before we speak. Sorry mrs. Calhoun who interrupted me
Thank you
So if it's almost 50% of teachers under the 10-year mark
then we start at 10 and we're able to give a little more or we're able to give 10 and
We can include everyone from 10 to however many they've been here. How much is that?
in money like well that's what we can we can we let's i mean that's why i said let's set this
aside because we could run models so we're blue in the face then don't make a decision next week
you know we it's been proposed that we do something you know a different a new plan to
augment our salary schedule and put us in more deficit not not that we're going to address today
this pay scale between now and like 30 years we're not we're not addressing that today not pay scale
What about the one-time bonus that you're offering for the teachers between 10 and up and no nothing for
Mr.. President well that cost that's called that we know that that cost 2.8 million
And it costs 5.8 million if you make it $500 5.8 million if you make it $500 for it for everybody over 10
Yes, yes from 10 forwards 5.8 million. Mr.. President. That's the issue is 5.8 million
that's what we're dealing with here
like what's the right mix
and that's where I am too, what's the right thing to do
and the ones who have been here the longest deserve the most
I agree, it does scale up
I just want to say, not everyone
so you know the thing that I was referring to and that you know
and that Ms. Teamey knows, because we were on the finance committee
not everyone got this other one
the one that she's asking about with everyone over 10 years.
I just wanted to make that point.
Not everybody got that, so she doesn't have to.
I think if it's $250, the difference is $2 million.
If it's $500 and then $500, $1,000, et cetera, it's $5.8 million.
$4 million difference.
Yeah, so that's the issue that we're trying to struggle with.
We're trying to struggle with that.
It's just what's the right thing to do.
that it's meaningful, trying to make it meaningful and not, you know, it's a, that's what I'm saying.
We're not going to agree upon it right now today.
But we'll be ready to make a vote next Monday.
Well, hopefully we can move on.
So this is how we have to have this discussion because the only time we can,
we can't call each other during this week.
Let me ask you this.
is so is it for the teacher who's starting year five it's a coming in august first or is it the
teacher who who was your five last year who just missed it you want to go you want to go ahead so
it's for the teacher that will be on year five the teacher hiring scale in 24 25. okay and so
the teacher who just finished year five could be on six you'll get to do it when you're in 10 years
Yeah, five years.
Okay.
I really wish we'd do a survey.
Maybe we could come up with survey questions and have you look at them, Mr. President,
and see if you think that'd be good information to get.
I'm struggling with what would you ask.
Well, there are ways to ask, and I'm not the expert.
We have an expert company who can help us form those questions the way that you all did your survey,
which was informal and not protective of the people you surveyed, and then there was no
quantitative data presented, that wouldn't happen if you use a survey company who knows
how to do that.
And I think they would be able to come up with it.
Once you see the questions, if you don't like them, you don't think you'll get good data,
but we're doing something for someone else without their input, and you think it's going
to make them happy, and I promise you it's not.
They're gonna be just three three quarters of them not happy
Okay
At 10 at 15 at 20 at 25 30 how many teachers will get a will get a bump
1100 out of 7,000 so then we just sorry. Okay. Mr. President can make just brief comment
So next year there will be another
another set of teachers who will get a bonus that didn't get one last year and there'll be another
set that are left out that's the nature of this kind of plan every step there will be someone
left out because this is a years of service that's how it is in every company there's always someone
left out so just make sure we understand that that the nature of what this is service of payment per
years of service someone will always be left out and someone will always be included and the numbers
we're talking about will change yearly depending upon how many hit those benchmarks yes sir some
years will be more teachers and others than other years next year this year is a certain amount next
year will be a different amount because of the order the teachers that certainly the number's
fluid absolutely it's fluid it's fluid exactly mr president i just want to reiterate that that's not
a guarantee that the next year will get it because it could be a different board it could be a
different future awards well I know but it's not it's not it's not a good
statement to say well next year they're gonna get it because that's not
necessarily true point taken yes but there there is a good chance they will
get it next year how's that all right we're gonna move on mr. Perez if I could
just I just want to clarify in the compensation plan and make sure the
The board understands this and make a recommendation to the board for next week on Monday.
This discussion you're having is one piece of the compensation plan,
and this may need more discussion by the board.
That's entirely up to the board.
But if the board would please consider next week adopting the compensation plan with the caveat
this could be added to the compensation plan at any time the board decides to add it.
but I really don't want to hold the entire compensation plan up for this one item.
Absolutely.
Absolutely.
That's the intent.
Mr. President, could it be broken?
We don't want to leave it behind.
We don't want to delay that.
Yes.
Mr. President, could it be broken into two motions, please?
Two action items.
May we have, please, two action items, the compensation plan and then the bonus plan?
Sure.
Okay, thank you.
Then we can do one and hold the other one if we want.
Okay.
Thank you.
Great.
Thanks for that.
Okay, so that was 11.8.11.
Thank you so much.
It was a lot better than pajamas, actually.
9. Information Items
So the information items will move on to the State Board of Education,
Educator Certification, SBEC Clearinghouse.
And it says that it's the board president.
The board president is saying that we have received the State Board for
Educator Certification Clearinghouse.
and these are basically courses that we pick from right do we pick from these in
terms of our for we pick from the course referred to by a TA website correct yes
these are from the state and we are required annually or I am required
annually as to superintendent to make sure that I have shared these with the
board and that you've all seen them there's not anything to vote on with
these there's not anything to adopt it's just a requirement that i have given these to the board
thank you uh 9.2 we received the um the donated items
the board has received those uh do we have any uh madam secretary have we captured any requests
from the board for information i i did not please correct me if that is incorrect okay um can i add
something yes okay dr. Gorg or ski please forgive me I think you've
mentioned this before because I think I've asked this before and I just don't
have the date in my head when we see the updated goals that match our strategic
plan we've it refresh that we just did in January yeah you can see them on the
website so the website is available with everything with the new strategic plan
But if you want to see how they match up in board docs to each of the items, that'll start in July, because we usually consider July 1 as our official new year.
Okay.
Okay.
Okay, so will we ever be able to see, like, what they were and what they are now, how the goals have changed, like, to compare to prior years?
Or we just would need to go back and look at our binders?
Yeah, I'm sure there's something I could produce for the board that kind of shows it.
Sounds laborsome, though.
Well, I've got Dr. Grooms over there.
She's looking so intently that she is saying she would love to produce something.
Okay.
You do have it?
I think let Dr. Grooms and I visit about that and see if we can come up with something,
and then I'll get that to the board.
And if that doesn't meet it let me know and well as long as it's a reasonable request if it's labor some please
Feel free to amend it okay, okay?
Mr.. President I have something I do think that it would be beneficial if this
This other one would be sent to the other board members that didn't receive it the one with the
Yeah, I think I think
Mr.. Shrestha provide that yeah
Yeah, I can get that.
No worries.
Yeah.
Okay.
10. Future Meetings
Okay, a regular board meeting is coming up on Monday, June 24, 2024.
That's next Monday.
Mr. President, may I say something about future meetings?
Because I know we have a team building coming up in October.
Yes.
And will you allow some of the other board members to have some input into how we're doing our team building?
Sure.
Can I please be a part of that?
Or you can decide how you can choose people.
Yeah, sure.
Okay.
I appreciate that.
You bet.
Thank you.
There being no further business before the board, this meeting is adjourned, and the time is 9.51.
Official documents
Motions and votes
Recorded actions
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