Noting that a quorum is present, I hereby call this regular board meeting of the Board of Trustees of Katy Independent School District to order.
Katy ISD · Regular Board Meeting
Katy ISD Regular Board Meeting, September 22, 2025
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- 0:05 to 8:48 1. Call to Order - Upon announcement by the presiding officer that a quorum is present, the meeting will be called to order. The presiding officer will verify that the meeting has been duly called and notice of the meeting has been posted for the time and manner required by law.
- 8:48 to 13:56 3. Recognitions
- 13:56 to 58:34 4. Public Comment/Citizen Participation
- 58:34 to 58:57 5. Closed Meeting
- 58:57 to 1:00:40 6. Reconvene from Closed Meeting – The Board will reconvene from Closed Meeting.
- 1:00:40 to 1:12:46 7.1 Katy Independent School District Education Foundation Annual Report.
- 1:12:46 to 2:00:56 7.2 Academic Presentation - Foundations of Support: Intervention Programs from Early Learning to Graduation
- 2:00:56 to 2:33:03 7.3 House Bill 3 (HB 3) 5-year goals and targets for the district, elementary campuses and high school campuses report.
- 2:33:03 to 3:27:34 8.1 Katy ISD Strategic Plan Result 2.3 Innovative Pathways: Personalized Learning Experiences
- 3:27:34 to 3:37:12 9.1 Discuss and consider Board adoption of the 2025-2026 Maintenance and Operations Tax Rate and the 2025-2026 Debt Service Tax Rate.
- 3:37:12 to 3:46:19 9.2 Discuss and consider acceptance of donated posters pursuant to Senate Bill 10.
- 3:46:19 to 3:47:39 10. Consent Agenda
- 3:47:39 to 3:52:32 10.3 Consider Board approval of the September 2025 budget amendments.
- 3:52:32 to 4:05:26 11. Information Items
- 4:05:26 to 4:05:33 12. Future Meetings
- 4:05:33 to 4:06:05 13. Closed Meeting
- 4:06:05 to 4:07:37 14. Reconvene from Closed Meeting
Full transcript
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1. Call to Order - Upon announcement by the presiding officer that a quorum is present, the meeting will be called to order. The presiding officer will verify that the meeting has been duly called and notice of the meeting has been posted for the time and manner required by law.
Today is Monday, September 22, 2025, and the time is 5 p.m.
Dr. Grigorski, will you verify that we are in compliance with the provisions of the Texas Open Meetings Act with regard to notice for this meeting?
Mr. Redman, I do confirm we're in compliance with Texas Open Meeting Act for our meeting tonight.
Thank you. We will now move on to our first item, pledges of allegiance. Dr. Rewercy?
You bet. Yes, so we have a special guest here tonight who is going to do our pledge leader in just one moment, and that is Dean Blahos, a fifth grader at Hayes Elementary.
I saw out there Principal Heather Mulcahy is joining us as well, parents Anthony and Darcy.
Darcy and we'll give a shout out to Darcy who also serves on our foundation board and does a
whole lot of work with the foundation. We're going to be hearing from the foundation tonight.
Dean has a couple of sisters over at McMeans and Taylor. Special interests, loves sports and plays
basketball, football and baseball. He's also involved in musical theater and serves as an
altar boy at the church. Dean loves school. His favorite subject is history and is an avid reader
of historical fiction. A couple of quotes from his teachers from Mr. Smith, math
and science. Dean is a leader among his classmates. He is a hard worker who
always strives to do his best. He is a member of the choir and was just elected
to serve on the student council for the second year. He's truly an awesome Hayes
hawk. And from Miss Freeman, ELAR social studies. Dean is a bright dedicated
student who is known for a strong work ethic and love of learning. Whether he is
diving into the rich history of the world or stepping up to the plate on the
baseball field he gives 110% everything he does he's always eager to do go the
extra mile he's not only a top performer in class but also a kind and helpful
friend to those around him but before we bring up our pledge leader I want to go
ahead and introduce out here our maid Creek High School Orchestra and
principal Lizzie hearing and the group is our maid Creek High School work
orchestra music directors Andrew Geissens and Kimberly Muziel students
here with us tonight all seniors Christian Consuelo Duke Park and Midori
Osawa and a little bit about this group this trio consists of students who made
the state finals in the UIL chamber competition last year each one of these
seniors exemplifies the best of the May Creek High School Orchestra program as
musicians, leaders, and future outstanding citizens. So we will go ahead and start
with the pledge and then we'll go right into our national anthem.
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. Please recite the Texas Pledge. Honor the Texas Pledge. I pledge allegiance to the Texas one state under God one and indivisible.
Go ahead and hold off on the remarks. We'll do the anthem first then the remarks.
Thank you.
© BF-WATCH TV 2021
Thank you.
Good evening, President Redmond, board members, and Superintendent Grigorski.
Hi, my name is Dean Vahos, and I'm a fifth grader at Jeanette Hayes Elementary.
I want to start by thanking my amazing principal, Ms. Mulcahy, for asking me to represent Hayes today.
Thank you, Ms. Mulcahy.
I love being a student at Hayes.
There are a lot of fun clubs to be a part of.
I'm a second-year member of both Student Council and Safety Patrol, and this year I'm in the fifth-grade choir.
My classes and teachers are very important to me. I am a straight-A student and social studies is my favorite subject by a mile.
Outside of school, you can find me on the football field, basketball court, or baseball field.
I love sports, but I also love musical theater, which I have been doing since kindergarten.
I love to travel with my family. My favorite trip was my 10th birthday in Greece, which was extra special to me because I am Greek and I was with my family.
It was pretty amazing climbing the Acropolis and learning all the history.
I want to finish by thanking my family for always supporting me and the school
board for everything you do and make KIC a special place for kids like me.
Thank you.
All right.
Thank you.
Thank you.
Thank you all very much.
3. Recognitions
At our August board meeting,
we shared that during each regular meeting,
trustees this year will be proudly wearing the colors
of one of our 10 high schools.
And tonight is a show of unity across KDISD.
We're excited to spotlight the Taylor High School Mustangs.
Trustee, we have some representatives here in the back.
Can we give them a round of applause?
Each trustee serves as a liaison to each of our high schools, helping to maintain strong
and meaningful connections to our schools.
Last month our community heard from Ms. Fox that she proudly introduced Katy High School
and the district's first flagship campus.
As the board liaison for Taylor High School, I'm especially proud to recognize the educators,
coaches, fine arts, paraprofessionals, and staff who have shaped Taylor's legacy.
Many of them are here with us tonight and we thank them, we thank you for your
dedication and support. I skipped ahead and recognized you earlier but we should
recognize them again. Let's give them another round of applause.
Taylor High School is Katie's second oldest high school. It was built in 1979
and currently serves over 3,200 students. The Mustangs mission is to create a
community where curiosity is a norm and judgment is replaced with understanding. Taylor High School
graduates have gone on to careers and professions across the gamut of industries including the
science, sciences, engineering, professional football and baseball, and even film and entertainment.
This campus was named for James Edgar Taylor, a former teacher and high school administrator
who served as a superintendent in Katy ISD for 31 years. Taylor High School's strong academics and
and vibrant student culture has consistently met the challenges of today, preparing students
for tomorrow.
Every day the campus lives up to his motto, Taylor Made for Success.
So let's one more time give our educators and staff here tonight a round of applause.
And then if we could just humor us for one second.
Anybody here that is on staff at Taylor, would you come forward and allow us to take a photo?
Thank you.
Thank you.
Thank you.
All right.
Do we have any scouts in the audience?
C1, C2, if you'd like to come forward and share with us what badge you're working on
and what troop you're with and what school you go to.
Let's do it.
If you want to come right here to the podium, the microphone will be ready for you.
My name is Jacob Asensio.
I am at Troop 230.
30 I go to Wood Creek junior high and I'm working on life but right now I'm
doing citizenship in the community merit badge and I have to attend the meeting
and choose a opinion on a problem all right well good luck I know you'll have
a good time tonight thank you it was Jacob right thank you
At this time the Board of Trustees will give members of the public an
4. Public Comment/Citizen Participation
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 September 22nd 2025
will be allowed to address the Board. Speakers who signed up to speak on
posted agenda items will be allowed three minutes to speak. Speakers that
signed up to speak on non agenda items will be allowed three minutes to speak
tonight. If a speaker is not finished speaking at the end of their allotted
the time the audio will turn off the board shall not tolerate disruption of
the meeting by members of audience if after at least one warning from the
presiding officer a person continues to disrupt this meeting by his or her words
or actions the presiding officer or his or her designee may request attendance
from law enforcement officials to have the person removed from the meeting if
speakers wish to share written material with the board please provide ten copies
to the Secretary of Board Services before the meeting begins for board
members the superintendent the chief communication officer and permanent record if the speaker is not
attempted to solve the 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 section 551074 and 5510821 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 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
appropriate local grievance policies fng local dgba local cke local or gf local our speakers
will be called forward in the order they signed to speak we'll first work through our agenda items
speakers and the first speaker will be David long followed by Ann Russi welcome
well thank you members the board I want to speak about the Ten Commandments
displaying the Ten Commandments cuts against one of the bedrock foundation
principles of America freedom of religion the First Amendment guarantees
guarantees that the government will not establish a religion.
And yet when we displayed the Ten Commandments in a government funded space,
that's exactly what we're doing.
America is home to people of every faith and the people of no faith.
By elevating one religion above the others, we send a message that some students are
real Americans and everyone else is an outsider.
That is completely unfair to students of Jewish, Muslim, Buddhist,
Atheist, or any other faith.
They came to school to learn, not to be told how to worship God.
Laws like this exist in scary countries around the world, like Afghanistan and Iran.
The people pushing this would claim otherwise, but really they are the same as the religious cabals that rule those countries.
Just because the Texas state legislator is controlled by a religious extremist doesn't mean you, the board, have to genuflect to them.
Being American is about protecting everyone's rights equally.
If someone doesn't have religious freedom, then neither do you.
Our founders didn't fight for independence just to replace one form of religious doctrine with another.
True patriotism means fighting to keep government neutral so that every family can choose their own beliefs.
Thank you.
Thank you.
Next is Anne Russey, followed by Casey Malone.
Thank you.
Good evening, President Redmond, Dr. Gagorski, and Board.
My name is Anne Resi.
Tonight, I'm here to express concern and opposition to the district's plan to proceed with accepting donated Ten Commandments posters pursuant to SB10.
As a mom of two currently enrolled elementary school students, I believe it is a mistake for our school district to proceed with installing these posters until SB10 makes its way through the courts.
I understand the AG of Texas has issued a press release instructing school districts who are not currently enjoined by the federal ruling
to proceed with accepting and hanging posters.
Caving to Ken Paxton's demands will directly violate SB 12,
which explicitly prohibits you all from infringing on the fundamental rights granted to me by my creator
and upheld by the United States Constitution, the Texas Constitution, and the laws of this state,
including the right to direct the moral and religious training of my children.
I am asking you all to put the rights of all KDISD students, parents, and staff
members ahead of the partisan political interests of the state. I'm not asking
you to break state law. I'm asking you to wait until the question of its
constitutionality is answered. I understand there could be legal
consequences against our district should KDISD decide to delay implementation of
this law but why not err on the side of possibly needing to spend our taxpayer dollars defending
your decision to respect and uphold your students and staff's religious freedom rather than on the
side of having to defend yourself against likely claims over violating those rights
here are some questions i'd love to hear you all consider tonight as you all discuss the district's
request to proceed with accepting and hanging these posters what are the possible consequences
of delaying implementation? What options do parents and teachers have to opt out of the Ten Commandments being placed into their classrooms?
Can we utilize our District of Innovation status to give students, parents, staff members, and our district more options?
How will teachers be expected to handle questions from students and their parents about the Ten Commandments?
This push to infuse Christian nationalist extremism into our Texas schools is not
starting with and will not end with these Ten Commandments posters. The ACLU
of Texas filed suit against 14 more school districts over SB 10 today. The
decision you make tonight could keep KDISD from being one of the next. Thank you.
Thank you. Our next speaker is Casey Malone followed by Sandy Cuevas.
Hi. My name is Casey Malone. I'm a parent in the district. I'm also someone who does not practice a religion.
Obviously, I'm here to speak on the Ten Commandments.
It affects my daughter's education and the kind of environment that all of our children will grow up in.
KDIC is in the top 15 most diverse districts in the state of Texas.
Families, my family and many other families move here because they want their children
to experience that diversity, to learn alongside peers of many different backgrounds and beliefs.
We have Christian families, Jewish, Muslim, Hindu, Sikh, Buddhist, and we also have families
like mine who are not religious.
When we put the Ten Commandments in every classroom, we send a message that one religion
matters most.
It doesn't build unity, it creates division.
division and at risk making students who come from other traditions or no tradition at all
feel like outsiders in their own schools.
Last month, this board narrowly adopted the parental bill of rights.
While there are many parts of it that I disagree with, I do support the affirmation that parents
are the chief decision makers in their children's moral and religious upbringing.
As a non-believing parent, I take that seriously.
For me, it's always been important to expose my daughter to different religions and cultures.
They grow up, they're not going to spend their entire lives with us.
Our job as parents is to create miniature versions, or is not to create miniature versions
of ourselves who think exactly like we do.
Our job is to give them a solid foundation so that they can explore the world critically
and decide for themselves how they want to live.
I know this approach works.
I have three well-adjusted adult children who were raised the same way that I am raising
my daughter now.
They didn't attend this district, but their foundation came from home.
that upbringing shaped them into thoughtful responsible adults without
the state needing to dictate religion to them that is the value of diversity when
the district promotes one religious code above all the others it takes that
choice away not just from parents like me but also from the children themselves
while some may find the Ten Commandments meaningful they are not the foundation
of our public schools what worries me is the lesson students will learn if we put
them on every wall but do not live by them during the most recent election i personally witnessed
some board members and candidates go all in on violating the very first commandment bearing false
witness by sharing blatant lies against their political opponents what lesson does that teach
that values are for show and not for practice it's not what i want for my daughter to learn
So I urge you to reject the donations of the posters, not because values do not matter, but because they do.
True values are lived through respect, honesty, and inclusion.
And as a non-believing parent, I want my daughter to grow up in a district where she is not told that she is less than because her family does not follow a religion.
Where she learns that diversity is a strength and where integrity is lived and not just...
Next is Sandy Cuevas followed by Samantha Rich.
Good morning, members of the board.
My name is Sandy Cuevas.
I'm a KDISD teacher and parent and a member of Texas AFT.
I'm here tonight reading on behalf of another AFT member who couldn't be here tonight.
Dear school board trustees, my name is Jennifer Epstein.
and I'm a teacher in KDISD. I'm writing to share how the district's Aetna
insurance plan has directly affected my breast cancer treatment. I was diagnosed
with invasive lobular carcinoma, a less common and harder to detect breast
cancer on July 3rd. My hope was to move quickly and have surgery before the
school year began. Instead, I was repeatedly told that while certain
oncology and plastic surgeons took Aetna, they did not accept the KDISD version of
the plan time and time and again i had to start over searching for doctors who were both qualified
and in network because of these restrictions my first surgery was delayed until september 9
weeks into the school year the delay was not because i wasn't ready but because my insurance
made it nearly impossible to access the referred team in time the financial burden has been really
equally overwhelming i have already met my out-of-pocket maximum for the year
The next step in my treatment is reconstruction.
Medically, I could wait until summer and return to my students sooner,
but financially I must schedule surgery in December before the plan resets,
even though that means missing eight weeks of school.
The reality is that losing pay during this time will cost less
than starting over with another year of deductibles and maximums.
Adding to this frustration, I recently received a bill for blood work related to Factor V Leiden,
a hereditary condition that raises my risk of blood clots.
This testing was essential for my surgeons to have before cancer surgery,
and information that directly affects anesthesia, surgical planning, and my safety, yet Aetna denied coverage.
Why would any insurance company refuse to cover a medically necessary hereditary test that tested positive?
Patients should never be left responsible for bills tied directly to safe cancer care.
This experience highlights a larger issue.
if teacher pay reflected a true living wage of our area the high cost of
insurance might be more manageable but you cannot expect teachers to endure
both low pay and high insurance costs together they create an impossible
impossible situation one where teachers must choose between their health their
family a family's finances and their commitment to students are urged you to
advocate for a stronger more inclusive insurance plan and to recognize how
closely this ties to compensation. Teachers should not have to delay cancer
treatment, fight denials for necessary tests, or weigh financial survival
against returning to the classroom. Thank you for your time and for listening to
my story.
Samantha Rich followed by Rebecca Trahan.
hand. Good afternoon. I'm Sam Rich. Thank you for the opportunity to speak today. I'm a parent,
PTA board member, volunteer, educator, and community member. I'm here to share concerns
about KDISD accepting, purchasing, or posting copies of the Ten Commandments in our public
schools or classrooms. First, posting only the Ten Commandments violates our constitutional rights.
How can we teach civics while simultaneously undermining them?
This is not about religious studies exploring many traditions.
It's about endorsing one religion over others.
That's not education.
That's exclusion and indoctrination, and neither of which have a place in our public schools.
Second, what is the plan when students or teachers object?
How will the district respond when displaying the Ten Commandments makes someone feel uncomfortable or unrepresented?
When we post the Ten Commandments in a classroom, they become part of our classroom rules.
What happens when a student doesn't believe in one God?
Or a teacher doesn't honor the Sabbath?
Do we punish them?
They're not following the classroom rules.
Again, that's not education.
It's a direct violation of our constitutional rights, and it exposes this district to serious
legal challenges.
Third, our schools don't need scripture to teach values like honesty, kindness, and fairness.
Our schools, our teachers are already doing an excellent job instilling these lessons through civic and ethical principles that apply to every student regardless of their faith.
Finally, this is a funding issue.
Using scarce public dollars for purchasing or installing the religious posters would be a gross misuse of resources when our schools face real needs.
like supply shortages, inaccessible playgrounds, underfunded arts programs,
low teacher pay, lack of childcare support, teachers and PTAs covering costs
out of their own pockets. Our district's funding priorities must be clear and
religious displays should not be one of them. In closing, I urge the board not to
accept, not to purchase, and not to post only the Ten Commandments in KDISD
schools and classrooms. Please wait on implementing and prioritize protecting
protecting the freedom of every student and every teacher in a space that supports all beliefs.
Thank you.
Thank you.
Next is Rebecca Trahan followed by Georgia Strickland.
Good evening, board.
My name is Rebecca Trahan.
And in addition to being a proud KDISD parent, I'm also a proud Christian.
and while I agree with most of the speakers that came here tonight,
as an official daughter of the American Revolution,
whose ancestors actually wrote the Constitution,
I know that the Constitution writes about the separation between church and state.
It's protection against just mandating one religion.
I don't think that's what we're doing here.
I'm asking you to move forward with the posting of the Ten Commandments simply because it's in
compliance with the law. I don't necessarily know that I agree with it myself because even in my
church we have it in our hearts. We don't have it posted at the front of the church.
However, I do believe in the Ten Commandments. I don't think it's a bad thing posting it
and I don't think that we should punish
board members who took the time to get the funding to get the posters and then suddenly say,
you followed the law, but we're still not going to do it anything. I don't think that,
anyway, I don't think that's sending the right message. And I don't think that's fair to the
board members that took the time to do it and took the time to do it the right way.
If it was up to me, I would post the laws and rules for every religion out there. Myself,
being a strict constitutionalist, but the law is not there yet.
So for anybody who has opposition to it,
I completely understand where they're coming from,
but I highly encourage them to go to Austin
and lobby the legislators to get that changed
because I think the fair and the right thing to do
is actually to have the rules and laws of all of the religions up there,
but that's not where we're at right now.
so until those laws change I'm gonna ask you to move forward because it is
compliance in compliance with the law I'm not trying to indoctrinate anybody
that completely goes against my constitutional views but it's the law
and I would like to see us respect and obey the law and then also maybe have
something written for the teachers to say so that they don't have you know an
extra burden that they have to deal with and if we're posting it i would ask that we post posters
that are child friendly i don't necessarily know that talking about adultery and killing
is the right thing to have in a classroom thou shalt not kill thou shalt not commit adultery
especially when so many kids don't know what that is so maybe if we could have some that are
kid friendly i'd appreciate it but i'd love to see posters for every religion in the classroom
Thank you.
Thank you.
Next will be Georgia Strickland, followed by Shefali Shetty.
Good evening, Board, Dr. Kogorski, President Redman.
Most of you know me from my many years volunteering for KDISD.
I am not only a volunteer, a mother of one KDISD graduate and two current students.
Aside from being a volunteer and a KDISD parent, I'm currently an employee.
I come to you tonight in regards to the decision about our staff health care plan.
I know you've pretty much made up your mind, but I'm asking you to at least take the steps necessary to have a better plan in place for 2027.
I probably will not be renewing my health insurance, and here's why.
I pay $120 a month for insurance that I now truly do not see a value in.
I recently had a doctor order a diagnostic mammogram and an ultrasound for me and I was quoted
$1,468.38 to have a procedure done just to see what's going on, not to fix it.
Now, I was not told if that was going towards my deductible or anything like that.
I was simply told the amount and that I would need to pay that at the time of the appointment.
I called a few days before to cancel that appointment because I just couldn't fathom
spending that kind of money. You see, like many moms, I put everyone in my household before me,
so I thought, let's cancel it and find a better plan. When I called Memorial Herman and told them
I needed to cancel, the kind lady asked me why. I told her, well, I scheduled this last Friday,
and my appointment is this coming Thursday, and I just cannot come up with that kind of money on
such short notice or justify spending that money. She said, did anyone discuss the billing with you?
And I told her, no. She said, I'm going to have someone call you and see what your options are.
So the person told me that she would look at the self-pay cost.
And I said, okay, well, what's the cost with that?
She said $337.
Same procedure.
I was shocked.
What in the world am I paying $120 a month for if I can get the same procedure done for roughly 23% of the original cost?
For my health care provider to tell me self-pay was the better choice was ridiculous.
KDSD pays into health care for me.
and the way I see it, we are both being scammed.
The flip side to me coming tonight is not only to advocate for myself,
but for my coworkers.
As an ASO2 staff member, my take-home pay is $846.50 per check,
which means my insurance would have needed both paychecks to cover it.
Now with a 337, I'm left with $509 for two weeks.
I am blessed to not be the sole provider for my family, but others are not.
So again, I come tonight to advocate for others and myself.
Anyone who knows me knows I'm transparent.
I don't sugarcoat stuff, but I feel like you and people listening need to know
and put this in perspective that you are making decisions for something
that truly at the end of the day doesn't affect you
because you don't have KDSD insurance.
Please consider doing more research so people don't feel like
they cannot make their health a priority for their family.
Thank you.
Thank you.
next is Shefali Shetty followed by Sarah Malik good afternoon my name is Shefali
Shetty and I'm a parent of two KD ISD students and a PT and a PT a member
today I want to address an important issue regarding the separation of church
and state and why the Ten Commandments should not be posted in KD ISD schools
schools as it is in direct conflict with our district's mission statement.
KDISD should serve all students, regardless of their religious background.
The Ten Commandments are inherently tied to Judaism and Christianity, and this gives the
impression that KDISD is endorsing one religion over all others.
In a diverse school district like KDISD, where our students come from various religions,
cultures, and philosophical backgrounds, the action of posting the Ten Commandments doesn't
align with serving all students forcing a particular religious view upon them even in the
form of a poster can result in feelings of alienation for those who not share the same beliefs
or faith the first amendment ensures that no one religion will dominate the public sphere
including public education if kdisd displays the ten commandments it risks violating this principle
by suggesting that students should adopt a particular belief system the u.s constitution
The Constitution was drafted not just for religious freedom, but to protect the rights of all citizens, regardless of belief, by keeping religion and government separate.
Our schools should focus on teaching universally accepted values, such as respect, fairness, and kindness.
This can be taught without an adherence to any one religion.
Education should unite and not divide.
is one thing to teach tenants of all religions so we can understand different cultures and values,
which I would fully support as I'm a firm believer in learning and having healthy discussions,
but that is not what is being proposed.
The Ten Commandments, while a moral guide to many, are only one perspective on ethics.
In conclusion, public schools should remain a neutral space where students can feel safe and valued,
regardless of their religious background.
Thank you.
Thank you.
Sarah Malik, followed by Victor Perez.
Good evening, followed by Victor Perez.
Oh, my gosh.
Big stage.
I'm about to throw out my whole speech over here because I just heard a speaker, I think, I think,
tell us that we should really follow state law and throw out or change the laws laid down by God,
the Ten Commandments did I really just hear that? Did you guys hear the same
thing or something different? I did hear that we should change the words to suit
our children and what they're gonna be hearing right it's gonna be words on a
wall. So one of the ones that we do have is going to be thou shalt not murder.
Quick question though Texas state law does still allow capital punishment so
are we following that with thou shalt not murder however thou shalt be allowed
allowed to vote for murder if thou are on a 12 person jury? Yes? No? We can come back to that one.
We also have about valuing and observing the Sabbath. What are we telling the Katie Tigers?
You can play football over here in school up to the NCAA, but when it's the NFL Sunday ticket,
No, no, we're stopping. Why are we playing here? Okay, no, no, we'll follow on.
We, I'm sad. This is KDISD. I have two kids in KDISD. Instead of focusing on science and engineering and technology,
instead of focusing on maybe putting a person on Mars, what are we focusing on?
We want to focus on the moral values as a country.
Do we? Who did we elect president?
That's the moral values we want to show our children.
This is who your president gets to be, kids.
But please look at these words on a wall.
These are important.
We want to look at the words on a wall.
You think words on a wall are stronger than the actions of the most powerful man in the United States?
You think those are important?
You think it's going to make a difference?
I cannot believe that we are having to come over here and argue against the violation
of our children's First Amendment rights under the Constitution of the United States of America.
You know what?
I'm about to break one of those commandments.
You know, thou shalt not take the Lord's name in vain because you know what?
Thank you. Next is Victor Perez.
Thank you President Redman, Board of Trustees, and Dr. Rogorski. Be not afraid of the Ten
Commandments in our schools in accordance with SB 10. I hope you'll agree for thousands
thousands of years in the history of the world, the Ten Commandments have proven to be the
premier character education. That's what we want, isn't it? Character education. And
it's free. For SB 10 also, if needed, the Attorney General will defend schools from
any claims arising from any school's compliance. The state is liable for the expenses, costs,
judgments, etc. And teachers are not required or called to give any religious instruction.
We can do a lot worse than having the Ten Commandments displayed in our classroom.
I hope not only you will approve the change to CDC local, but you will embrace it.
Karen and I intend to donate posters, and we hope that the community will join us in donating posters.
While I'm here, I also want to express my appreciation to Trustees Guzdela, Calhoun, and Teamee
for taking seriously a trustees' oversight responsibility to ask questions, to engage in discussions,
to press issues that affect our teachers, parents, and the community.
First, you pushed for continuation of the every five-year anniversary teacher bonus program,
which would have impacted about 1,100 to 1,200 teachers this year at a cost of less than $1 million.
The board majority voted down recognizing experienced, loyal teachers with additional money.
The district could afford it and more.
Secondly, thank you to Trustees Cuzela, Calhoun, and Teamee for pushing to protect teacher planning time.
This is coming about singularly as a result of your efforts, and I hope that everything that's been mentioned and promised will be implemented.
With regard to the Discipline Management Plan, the Board leadership and the District and General Counsel...
Mr. President, point of order. You're off topic.
Uh, no I'm not off topic.
Is the agenda item portion right now?
Can you stop in the, oh, just one second.
I indicated that I was also speaking about a non-agenda item.
We have you on the agenda for non-agenda items as well.
Why don't you just let me get it over with now?
Okay.
Can you add some time to it?
Yeah.
We can put some more time back on.
1-10.
Secondly, thank you to Trustees Kozilek, Cahoon, and Teemee for pushing to protect the teacher planning time.
and I hope that what was discussed here a month or so ago is all being
implemented with regard to the discipline management plan the board
leadership in the district's general counsel made no effort to address
concerned expressed by parents and the community with regard to the policies on
assault and fighting and self-defense additionally the board majority voted to
opt out of allowing homeschooled kids to participate in UIL activities as
permitted by state law this should not have been a big deal at all like a
spoiled bratty kid the district decided to take its ball and go home thank you
trustees Cuzela Calhoun and Timmy for your unapologetic unwavering support of
the SB 12 and the parents rights resolution other trustees seem to
struggle and begrudgingly vote for the SB 12 resolution finally thank you for
doing your homework and questioning district operating expenses capital
capital expenditures and tax rate we're depending on you to have the oversight
responsibility over the superintendent and the district. Thank you so much.
Thank you. Next will be Michael Fielding followed by Takiyah Anthony.
Good evening esteemed members of the board. My name is Michael Fielding, founder of the Free Academy.
We are a group of students slash teachers with the great privilege to study life and liberty
outside the confines of state accreditation. I graduated valedictorian
from Katy High School in 2008 and I'd love to tell you about my experience at
Katy ISD and what I've been up to since then. I actually stood before the board
once before to explain my perspective. When I was in fifth grade the district
was rezoning and I learned that I might lose half my friends. Spending time with
friends was the only redeeming quality of school for me so I started a petition
and gathered some hundred or so signatures of parents and students who
who wished to remain together, but our efforts were in vain.
I was sent to Seeker Ranch Junior High against my will.
During the many hours of excruciating boredom,
I thought deeply about my situation.
I was incarcerated.
At 11 years old, without having committed a crime,
I was in lockup.
Actually, it's worse than that.
I was being forced to work against my will
without compensation in a place
that I wasn't allowed to leave.
There's a word for that, you know.
If nothing else, I learned patience.
Thankfully, I have great parents
from whom I learned secure attachment,
determination and the ability to teach myself anything. I realized I didn't need
anyone standing between me and the information that I naturally craved. In
fact, being held captive and graded on my ability to memorize things that I didn't
care about was extremely inconvenient. Luckily my family got the internet when
I was reasonably young and I took the reins of my own education before too
much damage was done. Another thing I learned from my parents is personal
responsibility. I may not be able to free all the children you imprison but at
least i can withdraw my funding you don't make it easy though for the past 17 years i've lived
creatively to avoid funding your education system via property tax or as i call it the troll toll
i have lived on sailboats i've lived out of trucks i've lived on trampolines and treehouses tents
a cave a carport trailer a motorhome and twice i purchased cheap land with value below the homestead
exemption i learned a lot from all these adventures so i must express my gratitude
Since you're all so fond of unsolicited advice, here's some to take home.
I think you need to take a long hard look in the mirror, atone for your sins, and then
ask ChatGPT to help you write a letter of resignation.
It is unacceptable to extort your community to fund the involuntary indoctrination of
children by threatening to take their homes away unless they pay you.
What you do to children is one of the most insanely idiotic things I've ever witnessed.
At no point in your rambling and coherent education were you even close to anything
that could be considered a rational thought.
Everyone who went through it is now dumber for having listened to you.
I award you no points, and may God have mercy on your soul.
Thank you.
Takiyah Anthony, followed by George Scott.
Good evening, everyone.
My name is Takiyah Anthony.
Thank you for the opportunity to speak tonight.
I am both a parent and a substitute teacher in the KDISD.
I have two children in this district, one in third grade and one in twelfth.
Tonight, I'm here to address a serious concern, the lack of adequate safety in our schools.
On August 22nd, at my daughter's high school, a student was found to be in possession of a gun.
That student was arrested after someone reported it.
But what if no one knew?
I want this board to consider the alternative.
What if no one has spoken up?
What if that weapon had been used?
We could have lost lives.
That incident, among many others, should serve as a wake-up call that our schools remain vulnerable.
I'm speaking not only as a parent and a substitute teacher, but also on behalf of the students
who attend these schools every day.
Many of them do not feel safe and their voices deserve to be heard.
As a substitute teacher, I know firsthand how easy it is for anyone, including substitutes,
to walk into a campus carrying a bag.
Nothing stops someone from bringing something harmful.
As a parent, I have lunch with my third grader whenever I can.
Each time I see how simple it is for someone to check in through the Raptor system with a backpack, purse, tote bag,
that's another direct risk for our students, teachers, and staff.
All children in third grade and above have a Chromebook.
look. That shows this board can find resources and funding when it decides something is a
priority. Protecting our children, teachers, and staff should be top priority. It's time
for KDISD to install metal detectors at all campuses, not some campuses, not after an
incident all campuses now. The August 22nd event proved we cannot rely on the
chance of someone happening to report a threat. We need prevention. I am also
aware that the district uses metal detectors at certain places such as here,
the Merrill Center, the stadium, but not a priority to protect our children and
and staff every single day in their schools.
Safety should not be temporary or selective.
It should be constant.
This is not just about parents, teachers, and staff.
It's about our students who deserve
to feel safe in their classrooms.
We cannot afford.
Thank you.
Mr. George Scott, followed by
Hans Trulson. George Scott, resident of KDISD since 1983. Three children graduated
from KDISD. I regret that the superintendent of schools would not
allow me to meet with him and the deputy to discuss details in the packets that
that you have been provided.
Almost 25 years ago, the TEA imposed race-based standards
in establishing academic performance
in the state's transition to the more rigorous tax test.
How?
The state literally projected the number
of African-American, Hispanic, and economically disadvantaged
students who would fail the new test if the standard were not
dramatically reduced from the TEA's panel zone recommendation. That
institutionally racist decision still haunts TEA testing. I've given you a
packet. I'm asking you to produce data, but there are three points that I want
to make tonight. I wish I could have made them privately. The KDISD school board
should produce the requested data. Failure to do so constitutes nothing
less than callous disregard for the constitutional concept embedded in
Senate Bill 1993, Senate Bill 7, mandating the closure of academic equity gaps for
at-risk disadvantaged minority students. Call to action one, produce the data.
Number two, Katie's minority leadership of civic, religious, and community organizations.
It's time to recognize that the ethnic and political composition of this board
and its timidity to proactively take every action conceivable to protect disadvantaged minority students
may require a more ethnically diverse school board.
with a profound understanding of those children's rights and needs for academic equity gap closure.
Three, regional statewide media and civil rights leaders, my call to action for you.
It's so easy to pick on major inner city school districts.
Put your microscope on KDISD, a dramatically changing school district over the last two decades,
where the TEA's impact on at-risk disadvantaged minority children is profound.
I may be the only one in this room to have attended a segregated school.
It's part of my legacy I refuse to forget. For God's sake, produce the data.
I'm willing to help you. I'm willing to help those other groups. I have no friends. I have no
Thank you.
Hans Trulson, followed by John Wingate.
Hi.
To our Boy Scout, good job.
I was a Boy Scout.
I remember the citizenship and the community merit badge, so I think that's a great thing.
I went to a city council meeting, and I just love to see that.
So anyways, I love Katie and thank you all so much for your work on the school board.
I came across a policy that I wanted to discuss with you all and see if we could potentially get it changed.
So what I learned is that if one parent is not listed as a parent, it's actually pretty difficult to get listed as a parent.
The principal at King Elementary was very gracious with me, very kind,
but she said the policy is either the parent listed calls in or you have to get a court order
and I was hoping that we could maybe think about maybe a middle ground where sometimes you don't
want to open that can of worms with you know your spouse in certain situations and definitely being
a Christian suing people is not really considered the right thing to do the goal would be to find
some happy middle ground where this could be resolved and everyone you know could be happy
that they can you know spend some time letting their kids know hey I love you
you know maybe bring up lunch or something and so also they said that the
policy is that they also will not reach out and call the other parent some ways
that we could do it I don't know what the security things are but I would
suggest maybe you know a form of visual identification right we think about it
you know if you're eight years old or something like that you know you can
visually tell and talk to your teacher in a private place yes this is my parent
etc. And I would also say that in the absence of a court order, that it would be, you know,
I think the correct thing to do would be to err on the side of, you know, what is our tradition,
say, what is our constitution, that we believe in the right to life, liberty, and pursuit of
happiness, which would be, you know, if a kid would like to receive a gift from his dad, I think it's,
you know, or his mother, it could be either way, that it's a really important thing to honor that
relationship, because kids are only kids for a little bit of time. And it's really important
that they get to enjoy getting love as often as their parents can give it to
them and I think that's what we all really want in the end so I would close
by saying I would hope that y'all could understand that time is of the essence
as certain parents and children may not be getting to enjoy their freedoms of
getting to hang out and be friends so I would hope and pray that this would be
one of the first things that you all would address so we can get this policy
see rectified and um you know maybe have a way where you know just you know people could identify
or you know do anything possible um to uh work this out without causing an explosion um and also
without having to get the law involved for something that should be i think not too
difficult for us to figure out so thank you all so much for your time god bless you thank you
And our final speaker tonight, John Wingate.
Good afternoon, Board.
Thanks for taking the time to hear me.
I wanted to speak about the acceptable use policy,
and I've exhausted all my resources trying to find one,
on the utilization of KDISD resources for personal monetary gain.
So at a time when we're concerned about our budgets and the misuse of funds, I wanted to ask that the board look into the policy for personal use of our district's resources and an individual's true personal gain.
Tens of thousands of dollars per year for personal gain are being spent on fuel, oil, maintenance, wear and tear, overall depreciation of our vehicle fleet.
Now, what are we talking about? Where does this come from? Where's some of it?
Our KDISD police officers use district police vehicles to block traffic lanes, secure other areas after ours.
This is not limited to church and the construction zones.
But these individuals do receive a 1099 for their employment or W-2 or sometimes under the table.
Money, does any of that come back to the district?
However, who fills up these vehicles?
Who changes the oil in it?
Who replaces the tires and the maintenance on them?
And I ask that the board establish a committee to look into not only this expense, but any other that appears not to be ethical and cost-effective.
This committee could identify funds saved and better utilize them across the district.
Furthermore, if they say there is an oversight for this personal use, what is it?
What is the checks and balances that we have in place for identifying how many miles are used and how long, how many hours that vehicle sat in the construction zone running,
running, and now we're filling it back up another $80, $100 in the morning to fill that vehicle up
to go do schoolwork for our kids. When this is audited, I'm sure it will identify a very large
expense or waste that the district is paying for and thus taken from our school staff and children.
Could this be a savings better allocated for the benefits, school programs, security, educational
opportunities, and other valuable resources that are desperately needed? Hearing others speaking
here tonight I come up and I've identified some things concerns needs I
can truly answer now where this can be better used as a proactive approach to
our most valuable children and staff to protect them thank you thank you this
concludes the open forum portion of our meeting the board will now convene in
5. Closed Meeting
closed meeting is authorized under section 551.001 of the Texas
Texas government code for the following purpose. Texas government code 551.071, 551.074, and 551.129.
6. Reconvene from Closed Meeting – The Board will reconvene from Closed Meeting.
The board will now reconvene in open meeting. Today is Monday, September 22, 2025, and the time is 629 p.m.
On behalf of my colleagues, I welcome everyone to this evening's regular board meeting.
Each board member received the agenda and documentation for this meeting on Wednesday, September 17, 2025.
The board will receive information and recommendations from staff, administration, and the superintendent on these agenda items tonight.
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 discussion and closed meeting must be taken in an open meeting.
First item is consider a recommendation to send notice of proposed termination.
I will now entertain a motion for this item.
Mr. President.
Ms. Champagne.
I move that the Board of Trustees approves a recommendation to send notice
of proposed termination of a term contract employee, Morton Ranch Junior
High School teacher Cheryl Harper for good cause. Any second? I second. All right
it is moved and seconded that the Board of Trustees approves a recommendation to
send notice of proposed termination of a term contract employee, Morton Ranch
junior high school teacher cheryl harper for good cause we'll now proceed to vote
board members please record your vote on the screen via your keypad
motion passes six to zero we'll now move on to a report section of our agenda the first item will
7.1 Katy Independent School District Education Foundation Annual Report.
be kd independent school district education foundation annual report and the presenter
will be Robin Pye, the president of our KDIC Education Foundation.
And Karen Lewis.
Mr. President, board members, and Dr. Gagorski,
it's my pleasure on behalf of the KDIC Education Foundation
to direct this report to you in compliance with the Memorandum of Understanding
between our two organizations.
This agreement, plus our audited financials, board of directors roster,
organizational chart grants at a glance document and a listing of grants funded
by the foundation have been provided to you in support of the presentation
leading our report this evening is Robin Pye president of the Katie IGK Katie ISD
Education Foundation Board of Directors Karen good evening since our founding in
2011 the Katie ISD Education Foundation has stood in partnership with our Katie
KDISD school district, teachers, and community.
The foundation is a 501c3 nonprofit organization governed by an autonomous board of directors,
several of whom joined us at the celebration before this board meeting.
Our mission is simple yet powerful, to provide resources to enrich teaching, inspire learning,
and enhance opportunities.
Our vision is just as clear, to unite our community and provide a competitive advantage
for KDISD students and teachers through targeted investments in our schools. Our
foremost objective is to provide inspiring imagination teacher grants.
This year the Education Foundation awarded five hundred and fourteen
thousand dollars in grants across 53 campuses directly impacting more than
72,000 students. We also celebrated a remarkable milestone
having awarded more than four million dollars total in grants over the years
and every eligible Katy ISD campus has received a grant affirming our
commitment to serve the entire district we also wish to recognize the
outstanding support of the teaching and learning instructional technology
federal programs and external funding and purchasing departments their
Their expertise ensures that our grants are well-reviewed, reasonably managed, and effectively implemented in classrooms.
The number of grants we can award grows directly from our fundraising success made possible by a community that believes in investing in our schools.
Nearly 50% of our annual funds come from foundation investors, businesses, and individuals who commit to recurring contributions.
contributions.
With teacher grant requests reaching record highs, we are encouraging small increases
in giving to help meet the growing need.
In addition to these ongoing contributions, our signature events bring the community together
to fuel this work.
Fireflies and Food Trucks and Groove are expanding to new locations this year, offering fresh
opportunities for our community to rally behind teachers and students.
We continue to make progress on the long-range strategic plan developed several years ago to elevate the Foundation's work.
Thanks to sound financial management, steady donor support, and successful fundraising events,
the Foundation is now in its second year of funding a full-time Development Director
and will soon add a second Foundation-funded part-time staff member.
This new role will provide administrative support for financial processes
as well as donor relations, easing responsibilities currently carried by KDISD staff.
Another important element in this growth has been the Foundation 40, now in their third year.
This core group of hands-on volunteers makes our fundraising events possible.
Their time, creativity, and enthusiasm not only enhance our events and expand our reach,
but also play a vital role in uniting the community around our mission.
As a whole, the Foundation's success is possible because of the extraordinary support we receive from the leadership of Katy ISD, this board, our own board of directors, and the broader Katy community.
We extend our deepest gratitude to the Katy ISD Board of Trustees for your enduring support of the Foundation's mission.
A special word of thanks goes to Mr. James Cross for serving as your representative on
our board of directors and to Dr. Grzegorski, his leadership team, and the Partners in Education
staff who continually strengthen and amplify our work.
In closing, as we celebrate this year's district theme of United in Purpose, we are
grateful to live out that purpose in partnership with KDISD, supporting innovative teaching
and providing students with unparalleled learning experiences that they deserve.
Thank you. Thank you very much. Board, any questions or comments? Mr. President,
you know I'm going to talk about the Education Foundation. It was a pleasure
working with you last year when I was on the board for a hot minute. Just seeing
the number of people who are committed to making every dollar possible to go to
inspiring imagination grants to teachers and ratchet classrooms like I just never
get over how that thrills my heart and being there tonight in the room with all
the teachers not all but a bunch boatload of teachers who got grants last
last year and how excited they were and honored that they were deemed,
valued to have an imagination idea to be funded.
And as a groundbreaking investor and a recurring contributor,
it's a delight to help financially,
because I know that every dollar goes right back to the classroom and
the people who are making that happen.
And so when I look to give to organizations what I look for, does the donation go to the cause?
And it does.
And I appreciate that so much.
And I pulled up the organizational chart that you included in our packet.
And I don't know if you've seen my jaw dropped.
Like, this is so much bigger than it used to be.
One no box.
and now it's this huge thing with all these people who want to be a part of it
and the foundation 40 you know excitement and energy by volunteers who
want to do that did that where did that title come from foundation 40 I think
that might have been the brainchild of Janet Tice who's now our development
director and maybe there were like 40 people to start that oh yeah and 40
40 willing volunteers i hear now it's considerably more than that i believe it might be yeah so
hi janet foundation 62. yeah because people want to be a part of this it's incredible every event
is meaningful and purposeful and honors teachers every time and brings the community together
i could talk about it all day but when i walked into that room tonight i said
I feel like a sponge in a rainstorm right just all of that I think it's
sending a beautiful message to our teachers that this community is behind
them a hundred percent this community supports them and we're behind them I
love it nothing better nothing better I love that this year we were able to give
over a half a million dollars I remember the first couple years where it was like
yeah I can just get there I feel like those first five years it was a goal to
get was it half a million or to a million that and finally got there by like 2019 or something
like that and now it's it's been amazing growth yeah incredible it's amazing yeah super thankful
and we thank the board for their support um and all of the people behind the scenes within the
district that are supporting this foundation it's amazing we appreciate it mr president mr cross um
because I know how much Janet loves to be recognized,
because I'm kidding.
But Janet Tice, I remember having the privilege in 2011
of being on that very first focus group
and talking about what this was going to look like
in 10 years, in 15 years, and well, we're 14 years later.
I mean, it's a level that, I'll be honest, in 2011,
I was like, oh, I don't know if we can get there.
I mean, I think we can do some good things for teachers,
but I should have known not to underestimate Janet Tice either.
But same thing, just so much good stuff comes from this organization.
I'm proud to be serving with you all in this role.
And so hats off to everybody because I watched the last meeting
and I see the passion for it and how much people are pouring into it,
people who have full-time jobs.
and busy lives and yet they're taking time to make sure that our teachers feel
valued and get the support they need so hats off to the Education Foundation
mr. president thank you for your presentation I just want to add that
especially in these times where we have such shortfalls with our Texas
legislature and the funding of our schools this really helps to fill a gap
that that we're missing so it's kind of like what we were talking about when we
got the money from the state and they put it in buckets well this so there's
gaps between the buckets and so this helps fill in those gaps the other thing
I want to say about it what I love so much is teachers most teachers except
for maybe engineering teachers I'm sorry engineering teachers I'm married to an
engineer but they're not they don't get the opportunity to be very creative but
but most teachers are creative.
And when I go into schools and I get to see the things that they've thought of
and the ways to inspire children to learn,
it's really using their creative side of them
that maybe otherwise they'd be restricted to
because they didn't have the financial backing to,
I mean, they have a great idea, but how can I pay for this?
So now they can have a great idea, and then it can also happen
because of the possibility of them receiving a grant so I hope that other
school districts take have things like this because you know I am also a
contributor and I do I agree with mrs. Fox if it's a great thing to know we
can't give to everything but I've chosen to give a little tiny part of what we
have to the foundation thank you so much for your work and it's very exciting and
And please know I'm just the spokesperson, but there's a million people behind me that do so much for this foundation.
Any other questions?
We should keep Ms. Pye here as long as we can.
I think I'm good, Lance.
Are we good, Mr. Redmond?
Ms. Pye, did you say in there how many grants were awarded this year?
I know it was 500,000.
There are five pages, spreadsheets here, just 25, 26 grants.
Do you know how many?
I don't know Janet Karen how many 125 125 125 classrooms groups of teachers
because that's not one teacher it's groups amid so many of these have groups
of teachers thank you thank you very much thank you mr. Redmond well now move
7.2 Academic Presentation - Foundations of Support: Intervention Programs from Early Learning to Graduation
on to agenda item 7.2 foundations of support intervention programs from early
learning to graduation our presenters are Heather degrees or director of
intervention programs yes thank you um good evening board president redmond board of trustees
and dr gregorski it's a pleasure to join you tonight to provide an academic update focused
on intervention programs that provide the foundations of support for students engaging
in early learning through graduation i am proudly serving as the director of intervention programs
programs and we will provide a tonight an overview of our multi-tiered systems of support or MTSS
we'll talk a little bit about our pre-kindergarten programs both our monolingual and bilingual
program we'll talk about academic support in reading and math as well as accelerated instruction
and we'll talk a little bit about how we support students who are in the foster care system within
in kdisd and rounding it out we'll talk about our pregnancy education and parenting program
our multi-tiered systems of support or mtss is a framework that focuses on intervention
best practices within the areas of academics and behavior a three-tiered system is utilized with
the tier one level supporting all students and we want to make sure that it's a foundation
and a system for both academic and behavior tier two is that supplemental support in a smaller
group or setting that can occur in the general education classroom or outside of the classroom
classroom through academic support services. At the tier 3 level, this is really our supplemental
support that's at our highest level of intensity. Most often these are students also who are
being pulled out of a class or who have a strategic class in addition to their curriculum.
curriculum. Our MTSS system of support, we designate or our campus principals designate
a MTSS coordinator on each campus. They attend ongoing year-long professional learning led
by our department. And this is really to hone in on establishing those clear systems. There's
not one roadmap because all of our campuses are so different in the number of students they're
supporting in the size of our campuses so that really looks different at times for for all of
our campuses from elementary through high school but what we want to make sure is happening is that
multiple data points are being used to make decisions about students who are in need of
intervention strategies. We help them work through timelines for
implementation of planning, for progress monitoring once those strategies and
interventions are utilized in the classroom or outside with a support
staff member. And then they're also utilizing either kid chats or data
driven decision-making meetings because it's really important to come back to
the table are those interventions working or do we need to readjust redetermine the the intensity or
do we need to try some other interventions whether that be for behavior and or academics those data
driven discussions look like i said different on every campus because our principal leaders make
the decisions on on when that occurs and what that looks like and there's a picture up there
of one one particular campus and their utilization of all the data that's
predetermined and preloaded into those shared workshops and then we want to
make sure that we are documenting the progress of students we have
requirements from TEA in terms of how students are doing if there are tier two
receiving tier two interventions or tier three interventions so we we're
We are absolutely committed to making sure those are documented so we know what's working
and what's not and how we might need to readjust.
For accelerated instruction, there are two big pieces of legislation within the last
five years that have really come out and that was House Bill 4545 and House Bill 1416 in
the 88th legislature.
Things were refined in terms of acceleration.
In Katy, we have always provided intervention supports.
We were in a much better place when these mandates came out because we already had humans
on our campuses who were doing this work with fidelity.
This just dictated hours assigned.
What I'll tell you is regardless of 15 hours or 30 hours, that's not a recipe for getting
students to grade level.
It takes much more often than this base requirement.
But in terms of compliance, there are two ways that students can be compliant to meet that accelerated instruction.
And that is one, they can receive instruction in their Tier 1 classroom with a teacher who's been designated as TIA in the subject area in which they failed that state assessment.
So if their English 1 teacher is a TIA teacher and they had previously failed 8th grade star, then they don't need to worry about those hours for compliance.
Now that teacher in that classroom is still going to be making sure that the student is getting what they need in terms of intervention.
intervention. The other aspect of accelerated instruction is when we don't have a TIA teacher,
then we do have that 15 or 30 hour requirement. It's only limited to two subjects. So even if a
student fails more STAAR Tests than that in a given year, the state says no more than two,
right and we prioritize reading and math. Additionally they put a ratio that there
should be no more than four students within that setting but there is an
opportunity for parents to waive that ratio. We also have to make certain that
our instructional materials are designated for supplemental instruction
because what we're getting in the tier one we don't want that to look the same
for students we want it to be different we want it to be diagnostic we want it
to be individualized we also want to make sure that whoever is delivering
that supplemental and accelerated instruction has been trained in those
materials that's all explicitly laid out in House Bill 1416 through our case at
framework we do have a summer opportunity for students in who are
rising sixth graders and rising ninth graders those are real important years
because they're transitional in nature and we know that is a really hard time
to make those transitions to those grade levels while also having to fit these
pieces into their schedules so that summer opportunity yes it gets the
compliance of the accelerated instruction hours checked off but what we know to be true is that
when those kiddos go back into the classrooms they still need support to make sure they're coming
up to their grade level so this moves us right into academic support services there is no dictate
that STAR, students who fail STAR are the only kiddos we're helping. We're helping students when
they struggle because even if a student makes the approaches marker in STAR, we know they're still
below grade level and they will still need some intervention support. So we don't ever want folks
to just think only intervention is happening based on STAR data. That's that MTSS piece that comes
into play so beautifully that we're utilizing multiple data points to really
understand where the students gaps are and making sure that we're able to fill
them in a variety of ways at our elementary campuses we have designated
academic support teachers or ASTs in reading and math who are those
practitioners man they are amazing humans they are pulling out small groups
groups of students to really hone in on those areas. We have components that they focus on
that also support what's happening in those general education classrooms. At the secondary
level, we do have courses, our junior high math lab and our junior high reading elective
that students can be scheduled in. This is a real hard one sometimes for parents, but it's
It's real important to help folks understand we want students to have that opportunity
to accelerate.
If we know students are struggling, we want to get them the supports that they need by
accessing those courses if we can make them work in their schedule.
If we can't make them work, our principals and MTSS coordinators also have very strategic
study halls and ELT times where they're targeted intervention.
intervention. So they may not be scheduled in a course, but that doesn't prohibit us from still
providing those interventions. At a high school, we have our high school SL math and SL literacy.
I'll be honest, it gets real harder with graduation requirements for students to access these classes
because we understand there's a rigor involved with that. But we also want to make sure that
we have students who are leaving our high schools with those fluency skills in math and literacy
so they can go on to those post high school opportunities or career now i'm going to talk
to you about pre-kindergarten so for pre-kindergarten eligibility a child must be
four years of age on or before september 1st and they must meet one of these eligibilities
We added, the state added, an eighth eligibility as the child of a classroom teacher at a public or primary school.
We added 130 students in pre-kindergarten, which was eight classrooms, based on this new eligibility alone.
That's really exciting for us.
The other eligibilities we've had, and we will continue to enroll,
enroll. We have currently over 2600 children enrolled in pre-K. It is at every elementary
school. We have monolingual pre-K classrooms, 105, and then we have 40 bilingual pre-kindergarten
classrooms. It's real important to us to connect with our parents who are prospective pre-kindergarten,
parents of pre-kindergarteners. So we go out to our public libraries and we do presentations for
awareness because every student that we can capture in pre-k, we know their success in
kinder and beyond is even higher than what if they weren't accessing pre-k. We also provide
webinars to parents before enrollment so they understand the process. For many of our parents,
Pre-K is their first opportunity to engage with KDISD.
So we have English and Spanish webinars
to help folks understand what that registration process
looks like and then we post them to the website
so they're accessible.
The other part of Pre-K is just our instructional
programming.
If you've never been in a Pre-K classroom,
I encourage you to go right now,
it might look a little like controlled chaos, but as the year progresses, our littles are learning
like little sponges every day. TEA gives us the guidance through their pre-kindergarten guidelines.
They're akin to our K through 12 TEKS. We don't have TEKS in pre-K. We have guidelines because
we've got a pretty broad spectrum of experiences for our children. First and foremost is focusing
focusing on those executive functioning skills through the social and emotional development
because we know for some of our students who are coming into pre-kindergarten,
they've never been in such a structured educational environment. So we are teaching them
very base functioning skills to walk into the classroom where we put our backpack, our seat,
how we sit we sit in a square and that explicit instruction in behavior is
really the only grade level that we have guidance from TEA on we do go into the
other areas and if you haven't been again in those pre-k classrooms go in
it's amazing amazing things going on we also outreach to our parents earlier
Earlier this month, we had our pre-kindergarten Title I parent event.
We host that annually in conjunction with our Title I team.
And we did that at May Creek High School's ninth grade center this year.
I want to mention it because it was the most special event.
We tapped into our National Honor Society members at every high school, sent volunteers.
tears and when i tell you we had pre-k teachers teaching our high schoolers how to teach our
four-year-olds and their families it was the most beautiful circle of support that i've seen and
i've been here for 25 years so it was just a beautiful event our high schoolers were amazing
we will continue to grow that event to make sure our parents have access to those supplemental
and other supplemental events as well.
We also support our students who enroll
and have been placed in foster care.
There are more than 18,000 children in the state of Texas
who are in the foster care system and growing.
And so we want to make certain that when we have children
who have been placed within the foster care system
and enroll in Katy, that the barriers are removed.
We have a beautiful from TEA student success guide that is our guide on how we are legally bound to support our students in foster care, removing barriers for enrollment while ensuring that the paperwork from the Department and Family and Protective Services regarding caregivers and all of the other folks who play a hand in making sure our students in foster care are successful.
Because it is such a highly mobile student population, we're really engaged
with our campus leaders, with registrars, with counselors, to make certain that
we're trying to remove the barriers for our children in foster care. We'd love to
maintain their enrollment as long as possible while knowing some of the
circumstances are completely out of our control. But while we're here, we help
facilitate access to the services within KDISD. The final thing on foster care is
that if a child has ever been in foster care in the state of Texas they can
access post high school whether that be vocational, community college, a four-year
university free of charge at a state school. And so we want to make certain
that our students know starting in junior high that this is a feasible
option when many times they don't see that as a reality once they age out of
the foster care system so just today we did a presentation in conjunction with
our school leadership and support team to the counselors and the college and
career facilitators to make sure they also are aware and then they will start
into
individually meeting with students to give them that information to access those services.
So no matter if they leave Katy, once they do leave or if it's before graduation,
at least they're aware of what they are able to access.
And the last program we'll talk about tonight is our Pregnancy Education and Parenting Program.
Our PEP program, or that's what we call it,
was created in
in 1991.
And so it has done a phenomenal job
in its creation and development and evolvement
to really create a system of support
for our students who are pregnant or parenting,
both boys and girls.
So we wanna make sure we can help them understand
that graduation is the expectation
and that we do have supports to help them do that.
We have three facilitators at three of our high schools who serve all of our high schools as well as our junior highs.
They help our teens get assistance in obtaining appropriate services, be it with WIC, Medicaid, vital statistics.
Those entities sometimes are really hard to manage for adults, but especially for young adults who maybe never accessed some of those pieces.
It can be overwhelming, so they do get assistance there.
We also have two options for elective courses
that come under the CAIT umbrella,
and that is PSAP one and two.
We have less and less because of our graduation requirements
who access these courses, but we do wanna make sure
that we have options for students
where they do learn more about how to be a parent.
One of the pictures here that we even teach them
how to read to their children,
because we want to continue that cycle of educational importance.
We help coordinate transportation, child care, our job readiness, and counseling when and if necessary.
The last thing I'll say about the PEP program, and I have lots of faces,
and I have permission from all of these faces to share,
is that the relationships that are developed with our PEP facilitators
facilitators are really the key component in addition to so many others on their high school campuses to get them to
graduation
our teens
They need that support they they thrive for it. They want it and so with our PEP facilitators
They really go all in to develop those relationships
We also have a part of home instruction
So we could have prenatal home instruction where students go on homebound prior to delivery,
and then postpartum where we go in and deliver home instruction after baby is born.
So they have like mobile rocking chairs and they will hold baby while our students are
doing their coursework.
This is such a beautiful program.
I like to share and I have permission for sharing this.
One of our PEP facilitators was a PEP student.
So she has seen it come full circle for what the support in KDISD through PEP has afforded
her.
And then just last month in August, we had a little mom who brought her kiddo to test
at pre-K.
She was a PEP student, and now we're enrolling the kiddo in pre-K.
So for us, this is our work, our life's work to live service and support for students in
KDISD.
I'm happy to answer any questions you might have.
Thank you.
Board, any questions?
Mr. President?
Ms. Fox?
Thank you so much for your presentation.
So to start with, the PEP program is very near and dear to my heart.
I've mentored there for many years, and the successes are beautiful.
A couple of my graduates have stayed home and become stay-at-home moms.
one is a manager at a at a restaurant one is a teacher in our schools one's a
nurse and yeah and their children are in our schools it's just incredible to stay
in touch after graduation with a few of them and the things they learn and how
desperately they need a mentor right is is so beautiful just watching all of
that so I love that program and that we offer those things because as a teenager
you you don't know very much about babies and to have that you know all of
the things I won't go into it I'm doing my campus visits right now each of us is
adopted by schools and so I've gotten through part of mine already and I've
been to the pre-k rooms oh my word they're tiny but mighty oh I walked in
and I thought it was kindergarten and they're like no these are pre-k but they
were sorting things they were somewhere sitting in the circle time and going
through you know days of the week and all those they just incredible the
the, some were bilingual, some were monolingual.
Yeah, and just impressive, very impressive.
The teachers and how, we're very barely into the year
and they were just on it, you know, do this next
and then now we're moving to that and you know,
one, two, three, eyes on me, and then they say,
one, two, eyes on you.
I was like, like it was just a well-oiled machine and they were so adorable that the
principal kind of had to drag me out like she does when I go into a cafeteria.
We should go see something else now and you have to stop, you know, loving on kids.
So it's impressive the things that are happening in our classrooms.
Every time I go into a school, I see it's just miracles.
Everywhere you look, there's something happening.
and I've seen the best and I've seen the worst of what the teachers have to deal
with in some circumstances and my heart just goes out to them. My question as I'm
finished you're going to be so happy to hear that is Project Ike and Pre-K how
is that different and how many children are we serving in Project Ike right now?
That I'm going to defer to Dr. Coffey.
So, no, I'm going to let Dr. Coffey talk a little bit about those requirements.
I'm sorry.
You're good.
Project hike is different in the sense that it is not part of the, if you will, matriculation system.
That's the public school.
It is the public school because we have it with us, but you have to qualify based on
developmental disabilities and it's through a grant that we have through HHSC to provide
those services.
We would be obligated to provide those services to students who are deaf, hard of hearing,
or visually impaired between the ages of zero and three.
And then our obligation to provide disabilities as a public school entity to students with
disabilities begins at the age of three.
So, TIK is affiliated with us as one of only two districts in Texas, but it is separate
from pre-K, which is an eligibility similar to a kindergarten eligibility.
You have to be on or before September 1st, and you have to meet one of those specific
requirements.
Okay.
And then do those children go on to our pre-K program most likely?
Some do.
Some do.
Many go through ECSE, early childhood special education, and some, the disabilities are
remediated during TIK, and they enter kindergarten.
Got it.
Okay.
Okay, and how many students do we have at Tyke?
So it depends on the day, because they come in and out,
but I think right now we're running somewhere around
75 direct service this month, but every month it changes.
Thank you.
Thank you, I loved your presentation.
Thank you.
Ms. Gazel.
Thank you, Mr. President.
Thank you so much.
I can tell your passion for all of this.
It's very beautiful, particularly at the end,
what you shared the new house bull to I think you referred to it that added the
more preschoolers pre-k for for our teachers specifically yes which is great
but quite a bit more load on you correct did you say eight classrooms that are
new we did and we did have eight classrooms yes how did you manage that I
heard that space might have been a sure a little anxious about that good that it
it pass but how are we going to address the space for pre-k we're not staffed
purely for enrollment per campus we staff it kind of if you can picture
cross district where we have a number of seats available so the new units that we
added this year were only at our new elementaries opening cross and booty and
And so we're able in the summer, we've sort of take the year really in the spring to evaluate where our pre-K units are placed.
And based on trends, we try to get them in the right areas based on enrollment trends.
And so we do ship some of the pre-K units around so we can maximize it.
I mean we're almost full in the Northwest quadrant, but we have had a little bit of
space open up here and there, but we maximize the entire seats across the district.
Okay, so you were able to service the teachers who had the pre-k kids that they wanted to
enroll?
We absolutely were.
Okay, awesome.
Awesome. Then the second question I had was for the beautiful pet program. I wanted to
ask, obviously I'm sure there's laws around counseling these pregnant mothers. What are
the limitations and how do you all make sure that happens?
Parent permission to be in the pet program has to be acquired. So when the parents and
and the students are, I wanna say,
we go through kind of a pitch of what is included in PEP.
We talk about those supports with our parents
and that we talk to our counselors on our campuses,
other staff who may be appropriate,
just like any other student,
and they would access those services
just like any other student would.
Okay, right.
And the PEP teachers just help coordinate and maneuver that
because sometimes our students, you know, it's a stressful time at times.
Yes, of course.
So these are young mothers.
I'm talking about the mothers.
They're our fathers.
We do have dads.
Yeah, they've chosen to keep their child.
Yes.
Right, and we're helping them graduate through high school.
Absolutely.
So it's beautiful that we do this so well and have been doing it for a long time.
We have.
You said since 1991.
1991.
Ms. Barbara Stewart created the program at May Creek High School.
So beautiful.
Beautiful.
Then lastly, I wanted to ask with intervention as a whole,
perhaps maybe for the older high school, junior high parents,
how do you see this online education push, if you will?
I don't know if you have an opinion on that,
or pros and cons, or how it would affect all
that you're doing that's so personal and so
hands-on with our students.
So we absolutely see the continuation of what we do for PEP.
And we most certainly might have students who want to stay at home and be virtual students
in Legacy High School.
We would continue to build in those supports.
We have a subcommittee working on special program areas that we're meeting once a week
to make sure we can build in those unique areas that we don't want to lose
we would still see that connection with our pet facility our pet folks that
would not go away that would be critical absolutely okay I think that's it thank
you very much you're welcome I wanted to get some more information on the
the academic support services.
So I wanted to get a little bit more of an understanding
well on a couple different things.
These intervention strategies that we're looking at,
what are we anticipating
when we're not gonna be using STAR anymore?
We'll move to some measure,
whatever that measure is and whatever those outcomes are,
there are going to be some pieces for students
who don't meet certain thresholds.
And in our general education classroom,
if a student isn't doing well, a teacher tells us to.
They may have passed an assessment that's a mandate,
but our teachers really do identify students
who are struggling so that interventions can begin,
and we don't have to wait for that.
So what do, on those interventions,
what do our dyslexic interventions look like?
So when we have an identified dyslexic student,
we'll say like second grade,
how do we walk them through graduation
to ensure that they have reading capabilities?
So our friends in SPED cover through
specially designed instruction
and follow that dyslexia handbook.
And they really ensure that everything
everything that the students need in terms of their dyslexia services and supports are
outlined through their IEPs.
If I'm saying missing anything, just let me know, Dr. Coffey.
But those are captured within all of that data through special education.
So that's separate from our intervention strategies.
That's a completely separate deal.
That's like a 504.
Correct.
Am I understanding that correctly?
It used to live under our interventions and then with some changes in the last five
five years, that piece was moved out because we had lots of more specificity under the
special education umbrella.
Okay.
So when, before we get a 504 designation or a SPED designation for that kind of dyslexic
support, what do we do to identify dyslexia in a student or what does that look like?
Sure.
So even as early as kindergarten, there are beginning of year assessments that the state
requires us to give. Circle Kinder Progress Monitoring, which was the old
Texas Kia, is an assessment that the state requires and a piece of that is to
identify students as early as kinder who may be in need for some additional
diagnostic testing to determine whether or not they are dyslexic or have a
propensity for dyslexia. So we have as early as kinder that we're looking at
that data so we can identify it if a child has let's say they failed
kindergarten twice then we can identify something's going on oh yeah we won't
let it get that far yeah right right so we hope that we don't let it get that
far let's just for hypothetical situations say it does then we can
identify something else is going on and we need a diagnostician to come in to
to tell us what's happening.
We can identify that and then service that child
throughout their entirety of their career.
Child find straight away tells us we don't wait.
We start those referrals to get the appropriate testing.
Okay.
And then I'm stuck on it
because I wanna understand how we prevent students
from graduating high school without being able to read.
Yeah, I mean, we have to ensure that they're getting the appropriate interventions.
Sometimes our students and parents, they don't want supplemental intervention support.
That happens all the time.
We have folks who don't want assessments that are diagnostic.
but what we try to do now especially in most recently we're earlier and earlier
trying to identify early on the students who need those intervention support so
they happen earlier and we don't want to have intervention life first we want
them getting the intervention getting those skills and developing those
strategies and then being able to move on in that tier one setting okay so if
they're out of a tier one setting we'll say they're a tier where was it tier two
tier two and three tier three was the highest level of intensity so my
understanding so they're being pulled out now that's not one-on-one or that is
one-on-one it depends so at the elementary are all of our elementary
campuses have academic support teachers either in reading and math minimally
there are two per campus we utilize a formula based on economically
disadvantaged and at risk to determine those campuses who have a greater need
and so those staff members grow and yes they pull students to give them those
some may get three days a week some may get five days a week of that
intervention it looks differently at the secondary level when they're scheduled
into those classes they're getting that intervention five days a week and so we
try to make sure but it gets harder and harder as students get up in the grade
bands so you had mentioned something about the graduation requirements making
that a little bit more difficult could you speak to that a little bit more so
is that what we're requiring because there are different graduation plans
plans, we'll call it. So does that have anything to do with that, making it more difficult?
So students who struggle in reading or math by the time they get to high school don't
want to do more reading and math. So adding in a reading or math intervention course on
top of, let's say it's a ninth grader, they have English one, they have algebra one, they
they have world history and they have their electives and PE, they don't want to lose
those courses. And sometimes those courses that are electives are what keeps students
in school. So it's sort of a fine line to making sure that students are getting the
interventions they need while still they want access to our courses and rightfully so, but
that gets harder and harder.
But that whole, I guess, goal or the idea is that they're not intervention dependent
all the way through their educational career.
No.
That at some point they graduate out of that interventional need.
Absolutely.
And the longer we have students, in theory, you know, when we get students maybe who've
never had access to that, and working with our neighbors, we know we've had interventions
for years in Katy.
That's not the case everywhere.
And so sometimes our students are coming to us with larger gaps and it's incumbent upon us to try to get them to grade level.
So I guess this is kind of a thing that I want to continue to pull apart because I'm really trying to make sure that I understand this correctly.
When we're talking about interventional needs for students who are struggling to read specifically,
because that's the basis of everything that we do in an adult world is the ability to read.
So without that ability, you're pretty severely handicapped in a working world
or working environment. So I really want to understand completely. Yes, sure. We
can't force a student into an intervention course. We can make
recommendations, we can talk to parents about that access, but at the end of the
day, if it's not something that they want for their student, they don't access it.
So what if a student is accessing it, we'll just say a student's accessing it,
and one of the intervention tools, and maybe Dr. Coffey can speak to this, if
this delves into the realm of IEP and SPED and 504, you have a student who is
having an interventional need, and I don't know if this is it, to where
they're being read to, like their work, they're dyslexic or they're having
issues, and so everything is being read to them for comprehension. If that's the
the case and it's through our special education team certainly that is
something that's been discussed in that art committee so that wouldn't be just
something that we would do normally let's say at a high school level there's
got to be something and document documented need for that okay that is
agreed upon okay and generally we don't we don't do that type of accommodation
if what we are monitoring is their ability to read fluently or something
like that we do that when what we're checking is comprehension or math or
science or looking at content okay is there if that were the case with a
student is there ever an interventional or a program that graduates them out of
being read to to where we're figuring out these kind of hurdles that your
neurological capacity is making in the form of dyslexia and we're teaching you
how to overcome that we're teaching you how to I'm sure there's a way to
overcome that are we employing those methods to overcome those neurological
hurdles to actually have them be able to read so there's two things I'll say one
is there are no absolutes in special ed I can't speak in a generality like that
because we serve students with a variety of cognitive abilities and neurological
difficulties but if you're speaking specifically for dyslexia we apply
evidence-based systematic programs to ensure that students have the ability to
I'm going to use the term retrain their brains and the way that they're looking
at at language processing that to graduate into reading all children
students are gonna read with different levels of fluency all of us read with
different levels of fluency but ultimately can you read and comprehend
even if you read more slowly than I read more slowly than let's say you do can we
come out of that with comprehension that's what we're ultimately looking to
do for students we start those programs that's why we are trying to diagnose
them as early as kinder in first grade so that we can apply those heavy
interventions in elementary because you want kids to leave fifth grade with
those strong skills because you really get into heavy content starting at
junior high and then going into high school so yes we do apply those our goal
is for students to need general accommodations only that you could do
for yourself or that Google could do for you or that someone could help you with
and fuel the real world so that they are highly employable and able to live
a successful life. Right and that's exactly what we're trying to
work for. So if we have a student who's graduated our high school program with a
3.8 GPA who can't read. I would argue there might be more to that story. Well
Well, and that's what I'm trying to figure out.
I'm trying to figure that out of how do we get there
with all of these amazing programs.
I'm not trying to discount your programs at all.
Please don't feel like that.
I'm just trying to understand how we get there.
How do we get there?
How do we get to a student with a 3.8 that can't read?
A student with a 3.8 GPA graduating who can't read.
I mean, in a hypothetical situation like that,
it's hard for me to respond.
But you have to understand that there's
a variety of factors, including possibility
of modified curriculums and things like that.
So I would have to look at the individual student to be able to ascertain what occurred in that case
There's too many variables right but generally speaking our setup is to ensure that students are able to have very strong skills when they graduate
So that's kind of what I'm trying to figure it out
I'm trying to figure out are we are we teaching them how to overcome the hurdle that their neurological deficit has created?
Are we making sure that we're there able to remove that for themselves to teach them how to do these things like how to fill out a
job application absolutely how you're creating reasonable goals in light of
their unique circumstances which is consistent with with federal and state
law okay and so that and those hypothetical cases that would just be a
a one-off I would have there are no absolutes I have to die I have to dive
in and look at every kid I'm happy to do that if we had if we had a specific case
but to speak in generalities about it I'm afraid I would speak incorrectly
okay all right thank you I appreciate it absolutely machine thing yes thank you
Thank you so much for your presentation.
And I, as a person, a child that was diagnosed
as having dyslexia, did learn, and that was 100 years ago,
and so I don't know how they did it or what.
I don't know.
But it happened, and I learned, and I retrained.
And I still have little remnants of things,
but if we could do it back in the 1900s,
we could certainly do it now.
now. So I really applaud all the interventions, but I do have a couple of questions. One of
them is, well one is not a question, one is a statement I'd like to make. I'm so happy
to find out that foster care children have the opportunity to go to high school, I mean
to college in Texas, because I didn't know that and I have a heart for the foster care
care kids who get kind of turned off and let go at 18 and you know what happens to them
and are they homeless and all this and I'm so happy because I also know because I kind
of helped one of those kids one time and that child enlisted in the military so that's awesome.
The other thing is, so that was just a statement, the other thing is with the PEP program that's
so exciting and now I just have a one question of clarification do these
mostly girls well do they remain at their campus absolutely um we also have
options just like every other student sometimes students enroll in greens
Martha rains Academy rains high school and so just like any student they're
staying at the campus in which they reside or zoned or they may seek an
option like Reigns Academy to try to expedite graduation.
Right, so that's exciting.
Then the last thing I want to say, and this may not be in your department, but in the
intervention program, and I know it goes on through high school, but what about kids who
are in high school, and they may be very brilliant children, who have gotten enrolled in, let's
say an AP course that they cannot handle that AP course this is this is a
situation I know personally from because I've had a child like this and I know
friends like this and they can't get out of the AP course because there's not an
opening at the campus level for the mr. crosses looking at me as an ex high
school principal that you know in in so then you have this child now the one kid
that I know about right now they are really trying to help them I would
consider that an intervention I don't know if you would consider it an
interview absolutely for through MTSS our advanced academic kids fall within
those tiered support systems just because you're taking advanced courses
doesn't mean you don't get to access a location that is awesome because this
particular student and I know is in a course an AP course that you can't get
get out of because he was past the deadline to drop now he's not doing well
and he there's not another classroom to take and so now everyone is just seems
like they're all rallying around this student and trying to keep him afloat
you know as good as we can so I really appreciate the intervention and progress
I know it's such a hard puzzle to do because like you said you know as many
many people are in here, there's that many people, different ways that we learn and we
progress through education.
So I really appreciate this.
Thank you.
Thank you.
Mr. President?
Ms. Gazzola?
I just wanted to say thank you and a shout out especially to these mothers who let you
share their photos.
That's very brave and great and wonderful and they should be very proud.
Thank you.
It's very beautiful to see their faces.
Thank you.
Yeah, I appreciate that they let you share them.
Absolutely.
Mr. President.
Ms. Fox.
I just want to clarify, when we say we have programs at three high schools,
there are teachers at three of our high schools who have the PSAP programs there.
If pregnant students want to stay at their own high school, those teachers travel to them.
They do, absolutely.
To give service.
So you can stay at your high school or you can transfer to another high school where there is a program where you learn how to parent and how to go through the pregnancy.
Right, but we don't mandate that.
That's completely up to the student and parent.
And they get to do that.
Okay, thank you.
Thank you so much.
Sorry, last thing.
The misconception about the PEP program is that KDSD has its own child care center.
It's been there for years and years.
We don't.
we help our students find transportation and to take their their babies to
childcare and maybe offer some support there but we do not is that correct yes
have a childcare center you do not on on any KDSD campus thank you thank you so
much for highlighting all the little things that people around our district
don't even know happens many times and there is a lot of the secret sauce that
makes our district so great so thank you very much thank you we will now move on
7.3 House Bill 3 (HB 3) 5-year goals and targets for the district, elementary campuses and high school campuses report.
to item 7.3 House bill 3 five-year goals and targets for the district elementary
camp district elementary campuses and high school campuses report presenter
will be Natalie Martinez our executive director of school improvement good
evening president Redmond board members and dr. Gorg or ski tonight I will share
with you our House bill 3 board adopted goals and targets for the 2526 school
year. Let's start with the big picture. In 2015, Texas set a goal that 60% of our Texans ages 25
to 34 would have a certificate or a degree by the year 2030. This is known as a 60 by 30 Texas. It
was then recommended that two checkpoints be established within the pre-K through 12 system.
The two checkpoints landed in third grade and with our annual grads.
elementary schools will focus on early childhood literacy and mathematics at
the meets and masters level in third grade and high schools will focus on CCM
are for annual grads the KDISD school board adopted our House bill three goals
on September 23rd in 2024 plans are created for each elementary and high
school and a house bill three performance objective is included in
each campus improvement plan at these levels annual goals and targets were created for a
five-year period and today serves as our annual update and public meeting our cips and our dip
are are being finalized and we anticipate plans being on the websites in october in addition to
our annual public meeting school board members you also receive updates in your quarterly reports
throughout the year.
So let's jump into our goals and targets.
For STAR, there are four performance levels shown here on the left.
To calculate accountability, TEA uses, in STAR, approaches, meets, and masters.
To calculate House Bill 3, however, TEA uses only meets and masters.
Notice that's an entire group of children who are typically counted as a positive
that are not counted in the same way for House Bill 3.
The higher standard will of course affect the numbers that you see.
The House Bill 3 connection is to have 60% of students earning meets or masters on third grade reading and math.
To give perspective at the state level, 52% and 45% of students statewide earn these levels on the 2025 reading and math test.
additional perspective you'll see underneath that with the approaches the numbers were 78 and 70
percent typically with accountability you'll hear me talk about approaches meets and masters but
today it is only about meets and masters for additional perspective at our high schools there
there are nine indicators.
There we go.
Under the CCMR for KDISD,
students are encouraged to meet the indicator
that makes sense for their personal goals.
There is no competition between these indicators,
and it does not matter which year they earn it.
Data is pulled in their senior year.
Now, behind each indicator, there are additional rules,
but this gives you perspective on the variety of ways
students can meet this goal.
Remember the House Bill 3 connection is to have 60% of seniors meet their CCMR.
Statewide data will show you that 82% of students met the goal in 2025.
Now that you've heard about the content behind the numbers, I'll share the goals and targets.
Goals represent the aggregate student performance, all kids reported together, and targets represent
represent the student groups to support closing the achievement gap.
For reading, the percent of KDISD students who achieve meets and above on the third grade
reading star will increase from 64% to 66% by 2029.
Remember the House Bill 3 connection is to have 60%.
At the state performance, we're looking at 52%.
and in KDISD for 2025, we're at 64%.
When our goal is higher than the House Bill 3 expectation,
the internal goals will progress at a more moderate rate, shown here,
and our 2026 goal will increase by one percentage point.
All of our student groups continue to perform higher than the federal targets,
which are in red, and we zone in on our special education
and are economically disadvantaged because they are close to the federal target
and or the lowest performing student group.
Similar in math, the percent of KDISD students who achieve meets and above on third grade math
will increase from 55% to 60% by 2029.
So again, our House Bill 3 connection is to aim for 60% at the state level.
There we go.
At the state level, 45% hit that in 2025.
And for KDISD, we're sitting at 57%.
The green chart, again, represents our student groups.
And the top line shows your federal targets.
Last year, one of our groups was Hispanic, but we did meet that federal target.
So we're moving over to have a focus on special education and economically disadvantaged students again.
Again, pointing out that special ed has met that target.
In the CCMR world, the percent of KDISD annual grads who earn CCMR credit will increase from 79% to 81% by 2029.
So again, you have your HB3 connection of 60%, the state performance at 82%, and our district performance at the 83%.
The green chart again represents multiple student groups in the federal target.
KDISD is above the federal target for every student group, but we have a focus on African
American and ECD, economically disadvantaged student groups.
Both student groups have met the target, but we are still aiming to close the gap.
At this time, I'll answer any questions you may have.
Mr. President?
Ms. Champaign.
All right.
so I'm gonna you know I always I'm not gonna ask that one question I always ask
you're not I love that well okay no no you don't have to I am glad that we
understand okay I do understand yes I just don't like it but I know you know
what I'm talking about yes I'm not gonna talk about that one I'm gonna talk about
and how do you measure the CCM are the getting to the 80 the 79 percent now I'm
gonna just phrase this by saying I may know the answer to that somewhat but I
would like a further explanation and also I just want everyone else to know
because because we graduate more than that it is actually the percent of kids
who may meet one of those indicators okay so they meet one of these things
and then they are because because we'll graduate like 97% but there's a certain
percentage of them who are not at CCMR correct but it still doesn't mean that
they can't be successful correct okay that's it thanks perfect thank you mr.
president miss gazelle Thank You miss Martinez um I looked a little further
into the detailed report that I had the yes 62 page one and just at the high
level for elementary and secondary and I was curious if you could speak to and
maybe you cannot because I know you're a data collector but for the special ed I
know you mentioned they're off they met the federal target which was 26% for
elementary schools overall let's see but I look like we had a target of 44%
correct it was 34% so as curious if we could speak to that 10% gap of not
meeting our goal right for special ed sure I would say at the district level
for these it is very difficult because if you can imagine the chart that you're
looking at every campus has that chart as well and it may not be special ed
focused they may have a different focus in a different student group so while we
are mandated to make a district report I can't say that every campus has the same
goal okay so there are there just so many reasons or is there an aggregate
explanation that campuses are facing could you know right well it's gonna
depend on the population at the campus okay the 10% though it makes more sense
at the campus level and although it looks like a big number of 10% when you
put that to the raw numbers it's in divide that by our 48 schools it's
really not as much and so it makes more sense with raw numbers but again if the
the campus is not focused on special education
and they're focused on something else
and it's not contributing to this.
But overall, you will see that our numbers are going up.
And so with the eight indicators,
or the eight student groups that we saw,
in reading specifically, let me get back to that page,
of the eight student groups that we saw,
five of those student groups did increase,
two of them remained the same,
and only one of them went down.
On the math side, very similar,
five of our student groups went up one remained the same and two of them went
down right so we are seeing across the board that we are closing the gap but I
would say the the goals are really focused on at the campus level and by
the student groups that they're they're seeing their numbers low okay okay and
same with ecodisc yes excuse me on for elementary there's a 10% almost 9%
actually to be fair. It just doesn't stack up as nicely as we would like it
to because the campuses groups are different. Just seeking some color for
for maybe what's going on but. If you can imagine a little special I'd say it's
I'd say to you like if the numbers don't meet minimum size then we're not
choosing that campus for that student group right and so where it might be
show low it's not going to be used for their focus group. I will also say
campuses are juggling four different accountability systems this is one of
them and so at times we we prioritize a different system and so while every
campus has goals and targets for House Bill 3 that may not be their priority
accountability system but we work through campuses principals particularly
but then we go out to the campus as well to pull kid lists to look at individual
kids and try to really figure out how to monitor differently to benefit all kids
Okay and then thank you the targets okay what I just was curious at these with
these overall for elementary and secondary some of them had 2025 targets
listed and some didn't I was just curious was there a rhyme or reason and
the big sheet your detailed 60-day sheet they should all have 2025 and my targets
targets are you looking at a campus uh no i was looking at the summary slide maybe that's why okay
so we only put the 2026 target if that's the focus area for that year so you should see two for each
and that's should hold true for the campus as well okay i'm sorry i'm looking like uh let's see
reading okay uh kdsc targets targets uh right so that i'm looking at the 2025 line for african
american hispanic white american indian those are all blank oh because the prior year we only gave
you the two that we were focused on so that that's yeah okay the targets we will only show you the
two that we're focused on okay i got it uh then high school i was trying to read that i think it's
i don't know slide 53. it's way in the end i'm just looking at the summaries um what did i i'm
apologize i'm not sure what i what two or more mean what's percent two or two or more races
oh excuse me i don't even think about that okay and they were 10 below target or let's see
Oh, they weren't. Okay. Maybe that's all right. Okay. I'm just trying to understand. And maybe if there's color around the numbers, but I think I get it. And there are so many accountability systems. God bless them. Thank you.
You're welcome.
Mr. Preston, I have a question.
Ms. Calhoun?
If you're done, Trustee Cosella.
Sorry.
I am done.
Thank you so much.
I wanted to see, I'm going to ask the same question again.
So we're anticipating that the STAAR Test is going away.
That's apparently going to happen.
So we've got three smaller tests that are coming up.
So what are you anticipating or what is your team anticipating when we're looking forward
to these accountability ratings?
So how is that going to impact what we're looking at?
What are you looking at?
So we still have two years before that happens.
But I will say that the introduction of the MAP assessment gives us a really good idea of what's going to happen.
But we just finished our initial beginning of year MAP assessment on Monday.
Is that today?
Today's Monday, Tuesday.
We just finished that.
So looking at the data, we were sitting with C&I today to kind of comb through some of that data
and just really get what our presentations are going to look like. It's a combination of
accountability, predictability, and also instructionally sound like what do we do with the data.
So we're working on what that looks like right now. We'll start meeting with principals
on October 2nd during PLC to start fleshing out what that looks like. But the MAP test and the
way it's designed is the way the state is moving to the three assessments, with the exception of
the third test will be criterion which is like star but the first two are very similar to map
so we are really set up and in a good place to learn before it actually happens to us you asked
specifically about accountability there is a 2028 document on accountability however that will be
changed based on what was just or just signed and so tea is working through that we'll our team will
go through webinars to learn what the interpretation of that looks like and so we're on the very
beginning side of just learning what it is so we can read the statute but then
TEA is going to interpret that to tell us what we're going to do next but we're
we're sitting pretty we are in a really good spot for what that looks like and
the assessments should give us more instructionally sound information as
opposed to end of year when kids are about to leave right that's the whole
idea could you expound on and it's not on the tip of my son you alluded to that
that there are four other accountability assessments
that these campuses are having to work in.
Did I get that number correctly?
There are four accountability systems.
Right, so could you pull that apart just a little bit?
Not high level, just high level.
You don't have to go into the details.
So the one you're familiar with
is the A through F accountability system
that gives you the ratings.
Within that system, we have a federal system,
which gives us federal labels of targeted
and additional targeted.
And then we have this House Bill 3 piece as well,
which is what we taught today and finally there's one called talent which
used to talent is really it compares student groups as well the the focus
that we have is on ECD versus non ECD that's where we're focused on so within
those four systems our training with principals was to go through all four of
them and really pinpoint their strengths and where we needed to focus and then we
help prioritize within those systems where the principal needs to focus that then goes into very
student leveled information with kid list and stories behind the numbers to really figure out
how we can monitor differently doesn't matter which system they're looking at
all kids get what they need but we monitor kids differently and when we monitor kids differently
we get to the specificity of the program and make adjustments along the way that truly benefits all
kids. So regardless of what system it is, we prioritize, we get down to the kids, we
work on the program, we monitor the kids, which really benefits all kids within
the program. Okay. When you're talking about doing that and we're looking at
some of these schools that are, we'll say underperforming, that's a better way to
put it I guess, how are we pulling those schools up? I mean I know that we've got,
we have our interventions and we have all of these different tools that we're
using but what does that look like from your perspective sure so there there are schools
that we work with very specifically um we work through the effective school framework i believe
we have a presentation on that next month if i'm not mistaken to show you all the details of what
that looks like but we work with our leadership teams and by we i mean my team with cni and the
superintendents we all come together for our school specifically we meet three times in the fall
but there's a lot of work outside of that where we define their instructional
focus we create expectations working with their campus teams looking at their
their planning sessions looking at how they're delivering instruction it takes
a group effort with all central and campus leaderships together we walk the
building three times but I'll tell you there's a lot of work in between each of
those giving feedback in the fall to really zone in on the habits that need
to be shored up so that they're fully running in the right direction by springtime okay it's just
one of those things when i look at it and i'll look at like a sundown elementary versus creech
elementary these are two very very different campuses these are two very very different
socioeconomic areas very very different demographics and so when you look at the
rating the a through f rating that each school gets you're not really getting a full picture
of what's going into that school.
We're teaching all of the same things at each school, right?
But we're being graded along the same lines for each school,
but these are not the same schools.
So I just want to see how are we helping those kids,
making sure that they're getting the supports that they need,
they're getting the opportunities that they need,
that the families are getting the opportunities that they need,
that they're having all of that information disseminated to them in a way that they can
understand in a way that they can help their student achieve throughout their educational
career because again these are not all equal the idea when we go out to the campus is to figure
out the barriers and you know we have our super assistant superintendents with us and i can tell
you time and time again when we look to them to say help us and they do so it's about identifying
the barriers when we're in that meeting because we're all sitting there we can all figure it out
So we continuously start to look at the barriers.
I'll say it's not only support just on those teams, but some of the staffing is different as well.
So there are different ways that we help depending on the needs of the campus.
Okay.
Thank you.
You're welcome.
Any other questions for her?
Mr. President.
Ms. Fox.
I do.
I thought you could take a turn before I started.
Thank you so much.
I am continually impressed by your depth of knowledge and your ease of breaking it down and helping non-educators understand it.
And I have such confidence in you and your group and the CNI, which is Curriculum and Instruction Group, meeting every child where they are.
And you know them by every child in every classroom. I believe it because I've seen it.
So my question is something I doubt you can answer, but when we look at the meets and masters and the expectation of the state by 2030 to go to those numbers, knowing that it's hard to go up 1%, and they, let's look at slide 8 or 9 possibly.
I don't know where I am.
Where they're talking about
60% of third graders in reading and 52%.
But the goal, HB3, hold on, I've got it written down.
So when you're challenging all of these numbers and expecting it to be at 60% and the state level, not the KDISD level, but the state level is far below and just even going up 1% and they expect it to be there by 2030 with their goals.
I wonder how they expect us to do that with very little help from them.
whereas they gave a great increase to teachers and i am grateful to the state legislator for
the for the teacher race and and the mountain of money they invested there but until they
my opinion until they change until they fund smaller teacher student ratios this becomes
comes increasingly harder because the state numbers
of economically disadvantaged and emergent bilingual
is growing exponentially.
Exponentially is my word, right?
But it's growing and growing.
We've seen it happen in Katy,
and we're one of the highest performing districts
in the state, and we're trying, right?
We're struggling.
well we're exceeding others but
so getting rid of star is not going to be the answer
is it how are we going to i i guess you don't know the answer but
that's the thing is you can't keep piling challenges on educators and staff
and expect higher performance without changing something
and i i just don't think that we're going to get the help by the state to
get to their to their goal and then they're going to blame us that we didn't do it to be clear in
kdic we did meet that goal in reading we're almost there in math but i hear you talking bigger
picture i'm talking this state i'm talking statewide as we as we look at this i serve on the
state board of directors for education and i you know see those things i work with trustees from
from all over the state.
I was blessed to be on the Superintendent of the Year
committee to choose the Superintendent of the Year for Texas
and interviewed superintendents from 17 of the 20 regions
and seeing all of their statistics as it came through.
I just, I see those.
I see all of my bosses smiling,
so someone's going to take over.
60 by 30, that's great.
But you're gonna have to help us get there because the state of Texas children deserve to be able to do that.
They deserve that.
I just don't know how you're going to take the emergent bilingual and the economically disadvantaged children and every other child and get them to the numbers they're expecting.
So I'm grateful for the numbers KDSD has.
has I'm just I'm in my fighting for five and a half million Texas children who
attend public schools you know miss Fox I'll just add this part about the
funding which I love to talk about so much as you know we were Texas was 43 in
the nation on spending for public school funding and then after the large infusion
that you described I believe we moved to 37th in funding so a little bit of a
gain there but once again I'll just say it that I think the easy way to sum that
up is you can't be number one in public education but be number 37 in spending
it just doesn't work like that so somewhere we've got to figure out a
little bit better system however that works I would like to make a note on
that I know that you had and historically that had been true that we
were seeing a large number of emergent bilingual and bilingual students and our
numbers were growing. We're waiting for those numbers to stabilize them on the
Finance Committee, so I've seen some of this, and we haven't finalized some of
that data, but we're actually seeing a drop in enrollment from our bilingual
and emergent bilingual students by significant percentage points. When we're
looking at that is what the cost is towards our enrollment. Again, we're
waiting for that to stabilize out. We haven't been presented with that data
yet i think we were expecting to do a more ready for the public to view data on that next month
but it is interesting to note that that we are seeing some of these numbers drop so much so that
passa did give us a explanation that was in one of our friday updates labeled where have all the
students gone that outlined why we're seeing these drop in numbers and what this could do
to our data to our accountability ratings what does that look like we don't know because we're
seeing new we're seeing new trends in the data and we're seeing this start to drop and there's
a lot of reasons why that looks to be dropping but um just just a thing to note that we are
are seeing those numbers decrease and a lot of that could be attributed to
changes in immigration policy so mr. president man so as a longtime member of
this board for years dr. Gorski this might be right and really Chris Smith
may be the one who'd be able to help the most because he'd been around long as I
have the we hovered around 32 percent ed and now we're 44 about 44 economically disadvantaged for
the economic yes from 32 to 34 and it went like it didn't go 33 34 32 like that we can thank covet
for that um along with other inflation a lot of issues throwing people into economically
economically disadvantaged situations that historically they wouldn't have been, but when your dollar is worth less,
literally worthless, it throws you into an economically disadvantaged situation you otherwise wouldn't have been.
And that is directly tied to some challenges to
educational markers
for lots of reasons, right? Parents have to get another job or work longer hours, all those things, less time at home,
helping babies at home you know for when they come back for school tomorrow I
just know that teachers can't give more work harder spend more time spend more
money anything more and while I know they deserve and appreciate the raise
and it may have moved us to 37 but it didn't give us more teachers and less
students per classroom which is where the success comes and fair enough it's a
It's a fair point that you can't expect to get water from a rock.
Like you're squeezing something that has nothing left to give.
The state of Texas budget?
I'm saying what we're expecting from teachers.
We're expecting them to meet all of these expectations
and have these students perform at all of these levels.
How are you supposed to do that when we can only give them a certain amount of raise
and then their health insurance goes up and their taxes go up on their homes
and then we wonder why the economically disadvantaged statistics are shooting
through the roof and we sit here and raise our hands and it's like I got a
few I got a few reasons why I agree with you
I completely agree with you, but the state of Texas has a huge surplus of money that they didn't give to us for six years.
And then when it came time to right that ship, they gave a raise to teachers and very little to school districts to help.
So you're exactly right. We can't expect more from teachers.
We have to expect a difference from our state legislators and an emphasis on education because you're exactly right.
But if our children can't read, they cannot be successful in life.
And if our children don't get it from the fundamental early years and all the way through what we do,
we won't see increases in the CCMR, the dual credits, the CTEs, all of those college, career, and military ready.
So my thought was just to add a depth to the questions and conversation that says we are exceptional when it comes to comparing across the state.
But all of the challenges put on our educators and our system are just getting harder.
I think we're seeing that statewide.
Yes, absolutely.
Absolutely.
Some of this data that we did receive and the report that we did receive shows that this is not unique to Katy.
This is statewide.
They're seeing dips in enrollment.
They're seeing increases in economically disadvantaged households where typically you wouldn't have had that before.
Now you're having it skyrocket again, like I just said.
So this is not unique to Katy.
Everyone is feeling the squeeze.
Everyone across Houston, everyone across the state of Texas, educators all over are feeling the squeeze from everywhere.
And I don't disagree with you.
The state legislature is holding on to money.
I believe that's called theft because you should be giving that money either back to the taxpayers or back to the people that you are supposed to be giving it to.
If you said that you were going to give it to Pub Ed, then give it to Pub Ed.
If you're not, then give it back to the taxpayers because they're the ones who took it from first place that you took too much.
So I do believe that that is called that's called theft and that's on the Texas legislature
And as many things as they do right they do a couple things that I am NOT particularly happy with
So I'm not debating that what I am saying is I think there's a lot of things
But when we look at where those numbers are going
I think it's important to make sure that we're relaying those numbers correctly
And again, we haven't we haven't put all this information out there yet because it's not it's not complete
But what we're seeing is statistically the data lines are coming in and it's concerning.
Maybe my voice was on mute, but I think I said that a couple of times that as a state director, I look at the whole state and I see it so much worse everywhere else.
And I'm confident that KDSD is still the exception.
But statewide, we have to serve all Texas children.
There are five and a half million of them.
And this voice and these questions were from that lens that I serve.
Thank you.
Any other questions or comments, Board?
Thank you, Ms. Martinez.
8.1 Katy ISD Strategic Plan Result 2.3 Innovative Pathways: Personalized Learning Experiences
We'll now move on to Item 8.1, KDISD Strategic Plan Result 2.3, Innovative Pathways, Personalized Learning Experiences.
And our presenters are Leslie Hapkin and Dr. Emily Craig.
Good evening, Board President, Mr. Redman, Dr. Gorgorski, and Board of Trustees.
We are here tonight to provide a follow-up report.
If you remember back in June when we did our initial report on the Strategic Design 2.3.
And so we are in our planning stages for the upcoming school year, 26-27,
as a lot of this we need to get into place.
And that's what we're here to talk about tonight.
night so just to kind of recap from June and get everything kind of set the stage
for the discussion this is the 89th legislature did pass Senate bill 569 and
it's related to the provision of virtual education in public schools and that
public schools districts can offer a virtual high school campus or a virtual
campus and Katie I see we're electing to move forward with offering a virtual
virtual high school and we'll talk a little bit about that.
This was the map that Carrie Sanguinetti, who is director of our innovative pathways
and legacy virtual high school, created and we shared back in June to kind of give everybody
a visual of what we call the innovation complex and our innovative campuses that are out there.
And also that's where we reference with the OAC 2627 going into design with them and possibly
possibly down the road thinking about Miller too.
Little bit of history.
Oh, not a little bit of history.
There's a lot of history with where we are today.
We are in a good, good position to be able to launch a virtual high school.
There has been years of work put into place to be able to get us to where we are now,
and now it's a matter of gathering all that we are doing in different places,
whether it's at the comprehensives, whether it's during summer semester,
semester, like the last few summers, and all original credit is virtual.
But if you look at 2011, 2012, I think there's some interesting facts here.
That was the first virtual courses were launched.
Fall and spring pre-AP geometry was offered to eighth graders.
Dr. Caskey and Dr. Alani have shared that they were tasked in 2013, 2014 to present
a virtual school plan to the Board of Trustees.
and that is also the year that Canvas became our learning management system.
So we've had Canvas and virtual courses well over 10 years here in KDISD.
And then it has just been growth, and it's just some fun facts there.
In 2015-2016, KDISD was approved to do their online instructor's course
to certify future virtual teachers.
teachers. Carrie Sanguinetti was a part of that initial KBS virtual courses design along
with other team members in our division and she shows she's very proud of that fact.
Y'all went to Texas A&M to take the course and they took the course and they all became
certified instructors and they thought, well we can do this. So they just built the course
in-house and now we can certify our teachers to become online instructional virtual teachers.
So I just think that is just a great fact about our history of our virtual courses launch of power school digital registration
By Carrie Rampelli and her team in our technology department and then you see the accolades that we have since earned
so fun facts
that shows you the
growth of our virtual course offerings from the year that they launched it back in
2012 and 13 so just as recent as this past school year with the last summer
being our kind of what I would call our heavy hitter with almost 6,900 unique
students taking virtual original credit courses and upwards of almost 15,000
semester courses offered last summer alone just to kind of refresh this was
like this year is our year one of our innovative pathways introduced at our
comprehensive high schools during course selection last spring and the pathways
were introduced and so if I'm a 10th grader what are my what are my
innovative options and so we are moving into year two and getting ready for
course selection this spring for the 26-27 school year so if the question is
do we have the virtual courses to offer the stand-up of virtual high school we
do the courses on the left the instructional day virtual courses these
These are the instructional aid virtual courses for year one this year that last spring the
students could select to either take them in person or virtual during the instructional
school day.
On the right, if I can click that, this shows you our entire menu of virtual courses that
we have.
So that is a testament to the hard work and innovation and design of our team members
over the past 12 to 13 years.
So can we stand up a virtual high school?
We've got the courses and we've got the teachers.
We're going to need more teachers
and we'll have a plan for that.
So it's framing everything
and that's kind of what we wanted to share tonight.
I'm going to turn it over to Dr. Emily Craig
to kind of go through the individual pieces.
Four of the boxes are highlighted green.
We're already doing it in KDISD in some form or fashion.
and she's going to take you through each of those. The box in red, that is what we're trying to wrap
everything around, frame it so that when TEA opens up their application or their process for how
we're going to notify TEA that we are going to move forward with plans to launch a virtual high
school, this is what we're planning for and what that looks like for full-time students in district
and out of district and so also with that with Miller and rains and OAC being
out on the complex any type of innovation virtual courses things that
we need to support those three campuses with to ensure that they too can have
flexible scheduling similar to the comprehensive high schools as would they
continue to pull along with the innovative pathways we want to make sure
that we're taking care of those campuses so with that I will turn it over there
you are i'm here all right again you all know who who i am with that but as leslie mentioned
right right now and you all heard board presentation not too long ago from mr merriman
regarding raines academy which is like our hybrid campus so students attend in person but also are
working virtually on some of their coursework typically enrollment between 400 and 500 students
always a little bit less in the beginning of the year and we pick up students kind of throughout
the school year so that's one that we are already doing and i know you all have had an opportunity
to hear about all the wonderful opportunities going on with rains academy right now i'm going
to skip the next one to talk a little bit about our summer school our case at as you've heard our
summer academic term and we're talking about transitioning to talk about that as just another
summer semester so a fall semester spring semester summer semester
opportunities where students can take coursework both in person and in the
summer in their virtual opportunities you'll see in the summer of 2025 we had
over 6700 students taking over 15,000 semester courses in a virtual setting so
when we talk about can we can we sit withstand a number of students taking
virtual coursework we already have a significant number of students taking a
lot of courses in the summer as well part-time in in district and then you'll
see out of districts in red because we don't currently offer part-time
supplemental and instruction and for out of district that's another piece that's
new but our in district students who may take a tuition based virtual course
right now just for fall semester alone we have 1,600 students taking virtual
coursework in the fall so they're taking that on top of their seven periods
during their day they're taking some additional coursework that they want to
to augment their experience in Katy and then our in district vacancies and
singletons we are utilizing our virtual courses for opportunities where we might
have a teacher who may have to leave whether it's a medical leave or they
move in a hard to fill position often computer science we just had some in economics
american sign language sometimes it's hard to find a teacher for that position and we've been able to
supplement that with our virtual course offerings so that our kids still have a kdisd teacher
working with them in that virtual setting we also use it for some singleton classes that might not
be able to make on every one of our comprehensive high schools especially this year freeman is using
that quite a bit as they only have grades 9 through 11 and some of their courses they don't
have as many students yet so we're still able to offer that coursework to them through the virtual
setting with those students when we have to utilize kbs or virtual teaching right now to
supplement for a vacancy or for singleton coursework those are things that do not cost
anything for our students so that's something that we're making sure that we
can continue their robust experience here in Katy and then we do also support
Miller and OAC with virtual coursework as well continuing to expand what that
looks like with Miller so that we can increase flexibility for students going
over to those highly specialized programs at Miller in ways that we can
utilize virtual instruction for some of our coursework and as well as being able
to supplement when students may come from a comprehensive campus to OAC and
instead of making sure they don't have to lose a course they're currently
working on in some way that couldn't be offered in that particular setting
coming back to our full-time in district and out of district as Miss Hacks said
this is the only one that we're not really kind of doing in some capacity
right now and so looking at the 26-27 school year and pre-registration coming
coming in to look at what is that opportunity for students in the full-time, in-district
and out-of-district students to be a part of that.
We are looking to launch our Innovative Pathways website.
So these are some mock-ups.
They will go live in October.
So we are setting our mid-October launch date for those pieces on our website to go live.
So having a couple of different places where students and families can find information
about what those innovative pathways are so launching on this website we would
have information with our comprehensive high schools all ten of them and ways
that students can access some of that virtual coursework from their home
campuses if they choose to do so and then as well as with our innovative
campuses and primarily with our legacy virtual high school and what that might
mean for students who may want to be full-time enrollment they're thinking of
that also having a website that looks very much like our regular campuses so
that it's there listed as a virtual high school but families are easily to find
that information again October is when we are setting to have that go live with
information where families can start to find information have some FAQs on
there as well October to December is a very busy time period for us to get that
that up and going. So we'll be launching the website. We'll be hosting a series of webinars
based on questions and concerns that may come in from people asking about how they can be a part
of Legacy Virtual High School and then offering some opportunities for families to join us to be
able to answer their questions. Our communications department is working actively on marketing that
that information and as well as our adjunct virtual teacher application going live at that time as well
right now our teachers in our virtual courses are current kdisd teachers who have taken that
online instructor course as referenced earlier and so wanting to continue to expand that to
to teachers as a way that they can participate should they want to or other people who may be
working in our district and have been teachers have been a part of that
and want an opportunity to continue to be a part of virtual instruction in
January we will conduct an internal pilot with our technology finance
departments to work on pre-registration course selection payment options and all
of those things to make sure that they are seamless for a February 2nd launch
when we'll launch course selection for our students as well as registration for
for Legacy Virtual High School.
And at this time, if you have any questions,
we're happy to answer any questions you may have.
Board.
Mr. Cross.
Mr. President, thank you.
And if I'm asking questions that we're not ready to,
like we're not there yet, that's okay,
just say, not there yet.
From a standpoint of like teachers you mentioned,
thanks for sharing that, Dr. Craig,
that like we have those folks who are already certified to do virtual
instruction assuming that the this really takes off the enrollment takes
off and we need additional people you're talking about possibly even like central
administration folks could jump in and and if they wanted to do that kind of on
the side yeah we have a lot of very talented teachers who have may be
working in curriculum instruction maybe even working in administration in different areas
who have been teachers have that opportunity to spend time with kids in this environment too
that's a little bit different but it would be an adjunct position so we're looking right now
where they would have no more than three sections that they would be teaching so it would be a part
time component to that there may be some opportunities for you know we know that
sometimes teachers end up staying home if they have a baby or do other sorts of
things maybe move out of Katy want to be able to still be a part of our district
so there's some opportunities for that as well okay so we a full-time teacher
also would have the opportunity to do that as well like if they want to and
you say no more than three which I understand yeah you can't think about
but they're already doing it.
1600 students that Emily, Dr. Craig referenced,
that are in the seats,
those were what we call our eighth and ninth periods.
They get their seven,
what we call their seven free periods
that they're comprehensive.
There's about almost 1700 kids
that wanna take an eighth or ninth.
Those are being taught by other virtual instructors
that are working their regular day with KDISD
and then being paid to teach.
So it's gonna be a great incentive for our staff.
I'm a great retention tool we think and we have a lot of people that are in different positions outside of
classroom teacher that were former KBS teachers and would love to continue in that capacity is a
Like salary or stipend or whatever already been set and we're still refining with finance support
Christmas team is really looking at what is it the cost the true cost inherent with eat the teachers section of virtual
sometimes there's some hidden costs there and so we're evaluating that
because that rate the tuition and as well as what the teacher has been paid
really hasn't changed since its inception in 2012 gotcha and then I
think just one more question so from a standpoint of this virtual school will
there be a need for administrators like that serve the school like a campus
principal or campus AP or counselor you know whatever what is we anticipate
that's going to be when the TEA application notification opens in October
they're going to request that kind of information like how are you going to
stand this up what's the oversight look like so yes just as a comprehensive
you've got to have a principal and you've got to have administrators you
know there's the whole evaluation tool with the teachers there's got to be
quality control and you got to have administrators to do that sure okay
Okay, thank you so much, I appreciate it.
Mr. President.
Ms. Cuzela.
Thank you.
Thank you so much.
And I have an easier time of understanding the online ways that we educate already.
We've been doing so many different ways addressing certain needs, right?
Niche needs, summer school, rains, flexibility.
disability, the harder one for me to get my brain around is this full-time virtual student.
Just knowing that that's not always the best for certain kiddos.
So I have a lot of strange questions, or unrelated, but they all relate.
I don't know if that makes sense, but popcorn questions.
Who are we going out to market for?
Who is the student?
student, is it just any student? Are we just going to be like a regular old high school?
And are we going to try to focus this full-time virtual legacy high school for a certain student
group?
I think that the students, it goes back to that student and parent choice and what they're
looking for for their student. And we want to be able to, I guess, use the word innovate,
but also diversify how we offer instruction in KDIC so our students
don't have to go elsewhere to look if they are seeking that virtual full-time
virtual option many may not they were going to say their comprehensives where
they can take what they want in person or virtual but again it's about offering
choice for our students and our families right look at I don't know of anyone
seeking a full-time virtual high school we do have yeah we do have we do have
people ask frequently about that they would like their student to go full-time
virtual time and we don't you know we because we do have a very robust virtual
program but it's not set up to be full-time virtual so you know exactly
how many draw from the district we get the request what's that when they
withdraw from the district for whatever reason they have to leave Katy ISD they
want to graduate they want to stay here through graduation but the distance or
whatever the case may be does not make it possible okay and when you're we're
looking at teachers like we have a still have a shortage of classroom teachers
they always seem to have that so how are we gonna balance still filling that
which to me is primary but maybe not how do you do that with hiring for online
the pay it well to teach it the legacy virtual right now how the plans to
structure it it's not a full-time position it's not a full-time teaching
teaching position. It's supplemental to what their full-time position is if they work in
Katy or they may not even work for Katy but they're certified teachers whether they might
be subs or they might be teachers in other districts but they would like to apply to
be an adjunct virtual teacher, be certified to teach virtually and we build that base
because they can only teach up to three course sections per semester.
So are we recruiting differently for these online teachers? Would that be a totally different
model of recruiting we have we will be in October we'll be launching a virtual
adjunct teacher job description that does vary from your traditional teacher
who might be in the classroom with that we know that there would be some
teachers who might want to teach a full three additional courses and some that
might say I just want to do one like my life circumstance right now I just like
to do one to try that or this semester I'm a little busier I could do one next
semester i could do three and so we know that that might vary but right now our current team
that has been hosting kvs have a have a robust group of teachers um and some waiting in the
wings to continue as we need to pick up coursework so we anticipate that as we open that um job
description up and and the pool for people to be able to apply that there would be um people to
meet that need. Do you think there's a competition of just worry about filling
the classroom spots? That's mine. Are we looking at a completely different
workforce is what I'm hearing. Go ahead and jump in on that and a couple of
thoughts because I've been instrumental in helping design this. The pay structure
is going to be much different for an in-person person versus an adjunct type
professor because you're going to be paid like the colleges do per class and
per student number in a course so teachers may like the flexibility of
being a virtual teacher and like maybe take a part-time job versus a full-time
job but it will not be the same pay structure so we think that's going to be
a driver for people to either choose something different on a work-life type
balance and a reduced workload of part-time teacher versus a full-time
teacher who is more of an in-class instructor beauty of this also is if
if you're in Texas anywhere and you have a state board of ed certificate you could join this
workforce you could be a teacher in any other school district here you could be an adjunct or
a full-time professor working at a university and jump in if you have the credentials you could be
a dual credit type teacher and jump in if you have those credentials as long as you are a certified
educator in Texas you can jump into this workforce what will it generate and kind
of hard to know you know I mean across the whole state of Texas but there's a
lot of folks out there who do have certificates including retired folks who
would be able to step in and teach one or two sections and it wouldn't pack
impact their TRS like it does of going back into full-time employment so
there's a huge just it's just so many variables of the type of folks we could
we could attract if you really want to get creative on that we can take
teachers from out of the state of Texas and they could teach these courses
because there's a way through the State Board of Ed to get a one-year teaching
permit with Texas but then they'd have to convert that into a full Texas one to
continue but we could take a certified educator from another state and be able
to do this as well should that need be there interesting okay thank you and
And then I want to ask about slide seven, the instructional day virtual course listing on the left and the tuition-based virtual courses.
Can someone speak to that?
What does that mean, tuition-based?
Is this the out-of-state people or what?
It's just a list of courses.
Last spring when the students, high school students, went through course selection, for the first time,
these on the left are the courses that had course codes that they could elect to take in person or virtual,
or actually have a menu of courses that could be taught virtually during the instructional day
before they were only accessing on summer semester or those eighth and ninth periods.
We anticipate growing this menu of instructional day virtual course offerings each year.
So there will be more in school links for them to select this spring.
Okay, so that's the goal on the right.
So the wording that you use, instructional day virtual versus tuition-based, is it a wash or is there some distinction?
And the courses that are in the instructional day versus virtual courses, they're also included in the tuition-based courses.
They're ones that have been lifted from that.
there's a more expansive list for the tuition based courses that students
might take to supplement their their own coursework for maybe they want to be
able to have something availability in their schedule for something else and
they've done that they want to graduate early so we have a robust list but we'll
slowly be able to do that to bring more over into the instructional day but
they'll still be students that are taking tuition based courses that are
supplemental outside of their seven period day they're looking to take
additional courses that aren't required but they're choosing to do that outside
okay and how is the state funding for the is it allotment based or how exactly
is that going to come through it's intense as long as they're in sign our
or how are they paying the district it's different if a virtual kid right it
won't be any different according to Senate bill 569 that if you're enrolled
in a full-time virtual program these students would be enrolled with KDISD
full-time with us taking a full-time load towards graduation we get the full
ADA for those children so the full basic allotment plus any weights that would be
in there but we will get the full funding on ADA we would not get full
funding for somebody say they want to be outside our district and they only want
to take one course with us or they're even in our district but not attending
KDIC and they want one course with us that their school may not offer those
students would have to pay tuition based for that course it's the fees right fee
like I pay for summer school for my correct or the idea or you might pay a
fee with HCC to take one of their classes you know I mean like that so
their tuition base for one-offs but the great thing about this is with the new
Senate bill is if you want a full-time virtual course anywhere in Texas you can
take that with us and we'll collect the ADA and nothing more nothing less it's a
a it's a free program for those kids okay so thank you no there's gonna be
competitors then and who are our competitors I mean every Texas school
district can do this technically I realize we're ahead of the game perhaps
yeah others do this too though yeah so so right now there was a there's a
change in the law so right now there's about four in Texas that have approval
to be full-time virtual programs that have already done it that are doing it
currently.
Okay. Then they closed the door and wouldn't let any more in until this Senate bill recently passed. Now anybody can have one. So yeah, who will create one? Good question. Will there be competition out there? Absolutely. You heard Ms. Hack state that about giving our kids more choice and more personalization. If we don't create it and the kids want it from Katie, they'll go somewhere else to find it.
so yeah okay and then I'm almost done so cost is being worked up right now we
don't really know the cost of this yet I'm assuming it's it should be pretty
minimal just outsider looking in without looking at details it should be pretty
small cost probably the best way I could describe that for you about cost is I
can guarantee you that I can run a virtual high school much cheaper than a
can of brick and mortar I mean absolutely have a percent or I do not
have a percent at this time of what that would be okay okay but we'll get there
right with a percent or some idea of what this yes yes you have to once once
we have the program fully developed and we know what a course is and we know
what personnel will need some of it is a little bit of a guesstimate right now
because you're gonna add personnel as you add students so what does that look
like when you open up the door we're gonna open up our door to 1,000 kids 100
hundred kids ten thousand kids what do we open up as so the cost is gonna be
really hard to come up with a fixed cost once I know the number of students
easier to come up fixed costs sure sure sure so we don't have a target number do
we yet of what we think we're gonna open with really hard to figure out okay I
appreciate it thank you mr. champagne go ahead no you go ahead mr. president thank
thank you okay i have a couple comments to make first of all i'm a big fan carrie of your map
she told me i've been mentioning it so i just want to mention again the map is so cool
thank you for doing that and then i also wanted to talk about just just just some things the canvas
i remember when that came about and boy that was difficult years but it sounds like it's good now
my kids are out now split we finally i don't have to figure it out anymore so i'm happy
and then um the other thing i wanted to fun fact i wanted to mention was the 2015-16 again carrie
she went you went to a m or what and you learned how to do the um yeah why don't you talk about
that so the original course developers for katie virtual school were in need of a virtual
instructor certification there weren't as many opportunities at that time
places offering that so Texas A&M had a program and several of us were enrolled
and it cost about a thousand dollars a person to go through that program it was
six weeks long we took the course and I sat down with some of my co-workers and
I said you know that was a great course but I'm pretty sure we could do it
it better and of course we had some really talented um coordinators working in katie virtual school
and everyone came together and built that course and it's been running successfully ever since
lord knows we've saved a lot of money over the years as we've been able to certify our teachers
and you know without anything you know really out of pocket because katie virtual school has been
in supporting the district and any teachers that want to get certified with their online
instructor certification through that program.
So, all right.
And so can I continue on?
Because I'm wondering if that helped with, we didn't know it was coming, but with the
COVID and then we were already kind of set up for that because you've received the education
from that and then you shared your knowledge.
By the time COVID hit, when COVID hit, we had a pretty good workforce of teachers that were already infused in all of our high schools.
And so that was really helpful as that team worked with the other teachers in their schools.
And I know many of us were on Zoom sessions sometimes in the middle of the night because that's when teachers were available to get on and learn and talk.
and we threw together some essentials of virtual teaching courses pretty quickly
so that someone who had little experience in online learning could
quickly learn how to manage a classroom online and so yes I think a lot of the
success we've had in online learning was the ability to get a jumpstart with all
of that staff quickly um yes all right and then can i continue on because i wanted to say something
because i heard y'all say something about so one time i went to something and i was watching that
the average year a teacher teaches is like seven or eight years and then you start thinking okay a
teacher graduates from college and they're 22 23 add seven or eight years they're 29 30 and what's
the thing that a lot of them are women and they're probably having babies
around that time and so you can talk to these young women and you know a lot of
people don't want to go back to work because they have an infant or a young
toddler to take care of now and then they're gonna have another one so this
is really cool because maybe they're gonna be able to work part-time with
this and stay home with their little little ones for a little while and I I
I think it's such a great, as a mom, you know, and I always kind of struggled with that, you know, working, not working, whatever, when they were little.
This is such a good plan for that.
But, okay, I have two questions.
On this one that Ms. Cozzella was talking about on that page seven, I guess it was, can a student, for example, the student I was talking about earlier in a different subject matter was in that AP course,
and they want to get out could they could a student like that drop that
class and enroll in something that we're offering virtual so right now they don't
they don't cross over you know as much as going between a virtual course and an
in-person course but we do have students who are taking an AP course that see
that it's maybe not the best fit for them and may need to drop that to an
academic version still may stay in a virtual setting or in the in-person setting just like
they do right now so um but they couldn't like in other words drop the ap class that they're
taking at whatever high school and then enroll in an academic virtual class not right now okay but
that was something that maybe we could do someday but i'm looking at this and there's not that many
math classes on here math is one of the math and science are ones that our curriculum instruction
instruction team are working on. We have a plan for coursework that we already had in place with
the flexible day scheduling that Ms. Hack showed you before. We already had some courses in place
that we were planning to do prior to Senate Bill 569 and its passage, and so our curriculum
instruction team are working closely with course developers and continuing to do that, so we were
able to build out that pool. Okay, and then my last question, and this may not be an appropriate
place to ask this but it just makes me wonder about the you know how we have
that home health when children are on the long term they're homebound yes
homebound could this you know could a child instead of I guess it might still
be considered homebound but could they benefit from this the virtual school you
know some child is yeah has cancer or something you know I think there's a lot
of a lot of opportunities and and family situations and and circumstances that might necessitate a
student feeling like attending virtually is is a better option for them and that certainly may be
one the one thing i'd add to that miss champagne just so we're clear on this it's the way this is
designed right now to to kick start this is we're not going to allow kids to jump in and out of the
program from in person to virtual virtual back and forth and throughout that once you commit you're
in that for at least one semester so we can take all the coursework get through the coursework
you're in the course so you can't kind of jump in and out and drop something like kind of some
colleges allow some of that and there's some flexibility there we may be there one day but
we can't do it but when you mentioned somebody who might be on a homebound instructional program
if they're on homebound for a full semester and they know they're going to be out for the whole
semester yeah we could probably enroll them in the virtual so they could get their instruction that
that way if that works for them, but they couldn't do it.
A lot of kids are on homebound for a shorter period of time.
We wouldn't enroll them in the virtual program,
then take you out and try and match you up to the home.
It wouldn't work that way right now.
I've got a question on it.
So when I'm looking at this, I wanted to,
we're talking about tuition for these classes.
What does that price point look like?
I'm assuming that part of the allure here,
what we're trying to kind of catch someone with
is some homeschool students who maybe have left our public school system and
are looking so is that one at one is that one of the trap we're trying to
attract people in obviously through but they wouldn't be a full-time student if
they're being homeschooled right but they could take one of these classes
absolutely they would if they were still enrolled homeschool full-time homeschool
student, a charter student, a private school student, our in-district kids, the
part-time enrollment is open to all of them. And so we anticipate when we open
this to out-of-district students, let's talk out-of-district, wherever, and they
even if they're attending school districts in the Dallas-Fort Worth area
or West Texas, especially your small school districts, they may not offer all
the courses that KDISD does and they want to supplement their
graduation plan with their home district. And so that would be part of that
I think that will be very attractive, that part-time enrollment piece of it.
We anticipate perhaps that homeschool students that live in KDISD
and they're taking the homeschool route,
maybe the virtual option would interest them
and they would be interested in enrolling with us full-time.
It's interesting to note, too, that Senate Bill 569
did denote that in-district students that attend a virtual high school
can still retain student program participation at their home zone campus.
So you may be attending full-time at Legacy Virtual,
but you can still participate in whatever your student program is at your home campus.
And that's going to look a little different for our comprehensive campuses.
But when you watch the comprehensive campuses, they all have their processes.
They have kids arriving first period late arrival, second period late arrival.
So there are kids reporting at different times during the day.
day. So I know we just talked about homeschool students and KTISD and wanting to participate
in our student programs by attending Legacy Virtual full time. That would provide them
the opportunity if that is something that they wanted to do.
It was one of my questions that I was going to get to, you know, what dictates when they
have the opportunity to participate in UIL activities full time. So the pushback is going
going to be that I would anticipate. I don't know. I can't speak in that. But what I could
anticipate is you would have, let's say, a full-time student who's in high school who's
taking their part-time. So what would define part-time before I finish that? What would define
part-time? Part-time would be if you are enrolled in any school district or any type of charter,
private, or homeschool full-time. You can't be dual enrolled full-time. Okay. So let's say that
they're taking two or three classes or two classes online they're paying a tuition to us and their
parents are still paying property taxes so we're still taking in property tax money and now we're
taking in tuition rates for a part-time student who is still enrolled full-time in an educational
program so it's not like they're just taking two classes not doing anything else they're still a
full-time student they're just only part-time with us but their family resides within kdisd
so now we're taking in a separate income from that family and they they still don't get the
opportunity to participate in uil activities that's going to be a critique i anticipate that
it would be or a drawback of like well why would i if i don't get to participate anyway so why
Why wouldn't I just go to one of these other four campuses or one of these other four school districts that offer virtual academies?
And again, that goes back to parent choice and what the parent and the student would like to do.
But KDISD did innovate and now offers an opportunity to attend school full-time in KDISD and avail themselves of those opportunities.
Agreed. I'm not debating that, but I'm just, for argument's sake, we're going to pull it apart.
So we anticipate we're going to get a lot, especially when that website goes up on October 13th, they'll have a dedicated email and phone number.
We anticipate we're going to get lots of questions like that that we're going to have to take back to the table and talk through and work through because we don't know what we don't know.
Right.
So I'll revert back to what Mr. Cross led with with his first question is it's okay to say if we don't know at this time.
And ultimately that decision for the way that homeschool students interact in our UIL activities would really ultimately be on the board to decide that, to make that decision of whether we do or whether we don't allow them to do that.
And that comes up every year.
That will come up every year from now.
I guess we already made the decision.
So next year it will come up again to make a different choice.
And we can discuss it and say, looking at what we're looking at of when this becomes
available and we're seeing what those numbers look like, taking that into consideration
of saying, hey, well, what's right by our community?
Obviously you're not making that available to the entire state.
That would be ridiculous.
But within your constituency here, your taxpayers here that live within KDISD, that may be something
to look at differently.
That's not exactly my entire question.
What are those tuition price points going to look like?
We don't know. We know what we're currently offering the tuition-based courses that that
per course one-time fee to take a semester course and then there is the
pay structure we have for the virtual teachers right now. That's what's being evaluated right
now because it hasn't been adjusted or we really haven't done a deep dive into how much it's going
and just cost per course to stand up all of these courses for a large number of students.
So that's being worked on right now.
The one thing I would add to that about a price point is, and what we're evaluating,
is right now Texas operates something called TXVSN, Texas Virtual Schools Network,
which we can offer classes through that too.
A lot of school districts do for tuition-based enrollment for that course.
So we can go in right now to TXVSN, see any course that's offered through there, and see what people are charging for that course.
So we will be competitive right along with what those costs are. Right now they range per semester, I'm remembering somewhere between $300 and $500 per semester, per course.
That's what you'll get through TXVSN. We'll have to be in the same ballpark to be competitive.
Okay. The other part of that is how are you going to maintain rigor there? I know we have our teachers that are certified, but one of the critiques of not being in class, one of those critiques is, well, the rigor is not the same. The rigor is not the same as being in a classroom. So how are you maintaining that rigor?
I think that's where that administrative piece comes in and the oversight and the support
Of course and want the rigor to be there and if you think about it with the rigor
Let's use advanced placement as an example. They're gonna the advanced placement
It's the same expectation that they're going to sit for their AP exams
We want to see the same performance on those AP exams that we're seeing at our comprehensives if that's not what's happening
Then again as administrators campus administrators, that's what we address and with district support in that area
But it's oversight and it's monitoring that accountability and just the kids enrolled
at Legacy Virtual, they're going to have to demonstrate performance on their end of course
exams star as well.
So there's lots of those checkpoints too to make sure that we're holding those courses
to the same rigor that we are on the comprehensive campuses.
Okay, and then I have one last question.
On ESAs, would we be able to retain any of the ESA money?
Let's say somebody is not in school with us.
they take that ESA amount then they want to take part-time classes with us would
we then be able to take that money from an ESA standpoint use that ESA money to
purchase supplemental courses through part-time enrollment I'm not from my
understanding of what I've read on that is that if a district is my
understanding so and it's from the bill and we haven't seen a TA interpretation
of this but if a district offers an opportunity for a kid to come to school
then they can't expend the ESA because they should enroll in the public school
and get the basic allotment funding like any other kid.
That's the way that's been described.
I haven't heard of anything about kind of partially kind of breaking up your ESA.
I collect the ESA dollars and I spend them a little bit with each district or something.
I don't think that's going to be allowable.
I only ask that because, again, I'm focusing on the homeschool thing
Because I know that homeschool families have the opportunity to get some of that money from the ESAs.
They have homeschool credit.
But they obviously, if they're coming and they're doing a part-time, if they're taking a part-time class,
well, if they're going to use that ESA money, does that then prevent us from offering that to them because it's double-dipping, technically?
I think you're going to see, and now I'm speaking for, and I don't want to speak for the comptroller's office,
but all of the funding is coming through the comptroller's office.
I don't think you're going to see any system set up for which dollars flow from that system into a parent's hand and back into a public school.
It's not really designed that way from everything I've heard.
I wouldn't think so, but I wanted to ask the question so those who are listening kind of know what to anticipate.
And obviously we don't know because we don't have all those rules out.
It's going to be a bit of an unknown until we see how the comptroller puts that plan out,
It should be sometime soon because the comptroller's got to get that out for those folks who are looking for ESA well before Christmas.
Right.
Because those will start being funded for next school year.
So we should know more by Christmas about that.
Okay.
But I don't anticipate that being something we can access.
Okay.
And then one last question.
Is there any anticipation of offering like a GED thing through this?
Like if we have adults who are past 18, obviously, is there any plan for the future to offer something like that?
Kind of like what community colleges do.
Is there any anticipation of that for somebody who's like in an age range bracket to offer a GED course?
Overage, off cohort, and hasn't earned a high school diploma.
Not at this time, no.
but that's not to say that's not something we could evaluate and discuss moving forward.
All right. Thank you. I appreciate it.
Mr. President.
Ms. Cuzela.
I want to ask one more question about homeschoolers. So when we were talking about
allowing them, we had that vote to allow them to participate in extracurriculars, and this board
voted no. And there was a statement made that our coaches, I think it was mainly about coaches,
weren't in favor not sure how formalized that input was but now we're saying next
year it will be allowed these virtual students they're not homeschoolers but
these virtual students who are full-time will now be allowed in all the extra
curriculars is that correct that is correct well it was in the Senate bill a
few thoughts on that because we've heard about I mean taxpayers and funding and
money in this for us it's not about the taxpayer or the money or the funding it's about being
connected with the school and that's a big piece of what happens here so when you when you're not
connected with the school it's a real challenge to be part of a school so even somebody who enrolls
in a virtual school program will have to be connected with a school if they're playing in
uil or participating in maybe ffa or something like that to where that's their new connection
That's their home. That's the school they affiliate with and that's a big piece about being part of a school community
We want you to be fully enrolled with us in KDISD to take part in the programs
We offer all children at KDISD
So you got to remember that you also got to remember this when a student is fully enrolled with us
We exercise significant control over that student for behavior discipline grades checking on grades
grades, eligibility. When you're not enrolled with us and you're a truly homeschooled child,
which is a parent choice, and I've heard a lot about personalization and parent choice tonight,
and that's a parent choice to do that. But to just come in for one thing and we have really
no control over you. We don't know about your grades. We don't know about eligibility. We
haven't educated you. You're not part of our discipline management plan. You're not part of
our school community that's the kind of difference we're talking about here so
we do want people to be connected with Katie ISD sure it's just I hear you think
we could debate a few points there I won't do that tonight well I like that
it is a virtual student who's all of a sudden coming in I mean that's going to
be a different student that the that our coaches and extracurricular teachers are
going to need to figure out how to or one that's already enrolled at the high
school their current high school but elects the virtual option and has already maybe participated
a year in that program i mean it's going to be a mix but i do want to clarify it's not that the
coaches and the directors were opposed to homeschool students it's that it got passed
we're starting the school year and it's everything dr gregorski just shared we were not prepared or
equipped on what that looks like for students that are not enrolled with this full-time and
And to enter these programs.
And I think that was a really big swing right there.
And so, again, when y'all made the vote and then elected it as something that you can revisit year to year, this time next year we'll have way more information.
Okay.
Thank you.
Mr. President.
Ms. Fox.
I don't really have any questions.
But I just want to say that I have seen KDISD many times do something cutting edge, leading
edge to venture where no one has been and there's little opportunity to be like, oh,
let's do that.
That's working for them.
We'll jump on and all the work is done.
We do the work.
We know what the needs are.
We identify needs.
We'll do the work.
You have incredible people.
brilliant people far smarter than me and I am just so grateful my heart is about to explode
thinking of all the opportunities we're going to be able to offer to people to prepare them
for the for the future right when when we talk about when our children leave here do they have
have everything we had to offer to be successful, whatever that looks like.
And this is a beginning.
I know it'll grow.
I know it will be successful.
And I'm just so grateful.
I think about our children when they were here trying to do all the things they loved.
Our daughter would say, you're on the school board, mom.
Why do I have to do all the things I don't like so I can do all the things I do like,
which is dance and cheer and theater and music, you know, but I have to do the dumb things like math and science and read, right?
But these are the kinds of things, and our son did athletics and fine arts for seven years.
And they should have choice.
And he was able to do that, but he had to go to summer school in order to make room in his schedule to do it.
And this is really, really the opportunity that he could have, you know, had.
and I can see it being so many ways successful and I'm just grateful thank
you remember about three years ago when we voted down this idea and I think
everybody in the room was like thank you board for putting it into that at that
time and just think about how when it's the right time to move forward and very
much was against the idea of online schooling at that time but but I see
more and more how that's more of an option for kids and even seeing my own son choose
that to stay up over the summer on classes and whatnot and for the first time being able
to experience what does an AP class look like in this environment and I think it's the right
time to move forward and appreciate all the hard work that's been happening over the years
that if we would have said 10 years ago, hey, there will be a virtual high school that KDIC
could be running and then just think about the conversations of like other
districts could contract with us to teach these classes like when we do
things at our level like it could be like oh that could be a selling point
out in West any way you think maybe I'll just work for Katie I see full-time and
teach be an adjunct virtual who knows the sky's the limit but mr. Redmond I
appreciate all of you in knowledge in the history of where we why we are where
we are today with this virtual course menu of courses and a lot of the team members that were
part of this journey 10 12 years ago are still with us from dr caskey to dr elani to i see jeremy
frazier uh susan richards and uh the kbs team um carrie just keep saying i think i've come full
circle um starting so it's it's really good thing and we're it believe me we're building the plane
as we fly it but we sure have all the parts we just got to get it all put together so
mr president i love the name of it whoever did i love legacy
thank you all very much for your presentation we appreciate it
oh and the website in february when we go live it's going to have all those fabulous ai features
Right all right
9.1 Discuss and consider Board adoption of the 2025-2026 Maintenance and Operations Tax Rate and the 2025-2026 Debt Service Tax Rate.
Well now we will move on to
Discussion action nine point one discuss and consider board adoption of the 2526 maintenance and operations tax rate in the
2526 debt service tax rate
Welcome mr. Chris Smith as our presenter
You have to read the entire thing to us tonight, right
We talked about this last week.
Maintenance and operations tax rate of .7271.
Your mic is not working right now.
That sounds right.
Okay, this one's working.
Maintenance and operations tax rate of .7271 and the debt service tax rate of .39.
for a total of 1.1171.
That's the same rate as last year.
Again, the MCR is set by the Texas Education Agency,
and that includes the eight golden pennies and 3.02 copper pennies on top of that
for a total of .7271.
And it would be recommended, the motion that would need to be made if it's going to,
is it is recommended the Board of Trustees approve the property tax rate of $1.1171,
which is effectively a 1.54% increase in the tax rate,
and further recommend the Board of Trustees approve the order adopting the maintenance and operations tax rate of $0.7271 per $100 in valuation
and the interest and sinking tax rate of $0.39 per $100 in valuation for the first year.
year 2025 as reflected in the order.
Second.
That's my recommendation.
Now I'll entertain a motion.
Mr. President, I move that the property tax rate be increased by the
adoption of a tax rate of 1.1171,
which is effectively a 1.54% increase in the tax rate.
and further recommend the Board of Trustees approve the order adopting the
maintenance on operations tax rate of 0.7271
per $100 valuation in the interest and sinking tax rate of 0.39 per $100 valuation for the tax
year 2025 as reflected in the order. Second. I believe Trustee Crisella and myself both had
questions. We're going to come back to the discussion. I'm going to read this part then
we'll go. It is moved and seconded that the Board of Trustees approve the property tax rate be
increased by the adoption of a tax rate of 111.71 which is effectively a 1.54 percent increase in
the tax rate and further recommend the board of trustees approve the order adopting the maintenance
and operations tax rate of 72.71 per 100 valuation in the interest and sinking tax rate of 39 cents
per 100 valuation for the tax year 2025 as reflected in the order any discussion board yes
Ms. Cuzela.
Thank you, Mr. President.
This is the second month it's been on the agenda,
so there's plenty of time for other people to ask questions.
And I've had this question come up, and I think it's important.
I'd like to hear your words on it, Mr. Smith.
But when the budget is set,
are we setting the budget with the idea of a tax rate that we're trying to set?
The budget was built around these tax rates.
As I mentioned, the maintenance and operations tax rate, based on what our values were going
to do, are going to be offset.
Again, higher values, less state funds, it's all the same.
It all reflects the same.
So we were doing estimates until July, and in July we came to you with this is the estimated
tax rate and the budget that you're being presented today and in August was built on
the rates that we're seeing tonight.
And you had that, is that the target, right, as you build the budget?
Do you have that in the horizon of what that tax rate is?
Or is the tax rate set to what the budget is?
No, the tax rate is...
It's an approach, right?
Well, again, we know what the tax rate's going to be a year from now.
It's going to depend on what our taxable values do at the county appraisal districts.
If those go up, our state funding is going to go down.
Our tax rate could get compressed depending on what those values do.
But nonetheless, our funding is going to be based on $6,215 per student, period.
No matter if we put a nuclear plant or two in this district, the amount of money that
we will get to spend on our students is $6,215 per student, regardless.
So even though we're developing the budget and that tax rate is unknown based on what
those values are going to do, it's built around that revenue basis of $6,215 per student.
Primarily, yeah.
Okay.
Thank you for speaking to that.
Ms. Cullen?
So this is going to sound like a dumb question, so I'm sorry.
I'm sorry in advance.
when I see effectively a 1.5% increase.
That's what I hear.
That's what I'm having people ask me.
Why is it going up at all?
And you may have just explained this,
but can you do it in English in layman's terms
that somebody who's looking,
I get that we've been over this a bazillion and one times.
I understand that,
but I have to answer for this as much as anybody else does.
Well, the effective tax rate is defined as a property tax rate
that would generate the same amount of money or the same amount of revenue as it did the prior year
that's the excuse me the definition of the effective tax rate so if taxable values go up
right effective tax rate goes down what you just said if taxable values go down the effective tax
rate goes up well if you'll recall because of the homestead exemption our tax values went down
So the effective tax rate goes up.
But I will say that in a vacuum, in theory, that's what's happening.
but in the state funding again again with state funding the the effective
tax rate definition is not as important as it is for city and county governments
city and county governments aren't all set by the number of students they have
or the number of or the amount of state funding that they're going to receive so
So that is a tax term that is not as relevant for ISDs as it is for city and counties.
But tax code requires us to use that definition still.
But again, our values did go down.
And effectively, when the value goes down, your effective tax rate goes up.
Okay.
So there's not anything that we can do about that, period, dot?
There's nothing that this board can do about that.
Okay.
Again, it's all based on the state funding formulas at the state of Texas.
I appreciate you taking the time to explain it.
I know these are dumb questions.
No, they're not.
I know it's explaining it a bazillion and one times,
and it's kind of like trying to talk to a kindergartner, I'm sure.
But when I have to talk to the constituents,
and they're like, why in the world are you raising my taxes?
And I'm like, well, I can ask Chris, and he can explain it to me.
We are not raising the taxes.
We're not raising taxes.
Taxes are going to go down because the homestead exemption is going to go up,
and that's the long and short of it.
Unfortunately, we're not going to get to compress our rate this year.
Our values didn't behave that way.
But nonetheless, we're not increasing the tax rate on our people.
Thank you for your patience and your explanation.
I appreciate it.
You're welcome.
Any other questions aboard?
All right.
Mr. President, just a point of clarification.
Mr. Smith, does Mr. Redmond have to read the order?
I'm afraid so.
I'm sorry.
You have to read it, and then we'll vote.
All right, I'll read it, and then we'll vote.
In order, levying maintenance and operations tax rate and debt service tax rate for the Katy Independent School District for the tax year 2025.
Be it ordained and resolved by the Board of Trustees of the Katy Independent School District that on this day, the 22nd of September 2025,
We, the Board of Trustees of the Katy Independent School District, do hereby levy and set the tax rate on $100 valuation for this school district for the tax year 2025 of $1.1171 to be assessed and collected by the duly specified assessor and collector as follows.
flows 72 cents 71 tenths of a cent for the purposes hundreds of a cent for the purposes
of maintenance and operations and 39 cents for the purpose of payment of principal and interest
on debts such taxes are to be assessed and collected by the tax officials designated
by the district board will now proceed to vote on the screen
motion passes 6-0 we'll now move on to item 9.2 discuss and consider acceptance of donated
9.2 Discuss and consider acceptance of donated posters pursuant to Senate Bill 10.
posters pursuant to Senate bill 10 trustees last weekend we are last week we had a discussion
about Senate bill 10 and the process that we have for accepting unsolicited donations that
That discussion centered around your local board policy, CDC,
which indicates that the board itself has the final authority
to accept unsolicited gifts.
So what you have now is a motion in front of you
which will allow your superintendent as an administrator
for the district to accept those Senate Bill 10 Commandments
posters.
We're asking that they be donated at the ESC
and then we'll have them ready to put up ASAP.
But this, by taking action here, you won't have to take further action on donated items
in the future.
Mr. Graham, items that are donated will still be on donation reports in the future
and stuff.
It's just right now when they're brought in, we'll be able to put them into use and then
they'll still show up.
This is specific to posters that comply with Senate Bill 10.
All right.
Thank you.
Mr. Redman?
Ms. Champagne?
May I ask a couple questions about this?
So I want to make sure, you know, I'm not doubting anybody,
but they're going to be, someone's going to be evaluating them
because I know there's supposed to be a certain type, size, and all this.
Yes, that's why we're asking them to be donated at the ESC
so that we have a standardized process for that.
Yes.
All right.
And then I was reading the CDC policy,
And so on there it says, so I just want to be clear about this, it says that employees
are not to be asking for web-based solicitations unless they have approval from administration.
Would this be considered like if an employee was putting out there to donate the Ten Commandments?
No, I wouldn't consider that to be the same.
Okay.
Thank you.
Any other questions?
Your question made me think of a, I want to clarify what you asked, Mr. President.
So going forward, they come in next week, 10 days from now,
the names of those donors will be on the donation report that we see in October,
but they'll be already put up in the classroom?
That was your question, right?
That was my understanding, yes.
And the answer is yes?
Yes.
Okay.
So we will know who the donors are.
The public will know that too.
Yeah.
Thank you.
I have one more question, Mr. President.
Ms. Champagne.
So we get so many of these in.
How are we deciding which classrooms they're going into?
So we have a process that we've discussed internally.
We're just going to start with the lowest number classroom
instead of picking and choosing which classes.
That way at each campus we can just go room by room.
That way administrators aren't soliciting teachers.
We're not doing it piecemeal.
We're just going to do start at one end and go to the other, basically.
Any other questions?
Mr. President.
Ms. Fox.
This question is probably for Dr. Rogorski or Mr. Graham.
The law, there's a Senate Bill 10.
and the Attorney General has issued a statement to us that this is legal.
We can't not do this.
Well, we're in a difficult situation, and let me tell you why.
I explained some of this last week.
The problem that we're in is that we have 11 school districts,
10 or 11 school districts in the state of Texas, which have been enjoined.
A lawsuit was filed in federal court in San Antonio.
actually two of our neighbors to the north and south, Fort Bend and Cy Fair,
they were actually enjoined in that lawsuit from putting up these posters.
So that means that if you go to a school district in Lamar or Cy Fair, you will
not see these posters up even if the posters have been donated. That
particular enjoyment of that lawsuit was only specific to those ten districts and
not the other thousand in the state of Texas. At the same time, in the summertime,
time there was a law in the state of Louisiana which is very similar to the law in the state
of Texas. That was deemed by the Fifth Circuit to be unconstitutional on its face. So the
question then becomes when is the decision that was issued by the San Antonio Court that
it was unconstitutional and the decision by the Fifth Circuit for the Louisiana Court,
when is that going to become effective to all schools? Because I anticipate at some
At some point in time, once we put these posters up, there will be a ruling that the law is
unconstitutional and it's facing, we'll probably have to pull them down.
However, at this point in time, we did, after that particular ruling was issued in San Antonio,
the very next day the Attorney General of the State of Texas issued a quote unquote
mandate, I don't know, a letter.
He doesn't have the ability to mandate or authorize school districts to do or not do,
that says, hey, you better comply with Senate Bill 10 because it is still a valid law, which
which is exactly what KDISU is doing.
However, I will tell you that puts districts in a precarious situation
because either you putting up the posters and you could be at risk of lawsuit by the ACLU
like the other 10 or 11 school districts were enjoined,
or you could not put up the posters and then be subject to some sort of regulatory action
or some sort of suit by those that want you to put them up.
So at this point in time, we're going to accept the donations
and we're going to follow the, I guess, guidance that has been issued by our Attorney General.
But understanding that there will be a more concrete ruling on the constitutionality of this law at some point this school year likely.
Any other questions?
I was just going to clarify, it's Fort Bend ISC.
Lamar is not in the lawsuit.
Yes, Fort Bend.
It's one of our neighbors to the south.
I will entertain a motion then.
Mr. President, just a comment just to go along with what Mr. Graham was saying.
I kind of hate that we're in this spot because I feel like it's a no-win situation no matter what we do.
And I'm frustrated that this is where we are.
And once again, we heard people speak tonight.
And what do we have?
Yet again in our community, even I would say on this board, we have different opinions about all this.
And so it's just frustrating. I felt like if you know, I
Mean yes, I understand. I'm not disagreeing the laws law and you know, I feel like you
You kind of risk losing either way you go, but I guess for right now
This is the way we have to go, but it's just frustrating that here we sit yet again the next month doing the same thing
We're repeating
You know
So each, I mean, we're working against each other because we have different ideas and different thoughts about this all over, you know, sticking up posters in a classroom.
And so I just, I just, I don't know.
I hope that it's worth it, I guess is all I would say.
It's just a comment and not a, not a, it's not a judgment on either side.
So I please don't take it as that.
I'm not I'm not I'm just saying that it's frustrating that this is where we are and yet again
You know we have to set up here, and and we have to watch our community take sides and divide and it just is I?
Just hate that we're we're in this position
So towards that end I will offer a little bit of comment, and I can't tell you what the legislators idea was but
The legislature passed that law and of course the end of the legislative session was in late May or early June
It wasn't until just a week or two after that that the Fifth Circuit ruled that the Louisiana law was unconstitutional.
So perhaps if the timing would have been different, we may have had a different rule.
Senate Bill 10 may have looked different from our state legislature.
So the timing's a little bit unfortunate, and I think that's just kind of where we're at,
the timing of when we're going to put them up and when we have some solidity from the court.
Thank you. I'll entertain a motion now, Board.
Mr. President, I move that the Board of Trustees takes action to allow the administration to accept donated posters which comply with Senate Bill 10.
Second.
All right, it's moved and seconded that the Board of Trustees takes action to allow the administration to accept donated posters which comply with Senate Bill 10.
We'll now proceed to vote.
Board members, please record your vote on the screen via the keypad.
The motion passes 6-0.
10. Consent Agenda
A consent agenda shall include items that were discussed and considered at the previous work-study board meeting as well as items of a reoccurring nature.
The board shall be furnished with background material for each item.
Consent agenda items shall be grouped together into one action item.
All items shall be acted upon by one vote without separate discussion unless a board member requests that an item be withdrawn for individual considerations, be it legal and be it local.
Are there any items on tonight's agenda that board members would like to remove from the consent agenda?
Mr. President, I'd like to remove 10.3 September budget amendment.
You said 10.3?
Mr. President.
Yes, Fox.
I move the Board of Trustees approves the consent agenda for items 10.1 through 10.11,
except for item 10.3, which has been removed from the consent agenda.
Is there a second?
Second.
It is moved and seconded that the Board of Trustees approves the consent agenda for items
10.1 through 10.11, except for items 10.3, which has been removed from the consent agenda.
We'll now proceed to vote.
Board members, please record your vote on the screen via your keypad.
The motion passes 6-0.
10.3 Consider Board approval of the September 2025 budget amendments.
We'll now look at item 10.3.
Consider board approval of the September 2025 budget amendments.
Thank you, Mr. President.
You ready for me?
Go for it.
Okay.
I just wanted to clarify.
I have a question and a clarification.
So on this agenda item, which was originally introduced in August, on the August 18th agenda, work-study agenda, for this agenda item, there was the $7 million cost for the project was not on the agenda item, per se.
say. The 6% was, I do see that, and I could have read the AIA 20-some-odd cage document to see the
$7 million, so I did overlook that, but usually that cost is in the agenda item. So just hoping
that that's not an unreasonable request, that moving forward it is there, or was that on purpose?
No, ma'am. I figured you were going to ask that question. We weren't trying to be evasive.
I think the difference in this one is normally when we bring something to you guys to say how we're going to build the building or whatever it is, right?
It's usually a big list of bond programs, and all that pricing is already laid out for you.
And so we don't normally put the price of the project in there, and we didn't on this one because that's sort of normally what we do.
having said that if that's something that moving forward when we had these
kind of one-off projects it probably would have helped you understand kind of
what we were looking at in terms of just a budget overall yeah just I mean as a
simple number seven it would have been nice to see it so I'd appreciate that I
wanted to make sure there wasn't like some technical reason why I wasn't there
so thank you appreciate that and then I wanted to understand better this is me I
I don't know if there's a technical reason either or if this is like an egg before the
chicken or chicken before the egg, but we're approving a design cost for a project that
we already know the cost of the project without the design.
Can you help me out there?
So we have a cost of $7.5 million, which is the completed cost for the project.
For the construction, yes, ma'am.
That we're asking the design for.
Can you speak to that?
Right.
Right, so we have a general idea, although the design is not done yet, we haven't brought that to the board.
We have a general idea working with Zach and Dr. G kind of where we're going with square footage, right?
And then Lisa and her team and the architects will develop that budget, that initial budget, based on a cost per square foot.
And so that's kind of where that seven and a half million dollars of construction comes from a cost per square foot based on the size of the project and kind of what leadership is asking us to build.
Okay, so it's a price per square foot using what rate like a rate that we've always had from the okay.
Yeah, I don't know it off the top of my head, but it's it's it's sort of what we try to do is we try to use
A standard rate that we're getting cost per square foot
For for our facilities currently so somewhere 300 325 350 a square foot something like that
Just depends on the it depends on the project
Okay, and if we don't move forward with this then this this amount is a sunk cost
Or or we don't move forward the project. Yes, ma'am. So right so this is a partial payment to
in this case VLK, to do the work for that, to do the design work. Districts do that frequently.
They'll put together a project with an architect or firm. Chris might be able to speak to that
better than I could, but that is, it could be shelved, right? Could be. Okay. Thank you.
Yes, ma'am.
Any more questions? If not, I'll entertain a motion.
Mr. President.
Ms. Champagne.
I move that we approve 10.3, which is to consider board approval of the September 2025 budget amendments.
Is there a second?
Second by Mr. Cross.
all right is moved and seconded that we approve the board board approval of
September 2025 budget amendments will now proceed to vote on your keypad the
motion passes six to zero we now move on to item 11.1 board committee updates
11. Information Items
which we did not have any committees me between since the last meeting 11.2
TASB delegate update. So Ms. Champagne and then Ms. Fox as a board member were
our delegates at the delegate assembly this last week and I've asked them to
give us an update. Okay so we met a couple weekends ago and at the delegate
convention you know well at the delegate meeting when we approved everything the
The basic thing that we approved, the main things we approved was the adoption of proposed
changes to advocacy agenda and we changed the cornerstone principles.
And I brought the cornerstone principles with me and that is a major change that a lot of
people were wanting and anticipating and they have been consolidated and we have removed
the main thing that was important in a lot of people's minds was the last statement on that
cornerstone principles. We've removed promotion of equity, intentional eradication of systematic
racism, and the recognition of all cultures and races that have contributed to the rich history
of Texas and the United States to include support for diversity and cultural awareness initiatives
throughout the state so we have removed that and we also consolidated some of
our advocacy agenda because it's a non-legislative year so and we took out
one sentence of the admission statement
It's not even a whole statement, it's just two words.
We took out, for some reason we took out visionary leadership, but otherwise it's the same mission
statement.
But I'd also like to talk about real quick, if I may, I have some notes somewhere, but
I don't know what they are.
Oh, here they are.
at that convention we also named the superintendent of the year and Rebecca Fox is our TASB director
and she was also on the committee that helped to name that person they interviewed how many
people 20 17 this year okay and they picked Dr. Roosevelt Nivens who is our neighbor and
he's in Lamar Consolidated so we're very happy for him and if you'd like to say
some of the key points of what help what made y'all do you know what were y'all
looking for in your committee I'll try again when you're okay and then the last
thing I would like to say is that we also named this the school board of the
year as Colorado ISD and I was thinking about this I wasn't on that committee
committee that you know I read some things that TASB said about the school district and
what they were saying is that that school that that school district although it is a
small school district only 900 people in the school district which that's hard for us to
relate to but their goal is they have a common goal which is academic excellence and they
work the the board members themselves work together very well collaboratively they have
have a great superintendent and they have kind of like a team spirit about their board
and I think that what that means is that these board members listen to each other and they
they probably disagree sometimes but they are able to work through their problems but
what what makes them outstanding I think is that they had some issues in their in their
district and they got together they made a goal and then they achieved their goal together and i
think that's what made them outstanding in my opinion and i'm hoping that one day our school
board can be that way too yes you're right mrs champaign the colorado is what they call it
Colorado ISD. They, the superintendent of the year and the school board of the year have a
Sunday morning round table that we go to and they talked about how they
were independently focused and they all had their ideas and they really didn't always get along
and they did a governance program, a leadership program focused on their school district and their needs and how everyone came together and built common goals.
And it was incredible the things they could accomplish and that they have accomplished because they were focused outward instead of inward and all the things.
Maybe you could speak to it differently.
You were there.
but the going to this conference is with school administrators and school boards
so there are thousands of people there and tons of breakout sessions where you
can go and they're very well defined which things would fit our needs and
and things like that so there are lots of opportunities to learn and have some
input from other people and what you choose what could work in KDSD and it
it's it's always insightful and because I am on the State Board many many many
days of throughout the year where we meet together there are 42 of us I think
out of the 7,000 school board members in Texas more than that there are 1,000 37
seven school did maybe sometimes there are 1200 i don't know who counts but there are seven board
members for each district and there are 42 of us who make up the the state board of directors so
we're called directors and my job is to be on the committee that chooses the superintendent of the
year it's phenomenal so we take the top 20 one from each region three regions this year did not
submit someone because they didn't have someone who'd been a superintendent at
least three years so that was submitted interviewing them and hearing their
answers to the same questions we ask of every single one gives me ideas and then
I come back and tell dr. Gorski and he's like can you change committees but it
was a very difficult decision which is five finalists and then in September we
We choose the one and it was a very difficult decision because there are really great things
happening around Texas.
But Dr. Nivens, who we know from Lamar Consolidated, and they are a hyper growth district, very
much the way Katy has been for a number of years and just the kinds of things that they're
doing there.
and how he answered the questions.
He's a great leader, and I know you're great friends with him.
And the Brookshire Royal, what do we call it?
Royal.
Royal ISD superintendent.
You all work together very well,
and so it's great to have that camaraderie here.
But I've done it maybe three times,
and it's very interesting to see that and have ideas,
which I talked about one last week about the take your Chromebook with you to college.
Right?
Maybe they buy them instead of give them, but nonetheless, it was a pretty cool idea.
And the Cornerstone Principles came about because I thought about you, Mrs. Cuzela,
during our time of working through this.
Big delegate assembly, hundreds of people voting and raising the thing and vote your keypad.
Lots and lots of advocacy items.
And we voted on new cornerstone principles because as TASWI has grown, they've added things.
Like they added some value statements and then the mission statement and then they did a strategic design.
And pretty soon they were like, let's put everything together in one place, cornerstone principles.
what we're about, what we do, serving students and trustees and school districts of Texas.
So that's what it was, and you'll be able to see it.
And then in accordance with the new law, we took out that sentence.
So it's hard work, it's long work, and it's rewarding work, and it's important work.
And I know you all probably don't care about it, but I just wanted you to know,
When we're not here and y'all are busy at your jobs were out there on the weekends
And night times doing things like that to help all children in Texas. That's our focus
Thank you
Mr. President could ask a couple of scoos over go for it
so I was I'm very happy to hear that they're finally on board with the direction of the state and the nation as far as that
Dei and systemic racism being a value of of TASB. I'm glad that's gone
on I think it's irrelevant was the whole point deleted it was that what you were
saying trustee champagne and and now what you're saying trustee Fox is that
we have a cornerstone beliefs because when I went I'm searching right I've
been searching and now the TASB mission statement or statement of beliefs isn't
there anymore there's no information is that correct either it's not updated or
Or is it now, are you telling me it's now a, what did you say, cornerstone advocacy principles?
It's on the homepage.
If you go to about.
But like, I used to search for TASB mission statement, and it's not coming up with anything.
It says our mission.
If you go to about, it's all the information right there.
It's in a different place, I guess.
It's not where it used to be.
You do have to log in to see it?
No.
No?
So if you go to the far right where it says about and then click on about it's got it all right there
Well, if I don't see it, I'll let you know
Okay
Do you want me to read the question? No, it's all I'll find it if it's there
It's just I think it's in a technically different place. That's fine. I'll figure it out
And then could I I guess as a question
I don't know if this is where I could put this and this is a follow-up that I'd like to know the September
cost for TASB training
And asking for that and I'd like to know the month of September
When it's available
Perhaps it's not quite there. But if it is I'd like to know that
Mrs. Coop mr. President, please mrs. Cuzela as an answered as we talked about that
before from this table
table. The cornerstone principles were adopted by the TASB delegate assembly on September 13th, 2025. The things that we've been talking about as a board of directors for a year, almost a year, could not be changed because we're member owned and the members have to vote. And it's in the bylaws that we couldn't change it, but they did suspend it from the website, like I mentioned. And then the cornerstone principles were adopted by the TASB delegate assembly on September 13th, 2025.
principles are here and it's things like every texas student deserves an excellent education
and a safe supportive learning environment local nonpartisan school boards are essential to strong
public schools and communities texas public schools are a smart investment in our state's
futures students succeed when school leaders parents educators and community members work
together closing achievement gaps these are the kinds of things that are the cornerstone
on principles that you'll be able to read there more there under the about
thinking you're welcome then miss madam secretary did we capture any requests
from the board well not until the very end and now miss
Cuzzola would like to see the expensive TASB and this is just for the board
members and not for risk management sure yeah board member training then if we
we have that then we will have a work study on Monday October 20th 2025 there
12. Future Meetings
will be a regular board meeting on Monday October 27th 2025 the board will
13. Closed Meeting
now convene and close meeting is authorized under section 551.001 of the
Texas government code for the following purposes Texas government code 551 0821
and 551.074 it's necessary for everyone to please clear this room as the board
will convene and close meeting in this room or it'll take a short recess and
We'll meet back here in 10 minutes.
14. Reconvene from Closed Meeting
The board will now reconvene in open meeting.
Today is Monday, September 22, 2025, and the time is 10.09 p.m.
The board heard a level 3 FNG grievance, 24-088 and 24-092,
combined pursuant to KDIC school district policy FNG legal and FNG local
regarding parents student grievances and closed meeting in accordance with
chapter 551 of the Texas government code any action regarding this matter must be
taken in open meeting do I have a motion for the level 3 FNG grievance I mr.
Mr. President?
Yes.
I move that the Board of Trustees denies the Level 3 FNG grievance in FNG 24-088 and 24-092 combined,
thereby upholding the decision of the Level 1 and Level 2 hearing officer.
Second.
All right.
We have a motion to deny Level 3 FNG grievance.
We'll now proceed to vote on the keypad.
An aye vote is to affirm that we are denying the grievance.
And the motion passes 6-0.
There being no further business before the board, the meeting is adjourned.
The time is 10-11 p.m.
Official documents
Motions and votes
Recorded actions
The motions and votes for this meeting have not been recorded here yet. Whether any were taken is not stated either way. The agenda and the recording above are the primary sources.