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, March 30, 2026
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In this meeting
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- 0:05 to 11:19 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.
- 11:19 to 24:47 3. Recognitions
- 24:47 to 50:32 4. Public Comment/Citizen Participation
- 50:32 to 50:52 5. Closed Meeting
- 50:52 to 53:13 6. Reconvene from Closed Meeting – The Board will reconvene from Closed Meeting.
- 53:13 to 1:20:48 7.1 Measures of Academic Progress (MAP - NWEA)
- 1:20:48 to 1:21:56 8.1 Discuss and consider a resolution supporting the free exercise of religion in Katy ISD schools.
- 1:21:56 to 1:23:41 9. Consent Agenda
- 1:23:41 to 1:23:55 10. Information Items
- 1:23:55 to 1:24:05 11. Future Meetings
- 1:24:05 to 1:24:30 12. Closed Meeting
- 1:24:30 to 1:25:36 13. Reconvene from Closed Meeting
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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, March 30, 2026, and the time is 5 o'clock p.m.
Dr. Grogorski, will you verify that we are in compliance with the provisions of the Texas Open Meetings Act with regard to notice for this meeting?
I do confirm we are in compliance with the provisions of the Texas Open Meeting Act for our meeting tonight.
Let's move on to the Pledge of Allegiance.
Pledge of Allegiance, you bet.
So we have a special guest who's going to come up and lead us in the Pledge of Allegiance,
and that is Hannah Vogelsberg, fifth grader from Kilpatrick.
Principal is out there, Jessica Estes.
Parents, Nicole and Peter Vogelsberg and sister Heidi.
Hannah is a black belt in Taekwondo.
She also loves art and even won an art award last year.
Painting is her favorite type of art.
She has shared that her family enjoys reading together and she has a cat named
Lavender. Hannah's favorite subjects are science and art and from Mrs. Wasserman,
art teacher, Hannah is a very talented artist who works consistently to grow
her skills. She is committed to making each work of art the best it can be. And
from Miss Sinosik, fifth grade teacher, Hannah is a true bright light in our
school community. Her kindness, thoughtfulness, and willingness to help
others make a difference every single day. She approaches learning and
enthusiasm, treats everyone with patience and respect, and consistently brings joy
with her positive spirit and warm smile. She represents our school with
excellence, compassion, and genuine heart for others. But before we bring up our
pledge leader, I want to also introduce over on my left here you'll see the
Adams Junior High Band or some members of that band who will be performing our
national anthem tonight principals mark campworth music director randallin holdford and with us
tonight students shisi hung isabel tompkins caitlyn liu ryan ramirez isabel andrade johan manuel
enrique abru and gianna lowen in a quote from the music director these students are members of the
Adams Junior High Honor Band. They are some of the best of the Adams Vikings Band program as musicians,
leaders, students, and future outstanding citizens. So let's go ahead and begin with
our Pledge of Allegiance and then we'll hear from Adams Junior High.
I pledge allegiance to the flag of the United States of America and to the republic for which
it stands, one nation under God, indivisible, with liberty and justice for all. Honor the Texas flag.
I pledge allegiance to Thee, Texas, one state under God, one and indivisible.
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© BF-WATCH TV 2021
© BF-WATCH TV 2021
© BF-WATCH TV 2021
© BF-WATCH TV 2021
Good evening, President Redmond, board members, and Superintendent Gregorski.
My name is Hannah Vogelsberg. I have been a student at Kilpatrick Elementary since kindergarten.
I have had many great memories and made many great friends at OKE and I have learned so much.
When I first came to school in kindergarten, I thought I wouldn't make any friends,
but when I walked into my classroom, a bunch of people greeted me and I made lots of friends.
My best friends have been Ayla, Eileen, Nora, and Juliana.
We especially love playing tag at recess and playing ga-ga ball.
My favorite grade so far has been fifth grade because I really like my teacher, Ms. Sanosik.
She's always kind and hugs me in the morning when I walk into class.
She has taught me science in ways that always make it fun and easy to understand.
The many teachers that I have had at OKE have helped me through hard times and
hard tests. They also make it fun. There have been many opportunities to learn
and grow at OKE. In my time here, I have also won awards for my art. In fourth
grade, I won an award for getting first place in the school and tenth place in
the district for my art. I also worked hard on getting the opportunity to have
my art on the yearbook cover. Although I didn't get the front cover, I still got to be one of the back.
Other memorable moments include choir and delivering singing valentines,
reading to my sister's class, going on field trips to museums, fishing and theater, Eureka
Science Days with my mom, and going to the Koala Glow dance party with my family. I also really
like the person I am becoming. I have learned to not give up and persevere. Being in class with
lots of different types of students has helped me have possibilities of who I could become.
OKE has taught me to be a hard worker and that learning is very important. Because of the
experiences at OKE, I feel ready for and I am looking forward to junior high. I'm excited to
be here. It is a new experience and it is an honor to be here tonight. Thank you for this opportunity.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
And, you know, I think it's a good idea to do that.
And, you know, I think it's a good idea to do that.
Thank you.
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Thank you.
Thank you.
Thank you.
Thank you.
3. Recognitions
so at this time i'd like to introduce uh brandon webb director of communications for the
recognitions portion of our meeting tonight. Good evening President Redmond,
Trustees, and Superintendent Grogorski. Each year the University Interscholastic
League holds a film competition for high school students. Hundreds of entries are
submitted across four categories with the top six entries invited to Austin.
have their films shown at the UIL Young Filmmakers Festival.
This year, two juniors from Seven Lakes High School were named state champions.
Tonight we are so proud to recognize Sophia Marais and Bianca Salinas, who earned gold
in the traditional animation category with their entry, Together or Not.
With Sophia, Bianca, their teacher, Mr. Jay Kolkman, and Seven Lakes principal, Carrie
Finison please come forward
Thank you.
Thank you.
Congratulations, Principal Finneson, and also to Sophia and Bianca.
Now, I'd like to introduce Coach Lance Carter, Executive Director of Athletics, for our next recognition.
Coach Carter.
Good evening, President Redmond, Trustees, Superintendent Gorski.
Tonight we are recognizing two very special state champions that traveled two very different
paths, one of dominance and one of resiliency.
Our first recognition tonight is Miss Emily Beltran.
Miss Emily Beltran from Katy High School closed her high school career by winning her second
consecutive state championship in the 105 weight class and finishing as the female wrestler
with the most wins in Katy High School history.
Street. She graduated with an impressive record of 76 and 28. What's more
impressive over the past two years, she was 97 and oh, the undefeated two time
state champion. At this time, I'd like to ask Emily her coaches of any low
Julie Staton, Joel Kruger, Dr Rick Hall, Katie High School principal and Justin
Landers, the assistant athletic director over wrestling to please come
forth.
Thank you.
Thank you.
Thank you.
Thank you.
There's a big sigh of relief going all across the state of Texas now that Emily is graduating and no longer dominating.
I promise you.
Our next recipient, Ms. Stephanie Lopez.
Stephanie is an incredible testament to resiliency.
She is a junior at May Creek High School.
She had relentless discipline and work ethic on the wrestling mat and delivered it at the most impromptu time in her career.
Stephanie is a testament to her resiliency.
This is what's special about Stephanie.
I mean, it's given me chills just to think about it.
Stephanie was not our district champion.
She was not our regional champion.
champion. Stephanie ran through the state championship and went undefeated
and won the state championship. She
at this year's state meet. She defeated a longtime rival after seven
consecutive losses to her
to claim her first state title in the 1 15 pound class as a as a junior.
Stephanie won the Cy Fair tournament when was named most outstanding wrestler at the Spartan Hall of Fame in 226 and 2026 and she led her team in pins, wins and points for the season.
And she is on pace to set the school record for career wins and career points in total.
Now with Stephanie, her coaches Josh Aiden, Russell Cup and May Creek principal Lizzie Herring and athletic coordinator Mike Arabonglo and Justin Landers, please come forward.
And Rochelle Harris. I did not see Rochelle come in.
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Congratulations to these young athletes on their outstanding accomplishments.
This concludes our recognition portion for this evening's meeting.
I'll now hand it over to President Redmond for the Tompkins High School recognition.
Thank you, Mr. Webb.
Tonight, as many of you are aware, our trustees this year have started a tradition of recognizing each of our 10 high schools at a board meeting.
And you can see that we're wearing crimson and navy tonight in honor of Tompkins High School and the impressive achievements that Tompkins has made.
trustee mr. cross James cross fulfills the important role as the KDI Steve
board liaison for Tompkins high school and I welcome here him to share a few
words tonight let me try that again thank you so much president Redmond I
want to recognize the educators coaches fine arts and other staff who helped
build Tompkins High School's legacy who are with us tonight. Opening in 2013, which
really feels like yesterday, Tompkins High School embraces the
characteristics of its namesake, educator Obra D. Tompkins, who dedicated 35 years
of service to Katy schools. The Falcons have quickly established a reputation
for both academic excellence and well-rounded student achievement. The
The campus has earned accolades such as the College Board's AP School Honor Roll and the AP Access Award, reflecting strong performance in advanced coursework and a commitment to expanding opportunity.
It also consistently earns high state accountability ratings and ranks among the top public high schools in Texas by niche.
Beyond academics, Tompkins stands out for success in athletics and fine arts.
Students have earned district-wide honors like KDISD athlete of the year and achieved state-level success in sports including volleyball, track, and tennis.
Its fine arts programs are also highly regarded, receiving recognition such as TMEA Honor Symphony Orchestra, multiple All-State musicians, and strong representation at the Houston Livestock Arts Show.
The Tompkins High School alma mater speaks volumes about the school's spirit and campus values.
It reads,
Stand for honor and for glory.
Speak with wisdom and for truth.
Forging a future we will fight, crimson, navy, and white.
Let's give our educators and staff here tonight a hearty round of applause.
And if we could, if you're here representing Tompkins High School,
if you come up here to the front and take a picture with the board please
Prince, why don't you give it a sit?
Prince, why don't you give it a sit?
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Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Do we have any scouts in the audience tonight?
I don't see any scouts.
If we do, raise your hand.
Oh, we do have one.
Would you like to come forward and share with us what troop you're in, what school you go to,
and any badges that you're working on right now?
Right here where the microphone is.
There you go.
Perfect.
I'm in Adam Junior High, and I'm in Troop 1103.
three and I need this board meeting for a merit badge all right which for which
merit badge communications communications all right and what was your
name Rishi good to meet you thank you for coming tonight hopefully you learn a
lot thank you thank you all right I don't know that I had the confidence as
a sixth grader and are you in sixth grade or seventh grade seven okay as a sixth grader in
boy scouts i don't know that i would have the confidence to stand up in front of all these
people and share that so you're doing a good job thank you so tonight we will now move on to our
4. Public Comment/Citizen Participation
public comment section of our board meeting and so at this time the board of trustees will give
members of the public an opportunity to speak in accordance with kdisd board policy bed local
As defined by board policy, speakers who signed up by 2 p.m. on Monday, March 30th, 2026 will be allowed to address the board.
Speakers who signed up to speak on posted agenda items will be allowed three minutes to speak.
A total of 30 minutes is allotted for open forum non-agenda items with the time divided evenly among speakers.
The maximum time allowed for any speaker is three minutes.
Speakers who signed up to speak on posted agenda items will be allowed three minutes to speak.
speak. Speakers who signed up to speak on non-agenda items will be limited to the first
20 speakers. Tonight, speakers signed up to speak on non-agenda items will be allowed
three minutes to speak. If a speaker is not finished speaking at the end of their allotted
time, their audio will turn off. If speakers wish to share written material with the Board,
please provide 10 copies to the Secretary of Board Services. Before the meeting begins,
for board members the superintendent the chief communications officer in
permanent records if a speaker is not attempted to solve a matter
administratively through proper channels as stated in board policy the presiding
officers as a knee shall advise the speaker to seek resolution through the
appropriate policy finally pursuant to Texas government code sections five five
one zero seven four and five five one zero eight two one the board will not
permit the presentation of personally identifiable information regarding a
student and will not discuss the appointment, employment, evaluation, reassignment, duties,
discipline, or dismissal of a public officer or employee, or to hear a complaint or charge
against an officer or an employee. Should a speaker wish to address one of these issues,
they must do so through the appropriate local grievance policies, FNG local, DGBA local, CKE
local or GF local our speakers speakers will be called forward in the order they
signed up to speak we'll start with agenda items and then we'll move on to
non agenda items we have one agenda item speaker tonight and that is Jesus Nieto
sir Jesus that'll be followed by miss diva
balisarba mania welcome hello good evening good evening trustees could it
mean superintendent Korsky my name is Jesus Nieto I'm running for
Katie I see school board trustee position 5 and I'm here to speak on
agenda item 8.1 and quite frankly I am very frustrated that we are now on our
third board meeting discussing this resolution not only has this taken far too long but it reflects a
larger issue that our community is already noticing as reported by the houston chronicle
this board has spent the majority of its time focused on conflict rather than student outcomes
only about 20 to 35 percent of meeting time is actually spent on what matters most to our
students that should concern every single one of us in this room and out of this room because while
While we continue to revisit this resolution again and again, our district is facing real
urgent challenges that are being pushed to the side.
Where is the urgency when it comes to teacher planning time?
Our educators are overwhelmed and stretched thin.
Where is the urgency on educator pay?
We are at risk of losing great teachers because they simply cannot afford to stay.
Where is the urgency on rising insurance costs that impact every educator and their family?
And where is the urgency on student safety, especially as I continue to hear consistent stories from the community about bullying happening on school buses and parents having to pull their student off the bus?
These are not abstract issues. These are real problems affecting real students and staff every single day.
Let me be clear. The free exercise of religion is already protected constitutionally.
Students in KDIC already have the ability to pray and express their beliefs voluntarily.
So again, I ask, why are we spending this much time on something that is already protected, while the core needs of our district go unmet?
Our community is watching. They are asking for leadership that prioritizes students, supports educators, and addresses the real challenges inside our classroom, not prolonged debates that take up precious board time.
I urge this board to refocus your time your energy and your priorities on the issues that will actually improve our student outcomes
And strength our schools because at the end of the day that is exactly what the community elected you to do
Thank you for your time
Thank you
Next will be miss Deva followed by a hahn Muhammad
Good evening
Good evening members of the board.
My name is Steva Balasubramanian and I'm an eighth grader at Cinco Reyes Junior High.
I'm here today to request the approval of Tamil as a world language for credit.
I come from a Tamil speaking family and Tamil has been a part of my life for as long as
Thank you.
I can remember. It's a language I hear when my parents call me to dinner, the language my
grandparents used to tell me stories, and the language that ties me to a culture spanning over
two millennia. I've been learning it since I was little, and for several years I've continued
studying it every week through the greater Houston Thumbel schools. Growing up, I believed that
bilinguality was something to be proud of, something that would be recognized when I reached junior
high and high school. I watched other students earn credit for languages they spoke and assumed
the same would happen for me. But when I learned that KDIC does not recognize Thumbel for credit,
it felt like a door quietly closing in front of me. It didn't matter how many
years I'd studied, how many exams I'd taken, or how much work I put in. My
language, something so central to who I am, simply didn't count. And that
realization hurt, not because of the missing credit, but because of what it
meant. It made me feel like my effort, my history, and my culture were invisible in
the district I call home. It made me feel like I had to leave a part of myself at
the door just to fit into the system. But this goes beyond personal feelings.
It overlooks the TEA-aligned, Cognia-accredited curriculum I've committed to and the work I've done to prepare for the Avant Prevention exam.
It impacts my GPA and places an extra academic burden on me that students of other languages don't face.
And more than anything, it sends a message, even if unintentionally, that Tamil and the students who speak it are not fully recognized here.
I'm not standing here just for myself.
myself. There are more than 450 Tamil students in Katy ISD, each hoping that the district
they belong to will acknowledge them. I created a petition to share our voices and nearly
600 people support this. Tamil is the 17th most spoken language globally and one of the
oldest living languages. And here in Katy, our Tamil community is deeply rooted in our
homes, festivals, classrooms, and lives. Recognizing Tamil isn't difficult. Other Texas districts,
including Houston ISD already approved the same accredited program and exam we
use after a thorough review aligned with state guidelines everything needed is in
place what's missing is a vote to say yes all we are asking for is fairness
for the district we love to recognize the students who bring this language
culture and history into its classrooms every day on behalf of myself and the
hundreds of Tamil speaking students in KDISD I respectfully ask you to approve
Tamil as a world language for credit it is a fair thing to do the right thing to
to do and it reflects the diverse vibrant community that makes this
district so special thank you for considering a change that would truly
make a difference for students like me thank you
I'm Muhammad followed by Rob Bailey
good evening superintendent dr. Gagorski president Redmond members of the board
My name is Zahan Muhammad and I serve as the class of 2029 secretary at Cinco Ranch High School.
I stand here today not only representing the freshman class, but the entire campus regarding the closure of the German program at Cinco Ranch, as well as that of Katy High School.
This decision has created immediate and disastrous consequences for students.
Many of us have built multi-year academic plans around German and its removal disrupts graduation requirements, course pathways, and long-term goals.
Not only does it mess up schedules, it hinders opportunities just the same.
Cinco has the largest German program in the entirety of KDISD. Over the past
three years alone, 11 students from Cinco have traveled to Germany through a
variety of exchange programs, many on full scholarships. We've hosted nine
German students here in return, four of whom are on campus right now. This summer
multiple students from Cinco will attend a fully funded internship program in
Berlin. Without the German course, these programs will no longer be available for
students passionate about their education and future. Our program has
also brought recognition to kdisd in 2024 cinco ranch was featured on the news in germany for
participation in the internationally renowned erismus program additionally in competitions
like the texas state german contest we have placed top three in the state in 14 different events just
this year alone these competitions serve as a manifestation for the intangible in of the
intentional culture of heritage of german and german-speaking people in texas programs like
like the one at Cinco, give students a way to greater their understanding and history
of culture within Texas and help students better understand the environment in which
they live. Beyond educational benefits, German is also one of the most important languages
for career and professional opportunity. German is one of the most widely used languages in
science, business, and global industry. With over 5,000 German companies in the United
States, a working knowledge of German can bring some of the strongest career advantages
and salary bonuses among foreign languages. According to The Economist, German speakers
can expect a 3.8% increase in earnings over the course of their employment,
more than any other foreign language analyzed. Closing a program like this
will have ramifications for the community and people are noticing. Rice
University and the University of Houston have already reached out and sent emails
to members of the board, Dr. Grigorski, and the principals of both KD and
Sinko regarding this decision to shut down the German program. There are even
qualified applicants who are willing to fill the position. So I ask you this, if
If the district's mission is to provide students with the best possible education opportunities,
why are we eliminating one of the programs that does exactly this?
Closing the German program doesn't just remove a class.
It takes away scholarships, global experiences, and futures.
I urge you to reconsider the removal of this position in order to ensure that students, present and future,
can continue to benefit from the opportunities available in KDISD.
Thank you.
Thank you.
Next will be Rob Bailey followed by Tana Weiss.
If I knew that I was going to have to follow those two, I would have skipped out.
I'm a second career teacher and started teaching when I fell in love with special education, especially those with autism.
I've come to support something that was talked about several months ago, but I'm just now
able to do it tonight, and that's in the support of paraprofessional races.
Eight years ago when I got into teaching, I was blessed and honored to be Rookie Teacher
of the Year, and this year I was blessed and honored to be Teacher of the Year.
I can't do that in a special education setting without the support of
paraprofessionals. Now in my old business of being a financial advisor we used to
say money talks and other things walk and I know that this is a big ask when
we might not be running a surplus but I would personally be willing to give up
any future increase for my paras to have an increase. Now I don't know how things
work and I don't even pretend to but maybe somewhere down the road you could
say those who make X amount and above sit out a year and those who make X
amount below get a raise. If that can't happen maybe somebody can crunch some
numbers and give a morale boost and maybe give our paraprofessionals either
a free lunch each day or a free breakfast. That's not much and if that
That can't happen.
Perhaps this board can make targeted efforts
to reach out to our paras, have them here, go see them.
I've gone through countless KDISD Facebook posts
and I rarely, and I'll probably miss some,
I have rarely seen where our SPED paraprofessionals
have ever been recognized.
Thank y'all.
Thank you.
Tana Weiss, followed by Jennifer Jesse.
Good evening.
Dr. Grigorski, President Redmond and Board.
42 days.
That is how many days are left in the terms of Ms. Calhoun, Ms. Teamee, and Ms. Cozella.
That is how many days we have to listen to them politicize our district, put our students and staff at the bottom of the lists, and pull agenda items to micromanage them to fit their political goals.
My name is Tana Weiss, and I'd like to highlight the Leftovers' Greatest Hits.
In their three years of service, hundreds of books have sat in warehouses.
Newly purchased books, books that Ms. Cozella deemed pornographic filth while calling our librarians groomers, while insulting our staff and questioning expenses.
How much money was spent on books that our students are not allowed to read?
As you declare yourself the person in the room who just likes to save money.
Ms. Calhoun has posted pictures of herself with firearms and peeps on her KDISD Facebook page.
Wanted to know the actual count of how many illegals we serve.
And made pretty much every person in this room gasp at her behavior toward both our staff and her fellow board members.
Oh, and really objected to a book called Itty Bitty Kitty Corn, because I don't know why.
Ms. Teamey has reminded us over and over that she was a teacher,
and all her friends have called or texted her, anonymously of course,
to let her know the outrageous acts that happen in schools,
and how awful it is to be someone who pays property taxes but not have kids in our schools.
You and Ms. Calhoun know about this.
You have banned teacher questionnaires that ask for student pronouns,
Banned bathroom use for certain populations that in actuality is less than 1%.
And banned more books than any parent in this district realizes.
All while demonizing and demoralizing every staff member in the room.
And making sure that Dr. G lived through the most ridiculous thing he's ever seen in his entire educational career.
Bravo.
I bring these things up because the Quad's policies are still in place.
The book banning, the pronoun and preferred name banning, the bathroom banning.
They came in literal guns blazing and put students and staff in the crosshairs.
No concern for anyone who didn't look like them, think like them, parent like them, worship like them.
Political agendas at the forefront of all of their decisions and declarations.
It's time to look ahead folks, 42 days.
I look forward to this board restoring dignity to all students, trusting all our staff, paying
them all a living wage, and making sure that success for every student is at the heart
of each decision and policy that is made after May 11th.
Thank you.
Thank you.
Jennifer Jesse.
Thank you, Jesse.
Jennifer here.
If the Board would allow or would like, we've heard a couple of folks speak about some languages.
Perhaps we could clarify some of that information for our community tonight about what's happening with German
or what might be happening with new languages that could start and if the
board would like that I could share some of that information tonight this act
once you talk a little bit about the German program and what's happening
there yes sir I'd be happy to share about the German program first this one
to clarify there is no intent on behalf of the district to close any type of
language program or any program and staffing is based on students course
course selections, what they request in School Links the spring before the next school year.
When those requests are put in, the campus principal together with the staff must evaluate
the course request and where the student's interests lie, and that's what builds out
the master schedule.
In the event that the course requests do not merit a full-time teacher, sometimes they
will employ a part-time in working that out with HR, but even then, sometimes there are
not enough course requests to sustain a full or part-time teacher in regards to
German that is something that over the course of the past few years fewer and
fewer students have been requesting to take that foreign language as a result
we have five campuses of the ten that don't do no longer offer German the
course request just didn't sustain keeping a teacher plus it's very
difficult to hire teachers but they if the course requests are there they will
hire one specific to the campus that the student was referencing and just wrote a
great thing about how well the kids enjoyed that program unfortunately that
teacher is retiring we have two German teachers that are retiring and therefore
that will leave three teachers full-time German across the district and we do
work with those teachers to support students at Cinco and Katy high school
that want to finish out year two year three and year four of their foreign language program which
is what we have done with other foreign languages when maybe there was a teacher minus at one of the
campuses legacy virtual can support it we've done it before with asl with french with spanish when
we've had vacancies and we will certainly make sure we support the students at cinco ranch high
school and Katy high school.
Ms. Heck, would it still be possible at Cinco Ranch, and I don't mean for you to speak for
the principal, but they could still have a German club and still do German activities
and things like that?
Absolutely.
Dr. Williams has communicated that information.
Their German student club is very robust.
They do some amazing things and she is prepared to continue to support that.
Excellent.
And then, Dr. Bell, if you wouldn't mind coming up and speaking a little bit about testing and new languages and some of the things we heard tonight.
Okay.
Okay.
So when it comes to the number of foreign languages that we offer, there are a lot of world languages that are available.
ones that we don't offer or we provide students opportunities to take a CBE a
credit by exam if we do not offer that in the district we utilize for skill
tests and so there is a CBE for Tamil however it only covers two skills which
is writing and speaking it does not cover all the components of the teaks
And so we the tests that we offer in the district or that we award credit for credit by exam
It covers all of the teaks and it covers reading writing listening and speaking
So right now that's only about 15 languages
There are 37 languages that use the to skill test and at that time
It's not the district philosophy or practice to award
CBE credit when we cannot attest our account for all of the teaks that are outlined by the state
Thank you.
Mr. President, clarifying question, please.
You're welcome.
Dr. Gorski and Mrs. Hack, did I hear that, I'm sorry, I didn't hear very well,
that the German language in the years upcoming for freshman students
could be taken through the virtual courses that we offer?
Or do we have a virtual option that they could?
Yes, we do offer German.
We have the virtual courses.
The five are referenced that no longer offer German because the course request did not
support continuing with a full-time teacher.
Many times when that happens, we do need to finish the students out in their interest,
their second year foreign language graduation requirement.
Sometimes they wanted to go on and take level three and level four, and we have supported
that when others have been phased out because lack of interest in course request.
We will do the same here.
Could that be done at their home campus during a period that would be for language?
They could just log in from there?
We refer to it as a virtual instructional day course supported by Legacy Virtual High
School.
We do it in quite a few content areas.
Computer science has been a big one because there's not enough computer science teachers.
I know Mr. Cross would know that that's very difficult to hire, especially when the high
school we recognize tonight sometimes needs three or four of those teachers.
One more clarifying question, if I may.
What would be a course load for a language teacher in high school?
150 students or so?
Yes, generally you'll use anywhere from 25 to 28 for a high school,
but foreign language 25, that 1 to 25.
So if they were to teach five to six sections, which they generally do,
that would be anywhere from 150 to 160.
Thank you.
Thank you.
This concludes the open forum portion of our meeting.
The board will now convene in closed meeting as authorized under section 551
Are you Jennifer just
We we did call you a couple of times, okay
Wanna give three minutes three minutes
Okay. Good evening, President Redmond, Trustees, and Superintendent Gregorski.
I want to start by thanking you for hearing Katy ISD paraprofessionals and for taking our concerns seriously.
We appreciate being listened to, and we hope this attention leads to meaningful progress.
My name is Jennifer Jesse. I have lived in Katy for 20 years.
My son has been in KDISD schools since 2018, and I have worked for KDISD since 2019.
I am also a member of Texas AFT, which supports this effort to secure a livable wage for KDISD paraprofessionals.
Paraprofessionals help keep classrooms and campuses running smoothly for both special education and general education students.
A living wage for all employees matters, because when staff are less financially stressed,
they are better able to focus fully on supporting students.
Using data from public records, the average paraprofessional salary currently is about $26,000 a year for an employee contracted for 187 workdays per school year.
At that salary, a 4% raise is $1,040 a year.
After taxes, that comes to about $78 a month.
That's a 4% raise.
I heard what was said at the work-study meeting about health insurance costs rising significantly everywhere.
I just want to point out that Katie ISE's medical plan chart shows employee plus children coverage ranging from
395 to 3 to 794 per month and
family coverage ranging from
836 to
$1,686 per month
Many Katie I see
paraprofessionals have told me they dropped Katie ISD health insurance because they simply could not afford to keep it in
In 2024, the Texas American Federation of Teachers reported that adjusted for inflation, paraprofessionals statewide were making nearly 2% less in 2023-2024 than they were in 2011-2012.
In KDISD, paraprofessionals were making nearly 10% less.
I can email this data to you.
I have requested additional information from public records and have clarified and narrowed my request is asked by their office
I look forward to receiving that information
Thank you again for hearing us. This issue affects employee stability student support and the strength of our district
I respectfully ask that you continue working toward compensation
That truly reflects the value of care professionals and makes it possible for experienced staff to remain in Katy ISD
Thank you. Thank you
This now concludes the open forum portion of our meeting.
5. Closed Meeting
The board will now convene and close meeting as authorized under section 551.001 of the Texas Government Code for the following purposes.
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, March 30, 2026, and the time is 626.
p.m. On behalf of my colleagues, I welcome everybody to this evening's regular board
meeting. Each board member received the agenda and documentation for this meeting on Wednesday,
March 25, 2026. The board will receive information and recommendations from staff,
administration, and the superintendent on these agenda items, and we will be prepared to ask
questions, receive answers, and be prepared to take action. The board has just reconvened from
closed meeting and in accordance with chapter 551 of the Texas government code
any action arising from discussions in a closed meeting must be taken in an open
meeting we'll now move on to item 6.1 board I will entertain a motion for this
item mr. president miss champagne I move that the Board of Trustees approves for
all four employees who are being recommended to receive one-year employee
probationary contracts one-year employee dual assignment probationary contracts
one-year employee term contracts, one-year employee dual assignment term contracts,
and two-year employee dual assignment term contracts for the 2026-2027 school year,
with the exception of those employees who have resigned or a decision has not been made at this time
concerning being recommended for a contract for termination or for proposed non-renewal,
which will occur at a future meeting.
Do I have a second?
Second.
It is moved and seconded that the Board of Trustees approves for employees who are being recommended to receive one-year employee probationary contracts,
one-year employment dual assignment probationary contracts, one-year employee term contracts,
one-year employee dual assignment term contracts, and two-year employee dual assignment term contracts for the 2026-2027 school year,
with the exception of those employees who have resigned or a decision has not been made at this time
concerning being recommended for a contract for termination or for proposed non-renewal,
which will occur at a future meeting.
We'll now proceed to vote.
Board members, please record your vote on the screen via your keypad.
And the motion passes 7-0.
We'll now move on to the report section of our meeting tonight,
and we will move to item 7.1 measures of academic process progress and our
7.1 Measures of Academic Progress (MAP - NWEA)
presenter will be miss Natalie Martinez our executive director of school
improvement
then dr. Gorg or ski tonight I'll present information on our balanced
assessment system and specifically the NWE a map assessment which is being
utilized with all elementary schools in grades kinder through five this work is
centered around our strategic design goal for which states that Katie ISD
will support best practices for utilizing effective assessments in the
last two years we've established an assessment council initiated a balanced
assessment system and introduced NWEA map in kinder through fifth grade we do
have groups of students who also use map at the secondary level but tonight we
will focus on the elementary implementation and results the balanced assessment system is centered
around rigorous content standards and includes a variety of assessments used to measure student
learning monitor growth and inform instruction while the graphic seems simple the work is intense
and difficult we continue to adjust as we receive feedback from our schools and our teachers
teachers today's focus is on map map assessment benefits students teachers and the district by
providing meaningful growth focused data for students the adaptive assessment measures
progress over time and identifies learning gaps early for teachers it offers actionable data to
inform instruction group students effectively and evaluate instructional strategies at the
district level map is a valid and reliable assessment that provides nationally normed
growth and achievement data which supports monitoring of programs and continuous improvement
linking studies to star are also created by nwaea to ensure alignment to texas expectations
these assessments are given at the beginning middle and end of year which is aligned to the
direction of the state who will also move to this model in the 2027-2028 school year to sum it up
helps us understand where students are ready to learn how much they are growing
and how we can better support teachers with data-driven instruction
the process begins with a single adaptive assessment which means it adjusts in real time
imagine that a student answers this first question correctly you'll notice that the system makes the
next question harder if correct again the system again gets more difficult until the child misses
a question the adjustment happens over about 40 questions to find the just right level for that
child another student taking the assessment at the exact same time will experience a different test
imagine again that the student answers the first question but this time incorrectly the system
makes the next question easier and will adjust over about 40 questions to find
the just right level for this child map is tailored to each student to find the
right level for each child the growth and achievement data feeds a student
profile report you can see a sample here on screen data from map assessment is
presented in percentiles and is color coded into quintiles with the highest in blue and the lowest
in red this data tells us the child's growth and achievement percentiles along with the
instructional areas to support teachers in the classroom data is then aggregated or collected
from groups of students to produce these color bars.
Again, we're using percentiles and dividing them into quintiles.
We get to see the distribution of students within each color band for growth and achievement.
The bubble on the left-hand side of each represents the median percentile for that group.
Since this test is nationally normed, our students are compared with similar students
across the country.
Percentiles help us understand how we rank comparatively.
The 50th percentile means at the average, and scores higher or lower show how far above or below average the group performs.
These color bars and percentiles are used throughout the MAPS system.
Data can be viewed at the district, school, class, and student level.
All data is meant to identify areas of strength and opportunities for growth during the school year.
Now remember with percentiles, anything above the 50th percentile means we are better than
average when compared to nationwide scores.
All of our KDISD achievement scores are above the 50th percentile and with this we can still
dig deeper into the math quintile cut points to see a clear division of the numbers.
These here on screen are the achievement results for each grade level, reading on the left
hand side and map on the right hand side followed by growth results in the same
grade levels reading on the left and math on the right
remember this is a new assessment in KDISD we've given it twice and I'm
preparing for our final assessment for the year for each administration we have
reviewed the platform the terminology and methodology along with results with
principals we also have map ambassadors at each campus to help with the
implementation and teaching teachers how to use the data
we've also used the weekly digest to give parents some information around
balanced assessment and have recently updated the assessment webpage to
include more details about the map assessment
at this time i'd be happy to answer any questions
Thank you. Board, any questions? Mr. President? Ms. Champagne? I'm just happy I didn't call you Mr. Champagne this time. Anyway, thank you so much for the presentation. I realize I'm not equipped to understand all of these things, but are these actual numbers? Are these our actual figures? These are our actual results or not?
Okay, ma'am.
So the only thing I want to know is I understand that you're educating
or you're helping the teachers.
teachers do this and all this, but are parents seeing this information too? At this time, it's
dependent on the campus. So we have information that's on our website now. I will say in this year,
because it's our first year, we really are educating our principals and our teachers on
the information. So at this point, it's optional for that actual report to go home. So some schools
have chosen to send that out. Some have used it when parents come in. And so that varies from
school to school right now we will start pushing that out for all schools coming
in the in the fall of next year so are they seeing can I continue please are
they seeing just that their own students profile are they seeing like on this one
the class profile the school profile that they would see their child's
profile okay and they're kind of being taught or how to interpret the
information right okay that's all I have thank you so much mr. president thank
you mr. Martinez for this so this map is a replacement for what used to be DLA's
is that correct no ma'am no DLA's are still happening and what how does how
How does, okay, so how does that work with this?
Go back just a bit.
You said that.
Probably.
Right here.
When you're talking about a balanced assessment system, there is a need for all of these assessments.
When we brought the National Assessment Council to us, the Assessment Council for KDISD, we learned about all of these assessments and the purpose for each of those.
If you can imagine DLA, which we call KLA now, it has a different purpose than the
MAP test does. That assessment is used at a higher level for our CNI team to
evaluate their curriculum, make adjustments at that level. It is not
meant to go down to specific student level and reteach. If you can imagine, we
would have already known that information from their formative
assessments and also their MAP assessments. We don't wait for a KLA to
to happen which only happens twice a year for content i can't wait for that to adjust instruction
i need real-time information which is where our screener of map and our formative assessments come
in so the expectation is that we have assessments that are closer to the classroom and that's a
different purpose than our klas which is needed for higher level making adjustments to our
curriculum in our programs thank you for that explanation it's all very complex and you do a
very good job of doing that so these math assessments when they are given and and we
see percentages there but it allows teachers to differentiate instruction by the student because
of the this question was easy easy oh now it's hard so they're able to really differentiate
instruction because of that right and do that is that how they do the groupings
and things like that a group in a lot of different ways just to be clear map is
not the end-all be-all in the classroom but you'll notice on screen I can see
the different areas for a certain child and in this one I'm looking at my writ
scores on the left which I won't get into writ scores but of course a higher
number means greater performance you'll notice that geometry and measurement
the system actually tells you this is a suggested area of focus and so the
teacher can dig into geometry and measurement and look at all of the information there and
know their entry point for instruction it's not a guessing game it's right there
would you fast forward to the some of the numbers i'll tell you when
they um maybe go one more that's the one so when you're looking at the reading
from fall to winter, it just surprised me that the percentage went down when it got higher levels.
Why is that? You'd think first grade would be the ones that are struggling because they're
early readers. Tell me about that. Well, I would say when you look at the grade levels,
they are compared to students like them. So fifth graders are compared to fifth graders
nationwide. So it's not necessarily compared to a first grader. It's just different. So we would
have to look into more specifically on the cni side on where where those specific instructional
needs are and that's how we look at the data differently more in depth than just this to
figure out any adjustments that we might need okay when when i look at that i i expect
because i'm spoiled i expect all of ours to be way better than everyone else in in the wide world so
So I just was surprised at fifth grade that it dipped a bit.
But you would be able to take into account which children are brand new to Katie at that point,
which ones are EBs, things like that.
You can break it down by student group, yes.
And these results, because of their growth, these students were with us in the fall and the winter.
So they've had that much time with us at least.
Okay.
Okay. And all of that information though is probably included per student, like they're
new to Katy this year or they've just moved here or they're ELL or?
With this student groups, yes. The student populations, whether they've been here in
prior years, we wouldn't have the map data on them from historical. So I don't have that
piece of information, but when you're talking about our programs, yes, we have that information.
And I would guess that would be very useful in all of this when you're looking at students. Absolutely. Okay. I really like this. Thank you
Mr. President
Okay, go ahead miss gazelle, thank you, thank you. Thank you trustee champagne
Thank you very much. So these three
Three tests, is that correct? Okay, so not to be confused with the new three tests that will replace the star
Well, it's are the three tests or not necessarily but when star when star moves to that it will replace this
So we are set up with beginning middle and end with map
The state will come in and decide what assessment we use for beginning middle and end they may choose map
They may choose something else if they choose something else. We will go with what the state says
If they choose map then we're right in line
But the concept of the assessment that the state is choosing is this concept.
So we are already in practice of not only just logistically giving it three times a year, but also interpreting the data in that way.
Okay.
Okay, good.
I was checking my thinking.
And is it replacing some other testing that's happening, or is this on top of what they're already being assessed throughout the year?
It is not replacing.
I think the difference in the conversation is more around the formative assessment.
and I'll tell you that is the place where it gets sticky right here. The
formative assessment practices campuses have I guess more control of what
happens there but there's still a lot of professional learning that needs to
happen there. We still hear right that there are a lot of assessments and
that's something that we have to still consider how to adjust on the formative
side of assessment and that really needs to be the bigger piece because that is
what is most closely related to the actual classroom on a day-to-day basis
but that's where we want the focus to be I'll say this year it's year one we're
really working out a lot of logistics but the adaptive change is still what we
need to work on and a lot of that centers around the formative practices
so we'll still continue our PD on this for next year we did a lot this year but
it's going to take time for that adaptive change and so we're working
through that still we just did in a survey with our kinder teachers some of
our kinder teachers were chosen to fill out a survey so we really try to hear
from the teachers on what's working what's not working so that we can give
them suggestions on how to make adjustments at the campus as well good
is there it may be too early but are they speaking about the teachers are
they speaking about the content are they happier it is very different content yes
Yes, it is very different content for them.
And so learning how to use that data is different.
But I'll tell you, they're using it in their kid chats.
They're using it to identify kids who, you know, we thought potentially a student struggled.
But wow, their achievement percentile is up here.
Wow.
Right?
We need to expect more.
That's telling.
Yeah, it's telling.
And so when little things like that come out, you know, it's exciting to see.
It is a very different assessment than what we're used to.
but you know the opposite happens too right and so you just want to use the assessment to not only
specifically address child but lift up and look at programs look at the way we identify students
and so all of that has come about this year but all the little nuances are things that we're
learning and just having to address on the go next year we'll continue that learning with our
principals and our ambassadors to continue just making sure we have the
right systems in place for our kids one last question sure I'm used to DLA and
you said KLA what's the yes ma'am Katie it just turns out Katie learning
assessment and the only reason for that was the new balance assessment was a
rebrand of all the things we do and so it's just a letter change honestly but
the concept is exactly the same okay thank you very much mr. president see me
Okay, I think you just listed one one of the positives that you see from the from the achievement results and the growth results
slides nine and ten
Can you give me some other positives that you see from the numbers that you're looking at?
I'll tell you we can look at this report not only at the district level but at the campus level the student the teacher level as
well, so
So when you have potentially a campus that is struggling with achievement, but their growth is showing tremendous numbers, you know that what they're doing is working.
You may not see that in achievement yet, but we want to praise both because both are important.
I would say that's a huge piece for us.
So there is another report that puts achievement and growth on the same quadrant.
And so you can see who is the high achiever and high growth school.
and that's who we want to learn from and go dig deeper into their processes it's
important to study that as well so that's another great thing that has come
from this information I like that and then can you tell me some of the
negatives that you see from the numbers especially on slides 9 and 10 or things
that maybe we need to focus on or put our attention on I would say one of the
changes that we will make next year is for kinder you'll notice that kinder
doesn't have growth right now but kinder next year will take the boy assessment that's why we were
surveying some of our kinder teachers to see what that would look like they have other assessments
in place for beginning of year and honestly i usually work with star grades three and above
so kinder is a little out of my area but kinder is unique and different and we want to make sure
that we are putting things in place to help the teachers with a beginning of your assessment as
all the things are happening so that is one of the changes that will happen for next year for sure
and then when is it exactly that teachers are going to have time to delve into each student
that they have in their data i understand i'm thinking of it from a secondary point of view
where you have 150 students elementary you don't have near that many but when is it that they're
supposed to have time to dig into this so that they can actually use it in the classroom most
Most of our schools have a calendar out where after assessments they do have time in PLC.
They use this data in their kid chats as well.
So they come and have a conversation with their administrative team on certain students
that may need more support or they may need conversations on different strategies to work with them.
They are used to having the conversations about data anyways.
This is another data point.
I just worry about all the data and then are they going to have time to really process it and use it?
It is new and so it takes longer right now to not only administer the test but to digest what the data is saying. The process will get faster as we move forward. But because the information is different, what we stress is that we need multiple data points to make a decision on a child, not just one data point. And so we're learning on how to move forward with both.
Is it possible to take, you know, your students, this is a question for Dr.
Lowy maybe, is it possible to take the data that we're getting on each student
and put it into AI and have them come up with a plan forward for the student?
I don't know.
Is that, I'm just trying to find ways to, so teachers don't have as much workload, that's all.
I mean it is possible but we wouldn't have to look into that and see how
reliable the AI is gonna be making such serious decisions. Might be an investment
too. Yeah so we would we would have to look into it closely and work closely
with assessment and it might be something worth looking into. Yeah.
Thank you. I was just curious on that fifth grade, I'm on page nine, when we're looking at the reading, those fifth graders, when did they enter kindergarten? What year did they enter kindergarten?
garden this is 20 20 20 we're still seeing a little bit what looks like
learning loss from mask mandates from that 2020 from kovat but we are seeing
an uptick in the after latter grades so we've got you know our younger students
fourth grade third grade second first which are doing really well is what it looks like
but we are are we seeing an uptick is that coming up from where it was are we starting to see that
round up well this is the first year for maps so i can't tell you that information
so we would have to go back and look at our klas longitudinally to show you that when we do our
kla data we always do prior your current year but we don't go back as far as you're requesting but
but we have the data to look into that.
Right.
It's worth looking at.
It's just interesting to see the differentiation
and where your fifth graders are at that low point
and the younger grades are not.
And I understand rigor and all of that might be a little bit different,
but just when they entered in and those initial years of learning
would have been hampered, like I said, by those mask mandates,
by being out of school, all of that.
And so we're still seeing that five, six years later.
Agreed.
I just thought that was a really interesting little point there.
But I'm interested to see how this continues to work out,
and hopefully we see that curve continue to go up.
Thank you.
Ms. Martinez, would you go to the next slide?
Thank you, Mr. President.
No, that's not it.
Was there another?
This one.
Because that doesn't hold true with fifth graders on every slide,
that they're at the bottom.
And so it really was just that one.
But I hear what you're saying about COVID,
but fifth grade is really kind of near the top
in some of these other charts.
Ms. Champagne?
So I know that we have data from last year.
It may not be the map,
but you can do some other kind of comparisons.
you know from I know it would be apples to oranges maybe but you can kind of
compare from year to year right yes and so but from this point forward we will
use this as our you know this is our baseline in other words right right so
from this going forward this assessment yes so whatever else you know we've used
in the back and in the past we can still do some sort of comparison because even though yes i agree
covid was a great learning loss it's not necessarily you know the only thing that impacts
the reason why i mean if we went back you know 20 years maybe fifth grade was always lower you
know what i mean in some ways i don't know anyway that's but this is this is the what we're going to
see from this point on next year next year yes thank you
miss Martinez so right now a lot of our the information we're getting is based
on like a national comparison is it are we able to like compare that to Texas or
I guess if Texas adopts this then we might be able to look at it among the
state or it's probably not likely that Texas will adopt this but should they
yes we could so I asked that because I saw one little thing hidden in there
that it seemed like it it was almost predictive of star results I mean is it
accurate or not so that is to be determined they went through new linking
study just this past year and so while we have talked to many districts who
have used the linking study prior to this year and they all say that the
predictability was great when the new linking study happens now we have new
new data. And so the accuracy of that is to be determined because nobody has gone through it
with this linking study. So we have our data teams ready. It's on the calendar already. So as soon as
we receive this data, we receive our star data, we do our own linking study to determine the
accuracy of that. And that will help us move forward. Gotcha. I think, you know, I've asked
that question before. Like, is there anything we have that could predict that for the future?
This should be it.
It should be it.
It should be.
So we'll see the accuracy of it after this year.
Because we could use that information to keep our kids from having to do extra tutorials
or to have things removed because of House Bill 14, whatever it was, forcing those things
or teacher incentive allotment.
I know other districts use some of this material to speak to like positions that are currently
not able to get TIA, but with a system like this, whether it's MAP or something else,
there's other data points that we could use to expand that TIA to more employees in the district
and be able to share that. And so the big picture on something like this is we have to have
something like this to expand TIA. And then ideally for the kids that they're able to,
I mean, if we can predict it.
I mean, I know like nothing's ever 100%,
but if there's something there where someone can go,
you know, if we just help this kid learn this one concept,
we can take them from meets to masters.
Yes, agreed.
Thank you very much.
Board, any other questions for this presentation?
One more, please.
So this is a norm-based test,
a lot like the Iowa test is norm-based, right?
I've never given the Iowa, so don't quote me on that.
Well, and so that's something that predicts nationwide and is in my very learned, from what I understand, is much better than the STAAR Test, which is not.
So I like the map that we're seeing so far, and I look forward to what's happening in the future and what we're going to learn from that, how it's going to serve our teachers.
and I mean it just looks like you can differentiate all the way down to the student and help you know
like when they got when the test questions got harder and then they got easier and every student
you can see that I just think that'll be so useful so I can't wait to hear back from them
as we use it more thank you so much any other questions board all right thank you miss martinez
Thank you.
We'll now move on to item 8.1, discuss and consider a resolution supporting the free
8.1 Discuss and consider a resolution supporting the free exercise of religion in Katy ISD schools.
exercise or religion in KDIC schools.
In Board Docs, you'd received both options from our conversation last time with some
suggested or requested edits.
So everybody should have received these by last Wednesday.
I'll entertain a motion.
Mr. President?
Ms. Gusella?
I move that the Board of Trustees approves of the resolution as amended, supporting the free exercise of religion in Katy ISD schools.
Second.
All right, we have a first and a second.
Moved by Ms. Gazzola and Ms. Cullen.
All right, there's no discussion.
We will move on to vote.
It is moved and seconded that the Board of Trustees approves the resolution as amended,
supporting the free exercise of religion in KDIC schools.
We'll now proceed to vote.
Board members, please record your vote on the screen via your keypad.
The motion passes 7-0.
9. Consent Agenda
We'll now move on to our Consent Agenda.
A Consent Agenda shall include items that were discussed and considered at the previous
work-study board meeting, as well as items of a recurring nature.
The board shall be furnished with background material for each item consent agenda
Items shall be grouped together under one action item all items shall be acted upon by one vote without separate discussion
Unless the board member requests that an item be withdrawn for individual consideration
Those things are found in be illegal and be local. Are there any items that board members would like to remove from the consent agenda tonight?
mr. President
Miss gazelle
Point of information, I guess. On the attachment for agenda item 9.4, has that been edited or is it the same?
My understanding is the three books that we discussed last week have been removed and are under review, so they're no longer on the list.
Okay. That's not evident in the agenda, so I'm glad I asked.
All right, so are there any items that anybody would like to remove from the agenda consent tonight?
Mr. President.
Ms. Fox.
I move that the Board of Trustees approves the consent agenda for items 9.1 through 9.5 on the consent agenda.
Is there a second?
Second.
We have a motion and a second.
It is moved and seconded that the Board of Trustees approves the consent agenda for items 9.1 through 9.5
We will now proceed to vote board members. Please record your vote on the screen via the keypad
And the motion passes 7 to 0
10. Information Items
We have any board committee updates for this week
Nope. Madam Secretary, do we have any requests for information from the board tonight?
I don't think so. All right. Well, our future meetings, the next work study will be on Monday,
11. Future Meetings
April 13th, 2026. The regular board meeting will be on Monday, April 20th, 2026.
12. Closed Meeting
The board will now convene in closed meeting as authorized under section 551.001 of the Texas
Texas government code for the following purposes. Texas government code 551.0821
551.074. It is now necessary that everyone in the room please clear as the board will
convene and close meeting in this room. Thank you. You like it?
13. Reconvene from Closed Meeting
The board will now reconvene in open meeting. Today is Monday, March 30th, 2026, and the time
is 7 53 p.m the board heard a level 3 fng grievance 25 37 pursuant to katie independent
school district policy fng legal and fng local regarding parent student grievance grievances
in 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 on the level 3 fng grievance mr
Mr. President, I move the Board of Trustees denies the Level 3 FNG grievance in FNG 25-037,
thereby upholding the decision of the Level 1 and Level 2 hearing officer.
Do I have a second?
I'll second.
We have a motion and a second.
We'll now proceed to vote on the screen.
The motion passes 6-0.
There being no further business before the board, this meeting is adjourned.
The time is 7.54 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.