This pledge.
Katy ISD · Work Study Meeting
Katy ISD Work Study Meeting, July 20, 2026
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- 0:03 to 0:05 * This meeting is joined in progress
- 0:05 to 0:17 3. Reconvene – The Board will reconvene from Closed Meeting.
- 0:17 to 1:02 4. Pledges of Allegiance
- 1:02 to 38:41 5. Public Comment
- 38:41 to 38:58 6. Closed Meeting
- 38:58 to 39:43 7. Reconvene – The Board will reconvene from Closed Meeting.
- 39:43 to 1:14:32 8. Reports
- 1:14:32 to 1:58:27 9.1 Discuss the Katy Independent School District Capital Project Procurement process.
- 1:58:27 to 3:01:35 9.2 Striking a Balance: Technology Use and Student Success
- 3:01:35 to 3:05:07 10.1 Discuss and consider the 2026-2027 Professional Development Plan.
- 3:05:07 to 3:07:14 10.2 Discuss and consider Board approval of the May 2026 Financial Reports.
- 3:07:14 to 3:08:49 10.3 Discuss and consider publication of the Notice of Public Meeting to discuss the Budget and Proposed Tax Rate.
- 3:08:49 to 3:10:03 10.4 Discuss and consider Board approval of the July 2026 budget amendments.
- 3:10:03 to 3:20:16 10.5 Discuss and consider Board approval for the purchase of white fleet, police vehicles, field turf, track repairs and replacement, and audio-visual replacement equipment.
- 3:20:16 to 3:24:14 10.6 Discuss and consider Board approval of the renewal for 2026-2027 UIL Student Accident Insurance proposal for UIL events as well as catastrophic coverage as proposed by Greater East Texas Agency.
- 3:24:14 to 3:25:43 10.7 Discuss and consider Board approval of the claims administration by Texas Association of School Boards (TASB) Risk Management Fund for workers compensation claims.
- 3:25:43 to 3:27:11 10.8 Discuss and consider Board approval of the Workers Compensation Excess Reinsurance Program for the period September 1, 2026 through August 31, 2027.
- 3:27:11 to 3:49:23 10.9 Discuss and consider approval of the Voluntary Benefit Products for Plan Year 2027.
- 3:49:23 to 3:59:06 10.10 Discuss and consider Board future approval of the 2026-2027 Discipline Management Plan and Student Code of Conduct.
- 3:59:06 to 4:07:24 10.11 Discuss and consider naming a portion of a facility at Katy High School.
- 4:07:24 to 4:15:05 10.12 Discuss and consider Board approval of the proposals for the Building Management Control System replacements at Paetow High School and Stockdick Junior High School.
- 4:15:05 to 4:15:58 10.13 Discuss and consider Board approval of a contract for the construction of the new Opportunity Awareness Center.
- 4:15:58 to 4:17:55 10.14 Discuss and consider Board approval of an Interlocal Agreement with Fort Bend County Municipal Utility District No. 172 and Katy Independent School District.
- 4:17:55 to 4:18:43 10.15 Discuss and consider Board approval of Amendment One to The Whiting Turner Contracting Company contract related to the renovations and additions to the Maintenance buildings located at Central Maintenance, Lester Reinecker II East Transportation, Anna Baker West Transportation, and Cyndy Self South Transportation.
- 4:18:43 to 4:22:28 10.16 Discuss and consider future Board approval of the launch of a district virtual high school for the 2026-2027 school year under Texas Education Code Chapter 30B.
- 4:22:28 to 4:27:37 10.17 Discuss and consider Compliance with Senate Bill 12 Requirements.
- 4:27:37 to 4:28:49 10.18 Discuss and consider Board endorsement of a nominated individual for the Texas Association of School Boards (TASB) Director for Region 4, Position B.
- 4:28:49 to 4:33:15 10.19 Discuss and consider Board endorsement of a delegate and alternate delegate to the 2026 Texas Association of School Boards (TASB) Delegate Assembly.
- 4:33:15 to 4:33:30 11. Consent Items
- 4:33:30 to 4:35:20 12. Information Items
- 4:35:20 to 4:35:33 13. Future Meetings
Full transcript
Automated transcript, not human verified. It is a way to find a passage, not a quotation.
* This meeting is joined in progress
3. Reconvene – The Board will reconvene from Closed Meeting.
The board will now reconvene an open meeting.
Today is July 20th, 2026 and the time is 5 0 8 PM.
4. Pledges of Allegiance
Well, I'll form our pledges of allegiance.
Katie I see police officer Sergeant Pickett will lead us in the pledges of
allegiance this evening.
I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation, under God, indivisible, with liberty and justice for all.
Honor the Texas flag. I pledge allegiance to the Texas, one state, under God, one and indivisible.
Thank you, Sergeant Pickett.
Do we have any scouts in the audience this evening?
No scouts.
5. Public Comment
All right.
Then at this time the Board of Trustees will give members of the public an opportunity
to speak in accordance with KDIC Board Policy BED Local.
As defined by Board Policy, speakers who signed up by 2 p.m. on Monday, July 20, 2026 provided
their first and last name, mailing address, and list the number of specific agenda items
you intend to address, designate whether you reside in KDIC and if you have children in
KDIC schools will be allowed to address the Board.
Board. Speakers that fail to sign up in advance with the required information will not be called
to speak. At the outset of public comment, speakers that properly signed up in advance will be called
forward individually and allowed to address the Board on posted agenda topics only. Speakers who
signed up to speak on posted agenda items will be allowed three minutes to speak, and if a speaker
is not finished speaking at the end of their three minutes, the audio will turn off. If speakers wish
to share written material with the Board, please provide 10 copies to the Secretary for Board
services before the meeting begins for board members the superintendent the chief communications
officer and permanent record if a speaker is not attempted to solve a matter administratively
through proper channels as stated in board policy the presiding officer's designee shall advise the
speaker to seek resolution through the appropriate policy finally pursuant to texas government code
sections 551.074 and 551.0821 the board will not permit the presentation of personally identifiable
information regarding a student and will not discuss the appointment, employment,
evaluation, reassignment, duties, discipline, or dismissal of a public
officer or employee or to hear a complaint or charge against an officer
or employee. Should a speaker wish to address one of these issues they must do
so through the appropriate local grievance policies FNG local, DGBA local,
CKE local, or GF local. Our speakers will be called forward in order that they
signed up to speak this evening and our first speaker will be tim rippinger followed by pat
dowling
Good afternoon. Good evening.
It's a privilege to speak in support of naming this field a field in honor of Coach Kalem Hack.
On the field is over 850 wins, two state championships, and countless district titles.
and playoff appearances are just the tip of the iceberg
when it comes to one of Texas' all-time winning softball head coaches' accomplishments.
But the field is more than dirt, grass, and foul lines.
It's where young athletes learn discipline, resilience, teamwork, and confidence.
The name on that field should represent someone who has helped shape these values for generations.
Coach Hack has done exactly that.
Throughout a distinguished career at Katy High,
Coach Hack has dedicated countless hours to building not only a successful softball program, but also strong
confident young women. Wins and championships are certainly worth celebrating, but a coach's greatest legacy is
measured by the lives they influence. Every athlete who left the program with greater confidence, stronger character,
lifelong memories, and that's a part of Coach Hack's
lasting impact. Coaches rarely seek recognition.
They show up before sunrise, stay long after practice, and invest in their players because they believe in helping others succeed.
Coach Hack exemplified that commitment year after year after year after year.
The lessons taught on the softball field, hard work, accountability, perseverance, and respect, continue to guide former players long after they graduate.
Naming this field after Coach Hack is not simply about honoring a successful career.
It's about preserving a legacy.
Years from now, when young athletes step onto this field and see Coach Hack's name,
they will be reminded of the standard of excellence, dedication, and integrity that built the program.
It will inspire future generations to strive for those same values.
And it's based on that that I come before you to humbly ask that we name Katie High School softball field after Coach Hack.
Thank you.
Thank you.
Next will be Pat Dowling, followed by Megan Veneta.
Dr. Grigorski, Board President Redman, school board members, KDISD administrative staff,
it's a pleasure to be here.
My name is Patrick Dowling.
I was an assistant football coach and the head track coach at Katy High School from 2005 to 2012.
And then I was served as the assistant athletic director for Katy ISD and retired in June of 2024.
I'm here today to voice my support for naming the Katy High School softball field in honor of Kalem Hack.
I've known Coach Hack and his family since I arrived in Katy in 2005. During my time at Katy High School, not only did Coach Hack elevate the softball program to an elite level, he made significant contributions to the entire Katy High School athletic program and to the campus as a whole.
He consistently volunteered his time, energy, and expertise to help improve
Katy High School in every respect. I will give you one example from football
season as an example. Coach Hack provided invaluable insight by assisting us in
the press box during games, documenting our offensive play calls, charting our
plays writing down what we called offensively. What he did wasn't glamorous, but it was critical.
That information shaped our second half adjustments and it also improved our efficiency in self-scouting
for future opponents. Many times during the game as plays were being called, Coach Hack
would offer his invaluable input that helped us evaluate our play sequencing
and logic. Let me put it to you this way, if a play was called and coach Hack said
what a dumb call or what are you thinking then we knew that that play
probably wouldn't be used in the second half. In all seriousness, after knowing
Coach Hack for 21 years and witnessing the incredible work he has done for Katy
High School softball, Katy High School athletics, Katy High School as a whole,
and actually Katy ISD athletics, I strongly urge Katy ISD to acknowledge
his impact and name the Katy softball field in his honor. Thank you very much.
Thank you. Next will be Megan Vanetta followed by Clint Henderson. Good evening.
My name is Megan Vanetta and I'm a proud Katy ISD graduate graduate of Cinco
Ranch High School, a proud Katy Heat alumni, and today I have the privilege of
serving as the head softball coach at Katy High School. Tonight I'm here to
respectfully ask that you consider naming our softball field in honor of
Coach Kalem Hack. For me this is not just recognizing a successful coach but it's
about recognizing a man who changes lives. This request is deeply
personal. Coach Hack coached me from the time I was 11 years old until I
graduated high school. During some of the most important years of my life he helped
shaped the person I became. He demanded discipline, accountability, and excellence,
not simply because he wanted to win games, which is definitely a nice perk, but because he believed
that those qualities would prepare us for a long life after softball, of becoming wives and mothers.
Like so many of his former players, I wanted to make Coach Hack proud, not because I was afraid
of disappointing him, but because I knew how deeply he cared about each one of us. He had a unique
ability to make us believe that you are capable of more than you believed
yourself. That is a gift that very few coaches possess. Years later life came
full circle for me. When I was in eighth grade I remember telling Coach Hack that
one day I was going to come back to Katy High School and be his assistant. I was
going to do my part and he needed to do his and make room for me. It was a pretty
ambitious dream coming from a 13 year old girl who was really just trying to
learn how to hit the outside pitch. Eight years later that dream became a reality
for me. I had the incredible privilege of coaching alongside Coach Hack for more
than a decade. Together we celebrated district championships, regional
appearances, two state championships, and countless unforgettable moments. But what
I treasure the most are not the trophies, it's the time that he invested in me.
It's answering every question that I asked, which is a lot. Even when he knew
that my next response will be, well why not? And he'd have to explain that too. As his player,
I admired him. As his assistant coach, I learned from him. I saw the countless hours behind the
scenes and the responsibility he accepted when the outcome was not what we wanted. The way that
he invested in every athlete and the consistency in which he led our program. He never asked others
to give more than he was willing to give himself. Today I have the honor of leading the same Katie
Tigers he devoted a huge portion of his life to. There's not a day that we walk
into that dirt without thinking about the standards that he set in the example
that he lived and often I find myself asking what would Coach Hack do? His
greatest legacy is the people that he invested in. There's a few people whose
influence extends across generations the way that Coach Hack does. His former
players are now parents, teachers, business owners, and coaches. We continue
to pass along the values he instilled in us because they were shaped by who he
became fields were named after people whose impact lasts beyond the final
score and coach
thank you Clint Henderson will be next followed by Allison Knight
Good evening. Thank you for allowing me to speak tonight.
I'm here today to support Coach Hack and naming the softball field after him.
He has built the Katy softball program. There's no doubt about it.
When you think Katy softball, you think Coach Hack.
But today I'm here to speak about his relationship with my daughter and her relationship with him.
him. It is we know coach had for 10 years. We moved down here from Dallas
and her relationship began immediately when she was nine years old and he
catered to her treated like his own loser like his own. To this day, my
daughter's a softball play softball at Oklahoma State. She's a sophomore. She
cannot talk about coach act without crying. She absolutely loves him,
adores him and thinks of him as a grandfather. She really does so many for
For so many years, Coach Hack has poured his heart and soul into this KD softball program.
The wins and losses does not matter.
It's about what he does with the girls and the people, the lives that he's touched.
There's plenty of it.
The impact of a coach does not end when the final game is over.
It lives on in the character, leadership, and memories of the players
whose lives were changed because of someone they believed in.
them naming the field in kochak's honor is a lasting way to recognize a legacy that has
shaped the generations of students and athletes to come thank you for your time thank you
next will be allison knight followed by jennifer epstein
good evening president redmond superintendent grigorski and trustees my name is allison knight
and I'm a teacher in KDISD and a member of the Texas AFT Union.
I am here to speak on Agenda Item 10.9 and deliver a Texas AFT petition
signed by 691 KDISD employees asking the KDISD School Board
to launch a thorough investigation into its staff health plans
to figure out why they are underperforming
and what can be done to improve our options.
We understand that the district is dealing with serious financial constraints.
We know that you are dedicating significant funds
to make the burden as light as possible for employees,
and we appreciate this.
We are not asking for a miracle.
What we are asking for is a thorough investigation
and an all-hands-on-deck effort
to make the plan options as good as they possibly can be.
This year, six KDISD employees have come before you
to share serious concerns about the health plan
and how it has affected them.
Three of them have since had to leave KDISD
because of the health plan.
We know that this is not what you want for your employees.
We have some suggestions on how the plan can be improved, which we will also email to you.
We partnered with a KDISD parent and community volunteer who specializes in benefits and compensation design
and has 29 years of benefits, compensation, and human resources experience.
This parent has stated that switching to TRS is not the answer, which, to be clear, we are not asking for,
as it would significantly increase premiums for employees.
Instead, this parent offered the following, which we ask that you take into consideration.
First, is it possible that the request for proposals for health plans were written too narrowly,
which excluded possible vendors who may have been able to provide cheaper and better options?
Can this be remedied?
Secondly, Memorial Hermann, though conveniently located, is rarely the cheapest option.
Can this be looked into?
Third, are there better, cheaper pharmacy options, including mail order?
Next, having three plan options may be increasing our expenses.
Have we looked into moving to two health plan options to increase the number of people in
the risk pool?
Lastly, could the district look into expanding a system of incentives to encourage healthy
behavior and preventative care to potentially reduce the risk for common health complications?
For instance, one educator told us that a neighboring district has a system of incentives
that has brought the community together around improving their health.
For example, everyone was given a pedometer. When they reached a certain number of steps, they could get a gift card to encourage healthy lifestyles.
We understand the difficulty of your position.
Creating a decent employee health plan given the limited resources at your disposal is not an easy task, but 691 of us are respectfully asking you to try.
Ask about other options, ask to see the proposals, and do what you can to improve these plans to help retain our wonderful staff in KDISD.
thank you thank you next will be jennifer epsine followed by shay orsak
good evening board members my name is jennifer epstein and i have dedicated 29 years to public
education the last five years of my career were spent here in kdisd during those 29 years i have
never experienced a health insurance plan that placed the financial and emotional burden on
employees the way this one has my family was enrolled in what kdisd considers its low deductible
health care plan yet we still paid more than nine thousand dollars out of pocket each year before
our health care costs were fully covered that was in addition to the monthly insurance premiums
deducted from my paycheck and it did not include the out of network costs we incurred because of
of the restrictions of KDISD's health plan.
Over the past two years, we reached that maximum
primarily because I was diagnosed with breast cancer.
As I underwent surgeries, treatment, and recovery,
the financial strain became overwhelming.
Instead of focusing on healing
and being the best teacher I could be,
I was worried about how we would pay the next medical bill.
Throughout my cancer treatment,
I was repeatedly referred to specialists,
including physicians at MD Anderson,
whose expertise was recommended for my care only to discover time and time
again that they were outside of our insurance network and after already
paying more than nine thousand dollars and out-of-pocket costs for two years on
top of the monthly insurance premiums we simply could not afford the additional
out-of-network expenses it is difficult to explain what it feels like to know
that world-renowned specialists are just minutes away but financially out of
reach because your employer's insurance plan the stress of teaching throughout cancer treatment
while navigating overwhelming medical expenses and inadequate insurance became more than i could
sustain i repeatedly heard we accept aetna just not the kdisd aetna plan that became a phrase i
heard over and over again during my cancer treatment after 29 years in education i made
the difficult decision to resign from kdisd this past may my health care experience significantly
factored into that decision it greatly saddened me to leave such a wonderful district and my campus
kilpatrick elementary with its supportive administrators and colleagues i recognize
insurance decisions are complex and i am not asking for perfection i am asking that finding
better insurance options become a priority for the employees who dedicate their careers to this
district. I survived breast cancer, but I should not have had to fight my insurance almost as hard
as I fought my disease. Current and former employees have shared similar concerns about
the affordability of our health insurance. I respectfully ask that you listen to these voices
and pursue insurance options with lower out-of-pocket costs, stronger provider networks,
and meaningful access to the quality health care KDISD employees deserve. Thank you for your time
in consideration thank you
next will be Shane Orsak followed by Chansey Davis good evening my name is
Shane Orsak and I have the privilege of playing softball at Katy high school
from 2009 to 2012 under coach Kalem Hack my younger sister also played in the
Katy high school softball program so for our family Katy softball was not just
something we did it was a significant part of our high school years and helped shaped who we are
today i am here today to express my wholehearted support for naming the kt high school softball
field after coach hack when people think about a coach they often think about wins and championships
while coach hack certainly built a successful program what made him truly deserving of his
recognition was the impact he had on young women he coached he taught us that success was earned
through hard work, discipline, accountability, and doing the little
things right every single day. He held us to a high standard because he believed
we were capable of meeting it and that belief helped shape who he became long
after playing our playing days ended. Today I have the privilege of serving as
a head softball coach at Tompkins High School and I find myself reflecting on
Coach Hack's leadership almost daily. The way I lead my players, the expectations
I set, and the culture I strive to build are all influenced by the example he set
for me. He did not just teach us how to play softball. He taught us how to be dependable
teammates, resilient competitors, and responsible young adults. Coach Hack invested countless hours
into building a program that became a source of pride for Katy High School and for the community.
His influence extends far beyond the athletes he coached directly. It lives on through former
players like me who now have the opportunity to pass those same values onto the next generation.
Naming the softball field after Coach Hack would be more than honoring a successful coach.
It would recognize a man whose legacy is measured by the lives he has impacted and the leaders
he has helped develop.
Every player who steps onto that field would be reminded of the standard of excellence,
character, and commitment he established.
I am incredibly grateful for the role Coach Hack played in my life, and I cannot think
of anyone more deserving of this honor.
I respectfully ask that you vote in favor of naming the Katie high school softball field Africa check. Thank you for your time
Thank you
Next will be chancy Davis followed by Catalina can too
Good evening, dr. Gregor see and trustees and administrative staff. My name is chancy Davis. I'm a Katie I see parent a
former Katie I see teacher and a member of schools beyond screens Katie a
a parent-led initiative advocating for intentional, balanced, and neuroscientific evidence-based technology in our schools.
Since our report was submitted in May, something important has happened.
The evidence has continued to evolve with new research and more school districts across Texas and around the country,
adopting new practices that emphasize intentional, age-appropriate use while still being able to teach the TEKS effectively.
The American Academy of Pediatrics and the U.S. Surgeon General are placing greater emphasis on developmental appropriateness, what screen use replaces, and whether technology strengthens learning rather than simply making it faster or easier.
History teaches us that every major innovation eventually reaches a point where society begins asking new questions.
Because we better understand both its benefits and its unintended consequences.
Cars came first. Then came seat belts, airbags, licensing, age-appropriate limits, and crash testing standards.
Airplanes came first, then came seatbelts for them,
then came air traffic control, black boxes, child safety standards,
and modern aviation standards.
Electricity came first, then came grounding wire, GFCI outlets, electrical codes,
and standards for less usage.
Those innovations and the safeguards that followed represent the natural progression
of responsible innovation.
education and innovation, EdTech has reached that
same moment.
And we need to continually evaluate how it affects
students and put thoughtful guardrails in
place where they're really needed.
As you consider tonight's technology plans, I
simply ask that every recommendation be measured
against the best neuroscientific research
available today, not the assumptions of years
past.
When the evidence changes, responsible
leadership changes with it thank you thank you next to be Catalina can too
followed by Craig Davis
good evening trustees and dr. Grogowski my name is Kat can too and I'm a Katie
ISD parent I'm on the exec board at Nottingham Country Elementary PTA as
President-Elect and I am a member of Schools Beyond Screens, Katie. Several
months ago this conversation began with a handful of parents researching and
asking questions. Today it represents something much larger. Our parents
surveyed received more than 700 responses. Our community petition now has
more than 600 signatures. Those numbers represent parents asking for thoughtful
balance, intentional use, and safety while still teaching to the standards and
antiques. Parents understand their children need digital skills. They also want children
who use strong writing and grammar skills before relying on autocorrect,
who utilize handwriting to enhance memory and learning, who solve problems and think critically
before relying on AI, who build relationships in lieu of looking at screens, who have access to
safety to devices with proactive web filtering without access to explicit and harmful content
across texas and across the country school districts are taking a fresh look at educational
technology districts are updating ai guidance reconsidering screen use strengthening parent
transparency and adopting age appropriate expectations while still teaching the required
Our community is not asking KDISD to choose between innovation and tradition, but something much simpler.
Intentional use, thoughtful guardrails, consistent expectations across all campuses,
and a healthy balance between technology and the human experiences that are proven by independent research to help children learn best.
best.
As you consider tonight's recommendation, please ask yourself this question.
Is Katy ISD using technology with the balance, transparency, safety, and intentionally limited
access that can be measured consistently across all campuses?
Thank you.
Thank you.
Next is Craig Davis, followed by Brooks Hack.
Good evening. Good evening, trustees, Dr. Kigorski, and administrative staff. My name
is Craig Davis. I am a KDISD parent and a member of Schools Beyond Screens KD. Every
Every generation of educators face a defining question,
and I believe ours is this.
What skills should technology never replace?
Ed tech should not replace the initial learning
of essential skills.
Students still need to write with their own hands.
Students still need to read deeply,
enough to build understanding.
Students still need to solve problems
before someone or something
it for them students still need face-to-face conversations without
screen distractions students still need caring teachers who inspire curiosity
creativity confidence and character and students still need a safe online
environment that blocks non educational and proxy websites technology can
strengthen those experiences but it should never quietly replace them
Ultimately, technology should be judged by how often students use it.
Should not be judged, I should say.
But by how well it helps students succeed without it.
We don't give students calculators before they learn their math facts.
And the same applies to Chromebooks, EdTech, and AI.
When parents send their kids to school in August, they should know whether these five
safeguards are in place.
Number one, screen time limits for each grade level.
Number two, one-to-one Chromebooks have been eliminated,
kinder through eight, with access provided through computer labs or cart models.
Number three, increased use of physical books, printed materials,
handwriting and paper assignments.
Number four, generative AI is prohibited until it's been deemed safe and effective
for learning by independent research.
search. Number five, a safe allow list is used instead of a reactive block list of websites
and apps. Thank you and I look forward to hearing how the presentation tonight intends
to consistently implement these specific research-backed practices across all campuses. Thank you.
Thank you. Next will be Brooks Hack followed by Ann Russey.
Good evening members of the KDISD board. Thank you for allowing me the opportunity to speak tonight.
I'm here to respectfully ask you to consider dedicating the Katy High School softball field in honor of my dad a
Coach whose impact on this school this program and his community extends far beyond the game
His resume speaks for itself more than 850 career
Victories two state championships countless district titles dozens of young women playing at the next level
All because he challenged them and raised their potential
But those numbers only tell part of the story. His true legacy is the people he invested in.
He didn't just develop great softball players. He developed confident young women, leaders, teachers, mothers, and mentors.
He taught accountability, resilience, humility, and what it means to be part of something bigger than yourself.
Those lessons have lasted for longer than any championship season.
season. For my sister and me, the Katy High School field wasn't just where our dad coached. It was
our second home. We spent countless hours there taking swings, shagging balls, dragging the infield,
watering the dirt, and helping maintain the field. Looking back, I realized he wasn't just teaching
us how to care for a softball field. He was teaching us that anything worth having is
is worth working for. At that time, I didn't fully understand the lessons. Today, as a coach and a
to the father. I lived them every day. The values that guide me, preparation, integrity, discipline,
humility, and serving others were just a few of the lessons that he taught simply by watching my dad.
That field has also helped me shape my own life in ways that I never could have imagined. I met my
wife actually at a Katy High School playoff game. Think about that for a moment. The place where my
dad poured so much of his life into serving others is also a place where I met the person I'd spend
been the rest of my life with. Today we have a son and a daughter of our own. My greatest hope is that
one day they'll stand along the sidelines and learn that the lessons from watching me that I
learned from watching my dad. Not that I just not just how to coach a game but how to lead with
integrity, serve others, humility, work hard when no one is watching and lead people better than he
found them. Fields are named after people whose impact outlives their time on them. My dad's
impact isn't found in the dirt or the fence although if you ask him if you know katie
sawpall there's a good chance that dirt has been kicked dozens of times if you missed a squeeze
but his true impact is found in the thousands of lives that have walked across that field because
he believes in them putting his name on that field wouldn't create a legacy it would simply
give a name to a legacy that's already there on behalf of my family the generations of players
he's coached the coaches he mentored in the community he has faithfully served i respectfully
ask you to dedicate the Katy High School softball field in his honor thank you
thank you next to be in Russi followed by Colt
president Redmond dr. Gorski and board my name is Ann Russi and I'm a Katy ISD
I'm here to address compliance with SB 12 under agenda item 10.17.
Over the past five years, the KDISD school board and district have systematically eroded protections for LGBT students through local policies and district actions.
Now this district and board are hiding behind state law to justify their overcompliance with Senate Bill 12.
Myself and others have warned members of this board for years that conceding to the demands of those seeking to marginalize and harm LGBT people would result not just in the erasure of books from school library shelves, but LGBT students, staff, and families from KDISD altogether.
together. Now hundreds of library books perched from shelves, student-led GSAs
banned, and the rights and requests of parents of trans students denied, an
injunction is in place ordering KDISD to stop enforcement of challenge
provisions of SB 12. And while that came as a relief to the impacted students and
their families, I'm told that this board and the district fought complying with
the injunction every step of the way. Your actions caused real pain and
suffering to the students and families you're supposed to care for and you have yet to apologize
for the harm you've caused i hope you'll take meaningful action to begin restoring the rights
of lgbtq plus students and families tonight at a minimum i request the following first allow
student initiated pride clubs to resume meeting second respect the rights of all kdisd students
and stop prohibiting staff from calling trans students by the names and pronouns they
and their parents want them to be called. Third, please restore access and stop
restricting and removing books from KDISD libraries under the guise of
complying with SB 12. SB 12 does not legislate library books and the law that
does, SB 13, specifically prohibits the removal of books based solely on the
ideas they contain. Parents who don't want their students to check out these
books have a full range of tools at their fingertips to restrict their own
kids access but the district must stop making this choice for all students and parents finally
i urge you to consider revising or repealing fa local at a future board meeting as the judge
pointed out in his initial ruling of sb12 the supremacy clause provides a clear rule that
federal law shall be the supreme rule of the land since sb12 is based heavily on kdisd's fa local
local policy, it stands to reason that if implementation of SB 12 is likely unconstitutional,
so is FA local. And I'll add on 9.2, my fourth grader was added to several Google Doc group
chats within the first week of school that I could never figure out how to shut down.
And I see no reason that elementary school students need to lug, most elementary kids
don't need to lug Chromebooks back and forth between home and school. We can do better and
we should thank you thank you our final speaker this evening will be colt hack
calum when i saw so many people signed up to support you tonight i thought this was going
to be more like a roast it might still be okay all right so i'm here on behalf of my brother
caleb hack brother for a long time 67 years and stuff so i didn't want to bring elizabeth's
accomplishments with me.
But one of the things I've heard a lot of people say a lot of things about him
today.
And I think, you know, a lot of things he's accomplished,
that state championships, 850-plus games, things like that,
those are just minor things of what he's done.
And we go back, when I have an athletic director,
seeing somebody talk about him, well, he's giving advice.
Well, how can he do that?
He's a softball coach.
But he's an all-conference linebacker at Sam Houston State also.
So he did have a little football behind him also.
So some of y'all may not know that he participated in that.
But through us growing up, we were a softball family.
He was the most valuable player in the state Open Championship.
That's where the best of the best play for Texas.
He was the most valuable player of that game.
And he's done one of the better accomplishments, I think,
when he was at the University of Kansas.
He coached there for many years.
And every scholarship player graduated 100%.
That's him caring about who plays for him.
That's the love he gives to who he has. Other things that he's done that's not
about, I thought it was one of the biggest accomplishments, if you look back you see
Brooks here and I don't know, well he was. And his sister Maddie and stuff. So they
they got awards last year at the football game, I was here for it and stuff, for
being the Katie Hall of Honor and along with Caleb and them. Why? Because they're
tremendous athletes. I think Maddie was one of the most decorated high school
athletes she lettered four years in softball four years in volleyball track
and even did swimming a year I think or something like that so she's one of the
decorated athletes he he works with everybody he has but he teaches them
what's more important in life it's not about these things of all we did in
softball we won the best tournament Chronicle tournament all this and
softball all the time growing up so yes he knew softball we both did all our
whole life that's we lived and stuff but it's what our families brought us that brought us
about discipline in our families that made us good kids we made our kids good kids he makes his kids
good kids and all these people that played for them they're better off than they were without
anointing and i appreciate y'all considering it thank you thank you this concludes the open forum
portion of our meeting and the board will now convene and close meeting is authorized under
6. Closed Meeting
under section 551.001 of the Texas Government Code for the following purposes.
Texas Government Code 551.071 and 551.129.
7. Reconvene – The Board will reconvene from Closed Meeting.
The Board will now reconvene in open meeting.
Today is Monday, July 20, 2026, and the time is 7.07 p.m.
On behalf of my colleagues, I welcome everyone to this evening's work study.
Each board member received the agenda and documentation for this meeting on Wednesday, July 15, 2026.
Tonight, we will receive information and recommendations from staff, administration, and the superintendent on these agenda items at tonight's meeting.
Board members will be able to ask, receive answers, and should be prepared to take action.
We have just reconvened from closed meeting, and in accordance with Chapter 551 of the Texas Government Code, any action arising from discussions in closed meeting must be taken in an open meeting.
We have no action to take tonight coming out of closed meeting.
We will move on to agenda item 8.1, our 2026-2027 budget update.
8. Reports
And our presenter tonight will be Chris Smith, our Chief Financial Officer.
Well, good evening, President Redman, Superintendent Gagorski, and trustees.
Here to give you an update, the last big update for adopting a budget next month.
We're done through May and June and here we are in July.
We're going to look at all funds tonight, all budgeted funds.
Again, our objective is to maintain a balanced budget.
Shocker, or not a shocker, but alert, we don't have one, but it's very manageable and I'll talk about that at length.
We want to maintain a competitive compensation plan, maintain and improve our healthcare program, and high priority on student and staff safety.
So those are some of the things that we did in going through putting this budget together to where it is now.
And again, I want to say a lot of kudos to the board and to the cabinet members and the budget managers across the district.
They've done a good job of sharpening their pencil and doing the things that we need to do to manage this budget, this billion-dollar budget.
through the ebbs and flows of what we're going through as a as a state in public
education and in here in Katy I'll start out with the general fund just some
favorable facts the numbers that you're going to see tonight are conservative
revenue we don't know our values yet though we actually got one counties
already but we don't expect the others to come till tomorrow or a week from
today they're due on the 25th but the 25th falls on a saturday so i expect them to come on monday
a week from today interest rates we don't know what the interest rate environment's going to do
so we think that the in the revenue for that is conservative that we've used in this uh
additional legislative funding for like for the sped is not included in this i think that's my my
If I throw something against the wall and see what sticks,
it would be about $2.5 million.
It's not in here because that's just speculation on my part.
So we're not going to build a budget with a lot of speculation in it.
Property value audits, nothing's in here for a future property value audit.
There will be one.
I don't know the amounts, so it's not in here.
Average daily attendance, the good news is that continues,
that incentive program that we have for our campuses continues to be effective.
We have a very high attendance rate compared to some of the other districts here in the state,
and it continues to improve, although not as much.
It does continue to slightly improve.
And again, if you're running a 900 meters, it's hard to get to 9.8,
and we're running a very good clip at 100 meters, and it's hard to improve that.
But we are improving it, and again, even if we level off, that will be success.
success. Teacher and staff pay raises, those are going to be in the numbers that you see tonight,
and the teacher incentive allotment is also a favorable thing in the budget. Unfavorable,
flat enrollment. We've talked about that for the last few meetings, and we're budgeting a flat
enrollment. Fixed income, we are on a fixed income. If you're following anything from a
statewide perspective, the districts are feeling the pinch across the state because we're on a
fixed income inflationary impacts affect strongly anything that's anytime you're
in it you have fixed income and so the cost of living is tough on our folks
health insurance is tough on our folks increasing fuel prices those have seen
the roller coaster lately and now back up utilities increasing revenue
renovations it's getting more expensive to hire contractors etc technology
Technology is getting more expensive.
If you read about these data centers, apparently the microprocessors or the processors for the computers are going to go way up now because there's so much demand for those processors.
And then new construction is also affected by inflation.
Here's the assumptions.
You can see those first two rows up there as the same from left column to the right column.
them because we're on fixed income. Those numbers haven't changed. The actual the
6215 has changed from 6160 to 6215 just a couple of years ago but with outside
of that it's fixed income that we're on. Enrollment you see that flat enrollment
that's from the PEMS snapshot where we were down from the prior year of what we
we were down about 800 we budgeted to be up about a thousand so that's where you
you see the minus 1,800, and this year it's flat or minus 16,
which is relatively flat.
There's the value increases.
We think that's conservative right now.
Again, we won't know that until next week.
And then the tax rate right now, we are thinking the maintenance
and operations tax rate is going to be able to go down slightly.
We won't know that for sure until next week.
New facilities, we're not opening any in this 26-27 school year.
And the salary increase, I have teacher growth and non-teacher growth.
I probably should change that to be campus and non-campus.
That is, of those positions, that's 133 campus positions that are in the non-teacher.
those are campus positions and then non nine non campus positions on that in
that number salary increases again we have a 1% ongoing and a 1% lump sum that
we delivered in December we also tonight you on the budget amendments as promised
we have the 1% that will be delivered in August to our returning employees so to
to our employees in August.
So that's good news that we were able to do that.
And just as a reminder, I'm supposed to talk about this,
but as the local values go up, state share goes down.
It all teeters around the basic allotment of $6,215.
We could double our values tomorrow or cut them in half,
and we're still gonna receive the same amount of money
per student that we, or by law is determined
and that's $6,215 a student.
The general fund, the amended budget from tonight, is the $374 million general fund.
That's about 34% of our expenses.
Total revenues of $1,135,000,000 and expenditures of $1,160,000,000.
That would be a deficit fund balance.
That includes the 1% ongoing, which was about $8 million,
dollars and then the 1% to be delivered in December is also in there it's
another eight million dollars if you take those two that sixteen million
dollars out we're looking at about a twelve million dollar and again those
are it's tough to find money to do those increases but we were able to do so and
though as a reminder the 1% to be delivered in December will be in our
our fund balance at the end of this year. So we're going to add to our fund balance, and I'll talk
about that in a slide, but it will be in our fund balance as an add, and we will actually show that
on our balance sheet when we do our audit, but it will be put to be delivered in December.
So we think that if we spent the entire budget, which we won't, but if we spent the entire budget,
we would end the year with a 350 million dollar fund balance which is still above a healthy fund
balance um so i don't like deficits either this is a slide to show you that over since we've
been on fixed income we've had to adopt a balanced budgets and you've heard me stay
say here that i'm not going to lose sleep over some of these
and you can see that on the left column back in 22-23, we adopted our first deficit in several years.
At $11.9 million, we actually added $26 million to fund balance because, again, that's worst case.
In 24, we adopted an $8.1 million deficit, but we added $11.5 million.
24-25 is a $26.7 million deficit, but we actually put $10.7 back in our fund balance.
This year, we're at $24.8.
We will be, after the amendment tonight, we'll be in a deficit, but we will add to fund balance
and add enough to fund balance that that will pay that one-time payment.
for sure that one-time payment that will be delivered in December so about 88% of
our budgets and salary and benefits 12% and non salary and benefits we're very
labor-intensive and the biggest part of that non non payroll is utilities
utilities and software and then it's it's people we're very people centered
business our food service fund a very conservative number here on our
estimated fund beginning fund balance I think it'll be significantly higher than
that at nine point two million dollars revenues of about fifty three point two
million dollars expenses of sixty point seven million dollars so we're gonna
look the budget to use fund balance but again we will use some fund balance but
but it will not be to that level is my confident opinion.
This is a very conservative outlook on this budget.
Debt service fund, before I start that,
I'll just start in the year with about a $65.9 million fund balance in debt service.
We expect to, again, this is where values are important,
And our estimate of our values would generate about $223 million in INS revenue.
Interest earnings, we invest the fund balances in that revenue until we spend it.
And we think that'll be about $4 million.
We've earned about $4 million to date this year.
And so that's a conservative number in $4 million for all of next year.
Again, not knowing what interest rates are going to do.
Interest rates, the talk is they're going to raise them.
And then something geopolitically will happen and they're not.
And it's a roller coaster, and so we're not going to try to get in that guessing game.
Principal payments, $146.4 million.
Look at it possibly adding some principal to reduce our debt, to try to get that to reduce more debt.
That hasn't been worked through yet, but we're working on that.
I am on the interest payments of $108 million.
I am glad to, or happy to announce that last Wednesday we had a refunding.
We refunded $160 million in bonds.
We were able to save about $12.4 million in interest.
That's interest payments.
So this time next year, when you're looking at that interest payment,
it'll be about $800,000 less than it would have been had we not done the refunding.
And so we're saving interest.
And again, $12.4 million in savings is a great thing.
that gives us more opportunity to continue to pay down principal as quick as we can to get rid of that debt.
We do have a lot of debt as a district.
We've grown so much over the last 20 or 30 years.
And the way you have to do that in Texas without any help from the state of Texas is to sell bonds.
And we've done a very good job of that.
There's districts that are not growing districts.
And I'm shocked to see that they have as much debt per student as we do.
And they're not growing like we're growing.
So I'm proud of how Ms. Kastman and Mr. Bierling have managed that over there
and their predecessors over the years to be able to even have it.
We have a lot of debt, but we are managing it very well,
and it could be a lot more with the growth we've had.
I'm pleased to have witnessed that over the years.
One other thing I didn't mention on the state of Texas revenue,
existing debt allotment, instructional facilities allotment,
We've not been eligible to receive that funding because it was set in 1997 or 1999.
It's been too long, I can't remember, but those yields were set back in either 1997 or 1999.
Our district became, even though we're not a wealthy district,
we became too wealthy back about 10 years ago that we no longer receive IFA or EDA.
EDA. Those were tools to help poor districts, the state contribute toward building those new schools.
For the last 10 years, when we go to the voters are voting on it, it's all the state.
It's all KDISD supporting the payment of those bonds.
Nothing from the state of Texas, except for this additional state aid for homestead exemption or ASAHI.
When the state goes in and increases the homestead exemption, they're essentially cutting off a lot of that value that we were relying on our voters.
And when we talk to our bond committees, et cetera, about the values and the value trends.
So the state does come in and hold us harmless to say to what if that value hadn't been dropped.
So when they do a homestead exemption, they are paying for that through state funds, additional state aid for homestead exemption.
exemption and that was $34 million. This next year's 34 ish in 2526 so they are paying for it
but that's taxes we lost because of the homestead exemption. You can see an add to fund balance
there of 5.6 million. Again that's where I'm we're working right now to try to increase that
and increase a principal to be able to reduce our principal that much more.
But that hasn't been done yet.
There's a summary of all funds.
You're looking at a $1,450,000,000 budget.
Budgeted funds are $1,476,000,000 in expenditures, beginning fund balance of $450,000,000,
and ending fund balance of $424,000,000, assuming we spent it all
and assuming that everything that we think is conservative right now,
it was not conservative. So again, I don't like a deficit, but I do know that there are things out
there that we don't budget for, and we don't spend the entire budget. Our administration has done a
very good job over the course of the year that when we had a resignation and we didn't need to
fill it, we didn't. When we didn't need to spend money, we don't spend it. When it comes to the
year end and people have monies in their budgets, they don't go, oh, I have money left in my budget,
let me go spend it we just let it roll the fund balance and under spending and
you mr. Heinz will speak to you tonight on your financial statements as he has
the last 11 months and talked about how we are continuing to have under spending
and that's what is going to enable us to to not have an actual spending use of
fund balance had a budgeted deficit in 2526 we're not going to end up using any
fund balance we're going to actually add even after the payment that you're going
going to that that you're going to amend the budget tonight and will deliver next
month future considerations is ongoing rulemaking there's still ongoing
room making the last session the most important of those is that what they're
going to do with the the special education allotment we are collecting
and submitting data as we speak on that they're wanting volunteer districts to
try to give their data early so they can try to work start working the formulas because the texas
education agency needs to provide an expense to the legislature the legislative budget board so
they can see what that's gonna what that's gonna do and how it could affect the next legislative
session that'll start in january so um but as it stands now if uh we won't know until sometime in
the spring what those those new formulas are going to look like so we're not budgeting that that
revenue whatever that may be proration depending on the state's budget some of
these allotments that come through this funding formulas are prorated or they
they're capped so if you spend more than that then they if the state of Texas is
gonna spend more than that they'll level it off and then they'll prorate it
downward and we're getting prorated downward and two or three items this
last year the fast growth allotment is the is the biggest one that's costing
this district several million dollars because they didn't put enough in the
the appropriation to fund it all, so they're prorating it down. Tax rates from
district to district are going to vary depending on what their values are when
they get their values probably Monday of next week. When they get their values
Monday of next week, the Texas Education Agency has a portal open. We will have to
submit numbers into this portal and that will determine our compressed, maximum
compressed tax rate. And if the values grow a lot, that maximum compressed tax
rate goes down and values don't grow then it doesn't change we are expecting
growth and that's why we're expecting a slight decline or your compression of
our maintenance of our maximum compressed rate ten days from now we'll
probably know unfortunately we just don't know yet and then federal funding
changes to grant funding continues I'm on a committee an ASBO committee and the
The administration's budget in Washington, along with the House's budget, is making it an uphill battle for public ed when it comes to Title I grants, et cetera.
And we're advocating on behalf of that to try to get those at least leveled off of where they are now.
But the federal funding, if the grant is affected, it does affect a little bit of just a very
small percentage of our general fund revenue through indirect costs.
But most of the federal funding that we have is most of it's tied up in the Child Nutrition
Fund and then the various grants like Idea B or Title I.
There's our calendar.
So you see we're at Monday at the very top, but next Monday we're hoping that you approve those, the newspaper notice that Mr. Hines will be talking to you about.
We should be getting the certification of our appraisal role by the chief appraisers.
And then in early August, we'll have our maximum compressed rate.
We'll have to publish that in the newspaper on the 13th of August.
It'll be in the newspaper and on the website.
There's some legal requirements that we have to meet to do that.
We have to have it posted in time and at least 10 days prior to the meeting on August the 24th.
And our meeting is August the 24th.
It'll be a much abbreviated what I'm talking about tonight,
but it will be in the fund function format that you have to approve the budget with.
We'll be making making that recommendation and having that public meeting posted to have it on March on Monday
August the 24th and then of course
You formally?
Adopt the tax rates in the September
Regular meeting this is mr. Hines will be speaking to you about this a blank format that
previous a
Previous board basically puts the responsibility
to complete the notice that's going to be in the paper on me.
Mrs. Kayla Smith is the one who puts most of that together.
She works with the appraisal districts closely to come up with that,
as well as a linebarger law firm.
But Kayla does the lion's share, 95% of that.
And the item that Mr. Hines will be talking to you about tonight gives me reauthority
and then basically acknowledges that we are going to be publishing that in the paper on August the 13th.
So that's where we are through July, and I'll be glad to answer any questions should you have any.
Thank you, Mr. Smith.
Board, any questions?
Mr. President.
Ms. Taylor.
Thank you, Mr. Smith.
Just one question.
For the food service fund for 2627, does that local revenue you have listed,
does that include the raise in the prices for breakfast and lunch?
Yes, it does.
Yes, it does.
Yes, it does.
And we're still showing up as a deficit or is this just-
It's still a deficit, but again, I think as it stands now, the way we put together the
food service fund, that's a very conservative revenue and expense number.
Like I said, the ending fund balance that if you look at the budget that's out there
that we're working on now will be much better than it is now, which proves a starting point.
But we've historically budgeted conservative in all our funds.
We've lessened that in the general funds since we've been on fixed income, so we're not quite as, but we are still, since we're so healthy of a fund balance in the food service fund, we're still operating very conservatively.
Thank you.
And also, thank you very much for clarifying between how you originally had non-teaching staff versus teaching staff.
That makes a lot more sense.
That increases on additional staff for the campuses.
Can you give an example of what those roles are or is that something you'd have to come back to us with?
I can probably give you an example.
So for example, the
emergent bilingual specialists is one of them at the campuses that
that we're putting their non teachers, but they are campus staff.
That's the lion's share of them and then like some special ed aides that are at the campuses are a couple of them.
that's a couple that I can remember right now.
Thank you.
Mr. President?
Mr. Cross?
Quick question.
With the SAHI, the Homestead Exemption Aid,
is that, I mean, do we have promise that that continues down the road?
I mean, will the state continue to make up that difference?
Well, there were benchmarks at the time.
So, for example, the debt that was sold, like if you passed a bond election in May,
and everything you did with your bond folks, your committees, et cetera, across the state,
changed the name of the game when they increased the homestead exemption another $40,000.
And so they had to sell their bonds in order for them to be eligible by September 1.
or by august 31st or they weren't going to be eligible well you just knocked out
a large portion of the tax base from what the committee had been looking at and so
in that that's statewide but where i'm going at on that is every time they've done this they've
basically frozen it in time and said as of right now the bonds you have are eligible for this
homestead exemption increase moving forward the debt you may sell a year and a half later
isn't eligible until something like this comes in and it recalibrates it.
I think there are four or five different times that they've done this
that it's really complicated to determine what's eligible,
but it will stay eligible until the bonds are paid off.
Gotcha.
Okay, thank you.
Once the bonds, if it made the eligibility until those bonds are paid off,
we're good.
Okay, thank you.
Mr. President?
Mr. Shibley?
Thanks for the presentation tonight, by the way.
It's always very informational.
So two questions for you.
You mentioned early on that one of three county valuations have come in.
Yes, sir.
That come in higher or lower?
Just curious.
Than what you were expecting.
No.
Sorry.
That's more of a curiosity question than anything.
Slightly higher than what we expected.
Which county was it?
Slightly higher than what we expected.
Which county was it?
It's already in.
Fort Bend.
Okay.
All right.
That was just curiosity.
The property tax audits, that was one where, if I recall correctly, we found $34 million or so in additional revenue.
Yes, sir.
Remind me, in the past, have property tax audits yielded additional revenue?
That was the first.
They've yielded additional revenue, but not near to that level.
Not $34 million.
So what happened is that 23 tax year was the first year that the taxpayers went to go vote on such a large increase to the homestead exemption.
And they voted for it.
But what happened was is when we get our estimated values in August, those are based on that not occurring.
And so then the values come out.
We do our tax calculations.
In November, the county appraisal districts are supposed to submit their reports of our values to the Comptroller of Public Accounts.
And they do that.
but because it was that first year of such a mace massive changes in the
homestead exemption and the frozen values etc collectively statewide they
they reported junk I don't know that's that's probably just trying to be
succinct here it purported information that was not real at the time because
they didn't know it was still still working it all through November is just
too early for those appraisal districts so as the time went on they got a little
bit better at calculating it etc but we went back in the winter of 26 to the 23 values and cleaned
it up we knew it was going to be a bigger audit because of that but unfortunately the appraisal
districts just don't it was so new to them and they do a they really do a good job it's just
when you're dealing with 60 billion dollars you're dealing with uh or they are dealing with uh
homestead exemptions people that file people that don't people that late file
lawsuits appraisal review board people there's you know there's hundreds of
thousands of those in Katy ISD people are going to their appraisal review
board and so all of that kind of works out it's still working out now and it
works its way through the system and when they know about it what they know
in November isn't what they know a year after that and I know it sounds like I'm
it's just not easy I even voted against the homestead exemption increase I knew
it was gonna pass but I knew what kind of what kind of clutter that that
creates for the appraisal districts in my office and so I was just a matter of
principle I knew it was gonna pass but but I got to say that because just put
it out there yeah because it's just extra work that it make and it's
nightmarish but everybody all my colleagues that I know have gotten
appraisal the audits for their 23 year has been massive and big when ours was I
would say the 24 will be will not be as big because again they knew what they
were doing in 24 getting better and it's they're getting better at reporting it
etc but it will we will have one we've always had one I've seen them be as low
as 750 000 to as high as the 34 million uh i've seen it at 15 million i've seen it at
5 million okay so this but this is something that will typically will yield something yes it will
yield something and then we'll also uh mr shipley we'll go back and and and re-scoop the coins uh
in the couch so the 23 value we did we had a home run on that right before it's too late to do it
it again if we can pick up another couple hundred thousand dollars we'll go do it we'll file another
audit again and we do that yes sir yes sir we there's probably two of them that i know of the
34 is the one that gets the highlights but there was a was it 1.7 million or something that we got
that that was just kind of cleaning up a year from from years past so we'll we'll file as many as we
we can. You get two years from when they certify the value, which so basically we can go back
this time next year and do 23 one more time. Interesting. Okay. Thank you.
Mr. President. Mr. Champagne. Mr. Smith, thank you so much for your presentation again.
I want to ask you a question that I think I know the answer to, but I would like for the public to
hear this because the um the fund balance of 350 million dollars um is seems high right and so
people will ask you know well you know why can't we use that fund balance to offset the deficit
so what i want you to please do is explain why it's important to have that high fund balance
And also, along with that is what the benefits of that are to us.
Well, I'll start off and just say, and I know you know this, Ms. Champagne,
but there is a section on our financial transparency website that explains our fund balances
and tracks the daily cash that that provides, et cetera.
But like an individual savings account, you have to, you should, a consumer should,
And Consumer 101 says that if you make X a year, you should have three months of that in cash in case you lose your job, your job has a tough financial time and can't pay you.
You can lean back on something.
You have a storm hit your house.
You need to pay a big deductible or whatever.
Three months cash.
34% is just over three months cash for us.
So $350 million is a lot of money.
And I get how people would say, why don't you spend that or whatever?
But that's three months cash.
And so I will also say that's one of the first things that when we have our ratings calls with Moody's and Standard & Poor's,
they say, tell me about your fund balance trend.
They know they've got our financial statements, but what do you expect to do at fund balance?
That's one of the very first things that they always ask.
And if you're using your fund balance or if your fund balance isn't at a healthy level,
you're more likely to do something draconian.
If Hurricane Harvey hit, we had a good fund balance.
We leaned on that quite heavily during that time.
had we not had a good fund balance we may have done something a knee-jerk
reaction as a district that wouldn't have been good for kids so you can get
through storms with the fund balance if if you need to storm you can get through
those problem times with the fund balance if you need to and that's what
we we have in three months or just over three months or 34% is a good healthy
fund balance I've seen districts that have there are some districts across
Texas that have 85-90% fund balances and there are some that are at 10% or less.
There's some that have no fund balance that are borrowing money just to make a
payroll before the taxes come in. And I will say that also if you don't have
enough fund balance but based on the way your taxes come in and the way TEA
funds us through our state payments there are times where districts without
fund balance they incur an interest expense because they're borrowing money
from their banks in order to fund that cash until it comes for payrolls etc etc
and that's that's a that's some position that nobody should should want to be in
in a district this big there's just too much at stake to not have a fund balance
to lean on if if if it dire straits hit or something out of the ordinary hit you
have that and if you use fund balance it's not the end of the world as long as
you're not planning on using it year after year so we could fund a a 10
percent salary increase tonight and that would be wonderful and everybody would
go yeah hey but but this time next year we would have used 70 million dollars of
that fund balance and if and there's there's no way to turn it around because
you can't reduce people's salaries at that point so fund balances is a good
and again that on the website for anybody that wants to read about what
fund balance is for and what it would actually from an accounting perspective makes it up is
uh is on our website and i think it's does a pretty good job explaining it
i appreciate you explaining that because i i you know just in general people don't really have a
good understanding of that they see all this money and they'll think 24 million dollars just
paying it off but anyway thank you for your explanation any more questions
mr. Smith I think I like the new slide that got added to the presentation this
year for the adopted deficit verse actual results because I know that
that's eye-opening for many people to see that you know over the past three
years we've given I'd like to view it as we've given the district permission to
go into a deficit if you need to to educate our kids but how good of stewards our entire team
here have been that we actually all those total of 46.7 million dollars we added added up 94.9 million
dollars um which is great but it's also a commentary on how jacked up school funding is in
Texas that can be that big of a swing and so I'm excited to see what that
looks like this next year and you know again challenge our district to continue
to be good stewards of that so that you know we we can do a phenomenal job
taking care of our kids and we can do as best as we can to take care of our staff
and and be good stewards of their taxpayer dollars I appreciate y'all any
more questions for all right thank you mr. Smith we'll now move on to item 9.1
9.1 Discuss the Katy Independent School District Capital Project Procurement process.
discuss the Katy independent school district capital project procurement
process our presenter will be Michelle Morris a partner with more Rogers
Morrison Grover LLP welcome back I'd like to introduce on Mickey Morris she's
with Rogers Morrison Grover.
She's worked with the district on procurement
and contracts and land transactions.
Her knowledge of the laws and working with
neighboring districts is a huge
benefit for us, and she knows the pulse
of the K-12 community.
Without further ado, Ms. Morris.
Good evening,
President Redmond, Dr. Skorkorski,
trustees. Glad to be
back. I did this presentation a couple of years ago, but it's really important and
helpful as new trustees come on the board to understand somewhat how the
sausage is made when large capital contracts come to you for for approval. I
think it's often not understood, not so much by trustees, but the public just how
how much preparation and legwork goes into these massive capital expenditures.
And I understand you have a long agenda tonight, so I won't belabor.
I'm a TEA certified board training provider, so if any of you need training hours, I'm happy to provide you certificates.
They changed their system. It used to be by law firm, and now it's by individual lawyer.
I've been doing this since 1999. This has been the focus of my practice. There's lots of types of school law, but my focus has been bond, capital planning, procurement, child, all of the business side of school law.
and it's been over 17 years that I've worked with KDISD.
I also do this training and certification training for the CFOs and procurement professionals
and COOs for school districts across the state.
I work with a lot of super growth districts, neighbors of yours,
in both the Houston area, Austin area, and the DFW area.
I've done a lot of audits to help districts improve their practices and policies when it comes to both procurement and capital planning and bond program implementation.
And my proudest bullet, I am a graduate of KDIC, Taylor High School, Class of 1990.
90. Yay. When, and I do a lot of board training on this and I'm often asked, you know, what do you
see in your client districts that makes a successful bond program? And I said it last time
I was here and I'll say it again. I tout KDISD as the gold standard. I really do. And I've,
And it's a matter of public record that when I've trained other boards and they ask, what is Katie doing?
Why does Katie not have these issues?
And I'm always proud to tell them one of the things you all have done is you have invested in and been able to retain quality internal staff that has a tremendous amount of institutional knowledge and has developed relationships with trusted vendors.
in the K-12 industry. Because they've been through bond cycles, through the housing crash of 2008
and COVID, they're able to respond to change in market conditions. And I will tell you,
I'm not just biased because I'm a graduate, but this is one of my favorite districts to work with
just because of the level of knowledge of the staff and how committed they are to staying with the district.
Because of that, Katie has a reputation of being one of the most attractive owners out there.
So I keep my finger on the pulse of the bidding community of contractors in Katie.
They pay on time.
They've got their act together.
They have good quality architects.
and for that there's really no substitute when when your neighboring
districts all have a bond program out there and contractors can choose what
projects they want to bid on Katie's as a desirable owner and that makes your
prices better it makes obviously the delivering quality of your projects
better and you all have a reputation for transparency and fidelity to voters and
And that really comes with the long capital planning process that your team engages in.
You also have really been a model on how to approach procurement in terms of the types of delivery methods you use, how you weight scoring factors.
I work with districts that some of them it's all about price, some of them it's all about qualifications.
applications you all have a pretty remarkable balance of both and
I said this last time and I'm
Happy to say again this time that in the time. I've been working with the district there has never been a lawsuit
involving one of your construction projects and
the
I'm hard-pressed to think of another
district your size that does as much building as you do that can claim that
from the outset I'm not going to curse you so this slide really talks about
some of the things that you all have to look at when you're selecting sites
You're a growth district and you're buying land way in advance before you need it.
And part of that selection, your budget starts right there.
There's not a whole lot of farmland available anymore out here.
That used to be the case.
The developers, your neighbors are experiencing the same issues having to engage in eminent
domain.
You all have been very lucky so far.
that you have developers that are willing to work with you. They want Katy
schools in their master plan communities and they want to work with you in terms
of being good development partners. So your ability to pick sites and have the
foresight to know where the utilities are going to come from, what the drainage
and detention requirements are going to be, that's part of the team that you all
have working with you to identify sites that are cost-effective that are
developable and that minimize surprises down the road in terms of pipelines
easements what-have-you and of course there's only so much you can know before
you go into the capital planning or the procurement process there there are
certain things that you're not going to know about a project until the architect
has gone through design, the engineer has gone through feasibility studies once
you own the property. Are there hidden utilities there that you didn't know
about? Are there environmental issues? What does the market look like in
terms of supply chain and inflation? So you can have a budget for a
project, but there's some fluidity there. As you get further down into the process
you're going to have some more certainty and one of the uh one of the things that i hear from
school boards is they they get very nervous and they get very upset when they when they
see change orders or hear change orders um i i have yet to see a project that didn't have changes
you just can't see everything that's under the ground and particularly when you have aging
facilities that you're renovating or repurposing or adding on to there are
going to be things you don't know about that facility it's a 30 40 50 year old
campus there there are going to be audibles that were called in the field
when it was being built that necessarily didn't get documented into as-built
drawings utility lines that have been abandoned surprises behind the wall and
above the ceiling and for that reason the staff tries to build in those
contingencies into the budget sometimes it's not something that they budgeted
but it's something they've got to be able to quickly respond to and address
the purchasing basics the Texas legislature sets the threshold and just
This last year, the $50,000 threshold for competitive procurement was raised to $100,000.
Of course, there's a lot of exceptions to that.
Construction is usually never one of them unless there's an emergency.
And there's a separate statute that governs public works or public construction of all governmental entities,
not just school districts, but cities, counties, state agencies,
all follow the same procurement rules for their construction projects.
But so you know that non-construction goods and services are still subject to that same $100,000 threshold,
unless an exception applies.
You also have board policies.
I won't bore you with reading through this, but you have multiple board policies that
dictate when contracts have to come to the board for approval.
In order to keep things moving efficiently, you, like just about every school district
out there, has delegated some authority to your administration so that smaller contracts
can move forward quickly and as needed.
needed. One of the board's roles at the beginning of a bond program is to determine how certain
construction projects are going to proceed from a procurement standpoint. Are you going
to use job order contractors? Are you going to use a traditional general contractor? Are
you going to use a construction manager at risk? And we're going to talk about those.
For the current bond program, that is an action this board already took when the bond was
passed they brought all the planned projects to you and you all made a
determination at that time how those projects were going to be procured but
before you get to the contractor there are a lot of professional services that
go in to the process and one one thing you're not you may not be aware of
unless somebody tells you is that in the state of Texas construction related
professional services can only be selected or procured on a qualifications
basis meaning that when you go out to look at potential architects engineers
all of these services listed on this slide you as a board member may want to
know well who who is the cheapest what do they charge and you're not going to
know because the law in Texas and it's not this way in every state is that your
selection must be based solely on the competence and qualifications of the
firms and once you select the most highly qualified and by you I mean the
board so you may see an RFQ or some process to to pick a pool of architects
or engineers but when you're making that selection price is not a factor once you
select then you can ask for their price you can negotiate a fair and reasonable
price and if you cannot you terminate negotiations with that provider and move
on to the next most highly qualified provider that works the same way in a
pool you put your architects your selected architects in a pool and as you
assign projects to them you can then request and negotiate their fees so if
you are looking at the selection of a professional service provider and want
to know well how do their prices compare the staff is not yet going to know
because they're not allowed to know any questions about professional service
providers before we move on okay so the contractor that's the longest and most
formal process and as I said there's a statute that dictates specifically how
that process has to move forward and up until 1997 it was low hard bids okay
lowest cheapest price wins it was pretty restrictive and this was the default
until 1997 where there really wasn't a vetting of the qualifications, experience,
safety record, financial stability. If they were the lowest responsible bidder
then they won. And what does it mean to be responsible? It means you meet the
basic minimum legal requirements to perform the project, not necessarily the
standard of quality that you might be looking for in your district. So it's not
surprising that hard bids low hard bids is I rarely ever see it used in the k-12
industry and only then maybe just for products not for construction services
and and it's so restrictive in that you can't consider score factors other than
price you also can't negotiate with that bitter to say well if we change this or
move this around how does it change your number you can't do that in this type of
bidding method so so the three that school districts throughout Texas
primarily use our competitive seal proposals which is a traditional general
contractor a construction manager at risk and we're going to compare side by
side the difference between those two because it's it's pretty different and
it's different in terms of what you will see before you in your agenda items and
then job order contracting you may have already seen some of these on the agenda
for neutral
trustees. This is a method that is used for more recurring routine, not major projects. And when I
say not major, we're talking in like the single digit millions. There's no dollar limit in Texas,
but this allows routine recurring deferred maintenance lifecycle projects to move forward
in a more efficient fashion, and we'll talk about that.
So we're going to start with job order contracting.
Job order contracting, if any of you ever had an insurance loss
and had to follow an adjuster around your home with an iPad
while they put in how many feet of sheetrock you needed
or how many linear feet of conduit,
This is a type of procurement method for more minor projects, maintenance, repair, when you know you're going to need work throughout your capital cycle.
You don't exactly know what that's going to be, but as it pops up, you know you're going to need to get it done and get it scheduled.
You can procure your own job order contractors, but most, nearly all of the districts in the area go to what's called a purchasing cooperative.
What is a purchasing cooperative?
It is an organization such as Harris County Department of Education, regional service centers have some, the state has some through the comptroller's schedules.
and these government purchasing cooperatives, they'll conduct the procurement on your behalf
if you're a member of that cooperative.
They'll do all of the solicitation, scoring, ranking, and awarding of these job order contractors,
and what's great about that is when you have a project that you decide needs to go forward using a JOC,
you don't have to do your own procurement.
They've already been procured.
They've been vetted.
Their qualifications have been vetted,
and the unit prices that they're allowed to charge you are already fixed. Okay, so
this is the type of procurement method that you're going to use for smaller
budget, shorter duration, the need for vendor certainty because the
cooperatives will say here are all the pre-procured vetted jocks that we've
locked in unit pricing for that you can use and for the district if there's
somebody that has knowledge of the building or has worked on it before or
one company is not available to start right away and another one is you can
pick whichever one you want see what their pricing structure is going to look
like without having to do your own procurement and this is what school
districts typically use for their life cycle maintenance and trade specific
tasks we're going to look at an example of what this looks like so what happens
is the purchasing cooperative will say if you want to be a jock in the pool of
jocks available to all these school districts then here is a designated RS
means unit price book kind of like the insurance adjusters use and you can see
by looking at an example here and that tells you how long i've been doing this it used to be a book
it's now a software program i'm sorry it actually used to be a book the rs means facilities cost
data but they will have in there a unit price for everything you can imagine from a a 2x4 down to a
doorknob. So when a job order contractor comes out, they'll walk the job that you
need done, they'll write up an estimate using those fixed unit prices. The
National Book has a city cost index so they have to adjust it based on your
location because an hour of electrician time in Houston, Texas is very different
than an hour of electrician time in pittsburgh pennsylvania so they will add up the total for
the project based on and line item all the estimated quantities the unit price the carried
out price they'll apply the discount that they bid to the cooperative like we're gonna if you
look at the example here 0.89 that means i'm going to discount the unit price in the catalog by 11
I'm going to charge you a factor of 0.89 for every unit price.
There's no markup for overhead and profit.
It's already baked into the unit price in the unit price book.
There may be some custom things.
For example, if you're doing turf, there may be some custom graphics that they can't price
in the book.
But for the most part, everything is already there.
And you'll get a total.
and your team can and does verify that they're not charging you more quantities
than you need and that they're applying all the discounts that they bid to the
cooperative so the benefits of job order contracting is that there's certainty in
the unit pricing going in and you have a lot of options on the menu you can
You can select trade-specific contractors.
When you look at these cooperative pools
for job order contractors and you only need, say,
an electrical panel replaced, or a roof,
or an HVAC replacement,
you don't have to get a general contractor.
You can go straight to a HVAC jock,
an electrical jock, a roofing jock,
and cut out the markup involved
in getting a general contractor.
Probably one of the greatest benefits though is that the jock before it gives you pricing can actually come walk with you and look at what you're asking the jock to do.
And in a traditional construction project, you might have an architect that has to make a lot of assumptions.
whereas the jock can get up there and look around and look at as-built and eliminate the need for a lot of assumptions that may prove to be true or not true,
and eliminate a need for a lot of design work that may not be necessary.
However, if design work is needed with a jock, if something's got to be permitted or decode or designed,
you bring in an architect, and the architect and the jock work together to develop the scope.
All right.
Construction manager at risk versus CSP.
These are the two main delivery methods that you're going to see for your major capital projects.
Either one of these approaches is going to allow you to have a kind of a holistic scoring process
where you're going to look at price, experience, the proposed personnel, like
who are they going to assign to be your job site superintendent, your project
executive. You get to look at the financial capability, not just whether
they are able to bond the project, but do they have the cash flow to manage
supply chain disruptions and are they carrying too much work for the size of
their company to where they won't be able to staff it adequately there are a
lot of things that you have the flexibility to look at and I always
throw in here because boards always ask can we give additional points if they're
local you cannot there are very strict laws of when governmental entities can
do that so a competitive sealed proposal is the sequence of architect prepares
the plans and specifications contractors not around you haven't selected them yet
you then issue a solicitation a request for competitive sealed proposals that
has all of the architects plans weighted criteria how you're going to score them
budget schedule all of the other parameters you want them to compete on
and they're going to give you a lump sum proposal kind of like name that tune I
I can build that project for X number of dollars.
Now, their price is based on all of the assumptions and information that the architect put in the plans, right?
The contractor hasn't had any involvement in the preparation of those plans.
So you're going to rank and score those general contractors using the best value criteria.
Again, remember that best value criteria are a myriad of factors, not just price that they get scored on.
So at the end of the day, the winner is not necessarily the cheapest,
but it's the sum total or the combination of all of the weighted factors that you are required by law to publish with the solicitation,
and that is the scoring rubric you have to use for the entire process.
us. Once you identify the top scoring proposer, you can sit with that proposer
and try to figure out ways to get the number down. What if we make these
material substitutions? What if we make changes to the schedule? What if we add
this? What if we take this out? How does that impact your price? And you get to do
that with your top ranked proposer without having to go back out to bid to
everyone else. This is the benefit of CSP over the traditional hard bid. So you can negotiate,
work it around so that the project as bid and the project in the contract that comes to you
may not be exactly the same, but they've got it right sized exactly where they
think it needs to be from the start. If you can't negotiate changes with that top ranked firm,
then you can terminate negotiations and go to the second highest scoring firm.
Construction manager at risk is a different sequence. So the construction
manager at risk you bring in at the beginning of the design process. This is
a collaborative project delivery method where the CMAR sits with the design team,
reviews the plans as they're being developed, can provide feasibility
constructability comments, constructability comments can weigh in on things like, hey,
I think this might be a better material. I've had issues with this supplier. They're taking too long.
They may have means and methods of let's run it this way rather than this way. It eliminates a lot
of change orders or conflicts and errors and omissions that may turn into change orders later
later in the project.
They also perform a cost estimating function for you.
So as the design is progressing, a construction manager at risk can tell you, okay, here's
what we may be looking at so far in terms of the construction cost based on what we
have designed so that it eliminates surprises on bid day.
Your CMAR will be your general contractor during the construction phase, but they are
going to competitively procure their subcontractors. So you may be wondering, well, how is it that
a CMAR competes if you don't know the cost of the project yet? We're going to talk about that.
But once you get the design complete, you and the CMAR are going to agree on a guaranteed
maximum price. So as a board member, you'll see two things when the CMAR process is being used.
You'll see an agenda item for the selection of the CMAR, but you won't yet know what the cost of the project is going to be from a construction standpoint because they haven't finished design yet.
There's not a guaranteed maximum price yet.
But you're going to select that CMAR and then later in the year or the following year, once that process is complete, that same project, you're going to get an agenda item to approve the guaranteed maximum price for that project.
So let's look at them side by side.
The timing of the contract award.
The CMAR is at the beginning of or during the design phase, whereas the traditional GC is not selected until the end.
the CMAR performs services during that design phase, cost estimating, feasibility, and constructability reviews,
whereas the GC is responsible for constructing the project as designed, as it's handed to them.
The determination of the contract price, how do they compete?
Well, your traditional general contractor, like I said, will propose an all-in lump sum price
based on the plans and specifications that were put out on the street with the
CSP solicitation your CMAR because you don't have a design yet when you select
them they're going to give you three categories of costs this is how they
compete with each other on price in addition to qualifications number one
what are they going to charge you for those pre-construction services during
the design phase number two what are their costs for their on-site job costs
what is the monthly salary for their job site superintendent for the project
engineer what's their monthly trailer rental what are their bonds and
insurance typically going to run their supervision costs general items cups and
water security fencing so you get all of those costs and then their markup for
overhead and profit this is what they're going to charge for their overhead and
profit on the actual cost of construction which we don't know yet but
they compete on that percentage markup okay you won't know the cost of
construction until the GMP is negotiated subcontractor selection is also quite
quite different. When you're doing a CSP, a traditional general contractor, when they
submit their proposal to you, they've already got their team together. They've been getting
sub quotes, that's how they put together their bid to submit to you on bid day. The CMAR
is working with you alone with the design team. Now they reach out to the subcontractor
community to generate interest in the project and to help with that cost estimating during
during design. They get input from the subcontractor community to make sure that the design team
is staying in budget. But in a CMAR, it's not until the project design is complete that
the legislature requires them to engage in a competitive advertised process to select
all of the subs. So just because you don't know the cost of construction when you select
the CMAR doesn't mean that the cost of construction is not the result of a
competitive process. The subs compete. The foundation contractors, the roofers, the
electrical subs, they all have to submit proposals as part of that process and
the district and the CMAR and the architect all look at those together and
put together the team of subcontractors. One of the biggest benefits for CMAR
is that it's an actual cost contract.
So they give you a guaranteed maximum price that goes over that,
whether it's for inflation, cost escalation,
the subs just didn't get their numbers right.
They are at risk for anything over that GMP.
But what if you have a $50 million GMP
and the final cost of the project only comes in at $45 million?
that $5 million of savings is yours because you're only paying them for the actual cost,
which is subject to audit against the GMP.
On a traditional general contractor CSP project, if they bid $50 million on the project,
and that's your lump sum contract, and it only costs them $45 million, you'll never know.
They're also only going to get $50 million even if it goes over.
but it doesn't have the same level of transparency so which method is best for
which type of project districts tend to differ on this but there's some
universal industry best practices for CSP it's typically used on brand-new
buildings particularly where you don't have a lot of site phasing or schedule
challenges for example if you're using a prototype design you're building the
same elementary school over and over there's some certainty there simple
additions you don't have a tight schedule you have flexibility and you're
really so certain of the scope you may not need to pay a CMR to sit through the
design phase a cmar on the other hand is very ideal for renovations because they're going to
sit with the design team and look at a old franken building that has been added on to
number of times and renovated over the years may have multiple set of ad as builds or a phased
rebuild and you really have tighter plans and specifications when you have that team approach
It also allows you to phase the schedule. So if you are going to do site work
first or you're going to build a new building first and then tear down the
old building, you can let that out in phases, multiple GMPs, whereas with a CSP
it's pretty much all at the same time. Everything has to be ready at once. So if
you have a complex scope or phase schedule or you need the design teamwork,
work, CMAR is the best use of that.
It's also, you have the benefit on CMAR, and this has been actually a great benefit in
a high inflationary market.
If you know what the HVAC system is going to be, or you know what your structural steel
needs are going to be on a project, those are the things you determine first.
CMAR can do an early release, what's called an early release GMP.
So before the construction happens, it's a GMP that only addresses things like, we're
going to get the HVAC equipment ordered.
We know what that is.
We're going to get the structural steel ordered and under fabrication because these are items
that have a long lead time and are subject to inflation, and we want to lock that down.
So let's get those orders out, and then we'll continue to work with the design team on getting
the building design finished and permitted.
That's one of the greatest benefits of CMAR in an inflationary market or when you have a tight schedule and you have supply chain challenges.
Boards often ask, what if I don't like the results?
I've got a procurement agenda item and I'm looking and I see that the company being recommended was not the cheapest or I have questions.
What am I to do as a trustee?
Well, there are laws that speak to that.
The statute requires that the district has to score, evaluate, and rank the proposers, whether this is CMAR or CSP, based on the weighted selection criteria set forth in the request for proposals.
It's not discretionary.
You shall select the offer that submits the proposal that offers the best value based
on the published selection criteria and its ranking evaluation.
Now that doesn't mean you have to award the contract, but if you're going to award the
contract you have to go by the scores that you published and used for the evaluation.
evaluation. So what does the board have the option to do? You all have delegated, as most school
districts have, the function of scoring, evaluating scoring and ranking initially all of the proposals
to the administration. Why have you done that? Because otherwise you as a public board sitting
sitting in an open meeting would be opening all the bids and reading them aloud and doing
your own review and checking references and evaluating and scoring and most board members
want nothing to do with that.
It's very time consuming.
It takes days and days.
So you all have delegated that function to the administration.
So when the administration at the culmination of that process brings you a recommendation,
recommendation, here are the scores, here are the rankings, and here's our recommendation,
you can option one, you can approve it as it's been presented to you, or two, you can
decline it, you can reject it, you can vote it down, but that doesn't mean you get to
just rearrange the rankings because you haven't scored and you haven't evaluated.
evaluated. You then would treat their recommendations and work as advisory. You would then become
the evaluation committee and would start from the beginning, reading, scoring, evaluating,
ranking, using the same weighted criteria rubric that was published in the solicitation.
There's a statute on this. I'm not just making this up. I've been asked where does it say that?
It does say it in the Texas Education Code. So if you fail to provide the notice and you do provide
the notice that you've delegated the scoring and ranking to the administration, it's in your
solicitation documents but if you want to reject it then a ranking selection or
evaluation of bids proposals or qualifications for construction services
has to happen by the Board of Trustees in an open public meeting and if you
don't want to do it that way then you are allowing the district to do it in a
delegated manner it is advisory you're not stuck with it but then you become
the evaluation committee. And finally, to see where you all are in terms of how
you balance price and qualifications, did a little market research and again other
other districts look to you but i will tell you i don't on the csp you all give more weight
a little more weight than your neighbors to qualitative factors
as opposed to price so you waited a little more in terms of qualifications
applications. My thought about that is you all have been blessed to have high quality contractors,
high quality architects. And I say that because Mr. Graham here's never had to get a litigation
bill from me. And your neighbors can't all say the same thing. So cheaper is not always better.
On CM at Risk, you all are a little more price focused. However, CM at Risk is a two-step process.
So in CM at Risk, you get to narrow the field down in qualification scores only to up to five finalists.
So once you all have picked those five finalists, and by you all I mean your administration team,
once they get the field of 12 narrowed down to a finalists of five with high
qualification scores what they are really saying at this point is any one
of these five are highly qualified to do this so now we're going to be a little
more competitive in terms of pricing so you all look at qualitative factors you
carry forward from the first step but then you're a little more aggressive on
price on CMAR but by the time you've gotten to that point it's because your
finalists are proven tried-and-true CMARs that have either worked with you
before or have excellent reputations in the k-12 community so the best practice
and industry standards what your team looks at in the qualifications how do
you know this is a list of everything they're drilling down in during that evaluation process
and what they're scoring as part of qualifications and experience they're looking for apples to
apples if it's a kate project they want to see the kate experience if it's an athletic project
they want to see the athletic experience they're looking at not just the company
because the company name is great but it really comes down to the team on the ground
So they want to know who are the people that are going to be assigned to our district for this project.
We want to meet them. Come give us a presentation.
They conduct interviews. They look at safety records, stability of finances.
How have they performed on our projects or with our neighboring districts when there's been a warranty issue?
Are they responsive? Do they take responsibility and fix problems?
problems. You do check references, but it's not a closed loop system. So they look for
past performance with you, but if they don't have any experience with you, they're not
penalized for that. They get a neutral number. If they've done great work with you, they
get a higher than the neutral. If they've done poor work for you, they get a lower than
the neutral, but you don't penalize new companies who are trying to do work with the district.
Who is on the evaluation committee? It changes from project to project. If it's an athletic project, you may have someone from the athletic department on there.
Vocational, same. You may have a subject matter expert. Certainly in technology heavy projects, you'll have somebody from the technology department.
maintenance is always involved with that they have the most knowledge about the
systems how the systems have performed how the companies have responded to the
maintenance department when there have been issues so it really is a
cross-functional team that all weighs in on the best value for the school
district any questions thank you any questions board
It's a lot of information, but thank you.
That's all I'm saying.
Yeah.
And if you have any follow-up questions, just let Dr. Gorski know and it'll be passed along
and I'm happy to respond.
Thank you very much.
Thank you.
9.2 Striking a Balance: Technology Use and Student Success
Well, we'll now move on to item 9.2, Striking a Balance, Technology, Use, and Student Success.
And our presenter will be Dr. Sine Bell, our Assistant Superintendent of Teaching and Learning.
Good evening, President Redmond, board members, and Dr. Gagorski.
I'm here this evening to share with the board how the district implements the technology TEKS in the classroom,
as well as to provide an update on the artificial intelligence framework.
Before we dive in, I want to orient the board on how technology support has been restructured within the district.
There are three district areas that are managed by two departments.
The most recent change occurred last September with instructional technology moving to the
Division of Teaching and Learning.
The Instructional Technology Department oversees K-8 Technology Application TEKS.
K-12 Classroom Integration provides teacher support, oversees digital learning tools,
and TEKS alignment.
The other two areas, Operations and Infrastructure and Enterprise Systems, are managed by the
technology department
in the world of teaching and learning every conversation starts with the teaks
the current technology application teaks were adopted in
2022 and went into effect during the 24 25 school year this was the first major
update in over a
decade and it was a significant revision the standards are designed to build real
world skills for every learner to support purposeful teacher-led technology
integration and to prepare students for careers in college and life after high
school the technology application teks are organized around five strands that
spiral meaning that they are taught and revisited at every grade level K through
with increasing depth and complexity. These five strands cover the full
picture of what it means to be a technology literate student in today's
world, from how students think and solve problems, to how they create, communicate,
and handle data responsibly, to how they conduct themselves as ethical digital
citizens, to the practical hands-on skills they need to function in a tech
enabled environment this slide illustrates one of those strands
practical technology concepts as it progresses from kindergarten through
eighth grade you can see how skills build year-over-year for example in
kindergarten we're teaching usage identification keyboarding by third
grade students are learning operating system basics network terminology and
how to solve tech issues and then by eighth grade students are combining file
file formats, selecting storage, and handling keyboarding.
This progression model applies to all five strands.
Concepts are introduced early and revisited with greater depth and complexity at every
level and it ensures that by the time our students leave eighth grade, they have strong
structured foundation skills in technology.
This next chart represents the weekly minutes elementary students engage in intentional
technology use.
both as part of our core curriculum and through lessons and activities that
directly address the technology application teaks I want to be very
clear this is not the only time students use technology in the classroom what
this chart captures is the structure time students use identified tools
directly connected to board approved instructional materials teachers have
the discretion to integrate technology in many other ways throughout the school
school day. To bring to life what this looks like with a concrete example from a third grader,
a third grader spends approximately 80 minutes of standards-aligned technology use each week.
60 of those minutes come from our core content tools, Amira, Writable, and Waggle, where students
receive personalized real-time feedback on their reading and writing. The remaining 20 minutes come
come from learning.com lessons focused on the technology application TEKS,
and about 20 of those minutes include 10 minutes of adaptive keyboarding.
By the time a student reaches fifth grade, the total grows to 85 minutes per week,
reflecting the increasing rigor and independence we expect as students progress through elementary school.
At the secondary level, our approach shifts from structured time allotments to purposeful application.
Rather than prescribing a set of number of minutes on core instructional technology tools and lessons,
we focus on the why and the how students use technology as part of their daily learning.
On the left, you see five purposes that drive technology use in our secondary classrooms.
classrooms. Students use technology to build content, knowledge, and skills to communicate
their learning, to collaborate, engage with their peers, research, analyze, solving problems.
These things are embedded in everyday instruction across all content areas. On the right are
tools and formats that bring those purposes to life. A student might engage with digital
instructional materials, simulations, or labs in science. They might create presentations
presentations or infographics to demonstrate their understanding of material.
And across all subjects, they're developing the media literacy, copyright awareness, and
online safety skills that will carry them beyond the classroom.
This slide gives you a behind-the-scenes look at how we build the integration of technology
standards into secondary instruction.
What you're looking at is a unit planning document that shows how the technology application
TEKS are mapped directly to core content instruction. So on the far left you see
the TEK application TEK. In this case this is a standard from the
computational thinking strand. Next to that is the content area where the
standard is being addressed. In this particular example it's math but you
also see the other content areas there as well. And then the learning.com lesson
column shows specific digital lessons students can review that address the
the tech application TEAC, for example, computational thinking using flow charts to describe algorithms.
And for the far right, you see the cross-curricular connection, which shows the core content standard
that directly aligns to the same technology application skill.
This column is important because it shows that technology integration reinforces what
students are already expected to learn in the core content areas.
areas.
So just kind of a quick overview of what we're doing as we have almost a year into this new
structure with technology, instructional technology being a part of the teaching and learning
division.
We annually review our unit plans and our curriculum guidance documents to update and
reflect the new technology standards.
standards. We've done that work. We continue to refine and review to ensure that we're
providing the proper guidance for teachers. Throughout the year, we will provide professional
development for teachers in these areas, the strands, not as an add-on, but as part of
how we support instruction across content areas. We are auditing our current technology
tools through an instructional lens, asking not just whether a tool works, but whether
it has a clear connection to what students are expected to know and be
able to do and we're ensuring that every technology decision is grounded in
student learning goals not trends now I want to shift gears to provide the board
with an update on the artificial intelligence framework if you recall in
February I shared with the board that the district was working on developing a
framework that correlated with the district mission to provide unparalleled
learning experiences designed to prepare and inspire each student. The district's
AI framework vision builds on that mission with the focus on empowering
every learner to create the future with wisdom, purpose, and integrity. The
framework does three things. It guides consistent intentional AI use across all
campuses. It establishes shared language and expectations for students and staff,
and it protects student data by ensuring only vetted tools are used. Just as
importantly, there are three things that the framework does not do. It does not
mandate a specific tool or restrict professional judgment. It does not
replace existing board policy on conduct or data privacy and it does not exist to
restrict innovation. It exists to enable innovation safely. Think of it as a set
of guardrails the ai framework is gown is grounded in four core beliefs that shape every decision
we make first humans first ai augments the expertise creativity and judgment of our teachers
and students it does not replace the teacher-student relationship which remains the most
important variable in student learning secondly clear expectations our district establishes
consistent expectations for how ai tools are selected implemented and supported staff and
students operate within the defined guidance that promote appropriate secure and effective practices
third integrity in all things the use of ai must be honest transparent and consistent with our
district standards for academic integrity and ethical conduct students learn not just how to
use AI but when it is and is not appropriate and fourth safety and trust
student data privacy is non-negotiable only vetted approved tools that meet
district standards will be used these four beliefs are the foundation upon
which our framework is built building on those core beliefs are six guiding
principles that translate our values into action every decision we make about
AI and KDISD begins with this question, does this serve student learning and growth? From there,
we established clear district expectations for ethical and responsible use. AI is a support for
learning. It does not replace the thinking, the effort, or the growth that we expect from every
student. Student safety and data privacy are non-negotiable. AI tools will be reviewed and
and approved and verified for full compliance with FERPA, COPPA, and SIPA before student
use is granted and data privacy agreements are required.
We also recognize that none of this works without our teachers.
Educator empowerment is a core principle because we know how well a tool is used depends entirely
on the person guiding its use.
Our teacher and staff will receive ongoing professional learning to build the confidence,
competence and critical judgment they need to make sound decisions about AI
use in their classrooms. We'll be launching here in the next few weeks
when teachers return our AI literacy course that will really level set the
district on these pieces. Consistency matters as well. Every campus will be
expected to follow the same KDIC 8 AI framework. We allow flexibility in how
the framework is executed but we hold firm on the alignment and expectations.
Some of our campuses have a task force.
Some of our campuses are working within smaller teams, but the expectation is that the framework
guides everything that they do.
And finally, we're committed to transparency and accountability.
We want to ensure that our families stay informed and that moving forward, we will have our
district, we currently have a district AI committee that continuously reviews tools,
outcomes and address concerns as they arise.
So this is really ongoing and fluid as we begin to launch this framework.
So I want to tap back to this slide because I think this is important in capturing emerging technologies.
So when we think about where students start in kindergarten and where they end up in eighth grade, as I previously shared, this progression is really important as we think about AI.
AI. This is the current emerging technology of our time. So it's here, it's in our students' hands,
they're using it, it's changing how people work, how they create, communicate. And so we wanted
to ground our approach to AI use to this particular strand to ensure that we're building critical
thinking skills that our students need, not just to use AI, but to understand its impact, question
question its outputs, and make responsible decisions about when and how to engage with
it.
So one of the most important decisions we made in developing this framework was determining
how to differentiate when AI tools would be used based on where students are developmentally.
For students in kindergarten through sixth grade, the focus is on offline foundations,
which is about ensuring students develop the critical thinking, digital literacy, and foundational
skills they need before they ever enact with AI directly. In seventh grade, students take their
first structured step toward direct AI interaction, but it's guided and supervised. And by eighth
grade, through high school, students move into what we call responsible and accountable use.
They may access district-approved tools, including generative AI, for specific educational purposes,
ALWAYS WITH PRIOR TEACHER PERMISSION AND ALWAYS WITH FULL EXPECTATIONS AROUND PRIVACY, ACADEMIC
INTEGRITY AND CITATION OF AI-GENERATED CONTENT.
SO I'M GOING TO TALK ABOUT EACH OF THESE LEVELS A LITTLE BIT MORE.
FOR STUDENTS IN KINDERGARTEN THROUGH SIXTH GRADE, THE PRIMARY MODE OF TECHNOLOGY ENGAGEMENT
IS TEACHER-LED.
STUDENTS AT THIS LEVEL HAVE ACCESS TO DISTRICT-APPROVED PLATFORMS LIKE AMIRA LEARNING AND WRITABLE,
AND THEY ENGAGE WITH THOSE TOOLS UNDER DIRECT TEACHER GUIDANCE.
We also have other of our intervention tools that use adaptive technology.
Those pieces use AI to inform and give teachers information.
But what our elementary students will not have access to are generative AI tools.
Platforms like Microsoft Copilot or Google Gemini are not permitted at this age.
So our elementary students through sixth grade are not permitted to engage with generative AI.
When we think about seventh grade and when we go back to the strands that I showed the
emerging technologies and by seventh grade and eighth grade and beyond, there are specific
things and skills that students need to be able to demonstrate.
In seventh grade, students take their first structured step toward AI interaction.
Every use of an AI tool at this level happens with specific teacher-directed tasks.
This is not exploratory or open-ended access. Teachers model how to use the tool, supervise every interaction, and set clear expectations on both ends.
What students put into the tool and what they do with what comes out.
Instruction at this level emphasizes responsible use, including ethics, bias awareness, and the limitations of AI systems.
By eighth grade and through high school, the goal is that students have built the foundation
and the guided experience necessary to engage with AI more independently.
Students at this level may access district approved AI tools, including generative AI
for specific educational purposes.
But the independence does not mean unrestricted.
Every instance of AI use still requires prior teacher permission and students are held to
the same privacy and academic integrity standards that govern all of their work.
They are expected to cite AI generated content and to verify what the tool produces. This is
the level at which we're preparing students for what they will encounter in college and careers.
I want to spend a few minutes talking about academic integrity because everything that
I've shared tonight, our commitment does not bend here. Academic integrity is a critical component
of what we do in education.
Students are expected to demonstrate original thinking.
AI can support the learning process,
but it cannot replace the thinking, the struggle,
or the growth that learning requires.
That, in those moments, is when learning happens.
To make that real, we've established clear expectations
that promote academic integrity.
Students use AI only when a teacher explicitly permits it.
They must disclose all use, maintain their own voice and authorship, and understand that misuse is a student code of conduct violation.
We encourage teachers to set the AI use level for every assignment using our instructional use menu that we'll be launching here in a few weeks and to detect, document, and respond to misuse consistently.
We're partnering with our campus leaders to ensure consistent implementation of the AI framework across classrooms.
rooms so when we speak about this academic integrity piece remember the grade levels that
are permitted are grades 8 through 12. seventh grade not allowed k through six not allowed
seventh grade with teacher guidance k through six not allowed
everything that we've discussed tonight the teeks the ai framework the scaffolded access model the
the academic integrity expectations,
all of it points to our overarching goal.
We want to ensure that KDISD students leave our schools
both as smart consumers and smart producers of technology.
I think this is really important.
We want them to be able to question things,
to be literate when it comes to consuming technology,
but then also when they're creating pieces,
we want them to have those skills as well.
Katie, I see families in our community are important, an important piece of our district
success and we want to be intentional about how we bring them in as partners.
The AI framework and approved tool lists will be published on the district website.
The district AI advisory committee will be expanding to include parents and community
members.
And finally, I want to lean into the importance of shared responsibility as partners in this
work ensuring our students are equipped to thrive in this ever-changing world is
a responsibility that we all share so to close I just want to leave the board
with four pillars of where we stand when it relates to striking a balance we have
our AI framework that has been developed it will be implemented with the coming
26 27 school year we've been working on training pieces this summer we teach the
state required technology teaks at every grade level and we do that in a way
that's embedded into instruction and not as standalone standalone things and we're taking
a balanced approach to this work technology amplifies it never replaces human learning
and we are committed to community partnerships happy to answer any questions that you have at
this time thank you dr bell board mr president this goes first miss taylor thank you very much
Dr. Bell. Very lightening. I know people have been anxiously waiting to hear this information and to
see what the administration has been working on in terms of AI as well as technology. I am a little
confused about one statement if you could help clarify for me. On the slide where you talk about
what the framework is and is not for the tools, previous before that you said there's vetted tools
but then on the what it is it does not do it you have it does not mandate
specific tools can you clarify what exactly or so for example there may be
in a classroom I can think back when I was teaching English long before AI was
just two vowels there may have been something that another teacher wanted to
use in their classroom but I really didn't want to use that particular tool
in my room. So we're not saying that every single teacher, you must use this AI tool.
So you have a menu. Yes, of what's allowable that they can select. Yes. And then for the
tools, particularly for the students that will have access to generative AI, which I
understand is eighth grade and above, are those enterprise accounts, are they student
accounts and are we ensuring that the AI is not learning from the students? Yes. So currently
Currently we we have tools in our district that we have data privacy agreements.
These are tools that are locked down in their KDI SD specific.
For example, Co pilot is a tool that we have, so we leaned into tools that we already use
in our district that we we know what the word the information is going.
This is where one of the pieces that will be rolling out soon is kind of shifting our
approval process for tools so that we can have all of our checkpoints in place as it relates to
to data privacy to safety to ensure that it's compliant with the pieces that are other side
of the the house the technology enterprise system what they do to ensure that safety is paramount
and so that is that is how we'll be we'll have a vetting process we have tools that we already
have purchased we're leaning into we're not we're not looking to purchase new
tools we're evaluating the tools that we have to ensure that the ones that we're
using with students and staff meet the the safety requirements that we've
outlined then last question I'll turn it over so I'm sure my friends on this here
have other questions for you as well how if a parent is interested in being on
the district AI committee how would they go about submitting their name so we'll
We'll be working with our communications department to launch information about that.
And I'll also say that we have other methods and forms that we tap into as well when we
have like Leadership Katy with our different parent groups.
So we want to lean into those pieces.
But we'll be working with our communications team on launching that information, getting
people who are interested.
I have some people who have expressed interest.
I know that we have some community members that are really interested in that work.
So there'll be more information about that opportunity forthcoming.
Thank you.
Board, any other questions?
I have some questions.
Ms. Champagne.
Yes, thank you, Dr. Bell.
I know you and your team have been working really hard on that, and you can tell by your presentation a lot of work has been put into this.
But as a person who's trying to answer questions of the community at the same time as listening to your valuable information that you've done based on your knowledge and your experience and all that,
I just want to know because we keep seeing that there are studies that show
you know decreased in IQ and all this and with the you know like the whole
chart of the increase in technology and the decrease in IQ and is your team or
anyone in your team doing you know reading that information dissecting it
understanding the validity of that information and has that gone into this information that you presented tonight?
So what I'll say is there's a lot of information out there, a lot of studies, things on both sides.
It's just, you have one argument, I think today in my inbox I had one argument this way, then I had a counter argument.
And so we do stay abreast of all of the literature that's out there, all the studies, all the
topics that are of interest just for our learning.
And again, we evaluate the use of technology.
We start with learning first.
We're not chasing trends.
We're not chasing vendors.
We're not trying to be like, who can get to these different tools fast?
If it doesn't advance student learning, we start there.
But more importantly, we start with the TEKS.
And so as it relates to the use of technology, if we can't connect it to TEKS, whether it's
a technology application TEK or whether we can't connect that technology application
TEK to our content, our standards and what that looks like in the classroom, then it
doesn't belong in the classroom.
We're really focused on not passive use of technology because we don't have time in our
instructional day to have passive use of technology.
And so everything that we're providing guidance on for our teachers and we're speaking with our campus administrators about, it really revolves around the TEKS and ensuring that our students have the opportunity to master those TEKS.
And so technology enhances.
So to answer your question in a nutshell, the guidance in terms of what we do as it relates to what happens in the classroom comes from TEA, which the new technology application TEKS came out in 2022.
and we ensure that we are covering those and that students have access to the tools that they need,
and that's where we move when it comes for our work.
May I continue? Okay. Okay, thank you.
So I understand that that's what's guiding everything, that everything else kind of revolves around that.
But I was kind of excited when I saw that chart on page six with the minutes per grade level and all that
until you said that that's not all they're going to be doing because I
think parents want to know what is the exit like how much time is actually
going to be spent in the classroom on technology so you know when you showed
the kindergarten line for example I know I know it's just a the teaks requirement
is different from the actual amount of time that they might spend so in
kindergarten it says 35 minutes per week but that's related to teaks but they may
be doing more so I think what parents would like to know and it may be an
impossible question to answer because every teacher will be different I know
so I can give you I can give you some context around that especially I'm in
elementary school I think we have about 430 instructional minutes every single
day times five so it gives you a grand total of how many instructional minutes
within a week that our students are learning. When we think about our HQIM,
and so we have our HQIM in reading that is very prescriptive and the minutes are
tight. There's no wiggle room for anything outside of what has been laid
out by our curriculum and instruction team. We're about to launch our new math
resource that also provides explicit amount of minutes and what should be
happening during those minutes in reading and math. And then we have our
science materials so when you think about what students need to engage in
with for a mirror writable and waggle those pieces are in our reading language
arts curriculum and then for our technology application teaks those
lessons are in our curriculum for that that's pretty tight added on top of our
HQ IM our instructional materials and the resources and the minutes that we
provide for our classroom teachers to implement so anything really outside of
our minutes connected to our instructional materials and you know if
students are creating a social studies project the teacher may want them to
create a PowerPoint slide so that wouldn't be for every single teak or
every single week and so that's why it's really hard to quantify that you get 10
minutes to create a powerpoint on this particular week we want our teachers and that's how the
teaks are kind of built for them to be fluid so kids know how to be nimble with skills and so um
i can't say like x number of minutes and no more because our instructional materials are also
on on online we have students have hard copy cover face to face but we have our textbooks and things
online so in in the world that we have today everything is really integrated
technology is not an event like we would maybe go to the we didn't even have labs
but you would go learn to do a thing on the computer well that has progressed
and so when we provide this guidance and our campus leaders and our teachers know
like yes these are the tools that we use it's a part of our learning it's a part
of how we support our students when we start to get into other things that if it's an exorbitant
amount of time then that's probably something that we need to look at should not be should
never be passive time for an exorbitant amount of time but i think these these minutes are very
familiar to our to our teachers and to our leaders and then just keeping that critical eye on
on learning and the tools that they use
have to be connected to learning.
If not, we need to ask that question,
like why are we engaging in this tool,
is really the guidance that we've provided
our teachers and our administrators.
And I will say, Ms. Champagne, if there are concerns,
just speaking as a former principal,
if there was ever a concern about technology use
or overuse of something or anything going on
instructionally in my classroom I would really want to hear that from from from
my parents if there was something that I needed to look into as a principal and
so that is really important for people to understand that they do have that
control I just have one more question it's actually two questions but I want
to do it in one question so that that way I can stop talking but I think so
one thing is this is going to be a statement I think it would be neat if
the district, I know this wouldn't be part of a necessary thing, but like if we could provide some kind of guidelines to parents,
especially for the younger kids, for technology usage at home, and it would be more like, just like a service maybe, a nice thing for us to do,
because parents you know because this is new and in parents even though they're
a lot younger than me it's it's still something that they may not have had
when they were a kid you know what is an appropriate amount of technology usage
for a five-year-old or a ten-year-old or something like that that might just
a nice thing to do but i just want you to say for the record so that everyone can hear that children
still are reading from books they are still writing on pieces of paper i just can you please
say that i can state unequivocally that students are still reading from books and they are writing
on pieces of paper we have teaks that address those pieces not all of the the books that
students read are online we have books physical hard copies of books we have handwriting teaks
that we must teach and they have those lessons all of those skills are important so there's not one
that's in service of or in replacement of the other you have to learn how to do all of those
things as it relates to ensuring that our students are equipped and so then you have students by the
time they get to eighth grade and on through high school they know the best methods that work for
them we have students which a big part of this ai framework work was we spoke to students and you
want to know what what what where you need to move and some things you need to address talk to kids
they give us a lot of great feedback to help us be responsive to needs and so those things are still
occurring in all classrooms kindergarten through 12th grade across the district those are not
things that we have abandoned or will we because those are important different
methods in terms of the way that you learn.
Mr. Shipley? Thank you. Thank you for the presentation. This is a topic that I'm
two months into being on this board and as I think about kind of the campaign
this is probably one of the number one things that came up with with people in
the district is just technology right and and i so if you go back to slide two of your presentation
it's broken up into three buckets if you will one of which is under your purview which is
the teaks and what it is kids are being taught and how many minutes in a day or in a week different
courses etc and as i look at all the notes i took in preparation for this conversation today
I think a lot of my notes and a lot of the concerns that I heard maybe more
felt outside of your purview which is not what they're learning but how else
they're using the technology in addition to learning so an example I would give
you is my eighth grade son if he's listening I'm sorry but he's proud of
him and his buddies when they can figure out how to crack the code to play
certain games on their Chromebooks that maybe otherwise shouldn't be allowed,
right? Like they're able to kind of get around the filters. And it's like the
games aren't anything inappropriate, but they're probably not supposed to be playing
games. And so I know they're playing games on the technology at school. There
were concerns around the total number of minutes. So you have the numbers you put
in front of us, which are kind of the minimum standards, if you will. But maybe
classroom to classroom or teacher to teacher, it might vary, right? How many
minutes in a classroom setting a kid is in is on a screen your classroom it's 20
minutes in my classroom it's 60 minutes right it varies by kid by classroom
access to maybe certain content how things are filtered there's all these
are the things that we've been hearing do we have data and me it's not a
question for you might be some variety do we have data that tells us hey on
average at this elementary school a first grader is spending X number of
minutes during the school day on a screen. I know trying to get to what
it is that they're doing might be technically challenging, but I think for
us as a board to get our arms around technology usage, it would be interesting
if we had data that just told us how much screens are being used in a day as
a starting point. I don't know if that's possible, but I would throw that there.
Yeah, yeah.
It is possible, but do we have this ability to track active time on a device?
Active time.
Because a student can log into a device, close the device, and probably go on for the whole
day being logged in.
So we don't really track activities other than if they try to reach a website, our filtering
system catches that. Our firewalls watches what comes in and out and we do
have of course restrictions on what comes in and out. But at this point we
don't really have that technology where we can track a student being actively
engaged typing, browsing, or you know being interacting with the screen.
I think for me that would be, I guess, a challenge to you.
I look at technology as,
I've got three screens sitting in front of me, right?
I mean, it's just, it's our reality.
But I do think there are times when
maybe the pendulum can swing too far, right?
And so as we're a society learning
how technology impacts all of us,
it might be interesting, I don't know if a board needs to,
for whatever but like how can we start doing if there's systems we need like it
would be right like it would be interesting for us as a massive district
in the state of Texas and in the u.s. to be able to get ahead of some of this
stuff to say we are actually putting metrics on how much this these screens
are being used in a school day because I mean if you talk to the public it would
go even a step further well then you have them at home and after school yeah
Yeah, I agree, but let's talk about the time when they're under our care.
Right.
Connected to our network.
I can tell you in the corporate world, they know exactly when I'm on or when I'm not.
I work from home.
If anybody works from home, it's scary what they know about me.
Yeah.
Every keystroke.
Or lack thereof, right?
And so it is, I feel like that would tell us a lot.
Right.
So our Chromebooks, our devices, we track a lot of stuff.
And again, when they log in, they log out.
We don't really have the ability to measure the activity.
But the technology is out there.
We can definitely look into it.
You know, we do have also tools for parents to control and manage some of that activity, that engagement.
So a parent has an app actually outside the school.
they can restrict access through our devices, lock it, or allow it up to a certain time.
Outside our school.
So that app is available to parents, but we can definitely look into the technology.
I mean, I can tell you, I can track when you log in, when you log out,
and I can measure the time between the two.
Every time you log in and log out, I can tell you what time you logged in
or what time you're locked out.
That's the tool we currently have.
But we can also have a technology
that can look into what you are doing exactly
between these two times.
We don't have it right now where we harvest that for students.
I think at a minimum, being able to know how much active screen
time during the day. It would be a start. Like if it's more challenging to say,
okay, they're actually doing educational work versus playing games, that would be
even a step further. But if we could say, look, on average kids are spending 200
minutes a day on a screen. Being active. It might be interesting information. We definitely, it's
possible. The technology is out there. We just, we didn't buy it. We, I mean,
now, you know, we can look into investing in that technology.
okay mr president please go for it yeah mr president um so i appreciate the discussion
it's very very important you know it's it's everywhere that we're talking about it and our
community is very involved in this i have a two or three little questions here how when you say
absolutely students are reading their writing we know they are but how do you ensure that that is
happening consistently on a timeline that teachers know these are the
expectations I think I know but but what what guidelines do you give to teachers
like these are the kinds of things you'll do each day and you work them in
okay their plans sure so we our main document on the elementary side our
instructional minutes because we've had our HQIM in those levels and so it
explicitly lays out 150 minutes for reading this is how much time is for the
whole group lesson this is how much time it is for students to write this is what
your small group time this is what should happen within small group
secondary we don't really have it as explicit because we have 45 50 minute
periods but we have our unit plans and so in our unit plans we provide the
guidance for what they should be learning where they should be the resources they should be using
and different ways students need to demonstrate their learning so that's what exists both
elementary and secondary that lays out like our scope and sequence where teachers should be what
they should be teaching different examples of artifacts they should be collecting from students
Those are in our curriculum guidance documents.
So when we visit classrooms, you know, the beginning of the year, those things, and our amazing principals take us around and show us what's happening.
That's just the best for us, right, of seeing it hands-on.
And that is so obvious because when, I'll speak only for me, but when I walk into a classroom and the teacher is engaged, always engaged,
with what she or he is doing they look up they see me they nod and they just
keep going because it is very intentional every activity they have
sometimes they're working with small groups and then and I've seen these huge
group of kids and little pods sitting on the floor doing things and they're all
engaged in the same activity and they're all at the same like page and or what
what they're doing, and I'm like, this is very,
my word last year as I went school to school to school,
13 of them, was intentionality.
Intention in every classroom I was in.
It wasn't just like, what should we do today?
Or, oh, if you're through early, just work on anything.
It was very, very intentional.
And I'm not surprised.
It was impressed, that's my word.
so but there are children who finish more quickly than others what what kind of guidelines do
teachers have with that do they you know because i have two kids one's really fast and doesn't do
anything extra if he doesn't have to and one wants to make sure everything is just right and takes
her every minute of every time given to her to get things done what do you do with the kids who
finish early do they get to have the screen time did they get to be do they
get to find the code that cracks and gets to a game so we don't handle that
we don't prescribe that from centrally like when kids finish early you should
we trust our our teachers our educators to make good wise decisions time is a
very valuable commodity we'll have a whole lot of it but I mean you notice
patterns and trends like if you notice that hey Ted is finishing 20 minutes
before everyone else and what is Ted doing after whatever he is permitted to
do as prescribed by the teacher if that's a trend and we probably need to
look at what is need to evaluate Ted's work you really probably shouldn't
finish 20 minutes on every single assignment but within our unit plans we
also provide extension activity so if you have students that are finishing
work consistently on a regular basis and you've evaluated that what they're
submitting is quality work then we have extension activities within our unit
plans within our instructional resources and that's where teachers they use their
their you know their their teaching sense if you will to determine what is
the best use of time I think one of the things that I stated that we don't
recommend from a teaching and learning perspective is passive use of technology
Like there are different ways that you can engage kids when they finish early.
And so those are things that we leave those decisions to our educators.
We don't prescribe that centrally.
And just exercise best practices when it comes to ensuring that our students are, we believe in bell to bell, that they're busy and they're learning.
And learning can be fun.
And learning doesn't have to be, I think what you're getting at is throw them on the computer and just let them finish.
We really don't have instructional minutes to waste, not on things that are going to
produce a result.
And so that's where that teacher discretion, our administrators working with their campuses
on what to do when students finish early, those are really campus level decisions and
guidance that come, where that information comes from.
I also realize that a lot of time that a lot of things that you haven't exactly covered here, but the collaboration, teamwork, working with others, taking strengths and weaknesses and putting them together and how all those things also work when you're when you see it in classrooms.
classrooms, it's almost magical, but there's no magic to education, but it feels like that
when you walk in and say, wow, how'd the teacher figure that out?
How did she get that from these people?
Very opposite sometimes, or putting that together.
and I know that there's a study about our our friends in the Far East who come
here to learn from us and say where do you teach collaboration what page is
that on you know how do you teach communication and collaboration and
cooperation what page is it on because they come from a different culture where
it's everyone do exactly the same thing and that's something that's you very
unique sometimes and it's something that can't be taught but it can be modeled
and being able to do that is makes people so successful you know when you
go and post post education world so I I love how that happens from very early on
I'm going to stop. You know how impressed I am with everything that happens at KDISD.
In 21 years, it hasn't gotten any less.
Mr. President? Mr. Cross?
Dr. Bell, thanks again. I appreciate all the information.
I kind of want to reiterate some of what Ms. Fox was saying at the end,
and that is that, and what you pointed to, it's really important.
I mean, the lifelong educator, you know, there's such a balance between that, you know, allowing
teachers flexibility with what their skill sets are, but also you gotta have the, you
gotta have the guiding, you gotta have the goal at the end, you gotta have how, how can
we get there?
But, but the specifics along the way, if, if we, we prescribe every minute of every
every day, in my opinion, we're doing a disservice to our educators and in the end to children.
So I appreciate you saying that, that we don't when we have the tad beerlings of the world who
are, you know, finishing early and going off to A&M and everything and, you know,
you knew I had to give you a little bit of a hard time. No, but joking aside,
side, I think it is, it's, I'm going to go a little different direction for a moment,
the AI stuff.
I hope that our community understands that the world is struggling to figure out how
to use AI.
I think we have some brilliant folks here in KDISD, but I also hope we have realistic
expectations for us as a school board as a as a administrative team as educators
that it's gonna be messy and you know we're gonna learn a lot of stuff over
the next few years and and we're gonna get some stuff right and get some stuff
wrong I just you know I wouldn't want folks to think that we give this
presentation as if say we've got a I figured out just we it's done just come
to Katie ISD as we haven't I mean I love what we're doing I think it's a great
start but I just know that you know we're going to we're going to figure it
out as we go to and it's the same thing with in my opinion with the technology
I mean it's hard to ignore the research that's out there that is coming in daily
about you know the impacts of too much screen time and what it can do especially
AI as well that we're if kids start substituting learning for you know or
use AI and substitute that for learning but I also watch adults do it every day
too I mean we're all guilty of it I don't know if you've if you've ever been
on AI at all but I say that to say that that you know I think I think we're in a
a moment in time where we're going to kind of be navigating this. And as long as we're paying
attention, and I've known you for a long time, and one thing I know about you, Dr. Bell, you pay
attention. And I think that that will continue to happen. I think we'll be looking, you know,
at trends. We're looking at all kinds of data. I've sat in multiple meetings with you
where we've done that. And so, you know, I feel like as long as we continue to do that,
I would go back to what you said earlier, and I'm with you as a former principal. If I do have
a teacher that you find out, you know, Mr. Shipley, your kid comes home every day and says,
yeah, dad, I finish early. And I mean, all my teachers, I just sit on my computer.
I'd want to know that as a principal.
And I don't mean it's to go scold the teacher or anything, it's just to go, hey, tell me
what's going on.
I've got at least one kiddo that seems to spend a lot of extra time on the screen.
It prompts a conversation and hopefully one that gets us down the road.
So I say all that just to say that it is important.
We can't ignore what's coming out, but I think we also have to, there are teaks that have
to be covered.
There are so many moving pieces with teachers and kids in a classroom every day, and I think
parents, that's where you're absolutely a partner in that process, where you let teachers
know, administrators know, let us know what those concerns are.
And obviously, we've heard from our community here as well.
And we take all that into account.
And so I say that to say we're going to keep moving forward.
I hope people feel that way, that it's a this is,
I don't think this is a board that,
like, we'll do this presentation.
You won't hear anything else about technology
till this time next year.
I mean, our goal, I feel like, should be,
how is this year going?
going? You know, these are the kinds of questions that I know Dr. Gregorski will ask of your team,
and we certainly can ask it of him. You know, how are we doing? Do we feel like we're having a good
balance, striking a good balance here? And if we are, that's great. And if we're not, what are the
issues and how can we help remedy those? But I say that to say I'm with Ms. Champagne. I know that's
a lot of work i know you know you get 21 slides but i know each slide and the effort that goes
into it so thank you so much for doing that and for the team i i know you had folks working with
you um and so i appreciate it all and my my final thought is that i hope we'll all keep moving
forward and and working through this this challenge together mr president ms champaign
Well, one thing I know is our community is awesome at electing great board members because all of you that have spoken have said great things about this so far.
And I really wanted to go back to what Mr. Shipley said and then Mr. Cross, I think, was trying to pick up on it.
Well, I don't know if you were, but I liked both of what you said, but there is a concern about the breaking into doing games and things like that.
And from what I have talked to, I've talked to parents in the community.
I'm sure you have too.
And being a parent, you already know about it firsthand.
But it does seem to be a problem.
And I'm not saying it's not addressed.
you know I know that the technology department is continuously you know oh
they broke into here let's let's fix that oh then tomorrow they broke into
here let's fix that but every day it's going to be another thing you know it's
like it's like I hate to compare it to that whack-a-mole thing but you know you
keep going like this and the other one keeps coming up and somebody a speaker
today had mentioned this and I kind of know the answer to it but is there a way
that there could be instead of just everything is open, especially for the younger kids,
maybe to have an allowable list of things that they can use rather than and then you
know that that list is good, you know, and rather than they can just use everything,
you know, and then that way you're not having to play whack-a-mole.
I have no idea if that's a possibility or if that's realistic or what Dr. Bell
thinks of that I don't know that takes away the autonomy of the teachers blah
blah blah you know so I'm not the expert I'm just I'm just asking this question
I'm gonna turn it over to Dr. Lani yeah actually part of it is what Dr. Bell was
was also talking about what's allowed in the classroom that supports the TEKS.
So yes, we have MyKD.
MyKD Cloud basically is the universe that students, staff, teachers, even parents who
are connected to our systems have access to.
In MyKD, we have hundreds of applications that are approved.
These are the only approved applications.
They live in MyKD. We vet them.
There's security around them. We've got firewalls.
We have filters that even sees what goes into these applications.
So that's, you're MyKD, you're safe.
Now, we do have Be the Legacy.
and you know Chromebooks can connect to the internet so outside my Katie you can
go to websites now we have actually a list I don't remember the number of
categories obviously we can't really you know go website by website because there
are zillions of those so they groove them there's actually company there are
companies that's what they do they have a directory of all these websites they
they they they rate them sort of like movies rated are whatever they have a
rating for these and and and we use these very sophisticated systems they
cost us a lot of money now they're not perfect systems because the ratings are
are based on sometimes what the website owner decides to rate them.
And sometimes it's an algorithm that this company uses to basically rate this website.
So we got tons of categories, including gaming, that we block.
We block all games, by the way, all of them, 100%.
Now, there's a website in China that decides to call their games educational material or
whatever and they sneak it in and then it goes through and blocked.
Once we actually, once we learn about it, we find out it gets reported, people can actually
click on the site and say, hey, I'd like to request to block this site, we add it to the
the list and we block it. So you know obviously the internet is it's the whole
world we got websites from all over the world but we do have sophisticated
systems that blocks millions of sites we don't allow them. We get firewalls that
also make sure that these harmful stuff don't come in and then we have my Katie
where approved applications only are accessible. Mr. President, I just want to
add one one more comment that I forgot to what Mr. Shipley was doing in the
idea of developing or figuring out a way to find out where the Chromebooks are,
how much they're used, maybe not keystroke by keystroke, but the activity
that would be a way because you can't really tell teachers make sure it's only
ten minutes when when a teacher is trying to handle 30 people right but
could we find out how much screen time children are using and dr. Gregor ski I
know to look to you because we this board we will give you an idea or
something that we that matters to us and you'll figure out how to do that or who
does it so I I support that idea of could we find out how much screen time
is happening because we've got a great design does it work
champagne were you I agree so I guess to sum up what we hear things but without
without data to tell us what's actually going on,
I just don't want to be making assumptions or decisions
based on hearsay.
And so I just think us starting to collect information
on how and how much technology is being used,
and this is something that if we can pull it off,
we might start trending this,
and it might not be a problem today,
but a couple years from now, it's like, wow,
we're actually using more than we were a couple years,
or less, and I think it would be something for us over time,
I think it would be interesting to hear.
Can I pivot on the AI question real quick?
No.
Yes, you can.
How much are, so there's AI usage, right?
How much are we teaching kids about AI itself?
Is that part of the curriculum?
That is the most important question.
So, you know, kids are using AI for the sake of using it,
however they've self-taught or they've learned themselves or what have you.
our focus in the world of teaching and learning is that we're going to teach
you not how to use the tool like next we're going to teach you this tool next
we're going to teach you this tool before you start using tools if you
don't know how to apply critical thinking like with AI if you don't know
how to prompt it's going to give you garbage garbage in garbage out if you
don't know how to when something comes out to evaluate that and say that is
hallucinating that is not correct information that's inaccurate it doesn't
matter we're we're focusing on building those skills because those are important
critical skills as opposed to just opening up a generative AI tool and just
putting something in and spitting something out and so that's why we we've
made the the tools is very lean in terms of the tools that our students could use
and then our learning and our lessons are professional learning
for our teachers is teaching within the content.
So it's not everything you need to know about Gemini
or everything you need to know about Copilot.
It's how would you leverage this in your content.
But it's more about the critical thinking,
the evaluation skills that go along with using AI responsibly,
ethically, and to enhance, not in place of learning,
is our approach.
Thank you.
Mr. President.
Mr. Cross.
It just came to me when you said that.
There's a show, medical show, and one of the interns in the show starts using AI for her
notes.
And one of the attendings says something like, I hope you're still checking those because
AI can hallucinate, get it wrong, so you better be going over those notes.
I think that's a great example of saying don't let it do all the work for you.
You know, evaluate what you're reading and make sure you put in the right data and all that kind of thing.
It just hit me and I thought that's a perfect example of even in the adult world how you have to pay attention to that stuff.
That's all I had.
Any other questions?
All right.
Thank you, Ms. Bell.
Dr. Bell. All right. Well now, five and a half hours later, we would get to our discussion items, number 10. And we'll move on to item 10.1, discuss and consider the 2026-2027 Professional Development Plan. Dr. Nicole Zawar, Director of Professional Learning.
10.1 Discuss and consider the 2026-2027 Professional Development Plan.
Good evening, President Redmond, Board members, and Dr. Gagorski.
I am here this evening to present the KDISD Professional Development Plan for your review and consideration for approval.
Everything we will be discussing today is rooted in policy, specifically DMA legal.
In accordance with Board policy DMA Legal, the Board of Trustees shall annually review and approve the Professional Development Plan.
Two documents that are referenced in DMA Legal are the TEA Clearinghouse and the Professional Development Plan.
The Clearinghouse is approved by the State Board for Educator Certification and contains a list of required trainings that districts should provide for their personnel.
The Professional Development Plan is created by Katy ISD. It is based on the Clearinghouse and also Katy ISD requirements.
requirements. The majority of the trainings on the professional development plan are developed by department administrators.
Trainings that are required per the clearinghouse include suicide prevention, positive relationships, bullying, safety, maltreatment of children, trauma-informed care, and the administration of an EpiPen.
Additional trainings added to the Professional Development Plan per KDISD requirements include
health and wellness, technology, legal and local policy trainings, as well as AI training.
This slide references the process for the development of the Professional Development
Plan.
plan. So starting in approximately February, departments start reviewing policy to see what
needs to be updated on the professional development plan. In March, the plan goes to
cabinet for review. In April, the professional development plan is presented to and approved
by the Katy Improvement Council.
In July, the Professional Development Plan
comes to the board for approval.
And finally, in August,
Katy ISD staff takes their mandatory trainings.
The mandatory trainings are comprised
of all the trainings that are required
by the Clearinghouse and Katy ISD requirements.
And I will answer any questions that you have.
Any questions, Board?
No questions?
All right.
Awesome.
Sorry, Mr. Shipley has a question.
No questions.
I just wanted to say that was beautiful.
How brief.
Thank you.
I'm surprised it happened so quick.
Thank you.
Appreciate that.
Thank you.
10.2 Discuss and consider Board approval of the May 2026 Financial Reports.
All right.
We'll move on to item 10.2, discuss and consider Board approval of the May 2026 Board of Trustees
financial reports and our presenter will be Jamie Hines, our assistant superintendent of finance.
Good evening, President Redman, Board of Trustees, Superintendent Grigorski. You should have before
you our financial reports for May, including our financial statements, our construction report,
and our tax report through the end of May, as well as our check register summary for the month
of May. Included with our financial reports is our financial statements. Those include our
expenditures or an analysis of our expenditures, our revenue, and our changes in fund balance,
as well as an analysis across our of our expenditures across function and object.
Our construction report goes through all of our capital projects and all of our capital project
funds. Our tax report provides information on our budgeted levy, our
current certified levy, as well as our collections to date. And then our check
register is a summary of our checks written during the month of May. This
month Mr. Smith has already brought it up. Really just very little to discuss
other than we see continued underspending and even underspending at a
little bit higher tick or a higher level than we did last year so that's good news uh again tonight
you'll be getting a seven seven seven and a half million dollar budget amendment from mrs rios and
um that will um be for the one percent lump sum that will come next month we probably could have
absorbed that um in underspending but it's more transparent to go ahead and bring that and then
we'll cover that extra seven and a half million which will go against fund balance in the end and
And, of course, Mr. Smith has brought up that we will finish the year adding to fund balance.
I'd be glad to answer any other questions.
Questions, Board?
No questions.
10.3 Discuss and consider publication of the Notice of Public Meeting to discuss the Budget and Proposed Tax Rate.
We can move on to 10.3, consider publication of the notice of public meeting to discuss the budget and proposed tax rate.
All right.
Right. It's recommended that the Board of Trustees approves the publishing of the notice of public meeting to discuss budget and proposed tax rate with a maintenance and operations tax rate and an interest in sinking tax rate.
Rates will be determined based on truth and taxation calculations, which, as Mr. Smith said, Mrs. Kayla Smith will be handling most of the calculations on.
And she'll utilize property value information to be provided by Harris, Fort Bend, and Waller counties.
You have got a blank notice of public meeting to discuss the budget and proposed tax rate.
This notice will be published, will be filled out and published in the Katie Times on August 13th.
And the public hearing will be at the next board meeting in August on August 24th.
Also, there is an evergreen resolution that was approved by this board in 2022.
22 essentially authorizing the chief financial officer mr smith to calculate our no new revenue
tax rate our voter approval tax rate and other truth and taxation requirements which will be
filled out on this notice of public meeting to discuss the budget and tax rate um and that's
That's all we've got.
Are there any questions that I can answer?
Any questions, Board?
Thank you.
Thank you very much.
We'll now move on to item 10.4, discuss and consider Board approval of the July 2026 budget
10.4 Discuss and consider Board approval of the July 2026 budget amendments.
amendments.
And our presenter will be Ms. Esperanza Rios, our Director of Budget and Treasury.
Good evening, Board President Redman, Board of Trustees, and Dr. Krakorski.
Tonight for the general fund, we present a budget amendment for the 1% lump sum payment
for all staff in the amount of $7,474,072.
The remaining budget amendments are all direct functional offsets.
These functional offsets include staff development, start of year supplies, student competitions, and AI licenses.
The approval of these amendments will result in a decrease of the general operating fund balance of $7,474,072.
Thank you.
Any questions, Board?
Board?
I like budget amendments that results in us
being able to give that to our staff.
That makes me smile.
10.5 Discuss and consider Board approval for the purchase of white fleet, police vehicles, field turf, track repairs and replacement, and audio-visual replacement equipment.
We'll now move on to item 10.5, discuss and consider board
approval for the purchase of white fleet, police vehicles,
field turf, track repairs and replacement,
and audio-visual replacement equipment.
Our presenter is Dr. Chris Smith, our Chief Financial
Officer.
All right, thank you.
In your financial report that Mr. Hines went over, you have a miscellaneous capital projects fund.
That amount, as of the end of May, had $21.2 million in it.
Where that money comes from is from when we sell our bonds, we invest that cash until we spend it.
and that has over time accumulated to that to that balance that i just mentioned
what we're doing is what we something that we did last year with our white fleet
instead of buying that white fleet out of the general fund we've been tapping this because
the general fund's been squeezed because of the items that i mentioned earlier in the budget
presentation that are fixed income primarily being number one but instead of coming to you
each month or we decided to try to come with an annual plan of how to spend some
of that capital projects dollars and that starts with the white fleet that
would include for replacement of for transportation vehicles nine or eight
maintenance vehicles these are all vehicles that are 12 to 14 years old or
have and or have high mileage um the ninth unit for maintenance is a new vehicle for an air
conditioned box truck to work on air conditioning units throughout the district that is a growth
unit not a replacement and then the police department has 12 units to replace because
of high mileage vehicles there's a list on that that breaks down the numbers of mileages miles
and or the units that we're speaking of that would be again the source to pay
for that would be the miscellaneous capital projects fund and we rounded it
up to 1 million five hundred thousand dollars field turf replacement as you
know that doesn't doesn't last forever it's about an eight-year lifecycle on a
field turf we don't have all of ours come do it once but we do have to that
need to be replaced based on this being their eighth and final season. Legacy Stadium and
Pato High School would, if approved, would be scheduled to be replaced when football season
is over. So November through January of 2027 those would be replaced at a total estimated cost of
about 1.7 million dollars. And then Katy High School and Cinco Ranch High School at about 1.6
million dollars if approved would be replaced next summer then at some point we would need to come to
whatever one is next in line at eight years old i would say that on the turf replacements
uh two million four hundred fifty thousand dollars uh is recommended to come out of the miscellaneous
capital projects fund and you all heard me speak about the tourist fund and the tourist fund has
about 11 million dollar balance and that the amount to come out for katie high school's
field turf replacement would be $850,000 and we're recommending that come out of
the the terse fund track resurfacing we've got some issues with those three
junior high tracks McMain's junior high make May Creek junior high and Cinco
Ranch junior high list the amounts there and then Taylor High School is a one of
the big full-size tracks that needs to be completely started over on that and
seven hundred twenty five one million seven hundred twenty five thousand dollars for that so
the total on the proposed track resurfacing and replacement will be two million five hundred
ninety thousand of that one million eight hundred seven of the vast majority come out of the
miscellaneous capital projects fund and there is some remaining 2021 bond authorization that would
pay for help pay for the the track at taylor high school audio visual equipment we're we're running
and some strings in here i know i can't see the board presentation from my monitor there
where we normally could sound is often an issue here same within their 1200s that technology is
just it's old and it's been this time to be replaced as we know and to replace those in
this building and the pda next door at the martha uh a key center is 992 552 dollars
again source of that miscellaneous capital projects fund audio visual equipment replacement
at legacy stadium again those community rooms there same type of stuff that would be in 1200s
192 000 and in total with those projects it would be eight million four 574 605 again there's
21 million dollars available and minus the ter's uh amount so miscellaneous capital projects fund
and if approved would be 6.9 million dollars reduction the TERS eight hundred
fifty thousand dollars used for the Katy High School and then the bond
proposition D of seven hundred eighty two thousand dollars if approved this
should take care of miscellaneous capital project needs for this school
year and again it allows the administration to move forward with the
things that mrs. Morris was speaking about earlier on on procuring that stuff
appropriately etc we would follow up next month with a budget amendment if
approved and proceed to move forward with getting those those things in line
and ready to go I'm glad to answer any questions and if you have any questions
mr. Shipley thank you there's so two questions for you the AV upgrades in
this building mm-hmm could the tours could tourist funds be used for that
Absolutely they could. They could. What I, in my mind, when I, because I put that funding source
down, in my mind that was miscellaneous capital projects seem to make more sense because the TERS
is limited. Miscellaneous capital projects fund every month. We do add interest to it,
so that's going to grow. Of course, if we spend it, it's not going to add as much interest,
but it's growing right now. The TERS fund is at the $11 million balance, and it's not going to
grow it's never going to be done and so we wouldn't i would like to leave enough space in
there to if something necessary happened with the physical plant here or something that needed to be
done in this building if we got caught off guard since this is this center that we had the tourist
money available at the time okay make that make sense um the fund sorry miscellaneous capital
capital project. That is not excess bonds. It's not excess bonds. It is general operating.
It's not general operating. It's the interest earned off bond sales, and so those proceeds are
invested, and you can see a breakdown in your investment report. Ms. Rios is the one who
invests those dollars on behalf of the school district, and those return an interest amount.
We have to set some money aside for arbitrage, IRS rules, and then that accumulates interest,
interest in this $21 million now.
It's strictly off bond sale from proceeds in the interest.
Okay.
So it is tied to bond.
It is tied to bonds.
It is when that bond fund money is parked in an account, we're earning interest off
of it.
Yes, sir.
If there is no bonds, there's no interest in the account.
Got it.
Okay.
Yes, sir.
Thank you.
Sorry.
And we have to use that money on capital improvements?
Or is it?
You know.
I'm not trying to put you on the spot.
I'm just as me kind of worried.
You're catching me tired.
We don't have to spend it.
What?
Is it 10 o'clock?
It's a clock.
It's a clock.
Capital that's generating it.
When we set it up that way, we said put capital.
It's going to capital.
Makes sense.
Okay.
Thank you.
Mr. President.
Ms. Fox.
I was going to ask the questions, but I let Mr. Shipley ask some of my finance questions.
But can we talk about the white fleet?
Sure.
I've been on the, just driving in the city,
and I see, like, maybe this one, some of these that have six digits in their mileage,
and I'm worried about them.
I think they're held together with bailing wire and chewing gum and some duct tape,
and I think, should I follow them to make sure they make it all the way back to where they're going?
but like T-19 and T-24,
that mileage looks kind of less than what I have on my vehicle.
Is there a reason those, is that a replacement?
Is that what I'm looking at?
So there were some that we identified that did not have a lot of miles on it,
and transportation is taking those.
They may be older, but they're taking those
and going to put them in areas that are going to use more mileage.
I think what if it has low mileage and it made this list is because whatever type of vehicle is it's becoming harder to get parts for
as I know because it's old and
They are held together in
Weird ways, you know
There's got some of the some of those years
The paint was bad and you see the paint coming off of a lot of them and it becomes it
It becomes a safety factor even though the mileage is not as is
over six figures on that
that, as I understand it, there's some safety factor at play, too.
Okay.
My husband may want to treat his pickup for one of these
because these look better than my husband's pickup.
He won't get rid of them, just saying.
And we have mechanics on staff at transportation that maintain these,
and it just is more of a challenge to maintain them.
He only needs it to get to Kroger and back.
That's kind of it.
Any other questions, Board?
Thank you, Mr. Smith.
10.6 Discuss and consider Board approval of the renewal for 2026-2027 UIL Student Accident Insurance proposal for UIL events as well as catastrophic coverage as proposed by Greater East Texas Agency.
We'll now move on to Item 10.6,
discuss and consider Board approval of the renewal for 2026-2027 UIL student accidents insurance proposal
for UIL events as well as catastrophic coverage as proposed by Greater East Texas Agency.
And our presenter for now and the next two items, three items, Lance Nauman, our Director
of Risk Management.
Good evening.
Good evening, Dr. Gagarski, President Redmond, Board of Trustees.
The University Interscholastic League policy is paid for by the district and provides supplemental
medical benefits for accidents incurred by students who participate in UIL activities
such as athletics, fine arts, and career and technology education.
The plan is secondary to any other insurance participants may have and includes a supplemental catastrophic policy.
State law allows school districts to purchase this type of policy, but it is not necessary.
This insurance also provides voluntary accident insurance for students, which includes at-school or 24-hour coverage with or without dental coverage.
Those who elect this coverage pay the associated premiums directly to the carrier.
The current expiring premium for UIL coverage is $252,450 and $19,138 for catastrophic coverage for a total annual premium of $271,588.
The renewal premium for plan year 26-27 is the same as the expiring term of $252,450
for UIL coverage, $19,138 for catastrophic coverage with a combined premium of $271,588.
The UIL student accident policy supports student growth by providing district paid insurance
for accidents while participating in related activities. For students without
insurance, the plan serves as their primary coverage. Authority to purchase
this insurance is granted through FFD Legal.
Any questions, Board? Mr. President, I'm inquisitive here. On average, how many of
our student-athletes leverage this insurance and what's the cost to the
families? I didn't hear what you said. And what's the cost of families? The cost, it varies based on
24-hour coverage and in the election of benefits. I will tell you this, I have seen less than 10
parents enroll in this, in the voluntary. It's very low, low participation.
And we really don't interact with the carrier. We just offer it to the parents and the students.
because that's a transaction between those two individuals we don't collect premium and send
them money or anything like that so the cost uh to the district and i'm not saying i don't think
they should have insurance i'm just curious to the cost that we're paying 271 588 is that the
cost of the district yes that's the cost to the district for students who participate in our band
and fine arts, and any of the CTE programs that we have.
Cheerleading, FFA, and things of that nature.
So if a student is injured, there is a schedule of benefits.
It's not a health insurance plan, as one might think.
It's a schedule of benefits that allows an individual, I'll give you an example,
a knee injury may be worth X,
and part of a knee injury may provide only certain modalities of physical therapy.
And it's a stated value.
Thank you.
Any other questions?
All right, let's move on to item 10.7.
10.7 Discuss and consider Board approval of the claims administration by Texas Association of School Boards (TASB) Risk Management Fund for workers compensation claims.
Discuss and consider board approval of the claims administration by Texas Association of School Boards Risk Management Fund for workers' compensation claims.
Board Policy CRE Legal states that the district shall extend workers' compensation benefits to its employees by entering into interlocal agreements with other political subdivisions providing self-insurance.
Administrative services for KDISD's self-funded workers' compensation program have been performed by Texas Associated School Boards' ASB Risk Management Fund through an interlocal service agreement since 2006.
The scope of this service has not changed for the renewal period beginning September
1, 26 and ending on August 31, 27.
Claim handling fees for the renewal period will be $180 per claim for medical only claims
against an expiring rate of $175.
Indemnity claims for the renewal period will be $925 per claim compared to the period of
$875.
Both claim types represent life of claim pricing.
Expenditures for these services are based on claim frequency with an estimated annual amount of $215,490.
The cost is budgeted and paid from an internal service fund for workers' compensation through CRE Legal.
Any questions, Board?
10.8 Discuss and consider Board approval of the Workers Compensation Excess Reinsurance Program for the period September 1, 2026 through August 31, 2027.
All right.
and we will move on to item 10.8 discuss and consider or approval of the workers compensation
excess reinsurance plan for the period of september 1st 2026 through august 31st 2027.
to protect against very large specific workers compensation claim occurrences kdisd currently
purchases excess reinsurance for its self-funded workers compensation program as a result the risk
management department seeks to renew this program with the proposal submitted by Midwest Casualty.
The estimated renewal premium for plan year 26-27 is $155,643. The policy is auditable at the end of
the term with the premium increasing or decreasing based on final payroll numbers. The plan carries a
self-insured retention of $550,000 per occurrence with an accompanying rate of .0174. This program
represents year two of a two-year pricing guarantee from the carrier. The policy term is September 1,
2026 through August 31, 2027. Expenditures for this insurance will be paid from the workers
compensation internal service fund authority is granted to acquire this
insurance through CR legal any questions Lord all right thank you
10.9 Discuss and consider approval of the Voluntary Benefit Products for Plan Year 2027.
well now move on to item 10.9 discussing its their approval of the voluntary
benefits products for playing year 2027 presenters will be mr. Brian Schuss in
And Lance Nauman.
Good evening, President Redmond, members of the board, Dr. Kogorski.
Normally at this time it is Mr. Nauman standing up here going over detailed lines of coverage
and talking about premium adjustments.
He's going to do that.
But before that, I wanted to give just a brief overview of the market review this year.
I think it's important for the board to hear this.
I think it's important for our employees to hear this to know that we have done an extensive market review.
I'd also like to point out our consultants are here with us this evening from the Baldwin Group, Mr. Harris and Mr. Hirsch, and they are here to answer any questions as we near the end of the presentation.
So regularly testing the market is part of responsible benefits management, and it's imperative for a competitive voluntary benefits program.
When we initially engaged our consultants to do a market review, these were some of the goals.
evaluate the market extensively, improve employee value where we can, maintain
affordability if at all possible, and long-term sustainability, which we
touched on that a little bit last month. A thorough
disciplined approach. The review followed a defined multi-step process from
strategy and outreach through negotiations to final evaluation. There
were multiple rounds of negotiations at the end of this process and these are
all the steps that we went through to accomplish this, starting with market
strategy development and asking our consultants with with this market review
we're not just necessarily looking for replacement lines of coverage if we have
to replace a line of coverage but also what additional lines of coverage could
we offer our employees and tonight you're gonna see some some some real
improvements for example instead of offering two dental plans we're
recommending we offer three instead of offering one vision plan we're
recommending that we offer to we're even going to offer pet insurance and
sometimes when I want to bring a pet insurance I'll get a smile or a laugh
but it really is something that employees are looking for it's becoming
a pretty big deal and our consultants will say that's one of the things that
they requested most of and why not offer it if we can offer to our employees and
do what's right and best for employees and that's what that's certainly what we
need to do one thing I would like to point out to you know this process began
several months ago. This is not a quick process, it's a lengthy process
working through all these steps leading up to, as I said, multiple rounds of
negotiations and final evaluation presented to the district.
It was a highly competitive market, so we had a broad competitive
RFP, 22 carriers participated, 47 total proposals received across 13 benefits
benefit lines that were marketed and this all culminated in one
comprehensive benefit strategy. We talk about value for our employees, the
employee premiums for any replacement plans that we currently have that will
offer next year, employee premiums are same or lower. There were not increases
and I think that is huge because we know everything goes up right and most
most definitely, most of the time, health care.
So that was really great work by our consultants with the negotiations.
Benefit design is enhanced in many instances.
In an example, short-term and long-term disability,
both of those plans came down, I believe, 5%,
but the benefits are more rich.
So not only did we have lower premiums, we have richer benefits.
Estimated annual employee value, $815,000.
That's made up of $573,000 in direct premium reductions below what's current according to the participation in all those lines of coverage,
and $243,000 in avoided dental renewal increases for our employees.
So I've kind of already talked about this, but more value, not simply lower premiums.
We've got expanded provider networks, improved disability benefits,
benefits, stronger voluntary offerings with the added of the dental plan, the vision plan,
and now the pet insurance as well.
And again, Mr. Nelman's going to talk about all these individually here in just a little
bit.
So the bottom line, we ran a thorough competitive review and negotiated aggressively on behalf
of our employees.
And all of those items with the check marks by them on the left side, that's all everything
everything that was completed during this review and I believe a highly successful review.
Okay, so here we've got our coverage line, we've got our current program and then our
recommended programs.
And you can see all the ones in red, those are going to be new programs, new carriers.
And we do feel that we've done some really, really great work for our employees.
I'm going to bring Mr. Nauman up and he's going to talk about these in detail and talk
about premium reductions and then we'll be here for questions.
I think one additional point that for a couple points I might want to add is the
fact that this is a normal process that we go through every two three years. Some
of our programs run in guaranteed pricing arrangements so during this
period we were able to go out to the marketplace and achieve some successful
successful results. And in some cases we had, which is a benefit to our employees, three-year
price guarantees. And then in a couple of instances up to maybe one was a four-year price guarantee.
So not only were we out looking at the market, but we're also looking at this from a long-term play
to what we can do to bring some premium stabilization to the program that our employees
offer. And you know another thing that we want to think about as we go through
these these programs is we look at is interruption. If we change carriers
what sort of interruption or not it happened. So in most in all these cases
it was very low. In fact a lot of these cases that we're offering to our
employees this year they'll see a little broader offerings and a broader network
to give them greater choices. I think you'll have in your packet sort of a
list of all these carriers where we're changing from last year to this year and
I'll just highlight the ones where we saw some significant changes.
Particularly in the dental as Mr. Schoch was talking about, we've added two
additional plans. One of the plans is a DHMO where the employee has to stay
within the network, but it offers a much lower premium.
And we'll be moving from AFLAC to Humana on that as well.
On the high plan, we saw premiums pretty much flat,
which was a savings for employee plus children.
The vision plan, we now have what we call a high plan.
This plan is one in which there's greater benefit,
more accessibility to more I'm gonna butcher this for more lenses and frames
and coatings that will be not previously offered and we saw did we did see a
lower reduction in premiums there were no changes in the supplemental life and
the life insurance for employees we're staying with one America as you will see
the permanent life will remain with a flight which remained flat and
And disability, we will be moving from the Hartford to One America,
where we saw, which is really important, a 5% premium reduction.
And that is so important in this day and age where we have somebody can get injured
and it will pay for those benefits while they're off work.
And that is very key to us.
And we'll also see that we'll be offering something that's different this year.
you'll see in the legal ID protection and identity theft will be with safety net,
it will be a combined program with a much significant savings of 73 cents per employee in those tiers.
And then we'll be switching from accident, hospital indemnity, critical illness from Affleck to Hartford,
where we recognize significant premium savings in that.
And I would stress to that point in this one benefit is there is a wellness benefit attached to these we call worksite products where we try to communicate year over year to employees.
And I can't stress enough that the benefit in the worksite product literally almost pays for the premium on an annual basis.
The employee gets a refund check and literally gets a check in hand.
So that amount almost offsets the total premium.
And these benefits are very important in today's world of covering hospital bills, et cetera.
And then lastly, we enhanced the emergency transport.
We'll be moving from Massa to Vacu and saw significant savings there.
Very excited about this year and the results that we saw.
And again, we will look at these programs.
programs, we look at all our programs annually, but a complete marketing survey takes place
every three years.
So I would entertain any questions you may have.
Any questions, Board?
Mr. President, first of all, I feel so far away from the rest of you all.
I feel like I'm on an island by myself.
Thank you very much.
I know a couple months ago, I think we pushed you all to be a little bit more bullish, to
to identify options for staff that would help benefit them.
So appreciate you all going out,
finding some options that are either net neutral
or even the cost is lower or the benefits are enhanced.
I am curious in terms of your strategy,
did you include analyzing data from staff
in terms of what benefits they seem to be using the most
or have the greatest need for?
Was there any surveying to really identify, you know, what are the areas the staff are really needing, you know, teachers, et cetera, in terms of, you know, additional benefits?
Well, you will see that in the marketplace, this is about a wide range of products that can be offered.
So we try to bring as much of a variety to folks to offer based on their individual needs.
I will tell you this, this is a very comprehensive list of programs that are out there that are
available on a voluntary benefit basis that qualify for employees to purchase from.
So I'll get a little bit more specific.
So speaking from experience as a person who's had to deal with a loved one who had a terminal
cancer diagnosis, we've had lots of staff members have come and talked here in our board
room and talked about the challenges they had with themselves either having
cancer and trying to get the treatment that they needed or their spouses who
are under the insurance you know having treat having things denied not being
afforded etc I see you have critical illness listed in here as a voluntary
benefit does that include like widespread widespread like you know
cancer care and does it include having experience going to MD Anderson it is an
amazing thing to be able to go there but it sounds like our staff here have been
restricted from going there because of the surest didn't cover that is that an
option as you looked at the critical care option there well this is a
voluntary product in which critical illness is a schedule of benefits that's
reimbursed to the employee whether they are with the ACO the high deductible or
the POS is is separate and apart from this so this benefit would pay like
hospital or if if I get cancer I will get an X amount of value to that if I
participate in the program so whether they're the net whatever network they're
in it's not really tied to this benefit so can you explain a little bit more to
me then sure let's let me get to something here let's just like we'll
We'll talk about accident.
Let's say Lance is on the Memorial Hermann ACO.
He falls off his ladder at the house, breaks his leg,
and I know I qualify for the accident benefit.
Whether I went to Memorial Hermann, Methodist, or the local vet,
I still will get that benefit.
It does not matter where I end up getting my treatment as long as I meet the criteria and the outlined diagnosis by the treating physician or the hospital.
So they're completely separate and apart.
Mr. President, may I ask a question here?
So Mr. Nelman, this is not health insurance.
That's next month.
This is reimbursement.
Right.
These are just extra add-ons.
These are benefits that the employee pays out of their paycheck.
These are extra on top of the health insurance.
Exactly.
Because the premiums are so low, I'm looking at this thinking, what happened?
It's for additional coverage.
Additional coverage.
So it's an additional voluntary benefit the employee may elect.
When will we hear about the health insurance that everybody's talking to us about?
Is that next month?
We're presently working on that right now at the moment.
Riding on those numbers and looking at options and hope to bring those to you next month.
Thank you.
Oh, no, I think you clarified. Thank you very much.
Mr. President, I have a couple of questions.
Okay, because I wrote down here online prescriptions, are they going to be able to get express scripts?
But that's next month.
That's all next month.
So, but I did notice the avoided cost increase here in your presentation.
I mean, it's very impressive.
$243,000 avoided dental renewal increases.
How do you communicate that?
Like, oh, we saved a whole bunch of money because it didn't go up, when it's like there's still cost, right?
So that and the $573,000 in direct premium reductions, those are very, very impressive.
A total of $815,000 saved from our employees.
I think that's going to be a difficult communication tool for you when everybody's so mad at how much things are.
It is impressive that most of the costs have stayed the same.
I like the three-year price guarantee.
Guarantee, well done getting that done.
That's just kind of what I wrote down is it can be hard to communicate the great work you've done.
I hear you.
We hear you.
Appreciate all the work you've done and love the pet insurance.
Those costs can be very, very expensive, and I think people are going to really enjoy those kinds of things.
and I don't know if I'm paying so much for insurance.
Do very many people take part in extras?
Yes.
You will see I don't have the current enrollment numbers at my fingertips right now,
but, you know, anywhere from $2,000 to $4,000,
or 2,000 to 4,000 participants may participate in any one of these programs.
And the savings that you see is the number of participants
versus what we were actually to save.
We were looking at like for instance on the dental is a 6.5% increase in premium.
So through some negotiations we were able to get that down at a lower pick.
And one of our goals was to try to look at different options and availability of broader coverages, etc.
And I might add too, you know, the market is always changing.
And that's the reason, while we have these price guarantees, we will continue to look
at speaking with Baldwin, our consultant, hey, what's going on in the marketplace, just
to make sure every year that I come to you, we've done our due diligence as best we can.
And these are dental and vision and life and lots of things.
But dental and vision, I mean, those things are very expensive without insurance.
Just want to know how much Crown cost?
I just bought my dentist a new a new remodel at his house I think thank you
for this presentation by the way it's very informative how the process that
you as a team have gone through this go-around how does that differ if at all
from maybe how you went through it last year or the last time you shopped these
types of benefits? No really difference. We start this process actually, it was
right after spring break I think, March, we start beginning to look at
what's in the marketplace, what our goals are, and begin start pulling data in so
that we can put together a good presentation for the marketplace. We keep
it on a short lease time frame and we're able to go back and say well let's tweak
week this maybe we can come back and change this what about this benefit what
about that across all these lines this is a normal process as these guarantees
roll off we're already anticipating those those dates and this is this is
part of the normal thing that we do are there are there other any other programs
So you've got on slide eight, that one.
Pet is a new thing, right?
Pet insurance, right?
What else is out there that you consider that maybe is not on this list?
If it's 30 things, I'm just curious, are there other things out there that you considered?
I think we have a pretty comprehensive list of what's available in the marketplace.
We have hundreds of employer-based groups, and this is pretty much everything that we want.
Yeah, the pet, do you think it's, you kind of like shake, you know, like the pet insurance, that's a thing.
That's a, so many people have pets, especially in a post-COVID world.
Like so many people have pets, and that's a true benefit to a lot of folks.
And again, you know, I guess the last time that we looked at this program, that was not really an in vogue item, if you will.
It's morphed and it's grown into where it is today.
So we began to take a look at it.
.
One more question for you.
So this is obviously, this and then health insurance we're talking about next month, right?
You think about all that we hear from in public health, like this is it, right?
I know in the corporate, like, again, I put my shoes in the corporate world, my costs, my health insurance costs have skyrocketed, right?
It is no different.
Do we, I'm not even sure I want to say from an educational standpoint, but do you ever kind of compare, like, what are our district, what does an employee cost compared to a typical, another school district or a typical corporation a similar size that has 100,000 employees?
15,000 employees, right?
Sorry, it's late, I'm just gonna go with that.
15,000 employees, what those numbers might look like,
relatively speaking, it might tell an interesting story,
it might tell a bad story for us.
I'm all about relativity.
It's so difficult to compare employer-patient support.
People are experienced rate of thought,
and also love what they're doing.
and so it has two claims to premium ratio,
so it's more to make comparison
on what are the contributions being made to the cost,
instead of what the total cost would be,
because the populations are the same size.
They can trend very differently.
One might be high on specialty drug utilization.
One might be high on catastrophic credit.
One might have a better wellness plan.
One might have a more locked-in pharmacy.
So even if it's 100 employees, 100 employers,
it's not apples to apples.
It really depends on the utilization levels of the groups.
You can care what type of plan designs are being offered,
what type of coverage is, but for what the cost is,
that's really a function of the contribution levels made
to offset those costs within the group.
That answer?
Yeah, so it's us as an employer, right,
what we're contributing.
Yeah, you can benchmark those things, but it's hard to benchmark what the totals is.
Because it's all over the board from employer to employer based on their own utilization pattern of their employee population, their average age, their male and female content.
Healthcare varies by location as well, like where they locate you. But you can't benchmark everything else except for total space.
Yeah, okay. And I think we'll discuss healthcare specifically, it sounds like maybe next month, right?
Right.
I'll save the other questions I've got for that. Thank you.
Any other questions, Board?
All right, and then we will move on to Item 1010, Discuss and Consider Future Board Approval of the 2026-2027 Discipline Management Plan and Student Code of Conduct.
10.10 Discuss and consider Board future approval of the 2026-2027 Discipline Management Plan and Student Code of Conduct.
And our presenter is Ms. Sherry Ashmore and our Director of Student Affairs.
Thank you President Redmond, members of the board, Dr. Virgorski. So you've seen me up here for a policy update last month and you'll see me in the fall for instructional calendar but discipline is kind of the main part of my job.
It's my daughter's birthday today and she's turning 11 and she was asking about this meeting and I said, well, it's pretty important.
It's like my Super Bowl.
Like I planned for it all year long and today's the day I get to talk to you about it.
And so it really is a year-long process.
As soon as this discipline plan is approved, I'll get my beautiful copy from Print Shop and I'll write draft at the top, changes for next year, and I start marking down changes.
Hopefully no typos.
just feedback from phone calls. So we have about 300 administrators in the district. I think most
of them have my cell phone number and phone calls with community members, parents, school leadership.
What doesn't make sense? Where are their questions? What is the new creative behavior some quirky
junior high students come up with that isn't clearly defined in our plan that we have to find
a place for? In training, we're training new administrators, new to the role, new to the
district they have really great questions for us that really identify where there needs to be a
shift or change i visit all high school campuses in the spring so that's a great time to meet with
admin teams to talk about what's working well what do we need to keep doing what do we need to change
there's opportunities for junior high and elementary administrators to share
what's working and what's not our katie improvement council has heard a version of kind of
the big themes of all of these changes as well as our central office leadership school leadership
all my assistant superintendent friends in the back we work closely together and of course um
legal counsel justin graham supports me um in that department so there's two significant themes
you're going to see a big one is really just kind of cleaning up the instructional setting to not
only represent the physical brick and mortar walls of a classroom but that when we say classroom we're
talking about all instructional settings including virtual so we know about our work with legacy
virtual high school so that's going to kind of model and match up just for consistency throughout
the document and then also modifications to the dap model for non-violent offenses
and that allows parents to have the choice to allow their students to serve their placement
virtually and so you'll see a lot of redline language around that to really clarify the opt-in
piece, the parent choice piece, which offenses those are available for, what that looks like.
And so as you have had an opportunity to review these, I'm open to any questions you may have
and happy to listen to any feedback. Looking forward to an approval next week.
Any questions for discussion board?
Ms. Fox? Ms. Ashworth. Thank you, Mr. President.
So we're seeing the new trends now, you know, as we've changed through, as things change and change, you know, all the things.
And the new thing now are those bicycles that look like motorcycles that go really fast on sidewalks, on walking paths, on streets where they're not really licensed, you know.
So that is a great buzz in our communities.
And they show up at schools, in the bike racks, things like that.
Could you look into that a little bit and see if we have that covered in the DMP?
And maybe if we could modify any language that might help with those types of things within what's our purview as a school district.
I think that's the nice thing about a work study.
we can hear that feedback and then definitely take take whatever we hear today and look into that
thank you so much we want we want safety for our boys and girls and we want to give um honor to the
community who care about that and you know our schools are in communities and so they see a lot
of that and i i get it it's very convenient and they're very fun there's a lot of them
item 3.1 for is engaging in a health or safety hazard it's very popular on campus
any other questions support any delusional up here mr. Shibley just to echo mrs. Fox's
comments on that particular topic in the media a little bit the last couple of weeks and it's
it's not so much the last couple of weeks.
The electric dirt bike topic,
and I guess this falls in discipline management,
I don't even know if this is the right, it is, okay.
You've got, it's become, I would argue,
it's an epidemic in the state.
It's not a KDISD problem,
it is just absolutely out of control.
It's a parental problem, is what it is.
But the reality is, is there are certain types
of classifications of bikes,
which are basically dirt bikes that have a battery,
they're not street legal.
But we've got kids that are riding into school.
And at least from what I'm being told,
what I'm seeing personally,
and they're on campus, they're being parked.
And so is there something we could add to this plan
that says these are not,
things that are not street legal,
that are illegal for you to be riding,
which would include an ATV, a gas powered dirt bike,
an electric, you know, battery powered dirt bike,
they don't belong on our campuses.
And our student, you know, this discipline management plan speaks to that.
I think it would give an enforcement mechanism to help and keep them off the roads and off
of our campuses, which just goes kind of to the overall collective safety of our students
and the people that are walking to schools and all the things.
So that's kind of what she's building on.
Let me go ahead and jump in on that one a little bit.
So just so I get some clarification and then we'll turn Sherry loose to put some language
woods together. There certainly is a huge difference between um even an
electric scooter that might go four or 5, 6 miles an hour compared to an E
bike that has pedals pedal assist with some sort of electronic whatever
compared to the things you're describing there, Mr Shipley, which are more of a
motorized vehicle. Okay. And we already have um we don't allow motorized
vehicles, unlicensed motorized vehicles. So things like that. Yeah, we wouldn't
allow the dirt bikes or ATVs, four wheelers, three wheelers, go karts, you know, I mean,
all that stuff. So we've just got to get a better definition and get our mind wrapped around these
electronic motorcycles that are unlicensed and not supposed to be there. Like I said,
we've already got a prohibition of those things. How do we tighten it up a little bit in the DMP
and be a little more specific with that.
We'll get Sherry to write something up on that.
You bet.
Fantastic.
And I think the constable and the sheriff out here,
they've had to, because the public is just all over law enforcement about this,
and they've had to come back and clarify, okay, time out.
To your point, if it's an e-bike and it has pedals, it's a bicycle.
It's street legal.
They could be 10 years old, right?
It's legal.
but then they've also said look but these they're basically dirt bikes but
they're battery-powered no pedals there's a clarification those aren't
straight legal right period right so there's just kind of to your point
there's some nuances to it some of this might fall in the category of like an
ATV some of its a bicycle I just maybe put a little bit more finesse around the
language I think would be beneficial
Any other questions, Board?
I do.
Maybe I'll jump in here.
Ms. Fox?
I feel like principals or our security guards are thinking, oh, my word, how am I going to spend all my time policing that, enforcing that?
So you will bring us language that can be enforced.
enforced and just like anything else, like our new dress code that we, you know, made more specific
once it's locked down and children understand it and parents understand it, it be, hopefully it
will be a short lived, um, headache for them to figure out how to spend the time at the beginning
of school to make sure that, uh, children and parents understand what the guidelines we have
set are and so for those people who are heartburn already about how am I going
to take care of that I think it it may be short-lived we're hoping it will be
very short-lived so once people have the guidelines and they're enforced at the
beginning that's that's my hope any other questions about our discipline
management plan board no the shortest super bowl ever there you go that's when it's a really
decisive win though it's just like oh yeah it's a win yeah uh we'll now move on to item 10 11
10.11 Discuss and consider naming a portion of a facility at Katy High School.
uh discussing consider naming a portion of a facility at katie high school and our presenter
is uh board member miss rebecca fox thank you mr president it is my great honor to bring a
a recommendation to our board to name the Katy High School softball field
after legendary coach Kalem Hack.
We heard from a public forum tonight.
Many people speak about Coach Hack and what he has meant to our community
and to the Katy High School family.
and so but for those who might not have heard that I'm attached to our board
documents
yw nifer o llythyr o gyngor sydd wedi dod atyn nhw i ni ac felly fe wnes i
teimlo bod yn dderbynol ar hyn o bryd i ddod yn ôl i weld a oes gan y bwrdd
bwyd i ddod i'r blaen gyda hyn felly gallaf i ddarllen ychydig o hyn
dyma arwain o ddaearwch ymwneud â chaddy softball coach hacks y enw coach hacks sy'n
yn synonim â'r ffurfio'r Ysgol Gwaith Katie, dros 26 mlynedd o ddysgu gyda'r Tiger ac
bron 30 mlynedd gyda'r CDI, fe wnaeth ei adeiladu'n ddyfynol gan llwyddiannus llwyddiant a chymorth
ddifrifol i'w chwaraewyr.
Gyda chwech a chwech a chwech a chyflawni at Katie, nid yw Coach Hack wedi colli'r play-offs,
ymddiriedaeth i'w ddiddordeb yn y cyffredin a'r gwerth y gellir ei gynnal.
Mae llawer o gyfansoddiadau yn ystod ei record sylweddol.
y cynyddu y tu hwnt i'r gêm.
Mae'n fwy na chyfarwyddwr, mae'n fentor.
Mae wedi llifo bywydau o lawer o chwaraewyr
yn arwain gwasanaethau gwerthfawr
sydd wedi'u llwyddo y tu hwnt i'r ffordd.
Heno, wnaethon ni glywed o ddwy o'i chwaraewyr,
ganddyn nhw'n hyfforddwyr chwaraewr mewn KDISD.
Mae ei gyfranogoliaeth yn ystod ddegedau.
Roedd ei bwrdd o'i hyfforddiant
yn ei ddynnu o lefel cydweithredol.
fe'i hyfforddodd yn Sam Houston State, Nebraska, Kansas a Alabama.
Ac mae'n ffodus i ni fod wedi gwneud hynny i'r canolbwynt Cady, Texas.
Yn erbyn ei brofiad yn brifysgolion, mae'r ysgol Cady yn lle roedd yn ei ffyddio'i llywodraeth
a'i gwneud ei effaith mwyaf ddiweddar. Mae ei ddodd yn un o ddyddiad,
gweithredu, llwyddiant ac ymddygiad gywir ar gyfer ei gynhedlion.
Mae'n adael rhag rhan o rhan o'i gynllunio a chymuned sy'n cofio ei gyfrifion.
I ddod o hyd i'w blant, fe dweud yma,
nid ydych chi'n gwneud llwyddiant yn y gweithredu.
Mae'r llwyddiant yn y gweithredu yn barod.
Rydych chi'n rhoi enw arno.
felly rwy'n credu y byddai'n ffitting iawn a dwi'n hafodol am y ddau aelodau o'r bwrdd
a yw wedi ymuno â fi a'r cyflwyniad hwn fel un o'r agendau. Dyna sut rydyn ni'n ei wneud yn ein busnes.
Dwi ddim yn gallu clywed pawb oherwydd roeddwn i'n gwybod bod pob un person yn dweud yn bendant, ond mae gennym
tri pobl i roi rhywbeth ar agendau ac rwy'n hafodol am yr agregaeth gyda hynny ac felly dyna'r
y cyfeiriad i symud ymlaen gyda hynny ac mae gennym ni wedi gwneud hynny am ychydig o bethau eraill
drwy gydol ein distric. Mae tenis yn ystafell tenis yn Taylor High School
am ddau blynedd ac yn fath o bethau ac rwy'n credu ei bod yn dda iawn i fod yn gallu, yn Cady,
rydyn ni'n conwy am ein hanesau, ein hanesau byw, ein hanesau sydd wedi dod o'n fawr i ni,
ond rhoi enwau ar adeiladau a chyfleoedd sy'n cynnwys y trethiau anhygoel hyn,
rwy'n credu, yw'r hyn sy'n gwneud Cady yn ffynnu.
A oes unrhyw gwestiynau neu drafodaeth?
Mr. Prif Weinidog.
Ms. Taylor.
Rwy'n cytuno â chi, Ms. Fox.
Mae'n un o'r traddoddion gwych o Cady,
ein bod yn honno'r addysgwyr a'r staff sydd wedi cyfrannu'n llawer
ac sydd wedi rhoi eu llwybr ar ein myfyrwyr a'n ysgolion.
Ac nid wyf yn gwybod y cwch,
oherwydd rwy'n dod o'r ochr arall i Katie, mae gennych chi ddau llawr, chi'n gwybod, ysgol arall.
Fodd bynnag, rwyf wedi dysgu llawer amdano a'r marg y mae wedi'i ddod o hyd ar fynyddion, staff, hyd yn oed ei
plant eu hunain. Un cwestiwn rwy'n ei glywed ac roeddwn i eisiau ei ddod o hyd i'r cyfweliad cyhoeddus
pan fydd pobl yn cael heriau gyda ni yn gwneud hyn, yw'r cost o'r cwst ac nid y gallaf
dwi ddim yn meddwl ei fod yn cymaint o'r cost i ddod o hyd i'n arwain bywydau yma yma
yn Katie felly dwi'n edrych ymlaen os gallwn chi rannu beth mae hynny'n edrych fel hyn.
Felly rydym yn rhoi, Mr. Smith, i'w adael fy adnodd, nid ydym yn rhoi cymaint o arian yn y budged
bob blwyddyn?
Ie.
Ie.
Ie.
Ie.
Ie.
Ie.
Ie.
Mr. Verling, ddweud wrthym, mae gennym ddwy neu tri o'r rhain.
20,000.
Iawn, rydyn ni'n rhoi 20,000. Iawn, felly mae gennym 20,000 yn yno, yn barod i fynd, wedi'i allogu.
Ac yna, Mr. Verling, beth mae'n ei chostio?
Ie, felly byddwn i'n peirio'r cwestiwn hwnnw i fy tîm yno, ond rhywle rhwng 5,000 a 50,000.
Os ydych chi'n rhoi llythyrau ar y llawr, mae hynny'n llawer yn haws.
os ydych chi'n edrych ar gyfranogiad sgorffbwrdd, sef yr hyn rydyn ni wedi'i wneud gyda
sgwrs foes, sgwrs foes, yna mae'n fwy arach. Felly mae'n debyg ar y
ffenyw, os ydych chi'n dweud. Ac os ydych chi'n gwneud gym,
dwi'n dweud, ar y ddeolch o'r ysgol, rydych chi'n ei roi ar y ddeolch, efallai ar y
llawr, mae llythyrau yn llawer chyfraith na rhywbeth mwy elab.
Ydych chi'n cofio neu efallai unrhyw un ar eich tîm sut rydyn ni'n ei ddau pan wnaethom
MacPherson Field?
Yn ôl 15?
Iawn.
Felly, ydych chi'n meddwl, yn y cynllun ymlaen, sut fwyaf yw'r cyllideb?
Ie.
I ddangos...
Ydych chi'n meddwl.
...fodd bywyd, nid mor fawr.
Diolch.
Prif Weinidog Shibley.
Fe wna i ddod i'r cyfan o'r holl bethau gwych a ddweud amdano yma heno.
ystod y nos. Rwy'n eistedd yma yn y ffordd y byddwn i'n edrych ar y ffenestriau o'r
ffordd y bydd yn dweud, fydd yn y ddyniaeth. Ac fe allaf feddwl
dim beth gwell na chymharu rhywun fel hynny. Nid oedd
ei fod yn cael gyrfa gwych ond mae gennym rhai
tîm softball bach sy'n hyderus yn ein distric ysgol nawr.
Ac mae'r rhai sy'n hyfforddi'r tîmau hyn yma heddiw
wedi cael eu hyfforddi gan ef. O, ac wrth gwrs, mae'r mab hefyd
yn ymddygiad hefyd. Dwi ddim yn meddwl yn y distric, dwi'n meddwl eich bod yno lle arall.
Dwi ddim yn cydnabod y logo ar y siwrt, dwi ddechreuodd rhoi amser anodd amdano, ond nid ydym yn mynd i siarad amdano.
Ond dwi'n meddwl, o ran beth mae'r distric yn ei ddweud, bod yn y ddyniaeth,
nad yw yna enghraifft well na'r hyn a wnaethom ei glywed heno. Felly, yn hyderus iawn am hynny.
A oes unrhyw gwestiynau neu sylwadau ar y bwrdd?
Wel, byddaf yn ychwanegu, oherwydd efallai bod y mam yn dal yn y fath o Brooks Hack sy'n siarad heno, ond roedd yn cymryd rhan ar
rhaglen yn ysgol uchel o wahanol ardal, ac yn un flwyddyn, roedd yn cymryd rhan o'r rhaglen y ffwrdd
yn ddyfn i'r gweithleolion.
Yn fawr iawn, yn fawr iawn.
Dwi ddim yn cofio ble.
Ac yna fe wnaeth ei gael ei hun yn ymgyrch ysgol gwrtaith a chymerodd y tîm ysgol gwrtaith
gêm. Ac, chi'n gwbod, dwi'n meddwl ei fod yn gweithio, dwi'n meddwl bod y cwch Hack a'r hanes
Mrs. Hack yn parhau i ddod ymlaen. Felly roedd yn eithaf arbennig i weld yr holl hynny.
Mae'r ddau ohonynt yn mor hyfryd. Dydyn nhw ddim yn siarad am hynny.
a dwi'n dweud, dwi'n meddwl, pam nad ydych chi wedi ddweud wrthi?
Dwi'n credu, chi'n gwybod, mae'n gweithiwr anodd.
Nid oes cwestiynau arall, yna byddwn yn symud ymlaen i ffyn 1012,
10.12 Discuss and consider Board approval of the proposals for the Building Management Control System replacements at Paetow High School and Stockdick Junior High School.
ystyried a chyfrannu cynnig y cynlluniau ar gyfer
system rheoli rheoli y adeiladau ar y
ysgol Pato yn Stockdick Junior High.
A'n cynhyrchwyr yw Mr Nathan Ffuchs,
pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen pen
i gael i gyd-dau-dau ac aelodau llyfrau ar bob un o'n ardal. Mae'r gwaith yn cael ei gyflawni
dros 2027. Ar hyn o bryd, byddaf yn hapus i ateb unrhyw gwestiynau y gallwch chi gael.
A oes unrhyw gwestiynau, Bwrdd?
Mae'n deimlo fel os ydym ni wedi adeiladu'r ysgolion hynny ac mae'n rhaid i ni eu cymryd.
Mae'r cyngor yn lle.
Yr ysgol y byddwn i'n gofyn, beth yw'r lefel byw?
Roeddwn i'n gorfod edrych ar hyn.
Roedd 2017.
Felly, gadewch i mi ystyried, ac mae hynny'n gwestiwn da iawn.
Felly, y camasau yma yn y dylunio.
Roeddent yn ôl yn 2014 pan ddechreuwyd y broses dylunio.
Ar hyn o bryd, roedd y distric yn ymddiriedaethau Siemens.
Felly, yr hyn a gawson ni o gwmpas y distric oedd Siemens.
Felly, roedden ni'n defnyddio systemau Siemens.
a ddod i'r systemau a chyfarfod newydd, ac dros y 10-14 flynyddoedd diwethaf, mae'r systemau hynny wedi newid.
Nid ydw i wedi dod â llawr o binc a sain gwbl, ond fe wnes i dod â rhywfaint o gyntaf.
Felly, dyma system Siemens. Mae'n llunio bob ystafell.
unrhyw ystafell, os ydych chi'n meddwl am ysgol uchel neu jenior, mae gennych chi llwythoedd o ystafell, felly mae'n rhaid i'n tîm
fynd yn un ar un i ystafell i edrych ar beth fydd y teimladau yn ystafell,
lefelau hymysgedd ac ati. Mae'r system newydd yw edrych ar
cynllun cynllun cymhwysol ac mae'n dangos y gwirioneddau, y llwythoedd a'r rydw i, felly
o safbwynt timio, mae'n llawer mwy effeithiol.
Yn edrych ar effeithloniaethau, os bydd y Bwrdd yn cyfrifo'r cymharu hwn, bydd costau gweithredu yn
achosi tua $115,000 y flwyddyn o ran gweithredu systemau, adbwysedd, ac atal at rai
o'r rhain. Felly, nid yw'n achosi amser a phwysigrwydd i'n tîm, ond hefyd
Mae unrhyw gwestiynau arall yn gweithio?
Rwy'n meddwl mai un mwy. Beth yw'r aros-gyflawn heno o'r system newydd?
Mae hynny'n gwestiwn da. Mae gennym systemau sydd wedi cael eu cynnwys ers yna ac ydym yn eu defnyddio eto.
Nid ydym yn gweld ymlaen yn y dyfodol dyfodol. Ychydig o flynyddoedd,
wythnosau, mae'n debyg ein bod yn defnyddio'r systemau hynny. Mae wedi helpu i
rydyn ni wedi gwblhau'r drws i gynhyrchwyr eraill, lle mae gennym ni wahanol ffyrdd.
Oedden ni'n seimlon yn sefydliadau Siemens ac roedden ni'n eu hyderu arnynt.
Os oedd rhywbeth yn mynd allan, roedd ganddynt fynopoli o beth bynnag.
Felly nawr rydyn ni wedi gwblhau'r drws i gynhyrchwyr eraill, mae'n ein galluogi i
gweithio gyda'r gwahanol fendurau a chael cyfle gwell i
i ddatblygu'r lefelau bywydau hynny.
Roeddwn i'n meddwl y byddai gen i gwestiwn.
Rwy'n ceisio cyflawni fy ngwyd.
Brif Weinidog, byddaf yn gofyn un cwestiwn.
Mae 3 miliwn i'r ysgol uchel.
Y cyfnod rhwng y cyfnod rhwng y 23 fond a'r hyn.
Felly roedden ni'n disgwyl
bod y systemau penodol hynny'n cael eu cyflawni
yn y cyfnod 23?
Roedd yna'n gweithio ar hyn o bryd.
Pan wnaethom gynllunio y cyfnod,
roedden ni'n gwybod bod y systemau hynny'n rhaid eu cyflawni,
a oedd oherwydd nad oedd y gwasanaethau'n cael eu cefnogi,
neu oherwydd roedd systemau newydd yn y tu allan,
ac roedden ni'n gwybod nad oedd y rhannau yn gweithredu yna.
Nid yw'r rhannau wedi diwedd y wythnos diwethaf.
Nid ydynt wedi'u cynhyrchu am ddwy blynedd nawr.
Felly, yn 2023, roedden ni'n dweud,
iawn, mae'r ysgolau PAYTOW yn rhaid eu cyflawni,
mae'r ffordd i'w ddynnu.
4.6 miliwn o ddolr i ddim cynyddu i roi'r systemau yma mewn ddwy canfases.
Mae gennym 90 o ganfases. Felly os ydych yn meddwl am reoli systemau,
gallem ni ddioddef yn 100 miliwn o ddolr mewn reoli systemau os ydym yn eu rhoi i'w roi i'w roi i'w roi
bob 10-12 blynedd. Rwy'n meddwl, rwy'n meddwl, rwy'n ceisio deall, i'r
Gwestiwn i Mrs. Taylor, pa amser bydd y systemau hyn yn parhau,
y byddwch chi'n disgwyl i'r adnoddau eraill fod yn rhaid iddynt gael eu cymryd yn gyntaf
ac yn cynllunio'r mathau hynny yn fwy o amser?
Ie, dwi ddim yn gweld nhw'n mynd allan mewn 8 blynedd.
Mae'n anodd dweud, dwi'n credu,
nid yw'n debyg i un o'r plant fod yn cael ysgol dŵr,
neu'n cael ysgol ar-lein neu'n cael ysgol ar-lein.
Mae'r systemau newydd wedi'u dylunio i ddwylo yn fwy o amser
yn ystod ei fod yn ddim yn hynod o'n aneigweddol. Mae'r fawlfeydd a'r thermostedau y
ydych chi'n eu gweld ar y llawyr yn ystyried eu bod yn parhau i ddod yn hir. Felly dwi ddim yn gweld
nhw'n mynd allan mewn wyth mlynedd neu rhywbeth fel hyn. Dylem gael llawer mwy o
ddefnydd o'r rhain. A yw'r camasau eraill yn ystod y ddau hyn sy'n gael systemau'r ystod?
Mae yna camas arall, yw'r Stadion Rhoads, sydd â'r llatform yma sydd wedi cael ei gyflawni,
yn ystod y cyfnod ymlaen ymlaen ymlaen y fond 2023. Felly mae pob cwmpas arall yn system newydd?
Mae llwythoedd gwahanol ar y cyfan. Yr un ar ôl yna yw Dezigo a dyna rhywbeth y byddem yn
eich edrych ar yn y fond nesaf yn ymlaen rhai o'r systemau hynny. Felly mae yna,
chi'n gwybod, yn y dyfodol, rhai systemau yr hoffwn eu gwella yn y dyfodol. Iawn.
Allwn ni ddynnu'r holl rhanion hynny a'u cymryd i'r Stadion Rydyn ni'n gwneud hynny?
Rydyn ni wedi bod yn gael stoc o rhanion oedol oherwydd, eto, rydyn ni ddim yn gallu eu gael felly pan fydd y systemau yn mynd i lawr,
o ddynion neu actuators neu beth bynnag, rydyn ni wedi cael stoc o rhanion rydyn ni'n eu defnyddio. Ie, sir.
Rwy'n gweithio.
Mr. Prif Weinidog, rydyn ni'n gwneud y cyflwyniad ar hyn ystod y wythnos, yn gywir?
Ie, gweithiwr.
Mr. Ffugls, byddwn i'n gwerthfawr os allwch chi gael gael gwybodaeth mwy o ddeffyniad
o ran cyfnodau bywyd ar gyfer y systemau hyn,
sydd wedi'u cyfathrebu â'r Prif Weinidog,
a ddylai ei fod yn eistedd y tu ôl i mi.
Efallai y byddai'n anodd os ydym yn gilydd.
Mae'n bwysig iawn,
ac rwy'n deall pam y mae'n ei angen,
ond o ran y nifer o ysgolion sydd gennym,
fe wnes i ychydig o ddysgu
wrth ymlaen â'r nifer o ysgolion
a sut amser byddwn ni'n rhaid i ni roi cymorth i rywbeth fel hyn.
Felly, byddwn i'n hoffi gwybod,
gyda chyfnod o ddwyleth o'r hyn rydyn ni'n ei wybod, beth rydyn ni'n ei ddeall, beth rydyn ni'n ei weld o'r data,
beth rydych chi'n ei ddod o hyd i, dwi'n credu efallai, hyd yn oed o'r cwmni, beth fyddai'r amser
allweddol ar gyfer y systemau hyn. Ie, yn sicr.
Ie, yn sicr. Felly gwneud penderfyniad mwy ymwybodol.
Ie, gweinidog. Ac rydym wedi bod yn ei roi'r systemau hyn,
efallai, 5-8 y flwyddyn, efallai dros y ddiweddion diwethaf,
fel maen nhw wedi bod yn symud ymlaen.
Diolch.
A oes unrhyw gwestiynau ar y Bwrdd?
Diolch.
Byddwn ni'n symud ymlaen i ffyrdd 1013,
10.13 Discuss and consider Board approval of a contract for the construction of the new Opportunity Awareness Center.
ystyried a chyfrannu cynnig o gyfrannu
ar gyfer adeiladu'r Cyffredin Gwyddon newydd
a bydd ein cynhyrchwyr yn Lysa Casman,
Yr Yrgym Yrweithredol O Blantio Cyflogau
ac fe fyddwn ni'n cael hi ar gyfer y tri o ffyrdd nesaf.
Diolch yn fawr, Prif Weinidog Redman, ymddiriedolwyr a Dr. Gygorski. Rwyf yn cael y tri o oennau. Yn gyntaf, y
cyngor ar gyfer y gynhyrchwyr ar gyfer y Cyffredin Gwyddon Cyfle newydd. Roeddem yn cael 15 o
fiddorion yn cynnig ar y adeilad 20,000 o ddau cyfnod, a oedd yn ffenomenol. Roedd
Anzal O' Bryant yn gweithio'n gyntaf yn gyfan. Yn ôl i'r cyflwyniad i'r Gweinidog, mae'r cyfnod
yn gwerth gorau i'r adeilad. Mae wedi cyflawni nifer o brosiectau yn ein
yn ein distric ac maen nhw'n cyflawni Gade Junior High ac maen nhw wedi dechrau ar Beck Junior High.
A oes unrhyw gwestiynau i'r bwrdd?
Ddim cwestiynau ac gadewch i ni symud ymlaen i elfen 1014, ymdrin a ystyried cyfrifoldeb y bwrdd
10.14 Discuss and consider Board approval of an Interlocal Agreement with Fort Bend County Municipal Utility District No. 172 and Katy Independent School District.
o gyfraith arbennig agored gyda Mudd, Distric 172 a Cady ISD.
Ac fe wna i ddechrau gan y bwrdd, mae llawer o amser yn ymwneud â'r elfen fel hyn y byddwn yn ei roi ar y
ymgyrch ar y cyfrifol, a fyddwn ni ddim yn debyg o'i siarad amdano.
Ond o ran ein bod ni'n cael aelodau newydd, byddwn ni'n mynd i'w trafod ar hyn o bryd.
Ac yna, wrth symud ymlaen, pan fydd rhywbeth fel hyn yn dod ymlaen,
byddwn ni'n debygol o gael hynny ar y cyfrifol.
Felly, i roi'r cyngor i chi.
Yn ystod y PTA, mae'r MUD 172 yn ymgysylltu â'r PTA yn ariannu arian i
gweithgaredd ymlaen yn Randolph.
Felly roedden ni'n mynd i fynd i ffwrdd agored, a'r hyn rydyn ni'n ei wneud yn eithaf cyffredinol, ac rydym yn cynnig cyflawniad i'r pwnc hon.
A oes unrhyw gwestiynau?
Prif Weinidog, mae gen i ddau.
Mr. Shipley.
Sut amser rydyn ni'n mynd i fynd i agored gyda'r mud?
Ymlaen.
Ymlaen.
Mae'n ffordd wych.
ac yn dod allan o ddistric ychydig mwy o ddwyloedd,
dwi ddim yn gwybod pa mor lawer o reolwyr ddwyloedd a neu PTAs
yw'n ymwybodol o'r posibilwyr yr ydym yn siarad amdano,
sef dwyloedd sy'n cyfrannu cyfrif gweithredu i brosiectau fel hyn.
Gallai PTA fynd i ddwyloedd a dweud,
hei, rydym am adeiladu'r blaig, nid oes gennym unrhyw arian arnynt,
allwch chi roi'r arian i ni?
Ac mae'r dwyloedd yn gallu cymryd yn ymlaen.
Felly, rwy'n credu bod unrhyw beth y gallwn ei wneud i adeiladu ymwybyddiaeth o'r bosib.
Yn amlwg mae'r MUD yn rhaid i ni ddewis arno, mae'n rhaid i ni ddewis arno, ond mae cyllid eraill ar gael os yw'r PTA eisiau mynd i'w ddod i'r blaen.
Ac os mae'r MUD yn cael rhywfaint o gweithrediad ac mae'r reolwyr yn agored arno, mae'n ffynniad da.
ffwrdd. Rydyn ni'n ceisio'i annog pan fyddwn yn clywed y PTA, ond rydyn ni eisiau gwneud pethau ar y canfases, felly rydyn ni'n annog
nhw i fynd allan i'r cyfnod. Mae hynny'n wych. Iawn, bydd y cas-studio neu beth bynnag yn adeiladu gwybodaeth. Diolch.
A oes unrhyw drafodaeth arall? Rydym yn symud ymlaen i'r arbennig 1015, ymweld a ystyried cyfrifoldeb y Bwrdd
10.15 Discuss and consider Board approval of Amendment One to The Whiting Turner Contracting Company contract related to the renovations and additions to the Maintenance buildings located at Central Maintenance, Lester Reinecker II East Transportation, Anna Baker West Transportation, and Cyndy Self South Transportation.
o amgylchedd 1 i'r contract o'r cwmni Gwytling Turner sy'n ymwneud â'r adeiladau a'r
ynghylch y adeiladau gwaith sy'n seiliedig ar gwaith canolol,
ynghylch y gweithgareddau Lester Rhinaker a'r gweithgareddau East,
ynghylch y gweithgareddau Anna Baker a'r gweithgareddau Sydney South.
Mae hyn yn ymwneud â'r cyflwyniad yn gynharach.
Cynhyrchom contract i Whiting Turner am eu ffee
cyn-gynhyrchu. Ac nawr, dyma rhai o'r adnoddau ar gyfer y gweithgareddau
pre-deiladau,
y generatwyr. Felly, bydd y ffyniad hwn yn
yn mynd i'n gallu ein gwahoddiad i'r cyfnod nesaf ac yn ystod y ddwy mis nesaf, byddwn yn dod yn ôl
gyda'r GMP olaf a bydd y dollarau hyn yn cael eu cynnwys.
A oes unrhyw gwestiynau i'r Bwrdd?
Diolch yn fawr iawn. Diolch.
10.16 Discuss and consider future Board approval of the launch of a district virtual high school for the 2026-2027 school year under Texas Education Code Chapter 30B.
Byddwn ni'n symud ymlaen i bwynt 1016, ystyried a ystyried cynnig cyfle i'r Bwrdd yn y dyfodol
ar gyfer cyfnod o ysgol uchel-diddorol o'r 2026-2027 o'r blwyddyn o ran Codd-30 Cymru.
ac mae'n cynulleidfa yn Lesley Hack, Brif Weinidog.
Iawn.
Gallaf fynd i'r microffon.
A fydd hynny'n well?
Bydd yn iawn.
Iawn.
Mae'r cymdeithas yn ceisio cynnig cynnig ar gyfer
agor ysgolau hyfforddiant legeisyddol
yn ymateb i'r cyfleoedd o'r cyflwyniad o'r Cynulliad Cymru
o'r cyflwyniad ysgol ysgol ymlaen ym mis hwn,
sy'n gofyn i'r Llywodraeth ymlaen yn rhan o'r broses ymgyrchu.
Mae'r ymgyrchu wedi'i droi ar 2 Medi, cyn y wythnos hwyl,
ac mae'r adnodd yn 29 Medi, felly rydym yn symud yn gyflym,
ond yn ffodus, rydym yn gallu cael hynny ar y gynllun i chi ystyried.
Mae'r Llywodraeth wedi bod yn hyderus,
gan fod y cyfranogwyr yn arwain strategol
a'u datblygu'r stwythoedd a'u cefnogaethau
i ddysgu'r arwain o ddysgu academaidd y mae KDISD yn ei ddysgu.
Mae cyflwyniadau cynnwys i'r bwrdd yn cynnwys y dylunio a dylunio Legacy Virtual,
gan gynnwys cynlluniau i'r adranau o ran dysgu fywydol fel opsiwn o'r ysgol uchel hyn,
datblygu'r model athro-adjynllydd i gefnogi'r adroddiad gwych a chyflwyno ffyniad arall
i staff KDIC a'r systemau i gynllunio ac atrofi ysgol.
Mae datblygu Legacy Virtual yn ysgol uchel yn ystod y flwyddyn,
ymdrechol. Yn llyfthyn, mae'n debyg bod ym mhob adran yma wedi bod yn rhan o'r
adeiladu hwn. Rydyn ni'n gwerthfawrogi eu gwaith a'u gwaith a'u gweithredu.
Mae datblygu Gwyddon Gwyddon ysgol yn ymdrechol dros blwyddyn,
wedi'i arwain gan Plan Strategol 2.3, a'r ymdrech i ymwneud â chyflawni cymdeithasol
i gyfleoedd dysgu. Bydd ymgysylltiad gyfrifol o ddod o hyd i Gwyddon Gwyddon
a allai'r Adran ysgrifennu'r cais amlygol a chynllunio'r
ddwyloedd gwasanaeth gwasanaeth gwasanaeth gwych,
a'u gyd-draffu at ddyluniau, angen myfyrwyr a chynlluniau
cymorth y dde.
Felly, byddwn ni am symud ymlaen i gyflwyno'r cais
ar 29 Medi.
Rydym yn disgwyl cyflwyno'n gyflym iawn.
Mae'r cais yn eithaf mawr,
llawer o wybodaeth.
ac mae gennym ni gweithrediadau, dechnoleg, gweithrediadau, HR, arweinyddiaeth ysgol, dysgu a'r dysgu.
Mae Emily'n arwain y cyfrif, yn casglu'r wybodaeth honno, ond oherwydd ein bod wedi bod yma am flwyddyn,
mae gennym ni'r wybodaeth i'w cyflwyno yn y cynllun cyffredinol hyn.
Byddwn ni'n barod i fynd. Felly, mae gennym ni ddewis cyflwyniad y Bwrdd.
Aelodau?
Gwestiynau, Bwrdd?
Mr. Prifysgol.
Fys Hox.
Roeddwn i ar gyfrancwm, mewn gwirionedd,
cyfarfod cyfarfod hir iawn
gyda
aelodau bwrdd o'r holl fyrdd y gwasanaeth
ac maen nhw'n gweld ein fylgwyr.
Ac maen nhw'n dweud,
beth ydych chi'n ei wneud yn Katie gyda'r ysgol uchel?
Dwi'n dweud, dyna'r peth, rydym yn cyflawni.
rydyn ni ddim yn ceisio dod i fyny ar gyfer y myfyrwyr cyhoeddus chi, rydyn ni'n ceisio sicrhau bod pob myfyrwyr
yn cael cyfle i ddysgu o ran ysgolion bywyd ac mae ein myfyrwyr yn gallu cyflawni hynny ac felly
rydych chi'n gwybod dyna beth rydyn ni'n ei wneud ac rwy'n hynod gyffrous amdano. Rwy'n meddwl ei fod
yn hynod o ddysgu ac rwy'n gobeithio y byddwn wedi meddwl amdano, ond rwy'n ddiolch, rwy'n ddiolch i chi.
Iawn, unrhyw gwestiynau arall? Yna byddwn yn symud ymlaen i fynodi 1017,
10.17 Discuss and consider Compliance with Senate Bill 12 Requirements.
trafod a chyfrifoldebau gyda chyfraithion 12 y Senedd. A'r cyflwynydd yw Justin Graham,
a'r Cyngor Genedlaethol.
Fy Ngyrchyddolwyr, Dr. Grgorski, a phobl y Bwrdd.
Ar ôl i ddod i'r 12 o'r awr,
byddwn yn siarad am ddewis y Cyngor.
Mae angen i ni ddod i'r tro cyntaf
i'r ystafell gwaith i ddod yn ôl.
Mae angen i ni symud trwyddo.
Iawn.
Felly, ddewis y Cyngor 12,
er i chi sy'n cofio,
yn cael ei ddysgu fel
yw'r Bil Gwaith Pwydol, ond yn wir, roedd y Bil Cwytio'n dda,
tua 200 pagau oed, a siarad am amrywiaethau amrywiol mewn llaw.
Ac yn dechrau gyda'r blwyddyn 2026-2027, mae'r adranau'r ysgol ar draws y
wledydd y Tegasus yn cael eu cyfrifo'r cyfrifoedd o gyflawniad
gyda rhai amrywiaethau o Bil 12 y Senat i'r Ageniwyr Ddysgu Tegasus.
Mae'r cyfrifoedd yna'n rhaid i'w gynhyrchu gan y bwrdd hwn,
y mae'r ymarferwr yn ei angen i'w cyflawni. Mae'n rhaid i'w gynnal
ychydig dydd yn y blaen, felly mae gennym ni'r astudiaeth gwaith nawr.
Byddwn yn gwneud y cyflawniad ar y cyfarfod nesaf.
Bydd y cyhoedd yn cael cael ymddangos, ac mae'n rhaid i ni ddiogelu
cyd-ddiogelwch gyda phrofiadau arbennig o'r Cod Dyddu Texas,
yna 39.008, 11.005C, a 28.0022H.
Felly byddwn yn cwestiynu chi amdanyn nhw, gweld os ydych chi'n cofio'r rhain y flwyddyn nesaf.
Yn ystod y gwasanaethau hynny, mae'r Adran wedi gwneud newidiadau arbennig i'n polisïau,
sydd yn cael eu llystyru yn y dociau bwrdd, felly i chi sydd eisiau eu gweld,
mae'r rhain yn y datrysiadau TASB y mae gennym ni.
Ni ddim wedi gwneud unrhyw beth arbennig arbennig yma yn KDISD,
gyda'r amgylchedd o'n un o dri adran ysgolion ystod y Deyrnas,
a chyfarfod yn rhan o litigaeth y 12 Senat.
Os ydych chi'n cofio, ar ôl i 12 Senat cael ei ddod,
roedd grwpiau o'r cyflenwyr yn edrych ar bobl i'w hwydo.
Cyswllt Hwyddon, Cyswllt Pleno a Cyswllt Cyswllt Cyswllt Cyswllt Cyswllt oedd yn ymwneud.
Dwi'n credu bod hynny'n dweud bod yna gyfarfod o gyflenwyr a oedd yn byw yn y ddistriciwyr hynny,
ynghyd â'r Comisiynol Dyddiad.
Ers hynny, roedd y pleniaethau wedi gallu sicrhau cyflog.
Yn y cyflog yma, fe wnaeth KDIC ddod i mewn ac ysgrifennu,
dydym ni ddim yn cael swydd ar y llaw hwn.
Nid yw'r llaw hwn yn ein llaw.
Nid ydym wedi'i drafod.
Mae angen i'r Llywodraeth ddweud p'un a yw'r llaw hwn yn gyfraithol neu ddim.
Roedd y Llywodraethau'r Unedau yn gwneud cyflog
ynghylch 4 o'r cyfrifiadau o'r Cyfnod Cyfnod 12,
ac mae'r 4 o'r cyfrifiadau hynny, rhai ohonynt, yn ymwneud â'r cyfnod honno ac rhai ddim.
Felly byddwn i'n ei ddechrau wrth ddweud wrthych chi bod CDI-SD yn y cyfnod cyfnod 12,
i'r cymaint y gallwn ni ei fod yn ystyried ein bod yn un o 3 o'r adranau ysgol sydd â chynnydd sydd ar gael.
Mae'r cyfrifoldeb hon yn gofyn i ni ddweud,
mae'r Llywodraeth yn gofyn i ni,
sut llawer o arian ydych chi wedi'i achub drwy gyflwyno'r adroddiad newydd hwn?
Yma yn KDISD, nid oeddem ni wedi cael adran DEI yn ddiweddar.
Nid oeddem ni wedi llwyddo unrhyw gweithwyr oherwydd hyn,
felly nid oeddem ni'n cael gwerthu'r costau.
Yn y ffaith, mae gennym ni rhai cyllid costau sylweddol,
oherwydd ein bod yn ymgysylltu â'r litigaeth,
ac rydyn ni wedi cael y cyngor a'r arbenigwyr a'r amser staff sy'n ymwneud â'r pethau sy'n ei
ei angen ar gyfer Cyfnod 12.
Yn y bwysig, rwy'n credu bod y pethau'n dda iawn o ddysgu, ond rwy'n hapus i wneud unrhyw gwestiynau
y gallai'r bwrdd hwn gael.
A allwn ni newid y cyfrif cost i fawr negid?
Nid yw'n gwestiwn arbenig, sori.
A oes unrhyw gwestiynau neu drafodaeth?
Bwrdd?
Bwrdd?
Bwrdd?
Bwrdd?
Felly, i mi fod yn glir, beth rydyn ni'n gwneud yn y wythnos nesaf yw, a ydym yn cyd-dodd gyda SP12 neu ddim?
Ie, sir.
Felly, ie neu na?
Dyna'r peth.
Ie.
Felly, mae'n rhywbeth anodd oherwydd os ydych chi'n meddwl am y, beth, 109 neu 29, dwi ddim yn cofio'r statiau, o'r holl
ac os ydym yn cyflawni gyda phob llaw sydd arnom yn ei gyflawni,
mae'n anodd yn y ffyniad hwn fod yn rhaid i ni ddiogelu ein cyflawniad gyda'r llaw,
oherwydd nid ydym yn ei wneud gyda phob llaw arall sydd o'n cymryd o'n ffyniad.
Felly mae hyn yn un o'r ffyniad anodd, a dyna pam rydyn ni'n siarad amdano ar ddyfn ym mis Mawrth.
P'r Prif Weinidog, a chyflawniad yw,
gyda'r amgylchedd o'r hyn mae'r adroddiad yn dweud nad ydym yn gallu ei wneud.
Ie, yna mae yna ddau argyfwng ar ôl y cyflwyniad hwnnw. Ie, yna.
Diolch.
Iawn, diolch, Mr. Graham.
Byddwn yn symud ymlaen i'n ddau o'n gynlluniau diwethaf heno ar gyfer ymddygiad.
10.18 Discuss and consider Board endorsement of a nominated individual for the Texas Association of School Boards (TASB) Director for Region 4, Position B.
Yn ymddygiad 1018, ymddygiad a chyfrifoldeb y Bwrdd o un person sydd wedi cael ei nodi
ar gyfer y Cyfnod Teg Cymdeithasol o Bwrddau Ysgol,
Cyfarwyddwr ar gyfer Rheol 4, Ffosisiwn B.
Mae yna sbwrdd sydd wedi'i agor.
ac rydym wedi cyflawni ddwy, o leiaf rwy'n ymwybodol o ddwy llythyr
y mae wedi'u cyflawni gan bwrdd ysgol lleol sy'n hoffi, nid bwrdd ysgol,
a phobl yn ysgol unigol sy'n hoffi gweithio yn yr
sefyllfa Cyfarwyddwr ar gyfer rhagion 4, sefyllfa B.
Mae CDI-CD yn adran mawr, rydym yn cael dewis pwy sy'n ein cyfrif, ac felly mae
Mae'r ffocsau yn arweinydd a'r rhaglen 4, ond fel bwrdd mawr mae Katie'n cael ei gael ei gael.
Mae un o A-Leaf ac un o Sbring.
Felly, rhwng nawr a ddyfn diwethaf, os oes unrhyw un sydd â'r arweinydd,
os oes gennych sylw o ffwrdd neu eisiau gwneud cymhariaeth, bydd hynny'n wych.
a byddwn yn cael hynny mewn docs y Bwrdd yn barod i fynd am ddydd.
Ac yna'r ail yw arbennig 1019,
10.19 Discuss and consider Board endorsement of a delegate and alternate delegate to the 2026 Texas Association of School Boards (TASB) Delegate Assembly.
trafod a ystyried cyflogiad y Bwrdd.
O, diolch.
A yw yna unrhyw drafodaeth ar yr arbennig hwn?
Iawn.
Brif Weinidog.
Ie, gweinidog.
Rwy'n amod i fynd i mewn nawr.
Ie.
Felly mae'r ddau o'r canddyntiau hyn yn gweithredu'n gwych.
Un oedd o'r brwydr, dwi ddim yn cael ei enw o'r blaen.
A'r arbennig arall.
Cynr.
Cynr.
A Williams, rwy'n gwybod ychydig mwy na'i gwybod, er nad ydw i'n gwybod nhw'n dda iawn.
Mae'r ddau o'u rhan yn ymarferwyr TASB, ac mae Ann wedi bod ar ei bwrdd am amser, ac mae hi'n
Prif Weinidog y Bwrdd.
Felly, rwy'n credu y byddai hi'n ffit da iawn.
ac mae hi wedi cyfeirio, fel dwi ddim wedi clywed o'r ddynion ond rwyf wedi clywed,
ydych chi gyd wedi cael llythyr o Ann Williams? Ie, mae hi wedi cyfeirio
am ddau cyfnod ac felly. Mae hi wedi, i fod yn ond i'r gwirionedd, mae hi wedi cyfeirio i mi ac
ac fe wnes i ddim ymlaen iddyn nhw i'r bwrdd felly os oedd hynny'n ffactor penderfynol ond
I mean, I think he's quite qualified as well.
So both.
I know they're both A. Leaf and Spring.
They're both great school districts.
So if you all want to look them both up and read through them and see what you think,
I think either would be great candidates.
I would, you know.
But if you were making a recommendation, you would recommend Ann Williams?
Recommend Ann Williams.
Okay.
Just by a nudge.
Okay.
Any other discussion?
board all right then we'll look at 1019 discuss and consider board endorsement
of a delegate an alternate delegate to the 2026 Texas Association of School
Boards delegate assembly here at TexEdCon in this excited yeah in in the
fall there's delegate assembly where our participation in the Texas Association
of School Boards an entire delegate assembly every representative from
almost every school district will be there to help governance for the
association as well as our legislative priorities going into session for them
to go represent us vote on as a board we get to select someone to go and share
our voice and vote and we also are would select an alternate in the case that
that person that is our representative is not able to maybe they have to go
bathroom or they get sick or they have to come home or whatever uh there's someone that we voted
on to represent us and so um if anybody has any recommendations that they would like to go be part
of it miss fox cannot be that person because she will already be representing us as our director
i am already there i recommend you mr president i think you get the whole understanding of how
that all works and you haven't been a delegate yet I've been a delegate I've
been twice you know an alternate twice okay well somebody else wants to I think
that our newer Monday for next Monday I think our new board members would have
time would be better spent in sessions learning more about the role and that
whole delegate thing is just about as much fun as some of the stuff we do here
I was thinking we needed to nominate Dawn.
So since Ms. Champagne's not here, I think she is also very excited.
She was it last year.
It's not fair.
It is.
Your turn.
There were great football games on during that time.
Your turn.
It's going to be on Friday.
It's on Friday this year.
So, but we also have to have a alternate.
So that's a great learning opportunity is alternate because they have to do all the work and don't get to vote.
James hasn't seen it yet, so James would be the good alternate, Mr. Cross.
I did not miss it.
All right.
And they're doing delegate assembly on Friday instead of Saturday this year, so no football game.
So you don't miss the football games.
All right.
So then what we'll have on the agenda item next week would be me as delegate and James as alternate.
That's whatever.
Okay.
Yeah.
Then we have our consent items, if there's anything that anybody would like to pull off of that tonight, board.
11. Consent Items
Nope? All right.
I think the building control management system just shut the AC off, so it's telling us we've got to go.
12. Information Items
Information items tonight, board has received the quarterly investment report.
We've received the SBEC clearinghouse report.
We've received the donated items lists. Mr. Secretary, were there any requests for information tonight?
We had just for Mr. Brooks the anticipated lifespan of the systems and did I miss anything else?
we asked for miss Ashton Ashorn to look into ebike language as well as dirt bike language
with batteries we let's see I think mr. Shipley asked for I don't know if it's a discussion
information on the ability to track how much time our students are spending
online maybe potentially a mid-year update mrs. Taylor I would expect that
that probably isn't something that can get to us this week yeah right but
that's kind of a my understanding it's more of a directive to the superintendent
to see kind of how that works and you work that through however long that
takes and get it to us by Friday he knows he knows I'm joking this is Taylor
it's 11 I get to do I get to be full out sarcastic after 11 so the lifespan of
the building management control systems and then the language for the electronic
motorcycles yes all right well then our next there will be a regular board
13. Future Meetings
meeting on Monday July 27th 2026 there being no further business before the
board this meeting is adjourned and the time is 1103 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.