Sep 23, 2025 Regular Board Meeting

[00:00:11]

SEPTEMBER 23RD, 2025. THIS MEETING OF THE KILLEEN INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES IS NOW CALLED TO ORDER. THE FOLLOWING TRUSTEES ARE PRESENT AND PARTICIPATING BRENDA ADAMS, SECRETARY TINA CAPUTO, BOARD MEMBER RODNEY GILCHRIST, BOARD MEMBER. AND ME, BRET WILLIAMS, PRESIDENT AND PRESIDING OFFICER. ABSENT AND NOT PARTICIPATING IN THIS MEETING AS BOARD VICE PRESIDENT SUSAN JONES, BOARD MEMBER MARVIN RAINWATER, AND BOARD MEMBER OLIVER MINTZ. I STAND CORRECTED. THE FOLLOWING TRUSTEES ARE PRESENT AND PARTICIPATING BRENDA ADAMS, SECRETARY MARVIN RAINWATER, BOARD MEMBER TINA CAPUTO, BOARD MEMBER RODNEY GILCHRIST, BOARD MEMBER. AND ME, BRET WILLIAMS, PRESIDENT AND PRESIDING OFFICER.

ABSENT AND NOT PARTICIPATING AS BOARD VICE PRESIDENT. SUSAN JONES AND BOARD MEMBER OLIVER MINTZ. FOR THE RECORD, A QUORUM HAS BEEN ESTABLISHED AND IS PRESENT. THERE'S A BIG ACCIDENT.

THE LIGHTS ARE OUT. YES, SIR. THANK YOU. SUSAN'S OUT. SHE'S OUT TODAY, SIR. THE BOARD WILL NOW LET ME. LET ME DO SOME HOUSECLEANING FIRST. FOR THE RECORD. AGENDA ITEM. MADAM SECRETARY IS GOING TO MAKE SURE I STAY IN ORDER. AGENDA ITEM SEVEN B DISCUSSION OF SUPERINTENDENT SEARCH PROCESS IS ALLOWED BY TEXAS GOVERNMENT CODE 551.074. WE WILL NOT DISCUSS THAT ON THIS EVENING. AGENDA ITEM SEVEN C DISCUSSION REGARDING DUTIES OF INTERIM SUPERINTENDENT AS ALLOWED BY TEXAS GOVERNMENT CODE 551.074, WILL NOT BE DISCUSSED ON THIS

[ 2. Public Forum]

WE'LL GO INTO A CLOSED SESSION, BUT WHEN WE COME BACK AT 6 P.M. WE WILL OFFER PUBLIC FORUM AGAIN FOR ANY OF OUR, YOU KNOW, CITIZENS WHO ARE NOT ABLE TO BE HERE AT 5:00. SO WE DO NOT WANT TO INCONVENIENCE THEM. SO PUBLIC FORUM, THE THE BOARD WILL NOW HEAR COMMENTS FROM THOSE WHO SIGNED UP TO SPEAK PER BOARD POLICY. EACH PUBLIC COMMENT IS LIMITED TO THREE MINUTES. I WILL ASK THE AUDIENCE TO PLEASE REFRAIN FROM ANY PUBLIC OUTBURSTS AND TO MAINTAIN DECORUM. PARENTS, EMPLOYEES AND CITIZENS ARE ENCOURAGED TO UTILIZE THE DISTRICT'S GRIEVANCE PROCESS TO THE FULLEST EXTENT POSSIBLE. RELATED POLICIES ARE AVAILABLE ON THE DISTRICT'S WEBSITE OR UPON REQUEST FOR SIGNED UP TO SPEAK. WE HAVE. PHILIP BUCKLER.

DID I SAY THAT NAME RIGHT, SIR? YES. WELCOME. NOW WE'RE GOING TO SUPPORT YOU REAL QUICK.

SOMEONE'S GOING TO COME PUSH THAT BUTTON TO MAKE THAT LIGHT TURN GREEN. SO, ROGER, THERE YOU GO. THAT'S WHAT WAS. GOTCHA. SO I'M HERE TONIGHT TO VOICE ANOTHER PARENTAL COMPLAINT.

OBJECTION TO THE CURRENT CLEAR, CLEAR BACKPACK POLICY. MORE THAN THAT, HOWEVER, I'M HERE TO PROPOSE A POSITIVE ADDITION TO THE CURRENT POLICY. AS IT STANDS, MY PROPOSAL IS THAT THIS BOARD PROVIDE A PATH FOR PARENTS TO REQUEST AND ADMINISTRATORS OR EDUCATORS AT THE SCHOOL LEVEL TO APPROVE EXCEPTIONS TO POLICY, AT LEAST FOR STUDENTS WITH NO HISTORY OF VIOLENT DISCIPLINARY INFRACTIONS. AT ITS CORE, THE CLEAR BACKPACK POLICY HAS FAR TOO MUCH IN COMMON WITH THE COVID MASK MANDATES THAT MOST RECENT SUPPOSEDLY TRIVIAL IMPOSITION IN THE NAME OF SAFETY, LIKE THE MASK, MANDATES, THE CLEAR BACKPACK POLICY IMPLICITLY PRESUMES THAT EVERY STUDENT IS A POTENTIALLY FATAL THREAT TO EVERYONE ELSE UNTIL PROVEN OTHERWISE, AND DEMANDS THAT THE HIGHLY INVASIVE, PERFORMATIVE ACT OF WEARING A SPECIFIC ITEM, THE ITEM SUPPOSEDLY DECREASES THE THREAT THE STUDENT MAY POSE TO ANYONE AND REASSURES VIEWERS. IN REALITY, OF COURSE, IT REAFFIRMS THE FACT THAT THE STUDENT IS AN ONGOING THREAT, ONE WHOSE BELONGINGS MUST BE CAREFULLY CONTROLLED AND VISUALLY MONITORED AT ALL TIMES. I AM UTTERLY DISMAYED THAT THE MENTALITY UNDERLYING COMPULSORY MASKING IS MANIFESTED AGAIN IN THIS GUISE. FAR FROM MAKING OUR STUDENTS SAFER, THIS POLICY ADVERTISES FAR AND WIDE, BOTH AN ONGOING LACK OF SAFETY AND A TENDENCY TOWARDS KNEE JERK REACTIONS AT THE ADMINISTRATIVE LEVEL. STUDENTS ARE NOT PRISONERS, AND OUR STUDENTS DO NOT DESERVE TO BE TREATED AS PERPETUAL SUSPECTS OR CONVICTED OFFENDERS ON PROBATION.

JUSTIFICATION FOR SUCH AN INVASIVE SEARCH OF EVERY STUDENT'S BELONGINGS CANNOT EXIST, AND DOES NOT EXIST FOR EVERY STUDENT AT ALL TIMES, IN ALL PLACES, AS PRESUMED BY THIS POLICY. I DO NOT BELIEVE THE BOARD FULLY GRASPS JUST HOW INTENSELY ONEROUS AND UNPOPULAR THIS POLICY IS. IS THERE A SINGLE PERSON IN THIS ROOM WHO WOULD NOT VEHEMENTLY OBJECT IF THE TSA SUDDENLY DECIDED TO MANDATE THAT ALL AIRPLANE CARRY ONS HAD TO BE TRANSPARENT? IF

[00:05:05]

CIRCULATING MATERIALS THROUGHOUT THE DAY. THE RECOMMENDED TWO DEVICE CIRCULATION SETUP IS COSTLY AND CUMBERSOME. ON MY CAMPUS. WE HAVE HAD TO SEND MORE STUDENTS AWAY WITHOUT BOOKS TO GET THEM TO CLASS ON TIME. TURNING ON THE FREE FEATURES IN DESTINY WOULD HAVE ALLOWED LIBRARIANS AND TECHNOLOGY SERVICES TO PROPERLY TEST AND COMPARE THE TWO SYSTEMS, ENSURING THE BEST DECISION WAS MADE FOR LIBRARIANS, OUR STUDENTS, THEIR FAMILIES AND THE BUDGET. A CERTIFIED SCHOOL LIBRARY COORDINATOR WOULD BRING CRITICAL EXPERTISE TO THE KISD LIBRARY PROGRAM. THIS PERSON COULD SERVE AS A VITAL LIAISON WITH THE ADMINISTRATION, CURRICULUM DEPARTMENT, TECHNOLOGY SERVICES, AND LEGAL COUNSEL AS WE CONTINUE TO IMPLEMENT THE REQUIREMENT OF SENATE BILL 13 AND ANY FUTURE CHANGES. THANK YOU FOR YOUR TIME AND ATTENTION. THANK YOU. OKAY, WE'LL NOW MOVE TO CLOSED SESSION. THE PUBLIC FORUM I WILL NOT CLOSE PUBLIC FORUM. AS I STATED EARLIER, WE WILL COME

[ 3. Closed Session]

[00:10:07]

[ 1. Honors and Recognition]

GOOD EVENING, MISTER PRESIDENT. MEMBERS OF THE BOARD AND DOCTOR DAVIS. TONIGHT, I AM LEADING HONORS AND RECOGNITION AS OUR EXECUTIVE DIRECTOR. KAREN RUDOLPH IS ATTENDING A CONFERENCE. AS YOU CAN SEE, WE HAVE A VERY FULL HOUSE TONIGHT.

WE'VE HAD OVER 80 STUDENTS AND STAFF TO HONOR FOR THEIR OUTSTANDING ACHIEVEMENTS. BUT FIRST, I'D LIKE TO REMIND EVERYONE THAT OFFICIAL DISTRICT PHOTOS FROM TONIGHT'S HONORS AND RECOGNITIONS WILL BE AVAILABLE AFTER THE MEETING AT KILLEEN ISD. BACKSLASH PHOTOS.

WE'D LIKE TO MAKE A NOTE TO YOU AND ALL OF OUR PARENTS THAT, GIVEN THE LARGE NUMBER OF STUDENTS TONIGHT, WILL BE DOING THINGS JUST A LITTLE BIT DIFFERENTLY AFTER OUR STUDENTS FROM EACH HIGH SCHOOL COME UP TO BE RECOGNIZED, WE WILL BRIEFLY PAUSE TO ALLOW THE PARENTS TO TAKE PICTURES OF THEIR STUDENT, AND THEN WE'RE GOING TO ALLOW THEM TO EXIT SAFELY AND INVITE THE NEXT SCHOOLS, PARENTS AND STUDENTS TO COME IN BEFORE WE RECOGNIZE THEM. AFTER WE RECOGNIZE YOU PARENTS AND STUDENTS, YOU CAN MAKE YOUR WAY OUTSIDE THE BUILDING AND TO TAKE PHOTOS. AND WE WANT TO THANK YOU ALL FOR BEING HERE TONIGHT. THIS IS FABULOUS. ALRIGHT, SO TONIGHT WE ARE PROUD TO RECOGNIZE OUTSTANDING KILLEEN ISD

[00:15:02]

THESE AWARDS CELEBRATE THEIR CONSISTENT ACHIEVEMENT FOR EXCELLENCE ON TOP PERFORMANCE ON THE PSAT AND NATIONAL MERIT SCHOLARSHIP, QUALIFYING TEST, OR AP EXAMS, AND A GPA OF 3.3 OR HIGHER. STUDENTS WERE HONORED ACROSS THREE CATEGORIES. SCHOOL RECOGNITION, FIRST GENERATION RECOGNITION, AND RURAL AND SMALL TOWN RECOGNITION, REPRESENTING ALL SIX KISD HIGH SCHOOLS, THESE STUDENTS ARE BEING CONNECTED TO COLLEGES ACROSS THE COUNTRY THROUGH THIS PROGRAM. THEIR ACHIEVEMENT REFLECTS NOT ONLY THEIR HARD WORK AND DETERMINATION, BUT ALSO THE INCREDIBLE, INCREDIBLE SUPPORT OF OUR EDUCATORS AND FAMILIES.

OUT OF THE 101 KILLEEN ISD STUDENTS WHO RECEIVED THIS DISTINCTION, WE ARE PLEASED TO WELCOME THOSE WHO ARE WITH US THIS EVENING TO BE RECOGNIZED IN PERSON. WE'RE GOING TO BEGIN WITH CHAPARRAL HIGH SCHOOL. SO, PARENTS, YOU'RE WELCOME TO COME UP IN A MINUTE AND TAKE PICTURES. WE'RE GOING TO HAVE THEM ALL COME UP AT ONCE AND THEN TAKE A GROUP PHOTO WE HAVE.

TOLU ABADU, ABIGAIL CRUZ, KEENAN BRANCH, GRACE DAVILA, ALANA GREEN, JADA JOHNSON, JEROME MENA, ZOYA LAZO, NIEVES, KAYLA MARTINEZ, ERICA MIKULEC DALZELL, OCEANA VALENTINE, AND DEVIN WILLIAMSON.

COME ON UP. I'LL TAKE IT. DID YOU GET IT? YES. YOU'RE FINE. GOOD. WE'LL WAIT ALL NIGHT TO.

THANK YOU. CHAPARRAL. CHAPARRAL? PARENTS. IF Y'ALL WOULDN'T MIND EXITING, WE'RE GOING TO LET THE EARLY COLLEGE HIGH SCHOOL PARENTS COME IN, AND THERE'S OVER 30.

YES. YOU CAN. THANK YOU. THANK YOU. GREAT. OKAY. THANK YOU. I'M GOING TO DO THAT ONE. YEAH.

YEAH. THANK YOU. YOU'RE WELCOME. THANK YOU. GOOD SEEING YOU. THANK YOU. GOOD SEEING YOU.

AT CHAPARRAL EARLY COLLEGE. HIGH SCHOOL PARENTS. Y'ALL ARE WELCOME TO COME ON IN. THIS IS OUR LARGEST GROUP, AND IT SHOULD BE OKAY. JUST HAVE A SEAT ANYWHERE YOU WANT. SURE. PARENTS. Y'ALL CONSIDER Y'ALL CAN STAND ALONG THE THE WALL.

WHATEVER YOU WANT. OKAY.

[00:20:04]

YOU WANT TO COME OVER HERE? CAN YOU SCOOCH DOWN ON THIS SEAT? OKAY. THANK YOU FOR FOR YOUR PATIENCE. ALL RIGHT. FOR EARLY COLLEGE. HIGH SCHOOL. WE'RE GOING TO START US OFF WITH ELENA ALCAREZ. DE DE HONOR. HONORS. VILLAS. CHARLOTTE. BORJA. HALEY. BYRD. MAXIMUS.

SHANNON. TONY. CHIN. JANELLE. DE POSADAS. JUAN. DIEGO. CASTILLO. DANIELLE. ELLIS.

ELIZABETH. FAVELA. SARAH. FERRON. LUCIANO. FIGUEROA. FIGUEROA. FIGUEROA. AND, KIDDOS, Y'ALL MIGHT HAVE TO STAND OVER HERE FOR A LITTLE BIT. COME ALL THE WAY UP HERE FOR A MINUTE TILL WE GET EVERYBODY THROUGH. ARVIN GONFALA. SIENNA GONZALEZ. LAURA GRAY. KEITH HALTON.

KIDDOS, JUST MOVE UP HERE AND DOUBLE LINE THEM SO THE KIDS CAN GO AROUND. SASHA. HERBERGER.

JULIANNA JENSEN. KAYLA. KING. SHANE MCMICHAEL. TRINITY. MAC. HARMONY. MORALES. EARLENE.

NIXON. THOMAS. PAULEY. KARINA. PETRI. TRYSTAN. REESE. ALEXANDRA. REYES. TYSON. SALAS.

ELIAS. SALAS. ERIC. ARIANA. SANCHEZ. ORTIZ. ISABEL. ISABELLA. SOTO. DESTINEE.

SULLIVAN. ROSE. TORRES. KOSTAS. MARY LYNN ARENA AND JACOB VAN VALKENBURG. WHO. ALL RIGHT.

Y'ALL ARE GOING TO HAVE TO CROWD IN AND SCOOCH DOWN A LITTLE BIT. YOU CAN DO THIS.

THIS WAY. IT'S NOT. STAY THERE, STAY THERE, STAY THERE. YOUR PARENTS. SMILE. IT'S SENIOR YEAR. WHOO! ALL RIGHT, YOU GUYS. YOU CAN GO. THANK YOU. EARLY COLLEGE. AND THANK YOU. EARLY COLLEGE PARENTS. Y'ALL CAN ALL EXIT AFTER THE KIDDOS GET OUT OF HERE. YEAH. NOW, GO TAKE YOUR PICTURES. GO, GO. YOU READY? YOU WANT TO GO? WANT ME TO GO TO THE FRONT? HEY, HOW'S IT IS? ENOUGH IF YOU WANT ME TO.

THIS IS A GOOD PROBLEM TO HAVE. YES, YES. YEAH.

[00:25:28]

ALEXANDER. KIM. MERVIN. JADEN. NARITO. KADEN. WYNN. JUAN. ORDUNA. HANNAH. THOMPSON.

NANAMI. THREADGILL, ISRAEL. VALDEZ. MUNOZ. CAROLINE. VANDERBERG, AND RACHEL YANCEY.

ALL RIGHT.

YOU CAN GO UP TO THE MIDDLE. OKAY. OKAY.

ALL RIGHT. COME ON. OKAY. THANK YOU. HARKER HEIGHTS HIGH SCHOOL. OH, THE LADY IN BLACK AND WHITE. DO YOU WANT. DID YOU GET IT? NO, SHE MISSED IT. COME BACK, Y'ALL! Y'ALL COME BACK! WE GOT ONE MORE PARENT. COME ON BACK. OH, THERE WAS A KID. WHO WAS IT? SOMEONE CAME IN. ALRIGHT. AND WE. WE CALLED MERVIN JADEN, NARUTO'S NAME, BUT WE'RE GOING TO HAVE HIM. COME ON BACK DOWN. MISS MERVIN, DOWN HERE. OH, YOU MADE IT. OKAY. ALRIGHT. ANY MORE PICTURES? FOR TWO? COME ON UP. THANK YOU. ALL RIGHT. AND HARKER HEIGHTS PARENTS. Y'ALL ARE WELCOME TO EXIT AS WELL. WE'RE GOING TO LET ELLISON WILL BE NEXT WITH KILLEEN AND THEN SHOEMAKER. THANK YOU. CAN WE EXIT? YES. THANK YOU. YES. ELLISON. SECOND, KILLEEN AND

[00:30:04]

OKAY. THANK YOU. ELLISON. FROM KILLEEN HIGH SCHOOL. I'LL LET THE PARENTS OUT. OKAY. FOR KILLEEN HIGH SCHOOL, WE HAVE JAKE KILPATRICK AND MALACHI THORNTON.

THAT'S YOU? OKAY. OKAY. THANK YOU. JAKE. AND AND FINALLY, FROM SHOEMAKER HIGH SCHOOL, WE HAVE TYLER HARRIS, JADA HOLLOMAN, KELLEN MCNELLY AND CHARLES RODRIGUEZ CARABALLO.

YOU CAN STAND UP.

THANK YOU. SHOEMAKER. WE'RE NOT DONE, BUT WE'RE CLOSE. NEXT, WE ARE PROUD TO RECOGNIZE SOME OUTSTANDING STUDENTS FROM THE KILLEEN HIGH SCHOOL CAREER CENTER FFA CHAPTER, WHO EARNED THE LONE STAR FFA DEGREE AT THE 2025 TEXAS FFA CONVENTION. THIS IS THE HIGHEST HONOR AWARDED IN SCHOOL IN THE HIGH SCHOOL'S MEMBERS BY THE TEXAS FFA

[00:35:05]

NEXT, WE ARE HONORED TO RECOGNIZE KISD POLICE OFFICER KARI SPEIGHT, WHO HAS BEEN NAMED A 2025 WARRIOR AWARD RECIPIENT BY THE TEXAS MUNICIPAL POLICE ASSOCIATION, THE LARGEST LAW ENFORCEMENT ASSOCIATION IN THE STATE. THIS AWARD IS GIVEN TO OFFICERS WHO DISPLAY EXTRAORDINARY COURAGE AND TAKE SWIFT, LIFE SAVING ACTION, EVEN IN THE FACE OF PERSONAL DANGER. OFFICER SPEIGHT WAS RECOGNIZED ALONGSIDE THE TEXAS DEPARTMENT OF PUBLIC SAFETY TROOPER FOR STOPPING A VEHICLE BORNE ATTACK AT THE KILLEEN MALL IN 2024.

PRESENTING WHAT COULD HAVE BEEN A TRAGIC EVENT WITH THREE YEARS OF SERVICE IN KISD. OFFICER SPEIGHT IS KNOWN FOR HER PROFESSIONALISM, COMPASSION AND DEEP COMMITMENT TO THE SAFETY OF OUR STUDENTS, STAFF AND COMMUNITY. PLEASE HELP ME WELCOME OFFICER KARI SPEIGHT.

PROUD DAD. CONGRATULATIONS. TONIGHT WE ARE ALSO PROUD TO RECOGNIZE DOCTOR JANELLE MUHAMMAD, PRINCIPAL OF RANCIER MIDDLE SCHOOL, WHO HAS BEEN NAMED THE REGION 12 OUTSTANDING PRINCIPAL OF THE YEAR BY THE TEXAS ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS. SELECTED BY HER PEERS FOR EXCEPTIONAL LEADERSHIP AND IMPACT, DOCTOR MUHAMMAD IS NOW ELIGIBLE TO COMPETE FOR THE TEXAS PRINCIPAL OF THE YEAR TITLE. SINCE TAKING THE HELM IN RANCIER IN 2023, SHE HAS LED A POWERFUL CAMPUS TRANSFORMATION, IMPLEMENTING A PHONE FREE LEARNING ENVIRONMENT, LAUNCHING A SCHOOL WIDE ACADEMIC TURNAROUND PLAN, AND BUILDING A STRONGER TOGETHER CULTURE THAT HAS BOOSTED STUDENT SUCCESS AND FAMILY ENGAGEMENT. SHE IS KNOWN FOR HER VISION, COURAGE AND BELIEF IN WHAT'S POSSIBLE. DOCTOR MUHAMMAD REPRESENTS THE VERY BEST OF SCHOOL LEADERSHIP IN KILLEEN ISD AND ACROSS OUR REGIONS. CONGRATULATIONS DOCTOR MUHAMMAD. ALRIGHT, AS WE SHIFT INTO A NEW PART OF TONIGHT'S RECOGNITION, WE'D LIKE TO TAKE A MOMENT TO HIGHLIGHT AN IMPORTANT FOCUS OF THE MONTH OF SEPTEMBER. ATTENDANCE AWARENESS MONTH. THIS YEAR'S MESSAGE IS CLEAR. SHOWING UP IS THE GOLDEN HABIT. REGULAR ATTENDANCE.

ATTENDANCE IS ONE OF THE STRONGEST PREDICTORS OF ACADEMIC SUCCESS, SUPPORTING NOT ONLY GRADES, BUT ALSO CONFIDENCE, FRIENDSHIPS, AND FUTURE OPPORTUNITIES. WHEN

[00:40:03]

PLEASE JOIN ME IN WELCOMING, WELCOMING THEM AS WE HONOR THEIR EFFORTS AND REAFFIRM OUR COMMITMENT TO HELPING EVERY STUDENT SHOW UP AND SHINE. SO WE HAVE MISS IRIS FELDER.

DISTRICT ATTENDANCE OFFICERS KATINA BOWERS, VICTORIA MINTZ, AND ROBERTA WILSON. AND WE HAVE MR. BRIAN COTTON, CHAPARRAL HIGH SCHOOL, TODD ELLISON HIGH SCHOOL, REGINALD PERRY, HARKER HEIGHTS HIGH SCHOOL, JASON GRAY, KILLEEN HIGH SCHOOL, AND ANTHONY BARR SHOEMAKER HIGH SCHOOL. YOU TAKE. IT. NO. IT'S TRUE. SHE DOES. HERE WE GO. GET IT TAUGHT. OKAY. THANK YOU GUYS.

OKAY. TO CONCLUDE TONIGHT, WE'RE HONORED TO RECOGNIZE A GROUP OF PROFESSIONALS WHOSE WORK OFTEN HAPPENS BEHIND THE SCENES, BUT WHOSE IMPACT IS FELT IN EVERY CLASSROOM, OFFICE AND DEVICE ACROSS THE DISTRICT. AND CELEBRATION OF IT PROFESSIONALS DAY. WE WANT TO TAKE A MOMENT TO THANK THE INCREDIBLE INDIVIDUALS WHO KEEP KILLEEN ISD CONNECTED, SECURE AND RUNNING SMOOTHLY FOR MANAGING NETWORKS AND SUPPORTING CLASSROOM TECHNOLOGY TO ENSURE ENSURING CYBER SECURITY AND RESOLVING DAILY TECH CHALLENGES. THEIR WORK IS ESSENTIAL TO TEACHING, LEARNING AND DISTRICT OPERATIONS. THANK YOU FOR ALL THAT YOU DO TO SUPPORT OUR STAFF, STUDENTS AND SCHOOLS EVERY SINGLE DAY. WITH US HERE TONIGHT, WE HAVE EXECUTIVE DIRECTOR OF DATA AND INFORMATION TECHNOLOGY DOCTOR NICOLE COOK. AND WITH HER ARE OUR DIRECTORS JAMES RALLS, JUAN RIVERA AND DEAN MURPHY AND TERESA MOOSMAN.

OKAY. THANK YOU. IN CLOSING, THIS IS AN INSPIRING GROUP THAT WE'VE BEEN ABLE TO HONOR TONIGHT. THANK YOU FOR YOUR PATIENCE. IT WAS A LOT, BUT I THINK WE DID THEM JUSTICE. EACH OF THESE GROUPS EMBODIES THE TALENT, DEDICATION AND HEART THAT MAKE KILLEEN ISD SHINE. THANK YOU FOR YOUR COMMITMENT TO EXCELLENCE AND FOR HELPING CREATE A BRIGHT FUTURE ACROSS OUR SCHOOLS AND OUR COMMUNITY. THANK YOU ALL.

[00:45:18]

[ 4. Consent Agenda]

[ 6. Information Items for Discussion (Part 1 of 2)]

ONCE AGAIN WELCOME DOCTOR TERRY OSBORNE. GOOD EVENING, PRESIDENT WILLIAMS, BOARD OF TRUSTEES. DOCTOR DAVIS, TONIGHT, I'LL BE REVIEWING OUR DETAILED OVERVIEW OF THE TURNAROUND PLANS FOR MAYNARD MIDDLE SCHOOL, PALO ALTO MIDDLE SCHOOL, AND EASTERN HILLS MIDDLE SCHOOL.

OUR ULTIMATE HOPE THROUGH THIS PRESENTATION IS TO PROVIDE CLARITY. AND THAT CLARITY IS VERY IMPORTANT TO THE FOCUS THAT WE NEED TO IMPLEMENT THESE PLANS. I'LL GET US STARTED TONIGHT BY PROVIDING SOME CONTEXT AND PURPOSE. AS YOU ALL MAY REMEMBER IN MY PRESENTATIONS FROM AUGUST RELATED TO A THROUGH F ACCOUNTABILITY, WE RECEIVED RECENTLY RECEIVED THREE SETS OF RATINGS FROM THE TEXAS EDUCATION AGENCY IN THE YEAR OF 2025, GOING FROM APRIL TO AUGUST. THROUGH THOSE RATINGS, WE IDENTIFIED THAT WE HAVE THREE KIAC CAMPUSES THAT MUST NOW IMPLEMENT AND DEVELOP A TURNAROUND PLAN. YES, SIR. I JUST WANT TO MAKE SURE THEY CAN HEAR YOU AT HOME CLEARLY. I'LL LEAN IN A LITTLE. OKAY.

TONIGHT'S PRESENTATION IS GOING TO SUMMARIZE THE CAMPUSES THAT ARE AFFECTED. WHAT EXACTLY IS INCLUDED IN OUR TURNAROUND PLAN, AND MOST IMPORTANTLY, THE TIMELINE FOR IMPLEMENTING OUR TURNAROUND TURNAROUND PLAN. STARTING WITH THE PLAN REQUIREMENTS, I WANT TO EMPHASIZE THAT THE TURNAROUND PLAN IS DEFINITELY, DEFINITIVELY DIFFERENT FROM THE TARGETED IMPROVEMENT PLAN. MANY TIMES OUR CAMPUSES HAVE COME TO THE DAIS AND SPOKEN ABOUT THEIR TARGETED IMPROVEMENT PLAN THAT IS SPECIFIC TO SUBPOPULATIONS IN OUR FEDERAL ACCOUNTABILITY.

A TURNAROUND PLAN IS SPECIFIC TO OVERALL RATINGS FOR OUR STATE ACCOUNTABILITY. IT'S ALSO DIFFERENT IN ITS COMPREHENSIVE NATURE. IT'S DESIGNED TO MAKE SURE THAT WE'RE ADDRESSING NOT JUST SURFACE LEVEL CHALLENGES WITH A FEW STRATEGIES, BUT PERSISTENT ONGOING UNDERPERFORMANCE THROUGH A COMPREHENSIVE PLAN THAT IS DESIGNED SPECIFICALLY TO IMPROVE INSTRUCTION. IT'S SPECIFICALLY ANCHORED IN THE EFFECTIVE SCHOOLS FRAMEWORK.

I'LL GO A LITTLE DEEPER ON THAT LATER IN OUR DISCUSSION AND THROUGH THE PRESENTATION. OUR GOAL IS TO MAKE SURE THAT WE ARE UNPACKING ROOT CAUSES IN THAT TURNAROUND PLAN, TO MAKE SURE THAT WE ARE EQUIPPING TEACHERS, ACCELERATING LEARNING, AND NOT JUST FOR ONE YEAR, BUT DIFFERENT THAN OUR TARGETED IMPROVEMENT PLANS. A TURNAROUND PLAN IS THREE YEARS. THERE'S

[00:50:04]

THE ONE THAT WE'RE ALL MOST FAMILIAR WITH IS WHAT HAPPENS WHEN A CAMPUS GETS FIVE CONSECUTIVE UNACCEPTABLE RATINGS. AGAIN, WE HAVE TWO CAMPUSES THAT HAVE THREE CONSECUTIVE UNACCEPTABLE AND ONE CAMPUS WITH TWO, BUT MOST ARE FAMILIAR WITH HOUSTON ISD AND THE EXPERIENCE THAT THEY HAVE NAVIGATED AFTER FIVE ACCEPTABLE, UNACCEPTABLE YEARS.

AT THAT POINT, THE COMMISSIONER MUST, BY STATUTE, APPOINT A BOARD OF MANAGERS AND OR CLOSE THAT CAMPUS, AND THEN HE ALSO HAS THE AUTHORITY TO REMOVE THE SUPERINTENDENT, BE THAT THE CASE. IT'S ALSO IMPORTANT THAT WHEN WE'RE SEEKING TO IMPROVE, THAT IT'S NOT MARGINAL IMPROVEMENT. IT'S SIGNIFICANT IMPROVEMENT. SO IF YOU MOVE FROM A F TO A D THAT'S POSITIVE.

BUT THE EXPECTATION IS THAT CAMPUSES MOVE TO A, B OR C TO MOVE OUT OF THE STATUS OF INTERVENTION. THAT D RATING WILL PAUSE THAT COUNT OF UNACCEPTABLE CONSECUTIVE YEARS, BUT IT WILL NOT ERASE THE COUNT. I'LL TALK A LITTLE BIT MORE ABOUT THAT. THE LAST THING THAT YOU SEE ON THERE IS ABOUT THE CONSERVATOR OPTION OF THE OF THE COMMISSIONER. WHEN A CAMPUS GETS TO THREE YEARS OF UNACCEPTABLE RATINGS, THE COMMISSIONER DOES HAVE THE AUTHORITY TO APPOINT A CONSERVATOR FOR THE DISTRICT FOR SUPPORT AND INTERVENTION AND ENSURE THE IMPLEMENTATION OF THE TURNAROUND PLAN. IT'S ALSO IMPORTANT TO KNOW THAT OUR EFFORT IS TO ENSURE THAT THAT DOES NOT HAPPEN. THAT MEANS THAT WE HAVE TO TRAIN. WE HAVE TO SHOW UP FULLY. WE HAVE TO WRITE AND DEVELOP VERY CLEAR PLANS THAT ARE ROBUST ENOUGH TO BE PERCEIVED AS MAKING SYSTEMIC CHANGE AT THOSE CAMPUSES. WHEN WE TALKED ABOUT THESE THREE CAMPUSES BACK IN AUGUST, IT WAS IN THE CONTEXT OF ALL OF OUR A THROUGH F RATINGS. SO I WANT TO ZOOM OUT OR MORE SPECIFICALLY, ZOOM IN TO THESE THREE CAMPUSES AND TALK ABOUT WHY THEY ARE TURNAROUND CAMPUSES. OUR A THROUGH F RATINGS GO BACK TO 2019, AND I'LL START WITH MANNER, AND I'M GOING TO START ON THAT TOP ROW ALL THE WAY OVER TO THE RIGHT IN 2019. THAT DID NOT COUNT AS AN UNACCEPTABLE YEAR. THEN THERE WERE THREE CONSECUTIVE YEARS THAT WE EXISTED THROUGH COVID, AND THERE WERE NO OFFICIAL RATINGS, SO TO SPEAK. AND THEN THE FIRST UNACCEPTABLE RATING FOR MANNER WAS IN 2023. THAT WAS A 59, FOLLOWED BY ANOTHER F THAT WAS A 52, FOLLOWED BY ANOTHER F IN 2025. THAT WAS A 59, AND THOSE 59 WERE FORCE FAILURES. REGARDLESS OF THAT, THERE ARE THREE CONSECUTIVE YEARS. AND THAT'S WHAT ORDERS THE TURNAROUND PLAN. ON THE SECOND LINE, I HAVE PALO ALTO THAT YOU SEE IN 2019 IS THE FIRST YEAR OF UNACCEPTABLE BECAUSE THE F IS AN UNACCEPTABLE RATING. AS I MENTIONED ON THE PREVIOUS SLIDE IN 2023, THAT D PAUSED THE COUNT. SO THE COUNT REMAINED AT ONE. BUT THEN AT 2024, THE COUNT WENT UP TO TWO. AND THEN IN 2025 THAT TOOK IT UP TO THREE. SO I JUST WANT TO MAKE SURE WE UNDERSTAND WHERE THOSE YEARS ARE COMING FROM. AND THEN LAST BUT DEFINITELY NOT LEAST, AN EQUALLY IMPORTANT EASTERN HILLS. IF YOU LOOK ALL THE WAY TO THE RIGHT, C DOES NOT COUNT, C DOES NOT COUNT, D DOES NOT COUNT AS UNACCEPTABLE, ALTHOUGH

[00:55:01]

AND THEN 90 AND ABOVE WOULD BE AN A DOCTOR. I DON'T REMEMBER THIS, BUT DO THE SCORES RAISE THE PASSING SCORES RAISE EVERY YEAR? IN OTHER WORDS, INSTEAD OF HAVING A F OR A 59, IT WOULD BECOME A 65 OR SOMETHING THAT'S IN THE AGENCY'S PLAN. GREAT QUESTION. THERE ARE DATA POINTS THAT CHANGE FROM YEAR TO YEAR, AND THOSE ARE CONSIDERED THE CUT POINTS FOR INDIVIDUAL TESTS.

SO IN ONE YEAR, MY ALGEBRA SCORE, IF I GET 17 CORRECT MIGHT COUNT AS THIS. AND THEN THE NEXT YEAR THAT'S 17 CORRECT MIGHT COUNT DIFFERENTLY, BUT THAT'S THE WHERE THE CHANGE HAPPENS. IT DOES NOT HAPPEN AT THE OVERALL LEVEL FROM THE 59, 69, 79 AND SO ON. SO THE A THROUGH F STRUCTURE IS EXACTLY THE SAME YEAR OVER YEAR. IT'S THE EMBEDDED TEST SCORING THAT COULD CHANGE FROM YEAR TO YEAR. THANK YOU. GREAT QUESTION SIR. SO JUST SPEAKING A LITTLE BIT ABOUT THE ORDER OF THIS PROCESS. WE RECEIVED OUR RATINGS IN AUGUST, TWO YEARS IN AUGUST, AND ANOTHER YEAR WAS RECEIVED BACK IN APRIL. BASED ON THOSE THREE CONSECUTIVE OR TWO CONSECUTIVE. UNACCEPTABLE. THAT'S WHERE YOU SEE ON THE FAR, FAR LEFT, THE COMMISSIONER ORDERS TAP PREPARATION. WHERE WE ARE RIGHT NOW IS IN THE CENTER, WHERE WE ARE DISCUSSING PUBLICLY AND NOTIFYING OUR COMMUNITY AS WELL AS OUR BOARD WHAT THIS MEANS AND WHERE WE STAND. I'M GOING TO GO ON A LITTLE BIT MORE IN OUR PRESENTATION ABOUT HOW WE APPROACH THE DISTRICT, PREPARATION OF THE TAP, AND JUST WANT TO MAKE SURE AS I USE TAP, I'LL BE REFERRING TO TURNAROUND PLAN AS TAP OKAY. SO GOING INTO SOME KEY PIECES HERE, I HAVE TWO HANDOUTS FOR YOU. BEFORE WE GO ON, I WANT TO MAKE SURE THAT YOU HAVE IN YOUR VICINITY ONE LOOKS LIKE A SAMPLE OF A TURNAROUND PLAN. THE TOP SAYS PART ONE. IT IS BLUE. AND THEN I BELIEVE OUR MEDIA I'VE GIVEN A COPY AS WELL. AND THEN YOU HAVE THE YELLOW PACKET, WHICH I'LL REFER TO BRIEFLY, BUT THE BLUE ONE IS WHAT WE'RE GOING TO TALK THROUGH RIGHT NOW AS WE REFER TO PLAN DEVELOPMENT. OKAY. SO TO BREAK DOWN THE TURNAROUND PLAN IN THE MOST SIMPLIFIED WAY FOR YOU ALL, BOARD OF TRUSTEES AND FOR THE COMMUNITY, WE'RE APPROACHING THE TURNAROUND PLAN IN THREE PARTS. IT'S IMPORTANT TO SHARE THAT WE'RE NOT IN THIS ALONE. WE DON'T WRITE IT FROM SCRATCH INDEPENDENTLY WITH NO GUIDANCE. THAT IS NOT THE CASE.

T PROVIDES A TEMPLATE FOR THE TURNAROUND PLAN. IN FACT, NOT ONLY DO THEY PROVIDE THE TEMPLATE, THEY PROVIDE A SAMPLE PLAN, WHICH IS EXACTLY WHAT YOU'RE LOOKING AT. WE RECEIVED THAT TEMPLATE AND SAMPLE PLAN IN OUR INITIAL TECHNICAL ASSISTANCE WITH THE REGION, AND I WANT TO TALK THROUGH THE PIECES. THE FIRST PART OF OUR TURNAROUND PLAN IS WHAT'S CALLED THE FOUNDATIONAL INFORMATION OF THE PLAN. IT'S SIMPLY A SPREADSHEET. IT'S IF YOU THINK ABOUT A SPREADSHEET, THIS IS TAB ONE ON THE SPREADSHEET. IT INCLUDES THE GENERAL CAMPUS INFORMATION, WHICH YOU SEE IN THE TOP BOX OF THAT TEMPLATE. IT INCLUDES THE TURNAROUND METHOD. I'VE TALKED A LOT ABOUT THE TURNAROUND PLAN BEING MORE THAN JUST A FEW STRATEGIES. THERE HAS TO BE SIGNIFICANT METHOD FOR INFRASTRUCTURE CHANGE. THEN ANOTHER KEY PART OF THE PART ONE TAB ONE IS THE CURRENT REALITY VERSUS FUTURE VISION.

AS WE PLAN A DEVELOP A TURNAROUND PLAN, OUR REQUIREMENT IS THAT WE ASSESS WHERE WE ARE. AS DOCTOR DAVIS WOULD SAY, ASSESS, ACCEPT THE BRUTAL FACTS, PUT THEM ON PAPER OF OUR CURRENT REALITY. BUT WHERE ARE WE GOING? THAT IS THE FIRST PART OF THE TURNAROUND PLAN. ALL OF THAT HAS TO BE CONNECTED TO THE EFFECTIVE SCHOOLS FRAMEWORK. ON THE RIGHT

[01:00:04]

SO LET'S TAKE A LOOK QUICKLY AT THE ACTUAL PLAN ITSELF. YOU HAVE IT IN FRONT OF YOU. CAMPUS INFORMATION AT THE TOP. AGAIN THIS IS THE EXEMPLAR TEMPLATE THAT WE WERE PROVIDED AS A DISTRICT AS OUR GO BY, SO TO SPEAK. AS I MENTIONED, THERE'S A CAMPUS INFORMATION. THE IMPORTANT SECTION I WANT TO TALK THROUGH HERE IS THE TURNAROUND METHOD. ALL THREE OF OUR CAMPUSES WILL BE DOING THE SCHOOL IMPROVEMENT METHOD, WHICH I HAVE HIGHLIGHTED IN GREEN, AS WELL AS ONE OF THE SCHOOL ACTION METHODS THAT YOU SEE HIGHLIGHTED OR BOXED IN RED.

LET'S TALK ABOUT WHY WE'RE DOING THAT. THE SCHOOL IMPROVEMENT METHOD, AS IT SHOWS IN THE DESCRIPTION, IS ABOUT BUILDING INTERNAL CAPACITY. SO REGARDLESS OF WHETHER WE DO A RESTART OR A REASSIGN OR ANY OF THOSE MAJOR SCHOOL ACTIONS, WE KNOW WE MUST BUILD THE CAPACITY OF THE STAFF, THE LEADERS, THE PRINCIPAL, THE OTHER ADMINISTRATORS. SO WE'RE DOING THE FOUNDATIONAL BASE PLAN, PLUS THOSE SIGNIFICANT SCHOOL ACTIONS. AND I'LL GO INTO THAT A LITTLE MORE. BUT YOU MAY SEE THERE AND RECOGNIZE THAT WHAT'S IN THE RED BOX LOOKS JUST LIKE WHAT WE'VE WALKED THROUGH WITH OPTIMIZATION. SO WE WILL BE SELECTING THAT SECONDARY LEVEL OF TURNAROUND METHOD THROUGH THE OPTIMIZATION PROCESS. SO ALL SCHOOLS WILL HAVE THE SCHOOL IMPROVEMENT SECTION PLUS WHATEVER SCHOOL ACTION IS SELECTED FOR THOSE RESPECTIVE CAMPUSES ON OCTOBER 28TH. IF YOU'LL TURN THE PAGE FOR ME. IN YOUR TEMPLATE. WE'RE STILL IN THAT FIRST TAB ON THE SPREADSHEET. AND IT'S TALKING ABOUT AT THIS POINT THAT FUTURE VISION VERSUS CURRENT REALITY. YOU'LL SEE ON THE LEFT HAND SIDE, WHERE I HAVE AN ARROW ON THE SCREEN AT THE 1.1, THAT IS ONE OF THE LEVERS OF THE EFFECTIVE SCHOOLS FRAMEWORK. WE BELIEVE THE STATE BELIEVES OUR CAMPUSES BELIEVE THAT IT'S CRITICAL TO IMPROVE A SCHOOL THROUGH THE WELL DEFINED ROLES AND RESPONSIBILITIES. SO THE CAMPUS IS CHARGED WITH TAKING A LOOK AT WHERE THEY STAND RIGHT NOW. AND YOU'LL SEE IN THAT TOP BOX, THIS CAMPUS IS IDENTIFIED AND NARRATIVE FORM WHERE THEY STAND WITH ROLES AND RESPONSIBILITIES. THEY'VE ALSO OUTLINED IN THE BOX BELOW IT. WHAT DOES FULL IMPLEMENTATION LOOK LIKE IN ALIGNMENT WITH THE TPS RUBRIC? IN ALIGNMENT WITH THE EFFECTIVE SCHOOLS FRAMEWORK, ALL OF THOSE THINGS ARE DIRECTLY CONNECTED. THIS IS PART ONE OF THE PROCESS OF THE TURNAROUND PLAN DEVELOPMENT.

LET'S TALK ABOUT PART TWO. SO PART ONE IS JUST THE FOUNDATION CAMPUS INFORMATION CURRENT REALITY VERSUS FUTURE VISION. PART TWO AS I MENTIONED IS THE SCHOOL IMPROVEMENT METHOD.

AGAIN, ALL OF OUR CAMPUSES WILL WRITE AND OUTLINE THE STRATEGIES THROUGH THE SCHOOL IMPROVEMENT METHOD. AND THE PURPOSE OF DOING THAT IS THINKING ABOUT IT AS A BASE PLAN. WHAT IS OUR BASE PLAN FOR IMPROVING THE CAPACITY OF OUR PROFESSIONALS, IMPROVING THE QUALITY OF EXPERIENCES FOR OUR KIDS? IN THAT FOUNDATIONAL PRACTICES SECTION, THERE ARE FOUR THINGS OUTLINED AND I'M GOING TO GO INTO THEM WHEN I LOOKED AT THE TEMPLATE. SO I'LL JUST HIT THEM VERY BRIEFLY HERE. YOU'LL SEE IN YOUR TEMPLATE THE DISTRICT COMMITMENT TO THEORY OF ACTION. WELL, WHAT DOES THAT MEAN. THAT MEANS THAT AS THE AS A DISTRICT, WE BELIEVE IF WE DO BLANK, THEN A CAMPUS CAN DO BLANK. SO IT'S JUST A THEORY OF ACTION. BY DOING THESE DISTRICT COMMITMENTS, WE EMPOWER OUR CAMPUSES TO BE SUCCESSFUL IN THE ASSOCIATED AREA. WE HAVE TO DEFINE THAT MORE SPECIFICALLY WITH THE SYSTEM AND CAPACITY BUILDING PLAN. WE ALSO HAVE TO OUTLINE ALL OF THE CRITICAL MILESTONES ASSOCIATED WITH THAT, AND THEN ALSO INCLUDE THE FINANCIAL RESOURCES AND BUDGET. SO IF YOU'LL FLIP IN YOUR TEMPLATE TO THE PAGE THAT SAYS PART TWO. AND THIS IS WHAT YOU SEE ON THE SCREEN IS THE TOP OF THAT. SO WE'VE LOOKED THROUGH

[01:05:02]

THERE'S THE DISTRICT COMMITMENT TO THE THEORY OF ACTION. IF RIGHT HERE ON THAT PLAN, I WOULD PUT A NOTE TO TAKE A LOOK AT THE SCHOOL IMPROVEMENT ACTIONS BY KILLEEN ISD. SO THAT'S ACTUALLY YOUR SECOND TEMPLATE, YOUR SECOND PACKET THAT YOU HAVE. THAT'S OUR DISTRICT THEORY OF ACTION. THOSE ARE OUR DISTRICT ACTIONS WE'RE INITIATING AND HAVE DONE IN THE LAST YEAR, ALL THE WAY UP TO THIS DAY, THAT WE WILL INCLUDE IN OUR SECTION OF THE DISTRICT COMMITMENT TO THEORY OF ACTION. THOSE ARE DISTRICT LEVEL ACTIONS LISTED THERE. SO THAT'S WHERE THEY WOULD GO IN OUR PLAN. SO CONTINUING TO LOOK AT THE ACTUAL BLUE TEMPLATE.

YES, SIR. NO PROBLEM. ARE YOU TELLING ME THE THEORIES OF ACTION THAT'S GOING TO BE DIFFERENT FOR EACH SCHOOL. CORRECT. THE THEORY OF THE THEORY OF ACTION AT THE DISTRICT LEVEL WILL HAVE SOME NUANCE, DEPENDING ON IF MATH IS THE ULTIMATE NEED. IF CAPACITY BUILDING FOR ADMINISTRATORS IS THE NEED, IF SHORING UP OF THE PRINCIPAL'S LEADERSHIP ABILITY, THOSE WILL BE NUANCED AND DIFFERENT. BUT AS A DISTRICT, WE HAVE TO HAVE A SYSTEM WIDE PLAN FOR NOT JUST IMPROVING THESE THESE THREE SCHOOLS, BUT ACTUALLY ALL 50 PLUS SCHOOLS.

SO WE HAVE WHAT YOU'RE LOOKING AT IS WHAT WE'RE DOING AT EVERY SINGLE CAMPUS, PLUS THE THINGS THAT ARE HAPPENING AT THE OTHER, AT THE TURNAROUND CAMPUSES, EVERY CAMPUS. AND THAT IS OUR DISTRICT BLUEPRINT FOR INSTRUCTIONAL IMPROVEMENT. SO THEN A THEORY OF ACTION IS OR IS NOT DIFFERENT FOR EACH CAMPUS BASED ON THE NEEDS OF THAT CAMPUS, OR IS IT ONE THEORY OF ACTION THAT'S APPLICABLE TO ALL THINGS? IT IS ONE THEORY OF ACTION. AND IT COULD GO DEEPER DEPENDING ON THE CAMPUS. LET ME GIVE YOU AN EXAMPLE. AS A DISTRICT, WE ARE IMPLEMENTING PROFESSIONAL LEARNING COMMUNITIES. WE BELIEVE AS A DISTRICT THROUGH PROFESSIONAL LEARNING COMMUNITIES, WE CAN SUPPORT AND PROVIDE A FRAMEWORK FOR CAMPUSES TO IMPROVE TEACHER QUALITY. DISTRICT ACTION PLC. THAT'S OUR THEORY OF ACTION.

BUT AT SPECIFIC CAMPUSES WHERE OUR INSTRUCTIONAL SPECIALISTS ARE NEWER, OUR THEORY, OUR ACTION AT THAT CAMPUS MIGHT BE MODELING INSIDE OF THAT PLC FOR THAT SPECIFIC CAMPUS. SO FOUNDATION FOR EVERYONE DIFFERENT WHEN IT COMES TO IMPLEMENTATION. THANK YOU. YES, SIR. GREAT QUESTIONS. SO FOR PART TWO I'M GIVING YOU THAT CHUNK OF INFORMATION THAT WE'LL ACTUALLY PUT IN OUR OWN PLANS. AND THEN FOR THE SYSTEM AND CAPACITY BUILDING, THAT'S WHAT OUR CAMPUSES ARE WORKING THROUGH RIGHT NOW. HOW ARE THEY IMPROVING THE CAPACITY OF EACH VERSION OF STAFF, WHETHER IT'S AN AIDE OR IT'S A INSTRUCTOR OR IT'S AN APPRENTICE TEACHER, REGARDLESS OF EXPERIENCE, WE'RE COVERING ALL OF THOSE THINGS IN THE CAPACITY BUILDING SECTION.

OKAY. NEXT PAGE. AND I BELIEVE THIS IS YOUR PAGE FIVE WHAT I HAVE ON THE SCREEN NOW. SO NEXT THING THEY INCLUDE IS WHEN WE'RE DOING THOSE THINGS, IT'S ONE THING TO HAVE THE PLAN, BUT YOU ALSO HAVE TO HAVE TIMELINES. SO IF WE SAY WE'RE IMPROVING PLC BY GOING OUT AND MODEL TEACHING AT ONE OF OUR TURNAROUND CAMPUSES, OR THAT'S WHAT WE'RE IMPLEMENTING, WHAT WHAT THE STATE EXPECTS IS THAT WE PUT IT IN THE PLAN AND OUTLINE THE LEVER IT'S CONNECTED TO. AND WHEN WE INTEND TO DO IT. YOU'LL ALSO NOTICE IN THIS SECTION THAT IT'S NOT JUST ONE SEMESTER OR ONE YEAR. IT'S A THREE YEAR PLAN. SO THE CAPACITY BUILDING HAS TO BE DISCUSSED AND WRITTEN OUT FOR YEAR OVER YEAR. AND THAT'S ONE OF THE MAJOR THINGS THAT MAKES IT DIFFERENT FROM A TARGETED IMPROVEMENT PLAN. THE LAST THING THAT YOU'LL SEE IS THE BUDGET. AND I BELIEVE THAT TAKES YOU TO THE NEXT PAGE. OKAY. THANK YOU. THROUGH THIS PROCESS, WE ALSO HAVE TO OUTLINE FOR THE GOOD OF THE BUSINESS AND FINANCE DEPARTMENT, HOW MUCH THIS IS GOING TO COST US TO DO THESE THINGS. OF COURSE, WE'RE NOT STARTING PROFESSIONAL DEVELOPMENT JUST TODAY, SO SOME OF IT IS ALREADY EMBEDDED IN OUR BUDGET. SOME OF THE THINGS WE'LL INCLUDE IN OUR PLAN WILL BE NEW NEEDS. AND WE STARTED BRINGING THOSE TO SENIOR STAFF AS OF YESTERDAY. AND THEN WE'RE PLANNING TO PRESENT THOSE NEEDS AS WELL TO THE BOARD ON OCTOBER 7TH. YES, SIR. I JUST WANT TO CHECK IN BEFORE I GO TO PART THREE. OKAY.

[01:10:04]

THE METHOD FOR RESTRUCTURE WE'VE ACTUALLY BEEN TALKING ABOUT THROUGH THE OPTIMIZATION PROCESS. WE'VE DISCUSSED THROUGH THIS PROCESS OF OPTIMIZATION, THREE OPTIONS FOR OUR CAMPUSES. AND YOU SAW THEM IN OUR TOWN HALLS SPEAKING TO THE PUBLIC. WE'VE SEEN THEM HERE IN THE BOARD ROOM AS SCENARIO SIX, SEVEN AND EIGHT FOR EASTERN HILLS IS SIX. PALO ALTO WAS SCENARIO SEVEN, AND MANOR MIDDLE SCHOOL WAS SCENARIO EIGHT. AND THEY EACH HAD A DIFFERENT VERSION OF THESE OPTIONS FOR RESTART AND REASSIGN FOR THE GOOD OF THE GROUP AND THE PUBLIC. I WANT TO TALK THROUGH THOSE ONE MORE TIME. THE RESTART HAS TWO OPTIONS. OPTION ONE A IS THE DISTRICT RUN RESTART. THAT IS A T GRANT PROGRAM. WE'VE REFERRED TO IT AS ACE. IT'S DESIGNED TO BRING HIGHER PERFORMING STAFF TO CAMPUSES THROUGH FINANCIAL INCENTIVE OR STIPENDS. IT'S ALSO DESIGNED TO MAKE SURE THAT CAMPUSES HAVE WRAPAROUND SERVICES. SO THERE'S TYPICALLY A LONGER SCHOOL DAY. WE MAY BRING IN MORE SOCIAL SERVICES SUPPORTS. WE MIGHT ADD AN ADDITIONAL SEL COUNSELOR. SO IT'S NOT JUST INCENTIVES VIA STIPEND. THAT'S A HUGE PRIORITY OF IT. GETTING OUR HIGHEST QUALITY PROFESSIONALS TO THOSE CAMPUSES. BUT IT'S ALSO AN INFRASTRUCTURE CHANGE. SO CHANGING HOW YOU DO BUSINESS THROUGH THAT GRANT PROGRAM AND THE FUNDS THAT ARE AUTHORIZED, I HAVE IN PARENTHESES THERE THE KEY DIFFERENCE BETWEEN ONE A AND ONE B IS ONE A. THE ACE PROGRAM DOES NOT PAUSE THE ACCOUNTABILITY CLOCK. IF WE IMPLEMENTED ACE. AND TO JUST MAKE SURE THAT I'M SUPER PLAIN, ALL OF THE THINGS ON THIS PAGE ARE FOR 2026. START FOR AUGUST OF 2026. SO IF WE IMPLEMENTED ACE IN AUGUST OF 2026, OF COURSE WE'D HAVE TO APPLY FOR THE GRANT AND THOSE DIFFERENT THINGS WE WOULD HAVE GOTTEN OR RECEIVED OUR FOURTH RATING. IT DOESN'T MEAN IT'S GOING TO BE A FOURTH F, AND I'M DECLARING THAT IT WILL NOT BE BASED ON THE WORK THAT WE'RE DOING RIGHT NOW WITH MY TEAM BEHIND ME AND THE ONES THAT ARE PROBABLY LISTENING ONLINE. BUT WE WOULD HAVE A FOURTH LETTER GRADE. IT DOES NOT PAUSE US FROM GETTING A FOURTH LETTER GRADE, OR PROCEEDING INTO THE YEAR WHERE WE'D GET A FIFTH LETTER GRADE. DIFFERENT FROM THAT IS ONE B.

WE'VE TALKED ABOUT IT AS WELL. 1882 PARTNERSHIPS. THIS IS THE OPPORTUNITY FOR THE DISTRICT TO MAKE THE DETERMINATION OR, EXCUSE ME, THE BOARD TO MAKE THE DETERMINATION TO AUTHORIZE A CHARTER SCHOOL TO OPERATE ONE OF OUR TURNAROUND CAMPUSES. I'LL WAIT TILL A LITTLE LATER IN THE PRESENTATION TO TALK ABOUT THE TIMELINE, BECAUSE THERE'S SOME DETAILS ON THAT.

BUT I DO WANT TO SAY THAT ONE THING THAT IS DIFFERENT IS IT PAUSES THE ACCOUNTABILITY CLOCK.

SO LIKE I SAID, THESE OPTIONS WOULD BE FOR AUGUST OF 2026. AND IF WE HAD A FOURTH LETTER GRADE, IT WOULD PAUSE IF WE STARTED AUGUST OF 2026 WITH THE 1882 PARTY PARTNERSHIP. MR. GILCHRIST, DOCTOR, I WANT TO MAKE SURE THAT I'M CLEAR ON THIS. SO BASICALLY, THE TURNAROUND PLAN IS WHAT WE DEVELOP. AND THEN WE'RE EITHER GOING TO IMPLEMENT THIS UNDER THE DISTRICT RUN T GRANT PROGRAM OR ACE, OR THE 1882 PARTNERSHIP OR THE REASSIGN.

YOU'RE CORRECT. WE'RE WRITING THIS PLAN AND WE'RE WRITING ALL OF OUR PLANS TO INCLUDE, FIRST THE SCHOOL IMPROVEMENT METHOD AND THEN TO INCLUDE A METHOD FOR RESTRUCTURE. AND WE HAVE THREE OPTIONS. AND WE'RE MAKING THOSE DECISIONS THROUGH THE OPTIMIZATION PROCESS. OKAY. I JUST WANT TO MAKE SURE THAT I'M CLEAR ON THAT BECAUSE IT'S KIND OF CONFUSING A LITTLE BIT TO ME.

BASICALLY YOU'RE SAYING THAT WE GOT WE GOT A PLAN, BUT HOW ARE WE GOING TO IMPLEMENT THAT PLAN IS ONE OF THESE THREE WAYS. THAT'S CORRECT. OKAY. AND THE TIMELINE I THINK WILL HELP BRING CLARITY TO THAT FOR YOU. OKAY. I'M GLAD OKAY. YES, SIR. YOU'RE GOOD. ANY OTHER QUESTIONS TO CLARIFY BEFORE I GO ON TO REASSIGN? OKAY. SO WE HAVE THE TWO METHODS FOR RESTRUCTURE UNDER RESTART THE DISTRICT RUN OR THE PARTNER RUN. AND THEN WE HAVE THE THIRD METHOD LISTED AS NUMBER TWO WHICH IS ALSO A CLOSURE OR CONSOLIDATION. WE SAW CLOSURE

[01:15:03]

WE'RE LOOKING AT THIS METHOD FOR THREE CAMPUSES FOR EASTERN HILLS AND PALO ALTO. WE ARE LOOKING AT THE OPPORTUNITY FOR A REASSIGN, WHICH IS A CLOSURE. WE ARE NOT PROPOSING THAT OPTION FOR MANOR MIDDLE SCHOOL. SO LET ME TAKE A STEP BACK AND CLARIFY FOR MANOR MIDDLE SCHOOL, THE OPTIONS IN THE TURNAROUND PLAN ARE OPTION ONE A AND ONE B. THAT'S WHAT WE'VE PROPOSED THROUGH OPTIMIZATION FOR PALO ALTO MIDDLE SCHOOL. WE'VE PROPOSED ALL THREE THAT YOU SEE ON THE SCREEN ONE A, ONE B, AND THE POTENTIAL TO CLOSE OR REASSIGN. AND IF YOU RECALL IN THAT PRESENTATION, WE SAID IF WE CLOSE MANOR, I'M SORRY, IF WE CLOSE PALO ALTO, THAT WOULD BE A POTENTIAL SITE FOR. DIEPPE. SO THROUGH OPTIMIZATION WE ALSO HAVE SOME ADDITIONAL OPTIONS THAT WE'VE ADDED WHEN WE THINK ABOUT IF WE'RE GOING TO DO THAT. WELL IF THIS THEN WHAT IF WE CLOSE PALO ALTO? WE CONSIDERED IT FOR DIEPPE, FOR EASTERN HILLS. WE PROPOSE THROUGH OPTIMIZATION ALL THREE OPTIONS. AGAIN DISTRICT RUN, RESTART, PARTNER RUN, RESTART OR A CLOSURE. AND THEN IF WE CLOSED EASTERN HILLS WE DISCUSSED HARKER HEIGHTS ELEMENTARY BEING AT THAT BUILDING IN THE FUTURE. AFTER SOME FACILITIES SUPPORT AND RENOVATIONS AS NEEDED.

WE'VE RECENTLY LEARNED A LITTLE MORE ABOUT THE CLOSURE PROCESS, AND THAT'S WHY I'VE UPDATED THIS SLIDE A LITTLE BIT. SO I'M GOING TO GO THROUGH WHAT YOU WHAT I HAVE THERE ON THE RIGHT.

IF WE CLOSE OR CONSOLIDATE A CAMPUS, WE CAN MOVE THOSE KIDS TO A HIGHER PERFORMING CAMPUS.

IF IT'S AN A OR B CAMPUS, WE'RE ELIGIBLE TO APPLY FOR A GRANT. IF IT'S A C CAMPUS, WE'RE NOT ELIGIBLE TO APPLY FOR THE REASSIGNED GRANT, BUT WE CAN MOVE STUDENTS AS WE UNDERSTAND IT NOW TO AN A, B, OR C CAMPUS. NOW, THERE'S A CAVEAT TO IT. AND THAT'S THE SECOND PARAGRAPH WE HAVE ON THE SCREEN THERE UNDER REASSIGN. IF WE CLOSE A CAMPUS, WHETHER IT'S EASTERN HILLS OR PALO ALTO, THE RATING THAT THOSE CAMPUSES CURRENTLY HAVE FOLLOW THE PLURALITY OF THE STUDENTS, WHERE MOST STUDENTS END UP GOING, THAT RATING IS GOING TO BE A GHOST RATING TO THE NEW CAMPUS. LET ME GIVE YOU MORE SPECIFICS. EASTERN HILLS, FOR EXAMPLE, THE PLURALITY OF THE STUDENTS THROUGH OPTIMIZATION WOULD GO TO NOLAN. SO WE WOULD HAVE A GHOST RATING THAT FOLLOWS THOSE KIDS. AND THAT IS WHY IT'S SO IMPORTANT TO DO THE SCHOOL IMPROVEMENT METHOD, BECAUSE THE TEACHERS FOLLOW THE KIDS, AND WE MUST IMPROVE EVERYONE'S CAPACITY, REGARDLESS OF WHERE THEY END UP IN THE SYSTEM. SPECIFIC EXAMPLE FOR PALO ALTO, THE PLURALITY OF THE PALO ALTO STUDENTS IN A CLOSURE WOULD GO TO PATTERSON. SO THAT GHOST SCORE OR THAT GHOST RATING WOULD FOLLOW THOSE KIDS TO PATTERSON. THAT DOES NOT MEAN PATTERSON OR NOLAN WOULD SUDDENLY BE AN F. LET ME JUST MAKE SURE THAT THAT'S PLAIN AND CLEAR. THAT MEANS THAT THEY WOULD NOT BE OFF THE RADAR. THE EXPECTATION WOULD BE TO INTERVENE AND SUPPORT AT THE RECEIVING CAMPUSES. SO THAT'S WHERE YOU SEE ON THE THIRD PARAGRAPH, ALL RECEIVING CAMPUSES HAVE TO HAVE HQ, HIGH QUALITY INSTRUCTIONAL MATERIALS, WHICH WE'VE ALREADY GUARANTEED THROUGH OUR CURRICULUM IMPLEMENTATION IN THIS YEAR.

ALL OF THEM WOULD HAVE TO HAVE A TARGETED PD PLAN. WE'RE DEVELOPING THAT PLAN RIGHT NOW, SO IT WOULD FOLLOW KIDS TO WHEREVER THE PLURALITY OF STUDENTS GO. AND THEN DIFFERENTIATED SUPPORT WOULD FOLLOW THE PLAN WOULD FOLLOW THE STUDENTS. SO THAT'S WHAT MAKES PART TWO. SO IMPORTANT. YOU CAN'T DO PART TWO AND THEN SUDDENLY SEND KIDS SOMEWHERE ELSE. AND YOU DIDN'T PLAN FOR ACTUAL SCHOOL IMPROVEMENT AND INTERNAL CAPACITY BUILDING AT THE SCHOOL THEY'RE AT RIGHT NOW. THAT'S NOT BEING SUCCESSFUL. SO WHEN I SAID THAT WE'RE DOING PART TWO, SCHOOL IMPROVEMENT PLUS A SCHOOL ACTION DETERMINED THROUGH OPTIMIZATION, THAT'S WHY WE'RE DOING THE BASE PLAN. PLUS THE INFRASTRUCTURE CHANGE. DOES THAT MAKE SENSE TO EVERYONE? THAT'S SUCH A DANGEROUS YES OR NO QUESTION. PLEASE LET ME KNOW IF YOU HAVE QUESTIONS. THAT'S WHAT I SHOULD SAY. OH. OH. I'M SORRY. DEFINE FOR ME WHAT YOU MEAN WHEN YOU

[01:20:06]

IT'S THE CAMPUS THAT RECEIVES THE MOST OF THE STUDENTS, REGARDLESS IF IT'S A MAJORITY OR NOT. SO IS IT THE WAY I'M UNDERSTANDING IT, WHICH I THINK IS INCORRECT? IT WOULD BE POSSIBLE FOR THE RECEIVING CAMPUS TO GET THREE DIFFERENT CAMPUS SCORES, JUST THE PLURALITY. SO THE WAY WE HAVE OUTLINED OPTIMIZATION, THERE IS A CAMPUS THAT'S GETTING MOST OF THE STUDENTS. IF WE CLOSED EASTERN HILLS, STUDENTS WOULD GO TO RANCIER MANOR. NOLAN. BUT MOST OF THE STUDENTS WOULD GO TO NOLAN AND THEN ALSO LIBERTY HILL, IF I'M NOT MISTAKEN. OKAY.

BUT MOST OF THE STUDENTS WOULD GO TO NOLAN, WHICH WOULD BE CONSIDERED THE PLURALITY REGARDLESS OF WHETHER IT HITS 51%. OUR VERSION OF MAJORITY. OKAY, SO THE GHOST SCORE WOULD FOLLOW THE KIDS TO NOLAN, THE CAMPUS THAT GETS THE LARGEST AMOUNT OF KIDS FROM THE CAMPUS, THE MOST LARGEST AMOUNT OF KIDS, MOST KIDS FROM THE CAMPUS. THEN HOW WOULD THAT AFFECT NOLAN'S SCORE? SO GREAT QUESTION. WE'RE MEETING WITH CSG IN THIS WEEK TO TALK SPECIFICALLY ABOUT THE ACADEMIC DATA THAT WILL FOLLOW STUDENTS AND HOW IT WOULD AFFECT THE PLURALITY, BECAUSE THIS IS NEW LEARNING FOR US ABOUT WHERE THE GHOST SCORE WOULD FOLLOW. BUT BASED ON WHAT WE'VE ENGAGED AND HEARD IN THIS FIRST CONVERSATION IS KIDS ADAPT OR SHIFT TO THE CAMPUS, NOT THE CAMPUS. SHIFTING TO THE KIDS. I WANT TO SEE THAT IN NUMBERS. YEAH, WE HAVE TO QUALIFY AND QUANTIFY THAT. DOCTOR DAVIS YES WE WILL. I GOT A QUESTION FROM MR. MINTZ. SO I HAVE THREE QUESTIONS ACTUALLY. I'LL TRY TO BE QUICK. SO WE TALKED ABOUT YOU SAID THAT THERE'S ALREADY BEEN BUDGET ADDRESSED. HOW ARE WE ADDRESSING BUDGET IF WE HAVEN'T MADE ANY OF THESE DECISIONS YET? OKAY. GREAT QUESTION. WHEN I SAY THAT BUDGET HAS ALREADY BEEN ADDRESSED, I MEAN, THROUGH OUR BUDGET PROCESS COMING INTO THIS YEAR, THERE WERE SEVERAL THINGS WE ALREADY KNEW WE WERE GOING TO DO. FOR EXAMPLE, UTILIZE REGION 12 TO DO GET BETTER, FASTER TRAINING AT OUR CAMPUSES. THAT WAS ADDRESSED THROUGH OUR BUDGET. SO I HAVE IT IN MY BUDGET ALREADY TO DO IT. DOCTOR CREIGHTON ALREADY HAS IT IN HER BUDGET TO DO IT, SO THAT WOULD BE ON THE TURNAROUND PLAN AS AN ACTION, BUT IT'S ALREADY ADDRESSED, ADDRESSED FINANCIALLY. WE MIGHT ADD AN ITEM ON THERE IF IT'S PERSONNEL OR IT'S A NEW ACTION OR AN INCENTIVE TEACHER STIPEND THAT WOULD NOT HAVE BEEN ADDRESSED THROUGH THE BUDGET AT THIS POINT. BUT YOU SAID THAT IT WAS ADDRESSED WITH SENIOR STAFF. SO THAT'S STUFF THAT'S COMMON TO ANY OF THESE PLANS. IS THAT THE SHORT ANSWER? NO, SIR. OKAY THEN ADDRESSED IT.

SENIOR STAFF, THE NEW ITEMS THAT WE'RE CONSIDERING THAT WE NEED TO ADDRESS TURNAROUND CAMPUSES TO ADDRESS MIDDLE SCHOOLS, TO ADDRESS SPECIAL EDUCATION TO ADDRESS. THERE WAS ONE MORE JUST MY BRAIN IS. MULTILINGUAL SERVICES. WE WE DEVELOP A COUPLE OF PRIORITY BUCKETS THAT WE'LL BE BRINGING TO THE BOARD THAT WERE NOT A PART OF OUR BUDGET PLANNING COMING INTO THIS YEAR, THAT ARE NOW A PART OF OUR THOUGHT PROCESSES, BECAUSE WE'RE IN TURNAROUND. BUT THOSE ARE ALL INDEPENDENT OF ANY DECISIONS THAT YET NEED TO BE MADE. I GUESS IS PROBABLY WHAT I SHOULD HAVE ASKED. YES, WE HAVEN'T MADE ANY DECISIONS YET, AND ACTUALLY WE HAVEN'T GOTTEN FULLY TO THE WHAT'S THE TOP TEN YET? WE JUST KNOW WE HAVE OUR BUCKETS AND OUR FULL LIST OF THINGS THAT WE'D LOVE TO HAVE TO GET THE WORK DONE. MY NEXT QUESTION IS, AND I THINK YOU MAY HAVE SAID IT, I MAY HAVE JUST MISSED IT. THE THE THE CAMPUSES WHERE THE PLURALITIES OF THESE STUDENTS GO, WHICH WOULD BE PATTERSON AND NOLAN DO OR DO THEY GET OR ARE THEY ELIGIBLE FOR EXTRA FUNDING? THAT'S A GREAT QUESTION. IT WOULD HAVE TO BE A PART OF A DIFFERENT GRANT PROCESS THAT IF WE WROTE AN ACE GRANT FOR FOR NOLAN OR. NOLAN OR PATTERSON, THEN THEY WOULD HAVE GRANT, BUT NOT GRANTS OR ADDITIONAL FUNDS, BUT NOT JUST BECAUSE THE KIDS ARE GOING THERE. THEN MY THIRD QUESTION IS YOU'VE USED THIS TERM GHOST RATING. SO AM I GOING TO SEE WHEN I SEE PATTERSON'S RATING NEXT YEAR? IS IT GOING TO SAY BE PARENTHESES OR SOMETHING? F NO, SIR. OKAY. SO THERE IS NO GHOST RATING PER SE. OR DO WE TRACK THOSE STUDENTS SEPARATELY? GHOST SUPERVISION IS THE BEST WAY TO DESCRIBE IT. IF IF WE TAKE A LOOK AT THIS CHART HERE, IF THAT SAID NOLAN, IT WOULD

[01:25:09]

AND JUST I THINK A REALLY THIS IS A GOOD PLACE TO TO STAMP. WE HAVE NOT RECEIVED RATINGS OFFICIALLY SINCE 2019. SO 2019 IS THE LAST SET OF LETTER GRADES THAT WE GOT BEFORE THIS YEAR. IN 2020, THERE WAS THE NOT RATED 21, NOT RATED 22. ALL OF THE HOUSE BILL PROTECTION DURING COVID. AND THEN THERE WERE THREE YEARS THAT RATINGS WEREN'T RELEASED UNTIL THE COURTS, THE COURT CASE WAS SETTLED. SO SOME OF THESE RULE MAKING ASPECTS DON'T EXIST YET BECAUSE SEVERAL DOZENS OF DISTRICTS ACROSS THE STATE ARE SITTING EXACTLY WHERE WE ARE WITH BOOM THREE UNACCEPTABLE RATINGS, BOOM, TWO UNACCEPTABLE RATINGS. DOCTOR OSBORN, QUICK QUESTION. AND MR. MENSAH POSED THE QUESTION ABOUT THE CAMPUSES BEING ELIGIBLE OR NOT BEING ELIGIBLE FOR FUNDING. AND AS I UNDERSTAND, YOUR PRESENTATION IS BECAUSE THEY ARE C RATED CAMPUSES LESS THAN A OR B. IF YOU WERE TO CLOSE AND MOVE STUDENTS THERE, THEY WOULD NOT BE ELIGIBLE BECAUSE OF THEIR STATUS AS A C CAMPUS. AM I TRACKING THAT CORRECT? NO. THEY JUST NO, NOT SIR, NOT CONNECTED TO THEIR RATING AT ALL. JUST YOU DON'T AUTOMATICALLY GET FUNDING BECAUSE THE KIDS GO TO A NEW CAMPUS. WHAT DRIVES WHETHER OR NOT YOU'RE ELIGIBLE TO GET THE FUNDING, IF YOU GO CLOSURE AND RELOCATION TO ANOTHER TWO THINGS. THE FIRST THING THAT'S GOING TO DRIVE IT IS IF YOU APPLY, AND THEN THE SECOND THING THAT'S GOING TO DRIVE IT IS WHETHER OR NOT THE SCHOOL THEY'RE GOING TO IS AN A OR A B TO BE ELIGIBLE FOR THE REASSIGNED GRANTS FOR THOSE CAMPUSES, THEY HAVE TO BE AN A OR B. BOTH OF THEM ARE A C, CORRECT? YES, SIR. THAT'S THAT'S SO THAT'S EXACTLY WHERE I'M GOING WITH MY QUESTION. SO BECAUSE THEY ARE WOULD BE RELOCATED TO C READY CAMPUSES, WE WOULD NOT BE ELIGIBLE FOR THE FUNDING. BUT WHAT IF WE WRAP UP THIS SCHOOL YEAR AND THOSE CAMPUSES GET TO B? ARE WE OUT OF THE WINDOW WHERE WE COULD POTENTIALLY GET FUNDING FOR THAT NEXT YEAR? THAT WOULD BE MY QUESTION. GREAT QUESTION. NOLAN AND PATTERSON, IF THEY COME IN THIS YEAR AND THEY COME OUT AS B'S, THERE WOULD HAVE TO BE A NEW GRANT CYCLE, THE GRANT CYCLE FOR FUNDING FOR REASSIGNED FUNDING AS WELL IS OCTOBER 1ST THROUGH. NO, I'M SORRY, DECEMBER 1ST. SO WE WOULD UNLESS THEY CAME OUT WITH SOMETHING IN LATE SPRING. NOT THAT WE'RE AWARE OF AT THIS TIME. NOW MY NEXT QUESTION WOULD BE IS THAT I KNOW ORIGINALLY THE THOUGHT WAS THAT YOU COULD NOT GO THE CLOSURE ROUTE UNLESS THERE WAS AN A OR B READY CAMPUS TO MOVE THEM TO.

WE'VE SINCE BEEN INFORMED THAT IT IS AN OPTION TO POTENTIALLY RELOCATE THEM TO A C RATED CAMPUS. BUT THEN I WOULD GO BACK TO MY POINT BEFORE IS IF WE WORK WITH TDA AND MAYBE THAT RESULTS IN US IF WE GO THAT ROUTE, HAVING AN OPPORTUNITY IN A NEW WINDOW AS HOW THEY MAY LOOK AT OUR SYSTEM OF WHAT WE'RE KIND OF LIKE A A AT ALT IN ADAMS WORLD, BUT WHERE YOU'D SAY, HEY, NO FUNDING, BUT IF YOU CAN SHOW IMPROVEMENT WHERE THEY'RE GOING, THAT MAYBE THERE'S ANOTHER WINDOW THAT WOULD GET OPENED. AND I WOULD SAY THAT YOU NEVER KNOW UNLESS YOU PRESENT THAT TO THEM. I WOULD LOVE TO SPEAK FOR TEA, BUT I WON'T DO SO. THAT WOULD BE WONDERFUL, BECAUSE I WHOLEHEARTEDLY BELIEVE OUR CAMPUSES ARE GOING TO IMPROVE.

WE ARE DOING THE WORK AND LIKE I SAID, WE HAVE A ROBUST PLAN. THE EXPECTATION OF T IS THAT WE HAVE A FULL FLEDGED, DEEP AND WIDE PLAN FOR INTERNAL CAPACITY BUILDING. AND I TOTALLY UNDERSTAND IT. I JUST I WANT TO ENGAGE IN THE CONVERSATION ABOUT WHAT MAY BE POSSIBLE, BECAUSE I'M HOPING THAT OUR CAMPUSES DO SHOW IMPROVEMENT, BUT ALSO THEY SHOW THAT

[01:30:05]

WE LAUNCHED THESE THINGS TO GET AHEAD OF IT, AND THAT'S WHY I HONESTLY SAY THAT'S WHY WE'RE IN POSITION THROUGH OPTIMIZATION AS A DECISION MAKING FRAMEWORK. WE'RE NOT PRESENTING TO OUR COMMUNITY TODAY BECAUSE OF ACCOUNTABILITY RATINGS. WE HAVE TO CLOSE A SCHOOL. WE HAVE BEEN IN THOSE CONVERSATIONS IN ADVANCE OF THE RATINGS BECAUSE WE KNOW WHAT'S BEST FOR THE COMMUNITY AND OUR KIDS. MADAM SECRETARY, AND AGAIN, FOR CLARITY, THE SECOND HANDOUT IS THE EFFECTIVE SCHOOLS MODEL. YES, SIR. YES, MA'AM. AND THIS IS THE ONE THAT EVERY CAMPUS WILL BE USED. EVERY, EVERY CAMPUS IN THE DISTRICT IS BENEFITING FROM ALL THE STUFF IN THAT RIGHT HAND COLUMN. GOTCHA. IT RANGES FROM LEADERSHIP DEVELOPMENT TO APPROACH TO INSTRUCTION. AND WE DID THAT IN ALIGNMENT WITH THE ESF OR THE EFFECTIVE SCHOOLS FRAMEWORK BEFORE IT WAS EVEN REQUIRED OF US. AND THIS WILL BE AUGUST OF 26. THOSE THINGS ARE HAPPENING RIGHT NOW. DOCTOR DAVIS YEAH, I JUST WANTED TO SHARE JUST WANT TO TEMPER THE EXPECTATIONS JUST A TAD BIT UNTIL AS IT RELATES TO THE CLOSURE, WE ARE HOPEFUL. AS I STATED STATED RECENTLY, TO WILL BE FOLLOWING UP SOON. I WAS TOLD THEY ARE RETHINKING IF WE HAVE THE POSSIBILITY TO NOW CLOSE, RIGHT? INITIALLY IT WAS BECAUSE WE DIDN'T HAVE A OR B CAMPUSES TO DISPERSE THOSE CHILDREN TO. FROM WHAT I WAS TOLD THAT'S A CONSIDERATION.

BUT BUT IT HAS NOT BEEN GIVEN. I HAVE NOT BEEN GIVEN A DEFINITIVE ANSWER ON THAT. YES.

I JUST WANT TO BE CLEAR THAT THAT'S STILL POTENTIALLY MAY NOT BE A, YOU KNOW, AN OPPORTUNITY. SO THANK YOU, SIR. THANK YOU. DOCTOR OSBORNE. OH, I'M SORRY, MADAM SECRETARY. AND SO WHEN WE SUBMIT OUR TURNAROUND PLAN, YOU SAID BY NOVEMBER, NOVEMBER 14TH. YES, MA'AM. IT ALSO HAS TO BE APPROVED BY THE COMMISSIONER. THAT'S CORRECT. AND I'LL GO THROUGH THE TIMELINE IN MY NEXT SEGMENT. THE LAST THING THAT I WOULD SHARE ABOUT THE APPROACH TO REASSIGN OR CLOSURE, SPECIFICALLY AS IT RELATES TO MIDDLE SCHOOLS, WE HAVE OVER 3000 EMPTY SEATS IN MIDDLE SCHOOLS. THAT'S HOW FAR BELOW CAPACITY WE ARE AT OUR MIDDLE SCHOOLS. SO IN OUR INITIAL PRESENTATION OF OPTIMIZATION, OUR GOAL WAS TO HAVE FEWER EMPTY SEATS. ALSO THROUGH OPTIMIZATION, THE POINT WAS TO HAVE FEWER VACANCIES THROUGH THE TOWN HALLS. I SHARED THAT WE HAD ABOUT 138 VACANCIES IN ELEMENTARY AND MIDDLE SCHOOL.

THAT'S WHY IF IT IF IT IS PRESENTED AS AN OPTION TO CONTINUE TO PURSUE CLOSURE WITH THAT ROBUST PLAN AND TRACKING WHERE THEY GO TO, IT MIGHT STILL BEHOOVE US TO REDUCE THOSE EMPTY SEATS AND THOSE VACANCIES THROUGH A CLOSURE OF CAMPUSES. OKAY. IN YOUR PACKET, YOU HAVE THREE PAGES THAT TALK ABOUT THE METHOD OF RESTRUCTURE. THEY SAY PART THREE. AND THEY ALSO HAVE READ WRITING AT THE TOP OF EACH OF THEM, DIFFERENT THAN THE SCHOOL IMPROVEMENT PLAN, WHERE WE HAVE TO DEVELOP IT COMPLETELY ON OUR OWN. MOST OF THE ACTIONS FOR THE METHODS OF RESTRUCTURE ARE ALREADY PROVIDED FOR US BY T T HAS SHARED. HERE ARE THE THINGS THAT SHOULD HAPPEN IF YOU REASSIGN AND CLOSE THE SCHOOL. HERE ARE THE THINGS THAT SHOULD HAPPEN IF YOU GO THROUGH THE ACE PROCESS. HERE ARE THE THINGS THAT SHOULD HAPPEN IF YOU DO 1882 SO THE LAST THREE TEMPLATES OR THE LAST THREE PAGES ARE ABOUT THE THREE

[01:35:03]

SO I REALLY WANT TO SAY MY APPRECIATION TO THEM AND MY TEAMS THAT HAVE BEEN COMING IN TO SUPPORT THAT PROCESS. WE'LL CONTINUE THAT THROUGH THE END OF SEPTEMBER. THE LAST THING YOU SEE ON THAT PAGE IS ACTUALLY TOMORROW AT ALL OF OUR CAMPUSES THAT HAVE A D OR AN F FOR MULTIPLE YEARS, WE ARE HOSTING OUR MID-CYCLE DATA REVIEW FOR THOSE CAMPUSES. IT WILL LOOK AT THE FIRST TWO DISTRICT ASSESSMENTS. THEY'LL REVIEW HOW KIDS DID IN READING AND MATH BY LEARNING STANDARD, BY TEACHER, BY SUBPOPULATION. HOW DOES THAT COMPARE TO HISTORICAL DATA, AND WHAT'S THE PLAN AND WAY FORWARD? THAT INFORMATION WILL THEN GET INTEGRATED INTO INTO THEIR RESPECTIVE PLANS. NEXT SLIDE TAKES US TO YES, SIR. THE MAPS ASSESSMENT OR IS IT A DISTRICT PREPARED ASSESSMENT. THESE ARE ASSESSMENTS THAT ARE DISTRICT PREPARED ALIGNED WITH THE CURRICULUM. THANK YOU. AND WE'VE HAD TWO SO FAR. THAT'S WHAT THEY'LL BE PRESENTING ON TOMORROW. DATA FOR THE FIRST TWO. SO GOING INTO OCTOBER THAT'S WHEN WE REALLY START TO SHIFT THE LIFT FROM THE CAMPUS DEVELOPMENT TO OUR DISTRICT LEVEL LEADERS, REFINING THE FINAL VERSIONS THAT WILL COME TO THE BOARD. AGAIN, I'VE MENTIONED THE NEEDS ASSESSMENT WITH REGARD TO RESOURCES THAT WE BELIEVE WE NEED FOR

[01:40:05]

THAT'S WHEN THE BOARD WILL MAKE DECISIONS ABOUT OPTIMIZATION, OPTIMIZATION AS IT IMPACTS OUR TURNAROUND PLANS IS SCENARIO SIX, SEVEN AND EIGHT? YES, SIR. I WANT TO MAKE SURE ON THAT OCTOBER 27TH DATE THAT THIS BODY WILL HAVE ALL THE INFORMATION RELATED TO TURNAROUND PLANS TO REQUIREMENTS, ETC. SO WE CAN MAKE A WELL INFORMED DECISION.

YES, SIR. WE WILL CONTINUE TO BRING INFORMATION TO THE BOARD AS WE MOVE FORWARD. COMMUNITY AND THE COMMUNITY INPUT WHICH YOU'RE TRACKING THAT ALREADY? YES, SIR. THERE WILL BE TWO FORMS OF COMMUNITY INPUT. THERE IS THE INPUT. SO LOOK AT OCTOBER 20TH, THE THIRD BULLET THAT WILL BE INPUT FROM TOWN HALLS. AND THEN AFTER THE BOARD'S DECISION WE HAVE TO ADJUST OUR PLAN. PUT THAT PART THREE IN AND THEN WE DO COMMUNITY INPUT AGAIN. SO THERE'S TWO COMMUNITY INPUT PHASES BEFORE THE PLANS DEVELOPED. AND THEN AFTER THE DECISION. AND THAT FINAL PIECE OF THE PLAN. YES, SIR. SO THAT TAKES US DOWN TO THAT BIG RED LINE OCTOBER 28TH. WHEN THOSE DECISIONS GET MADE, THEN WHERE YOU SEE ON THE VERY, VERY BOTTOM BULLET FINAL STAKEHOLDER FEEDBACK, FEEDBACK, THAT'S THE INPUT AFTER DECISIONS, WE'LL WORK WITH COMMUNICATIONS TO DO SURVEYING AGAIN, BECAUSE AT THAT POINT WE WOULD HAVE DECIDED AT EASTERN HILLS WE'RE DOING SCHOOL IMPROVEMENT PLUS WHATEVER SCHOOL ACTION, WHETHER THAT BE REASSIGNED DISTRICT ONE RUN PARTNERSHIP OR PARTNER RUN, I'M SORRY, DISTRICT RUN RESTART OR PARTNER RUN RESTART. SO WE WILL PUT THAT PLAN OUT TO THE COMMUNITY VIA SURVEY FEEDBACK THAT'S REQUIRED IN THIS PROCESS. EVEN THOUGH WE'VE GOTTEN FEEDBACK BEFORE, WE ALSO HAVE TO GET FEEDBACK AFTER. THAT ALSO REQUIRES US TO UPDATE OUR WEBSITES AND PUT THE MOST UPDATED INFORMATION OUT. ALL OF THAT WILL HAPPEN AFTER THE BOARD MEETING AND BOARD DECISIONS. ON OCTOBER 28TH. TWO MORE SLIDES IF YOU JUST HANG WITH ME. TAKES US INTO NOVEMBER.

ONCE WE DRAFT OUR FINAL PLAN AND IT WILL LOOK SIMILAR TO WHAT YOU HAVE IN YOUR TEMPLATE.

OF COURSE IT WILL BE KISD BRANDED. MAYBE IT LOOKS A LITTLE BIT DIFFERENT, BUT IT WILL ABSOLUTELY BE THIS STRUCTURE. WE WILL BRING THAT FINAL PLAN BACK TO THE BOARD FOR APPROVAL. THE PLAN HAS TO BE INDEPENDENTLY APPROVED FOR EACH OF THE CAMPUSES, AND OF COURSE, WE MAY MAKE DIFFERENT DECISIONS FOR THOSE THREE SCHOOLS. SO IT WILL BE THREE DIFFERENT TURNAROUND PLANS FOR THOSE SCHOOLS. THEN IN THE MIDDLE THERE YOU SEE OUR DEADLINE, WHICH IS SWIFTLY AROUND THE CORNER THAT WE SUBMIT THAT PLAN TO T ALL OF OUR IMPROVEMENT PLANS, ALL OUR TURNAROUND PLANS WILL BE ONE SUBMISSION THIS YEAR IN A QUALTRICS SURVEY. SO WE'LL GET TOGETHER AS A DISTRICT, OUR CAMPUSES THAT DO HAVE A TARGETED IMPROVEMENT PLAN GET SUBMITTED ON THAT SAME DAY IN THAT SAME FRAMEWORK. OTHER THINGS THAT ARE IMPORTANT FOR THE BOARD TO KNOW WHEN WE MAKE DECISIONS THROUGH OPTIMIZATION THAT GET INCLUDED IN THE TURNAROUND PLAN, THAT'S REALLY THE BEGINNING. ONCE WE DECIDE

[01:45:03]

SO PLEASE CIRCLE MARCH 31ST. SO ON THIS SLIDE PREVIOUSLY THAT'S WHY I SAID BOOM BOOM BOOM, BOOM BOOM. THOSE THINGS HAVE TO HAPPEN THROUGH THE END OF THE SEMESTER TO POSITION US AFTER APPROVAL TO APPLY FOR BENEFITS, SHOULD THAT NEED TO BE THE CASE. AND THEN THE LAST BULLET DOESN'T APPLY TO US BECAUSE OUR PLAN IS NOT GOING TO GET REJECTED, AND WE WON'T HEAR BACK FROM THE T ON THAT DAY BECAUSE IT'LL ALREADY BE DONE. AND WITH THAT, ANY QUESTIONS, LADIES AND GENTLEMEN, MR. RAINWATER, DO YOU KNOW VERY MUCH ABOUT THE FUNDING THAT WE'RE GOING TO GET, POSSIBLY THROUGH THE GRANTS AS AGENCY? BEAN? YES, SIR. LET ME SPEAK TO 1882 PARTNERSHIPS. FIRST, THE FUNDING THAT'S BEEN SHARED WITH US IS ABOUT $1,300 PER STUDENT.

BUT OF COURSE, WE WOULD BE PAYING THE CHARTER A PORTION OF THAT TO RUN THE SCHOOL. SO THE TOTAL THE FINAL FISCAL NOTE AFTER PAYING THE CHARTER TO RUN THE SCHOOL IS UNKNOWN. FOR ACE.

THE GRANT PROGRAM IS THREE YEARS, AND IT WOULD BE 200,000 IN THE FIRST YEAR AND THEN 500,000 IN THE NEXT TWO YEARS AND THE FOLLOWING TWO YEARS. SO ABOUT 1.1, 1.2 AND WE PICKED THE CHARTER SCHOOL IF WE CHOOSE TO DO THAT. SO WE HAVE A PROCESS AND RUBRIC THAT WE WOULD HAVE TO FOLLOW. WE DO THAT CALL FOR QUALITY SCHOOLS, WHICH IS A SIMILAR TO AN RFP THAT WE WOULD DO WITH OTHER ENTITIES. WHEN WE'RE OPENING THE FLOOR FOR A FACILITIES PERSON OR A ROOFER. THOSE THINGS, WE JUST CALL IT A CALL FOR QUALITY SCHOOLS. THE BOARD WOULD HAVE TO CONDUCT AN INTERVIEW PROCESS AND DO A RUBRIC BASED SELECTION. BUT THE I WILL SAY, WHAT WE KNOW AT THIS POINT IS THE GROUP OF CHARTER SCHOOL ORGANIZATIONS THAT ARE ELIGIBLE IS VERY SMALL. THAT'S OUR CHOICE. YES, SIR. AND OUR FINANCIAL RESPONSIBILITY. THE FINANCIAL RESPONSIBILITY GETS NEGOTIATED THROUGH THE CONTRACT PROCESS.

SO YOU INTERVIEW YOU UTILIZE THE RUBRIC TO SELECT. AND THEN YOU GO THROUGH THE PROCESS THAT I'VE DEFINED. WHO PAYS FOR FACILITIES, WHO PAYS FOR GROUNDS, WHO PAYS FOR MAINTENANCE, WHO PAYS FOR. AND THEN THAT'S HOW YOU DEFINE THE TOTAL COST ON EITHER SIDE. AT

[01:50:07]

BUT I DON'T WANT TO PRETEND TO BE READING IT IS IF WE GET SCORES BACK THAT INDICATE THOSE SCHOOLS ARE ALREADY PERFORMING WELL, WE DO NOT HAVE A BACKOUT OPTION. SO ONCE YOU COMMIT AN 1882 AS WELL AS ACE, ONCE YOU'RE IN, YOU'RE IN. SO WE WILL HAVE SECURED OUR CONTRACT AND INITIATED SIMPLE THINGS LIKE HIRING AND THE HR PROCESSES, BECAUSE THAT USUALLY HAPPENS MID SPRING WHERE WE WOULD ACTUALLY GET OUR RATINGS JULY IDEALLY AUGUST 15TH.

THAT'S THE THE DATE, BUT WE WOULD BE STARTING THE NEXT SCHOOL YEAR WITH THAT CHARTER PARTNER AND ALREADY HAVE THAT FOURTH LETTER GRADE, WHETHER IT'S D, F, A, B, OR C. MR. RAINWATER, DOCTOR OSBORN, WE WHEN WE HAD THE COMMUNITY FOCUS GROUPS, WE TALKED ABOUT THE FINANCIAL ASPECT OF EACH OF THESE CHANGES, POSSIBLE CHANGES. ARE WE GOING TO INCULCATE THAT INTO SOME PRESENTATIONS FOR OURSELVES AND THE COMMUNITIES GOING FORWARD? YES, SIR.

THROUGH THE BOARD, ONE ON ONES THAT ARE UPCOMING WITH CSG, THERE'LL BE MORE DISCUSSION ON THE FINANCIAL ASPECTS. IN ADDITION TO THAT FEEDBACK FROM THE TOWN HALLS, WE CAN'T GIVE THE FINAL DETAIL ON FINANCIAL ASPECTS WITHOUT THE CONTRACT FOR THE 1882. WE CAN'T GIVE THE FINAL DETAILS ON THE ACE WITHOUT SECURING THE GRANT AND GETTING THAT EXACT GRANT FUNDING NUMBER. SO WE KNOW OUR BALLPARKS AND WE KNOW THE ROAD WE'LL BE WALKING DOWN. BUT TO BE ABLE TO GIVE AN ACCURATE FISCAL NOTE, WE'RE NOT IN POSITION. YES, SIR. MR. GILCHRIST. OKAY. WE WILL BE GIVING UP COMPLETE CONTROL OF THOSE SCHOOLS UNDER 1882. YES, SIR. THAT IS CORRECT. THE CHARTER, WE WOULD AUTHORIZE THE CHARTER TO BE IN CHARGE OF ALL DAILY OPERATIONS FROM THE CALENDAR. THE CAMPUS DECIDES WHO REMAINS AS STAFF, WHO STAYS THERE AS PRINCIPAL. EVERYTHING, EVERYTHING. EVERYTHING THAT WE CURRENT. EVERYTHING THAT THE DISTRICT CURRENTLY DECIDES ABOUT THE SCHOOL WE WOULD CEDE TO THE CHARTER ORGANIZATION TO BEGIN A PROCESS OF IDEALLY IMPROVING THAT CAMPUS AND HAVING THAT TWO YEAR PAUSE TO DO IT. ANY OTHER QUESTIONS FROM TRUSTEES? DOCTOR OSBORNE AND DOCTOR DAVIS? MAYBE FOR YOU, BUT I DO THINK IT'S IMPORTANT THAT WE GET A CLEAR DEFINITION OF AN 1882 CAMPUS. SO AS WE GO THROUGH THIS PROCESS, WHEN I SAY DEFINITION. SO I KNOW YOU JUST DISCUSSED HOW WE SEE CONTROL, BUT WHAT DOES THAT LOOK LIKE FOR OUR FAMILIES, OUR KIDS LIKE, YOU KNOW, YOU JUST THINK, WILL THEY SHOW UP AT THAT CAMPUS AND IT LOOKS JUST LIKE THE CAMPUS LOOKS TODAY, OR WILL IT LOOK DIFFERENT? AND I THINK WE OWE THAT TO THIS COMMUNITY, THAT THEY GET A CLEAR UNDERSTANDING OF WHAT THAT LOOKS LIKE. YES, SIR. I JUST THINK THAT'S ONLY FAIR.

I'VE HEARD DIFFERENT THINGS THAT IT MEANS THIS GOES AWAY. IT MEANS THIS GOES AWAY. IT'S IMPORTANT THAT THEY UNDERSTAND. YOU KNOW EXACTLY WHAT THAT IS. I JUST WANT TO MAKE SURE I EMPHASIZE THAT BECAUSE WE OWE THEM THAT EXPLANATION, AND I WANT THEM TO GET THAT SOONER THAN LATER AS WE GO THROUGH THIS PROCESS. YES. AS WELL AS THE BOARD. I MEAN, WE I WANT A CLEAR UNDERSTANDING OF WHAT IT MEANS AS WELL. IS THERE NO BAND THERE ANYMORE? IS THERE NO CHOIR? I MEAN, WHAT DOES ALL THAT MEAN? AND I JUST THINK THAT'S IMPORTANT. IT DEFINITELY DEPENDS ON THE CHARTER. EXCUSE ME? THE CHARTER ENTITY THAT WE GO WITH OR THE BOARD APPOINTS TO DO THAT WORK, WE DO KNOW OF SOME AND HAVE VISITED SOME. SO I THINK DOCTOR DAVIS AND I PROBABLY JUST NEED TO CONFER ABOUT WHAT WE NEED TO PRESENT ABOUT WHAT WE DO KNOW. THANK YOU. MR. MR. MISS, A QUICK BUDGET QUESTION. SO JUST I THINK SO WE AND WE DON'T KNOW WHAT THE EXACT NUMBERS ARE GOING TO BE. OBVIOUSLY THAT'S CONTRACT DEPENDENT AND WHO DOES WHAT. BUT IT'S IT'S NOT A NET ADD OF THE COST OF ANOTHER SCHOOL. RIGHT. SO IF WE IF WE CEDE TO A CHARTER ORGANIZATION THE WHETHER IT'S THE SALARIES OR OR WHAT HAVE YOU, ALL OF

[01:55:03]

SO THAT'S INFORMATION WE'D BE ABLE TO BRING BACK. YES, MA'AM. ANY OTHER QUESTIONS FROM TRUSTEES? DOCTOR OSBORN THANK YOU. REALLY, REALLY GOOD PRESENTATION. I APPRECIATE YOUR ATTENTION TO DETAIL AND BRINGING THAT INFORMATION FOR THE COMMUNITY. THANK YOU. CLEAR IS KIND. YEAH. WE'LL NOW MOVE BACK UP ON THE AGENDA. WE'RE GOING TO GO TO ITEM NUMBER FIVE.

[ 5. Action Items for Consideration]

AFTER ESSER FUNDS ENDED, IT MOVED TO THE GENERAL FUND AND WE HAVE FUNDS ALREADY BUDGETED TO CONTINUE TO SUPPORT THIS PROGRAM. AFTER CONVERSATIONS WITH HARRY SIMPSON. SO WE HAVE ABOUT 1.2 MILLION SET ASIDE FOR SCHOOL BEHAVIORAL HEALTH TO CONTINUE IN KILLEEN ISD FOR 25 AND FOR 26 SINCE OUR 25 YEAR HAS NOT COMPLETED FROM A FINANCIAL PERSPECTIVE, WE SPENT ABOUT $758,340 TO DATE. AND THAT COST IS BECAUSE WE SPEND $17,235 PER CAMPUS PER MONTH FOR THE SCHOOL BEHAVIORAL HEALTH REPRESENTATIVE FROM ADVENTHEALTH, TO PROVIDE SUPPORT TO STUDENTS AND FAMILIES AT THESE FIVE LOCATIONS. THE LOCATIONS ARE GATEWAY MIDDLE SCHOOL AND HIGH SCHOOL, AND WE'VE SERVED 244 STUDENTS AND FAMILIES LAST YEAR.

PREVIOUSLY, WE WERE AT HAY RANCH ELEMENTARY, WHERE WE SERVED 192 STUDENTS AND FAMILIES, BUT THAT IS BEING MOVED TO ROY J. SMITH FOR THIS YEAR. AT KILLEEN ELEMENTARY, WE SERVED 263 STUDENTS AND FAMILIES, AND AT PALO ALTO WE SERVED 400, I MEAN, 248 STUDENTS AND FAMILIES, FOR A TOTAL OF 947 STUDENTS AND FAMILIES IN THE 2425 SCHOOL YEAR. SO THE ONLY REASON WE'RE BRINGING THIS FORWARD IS BECAUSE WE CHANGED THE LOCATION SO THAT WE COULD SUPPORT ROY J. SMITH. QUESTIONS FROM TRUSTEES. THIS IS AN ACTION ITEM. MADAM SECRETARY. MR. PRESIDENT, I MOVE TO APPROVE THE COOPERATIVE AGREEMENT BETWEEN KILLEEN

[02:00:07]

CORRECT. WHO IS NOT? SHE IS NOT UP ON THIS TERM. HER TERM EXPIRES AFTER 2026, AFTER 2026.

SO THIS IS OUR OPPORTUNITY TO PUT FORWARD ANOTHER NAME, CORRECT? YES. I WANT TO MAKE SURE EVERYBODY'S TRACKING CORRECT OKAY. TRUSTEES I THINK I KNOW WHERE I WANT TO GO. I JUST WANT TO CONFIRM THAT, MR. MINTZ, YOU'VE EXPRESSED A DESIRE, CORRECT? YES. I HAVE EXPRESSED A DESIRE TO TO BE PLACED ON THE BALLOT FOR THIS POSITION. I WOULD APPRECIATE THE BOARD'S SUPPORT. THAT'S BEFORE I PUT THEM OUT THERE. I WANT TO MAKE SURE THAT I'M PRETTY CONFIDENT THAT. SO IT'S AN ACTION ITEM, MADAM. IS IT? I'M SORRY I MOVE THAT WE APPROVED TO PUT ALL OF OUR MINTS ONTO THE BALLOT FOR THE TAX DISTRICT. LET'S LET'S DO THIS. LET'S GO TO THAT ADMINISTRATIVE RECOMMENDATION AND THEN AND INSERT MR. MINTS NAME. JUST. YES. I JUST WANT TO KEEP THIS OFFICIAL. WHERE IS IT? 33. THANK YOU. SURE. ALL RIGHT.

I MOVE TO APPROVE THE PROPOSED RESOLUTION AND NOMINATION OF THE FOLLOWING CANDIDATES FOR THE BOARD OF DIRECTORS FOR THE TAX APPRAISAL DISTRICT OF BELL COUNTY FOR 2026. OLIVER MINTS

[02:05:02]

MR. MINTZ. SO, MR. WELLS, HOW MUCH DOES THAT CHANGE? WHAT'S THE BUDGET IMPACT? WE WON'T KNOW THAT SPECIFICALLY BECAUSE IT'S DEPENDENT UPON THE STUDENTS THAT ARE ENROLLED.

CURRENTLY WE HAVE THREE STUDENTS THAT ARE ENROLLED. WE'RE ONLY CHARGED PER STUDENT THAT IS IN ATTENDANCE FOR DAYS OF ATTENDANCE. AND SO CURRENTLY WE HAVE THREE STUDENTS THAT ARE ENROLLED, I'M SORRY, THREE THAT HAVE BEEN ACCEPTED. ONLY ONE IS ENROLLED. WE HAVE NOT RECEIVED OUR FIRST INVOICE YET, SO I, I DON'T REALLY HAVE AN OPPORTUNITY TO TELL YOU EXACTLY WHAT THAT'S GOING TO LOOK LIKE, BUT WE ARE WORKING WITH THE STUDENTS THAT ARE PLACED THERE AT RISK. WE CAN WORK THROUGH FEDERAL FUNDING TO FUND THAT. AND WHAT'S OUR MAX? WHAT'S THE CAP OF STUDENTS THAT WE CAN SEND THERE? THE JJAEP PROGRAM TAKES A TOTAL OF 24, BUT THEY SERVE A NUMBER OF DISTRICTS ACROSS BELL COUNTY. I SAW THE 24 IN THERE. SO I DON'T THAT'S WE WILL GET TO 24. WE'RE NOT GUARANTEED X NUMBER OF SEATS OR ANYTHING LIKE THAT OKAY. ALL RIGHT. THANK YOU. ANY OTHER QUESTIONS FROM TRUSTEES, MADAM? SO YOU SAID THAT THERE'S THREE THAT BASICALLY WE'VE APPLIED TO PUT THERE. ONE IS THERE. WHERE ARE THESE OTHER TWO CHILDREN ARE ENROLLED AT THIS TIME OKAY. THANK YOU. ANY OTHER QUESTIONS FOR MR. WELLS? THIS IS AN ACTION ITEM. MADAM SECRETARY. MR. PRESIDENT, I MOVE TO APPROVE THE MEMORANDUM OF UNDERSTANDING WITH BELL COUNTY JUVENILE JUSTICE ALTERNATIVE EDUCATION PROGRAM FOR THE 2025 2026 SCHOOL YEAR PRESENTED. WE HAVE A MOTION BY SECRETARY ADAMS. WE HAVE A SECOND BY MADAM CAPITO. ANY FURTHER DISCUSSION BY TRUSTEES THERE BEING NONE. ALL THOSE IN FAVOR, SHOW OF HANDS. WE HAVE SIX IN FAVOR AND NONE IN OPPOSITION, ONE ABSENT AND NOT PARTICIPATING. AND VICE PRESIDENT SUSAN JONES. THANK YOU, MR. WELLS. WE'LL NOW GO TO

[ 6. Information Items for Discussion (Part 2 of 2)]

GOOD EVENING AGAIN, PRESIDENT WILLIAMS, BOARD OF TRUSTEES.

DOCTOR DAVIS, I'M GOING TO BE PRESENTING AN ABRIDGED VERSION OF THE SYSTEM SCORECARD. I PROMISE I WILL NOT BE UP HERE AS LONG AS I WAS FOR TURNAROUND PLANS. ANOTHER GOOD THING, AND PROBABLY BAD FOR MY TEAM IS THIS IS MY LAST MODEL LESSON. THE NEXT TIME WE PRESENT ON THIS, THEY WILL BE UP HERE DOING THIS AND TALKING ABOUT THEIR GREAT WORK THEMSELVES. SO.

LOOK AT THEM. SO AS YOU ALL KNOW, WHEN WE LAUNCHED THE SYSTEM SCORECARD, YOU APPROVED FOUR GOALS. FOR PRIORITY ONE. I WILL BE REVIEWING 1.1 AND 1.4 AND 1.2 AND 1.3. THOSE ARE DIRECTLY CORRELATED TO STAR ASSESSMENT AND ACHIEVEMENT OF OUR STUDENTS, WHICH WE HAVE TALKED THROUGH QUITE A BIT IN THE LAST SIX MEETINGS OR SO. SO I'LL JUST TALK ABOUT OUR SPECIAL PROGRAMS. OKAY. STARTING WITH 1.1 A BUILDING AND SUSTAINING A CULTURE OF STRONG AND SUPPORTIVE RELATIONSHIPS. LOOKING DOWN AT THE BOTTOM, OUR GOAL FOR FIVE

[02:10:01]

STUDENT IN RED IS ALSO A 2.3. WHICH SCHOOLS ARE THOSE MIDDLE SCHOOLS. SO THIS IS SPEAKING TO A CHALLENGE THAT WE ALREADY KNOW HAS BUBBLED UP. AND WE SEE IT IN ACADEMICS AS WELL. SO THIS THIS IS NOT AN ANOMALY THAT WE SEE THERE. SO WE RECOGNIZE THAT IT'S INDICATIVE OF WHAT WE NEED TO ADDRESS AND HAVE ALREADY STARTED TO ADDRESS. WHEN WE LOOK AT OUR PROGRESS TOWARDS THE GOAL. AND THAT'S WHAT THIS CONVERSATION THIS EVENING IS ABOUT, WE WOULD CONSIDER OURSELVES OFF TRACK FROM OUR GOAL. WHILE WE DID SEE IMPROVEMENT IN ALL OF THOSE AREAS, WE WANT TO BE A NATIONAL SHOWCASE DISTRICT WITH NATIONAL SHOWCASE CAMPUSES, AND THAT MEANS WE HAVE TO GET TO 4.3, AND WE'RE QUITE A BIT OFF FROM THAT. I KNOW YOUR QUESTION WILL PROBABLY BE, WELL, WHAT ARE WE DOING? WE ARE MOVING FORWARD WITH EXTENSIVE TRAINING WE HAVE DONE IN THE LAST MONTH. ALL OF OUR TEACHERS THAT HAVE NOT BEEN TRAINED. AND THIS YEAR WE ALSO TRAINED ALL OF OUR ADMINISTRATORS. WE HAD PREVIOUSLY TRAINED OUR DISTRICT LEADERS AND OUR PRINCIPALS, BUT NOT HAD NOT TRAINED ALL OF OUR ADMINISTRATIVE TEAMS. SO NOT EVERYBODY HAD REALLY GONE THROUGH THE PROCESS OF UNDERSTANDING. SO THAT'S ONE METHOD OF IMPROVEMENT. THE SECOND THING THAT I WOULD JUST WANT TO POINT OUT AND MAKE SURE THAT, YOU KNOW, IS PARTICIPATION IS NOT WHERE WE WANT IT TO BE. THE STUDENT SURVEY, FOR EXAMPLE, AT THE ELEMENTARY LEVEL, IT'S ABOUT 20% OF OUR STUDENT POPULATION.

AT THE SECONDARY LEVEL, IT'S ABOUT 10% OF OUR STUDENT POPULATION. SO WE'RE ADDRESSING THIS DATA THROUGH PARTICIPATION AND INCREASED TRAINING. SO TAKING A LOOK AT 1.1 B WHICH IS ABOUT HIGH EXPECTATIONS AND SAFE LEARNING ENVIRONMENTS, THAT TRANSLATES INTO ATTENDANCE AND DISCIPLINE. ON THE LEFT HAND SIDE YOU SEE 2324 JUMPED UP 1%, 1.1%. IN 2425. WE BROUGHT A WHOLE LINE OF PEOPLE IN HERE, AND THEY ARE THE PEOPLE WE CAN ATTRIBUTE THAT TO.

THE WORK OF THE ATTENDANCE OFFICERS GOING OUT TO HOME VISITS, DOING TRUANCY CASES, SHOWING UP IN COURT THAT ALL MATTERS. IN ADDITION TO THAT, YOUR INVESTMENT IN RALEIGH TRUANCY TRACKING SYSTEM AND THE PREVIOUS ADMINISTRATIVE SERVICES BRINGING THAT ON MADE A SIGNIFICANT DIFFERENCE IN OUR ABILITY TO TRACK INTERVENTIONS, PUTTING ATTENDANCE PLANS IN PLACE, MAKING SURE PHONE CALLS ARE HAPPENING, TRACKING ADA ON A DAILY BASIS BASIS, TRACKING CHRONIC ABSENTEEISM. ALL OF THAT IS AVAILABLE THROUGH THE RALEIGH PROGRAM. AND THAT'S WE ATTRIBUTE THAT JUMP TO. AND THEN LAST BUT NOT LEAST, THE CAMPUS TEAMS. THERE'S BEEN A CONCERTED EFFORT BY IRIS FELDER AND THE PREVIOUS TEAMS WORKING WITH ATTENDANCE TO MAKE SURE THE ATTENDANCE TEAM AT THE CAMPUS HAS VERY CLEAR AND SPECIFIC ROLES AND RESPONSIBILITIES IN ORDER TO SUPPORT THE PROCESS OF IMPROVING KIDS BEING PINK, BEING IN CAMPUS EVERY DAY ON THE RIGHT HAND SIDE, YOU SEE A DIFFERENT LOOK AT DISCIPLINE.

[02:15:01]

FIRST SIX WERE GOING INTO SEVEN WEEKS OF SCHOOL. ABOUT 50% OF THOSE ARE RELATED TO MIDDLE SCHOOL FIGHTS. SO OUR PROCEDURE CHANGE IN FIGHTING HAS HAD A SIGNIFICANT IMPACT ON THE PLACEMENTS AT DAP. SO AS WE MOVE FORWARD WITH DISCUSSING DISCIPLINE DATA, WE KNOW THAT WE NEED TO DRILL DOWN ON TWO THINGS WHAT THE PLACEMENT IS FOR AND WHO IS BEING PLACED.

AND I WANT TO, I WANT TO I WANT TO ASK THAT SOMEBODY TAKE A LOOK AT THIS. I'VE NEVER HEARD OF A DAP PLACEMENT THAT WAS APPEALED, THAT WAS GRANTED ANY KIND OF RELIEF. I'M NOT TRYING TO BE FUNNY. I'M JUST SAYING THAT I'VE NEVER HEARD OF A CHILD WHO GOT PLACEMENT FOR WHATEVER REASON, AND THEIR NUMBERS WAS WHATEVER, AND SOMEBODY APPEALED THAT AND IT GOT CHANGED TO BENEFIT THAT STUDENT, AM I? I'M NOT I'M NOT SAYING THAT IT'S WRONG. I'M SAYING YOU CAN'T TELL ME THAT WE GET IT RIGHT 100% OF THE TIME. ALL THE TIME. THAT'S CORRECT. AND WHAT WE HAVE NOW IS A TWO TIER PROCESS IN WHICH WE UTILIZE THE CAMPUS TEAM, SPECIFICALLY THE CAMPUS PRINCIPAL, TO CONDUCT THE CAMPUS LEVEL CONFERENCE. AND THAT CAMPUS PRINCIPAL MAY RECOMMEND MOVING FORWARD WITH 60 DAYS. AND IF EVERYTHING IS IN PLACE AND ALIGNED, PROCESS IS RUN WELL, THE DISTRICT HEARING OFFICER IS PROBABLY UPHOLDING THAT 60 DAYS. BUT AT THE DISTRICT HEARING OFFICER LEVEL, IT IS POSSIBLE FOR THE PLACEMENT TO BE DECREASED. AND IN THE DATA THAT WE'VE TAKEN A LOOK AT, I BELIEVE IT WAS 20% OF THE PLACEMENTS WERE DECREASED, 25% OF THE PLACEMENTS WERE DECREASED AT THE DISTRICT HEARING LEVEL OFFICE AT THE DISTRICT LEVEL HEARING. WHO'S GOT THAT INFORMATION? WE DO. YES, SIR. OKAY. I'LL GET WITH YOU OFFLINE. SO IT'S ABOUT 1 IN 4 THAT SEES

[02:20:03]

I DON'T WANT US TO EVALUATE DATA TO NOT DO PLACEMENTS IF BEHAVIOR IS WARRANTED BECAUSE WE NEED TO BE SUPPORTING CAMPUSES AND IF CHILDREN ARE MISBEHAVING, IF THAT IS THE CONSEQUENCE, THAT IS THE CONSEQUENCE. I JUST WANT US TO BE CAUTIOUS OF HOW WE PRESENT THINGS SO THAT PRINCIPALS AND PEOPLE ARE NOT THINKING, OH, WELL, WE DON'T WANT TO HAVE A HIGH NUMBER OF PLACEMENTS. WHAT WE WANT IS SAFE CAMPUSES. WE WANT ACCOUNTABILITY TO OUR STUDENTS, OUR PARENTS AND OUR STAFF AND DO IT APPROPRIATELY. SO I DON'T WANT, IN MY OPINION, I JUST DON'T WANT US FOCUSING ON THE NUMBERS. I ALSO THINK THE NUMBERS WENT DOWN SOME BECAUSE OF THE E-CIGARETTES. WHEN WE PUT THAT PLAN IN PLACE, THAT ALSO DROPPED SOME OF THOSE THINGS. SO THERE ARE TOO MANY FACTORS OF WHY THEY GO UP OR WHY THEY GO DOWN. BUT THE FOCUS HAS TO BE ARE THEY APPROPRIATE PLACEMENTS, AND ARE WE KEEPING OUR CAMPUSES SAFE AND OUR KIDS BEING HELD ACCOUNTABLE WHEN IT'S NECESSARY, VERSUS HOW MANY HERE OR HOW MANY THERE, OR WHAT THIS REASONING LAW CHANGES, POLICY CHANGES, SOME THINGS ARE GOING TO AFFECT IT AND WE CAN'T CONTROL THAT. IT JUST IS WHAT IT IS. IT'S LIKE THE E-CIGARETTES AND NICOTINE. YES.

AND SO I JUST WANT THAT TO BE SAID BECAUSE I DON'T WANT KIDS NOT GOING BECAUSE PEOPLE THINK THAT THEIR NUMBERS AT THEIR CAMPUS ARE TOO HIGH. IF THE KIDS ARE NOT BEHAVING AT THAT CAMPUS, THEN I'M SORRY. THERE'S THE CONSEQUENCES OF YOUR ACTIONS. ANY OTHER QUESTIONS FROM TRUSTEES? IT'S BACK TO YOU, DOCTOR OSBORNE. YES, SIR. THANK YOU. OKAY, 1.1 C TAKES A LOOK AT FINE ARTS, ATHLETICS AND SCHOLASTIC EVENTS. WE HAVE PREVIOUSLY EXPLORED MONITORING, TRACKING, IMPROVING, INCREASING THE NUMBER OF PARTICIPANTS IN CLUBS AND ORGANIZATIONS. WE THROUGH THIS LAST YEAR HAD SEVERAL STRUGGLES WITH HOW EXACTLY WE WOULD CAPTURE THAT DATA. WE DID NOT HAVE A DEFINED DATA POINT. IN THIS NEXT YEAR, WE WILL ACTUALLY DISCONTINUE TRACKING OR THE APPROACH TO TRACKING CLUBS AND ORGANIZATIONS AT THE DISTRICT SCORECARD LEVEL, IN ADDITION TO FOR TWO REASONS, NOT JUST BECAUSE OF THE PROCESSES AND SYSTEMS ASSOCIATED WITH IT. ALL OF OUR CAMPUSES HAVE CLUBS AND ORGANIZATIONS, BUT ALSO OUT OF THE 89TH LEGISLATOR, THERE ARE SOME PRETTY STRICT RULES ABOUT CLUBS AND ORGANIZATIONS THAT WE NEED TO FIND OUR FOOTING ON BEFORE WE BEGIN TO MAKE IT A METRIC OF HOW WE APPROACH IMPROVING EXPERIENCES AND CONNECTIONS FOR STUDENTS. SO I JUST WANT TO PROVIDE THAT CAVEAT FIRST. NOW, I'LL GO ON TO ATHLETICS IN 2324. THAT GRAY BAR 28%. YOU SEE, IT JUMPED UP TO 31% THAT TRACKED THROUGHOUT THE YEAR. NOW WE'RE TAKING A LOOK AT 30, 32% CURRENTLY. SO THAT IS SEPTEMBER DATA. WE DO EXPECT THAT TO CONTINUE TO GO UP. I SAID THAT EXACT SAME THING LAST YEAR AND IT DID HAPPEN. AND THAT'S BECAUSE OF FALL LATE FALL SPORTS. PEOPLE PLAY BASKETBALL AND THEY MAKE THE TEAM AND THEY'RE NOT IN ATHLETICS. PEOPLE COME ON AND TRACK, BASEBALL, SOFTBALL, SOCCER THOSE ARE SPRING SPORTS. SO WE EXPECT TO SEE THOSE GO UP AS WELL. WHEN IT COMES TO FINE ARTS. THIS TIME LAST YEAR, I WAS TALKING ABOUT THE ROBUST PLAN PUT TOGETHER BY THE FINE ARTS DEPARTMENTS OF COORDINATORS AND DIRECTORS, REACHING OUT TO COUNSELORS, WORKING WITH DEANS, TALKING ABOUT STUDENT SCHEDULES AND GETTING KIDS INTO FINE ARTS CLASSES. AND I WOULD GIVE SOME CREDIT HERE. YOU SEE A 25% JUMP.

AND THAT'S BECAUSE OF THE WORK OF THE CAMPUSES AND THE DISTRICT LEVEL TO MAKE THINGS WORK FOR KIDS IN THEIR SCHEDULE SO THEY CAN PARTICIPATE IN THOSE CO-CURRICULAR ACTIVITIES.

YOU SEE THERE AS WELL. ON THE FAR RIGHT, IT'S SLIGHTLY LOWER THAT 60%, BUT THAT IS AS OF RIGHT NOW. WE DO ALWAYS EXPECT THOSE SECOND SEMESTER STUDENTS JOINING FINE ARTS PROGRAMING.

ONE OF THE THINGS THAT WE'RE NAVIGATING CURRENTLY IS MIDDLE SCHOOL. AND MIDDLE SCHOOL IS A COMMON THROUGH LINE. IF STUDENTS ARE NOT PERFORMING WELL ACADEMICALLY, THEY DO HAVE FEWER OPPORTUNITIES FOR ELECTIVES. AND THAT'S THE IMPACT YOU SEE RIGHT NOW. OF COURSE, WE ALWAYS NAVIGATE THE SENIORS IN THE FALL WANT THAT FREE PERIOD. BUT THEN WHEN THEIR SEASON ROLLS AROUND, THEY HOP IN SO THEY CAN BE A PART OF U-I-L. SO WE EXPECT THAT NUMBER TO GO UP. WE KNOW THAT MIDDLE SCHOOL NEEDS TO BE ADDRESSED. MR. MOUNT'S GO BACK A SLIDE TO THE DAP I'VE JUST BEEN THINKING ABOUT THIS. IS THAT ARE THOSE METRICS THE PLACEMENTS, THE ES, OSS, DISCRETIONARY AND MANDATORY PLACEMENTS ARE THOSE ON A ON A CAMPUS PRINCIPAL'S

[02:25:07]

WHAT DOES SHOW UP ON THE EVALUATION IS DOMAIN THREE, WHICH WOULD BE CAMPUS CULTURE.

AND IF YOUR PLACEMENTS ARE HIGH, YOUR CULTURE IS LOW. SO THAT'S WHERE IT WOULD INTEGRATE INTO THE EVALUATION PROCESS FOR PRINCIPAL. SHOULDN'T IT BE THE OTHER WAY AROUND? THE CULTURE LEADS TO THE PLACEMENT. THE PLACEMENT DOESN'T DOESN'T DRIVE THE CULTURE. THAT SEEMS BACKWARDS TO ME. WELL, I JUST STATED IT IN THAT DIRECTION, BUT THEY'RE INHERENTLY THE SAME.

I'M SAYING I'M AGREEING WITH YOU, SIR, THAT CULTURE DOES IMPACT PLACEMENT. SO IF CULTURE IS LOW, PLACEMENT IS HIGH, WHICH IS THE SAME THING AS PLACEMENT IS HIGH. CULTURE IS LOW. OKAY, I DON'T KNOW THAT I NECESSARILY AGREE WITH THAT, BUT MY I GUESS MY POINT IS I DON'T WANT TO INCENTIVIZE. WHAT WE DON'T WANT. RIGHT? WE DON'T WANT TO PUT KIDS IN DIEPPE OR NOT PUT KIDS IN DIEPPE. IF WE DON'T WANT TO NOT PUT A KID IN DIEPPE, IF IT'S GOING TO SOME, IF IT'S GOING TO IMPACT A CULTURE METRIC, THE GOOD OR BAD CULTURE ON THE CAMPUS IS WHAT ENDS UP WHETHER KIDS END UP COMMITTING THOSE BEHAVIORS. I DON'T WANT TO GET TOO DEEP IN THE WEEDS ON THIS. I'M JUST CONCERNED THAT IF WE PUT IT ON A PRINCIPAL'S EVALUATION, WE END UP INCENTIVIZING BEHAVIOR THAT WE DON'T WANT. THAT'S I'LL JUST KIND OF LEAVE IT AT THAT.

IT LOOKS IT DOES LOOK, IT'S NOT THE SAME METRIC. SO I JUST WANT TO MAKE SURE I'M CLEAR OSS IS AN ES. PLACEMENTS IS NOT ON A PRINCIPAL'S EVALUATION. THOSE AREAS ARE CULTURE RELATED AND CULTURE IS ON THE PRINCIPAL EVALUATION. BUT THEY BAKE INTO ANOTHER METRIC. THERE'S A ITEM SPECIFICALLY ABOUT STUDENT BEHAVIOR AND ROUTINES. OKAY, I GOT IT. THANK YOU. ANY OTHER QUESTIONS? DOCTOR OSBORN, BACK TO YOU. THANK YOU. I THINK I DID THAT ONE. OKAY. SO ITEM 1.1 D. WE'RE LOOKING AT SECONDARY STUDENTS ENROLLED IN ADVANCED ACADEMIC COURSES. THE GOAL WAS 57% FIVE YEARS FROM NOW. AND ADVANCED PLACEMENT COURSES, STUDENTS EARNING AN ADVANCED PLACEMENT SCORE OF THREE OR HIGHER. AND OUR GOAL WOULD BE 51%. SO IF YOU LOOK AT THE FOUR SETS OF GRAPHS, WE'RE GOING TO TAKE A LOOK FIRST AT THE FIRST THREE SETS. THOSE ARE STUDENTS ENROLLED IN ADVANCED ACADEMIC COURSES. AND WE MEASURE THAT THROUGH HONORS DUAL CREDIT AND AP ENROLLMENT. SO JUST THE FIRST THREE SETS IMPACTS THAT 57%. WHEN YOU TAKE A LOOK AT 2324, WHICH IS THE BLUE COLUMN, TO 2425, WHICH IS END OF LAST YEAR, WE DID SEE A 4% INCREASE IN THE NUMBER OF STUDENTS ENROLLED IN HONORS COURSES. YOU SEE A SLIGHT DECREASE AS OF RIGHT NOW. AND SIMILAR TO ATHLETICS, FINE ARTS STUDENTS JOIN PROGRAMS THROUGHOUT THE YEAR, SO WE DO EXPECT THAT TO INCREASE. YOU'RE PROBABLY WONDERING WHAT HAPPENED WITH THE BLUE BAR 36% AND THAT BLUE BAR 20%. I'M GOING TO ADDRESS THAT AS WELL. BACK IN 2324, WE CAPTURED DATA BASED ON THE NUMBER OF COURSES TERRY WAS IN, NOT TERRY AS ONE UNIQUE STUDENT.

SO IF I WAS IN FIVE DUAL CREDIT COURSES, I COUNTED FIVE TIMES INSTEAD OF ONE UNIQUE STUDENT.

WE CLEANED THAT UP IN 20 2425. SO THERE'S NOT THIS DRASTIC DROP. IT'S A A REFINING OF OUR APPROACH TO MEASURING THAT DATA AND REALLY DECIDING WE WANT TO HAVE MORE STUDENTS ENGAGED IN ADVANCED ACADEMICS. IT'S FINE IF ONE STUDENT ENGAGES IN MORE CLASSES, BUT WE'RE SEEKING TO IMPACT MORE KIDS, SO LET'S MEASURE IT THAT WAY. SO IN 2425, WE WERE AT 13% OF OUR SECONDARY STUDENTS ENROLLED IN DUAL CREDIT. WHERE WE STAND RIGHT NOW IS ABOUT 13% AS WELL. WHAT YOU SHOULD KNOW ABOUT DUAL CREDIT IS THAT IS A NUMBER THAT WILL FLUCTUATE. SOME KIDS TAKE DUAL CREDIT IN THE FALL AND DON'T TAKE IT IN THE SPRING. SOME TAKE IT IN THE SPRING, DON'T TAKE IT IN THE FALL. SO WE EXPECT THAT NUMBER TO INCREASE. BUT HOW IT INCREASES BASED ON ENROLLMENT OR WITHDRAWALS. KIDS DECIDING TO LEAVE ADVANCED ACADEMIC

[02:30:04]

THE DIFFERENCE THAT YOU SEE FROM 2324 TO 2425 IS VERY DETAILED DISCUSSION ABOUT THE COMMITMENT TO AP PROGRAMING THAT NOT ONLY HAPPENED FROM THE COUNSELOR TO STUDENT LEVEL, OUR ADVANCED ACADEMICS TEAM TO OUR TEACHER LEVEL, THAT REALLY HAPPENED AS WELL WITH THE DATA CONVERSATIONS IN OUR ADVANCED PLACEMENT PLCS, WE EXPECT THAT TO CONTINUE TO RISE BECAUSE WE'VE IMPLEMENTED AP CLASSROOM AT A MORE DETAILED LEVEL. IT'S REQUIRED TO USE AND ENHANCE OUR SKILLS FOR TEACHING AP, AS WELL AS MAKING SURE KIDS ARE EXPOSED TO AP CLASSROOM AND MORE PREPARED FOR CONTENT AND THEREFORE THE EXAM. IN ADDITION TO THAT, WE EXPECT THAT NUMBER TO CONTINUE TO GO UP BECAUSE WE WANT TO HAVE STUDENTS TAKING PSAT EARLIER THAN THEY EVER HAVE. SO WE RECOGNIZE AP POTENTIAL AS A RESULT OF THAT TEST. SO WE WE WANT TO CONTINUE TO SEE THAT GO UP. SO FOR OUR TWO GOALS HERE, WE HAVE A NEXT STEP FOR THE FIRST PORTION. AND THAT'S PUTTING ALL THE UNIQUE STUDENTS TOGETHER AND DIVIDING BY ALL SECONDARY STUDENTS TO SEE WHAT THAT TOTAL NUMBER IS. AND THEN WE'RE ON TRACK BY OUR BELIEF TO GETTING TO THAT 51% BASED ON OUR CHANGES WITH AP PROGRAMING. OKAY, 1.1 E THIS CTE DATA IS MINED IN-HOUSE THROUGH OUR DASHBOARD. WE ALSO HAVE TO SUBMIT TO OUR CTE PERKINS GRANT. SO WE'RE MONITORING WHO WE HAVE AS COMPLETERS. IN ADDITION TO RECEIVING THAT VALIDATED DATA.

WHEN WE GET THE OFFICIAL TAPER REPORTS. WHAT YOU SEE HERE IN 21, 21, 22, 22, 23 IS KIND OF A PLATEAU AT 23%. AND THEN YOU DO SEE A DROP. I WANT TO HIGHLIGHT THAT THE DROP THERE WAS THE CHANGE IN THE COLLEGE CAREER AND MILITARY READINESS REQUIREMENTS. SO THERE'S A PHASE IN HAPPENING WITH CMR, AND THERE WAS A SLIGHT DROP IN THAT FIRST PHASE. WE ARE FULLY POSITIONED RELATED TO HOW THAT WILL CONTINUE TO GO ON. AND THAT'S WHERE YOU SEE THE PROJECTED INCREASE OF THE 29%. I DO WANT TO MAKE SURE THAT I STAMP THAT THAT IS NOT OFFICIAL DATA. THAT'S BASED ON OUR CMR DASHBOARD AND, AND DATA MINING THAT WE DO INTERNALLY. THAT OFFICIAL DATA WILL BE COMING OUT IDEALLY IN DECEMBER OR EARLY SPRING. BUT THAT'S WHERE WE SEE OURSELVES GOING. SO WE HAD THE SLIGHT DIP IN RESPONSE TO WHAT WAS HAPPENING WITH THE CHANGES IN RULES. AND THEN WE'RE ON THE WAY UP BASED ON OUR RESPONSE TO DOING SO AND GETTING KIDS IN THOSE COURSES. OKAY, AS I MENTIONED, I WILL NOT GO THROUGH 1.1, I'M SORRY, 1.2 AND 1.3. I WILL STOP TO MAKE SURE I ANSWER ANY QUESTIONS IF NEEDED. RELATED TO CIRCLE, MAP OR STAR. QUESTIONS. ALL RIGHT, SAME THING WITH 1.3. AND THIS IS CIRCLE MAP OR STAR MAP. FOR THE GOOD OF THE GROUP BECAUSE PEOPLE ALWAYS WONDER. SIX SEVENTH AND EIGHTH, WE'RE

[02:35:01]

[02:40:01]

AND THAT'S WHAT WE CARE ABOUT. ON THE RIGHT HAND SIDE, YOU SEE CMR CREDIT EARNED THROUGH ASSOCIATE DEGREE ASSOCIATE'S DEGREES THAT IS FINALIZED AND COMPLETE DATA IN THE BLUE COLUMN. THAT 7% EQUATES 176 STUDENTS THAT EARNED ASSOCIATE'S DEGREES IN KILLEEN ISD. AND THEN THE NEXT YEAR, IT'S STILL 77%. BUT THERE WERE MORE KIDS IN THE COHORT THAT IS ACTUALLY 195 STUDENTS THAT GOT AN ASSOCIATE'S DEGREE AT THE CLOSE OF LAST YEAR. SO WE'RE PROUD OF THAT INCREASE. TOLD YOU I WOULDN'T BE HERE AS LONG. AND IT'S MY LAST TIME. TEAM.

HEY. YOU PULLED AN ADAM RICH TONIGHT. I DID. USUALLY ADAM WOULD DO THAT. WELL, YOU DON'T HAVE TO VOTE ON ANYTHING. SO ANY QUESTIONS? ANY QUESTIONS FROM TRUSTEES. ALL RIGHT. THANK YOU, DOCTOR OSBORNE. WE APPRECIATE YOU. THANK YOU. YES. OKAY. WE'RE NOW GOING TO.

EVERYBODY STARTS TO MOVE AROUND OUT THERE. NOW THEY THEY KNOW WHAT TIME IT IS. WE'RE GOING TO ITEM. WELL I APOLOGIZE. NO. NOPE OKAY. WE'RE GOING TO GO TO SIX C DISCUSSION OF FUTURE BOARD MEETING AGENDAS AND TRUSTEE REMARKS. DOCTOR DAVIS WE'LL START WITH YOU. ALL RIGHT.

OH I'M SORRY. THANK YOU. JUST A REMINDER THAT YOU WILL RETURN TOMORROW PLEASE. AND SO IT'S NOT MUCH ON TOMORROW SO WE WON'T SPEND A LOT OF TIME THERE. HOPEFULLY YOU HAD AN OPPORTUNITY TO LOOK AT THE UPCOMING ON OCTOBER 7TH. PLEASE LET US KNOW IF YOU HAVE ANY QUESTIONS OR CONCERNS. QUESTIONS, COMMENTS ON FUTURE AGENDAS. THERE'S A LOT OF MEETINGS COMING UP. YEP. MADAM CAPITO, YOU GOT I WOULD JUST LIKE TO KNOW, SCOTT, IF THERE IS ANY PROGRESS OR WHERE WE ARE ON THE INITIATIVES THAT WE WERE EVALUATING TO SEE WHAT THE ROI WAS ON THEM AND ARE WE MAKING ANY PROGRESS ON THAT? WE'RE STILL TAKING A LOOK AT THAT.

THAT'S GOING TO BE PART OF THE PRIORITY THREE WHEN WE GET TO IT LATER THIS FALL AS PART OF THE PRIORITY THREE, BUT WE ARE STILL LOOKING AT IT. I'LL BE HONEST, WE HAVEN'T GOTTEN VERY FAR WITH ALL THE TRANSITION. WE'VE GOT A LOT OF DATA, BUT THE ANALYSIS OF THAT DATA IS INCOMPLETE. ANYTHING ELSE, MADAM CAPITO, MR. MINTZ? NOTHING. THANK YOU, MR. PRESIDENT. MADAM SECRETARY. THANK YOU, TRUSTEE GILCHRIST. TRUSTEE. RAINWATER. YES, SIR.

I'M GOOD AS WELL. DOCTOR. DAVIS. ANYTHING GOOD? ALL RIGHT, NOW LET'S MOVE ON TO. SEVEN, WHICH

[ 7. Closed Session]