Feb 10, 2026 Board Workshop

[00:00:13]

THE BOARD OF TRUSTEES IS NOW CALLED TO ORDER.

THE FOLLOWING TRUSTEES ARE PRESENT AND PARTICIPATING.

BRENDA ADAMS, SECRETARY. OLIVER MINTZ, BOARD MEMBER.

TINA CAPUTO, BOARD MEMBER. RODNEY GILCHRIST, BOARD MEMBER.

AND ME, BRETT WILLIAMS, PRESIDENT AND PRESIDING OFFICER.

ABSENT AND NOT PARTICIPATING IN THIS MEETING IS VICE PRESIDENT SUSAN JONES.

TRUSTEE MARVIN RAINWATER WILL BE RUNNING LATE, BUT HE IS CURRENTLY NOT IN ATTENDANCE.

WE WILL DENOTE THE TIME WHEN HE ARRIVES. FOR THE RECORD, A QUORUM HAS BEEN ESTABLISHED AND IS PRESENT.

A RECORDING OF THIS MEETING IS BEING MADE AND WILL BE AVAILABLE TO THE PUBLIC AT A LATER DATE.

WE'RE ALSO STREAMING THIS MEETING ON OUR CABLE CHANNEL 17 AND ON THE DISTRICT'S WEB PAGE.

AS A REMINDER, ANYONE WISHING TO SPEAK AT PUBLIC FORUM MUST SUBMIT THEIR SIGN UP SHEET AT THIS TIME.

[1. Public Forum (5pm)]

I'M SORRY. LET ME STICK TO THE SCRIPT. MISS WEAVER, I APOLOGIZE.

THE BOARD WILL NOW HEAR AGENDA ITEM NUMBER ONE, PUBLIC FORUM. THE BOARD WILL NOW HEAR COMMENTS FROM THOSE WHO'VE 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.

SO NOW FIRST SIGNED UP TO SPEAK, WE HAVE FOUR FOUR STUDENTS AND I'M GOING TO CALL THEM AT THE SAME TIME.

THEY'RE GOING TO CONSOLIDATE THEIR THREE MINUTES SO THEY WILL GET A TOTAL OF 12 MINUTES. THAT'S ACCEPTABLE. CORRECT LADIES OKAY.

SO WE GOT JADEN MATOS. MATOS. I THINK HOPEFULLY I GET THESE NAMES RIGHT.

ISABELLA RODRIGUEZ, ANNABELLA, REINA AND JULIA.

ALL RIGHT. DID I SAY THAT RIGHT? ALL RIGHT. WELCOME, LADIES.

YOUR TIME WILL START. PLEASE, FOR THE RECORD, STATE YOUR NAME AND WHERE YOU RESIDE.

AND SO WE'LL JUST DO ALL FOUR, AND THEN I'LL LET YOU DO YOUR COMMENTS.

SO IF YOU STATE YOUR NAME AND WHERE YOU RESIDE, YOUR NAME AND WHERE YOU RESIDE, THEN WE'LL GO BACK TO THE BEGINNING. IT'LL BE YOUR SHOW.

THANK YOU. WE KNOW YOUR DISTRICT STUDENTS JUST SAY KILLEEN, HARKER HEIGHTS OR.

KILLEEN. ISABELLA RODRIGUEZ, KILLEEN, TEXAS. MY NAME IS ANNABELLA REYNA, AND I LIVE IN KILLEEN.

MY NAME IS JULIA AND I LIVE IN KILLEEN. WELCOME.

WAIT. DO I START WHENEVER MIKE IS YOURS? GOOD EVENING.

MY FELLOW TEAMMATES AND I ARE HERE TO ADDRESS OUR COACHES SUSPENSION.

WE WANT TO RESPECTFULLY SHARE OUR PERSPECTIVE REGARDING THE RECENT SITUATION INVOLVING OUR HEAD COACH, COACH ARMSTRONG, AND EXPRESS OUR DESIRE TO MOVE FORWARD IN A CONSTRUCTIVE AND HEALTHY WAY.

FIRST, WE WANT TO BE CLEAR ABOUT OUR POSITION AND ISSUES.

THE WORDS USED DURING THE GAME WERE HURTFUL AND NOT APPROPRIATE.

WE UNDERSTAND WHY THE SITUATION REQUIRED REVIEW AND WHY ACCOUNTABILITY MATTERS IN THE FORM OF A SUSPENSION.

AT THE SAME TIME, WE BELIEVE GROWTH, REFLECTION, AND FORGIVENESS ARE ALSO ESSENTIAL PARTS OF THIS ISSUE AT THE HEART OF THIS ISSUE.

OUR YOUNG WOMEN WHO ARE WILLING TO ACCEPT OUR FAULTS AND OFFER A PATH TO HEALING.

WHAT HAS BEEN DIFFICULT FOR US PLAYERS IS THAT IT APPEARS THE ADDITIONAL SUSPENSION OF OUR COACH IS BASED ON SOCIAL MEDIA COMMENTARY BY A FEW PARENTS, MOST THAT DON'T EVEN HAVE AN ATHLETE IN THIS PROGRAM.

THE VOICES OF MOST OF THE STUDENTS DIRECTLY INVOLVED HAVE NOT BEEN CONSIDERED.

MANY OF US FEEL THAT HUMAN RESOURCE DECISIONS WERE INFLUENCED BY PUBLIC PRESSURE.

INSTEAD OF A FULL UNDERSTANDING OF THE CONTEXT, EMOTIONS, AND DYNAMICS OF THE FIELD THAT DAY.

WE WANT TO TAKE RESPONSIBILITY FOR OUR ROLE AS WELL.

EMOTIONS WERE HIGH. TENSIONS ESCALATED AND SOME OF OUR ACTIONS AND REACTIONS CONTRIBUTED TO THIS SITUATION.

WE RECOGNIZED THAT INEXPERIENCE ON BOTH SIDES PLAYED A PART IN THESE THINGS ESCALATING.

THIS DOES NOT EXCUSE THE WORDS USED BY THE COACH.

WE SIMPLY WANT TO OFFER CONTEXT AND THAT WE HOPE WILL BE CONSIDERED.

INITIALLY, OUR TEAM DISCUSSED MORE VISIBLE FORMS OF PROTEST.

WE'VE DISCUSSED WALKING OUT OF A GAME OR FORFEITING A GAME TO EXPRESS OUR FRUSTRATION AND TO BE HEARD.

AFTER REFLECTION, WE DECIDED THAT THOSE ACTIONS WOULD ONLY CREATE MORE DIVISION AND NEGATIVITY.

IT WOULD MAKE US AND OUR COACH LOOK BAD. INSTEAD, WE CHOSE THIS LETTER BECAUSE WE BELIEVE COMMUNICATION, ACCOUNTABILITY, AND HEALING ARE MORE PRODUCTIVE PATHS TO MOVE FORWARD.

APPROXIMATELY 76.2% OF OUR TEAM SUPPORTS OUR COACH RETURNING.

[00:05:04]

WE SEE HER NOT ONLY AS A COACH, BUT AS A HUMAN BEING AS WELL.

SHE MADE AN ERROR UNDER PRESSURE AND HAS SHOWN REMORSE.

WE BELIEVE MODELING FORGIVENESS AND GROWTH SENDS A STRONGER MESSAGE THAN PUNISHMENT ALONE, AND WE ARE OUR PROGRESSIVE, DISCIPLINED SCHOOL DISTRICT FOR OUR STUDENTS.

SO WHY NOT APPLY THIS TO OUR TEACHERS? WE RESPECTFULLY ASK THAT THE ADMINISTRATION AND HUMAN RESOURCES CONSIDER CONSIDER THE TEACHERS AND THE PLAYERS VOICES.

WE WERE THE ONES PRESENT AND AFFECTED. WE WANT TO REBUILD TRUST, RESTORE TEAM UNITY, AND FOCUS ON THE FUTURE RATHER THAN REMAIN CENTERED ON A SINGLE MOMENT. THAT DOES NOT DEFINE WHO WE ARE AS A TEAM OR WHO OUR COACHES AS A PERSON.

OUR COACH WILL ONLY GROW WITH SUPPORT AND WE HOPE TO GROW WITH HER.

THANK YOU FOR TAKING THE TIME TO LISTEN TO OUR PERSPECTIVE.

WE KNOW WE NOW FOCUS WOULD TAKE THIS ISSUE AWAY FROM WHAT IS IMPORTANT TO BE HEARD.

WE APPRECIATE YOUR LEADERSHIP AND YOUR WILLINGNESS TO CONSIDER THE FULL STORY AND WORK TOGETHER TOWARD HEALING AND MOVING FORWARD RESPECTFULLY.

THANK YOU. THANK YOU. THANK YOU. NEXT WE HAVE LAUREN GRIMES.

LAUREN, IF YOU WOULD JUST STATE YOUR NAME AND THE CITY IN WHICH YOU RESIDE AND THEN START WHENEVER YOU'RE READY. LAUREN GRIMES I LIVE IN KILLEEN, TEXAS. GOOD EVENING.

IN ADDITION TO THIS, I WOULD LIKE TO SPEAK ON MY OWN SPIRITS WITH COACH ARMSTRONG.

I HAVEN'T HAD A COACH LIKE HER IN ALL OF THE FOUR YEARS I'VE BEEN AT CHAPARRAL.

SHE CARES ABOUT MY GOALS FOR COLLEGE AND TAKES THE TIME TO REACH OUT ABOUT MY FILM.

SHE MADE A MISTAKE AND HER DILIGENCE AND PATIENCE IS IMMENSE.

WHEN SHE CAME BACK FOR HER FROM HER FIRST SUSPENSION, SHE RELATED IN A SINCERE APOLOGY AND SHOWED POSITIVITY, LOOKING FORWARD TO AN EVEN MORE IMPACTFUL AND SUCCESSFUL SEASON.

HER KNOWLEDGE AND IMPACT FOR THE GAME OF SOCCER WILL HELP OUR TEAM MOVE FORWARD.

I BELIEVE SHE IS A GOOD COACH AND PERSON WITH A PASSIONATE HEART FOR SOCCER.

I DO WISH SHE WOULD TAKE THIS INTO CONSIDERATION.

THANK YOU. THANK YOU. NEXT WE HAVE MARIA MARTINEZ.

ALL RIGHT. WELCOME. HI. THANK YOU. SO, MARIA MARTINEZ FROM KILLEEN, TEXAS.

SO GOOD EVENING. MY NAME IS MARIA MARTINEZ. AND I'M HERE TO SPEAK REGARDING THE CURRENT STATUS AND DIRECTION OF THE GIRLS SOCCER PROGRAM AT CHAPARRAL HIGH SCHOOL.

FIRST, I WANT TO ACKNOWLEDGE THE GIRLS THEMSELVES.

THEY ARE STRONG, CAPABLE YOUNG WOMEN WHO ARE LEARNING HOW TO ADVOCATE FOR THEMSELVES, COMMUNICATE THEIR EXPERIENCES, AND NAVIGATE DIFFICULT SITUATIONS WITH MATURITY.

AND AS PARENTS, WE ARE PROUD OF THAT. IN FULL TRANSPARENCY, I HAD LESS THAN 24 HOURS TO PREPARE THESE REMARKS, BUT I'M HERE TONIGHT BECAUSE MY DAUGHTER SPECIFICALLY ASKED ME TO BE HERE, AND HER ASKING FOR MY SUPPORT SHOWS JUST HOW MUCH THIS MATTERS TO HER.

I'M HERE TO STAND BEHIND THESE GIRLS AND TO ENSURE THEY FEEL HEARD AND RESPECTED BY THIS BOARD.

NOW MY DAUGHTER, SHE'S A JUNIOR AT CHAPARRAL HIGH SCHOOL AND HAS PLAYED SOCCER FOR THE SCHOOL SINCE HER FRESHMAN YEAR ON BOTH JV AND VARSITY.

OVER THAT TIME, I'VE SEEN THE PROGRAM GO THROUGH SEVERAL COACHING TRANSITIONS, WHICH GIVES ME A CLEAR PERSPECTIVE ON WHERE THINGS STAND TODAY.

FROM WHAT I'VE OBSERVED, THE ENVIRONMENT UNDER COACH ARMSTRONG HAS BECOME NOTICEABLY MORE POSITIVE.

THERE ARE CLEAR EXPECTATIONS, CONSISTENT STANDARDS AND ACCOUNTABILITY ACROSS THE BOARD.

FOR THE FIRST TIME IN A WHILE, THE GIRLS KNOW WHAT IS EXPECTED OF THEM AND WITHOUT SPEAKING FOR THEM, FOR THE TEAM AS A WHOLE, I'VE SEEN MANY RESPOND WELL TO THAT STRUCTURE.

I BELIEVE ACCOUNTABILITY AND GROWTH CAN COEXIST, AND I'VE SEEN THAT HAPPENING FROM THIS PROGRAM.

THAT SAID, THERE IS STILL SOME UNCERTAINTY, AS YOU'VE SEEN SURROUNDING THE PROGRAM BECAUSE THE ONGOING NOISE AROUND IT.

THE GIRLS WHO ARE SPEAKING TONIGHT ARE NOT HERE TO REHASH THE PAST.

THEY ARE HERE BECAUSE THEY WANT TO PROTECT THE PROGRESS THEY'VE MADE AND CONTINUE MOVING FORWARD. THEY WANT TO FOCUS ON THEIR SPORT AND THE ENVIRONMENT BUILT ON TRUST, PROFESSIONALISM AND STABILITY. OUR DAUGHTERS ARE WATCHING HOW THE ADULTS IN THEIR LIVES ARE HANDLING MOMENTS LIKE THIS.

MY HOPE IS THAT WE SHOW THEM THAT WE ARE COMMITTED TO PRESERVING THE POSITIVE GROWTH THEY EXPERIENCING RIGHT NOW, AND ALLOWING THEM TO TAKE THE SPACE TO SUCCEED.

THANK YOU. THANK YOU. OKAY. NEXT WE HAVE PEYTON ARMSTRONG.

WELCOME. GOOD EVENING. FORGIVE ME. I DIDN'T KNOW THEY WERE GOING TO BE HERE.

MY NAME IS PEYTON ARMSTRONG OF CHAPARRAL HIGH SCHOOL.

I LIVE IN NOLANVILLE, AND I COME TO YOU TODAY REGARDING THE EVENTS OF JANUARY 20TH.

MY. AS COACHES DO, I GOT TOO PASSIONATE, AND I SAID SOME WORDS THAT ARE ABSOLUTELY NOT APPROPRIATE TO BE

[00:10:03]

I TRY TO TEACH MY KIDS THAT YOU ARE ALLOWED TO MAKE MISTAKES.

YOU ARE ALLOWED TO HAVE BIG FEELINGS, BUT YOU ARE NOT EXCUSED FROM THE CONSEQUENCES OF THOSE FEELINGS.

AND I'M HERE TODAY TO JUST TO OFFER MY MOST SINCEREST APOLOGIES ABOUT THE SITUATION THAT HAPPENED, ABOUT EVERYTHING THAT HAS HAPPENED BECAUSE OF IT.

AND I, I'M HERE TO TELL YOU THAT YOU HAVE AN AMAZING GROUP OF YOUNG WOMEN, AND I ASK THAT YOU, WHICHEVER DIRECTION THAT YOU CHOOSE TO MOVE, PLEASE, PLEASE, PLEASE KEEP THEIR BEST INTEREST AT HEART.

AGAIN, I APOLOGIZE, AND I WANT TO REASSURE YOU THAT WHICHEVER DIRECTION YOU DO CHOOSE TO GO, I HAVE. I'M SO SORRY. I WANT TO REASSURE YOU THAT I'VE TAKEN STEPS TO MAKE SURE THAT I CAN PROVIDE THEM WITH THE BEST BECAUSE THEY DESERVE THE BEST, AND THEY DESERVE TO KNOW THAT THEY DESERVE THE BEST.

THAT'S IT. THANK YOU VERY MUCH FOR YOUR TIME, I APPRECIATE IT.

THANK YOU. MR. HARPER, I WANT TO CONFIRM THERE'S NO ONE ELSE SIGNED UP.

OKAY. AS WE HAVE NO ONE ELSE SIGNED UP FOR PUBLIC FORUM.

WE ARE CLOSING PUBLIC FORUM AND WE'LL NOW MOVE TO AGENDA ITEM NUMBER TWO FOR THOSE IN ATTENDANCE FOR FOR PUBLIC FORUM.

[2. Closed Session (Part 1 of 3)]

BUT WE WILL TAKE YOUR COMMENTARY. THE SUPERINTENDENT WILL TAKE THAT, AND SOMEONE WILL BE REACHING OUT TO EVERYONE WHO SPOKE TODAY.

SO THANK YOU FOR BEING HERE. WE'LL NOW MOVE TO AGENDA ITEM NUMBER TWO, CLOSED SESSION.

THE BOARD WILL NOW CONVENE IN CLOSED SESSION FOR ANY COMBINATION OF THE FOLLOWING AGENDA ITEM TWO A CONSULTATION WITH LEGAL COUNSEL REGARDING SENATE BILL 11 AS ALLOWED BY TEXAS GOVERNMENT CODE 551.071. AGENDA ITEM TWO B CONSULTATION WITH LEGAL COUNSEL REGARDING ADMINISTRATIVE COMPLAINT AS ALLOWED BY TEXAS GOVERNMENT CODE 551.071. AGENDA ITEM TWO C DISCUSSION REGARDING BOARD OPERATING PROCEDURES AS ALLOWED BY TEXAS GOVERNMENT CODE 551.074.

AGENDA ITEM TWO D CONSULTATION WITH LEGAL COUNSEL REGARDING AMENDMENTS TO LOCAL INNOVATION PLAN AS ALLOWED BY TEXAS GOVERNMENT CODE 551.071 AND AGENDA ITEM TWO E CONSULTATION WITH THE DISTRICT'S LEGAL COUNSEL REGARDING PENDING LITIGATION, A SETTLEMENT OFFER OR OTHER ISSUES CONFIDENTIAL UNDER THE ATTORNEY CLIENT PRIVILEGE AS ALLOWED BY TEXAS GOVERNMENT CODE 551.071. AGENDA ITEM TWO.

F DELIBERATE THE PURCHASE, EXCHANGE, LEASE OR VALUE OF REAL PROPERTY AS ALLOWED BY TEXAS GOVERNMENT CODE 551.072.

AGENDA ITEM TWO. G DELIBERATE THE APPOINTMENT, EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE AS ALLOWED BY TEXAS GOVERNMENT CODE 551.07 FOR AN AGENDA ITEM TWO.

H DELIBERATE A MATTER REGARDING A PUBLIC SCHOOL STUDENT IN WHICH PERSONALLY IDENTIFIABLE INFORMATION ABOUT THE STUDENT WILL NECESSARILY BE REVEALED, AS ALLOWED BY TEXAS GOVERNMENT CODE 551.0821.

NO VOTING WILL TAKE PLACE IN CLOSED SESSION, ANY ACTION THE BOARD WISHES TO TAKE AS A RESULT OF DISCUSSIONS IN CLOSED SESSION WILL TAKE PLACE AFTER THE BOARD RECONVENES IN THE OPEN MEETING.

THE TIME IS NOW 5:13 P.M. AND WE ARE IN CLOSED SESSION AND WE WILL GO TO THE SUPERINTENDENT'S CONFERENCE ROOM.

THE TIME IS NOW 6:07 P.M. AND WE ARE RECONVENING FROM CLOSED SESSION.

NO ACTION OR VOTING TOOK PLACE IN CLOSED SESSION.

NO ACTION IS NEEDED. LET THE RECORD REFLECT THAT AT 551, MR. MARVIN RAINWATER JOINED US. SO WELCOME SIR. THANK YOU SIR.

THIS MEETING OF THE CLEAN INDEPENDENT SCHOOL DISTRICT WILL RESUME IN ACCORDANCE WITH THE POSTED AGENDA FOR TODAY'S MEETING.

WE WOULD LIKE TO WELCOME SCHOOL LIAISON OFFICER CHRISTINE CAPASSO. THANK YOU FOR BEING HERE. ANYONE WHO DID NOT HAVE AN OPPORTUNITY TO SPEAK DURING PUBLIC FORUM AT 5 P.M.

AND WISHING TO SPEAK, MUST SUBMIT THEIR SIGN UP SHEET AT THIS TIME.

A RECORDING OF THIS MEETING IS BEING MADE AND WILL BE AVAILABLE TO THE PUBLIC AT A LATER DATE. WE'RE ALSO STREAMING THIS MEETING ON OUR CABLE CHANNEL 17 AND ON THE DISTRICT'S WEB PAGE. AGENDA ITEM NUMBER THREE PUBLIC FORUM. THE BOARD WILL NOW HEAR COMMENTS FROM THOSE WHO'VE SIGNED UP TO SPEAK.

[3. Public Forum (6pm) ]

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 THE RECORD, WE ASK THAT ALL PUBLIC FORUM PARTICIPANTS BEGIN BY STATING THEIR NAME IN THE CITY IN WHICH THEY RESIDE.

ONCE COMPLETE, YOUR THREE MINUTES WILL BEGIN.

[00:15:02]

WELCOME. HELLO. GOOD EVENING. MY NAME IS JOHAN RODRIGUEZ. I RESIDE IN COPPERAS COVE, BUT I WORK HERE IN KILLEEN ISD.

ALL RIGHT. GOOD EVENING. MY NAME IS JOHAN RODRIGUEZ.

I'M THE FINE ARTS LEAD TEACHER AND HEAD BAND DIRECTOR AT NOLAN MIDDLE SCHOOL.

I'M HERE TO SHARE PROFESSIONAL CONCERNS REGARDING THE PROPOSAL FOR THE 90 MINUTE DAILY DOUBLE BLOCKING IN MATH AND READING.

WHILE THE GOAL OF RAISING SCORES FOR UNDERPERFORMING STUDENTS IS VITAL, RECENT RESEARCH SHOWS THAT FOR HIGH ACHIEVERS, THE MODEL OFTEN LEADS TO A PLATEAU. MY PRIMARY CONCERN, HOWEVER, IS THE ELECTIVE SQUEEZE.

AND THIS IS JUST KIND OF MEANT TO HAVE THINGS TO KEEP IN MIND AS WE MOVE FORWARD THROUGH THE PROGRESS.

SO I JUST WANT TO SHARE SOME STATISTICS IN ART.

66.8% OF STUDENTS WITH ARTS EXPERIENCE SCORES IN THE TOP HALF OF STANDARDIZED TESTS.

IN THEATER, THESE STUDENTS CONSISTENTLY SCORE HIGHER IN READING AND ELA.

BECAUSE THEATER IS EMBODIED LITERACY, IT REQUIRES THE EXACT INFERENCE SKILLS.

STANDARDIZED TEST MEASURES. MUSIC A STUDY OF 112 STUDENTS FOUND THAT THOSE IN MUSIC WERE A FULL ACADEMIC YEAR AHEAD OF THEIR PEERS IN MATH AND SCIENCE AT NOLAN. OUR ART DEPARTMENT AND OUR FINE ARTS DEPARTMENT HAVE WON LOCAL, STATE AND NATIONAL AWARDS.

THESE SUCCESSES AREN'T ACCIDENTS. THEY ARE THE RESULT OF A THREE YEAR JOURNEY THAT BEGINS IN SIXTH GRADE.

WE WANT WE JUST WANT TO MAKE SURE THAT THE SIXTH GRADERS AND ALL MIDDLE SCHOOLERS MOVING FORWARD, HAVE THE OPPORTUNITY TO TRY AS MANY ELECTIVES AS POSSIBLE.

MIDDLE SCHOOL IS KIND OF THE TIME WHERE THEY GET THE OPPORTUNITIES THAT THEY DON'T EVER GET IN ANY OTHER TIME OF THEIR LIVES. I'LL LEAVE YOU ALL WITH ONE QUESTION.

WHY DID YOU GO TO SCHOOL EVERY DAY? FOR MOST OF US, IT WASN'T FOR THE TEST PREP.

IT WAS FOR THE HOOK. AND IT WAS. THAT WAS EITHER THE GAME, THE STAGE, OR THE INSTRUMENT THAT WE WERE PLAYING.

LET'S NOT LIMIT OUR STUDENTS TO ANY RESTRICTIVE SCHEDULES THAT TREAT SCHOOL AS A CHORE, RATHER THAN A PLACE TO DISCOVER A PASSION.

THANK YOU GUYS SO MUCH FOR YOUR TIME. THANK YOU.

NEXT WE HAVE JAMESON MOSS. WELCOME.

MY NAME IS JAMESON MOSS AND I LIVE IN KILLEEN, TEXAS.

T'S UP FROM ALL MEMBERS. IF YOU CAN HEAR ME. THAT'S GOOD.

THAT'S GOOD. I'M A FIFTH GRADER AT HAYNES ELEMENTARY SCHOOL.

MY STUDENT ID NUMBER IS 243030, IN CASE YOU WANT TO LOOK ME UP.

I'VE BEEN A STUDENT IN KISD SINCE PRE-K, AND KILLEEN ISD IS WHAT I'VE KNOWN AND LOVED MY WHOLE LIFE.

I HAVE HAD AMAZING TEACHERS OVER THE YEARS. SHOUT OUT TO MISS KING, MISS RAZA AND MRS. OSBORNE. I REGULARLY TEST 300 POINTS HIGHER THAN MY PEERS ON STAR TESTS, AND MY MATH TEST SCORES LEAVE NO ROOM FOR IMPROVEMENT FOR MY TEACHERS. I DO NOT QUALIFY FOR GT PLACEMENT. I'VE BEEN TESTED FOR GIFTED AND TALENTED SINCE FIRST GRADE AND DO NOT QUALIFY BECAUSE MY GT TEST SCORES ARE ARE LOW TWO POINTS BELOW THE STANDARD.

I'M ACTIVE IN SOCCER IN TOLEDO AND PLAY AGAINST KIDS ALREADY IN HIGH SCHOOL.

MY MOM IS A BAND DIRECTOR IN KILLEEN ISD AND TAUGHT SOME OF YOUR KIDS.

YOUR KIDS PICTURES ARE ON OUR REFRIGERATOR ALONG WITH MY ARTWORK.

I WANT TO DO BOTH ATHLETICS AND BAND AS A SIXTH GRADER SO THAT I CAN MEET MY COACHES AND PLAY CLARINET.

WHY AM I BEING FORCED TO TAKE AVID? I HAVE TWO COLLEGE EDUCATED PARENTS WITH MASTER'S DEGREES.

I'M A HIGH PERFORMER AND MY MOM WOULD NEVER LET ME HEAR THE END OF IT IF I FAIL THE CLASS.

I REGULARLY VISIT COLLEGE CAMPUSES TO ATTEND SUMMER SPORTS CAMPS.

WHAT DOES KILLEEN ISD OFFER ME THAT'S BETTER THAN A HOMESCHOOL OR PRIVATE SCHOOL? I HAVE FRIENDS AT SCHOOL WHO ARE JUST AS SMART AS ME, BUT I WONDER, DO YOU THINK ABOUT ME OR KIDS LIKE ME WHEN MAKING YOUR DECISIONS ABOUT MIDDLE SCHOOL SCHEDULING? IS THE SCHEDULE YOU WANT ME TO HAVE THE SAME SCHEDULE YOU'D WANT YOUR KIDS TO HAVE WHEN THEY WERE IN SIXTH GRADE? PLEASE REMEMBER THAT ME AND KIDS LIKE ME ARE ALSO K ISD.

THANK YOU FOR YOUR TIME AND ATTENTION. THANK YOU.

[00:20:06]

I KIND OF HATE THAT. I HAVE TO FOLLOW THAT. MY NAME IS DANIELLE SMITH.

I DO LIVE IN KILLEEN, TEXAS. I'M A BAND DIRECTOR AT LIBERTY HILL MIDDLE SCHOOL.

HAVE BEEN FOR THE LAST SIX YEARS. THE FIRST POINT THAT I WANTED TO MAKE REGARDING THIS DOUBLE BLOCK SCHEDULING IS THAT OUR CORE TEACHERS HAVE BEEN SPENDING SIGNIFICANTLY, SIGNIFICANTLY MORE TIME THIS YEAR IN TRAINING AND INSTRUCTION IN OUR PLC MEETINGS, AN EFFORT TO HELP THEM STRATEGIZE, LESSON PLAN, AND TEACH MORE EFFECTIVELY. OUR READING AND MATH TEACHERS ACTUALLY SPEND EVERY DAY IN A SECOND PLC HOUR JUST TO DO THIS.

SO MY QUESTION IS, IF WE'RE GOING TO THE LENGTHS OF ESSENTIALLY RETRAINING OUR TEACHERS AND BUILDING UP THEIR SKILLS FOR INSTRUCTION, WHY AREN'T WE GIVING THAT PROJECT SOME TIME TO SHOW ITS EFFECTIVENESS AND SUCCESSFULNESS BEFORE WE CHANGE INTO ANOTHER SCHEDULE THAT COULD CREATE MORE SCHEDULING ISSUES? WE HAVEN'T GONE THROUGH ONE FULL CALENDAR YEAR WITH THESE TEACHERS IMPLEMENTING THESE NEW STRATEGIES YET, AND WE NOT ONLY HAVE WE NOT BEEN THROUGH A WHOLE YEAR, WE HAVEN'T ACTUALLY BEEN THROUGH A FULL TESTING CYCLE YET WHERE THEY COULD SHOW THEIR GROWTH. WE HAVEN'T DONE STAR TESTING. WE HAVEN'T DONE ANY MID-YEAR MAP TESTING.

WE DON'T HAVE ANYTHING TO SHOW YET WHETHER THE THERE HAS BEEN GROWTH AND SUCCESS FROM THIS NEW TRAINING THAT OUR TEACHERS ARE IN.

SO WHY ARE WE JUMPING INTO A NEW PROGRAM WHEN WE HAVEN'T DECIDED WHETHER THE ONE WE'RE IN IS GOING TO BE EFFECTIVE? I ALSO WANT TO TALK NOT JUST ABOUT ACADEMICS, BUT FROM THE ELECTIVE PERSPECTIVE AS WELL.

AS I MENTIONED, I'M A BAND DIRECTOR AND I'M VERY PASSIONATE ABOUT MUSIC AND FINE ARTS IN GENERAL.

I DON'T THINK IT SHOULD BE A SURPRISE TO YOU TO KNOW THAT THERE ARE KIDS THAT STRUGGLE ACADEMICALLY DESPITE THEIR BEST EFFORTS, BUT THEY CAN COME INTO A FINE ARTS CLASS OR ATHLETICS, AND THEY CAN BE SUCCESSFUL BECAUSE IT'S NOT THE SAME KIND OF LEARNING.

IT STILL DEVELOPS CRITICAL THINKING AND CREATIVITY.

MUSIC AND MOVEMENT CONNECTS SYNAPSES IN THE BRAIN THAT HELP COMMIT TO MEMORY WHAT THEY'VE BEEN LEARNING IN THEIR OTHER CLASSES.

BUT BECAUSE OF THE MORE ABSTRACT STRUCTURE OF THE LEARNING THAT HAPPENS IN FINE ARTS AND ATHLETICS, THESE THINGS MAKE THEIR BRAINS MORE ABLE TO PROCESS INFORMATION FROM A PERSPECTIVE OF TRYING TO MAKE KIDS SUCCESSFUL.

THERE ARE SO MANY REASONS WHY FINE ARTS AND ATHLETICS NEED TO HAVE MORE PRIORITY IN THIS UPCOMING SCHEDULE THAN THEY ARE.

IT DOESN'T SEEM LIKE WE'RE GIVING THEM MORE ELECTIVES WHEN THEY'RE YOUNGER. IT SEEMS LIKE WE'RE TAKING THEM AWAY.

AND FOR STUDENTS THAT DO STRUGGLE WITH CERTAIN ISSUES LIKE DYSLEXIA OR THEY'RE IN THE GIFTED AND TALENTED PROGRAM OR MAYBE THEY'RE A BILINGUAL STUDENT, IT ALSO APPEARS THAT YOU'RE STACKING THEIR SPECIAL PROGRAMS AGAINST FINE ARTS AND ATHLETICS, WHICH MEANS THEY'RE NOT GETTING ANY CHOICES THERE EITHER.

SO I NEED YOU TO KNOW THAT I HAVE SO MANY KIDS IN MY BAND PROGRAM THAT ARE DYSLEXIC, AND I WOULDN'T EVEN KNOW IF I HADN'T LOOKED AT THEIR IEP, BECAUSE THEY'RE JUST LIKE EVERY KID. IN FACT, SOMETIMES THEY'RE BETTER THAN THEM.

AND BECAUSE THERE'S SOMETHING ABOUT FINE ARTS THAT TRANSCENDS THAT STRUGGLE THAT THEY HAVE IN THEIR OTHER CLASSES AND WHAT WE'RE DOING IN THIS SCHEDULE, WHEN WE TAKE AWAY THESE ELECTIVES FROM THEM, IS THAT WE'RE TAKING AWAY THAT ONE CHANCE IN THEIR DAY FOR THEM TO FEEL SUCCESSFUL, AND WE'RE CHIPPING AWAY AT THEIR SELF-ESTEEM AND THEIR MOTIVATION.

AND FOR SOME OF THEM, THE ONLY REASON THAT THEY WILL EVEN COME TO SCHOOL EVERY DAY IS BECAUSE OF THIS CLASS THAT MAKES THEM FEEL LIKE THEY ARE VALUABLE AND THAT THEY ARE SUCCESSFUL. SO PLEASE, I ASK YOU TO VERY OPENLY CONSIDER WHAT IMPACT THIS SCHEDULE WILL HAVE.

THANK YOU. THANK YOU. THANK YOU. NEXT SIGNED UP TO SPEAK.

WE HAVE TANIKA MOULTRIE. WELCOME.

GREETINGS. MY NAME IS TANIKA MOULTRIE AND I LIVE IN KILLEEN, TEXAS.

I COME TO YOU ON BEHALF OF THE KILLEEN BRANCH NAACP.

IT WAS BROUGHT TO MY ATTENTION OF A JOB POSTING ON KILLEEN ISD'S WEBSITE, DEPUTY SUPERINTENDENT FOR LEARNING SERVICES.

AS I READ THE JOB DESCRIPTION, IT SEEMED TO PERFECTLY ALIGN WITH DOCTOR TERRY OSBORNE'S JOB, WHO CURRENTLY SERVES AS THE DEPUTY SUPERINTENDENT FOR CURRICULUM, INSTRUCTION AND SCHOOL LEADERSHIP.

I EMAILED DOCTOR DAVIS FOR CLARIFICATION, IN WHICH I WAS TOLD TO ASK DOCTOR OSBORNE.

I DID ASK HER ON FRIDAY, JANUARY 30TH, IF SHE WAS LEAVING THE DISTRICT, AND SHE REPLIED NO.

SO I DECIDED TO DO MY RESEARCH. I RECEIVED HER CURRENT JOB DESCRIPTION AND COMPARED IT WITH THE JOB POSTING DESCRIPTION AND LO AND BEHOLD, IT WAS EXACTLY THE SAME EXCEPT FOR ONE ADDITIONAL DUTY.

DIRECTLY SUPERVISES THE ASSISTANT SUPERINTENDENT FOR LEARNING SERVICES.

SO INQUIRING MINDS WANT TO KNOW WHY HAS THIS POSITION BEEN POSTED? WHEN DOCTOR OSBORNE CLEARLY HAS STATED SHE IS NOT LEAVING THE DISTRICT, INQUIRING MINDS FURTHER WANT TO KNOW.

[00:25:05]

SHE WAS IN THE TRENCHES WITH THE COMMUNITY, STOOD BY US, WAS THERE FOR US, AND NEVER SHIED AWAY FROM THE HARD CONVERSATIONS.

DURING THE DISTRICT OPTIMIZATION MEETINGS, IT WAS HER FACE.

WE SAW HER VOICE. WE HEARD SHE CAPTURED THE COMMUNITY'S HEART.

HERE'S WHAT I ALSO KNOW. WHEN I ASKED ABOUT WHY SHE WASN'T NAMED THE INTERIM, IT WAS SHARED THAT THE INTERIM COULD NOT APPLY FOR THE SUPERINTENDENT POSITION.

BUT TO MY SURPRISE, THIS PART WAS REVIVED WHEN DOCTOR DAVIS WAS NAMED THE INTERIM SUPERINTENDENT.

THEN THE SUPERINTENDENT. NOW MAKE IT MAKE SENSE.

I FURTHER KNOW THAT I STOPPED BY HERE TODAY TO LET YOU ALL KNOW THAT THE NAACP IS STANDING WITH TERRY.

I EVEN FURTHER KNOW THAT A WOMAN BY THE NAME OF ALICE W DALLAS PAVED THE WAY SO THAT OTHER BLACK WOMEN IN THE FIELD OF EDUCATION COULD HAVE A SPACE AND A PLACE IN LEADERSHIP WITHIN K-I-S-D.

SO ON THE DAY AS TODAY AND SUCH A TIME AS THIS, I ASK, WHY ARE WE NOT UPHOLDING THIS WOMAN WHO, LIKE COUNTLESS OTHERS BEFORE HER, HAS PUT IN THE WORK WHERE SHE IS TODAY HOLDING CERTIFICATIONS AS PRINCIPAL SUPERINTENDENT AS WELL AS A BACHELOR'S DEGREE, TWO MASTER'S DEGREE DEGREE AND A DOCTORATE.

WHY NOT HER? IN CLOSING, LET ME MAKE IT VERY CLEAR KILLEEN ISD.

WE WOULD HAVE BEEN OKAY WITH HER WITHOUT HIM.

THANK YOU. THANK YOU. NEXT WE HAVE LAURA. NEIL.

WELCOME. IS IT ON? OKAY. MY NAME IS LAURA. NEIL AND I LIVE IN KILLEEN.

GOOD EVENING, PRESIDENT WILLIAMS AND MEMBERS OF THE BOARD. MY REASON FOR SPEAKING TONIGHT IS REGARDING THE NEW PROPOSED MIDDLE SCHOOL SCHEDULE.

IT IS IMPORTANT FOR NEXT YEAR'S INCOMING SIXTH GRADE STUDENTS TO PARTICIPATE IN BOTH PE AND FINE ARTS.

I CURRENTLY TEACH MUSIC AT KILLEEN ELEMENTARY, AND I HAVE A LOT OF FIFTH GRADE STUDENTS WHO HAVE ALREADY ATTENDED ASSEMBLIES WHERE MIDDLE SCHOOL REPRESENTATIVES HAVE TOLD THEM THEY COULD DO BOTH PE AND BAND PE IN THEATER, ETC.

ALLOWING THEM THE OPPORTUNITY TO EXPLORE THEIR PASSIONS WILL GREATLY BENEFIT THEM.

THE TRANSITION FROM ELEMENTARY SCHOOL TO MIDDLE SCHOOL IS DIFFICULT ENOUGH.

STUDENTS NEED THINGS TO LOOK FORWARD TO. THERE HAS BEEN SO MUCH RESEARCH DONE THAT PROVES MUSIC ENHANCES A CHILD'S ABILITY TO LEARN MATH, READING, SCIENCE, AND SOCIAL STUDIES. MUSIC OPENS SO MANY PATHWAYS TO A DEEPER UNDERSTANDING BY UTILIZING THE RIGHT SIDE OF THE BRAIN TO UNLOCK THINGS THAT THE LEFT CAN'T DO BY ITSELF. FOR INSTANCE, THE DIFFERENCE BETWEEN A SONG AND A POEM IS THE FACT THAT THE WORDS TO A SONG ARE SET TO MUSIC, AND IT IS MUCH EASIER TO REMEMBER THE WORDS TO A SONG THAN IT IS TO SIMPLY RECITE A POEM.

THIS IS TRUE FOR PEOPLE OF ALL AGES, BUT ESPECIALLY TRUE FOR CHILDREN WHOSE BRAINS ARE STILL DEVELOPING.

THERE ARE ONLY THREE MONTHS THAT SEPARATE A FIFTH GRADE STUDENT FROM A SIXTH GRADE STUDENT.

MIDDLE SCHOOL IS ENOUGH OF A MENTAL SHOCK FOR SO MANY KIDS.

PRESENTING THEM WITH THE OPPORTUNITY TO PARTICIPATE IN BOTH PE AND MUSIC WILL DEFINITELY IMPACT THEM IN POSITIVE WAYS.

PARTICIPATING IN MUSIC GROUPS OR PLAYING ON A TEAM CAN BE THE THING THAT KEEPS A CHILD INTERESTED IN COMING TO SCHOOL AND SUCCEEDING, BECAUSE IT GIVES THEM A PLACE WHERE THEY BELONG.

DURING A TIME IN THEIR LIVES WHERE MANY STUDENTS DON'T FEEL LIKE THEY BELONG ANYWHERE.

I'VE PERSONALLY HAD STUDENTS WHO ARE STRUGGLING WITH THEIR GRADES WORK HARDER TO IMPROVE BECAUSE THEY WANT TO CONTINUE PLAYING IN BAND OR SPORTS.

THE SAFE ENVIRONMENT THAT A BAND OR CHOIR CREATES FOR A CHILD WHO MIGHT NOT HAVE THAT ANYWHERE ELSE CANNOT BE REPLACED BY FORCING THEM TO DO MORE MATH OR READING.

I HAVE WORKED VERY HARD THIS YEAR TO GET MY STUDENTS EXCITED ABOUT MUSIC BEYOND ELEMENTARY SCHOOL.

I HAVE SEVERAL STUDENTS, BOTH MONOLINGUAL AND BILINGUAL, EXPRESS AN INTEREST IN BAND NEXT YEAR, BUT SEVERAL OF THEM ALSO WANT TO PLAY SPORTS.

PLEASE FIND A WAY TO ALLOW THE SIXTH GRADE STUDENTS TO HAVE AN OPPORTUNITY TO SIGN UP FOR BOTH PE AND FINE ARTS NEXT YEAR.

IT WILL BENEFIT THEM GREATLY. THANK YOU FOR YOUR TIME.

THANK YOU. NEXT WE HAVE JOSEPH BAEZ.

WELCOME. YES, SIR.

JOSEPH BAEZ, HARKER HEIGHTS. REASON I'M HERE TODAY, I WANT TO SPEAK ABOUT AGENDA ITEM SIX.

[00:30:07]

BACK IN JULY 9TH, YOU HAD YOUR FIRST TOWN HALL IN REGARDS TO THIS MATTER.

AUGUST 26TH, THERE WAS A SECOND TOWN HALL, AND OUT OF THAT TOWN HALL THEY HAD THE DISTRICT OPTIMIZATION DRAFT SCENARIOS, WHICH STATED THE PURPOSE OF DISTRICT OPTIMIZATION IS TO BETTER UTILIZE OUR RESOURCES AND IMPROVE OUTCOMES FOR STUDENTS, TEACHERS, FAMILIES AND THE COMMUNITY. NOW PART OF THAT, THE RESTART POTENTIAL STRATEGIES, WAS AN ACCELERATING CAMPUS EXCELLENCE, OR AN 1882 PARTNERSHIP.

FOR THOSE THAT ARE NOT AWARE OF WHAT ACCELERATING CAMPUS EXCELLENCE IS, ALSO KNOWN AS ACE IS A RESTART INTERVENTION IN WHICH FOCUSES ON BRINGING THE BEST POSSIBLE TALENT, RESOURCES, AFTER SCHOOL SUPPORT, AND WRAPAROUND SERVICES TO TWO CAMPUSES.

THEN ON OCTOBER 21ST WAS THE LAST MEETING THAT TOOK PLACE IN REGARDS TO THIS OPTIMIZATION OF TOWN HALL, AND THAT THERE WAS A INFORMATION THAT WAS PUT OUT AND THERE WAS MIXED REVIEWS OF 1882 PARTNERSHIPS COMING TO KILLEEN ISD.

AND I'M SORRY, WHAT I DIDN'T DO. AND LET ME GO BACK A MOMENT.

1882 PARTNERSHIP ACTUALLY IS A RESTART INTERVENTION, WHICH PROVIDES INCENTIVES FOR DISTRICTS TO RESTART CONSISTENT, CONSISTENTLY UNDERPERFORMING CAMPUSES BY CONTRACTING WITH AN OPEN ENROLLMENT CHARTER SCHOOL TURNAROUND OPERATOR.

NOW WHAT CAME OUT OF THAT? IT STATED THAT THE FINDINGS WAS THERE WAS MORE SUPPORT FOR ACE, 71, 80%, 73% OVER AN 1882. SO THE THING IS, MY QUESTION IS, WHY ARE WE MOVING FORWARD WITH AN 1882 WHEN WE KNOW THAT WITH AN 1882, WHAT WE ARE DOING IS THE FOLLOWING KEY COMPONENTS OF TEXAS PARTNERSHIPS.

DISTRICT. AUTHORIZES A PARTNER TO OPERATE AN IN-DISTRICT CHARTER SCHOOL, BUT THE PARTNER MANAGES THE DISTRICT SCHOOL AND IS RESPONSIBLE FOR STUDENT OUTCOMES.

THE PARTNER HAS SOLE AUTONOMY OVER PERSONNEL, CURRICULUM, CALENDAR AND ASSESSMENTS, AND THE DISTRICT SCHOOL BOARD AND STAFF HOLD PARTNERS ACCOUNTABLE THROUGH A PERFORMANCE CONTRACT.

SO WHY IS THIS DISTRICT GIVING THIS TYPE OF AUTONOMY OVER TO A PRIVATE INSTITUTION OR PRIVATE ENTITY? WHEN WE ARE A PUBLIC ENTITY, WHICH ALSO MEANS THAT WE NEED WE PAY BESIDE THE STATE PAYING INTO THIS 1882, WE ALSO HAVE TO PAY INTO IT. NOW MY TIME IS ALMOST UP AND I WANT TO ADDRESS YOU.

MISS OSBORNE, I CALLED YOUR OFFICE TODAY. AS YOU KNOW, YOU STATED THAT YOU HAVE TO CHECK WITH TIA TO SEE IF THAT'S RELEASED TO ME.

I WILL SEND YOU AN EMAIL FROM TIA SHOWING THAT THAT IS PUBLIC RECORDS, THAT YOU DON'T NEED TO GO TO THEM.

SO I WILL SAVE YOU SOME TIME. MA'AM. THANK YOU VERY MUCH.

THANK YOU. AS WE HAVE NO ONE ELSE SIGNED UP FOR PUBLIC FORUM, WE'RE CLOSING PUBLIC FORUM.

WE ARE GOING TO HAVE A SLIGHT DEVIATION FROM THE AGENDA.

I'LL ASK TRUSTEES IF THERE IS A CONSENSUS TO GO AHEAD AND DO THE CONSENT AGENDA AND THEN WE'LL GO BACK AND PICK UP AGENDA ITEM NUMBER TWO. OR DO YOU ALL WANT TO GO BACK TO AGENDA ITEM NUMBER TWO RIGHT NOW IS AS DISCUSSED I'LL DEFER TO THE CONSENT. OKAY. SO WE'LL NOW GO TO AGENDA ITEM NUMBER FOUR WHICH IS A CONSENT AGENDA A RECEIVE AND APPROVE MINUTES FOR JANUARY 13TH,

[4. Consent Agenda]

MINUTES FOR THE JANUARY 20TH, 2026 REGULAR MEETING.

SOOY CONSIDERATION OF QUARTERLY INVESTMENT REPORT FOR THE PERIOD ENDING NOVEMBER 30TH, 2025.

THE CONSENT AGENDA CAN BE APPROVED BY ONE VOTE.

IF THERE'S AN ITEM THAT SOMEONE WANTS TO REMOVE, IT CAN BE REMOVED. MADAM SECRETARY.

THANK YOU SIR. MR. PRESIDENT, I MOVE TO ACCEPT THE CONSENT AGENDA.

AGENDA AS PRINTED FOR ITEMS A, B AND C, WE HAVE A MOTION BY SECRETARY ADAMS. WE HAVE A SECOND BY TRUSTEE MARVIN RAINWATER.

ANY FURTHER DISCUSSION BY THE GROUP? THERE BEING NONE.

ALL THOSE IN FAVOR? SHOW OF HANDS. WE HAVE SIX IN FAVOR, NONE IN OPPOSITION, ONE ABSENT AND NOT PARTICIPATING.

AND THAT'S VICE PRESIDENT SUSAN JONES, 601 VOTE.

WE ARE NOW GOING TO GO BACK ON THE AGENDA TO AGENDA ITEM NUMBER TWO, WHICH IS CLOSED SESSION.

[2. Closed Session (Part 2 of 3)]

[00:35:07]

ANY ACTION THE BOARD WISHES TO TAKE AS A RESULT OF DISCUSSIONS IN CLOSED SESSION WILL TAKE PLACE AFTER THE BOARD RECONVENES IN THE OPEN MEETING.

THE TIME IS NOW 6:29 P.M. AND WE ARE BACK IN CLOSED SESSION.

THE TIME IS NOW 7:36 P.M. AND WE ARE RECONVENING FROM CLOSED SESSION.

NO ACTION OR VOTING TOOK PLACE IN CLOSED SESSION.

NO ACTION IS NEEDED. WE WILL NOW GO BACK ON THE AGENDA TO ITEM FIVE ACTION ITEMS FOR CONSIDERATION.

[5. Action Items for Consideration]

MR. J.C. SHULL, WELCOME. PRESIDENT. THANK YOU, MR. PRESIDENT. MR. DAVIS, DOCTOR DAVIS, MEMBERS OF THE BOARD.

GOOD EVENING FOR THE MAY 2ND, 2026 ELECTION. WE'RE CONDUCTING A JOINT ELECTION WITH SEVERAL ENTITIES CITY OF KILLEEN, CITY OF HARKER HEIGHTS, AND THIS YEAR, CITY OF NOLANVILLE.

WHILE WE'RE STILL WORKING THROUGH THE DETAILS OF THOSE INDIVIDUAL CONTRACTS WITH EACH ENTITY, TEXAS ELECTION CODE REQUIRES THAT ORDER OF ELECTION TO BE EXECUTED BY A CERTAIN DATE, AND INCLUDES CERTAIN SPECIFIC PIECES OF INFORMATION.

GERMANE TO THIS EVENING'S DISCUSSION ARE THE POLLING PLACES, PRECINCTS EACH OF THOSE PLACES WILL SERVE, AND DATES AND HOURS. EACH OF THOSE LOCATIONS WILL BE OPEN ALSO OF NOTE, WITH THE SUPPORT OF THE BELL COUNTY ELECTIONS ADMINISTRATOR, HIS TEAM. AND CITY STAFFS. WE'RE GOING TO CHOOSE TO NOT HAVE A CORYELL COUNTY POLLING LOCATION THIS YEAR AND SERVE THOSE PRECINCTS WITHIN THE SCHOOL DISTRICT BOUNDARY.

SHOEMAKER HIGH SCHOOL SPECIFICALLY WILL BE OUR OUR CHOOSING AND SUBJECT TO YOUR QUESTIONS.

THAT RECOMMENDATION OF THE ADMINISTRATIVE COUNCIL IS TO APPROVE THIS PROPOSED ORDER OF ELECTION.

QUESTIONS FROM TRUSTEES. THIS IS AN ACTION ITEM, MADAM SECRETARY.

MR. PRESIDENT, I MOVE TO APPROVE AND ADOPT THE ORDER OF ELECTION TO CONDUCT THE KILLEEN INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES ELECTION TO BE HELD ON SATURDAY, MAY 2ND, 2026. AS PRESENTED, THE MOTION BY SECRETARY ADAMS 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.

NONE IN OPPOSITION. ONE ABSENT AND NOT PARTICIPATING.

AND VICE PRESIDENT SUSAN JONES. THANK YOU SIR.

WE'LL NOW GO TO BE CONSIDERATION OF THE RESOLUTION TO RECOGNIZE FEBRUARY 2026 AS NATIONAL CAREER AND TECHNICAL EDUCATION CTE MONTH IN KILLEEN INDEPENDENT SCHOOL DISTRICT. WELCOME, KATHLEEN BURKE. WELCOME. ROBINSON AND MISS MAHALIA SCOTT AND THE AMAZING CTE TEAM THAT WE HAVE.

BUT THEY ARE AT CTE CONFERENCE AT THIS TIME. TODAY, WE ARE ASKING FOR A RESOLUTION TO RECOGNIZE FEBRUARY 2026 AS NATIONAL CAREER AND TECHNOLOGY EDUCATION CTE MONTH IN KISD. THIS HIGHLIGHTS THE TREMENDOUS IMPACT CAREER AND TECHNOLOGY TECHNOLOGY EDUCATION HAS IN PREPARING STUDENTS FOR HIGH WAGE, HIGH DEMAND CAREERS. THE BOARD WOULD ALSO LIKE TO RECOGNIZE THE OUTSTANDING WORK OF OUR CAREER AND TECHNOLOGY TECHNOLOGICAL EDUCATION STUDENTS AND TEACHERS EACH AND EVERY DAY BY DESIGNATING FEBRUARY 2026 NATIONAL CAREER AND TECHNICAL EDUCATION MONTH IN KILLEEN ISD.

WE WILL HONOR MISS SCOTT, THE PRINCIPAL OF THE CAREER CENTER, AT A FUTURE BOARD MEETING, AND WE WILL ADD THIS TO THE NEXT CONSENT AGENDA.

THANK YOU. QUESTIONS FROM TRUSTEES. THIS IS AN ACTION ITEM, MR. GILCHRIST. MR. PRESIDENT, I MOVE TO APPROVE THE PROPOSED RESOLUTION RECOGNIZING FEBRUARY 2026 AS NATIONAL CAREER AND TECHNOLOGY EDUCATION MONTH IN KILLEEN ISD. THE MOTION BY MR. GILCHRIST, SECOND BY MADAM CAPITO. ANY FURTHER DISCUSSION BY TRUSTEES? THERE BEING NONE. ALL THOSE IN FAVOR, SHOW OF HANDS. THAT'S SIX IN FAVOR AND NONE IN OPPOSITION.

ONE ABSENT AND NOT PARTICIPATING. AND VICE PRESIDENT SUSAN JONES, THANK YOU VERY MUCH.

THANK YOU. WE'LL NOW GO TO ITEM C WHICH IS CONSIDERATION OF THE RESOLUTION TO RECOGNIZE MARCH 2ND THROUGH THE SIXTH 2026 IS NATIONAL SCHOOL BREAKFAST WEEK IN KILLEEN INDEPENDENT SCHOOL DISTRICT. WELCOME, MR. STEVE SMITH. GOOD EVENING, PRESIDENT WILLIAMS, SUPERINTENDENT DOCTOR DAVIS AND OTHER BOARD MEMBERS IN ACCORDANCE WITH

[00:40:01]

BREAKFAST PLAYS A CRITICAL ROLE IN A STUDENT'S ABILITY TO SUCCEED.

STUDIES SHOW THAT STUDENTS WHO EAT BREAKFAST ARE MORE FOCUSED, HAVE IMPROVED BEHAVIOR, AND DEMONSTRATE A STRONG ACADEMIC PERFORMANCE.

FOR MANY STUDENTS IN KILLEEN ISD, THE BREAKFAST SERVED AT SCHOOL IS MORE THAN A CONVENIENCE.

IT IS AN ESSENTIAL SOURCE OF DAILY NUTRITION.

OUR SCHOOL BREAKFASTS ARE CAREFULLY PLANNED TO MEET FEDERAL GUIDELINES AND PROVIDE KEY NUTRIENTS IN OUR FRUITS, WHOLE GRAINS, PROTEIN AND A VARIETY OF MILK. NATIONAL SCHOOL BREAKFAST WEEK ALSO HIGHLIGHTS THE IMPORTANCE OF EQUITABLE ACCESS.

KILLEEN ISD IS COMMITTED TO ENSURING THAT EVERY STUDENT CAN BEGIN THE SCHOOL DAY NOURISHED, WHETHER THROUGH TRADITIONAL SERVICE OR ALTERNATIVE BREAKFAST MODELS THAT REDUCE BARRIERS AND PROMOTE PARTICIPATION.

AS WE RECOGNIZE THIS WEEK, WE EXTEND OUR SINCERE APPRECIATION TO OUR CHILD NUTRITION STAFF, CAMPUS ADMINISTRATORS, TEACHERS, AND SUPPORT STAFF.

THEIR EFFORTS HELP ENSURE THAT STUDENTS ARE READY TO LEARN FROM THE MOMENT THEY ARRIVE ON CAMPUS.

THANK YOU FOR SUPPORTING NATIONAL SCHOOL BREAKFAST WEEK.

IT IS OUR DISTRICT'S ADMINISTRATION'S RECOMMENDATION TO APPROVE THE PROPOSED RESOLUTION TO RECOGNIZE MARCH 2ND THROUGH THE SIXTH AS A NATIONAL SCHOOL BREAKFAST WEEK IN KILLEEN ISD. THANK YOU, MR. SMITH. ANY QUESTIONS FROM TRUSTEES? THIS IS AN ACTION ITEM, MADAM CAPITO. I MOVED TO APPROVE THE PROPOSED RESOLUTION TO RECOGNIZE MARCH 2ND THROUGH THE SIXTH, 2026 AS NATIONAL SCHOOL BREAKFAST WEEK IN KILLEEN ISD, AS PRESENTED WITH A MOTION BY MADAM CAPITO.

WE HAVE A SECOND BY MR. GILCHREST. ANY FURTHER DISCUSSION BY TRUSTEES? THERE BEING NONE. ALL THOSE IN FAVOR? SHOW OF HANDS.

WE HAVE SIX IN FAVOR, NONE IN OPPOSITION, ONE ABSENT AND NOT PARTICIPATING.

AND VICE PRESIDENT SUSAN JONES. THANK YOU SIR.

WHEN I MOVE TO ITEM D, WHICH IS THE CONSIDERATION OF THE RESOLUTION TO APPLY FOR THE ACTIVE ATTACK RESPONSE EQUIPMENT GRANT, WELCOME, MR. SCOTT HECKENBERG. GOOD EVENING ALL.

SO RECENTLY, THE TEXAS LEGISLATURE PASSED HOUSE BILL 33 UVALDE STRONG ACT.

ONE OF THE ASPECTS OF THIS BILL WAS THE REQUIREMENT FOR ALL CAMPUSES TO HAVE ACCESS TO BALLISTIC SHIELDS AND BREACHING EQUIPMENT.

IN RESPONSE TO AN INCIDENT. DUE TO THIS REQUIREMENT, THE STATE HAS ALLOCATED $15 MILLION FOR FY 27 FOR THE PROCUREMENT OF THIS OF THIS EQUIPMENT, AND IN ORDER TO APPLY FOR THAT GRANT, WE MUST APPLY TO THE ACTIVE ATTACK RESPONSE EQUIPMENT GRANT.

PART OF THAT REQUIREMENT IS A RESOLUTION TO PROCURE BALLISTIC SHIELDS FOR ISD POLICE OFFICERS.

SO I'M HERE TODAY TO ASK YOU TO APPROVE THE RESOLUTION.

AGAIN, FOR THE PROCURE BALLISTIC SHIELDS FOR POLICE OFFICERS.

QUESTIONS FROM TRUSTEES. MR. RAINWATER. THANK YOU.

YOU SAID THE POLICE OFFICERS WITH THE SCHOOLS ON FORT HOOD ARE MILITARY POLICEMEN.

SO THE SCHOOLS ON FORT HOOD ARE COVERED BY THE MILITARY POLICE.

WE ARE. THE ONE QUESTION WE HAVE TO SORT OUT IS, ARE WE ALLOWED? WE AS A DISTRICT ARE ALLOWED TO TRANSPORT A BALLISTIC SHIELD ONTO THE INSTALLATION.

SO THIS WILL BE CURRENTLY WE WILL MAKE SURE WE COVER ALL OFF POST CAMPUSES.

WE ARE UNSURE IF WE ARE GOING TO BE ALLOWED. WE WILL BE ALLOWED TO PROVIDE BALLISTIC SHIELD.

WE'RE NOT SAYING THAT THEY WON'T PROVIDE THEIR OWN. WE ARE NOT ALLOWED TO PROVIDE IT TO THE CAMPUS.

WE BELIEVE WE'RE GOING TO DOUBLE CHECK THAT. THANK YOU. I JUST THINK IT'S IMPORTANT THAT ALL OUR SCHOOLS HAVE THE SAME TREATMENT.

BALLISTIC SHIELDS. I THINK IT'S VERY IMPORTANT. IT COULD POSSIBLY SAVE LIVES.

THANK YOU. SURE. ANY OTHER QUESTIONS FROM TRUSTEES? THIS IS AN ACTION ITEM. MR. GILCHRIST. MR. PRESIDENT, I MOVE TO APPROVE THE PROPOSED RESOLUTION TO APPLY THE ACTIVE ATTACK RESPONSE EQUIPMENT GRANT AS PRESENTED A MOTION BY MR. GILCHRIST.

WE HAVE A SECOND BY SECOND BY TRUSTEE MINTS. ANY FURTHER DISCUSSION BY TRUSTEES? THERE BEING NONE. ALL THOSE IN FAVOR? SHOW OF HANDS. WE HAVE SIX IN FAVOR, NONE IN OPPOSITION, ONE ABSENT AND NOT PARTICIPATING. AND VICE PRESIDENT SUSAN JONES, THANK YOU VERY MUCH.

THANK YOU, LADIES AND GENTLEMEN. OKAY. WE'LL NOW GO TO SIX INFORMATION ITEMS FOR DISCUSSION ITEM A DISCUSSION OF

[6. Information Items for Discussion]

WELCOME, DOCTOR CREIGHTON AND DOCTOR BUCKLEY. GOOD EVENING.

IN AN EFFORT TO ALIGN OUR WORK WITH BOARD RECOMMENDATIONS, THIS EVENING'S PRESENTATION OVER PRIORITY ONE WILL FOCUS ON DISTRICT OUTCOMES.

I WANT TO REFRESH YOUR MEMORY ON. PRIORITY ONE IS STUDENT SUCCESS.

NEXT SLIDE. SORRY. OR DO WE HAVE THE CLICKER? HERE WE GO. SO WE HAVE FOUR DISTRICT GOALS UNDER STUDENT SUCCESS.

THE FIRST ONE IS A PATHWAYS FOR ALL STUDENTS TO BUILD CONNECTIONS 1.2 FOCUSES ON OUR STATE.

[00:45:08]

THEY WILL MEET OR EXCEED TEXAS STANDARDS IN GRADE, GRADE LEVEL STANDARDS IN MATH, AND 1.4.

ALL STUDENTS WILL GRADUATE WITH HIGH SCHOOL, READY TO ENROLL IN POST-SECONDARY EDUCATION, ENLIST IN THE MILITARY, OR ENTER THE WORKFORCE.

VARIOUS DEPARTMENTS AND LEARNING SERVICES ARE HERE THIS EVENING TO SHARE INFORMATION ABOUT THE WORK THAT THEY HAVE BEEN LEADING, AND HELPING US TO ACCOMPLISH THE DISTRICT GOALS.

MICHAEL WELLS, PENNY TAYLOR AND IRIS FELDER ARE HERE TO REPRESENT STUDENT SUPPORT SERVICES.

TISH WILLIAMS AND MATT CARROLL ARE HERE TO REPRESENT ATHLETICS.

MORGAN DAVIES WILL REPRESENT FINE ARTS. JENNIFER ROWDEN AND DOCTOR CYNTHIA HODGES WILL REPRESENT ADVANCED ACADEMICS, AND KATHLEEN BURKE WILL REPRESENT CAREER AND TECHNICAL EDUCATION IN MISS ROBINSON'S ABSENCE.

AND THEY WILL ALL TALK ABOUT GOAL NUMBER ONE.

DOCTOR CARRIE PARKER WILL SHARE INFORMATION ABOUT ELEMENTARY READING, LANGUAGE ARTS AND MATH.

AND THEN DOCTOR HARRIS WILL DO THE EXACT SAME THING FOR SECONDARY FOR GOALS TWO AND THREE.

AND THEN KATHLEEN BURKE WILL COME BACK AND SHARE INFORMATION AGAIN ABOUT CTE FOR GOAL FOUR.

WE ALSO HAVE OUR MATH DISEASE AND OUR LADIES OUT IN THE AUDIENCE.

IN CASE THERE ARE QUESTIONS THAT YOU MAY HAVE.

OUR FIRST GOAL FOCUSES ON ENSURING STUDENTS BUILD CONNECTIONS, AND THERE ARE FIVE KEY STRATEGIC ACTIONS THAT WILL HELP US ACCOMPLISH THE GOAL. 1.1 A IS ABOUT BUILDING AND AND SYSTEMATICALLY SUSTAINING A CULTURE OF STRONG AND SUPPORTIVE RELATIONSHIPS.

1.1 B IS ABOUT BUILDING AND SUSTAINING A CULTURE OF HIGH EXPECTATIONS AND SAFE LEARNING ENVIRONMENTS.

1.1 C IS TO RECRUIT AND RETAIN STUDENTS IN FINE ARTS AND ATHLETICS.

1.1 D IS ABOUT RECRUITING AND RETAINING STUDENTS IN ADVANCED ACADEMICS, AND THEN WE'LL CLOSE OUT THOSE KEY STRATEGIC ACTIONS WITH EXPANDING, INNOVATIVE CAREER AND TECHNICAL EDUCATION OPPORTUNITIES AND OUTCOMES.

SO WE HAVE MICHAEL WILLS TO DISCUSS INFORMATION ABOUT A STRONG CULTURE AND SUPPORTIVE RELATIONSHIPS.

THANK YOU, DOCTOR CREIGHTON. GOOD EVENING. PRIORITY 1.1 A IS A MEASUREMENT OF OUR CAMPUS AND CLASSROOM CULTURE.

BEFORE WE BEGIN, PLEASE UNDERSTAND THAT THIS DATA IS NOT A SURPRISE TO OUR CAMPUSES.

CAMPUS LEADERS ARE ABLE TO VIEW THE SURVEY RESULTS IN REAL TIME AS THE SURVEY DATA IS COLLECTED ALONG THE WAY.

AS WE BEGIN LOOKING AT THE ELEMENTARY DATA, WE SEE THAT THE LEADER SURVEY REMAINS STEADY.

WHILE THERE IS A POSITIVE TREND UPWARD FOR FAMILY, STUDENT CULTURE AND THE TEACHER SURVEYS, THE DIFFERENCE BETWEEN THE TEACHER AND CULTURE SURVEY IS THAT THE CULTURE SURVEY CONTAINS RESPONSES FROM ALL CAMPUS STAFF, NOT JUST TEACHERS. THE SCORES ARE WHAT WE WOULD EXPECT TO SEE IN A SECOND YEAR OF IMPLEMENTATION OF THE CAPTURING KIDS HEARTS PROGRAM.

LOOKING AT THE MIDDLE SCHOOL DATA, WE SEE A DIP IN THE FAMILY AND STUDENT RESPONSES.

WHILE THE CAMPUS CULTURE AND LEADER RESULTS REMAIN STEADY, WE SEE A RISE IN THE RESULTS OF THE TEACHER IMPLEMENTATION, WHICH IS VERY PROMISING. AN EXAMPLE OF A QUESTION THAT WAS ASKED OF FAMILIES IS I FEEL WELCOME AT MY STUDENTS SCHOOL AND MY STUDENTS SCHOOL CARES FOR MY CHILD. EXAMPLES OF QUESTIONS ASKED OF STUDENTS INCLUDE.

MY TEACHERS TREAT ME WITH RESPECT, AND MY TEACHERS USE ACTIVITIES TO CREATE CONNECTIONS AND RELATIONSHIPS WITH STUDENTS.

THE HIGH SCHOOL RESULTS SHOW GROWTH IN THE STUDENT FAMILY AND TEACHER SURVEYS, AND THE LEADER SURVEY REMAINS STEADY.

WE SEE A SLIGHT DIP IN THE CAMPUS CULTURE SCORE, BUT IS STILL VERY HIGH AT 4.0.

AN EXAMPLE OF A QUESTION IN THE CULTURE SURVEY IS THE PRINCIPAL PROVIDES OPPORTUNITIES FOR CAMPUS STAFF TO GIVE INPUT ABOUT CAMPUS DECISIONS.

I ALSO, AT THIS TIME, WANT TO BRING YOUR ATTENTION TO THE ATTACHMENT THAT WAS PROVIDED TO YOU, THAT DETAILED, STRATEGIC NEXT STEPS THAT ARE PLANNED TO ADDRESS AREAS OF NEED AS WE MOVE FORWARD.

AS WE LOOK AT THE LAST SLIDE OR THE LAST CHART.

AS A DISTRICT AS A WHOLE, WE HAVE MUCH TO CELEBRATE.

THE SURVEYS SHOW THAT WE HAVE A HIGHLY RELATIONAL CULTURE AMONGST THE CAMPUS STAFF.

STUDENTS FEEL EMPOWERED TO GIVE AFFIRMATIONS, BOTH WRITTEN AND VERBAL.

LEADERS SEEK INPUT WHEN MAKING DECISIONS, AND TEACHERS USE THE SOCIAL CONTRACTS TO CORRECT NEGATIVE BEHAVIOR IN THE CLASSROOM.

ARE THERE ANY QUESTIONS ABOUT THE CULTURE SURVEY DATA? QUESTIONS FROM TRUSTEES.

MISS FELDER? GOOD EVENING. BOARD PRESIDENT, TRUSTEES AND SUPERINTENDENT.

[00:50:02]

AND THEN THERE'S ALSO A DISCIPLINE CHART. SO AS A BRIEF RECAP, WE CONCLUDED THE 2024 2025 SCHOOL YEAR WITH AN AVERAGE DAILY ATTENDANCE RATE OF 93.5%, REPRESENTING A 1.1 INCREASE FROM THE 2023 2024 SCHOOL YEAR.

WE ARE ENCOURAGED BY THIS PROGRESS AND WERE PLEASED TO BEGIN THE CURRENT SCHOOL YEAR BUILDING ON THOSE GAINS.

THIS EVENING, I'D LIKE TO DRAW YOUR ATTENTION TO THE CHART ON THE LEFT FOR THE AVERAGE DAILY ATTENDANCE AND THE TRENDS ACROSS THE THREE SCHOOL YEARS.

IF YOU NOTICE, YOU HAVE THREE COLORS. BLUE REPRESENTS 2023 2024, THE ORANGE IS 2024 2025, AND THE GREEN REPRESENTS 2025 2026. NOW, FOR EASE OF VIEWING, THE MONTHLY ADA PERCENTAGES ARE LISTED ALONG THE BOTTOM OF THE CHART IN CHRONOLOGICAL ORDER AS SHOWN.

AUGUST, SEPTEMBER, OCTOBER AND NOVEMBER DEMONSTRATE CONSISTENT YEAR OVER YEAR INCREASES IN THE AVERAGE DAILY ATTENDANCE.

DECEMBER SHOWS SOME FLUCTUATION, WHICH WE ARE CLOSELY MONITORING AND ACTIVELY ADDRESSING THROUGH TARGETED ATTENDANCE STRATEGIES.

WE ARE PARTICULARLY EXCITED, THOUGH, TO HIGHLIGHT JANUARY'S PERFORMANCE, WHICH REFLECTS AN INCREASE OF MORE THAN 4% POINTS, RISING FROM 90.92 LAST YEAR TO 94.39% THIS YEAR IN JANUARY, RETURNING FROM THE WINTER BREAK.

MOVING FORWARD, WE WILL CONTINUE TO MONITOR ATTENDANCE WEEKLY, CONDUCT MONTHLY COMPARISONS, AND IMPLEMENT RESPONSIVE INTERVENTIONS THROUGHOUT THE SEMESTER TO SUSTAIN THIS MOMENTUM.

WE WILL RETURN TO THE BOARD WITH THE END OF THE YEAR DATA AND OUTCOMES AS A PART OF OUR CONTINUED ACCOUNTABILITY AND REPORTING.

DO YOU HAVE ANY QUESTIONS FOR THE AVERAGE DAILY ATTENDANCE? QUESTIONS FROM TRUSTEES. MICAH WILL RETURN FOR DISCIPLINE.

THANK YOU, MISS FELDER. AS WE LOOK AT THE CHART ON THE RIGHT, WE SEE THE DATA FOR THE ES, OSS AND DAP PLACEMENTS. AS YOU LOOK AT THE CHART, THE BLUE AND ORANGE BARS SHOW DATA FROM THE PREVIOUS TWO YEARS ENCOMPASSING THE ENTIRE SCHOOL YEAR. THE GREEN BAR SHOWS THE DATA FOR THIS SCHOOL YEAR, WHICH ONLY SHOWS THIS ONE SEMESTER'S DATA COLLECTED SO FAR.

IT IS DIFFICULT TO COMPARE DIRECTLY, AS WE KNOW THAT THERE HAVE BEEN A NUMBER OF LEGISLATIVE AND LOCAL POLICY CHANGES THAT OCCURRED BEFORE THE START OF THIS SCHOOL YEAR.

THIS MAKES IT KIND OF AN APPLES TO ORANGES COMPARISON, BUT PLEASE UNDERSTAND THAT WE'RE GOING TO CONTINUE TO TRACK THESE DATA POINTS AND CREATE A NEW BASELINE MOVING FORWARD. IS THERE ANY QUESTIONS ABOUT THE ES, OSS AND DAP PLACEMENT DATA? QUESTIONS FROM TRUSTEES. MR. MINTZ? JUST BRIEFLY, MR. WELLS, IS IT POSSIBLE MAYBE NEXT TIME WE LOOK AT THAT AS A PERCENTAGE OR SOME OTHER RELATIONAL NUMBER AS OPPOSED TO A RAW NUMBER THAT MIGHT MIGHT GIVE US A BETTER READ.

YES, SIR. JUST A SUGGESTION. YES, SIR. QUESTIONS? GOOD. THANK YOU SIR. GOOD EVENING EVERYONE.

OUR LONG TERM GOAL WITH ATHLETICS IS TO TO SUSTAIN AT LEAST 33% PARTICIPATION IN ATHLETIC COURSES AMONG SECONDARY STUDENTS BY 2029. AT THE START OF THE YEAR, 32% OF OUR STUDENTS SECONDARY STUDENTS WERE PARTICIPATING IN ATHLETIC COURSES.

BUT AT THE START OF THE SECOND SEMESTER, THE PERCENTAGE DID DIP TO 30%.

WHILE RESEARCHING THE REASONS FOR THIS DECLINE, WE FOUND THAT THE INITIAL DATA WAS POOLED PRIOR TO SCRUBBING AND CHANGING SCHEDULES AT THE BEGINNING OF THE SCHOOL YEAR. SCHEDULE CHANGES.

SCHEDULE CHANGES AT THE SEMESTER BREAK ARE ALSO EXPECTED, PARTICULARLY FOLLOWING THE CONCLUSION OF FALL SPORTS AND AS SENIORS AND OTHER STUDENTS ADJUST SCHEDULES TO MEET GRADUATION REQUIREMENTS, WE WILL CONTINUE TO WORK WITH OUR CAMPUSES TO INCREASE STUDENT PARTICIPATION TOWARD OUR GOAL OF 33%. ANY QUESTIONS? QUESTIONS FROM TRUSTEES.

THE FINE ARTS ENROLLMENT GOAL IS 70% OF ALL SECONDARY STUDENTS BY 2029.

LOOKING AT THE BLUE BAR FROM THE FALL SEMESTER TO THE PURPLE BAR IN THE SPRING SEMESTER, FINE ARTS ENROLLMENT IS HOLDING STEADY AT 60%.

WE HAVE SOME CELEBRATIONS TO SHARE REGARDING OUR RECRUITMENT EFFORTS.

WE HAVE SEEN AN INCREASE AMONG ALL PROGRAMS IN RECRUITMENT AND PROGRAM BUILDING ACTIVITIES.

IN FACT, TWO THIRDS OF OUR ELEMENTARY MUSIC TEACHERS REPORT HAVING RECEIVED FINE ARTS VISITS IN THIS PAST FALL.

[00:55:07]

QUESTIONS FROM TRUSTEES. MR. RAINWATER.

WE JUST TALKED ABOUT DOUBLE BLOCKING, AND IT'S GOING TO TAKE SOME KIDS OUT OF ATHLETICS AND FINE ARTS.

SO I'M JUST WONDERING IF WE NEED TO REVISIT THESE GOALS AND STATE THEM IN A DIFFERENT WAY.

I'M SORRY. CAN YOU REPEAT THE QUESTION? YES, MA'AM, I CAN.

WE JUST TALKED ABOUT DOUBLE BLOCKING THAT'S GOING TO TAKE SOME KIDS OUT OF POSSIBLY TAKE KIDS OUT OF FINE ARTS AND ATHLETICS.

MY QUESTION BECOMES, DO WE NEED TO REWRITE THESE GOALS THAT REFLECT THOSE NEW CHANGES IN OUR DISTRICT? I GUESS THAT'S DOCTOR DAVIS'S GOAL POSITION. I DON'T.

I CAN TALK. I DON'T CARE WHO ANSWERS IT. I JUST NEED WE'RE GOING TO DO A DOUBLE BLOCK PRESENTATION OF PROPOSED.

IT'S NOT A FINAL PRESENTATION. SO ONCE WE LAND ON A FINAL SCHEDULE, WE WILL TAKE THAT INTO CONSIDERATION AND SEE IF THAT NEEDS TO BE DONE.

BUT HOPEFULLY THE GOALS CAN STILL REMAIN THE SAME.

THAT'D BE GREAT. GOOD. OKAY. THANK YOU. GOOD EVENING. BOARD I'M PRESENTING PRIORITY 1.1 D WHICH ADDRESSES ADVANCED ACADEMICS.

AS YOU KNOW, OUR GOAL IS TO HAVE 57% OF OUR SECONDARY STUDENTS TO BE ENROLLED IN ADVANCED ACADEMIC COURSES, AND THEN 51% OF OUR STUDENTS IN AP COURSES TO EARN A THREE OR HIGHER ON THEIR EXAM.

YOU'LL SEE UNDER HONORS ENROLLMENT THAT WE ARE SITTING AT 48%.

THAT IS A WIN AT THIS TIME OF THE YEAR BECAUSE MANY OF OUR STUDENTS, THOSE COURSES BECOME MORE RIGOROUS THE SECOND SEMESTER, AND OUR STUDENTS ARE CHOOSING TO STAY IN THOSE RIGOROUS COURSES LOOKING AT DUAL CREDIT ENROLLMENT, WE'RE STEADY AT 12%. I DO WANT YOU TO TAKE NOTE THAT ALTHOUGH IT MIGHT SEEM ALARMING THAT THERE WAS A ALLEGED DROP FROM YOUR FIRST DATA POINT, PLEASE REMEMBER THAT THAT DATA REPRESENTED NUMBER OF COURSES.

WHEN WE REALIZED THAT THAT IS NOT ACTUALLY THE DATA WE'RE LOOKING FOR.

WE'RE LOOKING FOR STUDENTS. WE REVISED THAT SO THAT SUBSEQUENT DATA NOW REFLECTS STUDENTS WHO ARE ENROLLED.

SO IT IS NOT A DROP. THE SAME THING IS THE CASE FOR AP ENROLLMENT.

ORIGINALLY WE WERE TRACKING COURSES. THEN FOLLOWING THAT POINT IN TIME, WE DECIDED TO TRACK STUDENTS.

17% AGAIN IS HOLDING STEADY, REFLECTING THE FACT THAT OUR STUDENTS ARE CHOOSING TO STAY IN THEIR AP COURSES.

AND FINALLY, THE LAST DATA POINT THAT WE'RE LOOKING AT IS HOW THE STUDENTS ARE SCORING ONE MORE TIME.

I'LL POINT OUT THAT AMAZING JUMP BETWEEN LAST YEAR AND THIS YEAR, BUT OUR CURRENT SCHOOL YEAR, THOSE SCORES WILL NOT COME IN UNTIL MAY, WHEN OUR STUDENTS TAKE THE EXAMS, SO WE WILL HAVE TO WAIT.

WE ANTICIPATE THAT THEY WILL BE AS SUCCESSFUL AS THEY WERE LAST YEAR.

DO YOU HAVE ANY QUESTIONS? QUESTIONS FROM TRUSTEES.

MR. RAINWATER? YES, SIR. DO SINCE YOUR NELSON GRADUATE.

I KNOW YOU KNOW THE ANSWER. YES, SIR. DO DUAL CREDIT ENROLLMENT PEOPLE AND AP ENROLLMENT PEOPLE TAKE THE AP TEST FOR CREDIT? OR IS IT JUST THE AP ENROLLMENT GUYS? THE AP ENROLLMENT STUDENTS ARE TAKING THE AP EXAM, BUT AGAIN, THAT IS AN EXAM THAT IS SEPARATE FROM CREDIT IN THE CLASS.

YOU CAN TAKE THE CLASS TO EARN CREDIT IN HIGH SCHOOL.

YOU TAKE THE EXAM TO SEE IF YOU'RE GOING TO EARN CREDIT FOR COLLEGE.

SO THEN YOU GET ON YOUR HIGH SCHOOL TRANSCRIPT COLLEGE CREDIT FOR THAT CLASS.

DEPENDING ON WHAT THE COLLEGE, IF IT ALIGNS WITH YOUR YEAR AND THE SCORE THAT YOU EARN AND WHY, IT'S SO IMPORTANT THAT OUR STUDENTS EARN AT LEAST A THREE OR HIGHER AND WE PAY FOR THE TEST.

YES, SIR. WE DO. OKAY. THANK YOU. YOU'RE VERY WELCOME.

ANY OTHER QUESTIONS FROM TRUSTEES? THANK YOU.

GOOD EVENING. I'M GOING TO TALK ABOUT EXPANDING AN INNOVATIVE CAREER AND TECHNICAL EDUCATION OPPORTUNITY AND OUTCOMES.

AS YOU CAN SEE, WE'VE BEEN HOLDING STEADY AT 21 TO 23%.

BUT YOU CAN SEE WE HAD A GREAT JUMP LAST YEAR AND WE WENT UP EIGHT PERCENTAGE POINTS.

THE FOCUS IS TO OPTIMIZE OPPORTUNITIES TO INCREASE CTE COMPLETION BEYOND THE CURRENT PERCENTAGE BY EXPANDING INNOVATIVE CTE PATHWAYS, STRENGTHENING OUR INDUSTRY PARTNERSHIPS, AND IMPROVING STUDENT AND PARENT AWARENESS THROUGH COURSE PLANNING, SOCIAL MEDIA AND EVENT AWARENESS. DO WE HAVE ANY QUESTIONS? QUESTIONS FROM TRUSTEES. OKAY. GOOD EVENING. WE ARE EXCITED TO TRANSITION NOW TO 1.2, WHERE WE TALK THROUGH OUR READING LANGUAGE ARTS EXPECTATIONS AND GOALS AS WE LOOK INTO KEY

[01:00:10]

THE LONG TERM GOAL FOR READING LANGUAGE ARTS IN ELEMENTARY IS THAT 60% OF STAR ASSESSED STUDENTS WOULD SCORE MEETS OR ABOVE GRADE LEVEL, WHICH IS REFLECTED BY THE GREEN LINE. YOU SEE HERE.

WE SET GOALS FOR INCREMENTAL PROGRESS ACCORDING TO DATA ANALYSIS, AND THE SHORT TERM GOAL FOR 2026 IS THAT 50% OF STUDENTS WOULD SCORE MEETS OR ABOVE GRADE LEVEL, WHICH IS REFLECTED BY THE RED LINE. WE MONITOR STUDENT PROGRESS IN READING LANGUAGE ARTS USING MULTIPLE ASSESSMENTS.

STARTING LEFT TO RIGHT PRE-K STUDENTS ARE ASSESSED WITH CIRCLE.

CIRCLE MEASURES EARLY LITERACY DEVELOPMENT ACROSS FOUR DOMAINS RAPID LETTER NAMING, RAPID VOCABULARY, AND OVERALL MATH AND PHONOLOGICAL AWARENESS. THE ON TRACK DESIGNATION INDICATES STUDENTS ARE MEETING AGE APPROPRIATE DEVELOPMENTAL BENCHMARKS THAT BECOME MORE RIGOROUS WITH EACH ASSESSMENT PERIOD. THE GRAY BAR HERE REPRESENTS THAT 6,666% OF PRE-K STUDENTS THAT WERE CONSIDERED ON TRACK AT THE END OF LAST SCHOOL YEAR. AND THE BLUE BAR REPRESENTS THE 70% 76% OF PRE-K STUDENTS WHO ARE ON TRACK AT THE MIDDLE OF THIS SCHOOL YEAR. PRE-K STUDENTS ARE MAKING STRONG PROGRESS IN ALL AREAS, WITH LETTER NAMING AND VOCABULARY SHOWING THE BIGGEST IMPROVEMENTS AT OVER 20 PERCENTAGE POINTS EACH. KINDER FIRST AND SECOND GRADE STUDENTS TAKE THE IREADY DIAGNOSTIC.

THE GRAY BAR HERE REPRESENTS THE PERCENTAGE OF STUDENTS ON OR ABOVE GRADE LEVEL AT THE BEGINNING OF THIS SCHOOL YEAR, VERSUS THE BLUE BAR THAT REPRESENTS STUDENTS ON OR ABOVE GRADE LEVEL AT THE MIDDLE OF THE YEAR, THE READING DIAGNOSTIC TRACKS READING PROFICIENCY ACROSS MULTIPLE LITERACY DOMAINS, INCLUDING PHONOLOGICAL AWARENESS, PHONICS, HIGH FREQUENCY WORDS, VOCABULARY, AND COMPREHENSION.

KINDER THROUGH SECOND GRADE STUDENTS DEMONSTRATED SIGNIFICANT GROWTH AT ALL GRADE LEVELS.

KINDERGARTEN PROFICIENCY HAS JUMPED FROM 24% TO 61%.

FIRST GRADE MORE THAN DOUBLED FROM 13 TO 32%, SECOND GRADE NEARLY DOUBLED FROM 22 TO 42, AND STUDENTS HAVE MADE CONSISTENT GAINS OF 20 TO 30 PERCENTAGE POINTS ACROSS ALL LITERACY SKILLS.

LASTLY, THIRD THROUGH FIFTH GRADE STUDENTS TAKE STAR ON THE FAR RIGHT.

WE COMPARE STAR SCORES FROM SPRING OF 2025 OR THE END OF THE YEAR LAST YEAR TO THE MOST RECENT STAR LIKE TEST, WHICH WE ADMINISTERED IN THE SECOND NINE WEEKS.

BENCHMARK. IT WAS TAKEN AT THE MIDDLE OF THIS SCHOOL YEAR.

THE GRAY BAR REPRESENTS THE PERCENTAGE OF STUDENTS AT MEETS OR ABOVE FOR STAR IN SPRING OF 2025, AND THE BLUE BAR REPRESENTS THE PERCENTAGE OF STUDENTS THAT MEETS OR ABOVE USING THE SECOND NINE WEEKS BENCHMARK.

THE SECOND NINE WEEKS BENCHMARK MIRRORED STAR IN RIGOR AND ITEM TYPE AND COVERED STANDARDS CUMULATIVE FOR THE FIRST SEMESTER.

ASSESSMENTS WERE COMPOSED OF RELEASED STAR ITEMS FROM THE 22, 2023 AND 2024 ADMINISTRATIONS.

MIDDLE OF THE YEAR DATA, WHICH REPRESENTED ONLY HALF OF THE STANDARDS COVERED ON STAR, SURPASSED END OF YEAR SCORES IN THIRD GRADE.

MIDDLE OF THE YEAR SCORES IN FOURTH AND FIFTH GRADE WERE 5 TO 7 PERCENTAGE POINTS AWAY FROM THE END OF YEAR SCORES IN FOURTH AND FIFTH GRADE.

ARE THERE ANY QUESTIONS ABOUT ELEMENTARY READING LANGUAGE ARTS DATA? MR. RAINWATER? IT'S A HARD QUESTION. I'M NOT PLAYING STUMP THE STAFF, BUT COULD YOU.

DO YOU HAVE ANY INFORMATION ABOUT WHAT HAPPENS BETWEEN KINDERGARTEN AT 61%, AND THEN THE DROP TO 32%? IS THAT A CURRICULUM THING OR READING THING? WHAT COULD YOU TELL ME? WHAT'S GOING ON THERE? THERE IS AN EXTREME LEARNING CURVE FROM KINDERGARTEN TO FIRST GRADE.

FIRST GRADE IS THE GRADE LEVEL WHERE OUR STUDENTS HAVE TO MAKE THE GREATEST GAINS IN READING PROGRESS.

THEY HAVE TO GAIN THE MOST, NOT ONLY IN THEIR THEIR SKILLS TO DECODE WORDS, BUT THEN START TO GAIN MEANING AND COMPREHENSION WITHIN THE THINGS THAT THEY'RE DECODING.

SO THERE IS SOMETIMES A NATURAL DROP. WE'RE CONTINUING TO MONITOR THAT AND PROVIDE RECOMMENDATIONS AND MOVING FORWARD TO REALLY CONTINUE TO WATCH THAT THROUGH SPRING SEMESTER, BECAUSE OUR IREADY DATA ALLOWS US TO LOOK AT EACH SUBTEST, WE'RE ABLE TO SEE SPECIFICALLY WITHIN THE IN THE DOMAINS.

IF THAT IS MORE OF A PHONICS CHALLENGE VERSUS A COMPREHENSION CHALLENGE, A PHONOLOGICAL AWARENESS, WHICH IS SLIGHTLY DIFFERENT. SO WE'RE CONTINUING THROUGH OUR STRUCTURED LITERACY EFFORTS TO IMPLEMENT SOLID TIER ONE INSTRUCTION TO

[01:05:08]

SO CONGRATULATIONS. ARE THERE NEW CURRICULUMS INVOLVED IN ANY OF THESE? THIS IS OUR SECOND YEAR TO BE USING SURVEYS FOR OUR TIER ONE CURRICULUM.

INTERESTING THAT YOU MAKE COMMENT AROUND SECOND GRADE, BECAUSE WE'VE ALSO BEEN EXCITED TO SEE GROWTH IN OUR UPPER GRADES, BASED ON THE FACT THAT THIS IS OUR FOURTH YEAR TO USE BENCHMARK PHONICS.

SO STUDENTS WHO WERE WITH US IN KISD AS KINDERGARTNERS AND ARE NOW IN MAYBE SECOND, THIRD AND SO FORTH HAVE HAD CONSISTENCY AROUND THE SAME SYSTEMATIC, EXPLICIT INSTRUCTION IN PHONICS, WHICH HAVE REALLY STARTED TO MAKE MOMENTUM GAINS AS THEY'VE GOTTEN OLDER, WHICH IS WHAT RESEARCH TELLS US SHOULD HAPPEN.

AND IT'S EXCITING TO SEE THAT THAT IS HAPPENING.

SO WE'RE WE ARE EXPECTANT THAT OUR SECOND GRADE SCORES HAVE GROWN BECAUSE OF THAT IMPROVEMENT.

GREAT. I WANT TO JUMP IN AND MAKE A SHAMELESS PLUG AT THIS POINT.

YOU KNOW, WE APPLIED FOR AND RECEIVED THE GRANT FOR TEXAS READS TEXAS LEADS.

THAT'S A PART OF THE HOLZWARTH ORGANIZATION. WE HAD 4 OR 5 DISTRICTS IN KILLEEN ISD TODAY, WITH REPRESENTATIVES FROM THAT ORGANIZATION OBSERVING WHAT HAS BEEN IMPLEMENTED IN KILLEEN ISD RELATED TO STRUCTURED LITERACY.

SO WE'VE HAD A BIG PUSH THAT MOVED US AWAY FROM A BALANCED LITERACY APPROACH TO READING INSTRUCTION TO STRUCTURED LITERACY THAT ALIGNS WITH WHAT WE LEARNED IN THE READING ACADEMY. AND THEY WERE ABOVE COMPLIMENTARY ABOUT WHAT THEY OBSERVED AT CLIFTON PARK ELEMENTARY, AND WE WERE SUPER EXCITED TO SHARE WITH THEM THAT NOT ONLY GREAT THINGS LIKE THAT ARE HAPPENING AT CLIFTON PARK, BUT THEY ARE HAPPENING AT OTHER CAMPUSES IN OUR DISTRICT AS WELL.

SO WE'LL FOLLOW UP WITH ANOTHER VISIT NEXT WEEK AT ANOTHER ONE OF OUR ELEMENTARY CAMPUSES TO CELEBRATE WHAT'S HAPPENING WITH STRUCTURAL LITERACY.

SO WE'RE EXPECTING THAT THOSE SYSTEMS AND PROCESSES THAT WE'RE DOING IN THOSE PRIMARY GRADES WILL LEAD UP TO WHAT WILL HAPPEN FOR OUR STUDENTS IN GRADE LEVELS.

THAT WAS TEXAS LEAD. TEXAS READS TEXAS LEADS.

THANK YOU. THANK YOU. YES, SIR. ANY ADDITIONAL QUESTIONS? OKAY. I'M GOING TO LET MY PARTNER TAKE OVER WITH SECONDARY.

GOOD EVENING. ALIGNED WITH ELEMENTARY FOR 2029.

THE LONG TERM GOAL FOR READING LANGUAGE ARTS IS 60% OF STAR ASSESSED STUDENTS WILL SCORE MEETS OR AT GRADE LEVEL, WHICH IS REFLECTED BY THE GREEN BAR AS WELL. WE SET GOALS FOR INCREMENTAL PROGRESS ACCORDING TO DATA ANALYSIS, AND THE SHORT TERM GOAL FOR 2026 IS THAT 50% OF STUDENTS WILL SCORE MEETS OR ABOVE GRADE LEVEL, WHICH IS REFLECTED BY THE RED LINE. THE GRAY BARS ARE THE READING LANGUAGE ARTS STAR RESULTS FOR 2025, AND THE BLUE BARS ARE THE READING LANGUAGE ARTS MIDDLE OF THE YEAR.

DATA FROM THE SECOND BENCHMARK, WHICH WAS ALSO HALF A STAR TEST COVERING ONLY TAUGHT TECHS BASED ON OUR CURRENT DISTRICT.

PACING CAMPUSES CAN ALSO SEE THIS DATA FOR THEIR CAMPUSES IN REAL TIME IN EUPHORIA.

AS YOU CAN SEE, EACH GRADE LEVEL MADE GAINS IN READING LANGUAGE ARTS.

IN MIDDLE SCHOOL, THE GAINS ARE FROM 1% TO 7%, AND IN HIGH SCHOOL FROM 18% TO 25%.

ANY QUESTIONS? QUESTIONS FROM TRUSTEES. I TO MR. RAINWATER. IF I'D BE CURIOUS TO KNOW WHEN YOU HAVE TIME.

OKAY. IF YOU WOULD, PLEASE TELL ME HOW THESE SCORES ARE GOING FORWARD IN OUR LOW PERFORMING MIDDLE SCHOOLS, PARTICULARLY MAYNARD. OKAY, WE CAN DEFINITELY TEASE THOSE OUT FOR EACH CAMPUS WE HAVE THAT.

I JUST DON'T HAVE ALL OF THAT DATA WITH ME TONIGHT.

THANK YOU SO MUCH. BUT DEFINITELY THANK YOU. ANY OTHER QUESTIONS.

THANK YOU. ALL RIGHT. WE'RE EXCITED TO TRANSITION NOW TO TALK MORE ABOUT OUR PROGRESS IN MATH IN ELEMENTARY FOR 2029. THE LONG TERM GOAL FOR MATH IS 60% OF STAR ASSESSED STUDENTS SCORING MEETS OR ABOVE, WHICH IS REFLECTED HERE BY THE GREEN BAR. AND WE SET GOALS FOR THAT INCREMENTAL PROGRESS.

ACCORDING TO DATA ANALYSIS, OUR SHORT TERM GOAL IN ELEMENTARY IS FOR 43% OF STUDENTS IN 2026 TO SCORE MEETS OR ABOVE, WHICH IS REFLECTED THERE BY THE RED LINE. AS IN READING LANGUAGE ARTS.

WE MONITOR STUDENTS PROGRESS IN MATH USING MULTIPLE ASSESSMENTS.

STARTING LEFT TO RIGHT, WE HAVE PRE-K AND CIRCLE.

THE GRAY BAR REPRESENTS 77% OF PRE-K STUDENTS THAT WERE CONSIDERED ON TRACK OR MAKING AGE APPROPRIATE DEVELOPMENTAL BENCHMARKS AT THE END OF LAST SCHOOL YEAR,

[01:10:06]

AT THE MIDDLE OF THIS SCHOOL YEAR, PRE-K STUDENTS SHOWED STEADY GROWTH IN MATH SKILLS THROUGHOUT THE FIRST HALF OF OUR YEAR.

OVERALL MATH PROFICIENCY INCREASED EIGHT PERCENTAGE POINTS, AND THIS DEMONSTRATES THAT STUDENTS MADE CONSISTENT PROGRESS IN FOUNDATIONAL NUMERACY SKILLS ACROSS SEVEN SPECIFIC AREAS, INCLUDING ROPE COUNTING, SHAPE NAMING, SHAPE DISCRIMINATION, NUMBER DISCRIMINATION, NUMBER NAMING, COUNTING SETS, AND OPERATIONS LIKE IN READING KINDER FIRST AND SECOND GRADE STUDENTS TAKE THE IREADY DIAGNOSTIC. THE GRAY BAR REPRESENTS THE PERCENTAGE OF STUDENTS ON OR ABOVE AT THE BEGINNING OF THE YEAR, VERSUS THE BLUE THAT REPRESENTS STUDENTS ON OR ABOVE AT THE MIDDLE OF THE YEAR.

THE MATH DIAGNOSTIC TRACKS MATH PROFICIENCY ACROSS MULTIPLE DOMAINS, INCLUDING NUMBER OPERATIONS, ALGEBRA AND ALGEBRAIC THINKING, MEASUREMENT AND DATA, AND GEOMETRY.

K-2 STUDENTS DEMONSTRATED SIGNIFICANT GROWTH AT ALL GRADE LEVELS.

KINDERGARTEN PROFICIENCY JUMPED FROM 11 TO 44%, FIRST GRADE ALMOST QUADRUPLED FROM 5 TO 23, AND SECOND GRADE MORE THAN TRIPLED FROM 9 TO 31.

STUDENTS MADE GAINS RANGING FROM 18 TO 33 PERCENTAGE POINTS ACROSS MATH DOMAINS, WITH ALGEBRA AND ALGEBRAIC REASONING SHOWING PARTICULARLY STRONG GROWTH. LASTLY, SIMILAR TO READING THIRD THROUGH FIFTH GRADE, STUDENTS TAKE STAR.

HERE WE COMPARE STAR SCORES FROM SPRING OF 2025 AGAIN, OR THE END OF THE YEAR LAST YEAR TO THE MOST RECENT STAR LIKE TEST, WHICH WAS OUR SECOND NINE WEEKS BENCHMARK TAKEN AT THE MIDDLE OF THE YEAR.

THE GRAY BAR REPRESENTS THE PERCENTAGE OF STUDENTS THAT MEETS OR ABOVE FOR STAR 2025, AND THE BLUE BAR REPRESENTS THE PERCENTAGE OF STUDENTS THAT MEETS OR ABOVE USING THAT SECOND NINE WEEKS BENCHMARK AS DESCRIBED PREVIOUSLY.

SECOND, NINE WEEKS BENCHMARKS MIRROR THE STAR TEST AND RIGOR AND ITEM TYPE AND COVERAGE STANDARDS CUMULATIVE FOR THE FIRST SEMESTER IN MATH, WE INTRODUCE THE YELLOW BARS. THEY REFLECT THE PERCENTAGE OF STUDENTS SCORING MEETS OR ABOVE ON WEEKLY WARM UPS ADMINISTERED AS PRACTICE ON STANDARDS WITH THE MOST NEED FROM THE MIDDLE OF THE YEAR BENCHMARK.

TO PUT THIS IN CONTEXT, IN FIFTH GRADE, FOR EXAMPLE, 41% OF STUDENTS SCORED MEETS OR ABOVE ON STAR IN FIFTH GRADE LAST YEAR, 45% OF FIFTH GRADE GRADERS SCORED MEETS OR ABOVE AT THE MIDDLE OF THIS SCHOOL YEAR ON STANDARDS TAUGHT THROUGH THE FIRST HALF OF THE SCHOOL YEAR.

THE MOST MISSED STANDARDS FROM DECEMBER WERE RETAUGHT AND PRACTICED WEEKLY THROUGH THE MONTH OF JANUARY, REFLECTING 63% OF FIFTH GRADERS SCORING MEETS OR ABOVE ON THOSE SPECIFIC STANDARDS.

WHILE DATA IN THIRD GRADE DECREASED BETWEEN HOW THIRD GRADERS SCORED LAST YEAR ON STAR AND HOW THIS YEAR'S THIRD GRADERS SCORED AT THE MIDDLE OF THE YEAR, THEY HAVE MADE SIGNIFICANT GROWTH ON STANDARDS IN NEED, AS REPRESENTED BY THE 69% AT MEETS OR ABOVE ON THE WARM UPS.

THE YELLOW BAR. ARE THERE ANY QUESTIONS ABOUT ELEMENTARY MATH? QUESTIONS FROM TRUSTEES? YOU SURE YOU DON'T WANT TO GET A QUESTION IN HERE, MR. RAINWATER? WELL, LET'S GET IT. LET'S GO. LET'S GO.

KERRY, YOU SAID THE STANDARDS ARE RETAUGHT. WERE THOSE STANDARDS CONSISTENT ACROSS CAMPUSES FOR THE SCHOOL DISTRICT.

THAT'S A GREAT QUESTION. A MAJORITY OF OUR A MAJORITY OF OUR MATH STANDARDS IN NEED OF NEED AFTER THE DECEMBER BENCHMARK.

YES, WE'RE CONSISTENT ACROSS ALL 31 OF OUR CAMPUSES.

THERE WERE A FEW OUTLIERS IN WHICH THOSE CAMPUSES OF COURSE, DID RETEACH PLANS AROUND THEIR MOST CRITICAL STANDARDS OF NEED.

BUT BASED ON THE SCORES THAT WE RECEIVED WE WERE CONSIDERABLY THE SAME AROUND PARTICULAR TOPICS.

SOME OF THOSE TOPICS WERE TWEAKS THAT WERE TAUGHT WITHIN THE FIRST 2 OR 3 WEEKS OF THE SCHOOL YEAR.

SO WHEN WE RETESTED IN DECEMBER, THERE WAS SOME OPPORTUNITY THERE.

THERE WERE ALSO SOME STANDARDS THAT ARE MORE DIFFICULT AND NEED ADDITIONAL PRACTICE THROUGHOUT SPRING SEMESTER WHEN WE START TALKING ABOUT MULTI-STEP PROBLEMS. AND THE RIGOR INCREASING ACROSS EACH GRADE LEVEL, AND YOU'LL RETEACH THOSE.

WE DID START RETEACHING THOSE ALREADY IN JANUARY AND WE WILL CONTINUE AS WE GAIN THROUGH ADDITIONAL CONTENT HERE IN THE THIRD NINE WEEKS, WE WILL ALSO BE PRACTICING THOSE STANDARDS.

I'M THINKING THAT SPEAKS TO AN ALIGNED CURRICULUM AND A CURRICULUM ACROSS CAMPUSES.

AND CASSIDY, WOULD YOU WOULD YOU AGREE? YES. I KNOW THIS IS VERY IMPRESSIVE.

JOJO, YOU'RE OUT OF CONTROL. WELL, ONE OF THE THINGS THAT WE'VE TALKED WITH YOU ABOUT IN YEARS PAST,

[01:15:08]

WE'VE BEEN IMPLEMENTING THAT KINDER THROUGH EIGHTH GRADE.

SO THE I-READY INTERVENTION IS THE DIAGNOSTIC THAT DOCTOR PARKER TALKED ABOUT THAT GIVES STUDENTS INFORMATION FOR THEIR PERSONALIZED PATHWAY. SO KERRY WILL ASSESS I WILL ASSESS, BUT THEN IT'S SPECIFIC TO ME.

BUT YOU ALSO HAVE THE OPPORTUNITY TO IDENTIFY STANDARDS THAT ARE LOW ACROSS THE CONTENT THAT'S CURRENTLY BEING TAUGHT.

SO WE DO SEE ALIGNMENT BETWEEN WHAT'S HAPPENING WITH DIRECT TIER ONE INSTRUCTION AND WHAT STUDENTS ARE DOING DURING THEIR INTERVENTION.

AND THEN THE INTERVENTION ALSO SAYS TO A TEACHER THAT THESE FOUR STUDENTS ARE STRUGGLING WITH A PARTICULAR CONCEPT.

I MEAN, YOU KNOW, MIGHT YOU MIGHT BE THESE FOUR STUDENTS ARE GROUPED ACCORDING TO CONTENT, AND THEN THE RESOURCE TELLS THE TEACHER EXACTLY WHAT TO DO WITH THOSE STUDENTS, AND IT GIVES THEM THE PRODUCT TO USE.

SO THE ALIGNMENT IS IS REALLY KEY. THIS IS OUR FIRST YEAR OF IMPLEMENTING THIS IN ELEMENTARY AND MIDDLE SCHOOL.

AND SO WE'RE HOPING TO SEE THAT OUR GAINS CONTINUE LIKE THAT THROUGHOUT THE COURSE OF THE YEAR.

IT'S VERY PROMISING. OUR BENCHMARK TWO DATA IS THERE.

AND THEN AT THE END OF THE THIRD NINE WEEKS, WE WILL ADMINISTER A FULL BLOWN STAR ASSESSMENT, BECAUSE THAT WILL BE CLOSER TO THE ACTUAL STAR.

AND THEN CAMPUSES WILL BE ABLE TO DO THEIR REMEDIATION PLANS ACCORDING TO WHAT THEIR DATA HAS SHOWN THEM.

THANK YOU. ANY OTHER QUESTIONS FROM TRUSTEES? OKAY. MR. MINTZ. SO AGAIN, NOT BEING AN EDUCATOR, I'M TRYING TO UNDERSTAND THIS A LITTLE BIT. SO LET'S JUST LET'S JUST WORK WITH FOURTH GRADE FOR A MOMENT.

SO LAST YEAR IT WAS 38. AND NOW WE'VE DECREASED MID-YEAR TO 35.

IS THAT 35 BASED ON AN ASSESSMENT OF THE ENTIRE YEAR'S WORTH OF WORK, OR 35 BASED ON WHERE THEY ARE IN TIME AND SPACE AT THE TIME OF THE TEST? OKAY. BUT THEN IF YOU LOOK AT THE HOW, HOW DO YOU EXPLAIN THAT THAT SIGNIFICANT DIFFERENCE BETWEEN THE MID-YEAR AND THE JANUARY LIKE YOU THINK THOSE TWO WOULD BE ALIGNED.

THEY WOULD BE ALIGNED IF WE DID NOT DO ANYTHING TO INTERVENE ON BEHALF OF THE STANDARDS THAT WE KNEW WERE OF CONCERN.

SO IN DECEMBER, WHEN WE LOOKED AT THE NEEDIEST STANDARDS THAT EQUATED TO THAT 35%, WE IMMEDIATELY WENT INTO ACTION TO RETEACH AND PRACTICE THE SKILLS OF GREATEST NEED. WE'VE ALREADY SEEN WITHIN A MONTH THE THOSE STANDARDS IN NEED IMPROVE TOWARDS 45% AFTER OUR EFFORTS WITHIN ONE MONTH OF THE NEEDIEST STANDARDS FROM FIRST SEMESTER.

AND DOES THAT TRACK WITH HISTORICAL. SO JUST LOOKING BACK AT AT SAY YOU KNOW, THE SECOND GRADE, RIGHT WHERE WE WENT FROM A PRETTY PRETTY SIGNIFICANT JUMP.

DOES THAT DOES THAT TREND LINE THAT WE SEEM TO BE SEEING IN THIRD, FOURTH AND FIFTH? DOES THAT PROJECT WELL THAT WE ARE GOING TO AT THE END OF THE YEAR, SEE AN INCREASE? WE THIS IS THE FIRST TIME THAT WE ARE USING MONTH TO MONTH WARM UPS TO TRACK THAT DATA, BUT IT IS PROMISING THAT ALL OF THOSE YELLOW BARS, JUST PLAINLY SPEAKING, ARE BETTER THAN THE BLUE BARS, BECAUSE THAT MEANS THAT OUR CONTINUED PRACTICE IS MAKING AN IMPACT ON CURRENT INSTRUCTION.

AND AS WE CONTINUE TO REVIEW AND OR PRACTICE ADDITIONAL STANDARDS, FOR INSTANCE, THAT ARE BEING TAUGHT TODAY OR AFTER WE GET DATA FROM THAT THIRD NINE WEEKS BENCHMARK THAT DOCTOR CREIGHTON MENTIONED, WE WILL KNOW EXACTLY WHAT POSITION WE'RE IN TO BE PREPARED.

SO INSTEAD OF JUST GUESSING WHAT WE MIGHT DO AT THE END OF THE YEAR OVER A FULL SEMESTER OF ACCUMULATED STANDARDS, WE HAVE A BETTER HANDLE ON MONTH TO MONTH HOW WE'RE TRACKING TOWARDS GAINING GROWTH AND PROGRESS.

WHAT DO YOU THINK IS THE SINGULAR THING THAT'S THAT'S DRIVING I MEAN, THESE ARE ALL LOOK TO BE POSITIVE TREND LINES.

WHAT IS THE TOP 1 OR 2 DRIVERS OF THIS FOR ELEMENTARY? IT'S THE CONSISTENCY IN RLA OF USING THE SAME TIER ONE RESOURCE FROM YEAR TO YEAR.

THAT CAME UP REPEATEDLY TODAY AS WE LOOKED AT EARLY LITERACY DATA, AS TEACHERS GAIN SKILL AND CONFIDENCE IN WHAT THEY'RE TEACHING AND HOW THEY'RE TEACHING IT, THEY CAN CONTINUE TO REFINE THAT CRAFT INSTEAD OF BEING BACK AT SQUARE ONE LEARNING

[01:20:04]

SO CONSISTENT DELIVERY OF HIGH QUALITY CURRICULUM.

YES, SIR. AND I WOULD ADD ALIGNMENT K-8, THE ALIGNMENT THAT WE'RE MAKING ACROSS K-8.

THANK YOU. ANY OTHER QUESTIONS FROM TRUSTEES? MAKING SURE I'M NOT IN DOCTOR PARKER'S WAY. ALL RIGHT.

ALIGNED WITH ELEMENTARY AS WELL. THE MATH GOAL FOR SECONDARY MIDDLE AND HIGH SCHOOL STAR ASSESS STUDENTS IS 60% BEING AT OR ABOVE GRADE LEVEL, WHICH IS THE GREEN LINE BY 2029. IT'S SHORT TERM GOAL IS ALSO, 43% OF STUDENTS WILL SCORE MEETS OR ABOVE GRADE LEVEL, WHICH IS REFLECTED BY THE RED LINE. THE GRAY BARS THAT YOU SEE IN SIXTH, SEVENTH, EIGHTH AND ALGEBRA ONE ARE YOUR RESULTS FOR 2025 AND THE BLUE BARS IN SIXTH, SEVENTH, EIGHTH AND ALGEBRA ONE ARE THE MIDDLE OF THE YEAR.

TEST RESULTS. WE TOO TOOK A STAR TEST WITH 23, 24, 24, 20 ANYWAY, 22 AND 23 STAR TEST QUESTIONS ON THEM SO THAT WE COULD GET AN ASSESSMENT OF WHERE STUDENTS WERE OVER INFORMATION TAUGHT, NOT OVER ANY PRIOR TX. BASED OFF OF OUR CURRENT PACING, THE QUESTIONS THAT WERE ASKED WERE QUESTIONS THAT WERE TAUGHT TO STUDENTS, SO THEY HAVEN'T BEEN TAUGHT ON THINGS THEY DON'T KNOW DON'T KNOW.

SAME THING WITH THIRD NINE WEEKS, OUR ASSESSMENT WILL BE A FULL STAR TEST, THE 2025 STAR TEST, SO THAT WE CAN ASSESS STUDENTS OVER ALL OF THE TX THAT WILL BE ASSESSED AT THE END OF THE YEAR.

OF COURSE, WE DON'T KNOW EXACTLY WHAT'S GOING TO BE ASSESSED BECAUSE THINGS CHANGE, BUT AT LEAST IT GIVES US A GOOD INDICATION OF WHAT STUDENTS WILL KNOW AND BE ABLE TO DO.

AND THEN WE TOO WILL ALSO BE ABLE TO. WE'RE DOING SOME REMEDIATION PLANS TO SUPPORT STUDENTS BASED OFF THAT THIRD NINE WEEK STORE.

NOT THAT WE'RE NOT DOING THEM NOW AS WELL, BUT ONCE WE GET THERE, OUR CURRICULUM HAS TIME BUILT IN TO DO SOME REMEDIATION SPECIFIC TO THINGS THAT WE KNOW WE NEED TO WORK ON. ALL RIGHT. CAMPUSES CAN ALSO SEE THIS DATA FOR THEIR CAMPUSES IN REAL TIME THROUGH OUR EDU SYSTEM.

COMPARATIVELY, FROM END OF YEAR 2025 TO MIDDLE OF THE YEAR 2026, ALL GRADE LEVELS HAVE MADE PROGRESS TOWARDS THE GOAL.

AFTER HAVING ONLY EXPERIENCED A HALF A YEAR OF INSTRUCTION, SIX TO EIGHTH GRADE MATH INCREASED FROM 3 TO 10% ALGEBRA AND ONE INCREASED 7%. THAT ALGEBRA ONE IS A COMBINATION OF EIGHTH AND NINTH GRADE ALGEBRA ONE, BECAUSE THAT'S HOW WE GET THE RESULTS.

SO THAT 34% IS ACROSS THAT OUR ALGEBRA ONE STUDENTS IN THE MIDDLE ARE PERFORMING HIGHER THAN OUR ALGEBRA ONE STUDENTS AT THE HIGH SCHOOL, SO THEY'RE AT ABOUT 83% IN THE MIDDLE, AND THEN THEY'RE AT ABOUT 22% AT HIGH SCHOOL.

ON THAT, THERE'S MORE STUDENTS AT HIGH SCHOOL.

SO THAT'S WHY THAT DOESN'T EQUATE TO AN EXACT EQUAL HALF.

SO I JUST WANT YOU TO KNOW WHY THE NUMBERS DON'T MATCH OUT.

HIGH SCHOOL HAS ABOUT 2000 STUDENTS. MIDDLE SCHOOL HAS ABOUT 600 STUDENTS.

SO THEY PLAY A DIFFERENT ROLE ON THOSE BARS. BUT I JUST WANTED YOU TO KNOW WHY IT LOOKED LIKE THAT.

WHILE NO GRADE LEVELS EXCEEDED THE LEAD MEASURE FOR 2026, ALGEBRA ONE IS WITHIN 2% OF THE 43% 2026 GOAL.

LIKE ELEMENTARY, THE YELLOW BAR INDICATES THE WEEKLY WARM UPS THAT WE'VE BEEN GIVEN TO TRACK PROGRESS ON LOW PERFORMING.

WEEKS. AFTER THE SECOND NINE WEEKS, BENCHMARK SIXTH GRADE GREW 11%.

EIGHTH GRADE 21%. AND THEY'VE SHOWN CONSIDERABLE GROWTH ON THE LOW PERFORMING TECHS AS ELEMENTARY HAS.

AND I'M GOING TO ADDRESS SEVENTH GRADE IN JUST A MOMENT.

BUT AS ELEMENTARY HAS DONE, WE TOO ARE SPIRALING IN THE LOW PERFORMING TEAMS. ONE LOW PERFORMING TEAC AND ONE TEAC THAT WE KNOW IS GOING TO BE TESTED FROM CURRENT.

SO WE'RE DOING A LOW PERFORMING TEAC AND A CURRENT TEAC ON OUR WARM UPS.

THERE ARE TWO QUESTIONS ON EACH OF THE WARM UPS, AND THE WARM UPS HAPPEN TWO TIMES A WEEK.

SO THEY DEFINITELY ARE WARM UPS. THEY JUST ARE REAL QUICK SO THAT WE'RE NOT TAKING AWAY TOO MUCH INSTRUCTIONAL TIME, BECAUSE WE STILL HAVE TEAKS WE NEED TO COVER.

SO THAT IS A BIG PART OF WHAT WE'RE WORKING ON.

AND THEN BASED ON THOSE TEAKS, WE MAY HAVE TO RE SPIRAL AS WE GO INTO THE RETEACH, BUT THAT IS WHAT WE'RE WORKING ON RIGHT NOW.

SEVENTH GRADE MATH, AS YOU CAN SEE, HAS SHOWN A DECLINE FROM THE WARM UP SCORES TO BENCHMARK TWO.

[01:25:05]

MR. RAINWATER ASKS. WE ARE GOING TO DO BECAUSE I KNOW HE WILL.

WHAT ARE YOU GOING TO DO ABOUT THAT, DARTMOUTH? WE ARE WORKING ON A PLAN.

WE HAVE OUR COACHES PULLED OFF, AND OUR MATH DIS IS WORKING TOGETHER TO CREATE A PLAN TO BE ABLE TO SUPPORT SEVENTH GRADERS.

IT IS A CHANGING CURRICULUM A LITTLE BIT. SIXTH AND EIGHTH ARE MORE ALGEBRA ALIGNED.

SEVENTH IS MORE GEOMETRY ALIGNED. SO IT'S A BIT OF A CHANGE OF CURRICULUM.

SO WE ARE GOING TO WORK ON THOSE TWEAKS THAT WE KNOW ARE COMING UP AND FOCUS ON THOSE MOVING FORWARD WITH A PLAN.

SO WE ARE WORKING ON THAT. I JUST WANT YOU TO KNOW THAT AS A MATTER OF FACT, WE JUST TALKED ABOUT IT TODAY AS WE'RE PULLING PEOPLE OFF CAMPUSES AND BEGINNING TO DO SOME OF THAT WORK. ALSO, IN ALGEBRA ONE, YOU DON'T SEE THE YELLOW BAR FOR WARM UPS.

WE ARE STARTING THOSE. THEY STARTED THIS WEEK.

SO THE NEXT TIME THAT WE COME TO, YOU WILL BE ABLE TO HAVE DATA ON THAT.

WE WERE ABLE TO GET A HIGH SCHOOL DIS THAT CAN NOW SUPPORT SOME OF THE HIGH SCHOOL WORK.

SO DOCTOR LYLES IS ABLE TO FOCUS ON MIDDLE SCHOOL MORE NOW.

SO WE THANK THE BOARD. WE THANK DOCTOR DAVIS EVERYBODY WHO HAD PLAYED A ROLE IN THAT BECAUSE THAT'S REALLY BEEN NEEDED.

SO WE CAN FOCUS ON THE MIDDLE SCHOOL. WE KNOW THE MIDDLE SCHOOL IS STRUGGLING AND WE WANT TO SPEND THE TIME AND THE EFFORT WHERE WE KNOW THE STUDENTS NEED IT THE MOST.

YES, MA'AM. MADAM SECRETARY, HAVE WE HAD CONVERSATION ABOUT THE SEVENTH GRADE, THE FIDELITY OF THE WARM UPS TWICE A WEEK? ARE WE SURE THAT THEY'RE ACTUALLY ADMINISTERING THOSE? WE ARE MONITORING DOCTOR LYLES MONITORS EVERY WEEK.

SHE SENDS ME AN EMAIL. WE SEND THE CAMPUSES AN EMAIL.

WE SEE WHETHER THEY'RE DOING THE WARM UPS OR NOT.

SHE SENDS THE FIRST EMAIL. I SEND THE FOLLOW UP.

IF THEY'RE NOT DOING OR IF THEY'VE GAINED, WE'RE HAVING CELEBRATIONS.

IF THEY'RE STRUGGLING, WE'RE TALKING ABOUT THE WHY BEHIND IT.

SO WE ARE SPEAKING DIRECTLY TO CAMPUSES THAT AREN'T.

WHEN WE INITIALLY STARTED WARM UPS, WE STARTED ACTUALLY BEFORE ELEMENTARY, SO WE'VE BEEN DOING WARM UPS A LITTLE BIT LONGER, SO WE'VE GOTTEN INTO A RHYTHM. SECONDARY IS WHAT I'M TALKING ABOUT WHEN I SAY WE SO WE HAVE BEGUN.

THEY EXPECT THOSE WARM UP EMAILS AT THE END OF EVERY WEEK.

SO WE ARE HAVING THOSE CONVERSATIONS ALSO JUST TO BECAUSE IT MAY COME UP AS A THOUGHT.

MR. RAINWATER. WE ALSO HAVE I-READY IN SECONDARY, BUT WE'RE NOT USING THE DIAGNOSTIC RIGHT NOW.

WE HAVE WERE AWARDED A GRANT THROUGH TSA TO BE ABLE TO USE EXCEL.

THAT GRANT ENDS AT THE END OF FEBRUARY. SO NEXT YEAR WE WILL BE USING I-READY.

BUT WE WERE MONITORED BY TDA ON OUR USAGE OF THE GRANT.

SO WE COULD NOT SWITCH TO I-READY IN THE MIDDLE.

AND I WOULD LIKE TO SAY JUST FOR THE CAMPUSES OUT THERE IN THE LAND, THEY DID USE IT WELL ENOUGH THAT TDA CONSTANTLY PRAISED US FOR OUR USE OF EXCEL.

SO THAT HAS BEEN GOING WELL FOR US. IT DOES USE ALL.

IT DOES HAVE ALL SUBJECT AREAS WITHIN IT. SO WE'RE ABLE TO DO SOME SCIENCE AND SOCIAL STUDIES.

BUT IT'S BEEN A SLOW ROLL, ESPECIALLY IN OUR HIGH SCHOOLS, TO BE ABLE TO GET KIDS IN THE INTERVENTION ROOM.

SO WE ARE WORKING THROUGH THAT PROCESS. MR. MINTZ, ONE MORE QUESTION, I GUESS, TO THE TO THE GROUP AT LARGE.

SO AS I SIT HERE, THIS IS, YOU KNOW, I'M CAUTIOUSLY OPTIMISTIC, I THINK I THINK I'M HAPPY TO SEE THINGS MOVING IN THE RIGHT DIRECTION.

SO THAT MAKES ME NERVOUS. SO MY MY, MY, I GUESS MY JUST COMMENT IN GENERAL WOULD BE AS WE'RE DOING THIS AND THINGS LOOK, I MEAN, INITIAL DATA IS GOOD. LET'S DO A GOOD LOOK AT WHAT COULD POSSIBLY GO WRONG.

I LIVE MY LIFE IN THE WORLD OF WHAT COULD POSSIBLY GO WRONG.

AND SO I WOULD JUST KIND OF DO SOME ANALYSIS AND SAY, OKAY, WE'RE GOING IN THE RIGHT DIRECTION.

WHERE COULD THINGS FAIL? WHERE DO WE, AS LEADERS, NEED TO PLACE EMPHASIS ON CHECKING THINGS, ON MAKING SURE THAT THINGS ARE PROPERLY RESOURCED? AND AGAIN, THAT'S GOING TO VARY CAMPUS TO CAMPUS.

BUT I WOULD JUST ASK THAT WE DO A HARD, HARD LOOK AT WHAT COULD POSSIBLY GO WRONG.

AND LET'S TRY TO TO FIGURE OUT WHAT THAT LOOKS LIKE BEFORE IT HAPPENS.

ABSOLUTELY. I WILL SAY THAT UNDER THE LEADERSHIP OF DOCTOR BUCKNER, DOCTOR CREIGHTON, DOCTOR OSBORNE AND DOCTOR DAVIS, WE'VE BEEN GETTING OUT ON CAMPUSES CHECKING FOR USAGE.

THAT'S THE HIGH QUALIFIED, HIGHLY QUALIFIED, HIGH QUALITY INSTRUCTIONAL MATERIALS TO ENSURE THAT THEY'RE USING WHAT WE HAVE.

WE DO HAVE SOME CONVERSATIONS SOMETIMES WHEN CAMPUSES AREN'T FOLLOWING THE PACING AND DOING THE THINGS THAT WE NEED TO DO, BUT WE WILL CONTINUE TO FOCUS ON THAT AND THEN CONTINUE TO FIND OTHER THINGS THAT WE KNOW WE COULD BE FOCUSING ON TO SUPPORT THAT LEARNING.

AND I WOULD ALSO JUST AGAIN, EXPERIENCE, BUT IN DIFFERENT REALMS LIKE TALK TO THE TEACHERS, LIKE FIND OUT FROM THEM WHERE THEY THINK THINGS ARE GOING WELL.

[01:30:02]

I JUST I THINK Y'ALL ARE MOVING IN THE RIGHT DIRECTION.

I JUST WANT TO MAKE SURE THAT WE DON'T COME BACK HERE, YOU KNOW, AT THE END OF THE YEAR AND GO, WELL, WE WERE DOING GREAT IN FEBRUARY, BUT NOW WE HAVE A DIP.

SO LET'S TRY TO ANTICIPATE. THANK YOU. ABSOLUTELY APPRECIATE YOU.

THANK YOU. LET THE RECORD REFLECT THAT. 8:29 P.M.

MADAM TINA CAPITO HAD TO LEAVE THE MEETING. WELCOME.

GOOD EVENING. WE'RE SUPER EXCITED TO TALK ABOUT 1.4, BECAUSE IT TRULY IS A REFLECTION OF THE ULTIMATE GOAL OF OF THE DISTRICT.

WE ARE PREPARING STUDENTS AT EVERY GRADE, BUT ALSO WE NEED TO PREPARE THEM FOR LIFE AFTER HIGH SCHOOL.

OKAY, SO PRIORITY 1.4 HAS TO DO WITH COLLEGE, CAREER AND MILITARY READINESS.

AS YOU CAN SEE, WE'RE HOPING BY THE JUNE 2029, WE'LL HAVE AT LEAST 94% OF ALL OUR STUDENTS GRADUATE WITHIN FOUR YEARS, AND AT LEAST 88% OF THEM GRADUATING STUDENTS WILL MEET THE STANDARDS FOR COLLEGE, CAREER AND MILITARY READINESS.

RIGHT NOW, WE ARE AT ALREADY IN FEBRUARY AT 71%.

THIS IS A GREAT INDICATOR FOR THIS TIME OF THE YEAR AS WE LOOK AT CMR. WE ARE LOOKING AT ALTERNATIVE WAYS TO OBTAIN CMR THROUGH ADVANCED PLACEMENT, DUAL CREDIT, MILITARY ENLISTMENT AND CTE CERTIFICATIONS, NOT JUST TO EARN CMR INDICATORS BUT ALSO FOR SCHOLARS LIVES AFTER GRADUATION.

ANY QUESTIONS? QUESTIONS FROM TRUSTEES. THANK YOU.

GOOD EVENING. I'M SORRY, MISS BURKE. COULD YOU SPEND SOME TIME WITH WHOMEVER AS IT RELATES TO THE CHANGES THAT ARE TAKING PLACE WITHIN CMR AND ALTERNATIVE WAYS OF STILL MEETING THAT STANDARD? YES, SIR. AT THIS TIME THERE IS A COURSE CALLED COLLEGE BRIDGE, WHICH IS ONE WAY THAT STUDENTS CAN OBTAIN A CMR, BUT THAT IS GOING AWAY.

SO WHAT I ALLUDED TO IN THE LAST SECTION IS THAT WE ARE LOOKING AT ALTERNATIVE WAYS.

THERE'S MORE WAYS TO GET CMR THAN JUST COLLEGE BRIDGE.

WE'RE UNDERESTIMATING THE RESOURCES THAT WE HAVE IN THIS COMMUNITY THAT CAN HELP SCHOLARS SUCCEED, NOT JUST TO MEET THAT INDICATOR, BUT ARE WE SETTING THEM UP FOR WHAT THEY'RE GOING TO DO ONCE THEY GRADUATE? INCREASING WITHIN MILITARY ENROLLMENTS. TAKING AN AP CLASS, ALSO TAKING DUAL CREDIT.

A BIG THING THAT WE'RE LOOKING OUTSIDE OF THE BOX IS GETTING STUDENTS MORE CTE CERTIFICATIONS, NOT ONLY JUST SO THEY CAN BE MORE MARKETABLE ONCE THEY WALK ACROSS THAT STAGE, BUT THAT THAT CAN BUILD.

AND WE'RE GOING TO SEE WE'RE GOING TO TALK ABOUT THAT IN THE DOUBLE BLOCK MIDDLE SCHOOL AND WHAT WE'RE TRYING TO THINK OUTSIDE OF THE BOX, BECAUSE YOU CAN'T JUST PUT ALL YOUR CHIPS IN ONE BASKET ON COLLEGE BRIDGE.

SO WE'RE ALREADY AHEAD OF THE CURVE. ALL OF US ARE WORKING TOGETHER, TRYING TO THINK WHAT ARE THE WAYS THAT WE CAN MAXIMIZE WHAT WE HAVE IN K-I-S-D, AND THAT OUR KIDS DESERVE MORE THAN ONE WAY TO MAKE SURE THAT THEY REACH THAT INDICATOR? YES, SIR. THANK YOU. SO PRIORITY 1.4 B IS THE OUTCOME FOR DUAL CREDIT COURSES.

SO BY MAY 2029, 30% OF OUR ANNUAL GRADUATES WILL MEET CMR INDICATOR BY COMPLETING A DUAL CREDIT COURSE.

AND 10% OF OUR ANNUAL GRADUATES WILL ALSO MEET CMR INDICATOR BY EARNING AN ASSOCIATE'S DEGREE.

SO THERE ARE THREE WAYS THAT STUDENTS CAN EARN CMR THROUGH DUAL CREDIT A THREE CREDIT HOUR COURSE IN MATHEMATICS THAT'S PASSED WITH A 70 OR HIGHER, A THREE CREDIT COURSE OR HIGHER IN ENGLISH LANGUAGE ARTS, THAT'S PASSED.

AND IF THEY HAVE A TOTALITY OF NINE DUAL CREDIT HOURS IN ANY SUBJECT.

SO THOSE ARE THE THREE WAYS THAT OUR STUDENTS CAN EARN CMR BY DUAL CREDIT.

WE ANTICIPATE THAT OUR PERCENTAGES WILL INCREASE AS STUDENTS HAVE THE OPPORTUNITY TO COMPLETE THE SECOND SEMESTER THIS YEAR.

SPRING 2026 COURSES. QUESTIONS? WELL, YOU GOT AT LEAST COME BACK UP AND SAY THAT WRAPS UP THE PRESENTATION. THAT CONCLUDES OUR PRESENTATION.

THANK YOU. I DON'T KNOW THAT I'M I'M THINKING EVERYBODY'S GONE.

SO THAT'S THE CASE. BUT THANK YOU. WE APPRECIATE IT.

OKAY. NOW WE'LL MOVE TO ITEM SIX B WHICH IS DISCUSSION OF TEXAS PARTNERSHIP TEXAS PARTNERSHIP APPLICATION EVALUATION AND RECOMMENDATION OF A 2025 2026 OPERATING PARTNER. WELCOME, DOCTOR OSBORNE. WELCOME, WELCOME.

ALL RIGHT. GOOD EVENING, PRESIDENT WILLIAMS, BOARD OF TRUSTEES.

[01:35:05]

PRIORITY ONE TEAM. WE PROMISED IN DECEMBER THAT OUR TEAM WOULD BE UP HERE TALKING ABOUT THEIR OWN WORK, AND I BELIEVE THAT THEY WERE FANTASTIC. AND WE ARE QUITE PROUD OF THE WORK THAT'S BEEN DONE.

THE TEAM AT BOTH THE DISTRICT AND THE CAMPUS LEVEL.

TONIGHT, I'LL BE PRESENTING ONE OF OUR MOST IMPORTANT UPDATES ON OUR CALL FOR QUALITY SCHOOLS.

THIS PRESENTATION IS THE CULMINATION OF ABOUT FOUR MONTHS OF ACTIVITIES, POST OPTIMIZATION, DECISION TO MOVE FORWARD WITH 1882 AND ON BEHALF OF THE EVALUATION COMMITTEE, THE DISTRICT ADMINISTRATION AND OUR SUPERINTENDENT, I WILL BE PRESENTING OUR RECOMMENDATION FOR AN OPERATING PARTNER FOR MAYNARD MIDDLE SCHOOL.

IN MY PREVIOUS UPDATE, WE HAD JUST CLOSED OUR APPLICATION PROCESS AND WE WERE PREPARING TO EVALUATE THE SUBMISSION FROM THIRD FUTURE SCHOOLS. OKAY. TO PROCEED. OKAY.

AND WE WANT TO PROVIDE A LITTLE DEEPER. OKAY.

NO PROBLEM. OKAY. NO PROBLEM SIR. WE WANT TO PROVIDE A LITTLE DEEPER INSIGHT ON THE APPLICATION EVALUATION, WHICH INCLUDED TWO KEY PIECES, THE DUE DILIGENCE AND RESEARCH AROUND OUR APPLICATION SUBMISSION AND THEN THE CAPACITY INTERVIEW.

TO TALK A LITTLE MORE ABOUT THAT. WE HAD A EVALUATION TEAM.

THOSE MEMBERS WERE SELECTED BASED ON THEIR AREAS OF EXPERTISE.

MANY OF THEM ARE IN THE ROOM TONIGHT. ACADEMICS.

DOCTOR CREIGHTON OPERATIONS. MR. HECKENBERG FROM THE FINANCE AREA AND HUMAN RESOURCES.

MR. BAKER, AND THEN A COMMUNITY PARTNER, MISS TANIKA DRIVER MOULTRIE.

THE EVALUATION TEAM UTILIZED THE MODEL RUBRIC BECAUSE WE UTILIZE THE MODEL T APPLICATION PROCESS, AND THAT RUBRIC WAS QUITE ROBUST. AS I MENTIONED IN THE PREVIOUS, IN THE PREVIOUS PRESENTATION, IT HAD 82 SUCCESS CRITERIA ACROSS MULTIPLE DOMAINS.

THOSE DOMAINS ARE LISTED FOR YOU BELOW. THOSE FOUR AREAS, IN ADDITION TO THE SCHOOL OVERVIEW, INCLUDED ACADEMIC PLAN, THEIR FINANCIAL PLAN, GOVERNANCE AND OPERATIONS, AND THEIR EXISTING PARTNERSHIPS.

ACROSS THOSE 82 SUCCESS CRITERIA, THE TEAM RATED AT MEETS, PARTIALLY MEETS, OR DOES NOT MEET.

OKAY, DIFFERENT THAN MY PREVIOUS PRESENTATIONS.

I WANTED TO BRING THIS TO LIFE A LITTLE BIT FOR YOU.

ALSO, WITH THE RATIONALE THAT WE MUST FULLY DOCUMENT THE PROCESS FOR AUTHORIZATION OF A CHARTER ENTITY WHEN WE SUBMIT OUR 1882 BENEFITS APPLICATION. SO WHAT YOU SEE HERE IS A FEW PICTURES DOCUMENTING THAT PROCESS.

STARTING ON THE TOP LEFT. ONE OF OUR REQUIREMENTS WAS TO CONDUCT AN EVALUATOR TRAINING.

SO YOU SEE THAT EVALUATION TEAM IN THE SUPERINTENDENTS CONFERENCE ROOM GOING THROUGH THE RIGOROUS STEPS.

AND THEY WERE RIGOROUS TO EVALUATE THEIR FUTURES APPLICATION.

IF YOU LOOK ZOOM IN MANUALLY OR LEAN INTO YOUR COMPUTER RIGHT IN FRONT OF MR. HECKENBERG, YOU SEE A BINDER THAT'S ABOUT THREE INCHES THICK.

THAT IS THE APPLICATION FROM THIRD FUTURE. IN ADDITION TO THE APPLICATION ITSELF, THEY PROVIDED 12 ATTACHMENTS.

I HAVE TO THANK OUR ADMINISTRATIVE STAFF THAT PUT THAT TOGETHER FOR THE EVALUATION TEAM SO WE COULD WALK THROUGH THAT PROCESS.

WHAT I DON'T HAVE A PICTURE OF UP HERE IS THE RIGOROUS WORK THAT THE TEAM PUT IN.

THANKS TO THOSE ICE DAYS, I'M SURE THEY WERE GRATEFUL.

THEY WENT THROUGH THAT APPLICATION AGAINST THOSE SUCCESS CRITERIA TOP TO BOTTOM, SO I CANNOT THANK THEM ENOUGH FOR DOING THE HEAVY LIFT OF DUE DILIGENCE. IN ADDITION TO PREPARING AND COMPLETING THE CAPACITY INTERVIEW IN THE TOP CENTER, YOU SEE OUR TECHNOLOGY TEAM PREPARING FOR THAT CAPACITY INTERVIEW.

WE ACTUALLY TESTED OUT A CISCO MODULE FOR TELECONFERENCING BECAUSE WE HELD THAT CAPACITY INTERVIEW AS A VIRTUAL OPPORTUNITY.

SO THAT'S US IN THE SCHOOL LEADERSHIP CONFERENCE ROOM PREPARING TO CONDUCT THE INTERVIEW.

AND THEN YOU SEE ON THE RIGHT TOP PICTURE, ONCE WE WERE PREPARED WITH MY LAPTOP, THE CISCO SYSTEM, AND THEN THE PROMETHEAN SO THAT WE COULD SEE AND HEAR ALL THINGS AND EFFECTIVELY EVALUATE THE THE ENTITY'S APPLICATION.

AFTER THAT CAPACITY INTERVIEW, WHICH WAS JUST OVER TWO HOURS, WE CONDUCTED A DEBRIEF.

WE SENT FOLLOW UP QUESTIONS TO THIRD FUTURE, AND THEY SENT FOLLOW UP INFORMATION BACK RELATED TO OUR FINAL QUESTIONS.

[01:40:01]

AND THAT'S LISTED ON THE FAR RIGHT HAND SIDE.

AND WE HAVE SUPERINTENDENT ZACH CRADDOCK HERE WITH US TONIGHT.

I WON'T LIST THAT OFF FOR YOU, BUT JUST A LITTLE BIT TO DOCUMENT THE ROBUST LIFT THAT THIS PROCESS HAS BEEN FOR THE TEAM, BECAUSE WE KNOW IT'S AN IMPORTANT DECISION ON BEHALF OF THE DISTRICT, AND IT IS ULTIMATELY THE BOARD'S DECISION AND OUR RECOMMENDATION.

WE REALLY WANTED TO DO IT WITH FIDELITY. SO THAT BRINGS ME TO OUR RECOMMENDATION BASED ON A PREPONDERANCE OF EVIDENCE FROM THE APPLICATION ITSELF, AS WELL AS THE CAPACITY INTERVIEW.

WE RATED THIRD FUTURE SCHOOLS AS MEETS OR PARTIALLY MEETS IN ALL OF THE FOUR DOMAINS.

AND AS A RESULT OF THAT, OUR EVALUATION TEAM IS RECOMMENDING THAT THE KILLEEN ISD BOARD OF TRUSTEES APPROVE ENGAGING THIRD FUTURE IN THE OPERATING PARTNER PROCESS FOR MAYNARD MIDDLE SCHOOL, WHICH WOULD ENTER US INTO THE SEASON OF CONTRACT NEGOTIATIONS.

BEFORE I GO TO THE TIMELINE, I DO WANT TO STOP THERE FOR ANY QUESTIONS.

MR. RAINWATER. DOCTOR OSBORN, WAS THERE A BUILDING PRINCIPAL ON THIS COMMITTEE? NO, SIR. THERE WAS NOT A BUILDING PRINCIPAL ON THE COMMITTEE.

THE ADVISEMENT IN THE AUTHORIZING GUIDEBOOK FOR FROM TIA STATES THAT SENIOR LEVEL EXECUTIVES WITH EXPERTISE IN THE PARTICULAR AREAS SHOULD BE THE MEMBERS OF THE COMMITTEE, AS WELL AS AN EXTERNAL, AN EXTERNAL PARTY.

WHAT THE GUIDANCE DOES ADVISE US TO DO IS SEEK CAMPUS FEEDBACK ON THE PERFORMANCE CONTRACTS PROCESS.

BUT THAT'S NOT THE GUIDANCE AT THE EVALUATION OF THE APPLICATION LEVEL.

WELL, THAT'S A DEA GUIDELINE. I HAVE WORKED DIRECTLY FROM THE AUTHORIZING HANDBOOK.

YES, SIR. I REGRET HEARING THAT, BUT THANK YOU SO MUCH.

OF COURSE. QUESTIONS FROM TRUSTEES. OKAY.

MR. RAINWATER, I'M SORRY I ASKED YOU THIS BEFORE, BUT I DIDN'T ASK IT CORRECTLY.

BUT IS THIS CHARTER SCHOOL THE ONLY CHARTER SCHOOL OF THIS TYPE THAT WE HAD TO CHOOSE FROM THE 1882 GROUP, OR ARE THERE OTHER 1882 CHARTER SCHOOLS? GREAT QUESTION. THANK YOU. THIS IS THE ONLY APPLICATION THAT WE RECEIVED.

AND AS I HAVE CORRESPONDED WITH THE COHORT THAT I'M PARTICIPATING IN, OF OTHER DISTRICTS THAT ARE MOVING THROUGH THE 1882 PROCESS, I HAVE NOT HEARD OF ANOTHER CHARTER ENTITY THAT ANYONE IS BRINGING ON IN THEIR 1882 IS RECOGNIZED BY THE AGENCY.

SO WE HAVE NO CHOICE. WE HAVE A CHOICE, AND OUR RECOMMENDATION IS TO MOVE FORWARD WITH THE SINGLE APPLICATION APPLICANT THAT WE RECEIVED. YES, SIR. OKAY. WHAT ELSE COULD YOU HAVE DONE? AS WE WALK THROUGH THE OPTIMIZATION PROCESS, WE TALKED ABOUT OPTIONS THERE.

THE OTHER OTHER SCENARIO WOULD HAVE BEEN US NOT MOVING FORWARD WITH AN 1882 OR A CHARTER ENTITY, AND THAT WOULD HAVE PUT US IN POSITION TO POTENTIALLY MOVE INTO A FIFTH YEAR OF RATINGS AS DOCTOR DAVIS HAS MENTIONED SEVERAL TIMES OVER THE LAST FOUR MONTHS OR SO.

WE ARE IN YEAR FOUR FOR TWO OF OUR CAMPUSES, SO ESSENTIALLY WE COULD HAVE MOVED FORWARD THROWING THE HAIL MARY FOR LACK OF A BETTER WAY TO DESCRIBE IT. BUT TO BE PROACTIVE IN OUR APPROACH TO PAUSING THE ACCOUNTABILITY MEASURE PUTS THE DISTRICT AT THE LEAST RISK.

SO PRAGMATICALLY, WE JUST DIDN'T HAVE TIME TO START SHOPPING AROUND.

WE ARE MOVING FORWARD MORE STRATEGICALLY THAN MANY OTHER DISTRICTS RIGHT NOW.

THANK YOU. YES, SIR. OKAY, SO TO BRING US BACK TO OUR TIMELINE AND IT ADJUSTS EACH TIME THAT YOU SEE IT, WE ARE RIGHT IN THE CENTER WHERE I'M BRINGING FORWARD THE RECOMMENDATION.

AGAIN. THE SUPERINTENDENT FROM THIRD FUTURE IS HERE TO DO A PARTNER PRESENTATION WHICH WAS IN YOUR EXTRAS OF BOARD BOOK.

HE WILL ANSWER QUESTIONS AS A Q AND A AT THE END OF THIS AS OF NEXT WEEK.

MY HOPE IS THAT WE WILL SEEK YOUR APPROVAL AND RECEIVE IT AFFIRMATIVELY TO BEGIN.

WHAT WE SEE ON THERE IS THE PERFORMANCE CONTRACT NEGOTIATIONS STARTING AS EARLY AS THE DAY AFTER THE 17TH BOARD MEETING.

THERE IS AN ADJUSTMENT ON THAT SLIDE AT MARCH 24TH THAT PREVIOUSLY SAID PRE-SPRING BREAK.

WE MADE THE DECISION TO ADD ANOTHER OPPORTUNITY TO COME FORWARD WITH AN APPROVED CONTRACT.

[01:45:02]

THAT FIRST OPPORTUNITY WILL BE MARCH THE 10TH, WHICH IS PRE SPRING BREAK.

AND THAT SECOND OPPORTUNITY WILL BE MARCH THE 24TH, WHICH IS POST SPRING BREAK.

AND MY DIALOGS WITH OUR COUNCIL THAT WE'RE WORKING WITH OUTSIDE OF THE DISTRICT, WE HAVE A STRICT TIMELINE ALREADY LAID OUT WHERE WE BELIEVE THAT WE WILL HAVE A DRAFT CONTRACT PREPPED BY MARCH THE 4TH.

ALL THINGS CONTINGENT UPON THE NEGOTIATIONS BETWEEN OUR TWO COUNCILS.

LAST BUT NOT. YES, SIR. QUESTIONS FROM TRUSTEES ON THAT.

OKAY, LAST BUT NOT LEAST, THE MOST IMPORTANT BULLET ON THERE IS THAT APPLICATION FOR SENATE BILL 1882 BENEFITS.

ALL OF THESE THINGS MUST BE NAILED DOWN PRIOR TO THE SUBMISSION OF THE APPLICATION.

TO GET A LITTLE MORE SPECIFIC AND THEN TO WRAP IT UP HERE, I'LL TAKE US THROUGH THE BULLETS OF NEXT STEPS.

WE WILL COME BACK FOR BOARD CONSIDERATION OF APPROVAL NEXT TUESDAY ON THE 17TH.

WE HAVE STARTED THE PROCESS OF ENGAGING THE COUNCILS.

WE ARE WORKING WITH WALSH GALLEGOS FOR OUR EXTERNAL COUNSEL IN THE PERFORMANCE CONTRACT NEGOTIATIONS.

WE HAVE CONNECTED OUR COUNCIL WITH THE THIRD FUTURE COUNCIL SO THAT PENDING APPROVAL FOR THE BOARD, WE CAN MOVE AS SWIFTLY AS POSSIBLE THROUGH OUR TIMELINES AND PREPARATION FOR OPENING SCHOOL NEXT YEAR.

ONE OF THE ON THE THIRD BULLET YOU SEE MENU OF SERVICES AND THAT'S LANGUAGE.

LANGUAGE WILL CONTINUE TO UTILIZE OVER THE LENGTH OF OUR CONTRACT SHOULD WE MOVE FORWARD.

JUST AS A REMINDER, THE MENU OF SERVICES IS THE FEE SCHEDULE FOR THINGS THAT WE MIGHT CONTINUE TO PROVIDE.

ALTHOUGH THIRD FUTURE IS RUNNING THE INSTRUCTIONAL PROGRAM AT MANOR MIDDLE SCHOOL.

A COUPLE OF EXAMPLES. WE MIGHT CONTINUE TO PROVIDE EMERGING BILINGUAL SUPPORT FROM OUR DISTRICT DEPARTMENT TO THEIR CAMPUS.

WE MIGHT CONTINUE TO PROVIDE GRASS CUTTING SERVICES.

SORRY, I CAN'T TAKE THAT ONE OFF THE LIST FOR YOU, ADAM.

WHILE THEY'RE RUNNING THE INSTRUCTIONAL PROGRAM, WE MIGHT CONTINUE TO PROVIDE CUSTODIAL SERVICES IN ORDER TO NAIL DOWN THAT PERFORMANCE CONTRACT. OUR FEE, SCHEDULE OR MENU OF SERVICES WILL NEED TO BE CLEARLY DEFINED, AND THAT'S SOMETHING WE'RE WORKING THROUGH AT THE ADMINISTRATIVE LEVEL TO GET GREAT, CLEAR, DEFINED COST FOR THOSE SERVICES, WHETHER IT BE BY HOUR OR BY STUDENT.

WE'LL CONTINUE TO WORK THROUGH THAT PERFORMANCE CONTRACT.

I'VE SPOKEN A LITTLE BIT TO THAT ONE OF THE OTHER REQUIREMENTS, AND THAT MOVES US INTO THE GREEN AREA ON OUR WHEEL.

YOU SEE, ON THE RIGHT HAND SIDE, THAT'S PREOPENING SHOULD WE NAIL DOWN THE PERFORMANCE CONTRACT AND WE'RE GOOD TO GO TO MOVE FORWARD IN THAT THREE YEAR CONTRACT.

A KEY NEXT STEP IS GETTING THE BUILDING READY.

AND BECAUSE WE WILL BE AUTHORIZERS OF THE ENTITY, WE WILL NEED TO ENSURE THEY ARE FULLY PREPARED TO OPEN SCHOOL.

SO ONE OF OUR RESPONSIBILITIES AS A SENIOR STAFF IS TO TO DEVELOP THAT PRE-OPENING CHECKLIST.

WHAT ARE THE THINGS THAT WE DO EVERY YEAR? WHAT DO WE REQUIRE OF CAMPUSES? WHAT DO WE DO FROM THE STANDPOINT OF FACILITIES STAFFING? WE WILL DEVELOP THAT PRE-OPENING CHECKLIST AND THEN UTILIZE IT TO ENSURE OUR ENTITY IS READY TO OPEN ONCE WE'VE RELEASED THE SCHOOL TO THEM.

AND THEN LAST BUT NOT LEAST, THE SUBMISSION OF 1882 BENEFITS.

AND THAT IS AN APPLICATION PROCESS. I WOULD WANT TO REMIND THE BOARD AND THE PUBLIC THAT THROUGHOUT ALL OF THESE DECISIONS, THAT IS THE ONE PIECE THAT REMAINS IN T'S OVERSIGHT.

THE 1882 BENEFITS APPLICATION. THAT IS WHY IT'S BEEN SO CRITICAL FOR US TO DO EACH PIECE OF THIS PROCESS CORRECTLY.

THERE ARE TWO BENEFITS THAT WE'RE ESSENTIALLY GOING THROUGH THIS PROCESS IN ORDER TO RECEIVE.

ONE IS THE FINANCIAL BENEFIT, WHICH COULD BE 1000 TO $1300 PER STUDENT.

IN ADDITION, A FINANCIAL FUNDING. THE SECOND BENEFIT, WHICH WE'RE MOST FAMILIAR WITH IS THE ACCOUNTABILITY.

PAUSE BY WALKING THROUGH THIS PROCESS CORRECTLY AND THEN GETTING APPROVED, T.E.A.

WOULD APPROVE THE TWO YEAR ACCOUNTABILITY PAUSE.

THE ACCOUNTABILITY PAUSE IS TWO YEARS. HOWEVER, THE MINIMUM LENGTH OF OUR CONTRACT IS THREE.

YEAH, I SEE YOU. BISHOP GILCHRIST THREW US THREE UP.

AWESOME. AND WITH THAT, I WILL STOP FOR QUESTIONS AND COMMENTS BEFORE I INVITE SUPERINTENDENT CRADDOCK UP TO THE MIC, MR. RAINWATER. DOCTOR OSBORNE, WHAT ABOUT SALARIES AND RETIREMENTS AND SICK DAYS

[01:50:05]

HOW ALL THAT APPLY TO THESE THESE GUYS COMING IN AND OUR STAFFS THERE.

AND I COULD ANSWER THAT QUESTION FOR YOU, BUT I THINK IT WOULD BE BEST FOR THAT WOULD BE FOR THE ENTITY.

SO, MR. CRADDOCK, IF YOU WANT TO COME ON UP. THANK YOU.

OF COURSE. PRESIDENT WILLIAMS. TRUSTEES. DOCTOR DAVIS, GOOD TO BE BACK.

GOOD TO SEE YOU AGAIN. WOULD YOU LIKE ME TO TACKLE YOUR QUESTION FIRST, SIR? ABSOLUTELY. YES.

SO SALARIES ALL THE EMPLOYEES. IF THIS IS APPROVED BY THE BOARD, THE EMPLOYEES AT MANOR MIDDLE SCHOOL WOULD BE EMPLOYEES OF TFS.

SO, THIRD, FUTURE SCHOOLS, WE WOULD RUN ALL THE PAYROLL.

WE WOULD DO ALL THE BENEFITS. WE HAVE TO, BY LAW, PAY INTO TRS.

SO WE HAVE TO DO THAT. SO ALL THAT WOULD STAY.

WE DO COMPLY WITH ALL FMLA PRACTICES AND PROCEDURES.

THEIR STATE DAYS WOULD TRANSFER, BUT THEIR LOCAL DAYS WOULD NOT.

JUST AS IF THEY WERE TO LEAVE KILLEEN ISD AND GO TO PFLUGERVILLE ISD.

THOSE LOCAL DAYS WOULD NOT TRANSFER WITH THEM, BUT THEIR STATE DAYS WOULD.

WE ALSO HAD AN ADDITIONAL NINE PAID TIME OFF.

SO PTO DAYS PER YEAR AND THEY CAN CARRY OVER UP TO FIVE OF THOSE A YEAR.

WILL YOU FOLLOW ISD SALARY SCALE? NO. WE'LL HAVE OUR OWN SALARY SCALE.

THE AVERAGE SALARY IN TEXAS FOR A TFS EMPLOYEE IS $75,000.

AND OUR STARTING SALARY IS WHAT? MY AVERAGE SALARY.

EXCUSE ME? FIRST YEAR OF 60,000. 60,000. SO YOUR SCHOOL IS GOING TO BE $10,000 GREATER SALARY FOR TEACHERS GOING TO YOUR.

ON AVERAGE IT'S USUALLY BETWEEN 12 AND 14 OVER THE DISTRICT.

WE HAVE WE RUN A HOSPITAL MODEL AS FOR OUR SALARY SCALE.

SO NOT EVERY TEACHER. WE DON'T DO THE EXCEL SPREADSHEET.

WHEREAS YEARS EXPERIENCE AND THEN EDUCATION AND YOU MEET.

SO IF YOU'RE AN ENGLISH LANGUAGE ARTS TEACHER OR AN ART OF THINKING TEACHER, YOUR AVERAGE SALARY IS GOING TO.

IF YOU HAVE THREE YEARS OF EXPERIENCE, YOU'RE LOOKING AT $77,000.

IF YOU'RE AN ELECTIVE TEACHER, IT'LL BE ABOUT 65 TO 67.

WE'RE GOING TO PAY OUR READING, MATH, AND SCIENCE TEACHERS A HIGHER SALARY.

WHAT ABOUT TEACHERS? TO TEACHERS? WE COMPLY WITH ALL TIA.

SO IF THE DISTRICT HAS TIA, WE HAVE AN APPROVED EVALUATION AND WE DO TIA IN EVERY DISTRICT WE'RE OPERATING IN IN TEXAS.

THANK YOU. QUESTIONS? WHATEVER ELSE YOU WANT US TO HEAR. THAT'S IT.

I WAS JUST PREPARED FOR Q&A. I BELIEVE YOU HAVE A PRESENTATION THAT I SUBMITTED SINCE THE LAST TIME I WAS HERE, WE DO HAVE QUITE A BIT OF NEW DATA. YOU GUYS HAVE HAD A LOT OF DATA TONIGHT.

I'M HAPPY TO SAY THAT OUR NWA DATA ACROSS THE NETWORK IN FOUR AND A HALF MONTHS, WE AVERAGED OVER ONE YEAR, ONE YEAR OF GROWTH IN FOUR AND A HALF MONTHS.

SO WE ARE TRACKING TO HIT OUR METRIC OF 1.7 YEARS IN ONE YEAR'S TIME.

RIGHT NOW, WE'RE TRENDING TO GET JUST ABOUT TWO MR. RAINWATER. WE'VE HAD A LOT OF DATA TONIGHT, BUT SOMEWHERE I READ, I THINK YOU HIRED TEACHERS THAT DON'T HAVE COLLEGE DEGREES.

NO, SIR. NO, SIR. SO FOR OUR CORE INSTRUCTIONAL POSITIONS, WE HAVE A LEARNING COACH POSITION.

THE MINIMUM REQUIREMENTS FOR THAT IS AN ASSOCIATE'S DEGREE.

HOWEVER, I PREFER A BACHELOR'S. SURE HOPE SO.

YES, WE PREFER A BACHELOR'S FOR THAT. BUT A MINIMUM REQUIREMENT IS ASSOCIATE'S.

THEY'RE SUPPORTING STUDENTS IN A TEAM CENTER.

THE SECOND IS THE TEACHER APPRENTICE. SO A TEACHER APPRENTICE IS IS TRAINING TO BE A TEACHER.

IF WE HAVE ABSENCES, LIKE HOT WATER HEATERS, BROKEN AND THIRD GRADE MATH TEACHER NEEDS TO STAY HOME AND WAIT FOR THE REPAIRMAN.

A TEACHER APPRENTICE GOES INTO THAT CLASS INSTEAD OF A SUBSTITUTE WHO KNOWS NOTHING ABOUT OUR SCHOOLS, NOTHING ABOUT OUR MODEL. WE HAVE A FULL TIME TEACHER APPRENTICE STARTING SALARY 60 63,000.

THEY TRAIN UNDER AN EXPERT TEACHER. THEY COVER FOR THAT TEACHER.

MINIMUM OF A BACHELOR'S DEGREE. TEACHERS, ALL CLASSROOMS, TEACHERS.

A RECORD MUST HAVE A BACHELOR'S DEGREE. THEY DO NOT HAVE TO HAVE CERTIFICATION UNDER AN 1882 BENEFIT PACKAGE.

BACHELOR'S DEGREE IN ANYTHING OR BACHELOR'S. BACHELOR'S DEGREE IN ANYTHING. SIR.

HOW DO YOU PAY FOR MASTERS? HOW DO WE PAY? THERE'S AN INCREASED SALARY FOR THIS.

WE RUN A MINIMUM, A THREE YEAR AVERAGE, AND A MAXIMUM.

IF AN EMPLOYEE BELIEVES THEY DESERVE MORE THAN THE THREE YEAR AVERAGE, THEY MUST BRING ME ACHIEVEMENT DATA THAT SHOWS A TRACK RECORD OF SUCCESS.

GOOD. THANK YOU. THANK YOU. YOU'RE WELCOME. I GOT A QUESTION.

MR. GILCHRIST. SO. SO WHEN YOU START TAKING APPLICATIONS FOR YOUR TEACHERS POSITIONS.

HOW LONG IS THAT? AFTER WE ENTER INTO THE CONTRACT WITH YOU, YOU'RE GOING TO START IMMEDIATELY. NO, SIR. SO, IF APPROVED, WHAT I WOULD DO IS SEND A COMMUNICATIONS PLAN FOR DOCTOR DAVIS'S APPROVAL OR HIS DESIGNEE.

AND WE'VE WE'VE. RIGHT NOW WE HAVE SEVEN OF THESE GOING ON.

[01:55:01]

EVERMAN LAST NIGHT. AND SO I WOULD SEND A COM PLAN AND IT WOULD BE A TOWN HALL WITH STAFF FOR 415.

WHATEVER SCHOOLS OUT. PARENTS. WE WOULD HOLD SIX TOWN HALLS.

BETWEEN FIRST AND MARCH OR 1ST OF APRIL AND THE 1ST OF JULY WITH FAMILY AND STAKEHOLDERS, COMMUNITIES.

WE WOULD THEN DO OFFICE HOURS WHERE I WOULD COME IN, I'D SIT IN A CONFERENCE ROOM.

I WOULD HAVE OUR SCHEDULE, I WOULD HAVE OUR CALENDAR. I'VE HAD OUR PREMIUMS, OUR BENEFIT PACKAGE.

AND IT'S A MORE INFORMAL TIME THAT THEY CAN ASK MORE PERSONAL QUESTIONS ABOUT THEIR SPECIFIC SITUATIONS.

I WOULD RUN A GOOGLE SURVEY LINK FOR 72 HOURS FOR THE STAFF.

THEY WOULD HAVE 72 HOURS TO COMPLETE THAT. I WOULD DOWNLOAD IT, SORT IT BY WHO WANTS TO RETURN? WHO DOESN'T? THE DISTRICT WOULD BE PROVIDED THAT SO THEIR HR IS AWARE OF THAT.

AND THEN WE WOULD COME IN FOR ABOUT 3 TO 4 DAYS AND I WOULD OBSERVE TEACHERS.

I'M ONLY FOR TEN MINUTES. I'M LOOKING FOR THREE THINGS AND THAT'S IT.

CLASSROOM MANAGEMENT, CONTENT KNOWLEDGE AND PRESENCE.

THEY'LL KNOW THE DAYS, BUT NOT THE TIME. WE PROVIDE NO FEEDBACK.

THOSE THAT MAKE THE SECOND ROUND, WE WOULD SET UP FURTHER INTERVIEWS, MORE STANDARD QUESTIONS, LEADERSHIP SCENARIOS. AND THEN MY GOAL WOULD BE FROM THE TIME WE START THOSE UNANNOUNCED OBSERVATIONS, TEN BUSINESS DAYS TO BE ABLE TO PROVIDE A LIST TO THE DISTRICT THAT SAYS, THESE ARE THE PEOPLE THAT WE HAVE OFFERED POSITIONS TO, SO THEY KNOW EXACTLY WHO WE WOULD LIKE TO KEEP AND THEN EXACTLY WHO WE WOULD NOT LIKE TO KEEP.

AND THEN THEY COULD PLACE THEM OR MAKE THEM RE-INTERVIEW OR REAPPLY FOR A POSITION.

ONLY THEN, AND ONLY THEN WOULD I EVER ENTER OR INTERVIEW EXTERNAL CANDIDATES.

FIRST DIBS ALWAYS GO TO CURRENT STAFF MEMBERS.

THEN WE WOULD INTERVIEW EXTERNAL. TO US ABOUT CURRICULUM. SO CURRICULUM WE WE HAVE PACING GUIDES CURRICULUM MAPS SPECIFIC TO TEXAS.

THEY'RE BROKEN DOWN BY THE MONTH. THEY'RE COLOR CODED.

SO WE'VE TAKEN THE TEAKS AND WE HAVE COLOR CODED THEM.

RED IS PRIORITY STANDARD BY FREQUENCY AND INTENSITY.

WHAT'S THE POINT VALUE ASSOCIATED WITH THAT? TEACHERS MUST STAY WITHIN TWO WEEKS OF THAT CALENDAR.

THEY DON'T HAVE TO BE LOCK, STEP AND DAY. THEY HAVE TO BE WITHIN TWO WEEKS.

WE HAVE READ STANDARDS HIGH PRIORITY. WE HAVE BLUE, THEN WE HAVE BLACK.

BLACK STANDARDS. WE SPIRAL INTO THE WARM UPS.

THEY'RE NOT AS CRITICALLY IMPORTANT. THEY'RE NOT. THE FREQUENCY AND INTENSITY IS NOT AS HIGH AS THE RED AND THE BLUE.

WHAT ELSE? WITH THE STANDARDS, WE HAVE THEM FOR EVERY GRADE LEVEL, EVERY CONTENT.

SO GRADES, KINDERGARTEN ALL THE WAY THROUGH EIGHT SPECIFIC BY CONTENT.

A PACING GUIDE PUTS THOSE OUT THERE TIED TO LESSON OBJECTIVES THAT ALIGN WITH THE TEAC.

AND THEN A DEMONSTRATION OF LEARNING. THAT IS THE WHAT YOU MAY CALL AN EXIT TICKET THAT THEY DO DAILY AFTER 45 MINUTES.

AND IT'S A GUARANTEED AND VIABLE CURRICULUM. WE COVER THE STANDARDS PRIOR TO THE STAR ASSESSMENT.

THEY'RE UPDATED EVERY YEAR. WE HAVE FULL TIME LCDS, WHICH I CALL.

THERE'S CURRICULUM DEVELOPERS. THEY'RE CONSTANTLY REVIEWING THOSE.

ONCE WE GET RELEASED OUR ITEMS, WE TAKE THOSE, WE FILTER THOSE BACK IN AND WE ADJUST THE MAPS REAL TIME AROUND.

USUALLY THE 15TH OF NOVEMBER IS WHEN THEY COME OUT.

YOU MENTIONED IN A PREVIOUS PRESENTATION WHEN YOU HEAR BEFORE ABOUT AN EXIT TICKET AND RETEACHING.

YES, SIR. COULD YOU REVIEW THAT AGAIN? SURE. YES.

SO AT OUR MIDDLE SCHOOL WE HAVE 90 MINUTE BLOCKS.

SO THERE ARE 90 MINUTES OF INSTRUCTIONAL BLOCKS.

THE FIRST 45 IS TRADITIONAL TEACHING. WE CALL IT TFS TREATED CHARACTERISTICS GRADE LEVEL THOUGH WE TEACH ON GRADE LEVEL 45 MINUTES HIGHLY ENGAGED STUDENT ENGAGEMENT. AND THEN WE DO A DEMONSTRATION OF LEARNING A DOLL.

FIVE QUESTIONS. IT'S ASSESSED RIGHT THEN AND THERE.

STUDENTS THAT ARE PROFICIENT AND ADVANCED GET A MORE RIGOROUS ASSIGNMENT AND GO TO A TEAM CENTER WHERE THEY'RE SUPPORTED BY LEARNING COACHES.

THEY'RE STUDENTS THAT WE CALL THEM ONES THAT NEED MORE WORK, MORE TIME AND SUPPORT.

THEY GET MORE TARGETED, SCAFFOLDED INSTRUCTION WITH THE CONTENT EXPERT, THE CLASSROOM TEACHER.

SO THE CLASS SIZE IS REDUCED THE SECOND 45 BY ABOUT 50%.

SO GRADE LEVEL INSTRUCTION ASSESS IMMEDIATE DIFFERENTIATION.

WHAT ABOUT SPED IEPS AND ERDS AND SPEECH THERAPIES AND THOSE KINDS? YES. SO WE HAVE WE RUN EVERY SINGLE SPECIAL ED PROGRAM WE HAVE IN OUR NETWORK.

WE DO RESOURCE INCLUSION CENTER BASED LIFE SKILLS CENTER BASED BEHAVIOR SUPPORT IF STUDENTS NEED IT.

IF THE DISTRICT HAS RELATED SERVICE PROVIDERS THEN I WOULD LIKE TO THAT TO BE A MENU OF SERVICE OPTION.

SOME OF OUR PARTNERS DO, SOME OF OUR PARTNERS DON'T.

SO I PREFER BECAUSE IT MAKES IT IT'S JUST THE RIGHT THING TO DO, I THINK, TO KEEP THOSE PEOPLE EMPLOYED.

I DON'T WANT TO HAVE TO GO FIND CONTRACTED SLPS IF KILLEEN ISD HAS THEM.

LET'S KEEP THEM EMPLOYED. WE PROVIDE RESOURCE INCLUSION RESOURCE IS DURING THE TIME.

SO AFTER THE DEMONSTRATION OF LEARNING AND WE PUSH IN AS WELL.

[02:00:02]

I'M NOT SURE. AND THE CONSERVATOR VISIT MENDEZ MIDDLE SCHOOL.

THEY SAID IT WAS THE BEST EXAMPLE THEY'VE SEEN IN THE STATE OF LEAST RESTRICTIVE ENVIRONMENT FOR SPECIAL ED STUDENTS.

WELL, CONGRATULATIONS. YEAH, WE PROVIDE ACCOMMODATIONS FOR ALL 504 EMERGENT BILINGUALS.

WE PROVIDE SERVICES FOR ALL ALL TIDALLY PROTECTED KIDS.

WHAT'S YOUR APPROACH TO DISCIPLINE? PROGRESSIVE DISCIPLINE MODEL.

SO WE ONLY HAVE THREE RULES. STUDENTS WILL NOT DISRUPT THE LEARNING ENVIRONMENT.

THEY WILL NOT THEY WILL NOT DISRESPECT STAFF.

AND ZERO BULLYING. NOW, WE KNOW STUDENTS ARE STUDENTS AND THEY'RE YOUNG ADULTS AND THEY'RE GOING TO MAKE MISTAKES.

WE'RE NOT CRAZY PEOPLE. WE'RE NOT A MILITARY SCHOOL.

IF THE STUDENT IS VAPING FIGHTING SIGNIFICANT, YES.

WE'RE GOING TO SUSPEND EVERYTHING ELSE IS THROUGH A PROGRESSIVE DISCIPLINE POLICY.

IF THEY NEED TO BE REMOVED FROM THE CLASSROOM DUE TO DISRUPTION, THEY WILL GO TO A TEAM CENTER, OPEN UP A CHROMEBOOK, GET ON GOOGLE MEETS AND THEY WILL GOOGLE MEAT OR VIRTUALLY LISTEN IN ON THE CLASSROOM AND PARTICIPATE.

THEY CANNOT ESCAPE INSTRUCTION JUST BY TAPPING OF A PENCIL AND LITTLE MISCHIEVOUS THINGS YOU SEE IN A NORMAL, TRADITIONAL MIDDLE SCHOOL. THANK YOU, MR. MINTZ.

THE QUESTION REALLY, I THINK FOR PARENTS AND POTENTIAL AND STUDENTS, IT'S A BROAD QUESTION.

SO HOWEVER YOU FEEL MOST COMFORTABLE ANSWERING IT.

HOW WILL THE EXPERIENCE OF GOING TO MIDDLE SCHOOL BE DIFFERENT FOR THOSE STUDENTS IN TERMS OF ACTIVITIES, THINGS THAT GO ON PARENT TEACHER CONFERENCES, ATHLETICS, PEP RALLIES, ALL OF THAT STUFF? HOW IS THAT GOING TO LOOK DIFFERENT? PARENT TEACHER CONFERENCE IS VERY SIMILAR.

THE SAME. WE HAVE NORMAL SCHEDULED PARENT TEACHER CONFERENCES.

OUR DAY WILL OPEN UP AT 6:30 A.M., SO OUR DOORS WILL BE OPEN EVERY DAY AT IT'S 6:30 A.M.

FOR STUDENTS THAT NEED A SAFE PLACE FOR MOM AND DAD, DON'T WANT THEM TO WAIT AT HOME AND THEY WANT TO DROP THEM OFF ON THE WAY. WE WILL START INSTRUCTION AT 8:00 AND WE WILL GET AFTER IT 184 DAYS FROM 8:00 TO 4:00 AND READING, WRITING, MATH, AND SCIENCE. THEY WILL GET 60 MINUTES OF ELECTIVE PER DAY, 30 MINUTE LUNCH, AND THEY'LL GET TWO 90 MINUTE DYAD SECTIONS.

SO THOSE ARE OTHER EXTRACURRICULAR OPPORTUNITIES.

I WAS IN A COSMETOLOGY CLASS TODAY. I WAS IN MIXED MARTIAL ARTS TODAY.

THEY WILL GET SO TWO OF THOSE. THOSE ARE MONDAY AND WEDNESDAY OR TUESDAY AND THURSDAY.

WE DO NOT DO THOSE ON FRIDAY. SO WE'RE GOING TO GO HARD FROM 8 TO 4 INSTRUCTIONALLY BUT IT'S GOING TO BE IT'S GOING TO BE AN ENGAGING ENVIRONMENT.

YOU VISITED OUR CAMPUS. IT'S NOT A MILITARY RUN CAMPUS.

WE WANT STUDENTS WITH WHITEBOARDS. WE DO TURN IN TALKS, WHIP ROUNDS.

THESE ARE ALL JUST INSTRUCTIONAL STRATEGIES WHERE THEY ARE ENGAGED IN THE LEARNING.

AT 4:00, THEY CAN GO HOME. THEY CAN PARTICIPATE IN AFTER SCHOOL DYAD.

THEY CAN DO ALL THE ATHLETICS EVERYTHING. IF WE HAVE ENOUGH, WHATEVER THE KIDS WANT TO DO AND WE HAVE ENOUGH TO FILL A TEAM, THAT'S WHAT WE'RE GOING TO DO. THEY CAN DO THAT, OR THEY CAN JUST HANG OUT IN A TEAM CENTER BECAUSE THEY JUST WANT TO READ A BOOK OR STUDY OR GET SOME EXTRA HELP. OUR DOORS WILL CLOSE AT FIVE, EXCEPT IF THEY'RE WITH A COACH AND THEY'RE WITH SPORTS OR A OR A SCHOOL SPONSORED EVENT LIKE BAND, FINE ARTS, DRAMA AND STUFF LIKE THAT.

WE DO NOT HAVE ANY BELLS. WE DON'T HAVE ANY BELLS IN OUR SCHOOLS, TEACHERS.

SO WHEN WE DO TRANSITION, IT'S RIGHT SIDE LEVEL ZERO.

THAT'S HOW WE TRANSITION. AND TEACHERS TRANSITION WITH THEIR KIDS TO THE NEXT CLASS.

THEY WILL WALK THEIR STUDENTS TO THEIR NEXT SECTION.

THEY'RE ALSO COHORTED. SO AND WHEN THEY'RE THERE, THEIR ACADEMIC CLASSES WILL BE WITH THE SAME STUDENTS, THE SAME 22, 23 KIDS. AND THAT'S HOW WE MAKE SURE WE HAVE A MANAGEABLE TRANSITION.

PASSING PERIODS IN MIDDLE SCHOOL AND HIGH SCHOOL ARE THE MOST CHALLENGING TIMES OF A THE PRINCIPAL'S DAY.

AND SO BY STRUCTURING OUR SCHEDULE AND COHORTING KIDS, WE'VE ELIMINATED THOSE FIVE MINUTES OF CHAOS BETWEEN EACH SECTION.

OTHER THAN THAT, THAT'S REALLY IT. I MEAN, IF THEY HAVE UNIFORMS, WE KEEP THEM.

IF THEY DON'T, WE DON'T HAVE UNIFORMS. WE JUST HAVE A DRESS CODE.

NOW, IF THE DRESS CODE SAYS NO RIPPED JEANS, WE WILL ENFORCE THAT DRESS CODE.

WE WILL DO THAT. THE BIGGEST THING FOR STUDENTS IS THAT, YOU KNOW, WHEN THEY WILL SEE A DIFFERENCE IN, THEY ARE GOING TO READ MORE, THEY ARE GOING TO WRITE MORE, AND THEY ARE GOING TO DO MORE STORY PROBLEMS THAN THEY PROBABLY HAVE IN THE PAST.

AND ALL THE ADULTS BETTER AND SHOULD BE A COHESIVE TEAM THAT ARE ALL SUPPORTING EACH CHILD THROUGHOUT THE DAY.

184 SCHOOL DAYS. THANK YOU. QUESTIONS. DOCTOR DAVIS, CAN YOU TELL US IF EVERY EMPLOYEE AT MANER CHOOSES TO SAY, HEY, I DON'T WANT TO RETURN HERE, DO WE HAVE THE CAPACITY,

[02:05:01]

I WOULD WILLAND BEFORE I TURN IT OVER TO YOU, SIR.

AGAIN, WE HAVE CURRENTLY SOME UNFILLED POSITIONS IN CERTAIN AREAS, SO I FEEL VERY GOOD ABOUT SAYING THAT.

ABSOLUTELY. WE HAVE MORE THAN ENOUGH SPACE. I FEEL VERY CONFIDENT IN THAT.

I THINK WE HAVE SOME SPECIALIZED POSITIONS WHERE, YOU KNOW, IT MIGHT BE MORE A LITTLE BIT MORE DIFFICULT TO GET THEM EXACTLY WHAT THEY CURRENTLY HAVE, BUT WE WILL FIND THEM A SPOT THAT THEY CAN WORK FOR US NEXT YEAR.

SO WE'LL HAVE NO EMPLOYEES WHO ARE SAYING THAT THEY FEEL AS THOUGH THEY WERE FORCED TO TRY TO OBTAIN EMPLOYMENT AT MANER, BECAUSE WE HAVE THE ABILITY. CORRECT. OKAY. THANK YOU.

ANY OTHER QUESTIONS FROM TRUSTEES. MR. RAINWATER, SOME THINGS CAME ACROSS MY MIND.

I DON'T WANT TO GRILL YOU OR CROSS-EXAMINE YOU.

WHAT ABOUT TRANSPORTATION? IS THAT OUR RESPONSIBILITY? YES, SIR. I WOULD LIKE TO PURCHASE THAT BACK IN THE MENU OF SERVICES.

SO YOU KNOW, WE LOOK FORWARD, IF APPROVED, THEN LOOKING AT WHAT IS THAT DAILY RATE? AND THEN WE WOULD LIKE TO PURCHASE THAT BACK.

SO BASICALLY YOU WOULD WITHHOLD IT FROM OUR MONTHLY PAYMENTS. DO YOU HAVE A DRESS CODE FOR TEACHERS? WE DO. YES, SIR. OKAY. WE DO. AND WHAT ABOUT ADA MONIES? WHO GETS THOSE AVERAGE DAILY ATTENDANCE? YES, SIR.

SO OUR A3 ADDENDUM AND OUR FINANCIAL THAT'S THE PERFORMANCE METRICS THERE.

WE WOULD SET THAT WE WOULD PROBABLY SET THAT AT 92%.

BUT YOU GUYS HAVE A REALLY GOOD ADA HERE. FROM WHAT I SAW TODAY I WOULD BE CONSERVATIVE.

I WOULD SET OURS AT ADA AT 92%. I'M NOT SURE WHAT YOUR CURRENT ENROLLMENT IS OR WHAT YOU'RE PROJECTED.

AND THEN THAT MONEY WOULD GO TO YOU. THAT MONEY ALL GOES TO THE DISTRICT.

SO ALL YOUR STATE, ALL YOUR FEDERAL, ALL YOUR 1882, BENEFITS WOULD GO TO THE DISTRICT AND THAT WOULD PASS THROUGH.

YOU GUYS WOULD PAY US MINUS THE MENU OF SERVICES SO THAT WE CAN MEET OUR PAYROLL OBLIGATIONS, OUR TRS OBLIGATIONS AND ALL OF THAT. THAT'S HOW THE FINANCE USUALLY WORKS.

SO IN ESSENCE, YOU'RE GETTING THE ADA AFTER WE PAY AFTER MIKE.

IN ESSENCE, YOU'RE GETTING THE ADA MONIES AFTER PAYMENT FOR SERVICES.

WE GET ALL THE STATE REVENUE GENERATED BY THE BY THE STUDENTS, MINUS THE MENU SERVICES AND WHATEVER WE NEGOTIATE AS A DISTRICT ADMIN FEE.

THANK YOU. AND THIS $500,000, WHERE IS THAT GOING TO GO IF THE 1882.

YEAH. IN YOUR $500,000 GRANT IN THERE, SOMETHING GOES TO THE PROGRAM.

OH, I'M NOT SURE I'M FOLLOWING. NO, IT'S NOT IN THERE.

WE WERE NOT ELIGIBLE FOR THE CSP GRANT BECAUSE WE MISSED THE DEADLINE.

WE WILL BE ELIGIBLE FOR THE NEXT CYCLE. WE WERE NOT ELIGIBLE FOR THIS CYCLE.

THE DEADLINE WAS FEBRUARY 3RD. OH. THANK YOU.

MADAM SECRETARY. MR. CRADDOCK, YOU MENTIONED ONE OF THE MENU OF SERVICES THAT YOU MIGHT BUY BACK WOULD BE TRANSPORTATION.

WHAT ABOUT SCHOOL NUTRITION? MEALS? YEAH, THAT'S A GREAT QUESTION.

YES, MA'AM. SO USUALLY THE SCHOOL NUTRITION PROGRAM IS A WASH BECAUSE IT'S JUST FULLY FUNDED BY THE FEDERAL PROGRAM.

SO WE WOULD LIKE TO KEEP, OBVIOUSLY, YOUR EMPLOYEES THERE RUNNING THE CAFETERIA.

AND THAT'S THAT'S ALWAYS A WASH. WE'VE NEVER BEEN IN A PARTNERSHIP WHERE IT HASN'T. I WOULD PREFER TO PURCHASE BACK TRANSPORTATION.

SO WE WOULD LOOK AT THE COST PER DALY RATES AND THEN AS WELL AS THE, THE ADDITIONAL DAYS THAT WE'RE IN AND YOU'RE NOT RELATED SERVICE PROVIDERS, IF YOU HAVE SPEECH AND YOU HAVE ENOUGH ON HAND TO PROVIDE COVERAGE, WE WOULD LIKE TO BUY THAT BACK AT THE AT THE HOURLY RATE.

USUALLY THOSE ARE HOURLY RATES. WE WOULD OBVIOUSLY COVER CUSTODIANS.

WE WOULD LIKE TO PURCHASE BACK YOUR CUSTODIAL COSTS.

SO IT'S A BIG BUILDING. I DROVE BY IT TODAY. YOU PROBABLY HAVE QUITE A BIT.

YOU PROBABLY HAVE, YOU KNOW, THE DAY CUSTODIANS AS WELL AS YOUR NIGHT CREW.

SO WE WOULD LIKE TO PURCHASE THAT BACK. AND THEN OBVIOUSLY WE COVER ALL UTILITIES AS WELL.

AND DID I HEAR YOU SAY THAT YOU ALL HAVE YOUR OWN CALENDAR.

WE SEPARATE FROM OUR DISTRICT. WE DO. SO WE GO 184 SCHOOL DAYS.

SO OUR FIRST DAY NEXT YEAR IS AUGUST 5TH. NOW WHAT WE DO IS WE MATCH UP OUR DAYS AS MUCH AS WE CAN TO YOU.

SO ALL OF THANKSGIVING IS THE SAME, CHRISTMAS THE SAME, SPRING BREAKS THE SAME.

AND WE MATCH OUR PD DAYS UP WITH YOU AS WELL.

BECAUSE IF IT JUST MESSES FAMILIES UP. BECAUSE IF WE'RE IN SESSION AND YOU'RE NOT AND THEY HAVE AN ELEMENTARY OR HIGH SCHOOLER, THAT MIDDLE SCHOOL IS NOT GETTING UP AND COMING TO SCHOOL, AND THEN THAT HURTS OUR ADA.

SO WE LEARNED THAT THE HARD WAY. USUALLY WHAT HAPPENS, WE DO TAKE A HIT ON ADA UNTIL YOU OPEN UP.

SO IF WE OPEN UP AUGUST 5TH AND YOU OPEN UP, LET'S SAY THE 13TH.

YEAH, IT IS LOWER, BUT I'M OKAY WITH THAT BECAUSE WE'LL STILL HAVE 75% OF THE KIDS THERE, AND I WANT TO BE IN SESSION FOR THOSE 75. AND WHEN YOU GO FOUR DAYS, WE GO, WE FINISH THE FRIDAY AFTER MEMORIAL DAY.

[02:10:04]

QUESTIONS? OKAY, MR. GILCHRIST, YOU'RE GOING TO I DON'T KNOW IF YOU CONSIDER THIS, BUT THAT THAT BIG OLD BASE OVER THERE, THEY GOT A LOT OF KIDS THAT ARE CONNECTED. THEIR PARENTS ARE CONNECTED TO THAT BASE. THEY GO TO THAT SCHOOL.

AND IF YOU DON'T KIND OF FIGURE OUT IN LINE WITH SOME OF THE THINGS THAT THEY'RE DOING ON THAT BASE, YOU MIGHT HAVE SOME ADA PROBLEMS. YEAH. WITH YOU.

SO MY DAD WAS STATIONED THERE. AND SO, YOU KNOW, I GREW UP ON, ON ARMY POSTS.

AND I TOTALLY UNDERSTAND THAT THE FIRST THING WE WOULD DO IS WANT TO PARTNER WITH THE MILITARY LIAISON THERE AND WORK WITH THE GARRISON COMMANDER.

YOU KNOW, I WAS AT FORT STEWART PETERSON AIR FORCE BASE, FORT CARSON.

SO I KNOW THAT WE WORK VERY CLOSELY WITH BOTH AIR FORCE AND US ARMY.

SO THAT WOULD BE THE FIRST THING WE DO, BECAUSE I KNOW AS FAMILIES, THAT'S THE FIRST QUESTION THEY'RE ASKING IS WHERE WHERE ARE THEY ZONED? WHERE ARE THEY GOING? WHAT ARE MY OPTIONS? WHAT ARE THE SCHOOLS THAT ARE ON POST? WHAT ARE THE SCHOOLS THAT ARE OFF? SO OUR OUR CHIEF OF SCHOOLS WAS THE FORMER SUPERINTENDENT OF DODEA.

MR. SUPERINTENDENT. YEAH, IT WAS JUST A POINT OF CLARITY, MR. BAKER. I JUST WANTED TO BE CLEAR ON ON AS IT RELATES TO TO STAFFING AS FAR AS THAT MAINLAND STAFF AS AT LEAST OUR STANDARD REGARDING UNCERTIFIED TEACHERS WHO ARE STILL SEEKING CERTIFICATION. NOW THEY HAVE TO GO THROUGH.

THEY'RE NOT GUARANTEED A SPOT. THEY HAVE TO GO THROUGH A PROBABLY IF YOU COULD SPEAK TO THAT. I JUST WANT TO MAKE SURE THE PUBLIC, IF WE HAVEN'T, IF WE HAVE INSTRUCTORS WHO ARE NOT CERTIFIED, REMEMBER WE REQUIRE THEM. IF THEY DON'T GET CERTIFIED BY MARCH, WE REQUIRE THEM TO LET US KNOW AND, AND SUBMIT THEIR RESIGNATION BECAUSE THEY'RE NOT GUARANTEED A SPOT FOR THE NEXT YEAR AND THEY WOULD HAVE TO REAPPLY.

SO THOSE THOSE FOLKS AT GRANER WHO DO NOT HAVE THAT CERTIFICATION ARE STILL SUBJECT TO THAT RULE.

THANK YOU. ANY OTHER QUESTIONS? MR. CRADDOCK? THANK YOU FOR YOUR TIME. THANK YOU. I APPRECIATE APPRECIATE THE OPPORTUNITY. THANK YOU, DOCTOR OSBORN. THANK YOU FOR YOUR WORK. AND ANYTHING ELSE YOU WANT TO ADD? WE WILL BE COMING BACK NEXT TUESDAY SEEKING YOUR APPROVAL TO MOVE FORWARD FOR PERFORMANCE CONTRACT NEGOTIATIONS WITH THIRD FUTURE.

THANK YOU. I APPRECIATE YOUR WORK. ABSOLUTELY.

THANK YOU. ALL RIGHT. WE'LL NOW MOVE TO ITEM C WHICH IS DISCUSSION OF THE SCIENCE TECHNOLOGY, ENGINEERING AND MATH STEM PROGRAM UPDATE. WELCOME BACK MISS BURKE AND DOCTOR HODGES.

GET TO SERVE AS EXECUTIVE DIRECTOR FOR ACADEMIC INITIATIVES.

JOINING ME TONIGHT IS DOCTOR CYNTHIA HODGES, THE DIRECTOR OF THE STEM PROGRAM.

AT THE BOARD'S REQUEST, WE DEVELOPED A PRESENTATION EXAMINING THE STEM PROGRAM AND ITS IMPACT ON MIDDLE SCHOOL ACADEMIC LEARNING.

YOU HAVE RECEIVED THE FULL PRESENTATION, WHICH PROVIDES DETAILED INSIGHT INTO THE PROGRAM'S VISION, STRUCTURE, AND CURRICULAR INITIATIVES. HOWEVER, THIS EVENING OUR FOCUS WILL BE ON THE EDUCATIONAL OUTCOMES THE STEM PROGRAM DELIVERS FOR STUDENTS. DOCTOR HODGES WILL WALK YOU THROUGH THE DATA, AFTER WHICH WE WILL BE MORE THAN HAPPY TO ANSWER ANY AND ALL OF YOUR QUESTIONS, DOCTOR HODGES. GOOD EVENING, PRESIDENT WILLIAMS. ESTEEMED MEMBERS OF THE BOARD OF TRUSTEES AND SUPERINTENDENT DAVIS.

THE DATA PRESENTED TODAY PERTAINS TO THE ACADEMIC PERFORMANCE OF STUDENTS AT THE MIDDLE SCHOOL STEM ACADEMY FOR THE 25 2425 SCHOOL YEAR. EACH SLIDE ADHERES TO A CONSISTENT FORMAT.

THE INITIAL SET OF DATA HIGHLIGHTS THE ACHIEVEMENTS OF NON-STEM STUDENTS, WHILE THE SUBSEQUENT SET FOCUSES ON THE ACCOMPLISHMENTS OF STEM HONORS AND GIFTED AND TALENTED STUDENTS. THE OBSERVABLE AND MEASURABLE OUTCOME GOAL FOR THE MIDDLE SCHOOL STEM ACADEMY IS THAT BY THE END OF THE 2425 SCHOOL YEAR, AT LEAST 60% OF STUDENTS ENROLLED IN THE STEM ACADEMIES WILL MEET THE PERFORMANCE STANDARDS AS DEFINED BY THE TEXAS STAR EOC EXAMS, AND THE STEM ACADEMY STUDENTS MET THAT GOAL FOR EVERY ADMINISTERED STARR AND EOC.

THE OBJECTIVE MIRRORS THE TITLE FOR PERFORMANCE LEVEL GOAL ESTABLISHED FOR THE 2324 SCHOOL YEAR.

IN THE ACCOMPANYING GRAPHS, THE YELLOW BAR REPRESENTS THE AVERAGE PERCENT SCORE ON THE EXAM.

THE GRAY BAR INDICATES THE PERFORMANCE OF STUDENTS ACHIEVING AT THE APPROACHES LEVEL.

[02:15:05]

AND THE GRAPH ON THE SCREEN IS OUR STAR SCORES FOR SIXTH GRADE READING.

THE NEXT SLIDE IS OUR SIXTH GRADE MATH SCORES.

SAME FORMAT PERCENT SCORE APPROACHES, MEETS AND MASTERS.

OUR SEVENTH GRADE STAR READING SCORES, PERCENT SCORE APPROACHES, MEETS AND MASTERS.

WE DO NOT TAKE THE STAR SEVENTH GRADE MATHEMATICS TEST.

ALL OF OUR STUDENTS COMPLETE THE EIGHTH GRADE CURRICULUM IN GRADE SEVEN, AND SO THEY ARE ASSESSED ON THE EIGHTH GRADE STAR.

SO THESE ARE OUR PERFORMANCE LEVELS. ON EIGHTH GRADE MATHEMATICS STAR PERCENT SCORE APPROACHES MEETS AND MASTERS.

THE ALGEBRA ONE DATA IS ONLY COMPARING THE MIDDLE SCHOOL NON-STEM STUDENTS TO THE MIDDLE SCHOOL ALGEBRA ONE, STEM, HONORS AND GT STUDENTS. AGAIN, THE PERCENT SCORE APPROACHES, MEETS, AND MASTERS.

OUR EIGHTH GRADE READING SCORES AGAIN PERCENT SCORE APPROACHES, MEETS AND MASTERS.

OUR EIGHTH GRADE SCIENCE SCORES AGAIN PERCENT SCORE APPROACHES MEETS AND MASTERS AND OUR SOCIAL STUDIES OR SOCIAL SCIENCE US HISTORY GRADE 8% SCORE APPROACHES, MEETS AND MASTERS.

HI MY. ARE THERE ANY QUESTIONS REGARDING OUR DATA? QUESTIONS? OKAY. YEAH.

YOU'RE GOOD. THANK YOU, THANK YOU. I THOUGHT THERE WAS A VIDEO COMING UP OR SOMETHING.

I THOUGHT WE DO. SURE. OKAY.

FOCUSING ON OUTCOMES. OH, IT'S YOUR PRESENTATION.

I JUST I THOUGHT SHE WENT BACK A SLIDE, BUT NO, IT'S DID YOU GO BACK A SLIDE? OKAY. DO YOU HAVE SLIDE? WE NEED TO BE OUR PRESENTATIONS.

OKAY. OKAY OKAY. GOOD EVENING AGAIN, EVERYONE.

LET ME CALL IT REAL QUICK. I APOLOGIZE BECAUSE WE'RE DONE. WE'RE MOVING TO THE NEXT.

YES, SIR. OH I APOLOGIZE. WE'RE GOOD FRIENDS.

I CAN JOKE WITH YOU. WE GOT TO GET YOU TO. YOU'RE NOT GOING TO CLOSE IT AND SAY, OKAY, WE'RE DONE, AND WE'RE MOVING. OKAY.

NOW ITEM D DISCUSSION OF MIDDLE SCHOOL DOUBLE BLOCK INSTRUCTION.

WELCOME BACK, MISS HARRIS. AND WELCOME, MISS BURKE.

THANK YOU. MISS BURKE AND I WILL BE PRESENTING THIS BLOCK.

THIS PRESENTATION IS IN REGARD TO DOUBLE BLOCKING MATH AND ELA AND MATH IN THE MIDDLE SCHOOLS.

SO THE PURPOSE OF THIS IS TO IT'S BASED ON CURRENT MIDDLE SCHOOL PERFORMANCE DATA, WHICH WE LOOKED AT IN PRIORITY ONE.

WHEN WE LOOKED AT WE KNOW THAT THE MIDDLE SCHOOLS ARE LAGGING BEHIND.

WE MUST TAKE FOCUSED ACTION TO IMPROVE STUDENT OUTCOMES.

OF OUR 12 MIDDLE SCHOOLS, SIX ARE UNDERPERFORMING AND SIX ARE PERFORMING AT A C LEVEL, UNDERSCORING THE NEED TO STRENGTHEN TIER ONE INSTRUCTION IN EVERY CLASSROOM IN KISD, AS SHARED DURING THE PRIORITY ONE PRESENTATION.

WHILE WE HAVE MADE SMALL, POSITIVE GAINS, OUR MIDDLE SCHOOL PROGRAM STILL NEEDS SIGNIFICANT STRATEGIC IMPROVEMENT.

THESE IMPROVEMENTS CENTER ON INCREASING TIME IN TIER ONE INSTRUCTION, STRENGTHENING THE QUALITY OF TIER ONE INSTRUCTION, AND PROVIDING TARGETED ADDITIONAL SUPPORT FROM CERTIFIED ELA AND MATH TEACHERS.

AS HIGHLIGHTED IN THE STEM PRESENTATION, WHICH YOU JUST SAW, TEACHERS THAT IMPLEMENT A DOUBLE BLOCK FOR MATH ARE SEEING SIGNIFICANTLY STRONGER RESULTS.

STEM CAMPUSES ARE PERFORMING 43% HIGHER AT THE MEETS LEVEL IN MATH, AND THEY HAVE A DOUBLE BLOCKED MATH, WHICH THEY DIDN'T TALK ABOUT. BUT THAT'S WHAT'S OCCURRING IN MATH. AND THEN THEY'RE ALSO PERFORMING 41% HIGHER AT THE MEETS LEVEL IN RLA OR READING LANGUAGE ARTS, DEMONSTRATING THE POSITIVE IMPACT OF EXTENDED INSTRUCTIONAL TIME AND INTENTIONAL TIER ONE SUPPORT.

TONIGHT, WE ARE PRESENTING AN OVERVIEW OF THE PROPOSED DOUBLE BLOCK SCHEDULE, DESIGNED TO SUPPORT OUTCOMES AND THE SUPERINTENDENT'S VISION OF INCREASING TIME IN TIER ONE INSTRUCTION IN THE AREAS OF HIGHEST NEED.

[02:20:06]

FIRST OF ALL, WE WANT TO THANK THE BOARD FOR THEIR VISION LAST YEAR AND CREATING THE PLC PERIODS FOR THE MATH AND THE ENGLISH PROFESSIONAL LEARNING COMMUNITIES.

AND WHAT THIS PRESENTATION IS BUILDING UPON IT.

SO WHEN WE LOOKED AT THE COALITION, WE HAD MIDDLE SCHOOL PRINCIPALS, MIDDLE SCHOOL DEANS, AND DISTRICT LEADERSHIP. ALL RIGHT. WITHIN THAT WE HAD SEVEN.

WE HAD SEVEN DIFFERENT VARIATIONS OF SCHEDULES.

SO THE FIRST ONE WE LOOKED AT WAS JUST DOUBLE BLOCKING MATH.

THE SECOND ONE, AS WE HAVE THERE IS TWO CONSECUTIVE CLASS PERIODS FOR MATH, BUT IN READING AND LANGUAGE ARTS TWO PERIODS.

BUT THEY WEREN'T JOINED TOGETHER. THE ONE THAT WE WERE PUSHING FOR TODAY IS MATH.

TWO CONSECUTIVE CLASS PERIODS AND THEN TWO CONSECUTIVE CLASS PERIODS FOR RLA.

WE ALSO LOOKED AT ADA ZBA, WHICH 1882 ALLUDED TO THE FOUR PERIODS PER DAY.

THE COLLEGIATE BLOCK, WHICH IS WHAT EARLY COLLEGE HIGH SCHOOL IS ON ALSO.

WE DID LOOK AT THE NEW EDUCATION SYSTEM MODEL, THE HOUSTON BASED MODEL, AND WE ALSO LOOKED AT EIGHT AND NINE PERIOD DAYS.

AS PART OF THIS WORK, WE DID LOOK AT ALL OF THESE DOUBLE BLOCK MODELS, AND WHAT WE WANTED US TO DO IS HAVE THE VOICE OF THE PEOPLE.

AND SO FROM THIS REVIEW AND UNDER DISTRICT AND OUTSIDE CONSULTANT LEADERSHIP, THE COALITION DEVELOPED A VIABLE PROPOSAL FOR MOVING FORWARD THAT THEY FELT BEST MET THE NEEDS OF THE STUDENTS. THIS IS THE MATH AND RLA TWO CONSECUTIVE CLASS PERIODS AND HONORING THE PLC FOR ALL SUBJECTS. OH, I GOT TO DO MINE. OKAY.

WHEN WE MET WE'RE TALKING ABOUT THE PRIORITIES.

AND AS YOU CAN SEE HERE, THE DISTRICT WANTS. THEY WOULD LIKE TO MAINTAIN THE TRADITIONAL BELL SCHEDULE THAT INCLUDES DOUBLE BLOCK MATHEMATICS AND READING AND LANGUAGE ARTS IN GRADE SIX AND GRADE SEVEN, WHILE PROTECTING DEDICATED, UNINTERRUPTED PLC TIME ACROSS ALL CONTENT AREAS.

WHEN THE EXPANSION OF PLCS MAY NOT BE FEASIBLE, THE PRIORITY, WE WOULD HOPE, WOULD STILL BE GIVEN TO MATHEMATICS AND.

THE DISTRICT ALSO TALKED ABOUT IMPLEMENTING AVID TO STRENGTHEN KEY TRANSITION POINTS FROM GRADES FIVE AND SIX AND EIGHT, FROM 8 TO 9. WITHIN THIS, WE WOULD COMPLETE HOUSE BILL 1416, SCIENCE INTERVENTIONS FOR THE YEAR SIX, AND ADDRESS INTERVENTION NEEDS AND ADDITIONAL SUBJECT AREAS.

OPPORTUNITIES FOR EIGHTH GRADE STUDENTS WOULD ALSO STILL BE AVAILABLE TO EARN HIGH SCHOOL CREDIT, BUT WE WOULD ALSO LIKE TO EXPAND THEM. ADDITIONALLY, AS I ALLUDED TO, THE DISTRICT WILL EXPAND CTE OFFERINGS BY INTRODUCING PRINCIPLES OF INFORMATION TECHNOLOGY, CREATING PATHWAYS IN IT SUPPORT AND SERVICES, NETWORKING SYSTEMS AND PROGRAMING, AND SOFTWARE DEVELOPMENT. THROUGH THESE PATHWAYS, STUDENTS MAY BECOME PROGRAM COMPLETERS EARN INDUSTRY BASED CERTIFICATIONS.

BEGIN EARNING CMHR INDICATORS EARLIER AND SUPPORTED PROJECTED OVER 3 MILLION IN FUNDING TO HELP OFFSET THE PROGRAM COSTS.

SO WHEN WE LOOK AT THOSE PRIORITIES, ONCE AGAIN, KEEPING THE SCHEDULE THAT WE HAVE WITHIN THE SAME TIME CONSTRAINTS, LOOKING AT PROFESSIONAL LEARNING COMMUNITIES FOR ALL SUBJECTS.

SO TEACHERS WOULD HAVE A CONFERENCE, BUT THEN THEY WOULD ALSO HAVE A PROFESSIONAL LEARNING COMMUNITY, WHICH HAS ALREADY BEEN AFFORDED TO THE ENGLISH RLA AND MATH AT THIS TIME.

ONE ANOTHER BIG PRIORITY WAS THAT ALSO STUDENTS THAT WERE WITHIN SPECIAL PROGRAMS WOULD STILL HAVE THE CHANCE TO HAVE AN ELECTIVE.

AND SO THAT WAS SOMETHING THAT WAS VERY, VERY PARAMOUNT AND FOREFRONT IN EVERYBODY'S MIND WITHIN THAT ROOM.

BUT THEN ALSO TO EXPAND CTE OPPORTUNITIES FOR HIGH SCHOOL CREDIT.

OKAY. SO HERE IS OUR TIME FRAME. ONCE WE ESTABLISH THE GUIDING COALITION TO ENSURE CAMPUS PERSPECTIVES.

ON THE FIRST MEETING WE HAD, WE HAD THE VOICES OF THE DISTRICT PERSONNEL.

WE HAD FINE ARTS IN THERE, WE HAD SPECIAL EDUCATION, AND WE ALSO HAD ATHLETICS.

SO EVERY ALL, ALL VOICES WERE REPRESENTED AT THE DISTRICT LEVEL.

IN OUR FIRST MEETING WITH ON THE 5TH OF DECEMBER IN 2025.

AS YOU CAN SEE, WE MET WITH THE GUIDING COALITION FIVE TIMES, AND EACH TIME THE PLAN WAS REVISED AND UPDATED TO INCORPORATE NEW EXCUSE ME, NEW INFORMATION. THE PLAN WAS THEN REVIEWED BY THE SUPERINTENDENT AND SENIOR STAFF BEFORE BEING SHARED WITH ALL PRINCIPALS ON JANUARY 21ST.

[02:25:02]

IT'S NOT HOW EVERY STUDENT'S SCHEDULE WILL LOOK BECAUSE THE CLASSES ARE OFFERED THROUGHOUT THE DAY AT DIFFERENT TIMES.

SO THIS IS JUST ONE SCHEDULE, BUT IT'S NOT THE ONLY SCHEDULE THAT PEOPLE WOULD HAVE.

SO WE'RE LOOKING AT FIRST PERIOD IN THIS EXAMPLE, SCHEDULE FOR SIXTH GRADE WOULD BE FROM 8 TO 849.

AND ALSO THERE WOULD BE A FOUR MINUTE INTERMISSION AS A BREAK OF CLASSES 853 TO 946.

THAT'D BE THE DOUBLE BLOCK MATH AND ADVANCED HONORS CLASSES.

THEN AT 950 TO 1039, 1043 TO 1132, THAT'S ALL THE SAME BLOCK OF TIME.

THAT'S DOUBLE BLOCK RLA AND ADVANCED HONORS. THEN WE WOULD HAVE LUNCH.

THE STUDENT WOULD HAVE SCIENCE, THEN SOCIAL STUDIES, THEN AN OPTION FOR PE PRE-AP ATHLETICS OR BAND, CHOIR AND ORCHESTRA, AND THEN AVID INTERVENTION OR THEIR SPECIAL PROGRAMS SO THAT THEY WOULD STILL HAVE THE OPPORTUNITY TO TAKE PE BAND OR CHOIR OR ORCHESTRA IN SEVENTH GRADE. YOU CAN SEE IT FALLS OUT A LITTLE BIT DIFFERENTLY.

IT WOULD BE DOUBLE BLOCK, DOUBLE BLOCK SCIENCE, SOCIAL STUDIES.

THEN THEY WOULD HAVE P.E. OR ATHLETICS AND THEN FINE ARTS, CTE OR AVID.

WE DON'T HAVE ATHLETICS IN SIX, BUT WE DO HAVE ATHLETICS WHICH IS A PART OF P.E.

AGAIN, IF A STUDENT HAD SPECIAL PROGRAMS, IT WOULD BE INTERVENTION OR THE SPECIAL PROGRAM THAT WOULD FALL IN THAT BLOCK.

EIGHTH GRADE MATH, SCIENCE, SOCIAL STUDIES EVERYTHING IS SINGLE BLOCK.

IT LINES UP TOWARDS THE HIGH SCHOOL. WE WOULD HAVE A FINE ARTS OR PE AND ATHLETICS AND ELECTIVE, WHICH WOULD BE THEY COULD TAKE THEIR LANGUAGES OTHER THAN ENGLISH, SPANISH FOR HIGH SCHOOL OR ANOTHER LANGUAGE FOR HIGH SCHOOL, A FINE ARTS, A PE OR AN OPPORTUNITY FOR INTERVENTION IF THEY NEED IT WITH THEIR 1416 BECAUSE WE DO HAVE TO BASED OFF THAT HOUSE BILL, THEY HAVE TO HAVE A MINIMUM NUMBER OF MINUTES, THAT OR HOURS THAT THEY CREATE OR HAVE IN ORDER FOR US TO SAY THAT WE'VE SUPPORTED THEM.

SO 15 HOURS, IF IT'S IF THEY FAILED WITH A HIGH SCORE, A HIGH BUT NOT PASS HIGH APPROACHES, AND IF IT WAS LOW APPROACHES, THEN WE WOULD HAVE TO HAVE 30 HOURS.

SO WE HAVE TO BUILD IN THAT TIME INTO THE SCHOOL DAY TO SUPPORT STUDENTS.

AND THEN AGAIN, AVID INTERVENTION OR SPECIAL PROGRAM FOR STUDENTS.

WE HAVE TALKED ABOUT REMEMBERING THAT THIS IS A PROPOSED SCHEDULE, AND THIS IS A PROPOSAL THAT WE ARE BRINGING REALLY WHAT WE WANTED TO FOCUS ON, AND WE WANTED YOU ALL TO KNOW IS THAT WE KNOW THAT WE NEED TO SPEND ADDITIONAL TIME IN MATH AND ADDITIONAL TIER ONE INSTRUCTION IN LANGUAGE ARTS. WE SAW FROM THE STEM THAT THAT'S WORKING FOR THEM.

WE HEARD FROM THE GROUP THAT'S COMING FROM MAINER.

THEY'RE ALSO SPENDING 90 MINUTE BLOCKS. WE KNOW WE NEED TO GET MORE TIME IN THE CLASSROOMS. ONE OF THE CONVERSATIONS THAT WE HAD THIS YEAR WITH OUR INTERVENTION PERIODS IS THAT ALL OF OUR TEACHERS PROVIDED INTERVENTION TO OUR STUDENTS, INCLUDING CHOIR, P.E. EVERYONE, BUT NOT ALL OF OUR TEACHERS TRULY UNDERSTAND THE CONTENT THE WAY OUR MATH AND OUR LAY TEACHERS DO.

SO WE'RE GOING TO BUILD THE INTERVENTION PERIOD TWO DAYS A WEEK INTO THE DOUBLE BLOCK.

SO THEY'RE SUPPORTED BY THEIR MATH AND RLA TEACHERS OR READING LANGUAGE ARTS TEACHERS WITHIN THAT BLOCK.

SO THEY TRULY DO UNDERSTAND THAT CONTENT AND CAN HELP SUPPORT THEM EVEN MORE.

WE ARE USING EXCEL AND IT HAS GREAT FEATURES TO IT RIGHT NOW, BUT NOTHING REPLACES THE STRENGTH OF A STRONG TEACHER THAT UNDERSTANDS THE CONTENT.

THIS WOULD RESULT. THESE DOUBLE BLOCKS RESULT IN 126 HOURS ANNUAL INCREASE IN TIER ONE INSTRUCTION IN MATH AND RLA, RESPECTIVELY. THE PLC TIME THAT MISS BURKE SPOKE TO YOU ABOUT.

THAT'S THE TIME WHERE WE NEED TO GET THE TEACHERS THE SUPPORT THAT THEY NEED TO BE ABLE TO TEACH THE HIGH QUALITY TEACHERS.

WE HAVE TEACHERS RIGHT NOW THAT ARE BRAND SPANKING NEW MIGHT NOT BE CERTIFIED, BUT WE ARE WORKING WITH THEM AND HAVING THAT TIME EVERY SINGLE DAY TO SUPPORT THE INSTRUCTION TO BUILD THEIR ARSENAL, TO WORK THROUGH THE TIER ONE, TO DO ALL OF THE PLC THINGS THAT WE ARE DOING WITHIN PLC, THE NO. ONE SHOW CHARTS THE ANNOTATIONS OF THE LESSONS LEARNING ACTUALLY HOW TO TEACH.

WE COULD DO THAT WITHIN THE PLC TIMES AND STRENGTHEN OUR OWN INSTRUCTION.

THE CTE COURSES THAT MISS BURKE REFERENCED TO GIVE US SOME ADDITIONAL FUNDING TO MAKE THESE THINGS HAPPEN ARE WHAT WE ARE LOOKING FOR.

SO SPECIAL PROGRAMS. WE WANTED TO MAKE SURE THAT ALL STUDENTS WERE ABLE TO HAVE AN ELECTIVE.

ONE OF THE THINGS, THOUGH, THAT WE DID TALK ABOUT IS WE DO HAVE SOME OPTIONS.

SO WE ARE GOING TO GO BACK AND LOOK AT THE POSSIBILITY OF HOW CAN WE INCLUDE BOTH FINE ARTS AND BAND IF IT'S POSSIBLE.

[02:30:02]

WE ARE NOT GROWING THE WAY WE SHOULD BE GROWING.

IF WE WANT TO GROW THE WAY WE SHOULD BE GROWING, THEN WE'RE GOING TO HAVE TO PUT OUR MONEY WHERE OUR MOUTH IS AND SPEND THE TIME.

AND I DON'T MEAN THAT IN A BAD WAY, BUT WE'VE GOT TO SPEND THE TIME IN TIER ONE INSTRUCTION TO GIVE THE STUDENTS WHAT THEY NEED.

SO THIS IS THE PROPOSED SCHEDULE SO THAT WE CAN SPEND THE TIME AND OF THE SCHEDULES THAT WE LOOKED AT, THIS SCHEDULE MAXIMIZED THE TIME FOR STUDENTS TO BE ABLE TO HAVE THAT INSTRUCTION.

SO THE HEART OF OUR SCHEDULE IS THE DOUBLE BLOCKING OF MATH AND LANGUAGE ARTS.

IT'S GROUNDED IN THE DATA THAT YOU SAW IN PRIORITY ONE.

SO AND THE PLCS ARE IMPERATIVE FOR TEACHERS TO BE ABLE TO DO, BUT WE WILL REVIEW THE OTHER OPTIONS.

MR. RAINWATER. I KNOW THAT THAT WAS A QUESTION, AND SUSAN SAID THAT WE WILL REVIEW THE OTHER OPTIONS.

WE WILL TAKE A LOOK AT IT, BUT WE WANTED YOU TO SEE THE STRONGEST OPTION AND THE VOICE OF THE PEOPLE ON THE CAMPUSES THAT SAY, WE'VE GOT TO HAVE THIS ADDITIONAL TIME AND THE AVID SUPPORT TO HELP STUDENTS TO BE ABLE TO LEARN TO STUDY, TO BE ABLE TO MAKE THAT TRANSITION FROM 5 TO 6.

SO THAT'S THE REASON THIS OPTION IS AVAILABLE.

BUT WE WILL LOOK AT THE OTHERS. ANY. WELL, WE HAVE ANOTHER SLIDE.

SO NOT ANY QUESTIONS YET. SO OUR NEXT STEPS ARE TO FINALIZE THE SCHEDULE, REVISIT IT WITH THE COALITION, REVISIT IT WITH SENIOR STAFF, REVISIT IT WITH DOCTOR DAVIS.

THEN ONCE WE HAVE THAT FINALIZED, WE'RE GOING TO MEET WITH HR TO REVIEW ADDITIONAL FTE ALLOCATIONS.

WE KNOW GIVING EVERYONE A PLC IS GOING TO CREATE THE NEED FOR ADDITIONAL ALLOCATIONS.

SO WE ALSO HAVE TO LOOK AT FUNDING WITH THAT.

AND IF WE HAVE MORE MATH, MORE RLA, THEN SOME TEACHERS WITH ADDITIONAL CERTIFICATIONS MIGHT HAVE TO LOOK AT DIFFERENT THINGS.

AS MR. BAKER SAID, THEY MAY NOT LAND EXACTLY WHERE THEY WERE, BUT EVERYBODY WILL HAVE A POSITION.

AND WITH ADDITIONAL TIME DEDICATED TO TIER ONE MATH AND ROA, WE HAVE TO ENSURE WE'RE STAFFING CLASSROOMS WITH THE HIGHEST QUALITY TEACHERS.

SO WE NEED TO START LOOKING FOR READING OR LANGUAGE ARTS AND MATH TEACHERS NOW TO GET AHEAD OF THAT CURVE.

SO AS SOON AS WE MAKE THIS DECISION, WE NEED TO MAKE THAT A PRIORITY.

MORE TIME IS BUILT INTO THE SCHEDULE. WE HAVE TO ENSURE OUR TECHNOLOGY IS FULLY UPDATED AND COMPATIBLE, AND IF ADDITIONAL STAFFING IS REQUIRED, THE BUDGET HAS TO BE ALIGNED.

CURRICULUM AND INSTRUCTION. WE HAVE TO START BUILDING THESE MASTER SCHEDULES.

WE ARE CHANGING THE SCHEDULE. WE CAN'T JUST ROLL THAT OVER AND JUST USE WHAT WE'VE HAD.

WE HAVE TO BUILD THESE DOUBLE BLOCKS IN, SO THEY NEED THAT TIME TO BEGIN WORKING ON THOSE AND INCLUDING AVID COURSES AND THEN PROFESSIONAL DEVELOPMENT.

WE HAVE TO BEGIN PLANNING BECAUSE IF WE'RE GOING TO GIVE THIS DOUBLE BLOCK, THEN WE HAVE TO PLAN INTENTIONALLY FOR WHAT THE DOUBLE BLOCK LOOKS LIKE AND PROVIDE THE CURRICULUM TO MEET THE DOUBLE BLOCK NEEDS, AND ALSO TO SUPPORT THE TEACHERS AS THEY'RE MAKING THE TRANSITION FROM A 45 MINUTE BLOCK TO A 90 TO 100 MINUTE BLOCK.

ALL RIGHT. ANY QUESTIONS ON THAT? QUESTIONS. OKAY.

WELL, THAT WRAPS UP. OH, I'M SORRY I WASN'T QUICK ENOUGH, MADAM SECRETARY.

SORRY. WILL YOU LET MARVIN HAVE ALL THOSE QUESTIONS? I DID, HERE WE GO. WELL, FIRST OF ALL, KUDOS TO THE COALITION.

REALLY IMPRESSIVE THAT WE TOOK TIME TO GET TO THE VOICES WHO ARE AT THE TABLE CLOSEST TO THE KIDS IN INSTRUCTION.

SO I REALLY DO APPRECIATE THAT PART. I DO WANT TO REMIND US AND THOSE LISTENING THAT WE HAVE USED DOUBLE BLOCK IN THE MIDDLE SCHOOL BEFORE. WE USED DOUBLE BLOCK MATH AND LANGUAGE ARTS, PRETTY SIMILAR TO THE PROPOSED HOOKED RIGHT SCHEDULE.

WE USED THE AB DE BUT WHATEVER. BUT IT WAS SUCCESSFUL.

EXTREMELY SUCCESSFUL. WE READ IT FOR THREE YEARS AND EVERY MIDDLE SCHOOL AT THE TIME IMPROVED PROGRESS SCORES.

AND ONE OF THE THINGS I FEEL LIKE WE DIDN'T DO AS WELL WHEN WE DID THAT, BECAUSE I WAS A PRINCIPAL AT THE TIME, WAS WE DIDN'T PROVIDE THE PROFESSIONAL DEVELOPMENT TO GET EVERYBODY MOVING QUICKLY ENOUGH AND EVERYBODY MOVING.

CONSISTENCY WITH EQUITY. WE ARE GOING TO DO THAT THIS TIME.

GOOD. MR. SUPERINTENDENT. THANK YOU LADIES. FABULOUS JOB.

AND SO I JUST WANT TO WANT TO MAKE SURE AS THE PUBLIC IS LISTENING TO BE CLEAR THIS IS NOT AN EASY DECISION, BUT IT'S NECESSARY. SO I REMIND EVERYONE OF OUR CURRENT REALITY AND YOU ARTICULATE IT WELL.

NOT MY QUOTE, BUT TO QUOTE. WE HAVE A MIDDLE SCHOOL EPIDEMIC THAT SAID, GUYS, IT'S NOT ROCKET SCIENCE.

[02:35:07]

AND FIRST OF ALL, WE HAVE TO FIND MORE TIME. WE HAVE TO PROVIDE CHILDREN WITH MORE TIME, TEACHERS WITH MORE TIME, AND WITH MORE SUPPORT. SO HOW DO WE GET MORE TIME? WE ONLY HAVE SO MUCH TIME DURING THE SCHOOL DAY.

WE HAVE TO CAPTURE CHILDREN DURING THE SCHOOL DAY.

SO THE LAST TIME I CHECKED, THE STATE OF TEXAS HAVEN'T TAKEN OVER SCHOOL DISTRICT BECAUSE OF ATHLETICS OR FINE ARTS.

NOW WE VALUE THAT. I CAN ASSURE YOU WE DO. MY SON WENT TO COLLEGE ON AN ATHLETIC SCHOLARSHIP.

I WAS IN ATHLETICS. WE VALUE IT. BUT PLEASE UNDERSTAND OUR CURRENT REALITY.

SO I WANT TO BE CRYSTAL CLEAR THAT WE VALUE IT.

BUT KEEP IN MIND, WE HAVE A SENSE OF URGENCY.

AND MATH. WE HAVE SOME SERIOUS ISSUES. WE HAVE TO FIND MORE TIME DURING THE SCHOOL DAY, AND WE HAVE TO FIND A WAY TO PROVIDE CHILDREN WITH MORE TIME AND SUPPORT, AND WE WILL DO THAT. SO I'M ASKING RESPECTFULLY FOR THE COMMUNITY AND THE STAFF THROUGHOUT THE DISTRICT TO GET ON BOARD, BECAUSE WE'RE GOING TO DO WHAT'S BEST FOR CHILDREN, AND THAT'S PROVIDING MORE TIME AND MORE SUPPORT. THANK YOU, MR. RAINWATER. GOOD. THANK YOU. OKAY. WITH THAT, THIS CONCLUDES THIS PRESENTATION. ARE THERE. THANK YOU. ALL RIGHT.

WE'RE GOING TO NOW MOVE TO ITEM E WHICH IS DISCUSSION OF A DELAY OF TEACHER CERTIFICATION REQUIREMENTS.

MR. BAKER AND COMPANY. GOOD EVENING, PRESIDENT WILLIAMS. DOCTOR DAVIS, BOARD MEMBERS, THANK YOU SO MUCH.

WE NEED TO TALK ABOUT HOUSE BILL TWO AND THE REQUIREMENTS UNDER HOUSE BILL TWO, AND HOW WE CAN INCORPORATE THE REQUIREMENTS OF HOUSE BILL TWO, BUT CONTINUE OUR PROGRAMS FOR OUR GROW YOUR OWN, OUR TEACHER RESIDENTS, ALL THOSE PIPELINES.

YOU AS A BOARD HAVE HELPED US CREATE AND MAKE SUCCESSFUL OVER TIME.

BECAUSE OUR ULTIMATE GOAL, AS WE'VE SAID HERE MANY TIMES, IS TO DECREASE THE NUMBER OF TEACHERS WITHOUT CERTIFICATION IN OUR CLASSROOMS. WE WANT EVERY TEACHER IN TEACHING IN KILLEEN TO BE CERTIFIED, AND SO WE'VE CREATED THESE PIPELINES TO GET THEM IN PLACE.

BUT NOW WE HAVE THIS NEW LEGISLATION, AND WE NEED TO TALK ABOUT IT AND HOW THAT WILL HAVE AN EFFECT ON US.

SO BASICALLY THE LEGISLATION PROVIDES FOR THIS.

DURING THIS YEAR, 2526 WE CAN KEEP OUR DOI PLAN IN PLACE, WHICH YOU YOU'VE BEEN MADE WELL AWARE OF THAT WE HAVE THESE THESE FOLKS THAT ARE UNCERTIFIED. THEY'RE IN THEY HAVE A BACHELOR'S DEGREE, BUT THEN THEY HAVE TO GO GET IN A PROGRAM AND START TO WORK TOWARDS THAT CERTIFICATION.

AS I SPOKE TO EARLIER IN 26, 27, ACCORDING TO THE LEGISLATION, THAT'S NEXT YEAR, WE WILL NO LONGER BE ABLE TO PLACE THOSE FOLKS IN K THROUGH FIVE READING AND MATH. WELL, THAT'S DIFFICULT BECAUSE IN SOME OF OUR SCHOOLS WE HAVE A TEACHER AND THEY TEACH ALL THE SUBJECTS.

AND THEN WE HAVE OUR GROW YOUR OWN CANDIDATES WHO ARE DOING QUITE WELL BUT THEY HAVEN'T REACHED THE SPOT TO WHERE THEY HAVE THAT CERTIFICATION.

SO THAT WILL AFFECT OUR GROW YOUR OWN PROGRAM.

AND 2728 WE WON'T BE ABLE TO PUT ANY OF THOSE TEACHERS IN A READING, ENGLISH LANGUAGE ARTS, MATH, SCIENCE OR SOCIAL STUDIES, WHAT THEY CALL FOUNDATIONAL SUBJECTS.

THAT'S ACCORDING TO THE LAW. NOW, HOWEVER, THE STATE KNOWS THAT MANY DISTRICTS LIKE US HAVE THESE PIPELINE PROGRAMS IN PLACE, AND IF WE FOLLOW THIS TO THE LETTER WE WILL HAVE IT WILL HAVE A SERIOUS EFFECT ON US AND OUR PIPELINE.

SO THE HOUSE BILL TWO DOES UPDATE THOSE TEACHER CERTIFICATION REQUIREMENTS.

THEY HAVE THOSE NEW LIMITS ON CERTIFICATION EXEMPTIONS THAT ARE PHASING IN.

BUT THE DISTRICTS MAY REQUEST A STATE APPROVED TRANSITION PERIOD.

THAT'S WHAT WE ARE PROPOSING TO DO. BUT WE NEED YOUR HELP TO DO THAT.

SO THAT TRANSITION PLAN BASICALLY WANTS YOU TO DEVELOP, IMPLEMENT AND MONITOR EDUCATOR AND STAFF TALENT PIPELINES LIKE THOSE TEACHER RESIDENTS THAT WE HAVE WITH TEXAS A&M, CENTRAL TEXAS, LIKE THE PARAPROFESSIONAL TO TEACHER PROGRAM, WHICH WE CALL THE TEACHER ISD TEACH, WHERE WE HAVE THE TEACHER APPRENTICES.

AND IT'S BEEN VERY SUCCESSFUL. AND GROW YOUR OWN PATHWAYS, WHICH WE HOPE DOWN THE LINE TO INTRODUCE, WHICH WOULD BE ACTUALLY LOOKING AT OUR HIGH SCHOOL STUDENTS AND CREATING A PATHWAY FOR HIGH SCHOOL STUDENTS WHO WANT TO BECOME TEACHERS,

[02:40:07]

WE WOULD NEED TO PROVIDE ONGOING TRAINING, COMMUNICATION AND COACHING TO PARTICIPANTS IN THESE PROGRAMS, MENTORS, WHICH IS A BIG PART OF THE PROGRAM AND WHERE WE CAN GET SOME EXTRA FUNDING AND CAMPUS LEADERS.

WE NEED TO TRAIN UP OUR CAMPUS LEADERS IN THESE PROGRAMS, MONITOR CERTIFICATION PROGRESS AND PROGRAM OUTCOMES TO ENSURE EDUCATORS REMAIN ON TRACK.

AND AS YOU KNOW AND WHEN I DO MY PRIORITY TWO PRESENTATIONS, WE TALK TO YOU A LOT ABOUT THAT, ABOUT HOW WE'RE MONITORING OUR FOLKS ON THESE TRACKS AND HOW WELL WE'RE DOING.

AND ALSO, THE LAST POINT HERE IS WE NEED TO MAINTAIN OUR COLLABORATIVE PARTNERSHIPS WITH UNIVERSITIES WITH US, OUR MAIN PARTNERS, TEXAS A&M, CENTRAL TEXAS. WE HAVE A VERY STRONG RELATIONSHIP WITH THEM.

ALSO, EDUCATION EDUCATOR PREPARATION PROGRAMS, THOSE ARE THOSE ALTERNATIVE CERTIFICATION PROGRAMS. OUR NUMBER ONE PARTNER RIGHT NOW IS TEACH WORTHY, BUT WE ALSO WORK WITH WORK WITH A PROGRAM LIKE TEXAS TEACHERS FOR TOMORROW AND COMMUNITY ORGANIZATIONS TO SUPPORT THE RECRUITMENT, PLACEMENT AND CERTIFICATION COMPLETION.

SO IN YOUR MATERIALS, WE HAD GIVEN YOU THE PLAN THAT WE PROPOSE TO SEND TO THE STATE THE KISD DELAYED TEACHER CERTIFICATION PROPOSAL PLAN AS PART OF THAT PLAN.

AND IT'S IN YOUR MATERIALS. WE HAVE TO HAVE GOALS.

AND WE'VE GONE OVER THOSE GOALS WITH YOU TO GET THOSE THOSE TEACHERS THAT WE BRING IN THESE KIND OF PROGRAMS CERTIFIED IN A CERTAIN NUMBER OF YEARS. WE HAVE TARGETED GROUPS THAT WE LOOK AT, AND THOSE ARE LIKE THOSE A'S, THOSE TEACHER APPRENTICES THAT WE PUT IN TO GROW YOUR OWN PROGRAM. IT'S ALSO THOSE FOLKS IN ALTERNATIVE CERTIFICATION PROGRAMS. WE HAVE AN IMPLEMENTATION IMPLEMENTATION PLAN AND A SUSTAINABILITY PLAN THAT WE PUT FORTH WITH EIGHT KEY ITEMS THAT WE WILL ENSURE TO MAKE SURE THESE PIPELINE PROGRAMS CONTINUE TO FLOURISH.

AND THEN WE HAVE A TIMELINE THAT WE PUT TOGETHER AND THE TIMELINE HAS THAT.

YOU SEE UP HERE IS A MORE OF A PLAN THAT GOES THROUGH, INCLUDING THIS YEAR, A FIVE YEAR PLAN.

WE PUT FOUR OF THOSE YEARS HERE. WE'RE IN THE CURRENT 25, 26 PLAN WHERE WE HAVE THOSE PROGRAMS GOING, BUT WE CONTINUE TO GET WITHIN THIS FIVE YEAR PERIOD TO GET THESE FOLKS THAT WE PUT IN THESE PIPELINE PROGRAMS, THESE GROW YOUR OWN PROGRAMS, THESE ALTERNATIVE CERTIFICATION PROGRAMS, WE GET THEM TO DO THEIR COURSEWORK, FINISH UP THEIR DEGREES IN SOME CASES, DO THEIR COURSEWORK FOR THE CERTIFICATION PLAN TO TAKE THOSE SUBJECT MATTER EXAMS THAT THEY NEED TO PASS AND TO TAKE THEIR PPR EXAM THAT THEY NEED TO PASS. SO AND THEN DO ALL THE WORK THAT THE ALTERNATIVE CERTIFICATION PROGRAMS REQUIRE, WHICH IS CLASSROOM OBSERVATIONS. AND THEY HAVE THESE THINGS CALLED MODULES THAT THEY HAVE TO COMPLETE.

SO WE NEED TO GET THOSE FOLKS ALL IN THIS PROCESS.

AND WE HOPE BY 2930 OUR GOAL IS ALL TEACHERS OF RECORD ARE FULLY CERTIFIED IN THOSE FOUNDATIONAL PROGRAMS. TO TO GO ON THE OTHER PART OF THE APPLICATION WHICH YOU SEE IN YOUR MATERIALS IS WE HAVE TO TALK ABOUT THE CURRENTLY NUMBER OF PROGRAM TEACHERS WE CURRENTLY HAVE WITHOUT A CERTIFICATE OR PERMIT. AS OF THE TIME WE WROTE THIS PLAN, THAT'S 274 TEACHERS.

YOU'LL SEE WE HAD TO BREAK IT UP BY READING, MATH, SCIENCE, SOCIAL STUDIES AS WELL.

YOU'LL YOU MIGHT LOOK AT THE SUBTOTALS ON EACH OF THOSE SUBJECTS AND SEE, WELL, WAIT A MINUTE.

THAT DOESN'T ADD UP TO 274. THAT'S GOING TO BE A LOT HIGHER.

BUT REMEMBER, A LOT OF THOSE TEACHERS TEACH MULTIPLE SUBJECTS AT THE ELEMENTARY LEVEL.

SO THEY'RE GOING TO COUNT TWICE OR THREE TIMES IN THOSE IN THOSE COUNTS.

SO YOU CAN SEE WE HAVE TO PROVIDE KIND OF A HISTORICAL STATISTICAL ANALYSIS OF HOW MANY OF THESE TEACHERS WE'VE HAD, THESE UNCERTIFIED TEACHERS, BOTH IN FOUNDATION SUBJECTS AND NON FOUNDATION SUBJECTS.

AND THEN WE HAVE TO DESCRIBE TO THE STATE WHO DO WE HAVE PARTNERSHIPS WITH ALREADY.

AND WE'VE DESCRIBED OUR PARTNERSHIP WITH A&M CENTRAL TEXAS AND OUR PARTNERSHIP WITH TEACH WORTHY.

AND THEN WE HAD TO PROVIDE A MORE SPECIFIC TIMELINE THAT HAS THE PHASES OF THE HOUSE BILL SPILL, COMBINED WITH THE KEY ACTIVITIES AND THE PEOPLE RESPONSIBLE FOR MAKING THEM HAPPEN THROUGH THE YEARS.

IF I CAN GET YOU TO APPROVE THAT PLAN, AND THE BOARD PRESIDENT AND THE SUPERINTENDENT SIGN OFF ON IT, WE CAN SUBMIT IT TO TIA AND THEREFORE GET THAT TRANSITION PLAN SO THAT WE CAN MORE APPROPRIATELY TRANSITION INTO THE STATE REQUIREMENTS OF HOUSE BILL TWO. SO WITH THAT, I'LL TAKE ANY QUESTIONS.

QUESTIONS FROM TRUSTEES. THANK YOU SIR. APPRECIATE IT.

[02:45:15]

HIT G THEN GO CLOSE AND THEN COME BACK. THANK YOU.

OKAY. THANK YOU. OKAY, WE'RE GOING TO MAKE A LITTLE MANEUVER HERE ON THE AGENDA.

WE'RE GOING TO JUMP OVER F, AND WE'LL COME BACK TO IT AND WE'RE GOING TO GO TO G, WHICH IS A DISCUSSION OF THE NUMBER AND DOLLAR AMOUNTS OF BOARD SCHOLARSHIPS TO BE AWARDED FOR FALL 2026. MISS VADEN, WELCOME.

THANK YOU VERY MUCH AND GOOD EVENING. AND TONIGHT WE WILL DISCUSS THE BOARD SCHOLARSHIPS.

AS YOU KNOW, BOARD SCHOLARSHIPS HAVE BEEN GIVEN EACH YEAR ANNUALLY.

WE HAVE IN THE PRESENTATION THIS IS A LIST OF THE SCHOLARSHIPS THAT WILL PUT.

HERE'S THE LIST OF ALL OF THE SCHOLARSHIPS THAT WE CURRENTLY HAVE.

YOU CAN SEE SOME OF THOSE HAVE BEEN DONATIONS THAT WERE MADE IN A SIGNIFICANT TIME AGO.

AND SO ESPECIALLY SOME OF THOSE, DEPENDING ON HOW LONG AGO THEY WERE.

YOU CAN SEE THEY WERE VERY SIGNIFICANT DONATIONS, SO WE'RE APPRECIATIVE OF THAT.

THE OTHER PIECE I DO WANT TO ADD THIS YEAR. WE HAVE COMBINED, AS YOU KNOW, AS PART OF THE PHILANTHROPIC DONATION, THE BOARD DESIGNATED $2 MILLION TO GO TOWARDS FUNDING SCHOLARSHIPS.

AND SO THAT HAS BEEN INCLUDED THIS TIME AS PART OF THAT PRESENTATION.

THIS IS VERY QUICKLY THIS IS A LIST OF ALL THE CURRENT INVESTMENTS FROM THOSE ENDOWMENTS.

YOU CAN SEE BOTH BY TYPE OF INVESTMENT AT THE TOP AND THEN THOSE INDIVIDUAL INVESTMENTS AT THE BOTTOM.

BOTH THE UNDERNEATH THE BALANCE COLUMN, THE CURRENT AMOUNT AND THEN AGAIN COMPARISON TO THAT ORIGINAL ENDOWMENT ON THE RIGHT.

SO YOU CAN SEE AGAIN, SUBSTANTIAL GROWTH OVER THIS PERIOD OF TIME.

HOW WE DETERMINE THE AMOUNT THAT IS ELIGIBLE TO BE PROVIDED EACH YEAR FOR SCHOLARSHIPS.

WE START AGAIN WITH THE ORIGINAL ENDOWMENT AMOUNT.

WE THEN TAKE THE LAST THREE YEARS OR 12 QUARTERS THAT AVERAGE OF WHAT THOSE BALANCES ARE IN THOSE ACCOUNTS.

MULTIPLY THAT BY 4% AND THEN THAT BECOMES THE CAP FOR WHAT WE WILL AWARD EACH YEAR.

NOT ONLY DOES THIS PROVIDE HAS PROVIDED GROWTH IN THE AVAILABLE SCHOLARSHIPS THAT WE'VE BEEN ABLE TO PROVIDE, BUT ALSO ALLOWS THOSE ENDOWMENTS TO CONTINUE TO GROW.

AND SO WITH THAT THIS IS KIND OF HARD TO READ.

BUT WE DO HAVE RECOMMENDATIONS ACROSS THE BOTTOM.

YOU SEE THE HISTORICAL AMOUNTS AT THE TOP AND THEN RECOMMENDED HISTORICAL RECOMMENDED AMOUNTS FOR THIS YEAR THAT WOULD BEGIN TO BE USED IN THE FALL OF 2026. QUESTIONS FROM TRUSTEES.

THANK YOU FOR YOUR WORK. HOPEFULLY EVERYBODY'S TUNING IN. THIS IS AN EXCITING TIME GIVING AWAY A LOT OF FUNDS TO DESERVING STUDENTS, AND I GUESS PRETTY SOON Y'ALL WILL BE ASKING US FOR A COUPLE OF PEOPLE TO VOLUNTEER AND PARTICIPATE IN IT.

I'M SURE WE WILL. ALL RIGHT. I LOOK FORWARD TO NOMINATING MISS ADAMS. SO ALL RIGHT. THANK YOU. WE APPRECIATE IT. OKAY.

WE ARE NOW GOING TO GO BACK INTO CLOSED SESSION UNDER TEXAS GOVERNMENT CODE 551.071.

[2. Closed Session (Part 3 of 3)]

THE TIME IS NOW 11:05 P.M. AND WE ARE RECONVENING FROM CLOSED SESSION.

NO ACTION OR VOTING TOOK PLACE IN CLOSED SESSION.

NO ACTION IS NEEDED IN REGARDS TO AGENDA ITEM SIX.

F WE THERE IS NO NEED TO TAKE THAT ITEM UP. SO WE'LL NOW GO TO DISCUSSION ITEM NUMBER SEVEN,

[7. Discussion of Future Board Meeting Agendas and Trustee Remarks]

WE'LL START WITH MR. MINTZ. SO I JUST WANT TO ON I'VE LOST TRACK OF MY DAYS.

ON FRIDAY EVENING WAS ABLE TO GO TO HARKER HEIGHTS AND WATCH THE NIGHTCLUB PERFORMANCE.

AND MAN, I GOTTA TELL YOU, THOSE KIDS ARE ABSOLUTELY AMAZING.

[02:50:02]

IF YOU. I GUESS THE SHIP HAS SAILED FOR THIS YEAR, BUT IF YOU GET A CHANCE TO GO NEXT YEAR, I MEAN, THERE ARE SOME PROFESSIONAL QUALITY PERFORMERS THAT WE HAVE IN OUR DISTRICT, SO THOROUGHLY ENJOYED IT.

KIDS WERE AMAZING. WELL DONE BY THE STAFF, WELL ORGANIZED, JUST A GREAT EVENT.

SO I WOULD JUST LIKE TO SAY THANK YOU TO THEM AND THANK YOU FOR ALL THE STAFF THAT PUT IN THE HARD WORK TO MAKE IT HAPPEN.

THANK YOU SIR. MADAM SECRETARY. TRUSTEE GILCHRIST.

I JUST WANT TO I WANT TO JUST ASK THE DISTRICT TO CONTINUE TO PRAY FOR OUR KIDS.

WE'VE GOT KIDS THAT ARE DOING ALL KINDS OF THINGS AND JUST CONTINUE TO LIFT UP PARENTS AND KIDS AND JUST LET THEM KNOW THAT, YOU KNOW, THEIR LIVES ARE JUST BEGINNING, AND THEY GOT A LOT OF LIFE LEFT.

SO I JUST I JUST REALLY WANT TO SAY THAT TO PEOPLE.

DON'T GIVE UP. THANKS. THANK YOU. TRUSTEE. RAINWATER.

YOU'RE GOOD. ALL RIGHT. I JUST WANTED TO A COUPLE OF THINGS.

1ST FEBRUARY, BLACK HISTORY MONTH. THANKS FOR EVERYONE OUT THERE WHO ARE DOING GREAT PROGRAMS. YOU KNOW, FOR ME, WHEN I THINK ABOUT BLACK HISTORY, I TELL PEOPLE IT'S IMPORTANT THAT BLACK HISTORY IS A HISTORY THAT YOU CAN YOU CAN SEE, TOUCH, FEEL AND LIKE REALIZE AND MAKE IT A REALITY TO YOU.

AND FOR ME, I'LL SAY A FEW NAMES FROM THIS COMMUNITY THAT I WAS ABLE TO SEE, TOUCH, AND EXPERIENCE THEIR IMPACT BECAUSE IT MADE ME BELIEVE THINGS WERE POSSIBLE.

FIRST, I'LL START WITH RON GRAY, FORMER PRINCIPAL AT SHOEMAKER HIGH SCHOOL.

CONNIE GREEN, CITY MANAGER FOR CITY OF KILLEEN.

TIM HANCOCK, MAYOR FOR THE CITY OF KILLEEN DEBBIE NASH KING, MAYOR FOR THE CITY OF KILLEEN.

SANDRA FORSYTHE, WHO WAS MAINOR MIDDLE SCHOOL WHEN I CAME THROUGH THERE.

AND THEN LAST BUT NOT LEAST, A LOT OF PEOPLE LIKE TO USE THE NAME ALICE DOWSE SCHOOL NAMED AFTER HER.

BUT SEE, THIS KID HERE WENT TO HAINES ELEMENTARY WHEN ALICE DOWSE WAS THE PRINCIPAL THERE.

SO I COULD SEE IT. I COULD TOUCH IT. I KNOW ABOUT THE PINK HOUSE IN MARLBOROUGH IN WHICH SHE LIVED IN.

I CAME AND SPOKE SAYING, HEY, SHE'S WORTHY OF A SCHOOL TO BE NAMED AFTER HER.

AND SO I KNOW HOW SHE IMPACTED MY LIFE. AND SO I TELL OUR YOUNG KIDS NOW AND EVERYONE, HEY, DON'T SPEND ALL YOUR TIME JUST LOOKING BACKWARDS.

SPEND YOUR TIME WORRYING ABOUT NOW. WHAT'S BEHIND IS IMPORTANT.

BUT WHAT IS FORWARD IS IMPORTANT BECAUSE THE HISTORY OF THE FUTURE WILL BE BASED ON WHAT YOU'RE DOING TODAY.

AND SO MAKE SURE WE'RE DOING THE RIGHT THINGS TODAY FOR ALL PEOPLE, NOT JUST PEOPLE OF COLOR, BUT ALL PEOPLE IN AMERICA, IS WHAT I WOULD SAY.

SO IN BLACK HISTORY MONTH, JUST SOME OF THE FOLKS THAT HAVE COME THROUGH THE CITY OF KILLEEN THAT HAVE DONE GREAT THINGS THAT YOU'LL PROBABLY SEE UP ON WALLS AND CLASSROOMS AND THINGS OF THAT NATURE. BUT EVERYBODY PLAYS A PART IN THE HISTORY OF ALL PEOPLE.

AND SO I SAY THAT. AND THEN LAST BUT NOT LEAST, I WANT TO RECOGNIZE ELISE KEY, WHO IS THE FEMALE BASKETBALL COACH AT SHOEMAKER HIGH SCHOOL, I THINK YEAR THREE FOR AT LEAST KEY IF I'M CORRECT, CLINCH THE DISTRICT CHAMPIONSHIP.

I DON'T THINK SHOEMAKER GIRLS JUST HAVE A BOATLOAD OF DISTRICT CHAMPIONSHIPS UNDER THEIR BELT.

AND SO I WANT TO CONGRATULATE HER BECAUSE THE STORY IS A VERY SPECIAL ONE, BECAUSE ELISE PLAYED AT KILLEEN HIGH SCHOOL UNDER AN INDIVIDUAL WHO WAS A PRETTY GOOD COACH OVER THERE. I WON'T SAY HER NAME, BUT SHE PLAYED A CLEAN HIGH SCHOOL AND SHE'S ONE OF OUR OWN AND SHE'S DOING WELL HERE, AND SO I'M PROUD OF HER. BUT HER GRANDMOTHER, WHEN WE TALK ABOUT HOW THIS APPROACH OF CASSIDY FAMILY, HER GRANDMOTHER WAS MY LUNCH LADY AT KILLEEN HIGH SCHOOL.

SO IN THE OLD DAYS, YOU HAD YOUR LUNCH LADY, YOU KIND OF YOU KIND OF PERSONALLY. IT'S LIKE, THAT'S MY LUNCH LADY.

AND SO MISS MCDADE, WHO WAS ELISA'S GRANDMOTHER AND SHE WAS THE CAFETERIA, KILLEEN HIGH SCHOOL, I CAN'T TELL YOU FOR A LONG, LONG TIME LEGEND, BUT YOU THINK ABOUT HOW SHE HELPED RAISE HER GRANDCHILD, WHO IS NOW BEING VERY SUCCESSFUL IN THE DISTRICT IN WHICH HER GRANDMOTHER WORKED IN.

AND SO I WANT TO SAY CONGRATULATIONS TO HER AND THE SHOEMAKER LADY GRAY WOLVES ON A GREAT SEASON THUS FAR AND CONTINUE TO DO GREAT THINGS.

AND THEN THAT'S ALL I GOT. MR. SUPERINTENDENT, I WILL LEAVE IT THERE, SIR.

THAT'S A GREAT ENDING. THANK YOU FOR THOSE WORDS.

THANK YOU. ALL RIGHT. AND THEN NOW WE'LL MOVE TO AGENDA ITEM NUMBER EIGHT.

MADAM SECRETARY, I MOVE TO ADJOURN, SIR. WE HAVE A MOTION BY SECRETARY ADAMS. WE WE HAVE A OKAY. WE HAVE A SECOND BY TRUSTEE MINTS TO ADJOURN THE MEETING AT 11:10 P.M.

ON TUESDAY, FEBRUARY 10TH. ALL THOSE IN FAVOR, SHOW OF HANDS.

WE HAVE SIX IN FAVOR. NONE IN OPPOSITION, ONE ABSENT AND NOT PARTICIPATING IN.

I'M SORRY. FIVE IN FAVOR, NONE IN OPPOSITION TO ABSENT AND NOT PARTICIPATING.

[02:55:01]

SO THE MEETING IS ADJOURNED BY 502 VOTE. THANK YOU FOR YOUR TIME ON TODAY.

THANK.

* This transcript was compiled from uncorrected Closed Captioning.