001We're good. It is now 5:00 PM on Wednesday, September 24th, 2025. This meeting of the Clean Independent School District Board of Trustees is now called to order. The following trustees are present in participating. Brenda Adams, secretary. Oliver Mintz, board member. Tina Capido, board member. Rodney Gilchrist, board member, and me, Brett Williams, president and presiding officer. Absent and not participating in this meeting is board vice president Susan Jones and trustee Marvin Rainwater, but he is in route, but he is absent at the moment. For the record, a quorum has been established and is present. As a reminder, anyone wishing to speak at public form must submit their signup 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
002on our cable channel 17 and on the district's web page. Agenda item number one, public form. 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 audience to please refrain from any public outburst 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 and the city in which they reside. Once complete, your three minutes will begin. I want to confirm that we have no one signed up for public form. So, we're closing public form and we're moving to agenda item number two,
003information items for discussion. Discuss potential candidates for the position of superintendent position of superintendent of schools and the status of the search. want to welcome our consultants Thompson and Horton and I will turn it over to Mr. Thompson and Mr. Moses. Welcome. >> Thank you. >> Good evening, President Williams, members of the board. It's very good to be with you. We uh um had a wonderful day in your district today and um and we wanted to give you a little report on that this evening. Um thank you very much first of all for the individuals that all of you uh nominated to participate in the focus groups today. We had excellent participation. I think we had over 90% of the people who were uh invited to participate actually uh were present and participated had excellent
004conversations in all of the different sessions. Mike and I have been here since before 8:00 a.m. this morning and it has been solid meetings. We've met with a number of your constituents, met with your senior staff, uh obviously had a lot of campus staff and others involved in the uh focus groups. Uh we met with the media uh that covers the district on a regular basis. So, it's been a full and busy day. Uh and and by the way, if you've heard any comments back from any of uh the individuals who participated in the focus groups, uh uh we hope they appreciated the experience and uh and that they found it useful. Um Mike and I took very detailed notes. I think I've got 18 pages. We try to capture between the two of us
005every comment that was made as accurately as possible. We will have that information typed up, organized, uh put in a good form. We'll identify themes for you uh that uh kind of naturally emerged or threads over the course of the day. Uh but we want to give it take an opportunity this evening just in here in a public setting to give you a little flavor of what we heard over the course of the day and um uh some of the some of the comments that we heard in all of the sessions as we as we went through the day. And Mike, before we start on that, do you want to say anything about the staff support we got for the day on the record? >> Yeah, thank you David. Uh good evening. It's good to
006see everyone again. just uh yeah, I'd underscore what we were saying uh right before the meeting started that uh appreciate Diana very much. Diana Wi very much. She did a great job, much assistance today and uh she helped make the day go well and had some extra meetings, a few extra meetings scheduled for us to be able to talk to some people that um that I think we benefited from. But appreciate her very much. And she also was nice enough to get us a barbecue sandwich for lunch, too. So that that that kind of I' I'd say we had uh 55 people today, 17 in the first group, 19 in the next group, 19 the next group and those those are goodized groups, but everybody got to talk and everybody got to talk at least
007four times and somebody some people got to talk more than that. Uh but we had a we had a a series of questions we asked and we went around and uh after everybody introduced we had introductions and we introduced ourselves, everybody identified their name and and how they affiliated the district and then it was uh we asked questions and we let them all and a couple of people we had to say thank you. We need to keep moving. Keep it moving. But but everybody got we wanted everybody get a chance to comment on each of the areas we wanted to talk about. Um and I think David will mention this you know tomorrow um those same questions prompts go live tomorrow on your website stay up for about a week. So people that weren't able
008to come or you know we we couldn't get we David explained that we can't meet with 200,000 people but we we met with a pretty good group today uh people you nominated and um the but the questions will be up for people who would like to comment and then you'll get to see that information as well and uh glean from that what you may one other word and again just say uh the groups you you uh uh appointed were very good and um again uh Mr. President you and Dian and whoever worked on it wor broke those up nicely and we appreciate that. We had teachers and we had principals and we had taxpayers and we had elected officials and we had students and we had it was a nice cross-section of people in every
009session. And the nice thing about it, as we told you, the richness of those conversations comes from not only them talking, but them listening and hearing what others have to say about how they view the district, how they view the strengths and our challenges. So students as usual were were stars. Everybody was likes to listen to hear what students have to say. And uh we had some some very good students that you had nominated. So, all in all, as David said, it was a really good I I thought it was a good day. And uh again, I think we hope they got some some thoughts by our questions, but hope they got some some things from each other as well from what they heard. So, David, you want to you want to start running? >>
010Sure. We'll give you a little flavor, and that's all we intend to do this evening is just give you a little flavor of what we heard during the course of the day in open session. and and President Williams in open session. Uh we're we're here. We can tell you about the status of the search. We're still in the active recruitment phase. Uh the deadline for applications is still open. Mike and I are still uh talking regularly to individuals who are uh either applying or considering applying for the position. And so uh that that part of your search is still actively underway. and and we can talk about some of the particular individuals at more appropriately in closed session uh here in a few moments. Uh but to start off to give you a little flavor
011of what we did during the day with each of the focus groups again it was sort of a guided conversation. Think of it that way. Um, and the first question we always ask every group is what are the strengths of the district and the community that you're proud of that you would want any person who is considering applying for this job to know. What's our elevator speech? You ought to consider the Colleen ISD superintendency because blank. And we give people an opportunity. We always find that starting with our strengths and our positives is a is a good way to kind of frame things so to speak and and we had very good and and and a lot of a lot of the same themes recurred over and over during the course of the day and
012I'll just mention a few and Mike you want to you may want to add some um the relationship with with Fort Hood with the military base was flagged in every group as a strong positive That's obviously a unique relationship here in Colleen ISD that is not present in most districts. Uh there was a a very strong and broad recognition uh and and a um an appreciation for that unique relationship that every group noted. Uh the diversity of the district was noted in every group as a strength of the district that you have individuals who come here from not only all over Texas but all over the country and and even from all over the world. I think uh one of the groups noted that there are over 80 languages uh that are spoken in Khen
013ISD and diversity was mentioned as a strength. um the commitments and connections between individuals in the community not only on the campuses but in the community was mentioned over and over. Uh several people noted that uh um people grow up in Colleen, they may go elsewhere for an education. Uh they return to Colleen uh to live and work and that was that was mentioned very positively. uh the community uh is a resilient community. We heard that word resilience multiple times during the course of the day and uh and that was noted as a strength. Um a culture of excellence, uh high expectations, uh inclusivity, uh preparation of students for life after high school, uh were all mentioned as strong positives. and and by the way, your your teachers and the uh staff you've had here.
014Uh there was also a recognition and an appreciation for those individuals. Mike, do you want to add anything? >> I think David, I think you you probably you got the inclusiveness and the consistency. um got all you know we had some people say that they thought clean offered a great place to live and affordable housing uh several people said uh retail uh but the community support as David said the the commitment and the connections um we had a I was trying to say one some people that maybe took it in a little bit different direction I'm like David I have about 17 or 18 pages of notes. So, uh, but, uh, I think you hit the high points there that I I would I think I don't think mine probably vary a whole lot from
015yours that they multiculture, diverse community. U, they're proud proud of many of the programs. Um, KISSD has heart person said and elaborated on that. Um and we we show up they said we our community shows up to support the kids in all their activities that there is a a lot of pride in kids representing the community and this school district. Um I think that the ones you've mentioned I think that's mine would be repetitive. >> Okay. The next question and and you can probably see where this is going. After after talking about our strengths, we we said, "All right, now we're going to turn it around. What are some of the challenges?" And we're very capable to careful to say Dr. Moses and I never say that districts have problems, but we all have challenges.
016We have challenges in our own uh businesses, in our own lives. We all have things we can work on and get better. And so uh we said let's think about some of the things over the next few years that are right ahead of Khen ISD. What are some of the challenges that a new superintendent needs to know about? Uh what are what are some things that uh he or she needs to come prepared uh to help deal with? And and we kind of might we always use the analogy it's sort of like marrying into a family. there's an ongoing story that you may not know until you become part of the family and then you go, "Oh, okay." And and that's sort of what uh moving into a new community and into a new leadership
017role sometimes feels like. So, we we talked about some of these challenges. I'll mention a couple um or a few. Um they're socioeconomic challenges. You you have real diversity in your socioeconomics. uh you're you're trying to educate kids across a wide spectrum where you have a a lot of variance in needs of families and kids. And so trying to scale programs appropriately to fit all kids and all families across those spe that spectrum is a is a challenge. Uh budget and finance was mentioned multiple times. There is a recognition that state funding and um and and that's largely tied to our attendance by the way and federal funding and particularly changes at the impact aid the heavy impact aid uh that is uh that has been fairly unique to Colleen ISD for a number of
018years obviously has has changed a little bit. um people recognize that those are are uh creating a challenge and are and are going to make for some hard decisions. And so that was uh recognized as a challenge. Diversity and uh this this kind of goes back to the old Greek idea that the very thing that is your strength can also be a challenge at the same time. Diversity is a strength, but it's also a challenge because with diversity come different needs. Um, and and so again, trying to design programs uh that meet a wide range of different needs uh was recognized um as a something that a new superintendent is going to have to deal with. um media perceptions uh in the formal traditional media as well as more emerging more and more in social
019media. Uh just kind of a negative impression of the district that many people thought was was uh frequently unfair was noted as a challenge. and um and getting the positive news out about the good things going on in the district uh was recognized as as something that needed to be uh constantly addressed. Every group talked about uh challenges with teacher recruitment and attent uh recruitment and retention. Uh and that is not a Colleen ISD unique issue. Dr. Moses can give the board a little background data on just how that issue is developed if you're interested. Uh but recruiting and retaining great teachers. Um every group recognized that that was a challenge and there was quite a bit of conversation about the stresses on teachers these days that the classroom environment is a harder environment than
020it was uh a decade or two decades ago. uh teachers feel under stress uh and and they need supports to implement and um effectively deal with all of the programs and uh they're expected to deal with student discipline in a postcoid world. Uh frankly, student discipline, we hear this in every district across the state. Um uh conduct issues have become u something that every community is dealing with and that ties into that issue of teacher stress and and teacher morale. uh communication. There was a recognition that you are a large district and every group talked about as districts get larger communicating effectively not only outside the district but communicating internally and making sure that a consistent message gets to all campuses, all individuals in the district. that gets more complicated as your as your size
021and number of campuses increases. So, uh, that was recognized as a challenge. And Mike, I'll stop and see if you want to add a couple. I >> think you hit most of them. The the media the concern about the media and unfair media was uh multiple times mentioned. Social media was mentioned uh for misinformation and um and sometimes pressure uh you had a couple of elected officials there and we talked about the pressure of social media creates for elected officials uh on occasion. um the loss of impact a the teacher retention issue just you know so you and we try we let everybody know we try to let people talk but there are moments in the conversation where we try to maybe help inform just a little bit so maybe there's an understanding of issues
022the board faces and that the and that the management faces but um we run a we've got about 370,000 teachers in Texas somewhere in that vicinity for many years We were turning over about 40,000 teachers a year. I I was chairman of the Texas Teaching Commission in 2015 to about 2018 when we first 2015 we start certified more people through alternative certification than we did through traditional teacher education programs. But we would lose 40,000 teachers usually to retirement. Some might go do something else. That number now hovers closer to 60 maybe even 65,000 teachers that we're losing. Then David and I look at the numbers of teachers that are coming out of teacher colleges of education. It's less than 20,000 and that and I was asking uh your HR officer today and I think over
02350% of your teachers are certified through alternative certification which is not >> fairly typical typical in in today's world but the number of teachers we are losing and the number of teachers who are entering is so disproportionate now especially in special education, bilingual education and math and science. Math and science was really a problem for many years and that's why a lot of the technology people like Texas Instruments and and and Samsung and others were interested in the science and math courses and teachers. Those of those areas have almost been replaced by special education and bilingual education. Uh it's not a grow your own program. It's now a grow your own program, but it's also train your own program. Once you get people, it's grow your own, then train your own. Your staff, we met
024with your senior staff today for quite a while and they're they're grappling with that. But it there's not it's just not and Colleen, but but they are it is it is a Texas problem and since co we've lost uh a lot of teachers and they're not coming back. We lost a lot of nurses and people in health care and they're not coming back. We lost a lot of first responders, police officers, and they haven't come back. People in helping professions, and I call helping professions, teaching, nursing, and people in law enforcement. Our society was pretty pretty tough on some of those people, and they have left. And now the battle is for talent. and you are and along with a lot of other school districts in Texas, but you're as I called you once before,
025a consequential school district. Uh you're battling for that. But I I can tell you that you're what was interesting to me is the level of understanding. And these weren't just teachers saying this. These were parents and these were community people that were saying that teacher retention b scares me. teacher retent teacher and and you know compensation is always always going to matter. It matters to you. You want to do all you can for your teachers but working conditions and then we got into the discussions about student discipline and safety and parent engagement and all of that became and then I'm need to tell you this so we don't hold anything back. There were some people that said the district's lost our trust. We we've got a trust problem. And we talked a little bit about
026that and and why and what what was the cause of that. And uh and some people attributed to the fact that they think that that you're unfairly covered. Some people think, you know, communications, more communications would be helpful. Um, but you know this that that discussion kind of we circled the wagons, but it was a good discussion. Nobody was yelling, nobody was screaming, nobody was they were just saying we're throwing >> here's here's here's what we're seeing and here's what we're thinking. And um, and David and I again try to we try to educate a little bit while we're asking questions like on this teacher retention issue and this special education issue. Uh, I would want them to understand what's happening with uh in the profession because I don't think this is going to get
027easier for this district or other districts anytime soon. Uh, I don't I think it's going to be a a grow your own business and and to a certain extent train your own because we talked to your people today and we talked to other people and they say, "Well, we get people, but they're not always the people that are the strong. We we get who we can get and then we hope we can train them to do what they need to do with the kids and then we fight for time. Then we got to talking about the calendar, the number of days of instruction and fighting for time to be able to train people to do the things that that they need to do. So, you get the idea that that the the discussions were good.
028uh they were candid uh and but those those were some of the challenges and again we told them a lot of this is not is not unique to to clean ISD. Uh they also were aware of u optimization challenges. They were also aware of school consolidation challenges. And uh there were some people like like Dave and I that saw your meeting and saw saw some of the issues that you were grappling going to get to grapple with last evening too. So um it I think good news is in your community at least the people that we talked to today those 60 people or so seem to understand you know and so and those are people probably you know you appointed them and you probably know them but we also said here's a chance for you
029to be an opinion leader and help explain some of this so there's a a better understanding anyway Okay, those are those are some of the discussions as it pertain to the challenges that that they see for your district. >> So, that's kind of where we always start with a good inventory. What are our strengths? What are our challenges? And then we remind every group. It's easy to it's easy to fixate on our challenges. You know, we've all heard the phrase over the years that it takes five positives for every one negative that we hear. Um, it's easy to it's easy to get caught up in the challenges, but we we close every part of this discussion by saying we started with our strengths for a reason. Remember that is our strengths that we're going to
030rely on to face our challenges. Those two go hand in hand. So, that's where we try to wrap that up. The next set of questions really focus on on what are some of the characteristics of the superintendent that you really want to put in front of the board. Uh so that the board will have these in mind as as you review applicants as you prepare for interviews and as you go through interviews. We divide this into basically two questions. Uh the first question is focused on what we call uh resumeé characteristics. It's the kind of things you would see in writing on an application or on a resume. What are your experiences? What are your credentials? What are uh what are those very uh traditional uh bases touched? Think of that that way. The second
031question is really what are the nonresé personal attributes that are really important to you that tend to come out when you interview candidates and as you get to work and know people. So we start by focusing on because the board's going to start by looking at written materials and applications and and and resumes. And so, uh, to to give a little flavor of some of this, one question, uh, was, um, do do you think the next superintendent has to be somebody who has already been a superintendent or are you open to somebody for whom this would be their first superintendency? That's pretty that's pretty key question uh, that the board will will have to deal with. I would say a majority of the responses were we would like to see somebody given our size in
032Texas over 43,000. Uh we'd like to see somebody who has served as a superintendent. Uh in fact, several people said, "I'd like to see at least five years of successful superintendency experience." It was not unanimous. We did >> it was pretty it was pretty pretty >> I would say that was the majority but we did have some people say I would be open to a deputy if it was absolutely the right person uh in in a particular circumstance. But I I would say on that point that was probably where the majority >> once they thought about it and talked about it though they said well this may not be a job >> for a starter job. >> So that was kind of number one. Um, number two, overwhelmingly people said, "We want somebody who has
033served as a teacher." Um, you know, it's hard it's hard to lead when you don't know what the people in the classroom and on the campuses are doing. Uh, there was some conversation about that. Some people said, "Well, if I was a teacher 20 years ago, I might not have that good a grasp today of what the camp." And those are fair observations, but but overwhelmingly the comment was we want somebody who has come up through the ranks, has served as a teacher, uh, and and served, you know, and and served at least five years or more in the classroom. that successful grounding and experience in the classroom uh was was viewed as very important. Um some service with diverse communities. That was a theme that we heard over and over. Colleen is a very
034diverse community. We want somebody whose own background uh has has given them some experience working with diverse districts and diverse communities. We had a good conversation around is a doctorate required. Uh and and normally Dr. Moses and I we encourage Bors don't to say it's required, but you may say it's preferred. Um and and and we had a number of people say, you know, I'd like to see somebody with a doctorate. Uh we had probably Mike, I'm going to say maybe a majority say I'm more interested in the person than I am the degree. And uh you know just for for a little flavor of that um uh principal experience we heard over and over and over uh we want to see somebody who has been a campus leader a principal experience and and I
035would make an observation to you in our accountability system. Think about our accountability assistant. We don't start by rating or ranking districts. We rate campuses. District ratings are an amalgamation of campus ratings. Leading campuses successfully is what is what counts and translates into uh good district ratings and and y'all had a good conversation last night about some of your your campuses that are that are going to need some attention and some work. So, uh, that that district and I mean that teacher experience, that campus leadership experience, uh, we heard over and over and over experience with diverse populations and and similar a district with similar demographics to Colleen ISD. Uh, we didn't hear any comments about I I want a Texan or I want somebody from out of state. We did say it's the job
036is posted as open. uh any person who who wants to express an interest in it is welcome to do so. Um and and that did not seem to be an issue >> u that came up in our groups. Mike, anything you want to add? >> Uh I think proven track record was always mentioned as whoever we're talking to and and we pointed out to the groups what we pointed out to you in our last our first meeting with you that we didn't think you were looking for somebody who was looking to get away from a job, the idea would be find somebody who's doing a great job where they are and whose community would probably cry when they left. uh if that's if that's the case um you won't be surprised because of your uh
037the culture of your community but I think almost we heard it over and over over that someone who's come up through the ranks meaning teacher principal central office superintendent they David in some form or fashion that was almost always you know that and a couple people were outspoken said don't get don't go don't go for a non-educator. Uh respect our teachers, respect the profession, and get get someone that has, as they would say, come up through the ranks. And uh that that was I I heard that uh several times. Um and I think that you you you've probably uh hit the others. the that proven track record was they said you know not just leadership but successful leadership >> and uh we had some had a little discussion about that too. So, uh anyway, I
038think I think we've covered that one. >> And then and then the last question is those personal attributes kind of the non-res things uh that uh that we wanted uh to get a flavor for uh and and kind of bring to the board's attention as you as you eventually get to the point of considering campuses. And I'll mention I meant candidates and I'll mention a few. Um, integrity, transparency, approachability, visible and active on campuses and in the community. Campuses are feeling kind of beat down. We heard that a little bit. Somebody who is out on campuses and active and visible in the community. Someone whose leadership style is to empower others, builds the team, empowers others and then supports supports those others. Um someone who lives in the community and is actively involved in the
039community. We heard that. Um, here's one we want to bring up, um, because it it fits some of the conversations y'all had last night. Uh, somebody who is willing to make and live with hard decisions, a risktaker, someone who is willing to do the things that have to be done to bring up low performing campuses. Um, be who you say you are. Do what you say you will do. That that was one person's uh comment on how they view >> and everybody agreed. >> Yeah, there was a lot of head nodding. >> Uh, a passion not only for the academic side of education but for the co-curriculars and extracurriculars. You know, probably all of us in our own exper school experiences may remember and reflect there were probably days that what got us to school
040that day wasn't necessarily an excitement about an academic course, but it was the band program or the art program or the athletic program uh that we were going to be able to participate in. uh and and and a someone who recognizes the value of all of those uh was identified. Um I'll stop there. I mean we you will see all of these but that gives you a flavor of um the kind of personal attributes that people said were very important to them. >> I the only thing I would say and you won't this this will not surprise any of you. It was about stability stability. Stability. anytime you've had a turnover and with someone who's uh been in the district a couple years and left, it's always going to be they're they're really interested in,
041you know, just some we we need some stability and invest in the be invested here, live here, uh be part of us. And those were themes that, you know, you could tell people wanted to wanted to talk about. So, uh, but that again I would emphasize everybody that was speaking was coming at it from a constructive uh way. There wasn't wasn't anybody they weren't throwing any bombs. They were just being being thoughtful and constructive. >> So, President Williams, members of the board, that gives you a flavor of what we heard over the course of the day. >> Other things we need >> Oh, yeah. Yeah. We have one other. All right, Mike, why don't you touch on the last? >> Yeah, we we we threw a couple other questions out there because we wanted to
042and and we owe this to you and be frank with you and and your community. We said, "How do you think the school district and the this particular leadership position is viewed in the marketplace in the educational marketplace right now?" And and they they had concerns. almost everyone said we love you know we love the legacy we love the legacy the district has and the partnerships we have but there we are concerned about and part of it you could probably say it's has to do with school performance some of it may have something to do with superintendent turnover some I'm not but there was a concern I also asked the question David and I posed this question how many of you had the opportunity not to embarrass him but how many of you had the
043opportunity to meet Dr. Davis and there were a number of hands that went up with some nice smi smiles and nods. So you get a shout out there Dr. Davis that there were some uh there was some uh appreciation for your work and so forth. But those were we just were test we were just checking some uh thoughts and reactions there to get an idea of you know where where people were those >> here at the start of the year. So, I think that David, I think that does kind of conclude the questions we posed. And as David said, we'll give you you're going to get uh you don't want to try to read what what but we'll get it typed up real nice and you can read it and you'll get a written report
044from us probably late next week. So, at this point, we'd stop. See if y'all have any questions. If there's anything we said that triggered a thought or anything you want to ask about, if there are other issues that um you heard about or if you heard any comments from any of uh the participants that you want to pass on to us. We're always, you know, talking. Mike and I truly enjoy spending days talking to communities about how they value their schools. It is invigorating. It's always a long day and a long process, but it is always encouraging uh to have the opportunity to just hear from so many different people how valuable and how important schools are to communities. So, there's anything y'all want to share with us, we'd love to hear it um at
045this time. So, Mr. President, >> Mr. String water, >> thank you for your hard work. I you guys have such an expens extensive background in public schools and education in the state. So I value what you say, but I'm wondering about did you sense from the focus groups people are satisfied with the district and want to engage and move forward or people are going to withdraw and kind of realize gosh that's a big mess and I don't think we can make it and make this work. That kind of question. Um, yeah, I I think that's a very thoughtful way to phrase it and and I would say we absolutely did not hear people say they were satisfied, but I think we overwhelmingly heard people express a desire for leadership to move forward. And we didn't
046hear a single person saying, "I'm done with Colleen ISD and I'm getting out of here and I'm not interested anymore." I think >> no give it no give up. But now there were some people who had taken their >> their kids out, >> moved them out, homeschooling them, >> moved them into neighboring districts and that but we asked y'all to to appoint people who might not be happy and you did. you know, that we needed to hear >> and everybody needed to hear each other talk and and uh but but but there were people that were quick to say this can get we can get this right. >> Yeah. And and I think >> we can get this right. >> I think the overall tone was we're not where we need to be right now.
047There was a little bit of a sense of we've lost our fast ball, but we can get it back if if I'd phrase it that way. And u you know, but we need leadership. you know, we need we need a reset. We need some strong leadership uh to to accomplish what we think we can do and need to do. >> That's the way I hope that's responsive to the to your question. >> Thank you. >> Any other trustees with any feedback? Mr. Gilkers. >> Um I just want to say thank you as well for what you did today. Um, I talked to at least three people that were in different focus groups and they they said it was an absolutely amazing opportunity to just be a part of that. They were just so impressed by
048the conversations and um, one gentleman literally said that was worth my time. >> So, I want to say thank you. >> I hope so. >> That's a great comment from that kind of activity that somebody says that was actually worth my time. >> Good. >> So, thank you. >> We hope so. Thank you, >> Madam Capito. >> I'll just echo that. I did get some comments back from people that were there, some that I appointed and some from others. And the all of the responses were that it was good, honest conversations. Um, and sometimes not great comments, but it still was very honest conversations. Um, and they felt like we were at least >> giving them a voice. And so I appreciate that because that's what our community, we're a close small but very large
049district. And so, That is a unique aspect of us. So, thank you. >> We pointed out to the that you they were they were selected by you. So, they should that you were valuing their input and that was something that they and I do think they appreciated that. They told us, you know, thanks for doing this. We glad the board's doing it. Glad y'all are doing it. So, >> any other feedback from trustees, comments? I also did hear from about three people today and they kind of shared the same comments that Madame Capido and Mr. Gilchrist said about you know they really thought it was a very very productive meeting uh and everyone was engaged. So thank you >> Mr. President that uh I believe that concludes unless you have other questions just kind of
050generally about status. I think we're still on track on the timeline that is on the website. Again, we're in the active recruitment uh and application uh phase of the search. Um at this point in time, at the board's pleasure, I think there's some additional information it would be appropriate to discuss in close session and uh and we look forward to uh meeting with you in close session. >> Any other questions before I call the close session? Okay, we'll now go to agenda item three, close session. The board will now convene in close session for the following. Discuss potential candidates for the position of superintendent of schools and receive legal advice regarding the search as allowed by Texas Government Code 551.071 and 551.074. No voting will take place in close session. Any action the board wishes
051to take as a result of discussions in close session will take place after the board reconvenes in the open meeting. The time is now 5:44 p.m. and we're in close session. The time is now 7:36 p.m. and we are reconvening from close session. No action or voting took no vote. No action or voting took place in close session. Agenda item four. Is there Mr. Mintz? >> Mr. Mr. President, I move to adjourn. >> Have a motion by Mr. Mint. We have a second by Secretary Adams. All those in favor? Oh, let the record reflect that at 6:25 p.m. Trustee Rottney Gilchrist hat to leave the meeting. So, we have a motion by Trusty Mintz. We have a second by Secretary Adams. All those in favor of adjourning, show of hands. We have five in favor,
052none in opposition, two absent and not participating. And Vice President Susan Jones and Trustee Rodney Gilchrist. Thank you for your time today.