Sept 9, 2025 at 6pm Regular Board Meeting

001It is now 6 PM on Tuesday, September 9th, 2025. This meeting of the Clean Independent School District Board of Trustees is now called to order. The following trustees are present and participating. Susan Jones, Vice President, Brenda Adams, Secretary, Marvin Rainwater, board member. Oliver Mintz, board member. Rodney Gilchrist, board member, and me, Brett Williams, president and presiding officer. Absent and not participating in this meeting is board member Tina Capido. For the record, a quorum has been established and is present. We'd like to welcome Lieutenant Colonel Veronica Jordan filling in for Colonel Mlelen from Fort from Fort Hood. We'd also like to welcome school leaison officer Christine Kaparco with the traditional wave. Hello. Uh as a reminder, anyone wishing to speak at public form must submit their signup sheet at this time. It has been the board's

002practice before each regular meeting to have an invocation and pledges of allegiance to United States flag and Texas flag. Tonight, the invocation will be led by Vice President Susan Jones and the pledges will be led by Trustee Oliver Mintz. Please stand. 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 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 outburst and to maintain the quorum. Parents, employees, and citizens are encouraged to utilize the district's grievance process to the fullest

003extent possible. Related policies are available on the district's website or upon request. For the record, we ask that all public form participants begin by stating their name and the city in which they reside. Once complete, your three minutes will begin. Okay, first sign up to speak, we have Kathy Hickok, welcome. >> Is it on? Yeah, there you go. Good evening, Dr. King, uh, President Williams, members of the board. My name is Kathy Gar Hickok. I am a resident of Colleen, Texas. Tonight, I want to address one specific concern, my inability to secure a copy of the district's special education operating procedures manual under an open public records request. This is not just a personal inconvenience. It's a matter of transparency and trust. As both a parent of a student receiving services and a government employee

004myself, I understand that transparency is the foundation of of accountability. When a public institution denies access to a policy manual that directly impacts students and families, it raises serious questions and concerns. The special education manual should be openly available. It guides staff decisions, affects how accommodations are implemented, and directly impacts whether children like my son receive a free and appropriate public education. To parents, this is just not a document. It's a roadmap for how the district supports our students. Federal law and state policy emphasize that parents are partners in their child's education. But partnership is impossible without access to the rules and procedures being used to guide people behind closed doors. Denying a manual to parents undermines confidence, discourages advocacy, and suggests the district has something to hide. As a taxpayer, I also question how

005much is spent on attorney fees to restrict access to information that should be freely available. Public education should not operate in secrecy. I respect respectfully ask the board to ensure that the special education operation procedures manual is made available to parents without barriers, without fees, and without delay. This is not a matter of preference. It's a matter of good government and trust. Our families deserve openness. Our children deserve dignity and this community deserves a district that isn't transparent in all its actions. Thank you. >> Thank you. Next, we have Lisa Clans. Did I pronounce that name correct? >> No, that's okay. >> Help me out. >> Good evening. My name is Lisa Keianis and I reside in Colleen, Texas. Um, I just wanted to take a moment um on behalf of Kathy Hickok. Um, I

006am the one that spoke with her in reference to open records and requesting the information when I took my journey working with TEA and Texas rights disability. I requested open records for uh two of my six children that have um been through KISSD. Um, and during that time I was not charged for the two CDs where I was provided information nor the 509 pieces of paper that was printed out and provided to me by the district. Um, again, that was just based on there was no charge at any time on any of the information that was provided to me. Um, so I did share with Kathy Hancock that that was something that she needed to look into. Um, so I just wanted to speak on that piece. So, thank you for your time. >> Thank

007you. >> Want to confirm we have no one else signed up to speak. So, we're closing public form and we're moving to agenda item two. It's not on here. Which is the Oh, you're fine. Which is the consent agenda. A. Receive and approve minutes for the August 12th, 2025 regular meeting. B. Receive and approve minutes for the August 19th, 2025 board workshop. C. Receive and approve minutes for the August 26, 2025 regular meeting. D. Consideration of resolution to recognize October 13th through the 17th, 2025 as National School Lunch Week to be celebrated the following week in Colleen Independent School District. E. Consideration of a resolution to recognize October 8, 2025 as Texas Education Human Resources Day in Colleen Independent School District. F. Consideration of a resolution to recognize October 2025 as principal month in Ken

008Independent School District. G. consideration of proposed revisions to board policy CH local purchasing and acquisition. And that would wrap up the consent agenda. And just a reminder to trustees, if you want to approve them all, it just needs to be a statement of move to approve the consent agenda, you will not consent agenda items A through G, and you won't have to restate them. Mr. Ramire, Mr. >> President, I'd like to G the consent agenda. I'm just commission. >> Okay. Any other feedback from trustees? Okay. Then we can consider the remainder of the consent agenda as a whole. Madam Secretary, >> Mr. President, I move to approve agenda consent items A, B, C, D, E, and F as written. We have a motion by Secretary Adams. We have a second by Trustee Gilchrist. Any further

009discussion 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 trustee Tina Capido 61. Thank you very much. Now we will move to agenda item G, which is a consideration of proposed revisions to board policy CH local purchasing and acquisition. Mr. Heckinberg. >> Okay. Good evening. Uh, as we discussed uh previously in the early August board meet board workshop, we brought uh changes to CH local for our local purchasing. Uh, they're pulling up the document right now. It's in the board book as well. Uh the first change is the exception for emergency contacts to allow the deputy uh the deputy superintendent for operations or the chief financial officer to authorize purchases in the state of an emergency. That was

010one of the ads that's there at the top of the page. And then if we scroll down to the bottom of page one, top of page two is the uh main discussion point that we had during the meeting. Uh it touched on two points. talked about an aggregate cap of $3 million for purchases and then an individual threshold of 100,000 for a single amount purchase. And you can see the change there as read. The other piece is in there. And this is the part I want to make sure we're very clear on is the second part of that sentence where it's all other contracts shall be subject to approval by the chief financial officer or the purchasing director and the aggregate value of such contracts may exceed 300 or 3 million with a fiscal year

011within a fiscal year as a result of cumulative transactions. That was the part when we were talking about the services. Uh, and then we would bring those to you as we approach that 3 million threshold. We've we've we've roadmapped out, hey, we're at 2 million. We come to the board for an approval because it's the services for for therapy and the other contracts that roll throughout the year. And then there's the last piece that is in there is split purchases of substantially similar items in an effort to avoid the aggregate threshold is prohibited. And then if you go to the last p the third page, the only other change was a regulatory change to the uh purchasing using federal funds. Uh small purchases and sealed bids and competitive proposals were taken out and simplified acquisitions

012and formal procedures measures was added. So those are the changes to the document that we bring forward for your approval. Mr. Ring water. >> My understanding was when we discussed this August 6th. >> Yes, sir. >> We talked about the changes in this policy. I think Miss Jones has some concerns and some other board members, but I don't think we ever came to an agreement as a board as to what these changes would be and how they would be published. So then I suspect in an officer's meeting these changes were made which wasn't what we discussed on the consent agenda. So in essence we're approving things that we didn't agree to be on the consent agenda. What we agreed to be is now been changed. So to me, you take the whole thing back and

013start over again so the board can have input and make a decision on how they want to handle the situation and be truly informed. >> Sure. >> Any other comments from trustees, Mr. Maywater? Now I know that we we worked through this and madame vice president I don't want to speak for you in this item but it was my understanding that there was a general understanding that you were you were satisfied with the modifications that were made that you requested to this policy correct >> I was but I I know we discussed it here at a board meeting >> we We discussed it on August 6th, I'm assuming. I I don't have those dates in front of me because the time seems to fly. It actually seems like it was in July. Um, and then

014we had another discussion about it. Um, and then the administration did give me the courtesy of looking at the document to see if I agreed with the way the verbiage was written and I did. Um, so yes, but it is here before us to vote on it as it is. So um correct and so and then I'll I'll yield to you Mr. Rang order the comments if if I remember correctly Madame Vice President had some recommendations. We discussed those I think in two meetings but at the final meeting I think most individuals here had stated that that they found that to be a a reasonable you know compromise in terms of what we're looking to do but it is it is back and so it is on the floor so any changes can be made.

015Well, I think I know the outcome of the vote, but my view is I'm sorry, the conversation as a discussion and you talk frequently about a discussion doesn't relate to a consensus or an agreement. It's a decision, Miss Jones, in an officer's meeting to go forth with her design of this purchasing plan, which I simply don't think's fair to the rest of the members of the board. >> Mr. And I I I think I would agree in part with Mr. Rainwater that when I saw this was on the consent agenda, I wasn't 100% sure that we had kind of nailed that down yet. Um it's my recollection that the discussion circled around. I think we were okay with the numbers, at least as I recall my own thoughts on it, that we just wanted some

016safeguards in place. And I think as as written, uh it does it does um it accomplishes that goal. However, I think it is worthy of at least a short discussion tonight simply because it is this is this is a these are large sums of money. They are tax taxpayer money and we are the oversight function uh for that money. So, I would certainly welcome some short discussion on it this evening. So I will full disclosure I will own 100% for it being on the consent agenda because I did make the recommendation for it to go to consent agenda with the understanding that I thought we were pretty close but also had the thought process of if that was not the case we can easily pull it off and have the discussions which is what we're

017doing now. Also, the policy as proposed to be amended goes to a more restrictive policy as opposed to I don't view it as we're trying to run something through the consent agenda and all of a sudden telling we're giving more we're opening up the the bank so to speak and that's probably not the right words to use but it's on the floor so it is open for discussion and consideration and amendments or what's your desire Mr. Rainwater? I'll just I'll just say I think that the current policy is appropriate and is good enough and would recommend we keep the current policy in place. >> Thank you. >> Feedback from any other trustees, >> Mr. Mints. >> Mr. Heckenberg, just so we understand, Mr. rainwater is the so the the difference between the current policy >>

018which is the single items of of h 100,000 and the policy as written and presented tonight is the $3 million cap is that and the additional restriction on on preventing split purchase >> I'm splitting for purchase correct the like items >> okay thank you sir >> Mr. Here you go, Chris. >> So, um I just want to be clear. So, before we make if we don't make these recommended changes, then there is no cap. It's just a single item cap. >> Correct. But if we approve it as the changes are submitted now, we will have basically the same single amount but a cap which will require them to come back to us if they get close to exceeding that. Correct. >> Yes, sir. That is correct. >> Okay. Thank you, >> Madam Vice President. >>

019Mr. President, I would like to make a motion. >> You got the floor. >> Um, Mr. President, I'd like to approve the consideration of the proposed reisions proposed revisions to board policy CH local purchasing and acquisition. We have a motion by Vice President Jones. We have a second by Trustee Gilchrist. Any further discussions? All those in favor? Show of hands. We have five in favor. All those opposed? We have five in favor. We have Mr. Rainwater in opposition and Madame Capito absent and not participating. So, it passes by 511 vote. Thank you. We'll now move to three which is action items for consideration. A consideration of internal audit plan consideration of internal audit plan of work and cost proposal for fiscal year 2026. Mr. Mintz chairman of our audit committee. >> Mr. president uh board

020members colleagues so it's annually and I've been on this committee I think uh since I came on to the board originally uh started by Miss Jones and just very briefly uh the purpose of this committee is to give us an outside set of eyes um kind of some independent vision on how we're doing things right and how we're doing things wrong over time the purpose of this committee has shifted while We still do maintain a compliance role. We've als we've we've shifted it a little bit uh towards helping us improve our performance and again getting an outside look at some of the important things that we do. Over the past couple of years, we've tried to align what the uh audit committee and more importantly what Gibson Consulting is looking at uh with what we

021are doing strategically. So, we don't want to go investigate or or audit, you know, accounts receivable um when that's not really something that that is the focus of of what we're trying to do and the direction we're trying to take the district. Um so, this evening, the uh the team from Gibson is going to talk to us a little bit about uh what this looks like going into the next year. The top two items uh I just want to address briefly and and I think it's important for the public to know why these things are important and why we spend a significant amount of money on these things. Um the student information systems and the PES audit. Now I'm not a professional educator as you well know. However, the data that goes into these systems

022and how these systems function and whether the data is is good data or bad data. It is how the state views us. It is how we view ourselves. It is how we get funded. It is how we drive programming. It forms the very fundamental underpinnings of how this entire half a billion dollar operation functions. So we've got to make sure that the data that's going in is good. It is correct. Um and it is being done in a manner that supports our our strategic vision. So that's the first the first reason uh part of it. And then the second one and we I think Mr. Williams had indicated to me earlier he wanted to talk about potentially a third which we can most certainly do. Um but the second one is technology. We spend an

023inordinate amount of time on technology or money on technology. Um it is key to everything that we do here. Um especially in bringing children and raising young young citizens in in the world that we live in. However, the risks are great in terms of information security, um, in terms of protecting our children. Um, somebody once told me, you know, however, however scared you are of a cyber attack, I promise you, you're not scared enough. And so, I think that it is important that we take a good hard look at this. Um, and as again, it touches so much that we do. Um, and then I think number three that we would potentially consider is a booster club audit. Uh, just because that is the money that our parents contribute and uh, we we really do

024need to take steps to make sure that not only is our parents and and the money that gets contributed by this community safeguarded, but it's also used for proper purposes. So, I probably spoken too long. Um, I turn it over uh to Kent and Ali to talk a little bit more in detail. >> Thank you, Trustee Mintz. Uh, President Williams, trustees, Dr. Davis, thank you for having us here tonight. Um, as trustee men mentioned, we're going to go over our cost proposal for FY26 internal audit services. Um, if we go to page two on this proposal, uh, we include a figure that lists out our approach and framework for all of our, um, projects. First phase is planning and that includes finalizing our scope and schedule and then also issuing the data request. Um we

025tend to request a lot of data in our projects. We like to be as informed as possible, make data grounded findings and recommendations. The second phase is fieldwork. For these projects that would consist of interviews uh with departmental staff, campus staff, group interviews as well to get stakeholder feedback. analysis and testing is where we spend most of our time in on these projects. That's where we do things like organizational analysis, process analysis, benchmarking trends, um or audit testing, looking at a transaction, a sample of transactions and getting supporting documents. We then combine all what we learned in fieldwork and testing analysis and develop a draft report with findings and recommendations for improvement. Uh moving on to page three, uh we have our first project that we're going to cover tonight, which is our SIS and

026PES audit. I'll just echo what Trustee Men said. Um the data that is submitted to TEA through PES is critically important for every school district, not just KISSD. Um but because of that is really important that you have strong controls. ensuring that data is complete and accurate and you have supporting documentation behind it. What makes PES and SIS so I say risky is because of the number of hands that touch it in a district. These are all of your end users have input into this system and so it's really critical to make sure we have strong district controls to support our campus staff. Um, if we go a little bit deeper, um, on to page four where we talk about the SIS uh, function of this work, we're really going to look at configuration and

027controls. In here, we're going to look at policy alignment, how user access is provisioned, and is it timely removed. We've seen that in some districts where someone will get an account and they may exit the district, but they still maintain that account. That's obviously very risky, right? Right. And so we want to make sure that that's not occurring at KISSD. We'll also look at field level data entry and validation controls. How your SIS is integrating with key thirdparty systems. Are there controls over those data exchanges? And then finally, some disaster recovery and and backup readiness. Um scope is also included in the SIS. And we can go down to our PES work which is uh a little bigger than the SIS portion of this just due to the nature of all the data we're going

028to look at. Um so on page five uh we list our scope questions for all of our domains in the PES audit. And so what we're looking at in PES is organization and management, training and support, attendance, levers, special programs, discipline, and then our new data submission process um to TEA. So I'll I'll summarize what we're looking for in each of these areas and then we'll move on. But in Oregon management, we're really looking at alignment and collaboration. How are our PES and SAS functions working with campus leadership, departmental leadership? What are what's the uh accountability between these two functions and are they meeting timelines and standards? We'll then see do we have clear roles and documentation on responsibilities for PE's uh data entry, validation, review, are these documented and disseminated? Um lastly in this

029section we want to see is there adequate resourcing and staffing for the PES function to do the work they need to do training and support and this will be similar to what we talk about in technology audit. Um these two these two audits are audits of service organizations that are there to support our campus leaders and and campus staff and district staff. So this is a critical aspect of it. Are they training our end users appropriately? Are they supporting them? Are they responsive to questions and concerns? That's a important aspect of both of these projects. Um, a big area we touch on page six is attendance. Obviously, this is the big revenue generating for every school system. Uh, our view is really looking at daily attendance taking. Is it occurring on time? Is it occurring

030accurately and how is the district set up to ensure that that does occur? Are we taking advantage of information system configurations to limit when attendance can be taken? Uh what are our procedures for the first day of school for substitute attendance for field trips? Things that we have seen in other districts that can kind of muddy the waters and could, you know, impact the amount of funding that we get. Lastly, in this area, we look at our six weeks reporting process. So, are our campus principles reviewing data as they should? Are they challenging data? Are they seeing if it's reasonable? That's something we look at. Uh, moving on to page seven is our levers portion of this work. Um, levers and special programs is really about documentation controls. When we apply a code to a

031student, are we following what the student attendance accounting handbook says that we have to have? Are we recording these students accurately? Why levers is important is because that impacts accountability. If you have a student that leaves and they aren't coded as a dropout, you need to have supporting docs to show where that student went. So, we have a lot of testing in this area to make sure that that's occurring. our special programs that we're going to look at on page seven is special education, emergent bilingual, immigrant, economically disadvantaged, and prek. So, within all these uh all these programs, we're going to look at um eligibility um controls over that documentation. And then if there are thirdparty systems where this data resides likely in economically disadvantaged and prek um we want to make sure that there

032are good controls like we're looking at in the SIS portion that data is transferring properly. Uh discipline is our second to last area on PES and SIS that's on page eight. Um big portion of this how are we counting um attendance when students are in alternate settings? Um do we are getting accurate data um between between those alternate settings? How are we making sure there's no double counting occurring? Another big portion is program continuity. How are we how are we maintaining CTE emerge bilingual eligibility while students are placed in disciplinary settings? And then what's the documentation supporting these placements too? The last area is on page nine and that's our new um tsds submission process. We want to see how the transition went for KISSD. Um a lot of our clients had some some headaches

033and challenges. Um I think that was pretty common throughout the state of Texas. So it's not that that's not just our clients. Um, but how are these issues remediated if they did exist for KISSD? And what were some of the change management processes that the district underwent um to train implement the new way of uploading and transferring data to the state and uh Ali can answer more questions if you have uh if you have them on that. Uh continuing on page nine, we then go into our like methods, analyses and tests. Um, as I mentioned earlier, we'll do interviews and focus groups. This includes a heavy component on your campus staff. Um, we will talk to uh kind of attendance clerks, teams coordinators, uh, principals, registars, special program coordinators, counselors. They're the folks that own

034a lot of this data. And so we want to get to the source and talk to them. So they'll they'll have a heavy role in this audit. Then we'll do data analysis. We'll do a really robust attendance analysis that Ali is going to lead. Then we'll do those tests on attendance lever special program coding. If we find inefficiencies, we will do a a process map for that um inefficiency. We'll include an ASIS map and then a 2B map with recommendations. And then um finally um just wanted to cover the timing and budget for this PES project. Uh from start to finish it'll be about seven months to do and the total cost would be $165,500. Um and so I'm happy to pause if there's any questions on that before we go to the technology audit.

035>> Mr. Rainwater, >> is that the total cost of the audit or just for beams? That's that's the total cost for SIS and PES. >> Okay. >> Yes, sir. >> Any other questions? >> Yes, sir. >> You mentioned you were gonna use that as part of your study. I just being such a sensitive area or nation today. How are you doing all that? I didn't recognize you. >> Yes. >> Being such Let me finish. Sorry. >> Let me finish. being such a sensitive area in our in our nation today. I just need to know how far you're going to go in the documentation of our immigrant students and what we can expect from the audit at that level. Thank you. Yes. Um, so there are prescribed standards for how a student should be coded as

036an immigrant in the attendance accounting handbook through TEA and also through I think it's title three. Um, they have to be, you know, in this US school system for fewer than three full school years. They have to be born outside of the US and they have to be between the ages of three and 21. So all this test is going to do is essentially check if a student is coded as an immigrant student. Do they meet those eligibility criteria? We also do kind of a completeness check. So, we'll request a whole data data source to list, you know, birth, country, age, and years in school to see if there are any students that should be coded as immigrant to help, you know, increase potentially title three um I think it's title three part part A

037or maybe part B funding. But the type of data that we look at and that we would present publicly is never going to tie back to an independent student. Um, our audit team would have to look at an independent student to get kind of supporting documentation. >> Great. >> But we're never going to include any any identifiable information. And so what what we're doing is >> behind the the coding of it. We're not getting into services provided or anything like that. >> Thanks so much. Thank you. >> Dr. Davis. >> Here we go. A quick question on on page seven as it relates to special programs as as you all know that impacts funding as as it relates to WADA, right? And but more importantly, I'm curious as it relates particularly economically disadvantage. I mean

038the team know I've brought this up a few times. It also impacts our accountability as it relates to domain 2B. My wonder wondering is as it relates to methodology, how will you go about my concern is we're not potentially not capturing all of our ecodis children. So my point is I'm not trying to you know if kids are eco eco they're not. They're not. But the reality is if for some reason we're lowballing that number it can impact us both funding and accountability wise. So my wondering is a methodology do we look at a baseline to where we were in the past and and if we reaching that baseline does that make sense to where we know we're truly capturing the percentage of eco dish children u because if if we have a campus that's

039truly at 80% but they're only capturing 60%. We're losing funding and it impacts them in a negative fashion accountability wise. Yeah, that's a great question and that that is a limitation and challenge. Um, under reporting always a lot harder to find than over reporting. But one thing that we can do is what you mentioned is um reasonleness checks, right? So campus to campus over time, how has it changed? And then you ask those probing informed questions, right? Um other thing we that we always do is uh how how are we capturing this data? How are we capturing these uh income verification forms or free and reduced lunch applications and inputting them into the system? Do we have campaigns in place to encourage parents to sign up and do this? as far as you know pinpointing

040an individual student that was ecodis but not reported that is very difficult to do. It's a little bit like a needle in a hay stack but to your point Dr. Davis we would we would take this kind of reasonableness and process focus and then we could point to risks of under reporting. maybe we're not doing enough to encourage, we're not reaching out or surveying enough to to show parents that it's really important that you sign up for these or report because it helps your district out, helps your campus out, helps your kid out. Um, I'm not sure that's happening here, but we would go from from that lens because we yeah, we can't really get super detailed on under reportported student. >> Any other questions? All right. Okay. Um, thank you for those questions. We'll

041move on to our second project which is the tech audit. Um, that is on page 11. And so this audit checks whether it is aligned to district goals. Is it efficient? Um, is it secure for our classrooms and is it operating reliably? The scope covers six areas. Um, organ management. It's going to be very similar to that approach I discussed on the SCS and PES audit. Um, our service to customers, devices and equipment, management, information systems, infrastructure, and a little bit about those areas too. Um, devices and equipment, that's primarily your life cycle planning, your refresh, how are we managing that? Do we have an accurate inventory of devices? We see this as sometimes a struggle in school systems. We have a lot of equipment. We have a lot of devices, but we don't always

042know where they are. So, we want to see our controls over that. Um, on MIS, what's our support and training for our major information systems? How do we implement new systems? What's our change management approach? And we're not sure if this is a a Colleen ISD problem. Um, but in some of our districts we've worked with, they don't do a great job of deciding um, when to buy versus when to build. They can turn themselves into a software shop. Um, not always the best use of resources. There could be strategic reasons to do that, but we want to look and see is there a decision-making framework for when to do that. Um, infrastructure, that's all about your your your network. Um, Ali is the expert on that one, not me. um inventorying, monitoring, patch and

043change management. Do we have uh sufficient uh infrastructure for a district of our size and is it widespread or kind of equal access to this the same resources throughout the district? Um the last area on that is information security. Um that's on page 15 or sorry, yeah, page 15. U this is a little bit different. Uh it's mainly a follow-up audit of information security. We did an initial audit in 2021. We issued those six recommendations. That's on table three. Um on page 14, sorry. Um and so really we're going to do analysis interviews to see if our recommendations were implemented as agreed to by administration. So that's a little different area than the other five. I just wanted to point that out for y'all. Um, interest of time, I'll skip to the timing and budget

044for this one. Uh, six months start to finish for technology audit and that total cost is $130,445. Um, the last one I was going to speak to tonight um, uh, was the program management services. Um these are standard services that we provide and that's included on page 23 of the cost proposal. Uh it's you know facilitating audit committee meetings, delivering program status reports, uh monitoring our recommendation implementations through the dashboard and also just keeping up to date with uh going ons and clean through uh research uh additional interviews with staff just to make sure we're all aligned on risk. Um that occurs through the course of the fiscal year, so over 12 months. And that total is uh $37,475. So in total um the audit committee uh had recommended uh at the time two projects

045the SAS PES audit and the technology audit as well as program management services for a combined total of $333,420. So, with that, more than happy to answer any questions. Um, or if you have questions about other projects in here, too, I can answer those, too. >> Mr. drawing water. >> Tell me again what we're getting for $330,422. >> A uh SIS and PES audit, a technology audit, and our pro program management services. >> Thank you. Yes, sir. >> I just have one comment. I know technology is important in our school districts and we've done some audits in 16 and 17 and 20 and 21, but with a new superintendent coming our way, I wonder if he wouldn't want to design a new audit or have input with these guys to see what he's looking for.

046And with the incredible crisis that we're facing now in the school district, if we could focus the technology audit on cyber security, as Ali says, you don't know how bad it gets till it's bad as it gets, then there was another one. I think it was the Texas cyber security framework, TCF. If we could focus on those two areas alone to protect ourselves, then it might be cost savings and the audit results might be more applicable to the new system superintendent because technology is in my view an area where we from 30,000 ft not to be unkind but is an area where we need much much work. So it's just my thoughts on on focusing on those two areas. >> Mr. chairman any >> I think it certainly um if there's if it is the

047will of the board I think we can certainly have some discussion on it um is there anything else I assume that we could pull it from a vote tonight and or just maybe have some other discussion on it I'm I'm open to it either way I don't know if there's any interest in looking at the the booster club as well so maybe we ought to kind of finish out that discussion and then we can see the way ahead >> thanks Thank you, Mr. Mint. And so for me, excuse me, I had thought about the booster club just because I consider that to be a fairly large amount of money that is exchanged and that's our parents that are investing in our campuses. And just to reassure them that everything is is working well. And I

048see that listed for the 80,000 cost. It's not in the initial recommendation, but you know, if it's not approved now, maybe we consider it midyear, come back and and look at maybe adding a audit. But just food for thought for the you know it's at the will of the board. But I just saw booster club and I thought it couldn't be bad to know that our booster clubs are functioning you know efficiently and uh funds are safeguarded. >> Madame vice president. >> I'm personally okay with all of these. Um, if we were going to move something off, then I would make it the booster club because follow-up audits are important. And those are one of the things that we sometimes delay doing because we're trying to focus on the next audit that's coming up and

049we never go back and look at the work that's been done the previous three years on that for the audit that was done the previous three years. So, um I would not be inclined at all to pull the um asset and risk management followup off. Um and I I I can I can support this as it is uh today. >> But the asset and risk management is currently not in >> Oh, that's what it's on the sheet page. >> No, it's >> Yeah, it's it's the CIS PES technology and then program management services. It's those three components. >> Booster club, asset, and risk management follow-up audit are not included. Correct me if I'm wrong, Mr. Chair. >> Yes, that's correct. And we had kind of that was a a financial decision. We really didn't we

050wanted to spend we think the money's well spent, but we didn't really want to expand it at this point. So, we had had to draw the line somewhere. Um I think what and again I'm a little little torn. I don't I I think I don't know if the will of the board is I think we could probably maybe redirect the technology audit a little bit to include a little bit more of a a focus on the on the security and data integrity uh lens I guess that that Mr. Rainwater had mentioned. Um I think we can probably do that on the fly and keep the cost reasonable or do you think it's reasonably close or do you think that that's going to be a substantial change? No, I mean I think um we would want

051to talk and see if if it's reducing the scope in one of the areas and increasing the scope in cyber and tech. Um because we don't want to give you like a half-hazard answer here. We want to make sure that we've looked at the hours assessments and that that it's feasible for all of us to do. But we're we're not going to come back and say, "Oh yeah, we can do that, but it's going to be 50,000 more." We're going to make it work in the budget as it is. >> Mr. President, I suggest maybe that we just if we press pause on this and make and push the decision back maybe to the next meeting to allow I don't know that we have to have this decision this week. Um that would just give

052us time to get that nailed down and then see if if there's any desire to move forward with the booster club. >> Madame Vice President, >> could we consider the followup though because I do think that's important. Absolutely. We can consider everything. It's at the the wish of the board. Uh the booster club, I will pull that one off. Uh my request to take a look at that one. >> Okay. So then let's do this. Let's just push this back. We'll take a vote on it perhaps the next one and give me some time to talk to to Kent Ali and the team there. Um I'll also I think probably chat with Mr. rain water a little bit and make sure that we're kind of seeing what he wants reflected as well as what Miss

053Jones is is discussing as far as far as a followup and kind of come back with a new price new and accurate uh price tag on what that looks like. >> Any issues from trustees? Mr. Rener, >> Madam Vice President. Okay, >> Mr. Chris. >> Okay. Thank you for your time. >> Yeah. Thanks y'all. Appreciate it. You >> have a question Mr. >> Oh no goodbye. >> Okay we'll move now to four which is information items for discussion. Item A discussion of Ford school leaison officer support of Ken Independent School District's impact aid survey requirements. It says Mr. Heckenberg but I see Christine Kaparco coming. So, welcome, welcome, welcome >> and board of trustees. Thank you for having me. There we go. My name is Christine Kaparco and I am your Fort Hood School leazison

054officer and I am here today to provide information regarding the installation and the garrison support on the impact aid process for clean ISD. Skip the slides a second. Oh. Oh, there it is. Sorry about that. Let's test it. There we go. All right. And in front of you is an information sheet that is provided from the garrison command team from Fort Hood with just a brief overview of the supports in place currently right now from the garrison. Fort Hood understands the importance of the impact aid process and is here to support Colleen ISD through that. It's done through a three-phase process including the predistribution phase, the distribution phase as well as the post-distribution phase. During the pre-distribution phase, the installation focuses on information and getting the information out to the community, specifically those on the

055garrison. One way that that is done is specifically through a meeting called the community service council meeting that is chaired by our commanding general and has all installation command at it. We do invite Ken ISD to join us during that meeting and to present on impact aid the importance of it and the process in the district. We were lucky enough to have Dr. Osbborne join us for our August meeting. So we are in the pre-distribution phase currently and getting that message out to the installation. We also um share the information of impact aid during our partners in education process which will be taking place tomorrow is our first phase of that our school's council meeting. During that meeting we have a representative from TEA coming to speak specifically on impact aid. the attendance and the

056the audience for that meeting is installation command teams and that meeting is also chaired by our garrison commander. We also have a formal memorandum of agreement with Ken ISD to ensure that it is formal that we have supports in place to support the district with the impact aid process. Once the form is distributed, we also work to provide a letter of support that is signed by the commanding general that can be provided to the district to be attached to the impact aid form. So it's showing the command support to our families that it is important for them to fill this form out and return it to their campus. Also during the distribution phase, we support by working with Ken ISD on marketing materials to have a very strategic plan worked out with our public affairs

057office to get that information distributed in as many ways as possible to ensure that it's dissimilated to the lowest level on the installation. That includes a flyer, social media post, having posters on our main hotspots on the installation and any other way that we can support through that. Once the forms are returned to the district, we then support in the post distribution phase by doing and supporting through source check. That source check process is something that we've done for many years and we go through a line by line list of individuals to verify through army systems to see if they are military connected. This right here is an example of the letter of support from the commanding general that we've used in the past. And this is a a a copy of the form that

058is being processed right now being staffed through the commanding general's office so that it can be connected to the form that's being prepared to be distributed through the district towards the end of the month or beginning of October. So with all of that being said, just a reminder that the installation is here to support the impact aid process. We look forward to continuing to support this process because we know the importance of this funding for the district and we value our partnership with Ken ISD. Subject to your questions. >> Questions from trustees. >> We appreciate your work and all you do. This is an important important important can't say that enough uh to our community and we appreciate all you do. >> Thank you so much. >> Thank you. We'll now move to item B

059which is discussion of 2025 summer learning outcomes. Dr. Kraton. Good evening, President Williams, members of the board. Dr. Davis, we are here, members of the CIA team are here this evening to share information about summer learning 25. We'll begin with some education codes that districts follow in order to provide support for students. The first education code, um, the first administrative code relates to district requirements to offer 120 hours of summer programming to bilingual and ESL prek and kindergarten learners to help develop academic language in English and in their home language. The second education code relates to how districts are to provide accelerated instruction to students who do not pass their end of course exams or are at risk for dropping out of school. The third education code requires public agencies to offer special education and

060related services beyond the normal school year according to the students IEP and at no cost to parents. The need for ESY or extended school year is determined on an individual basis according to the students IEP team. And then the fourth education code relates to the percentage of state compensatory education funds that districts are to use to support economically disadvantaged students, non-economically disadvantaged students, and students at risk for dropping out of high school. The at risk criteria is determined by the state and districts have the opportunity to add additional local criteria and Colleen ISD has added three. So at risk criteria number one relates to students who have been retained. At risk criteria number two relates to students who have failed two or more subjects. At risk criteria number three relates to students who have failed

061end of course exams. At risk criteria number four relates to students who have unsatisfactory performance on readiness assessments. And then at risk criteria number 10 relates to students who are limited English proficient. So we'll start with our elementary learners for summer learning. Elementary students attended 11 locations, were supported by staff members to provide an 8:1 studenttoteer ratio at the cost of um just over $2 million, which is an addition to what is listed in the board book because our extended year services were actually included with the total dollar amount. The curriculum was teacher created materials. There were reading interventions provided to students in addition to math interventions. Parents were notified of progress at midcourse and end of course on June 12th and June 26th. And then parents of retained students also had an opportunity to

062attend a parent conference. Elementary students eligibility consists of if you were a prek or kinder student who finished and you were served in bilingual or an ESL, if you were a bilingual student, if you were retained, if you scored at risk on the end ofear criteria, which is MAP, the universal screener, or if you were served in tier 2 or tier three interventions at the end of the year. So, I want to just take a moment to orient everyone to the chart and we'll talk through section by section and then all of the other charts will look the same and we won't have to spend as much time there. So, the first criteria, if you finished prek or kinder and you were a bilingual student, 344 students were eligible to attend. actually enrolled, 24 completed.

063So there was 43% of the students who enrolled and completed and promotion or retention did not apply to that group of students. The next row would be for our bilingual learners. The next row would be for students who are actually retained. So at the end of May, 954 elementary students were retained and they were invited to summer learning. began, finished the full session, and of the students who were retained and completed, 48% of those students earned promotion. The last row would be for students who were eligible because of their scores on MAP or if they were in a tier 2 or a tier three intervention. So 5,200 were eligible, 900 enrolled, 915, completed. So of the number of students who enrolled, 82% of them completed and the promotion retention criteria did not meet for them

064because they were there for additional interventions. So we wanted to include some additional information there for you about disciplinary concerns and attendance conc concerns. So 12 students were withdrawn for disciplinary reasons and 179 students or 11% of those students were withdrawn because of attendance. So discipline if you have a serious referral you are automatically withdrawn from summer learning. If you have two non-serious referrals, you can be withdrawn from summer learning. And if you missed two days of summer learning, you're automatically withdrawn because of attendance. So, middle school participation. Oh, yes, >> Mr. Ders. Um, I I'm just interested in when we staffing for these this summer learning program, are we using the eligibility numbers or are we waiting for enrollment numbers before we start actually staffing or how how is that determined because it's a

065lot of kids that are eligible but not coming. >> Yes. >> And we don't want to have too many teachers and paying people that you know >> that don't have students to serve. Great question, sir. um we use the previous year's numbers to project staffing for the next year for summer learning. So if we overstaff depending on how far over we've staffed then we say to people we don't need you to continue or if we have underst staffed and more students enrolled than what we projected then we put the call out and see if we can get additional staff members to come and support our learners. Great question. So for our middle schoolers, they attended summer learning in four locations and we had an additional location for Gateway Middle School. They were supported by 320

066staff members with a 9:1 studenttoteer ratio. Of the 4418 students who were eligible, 1,035 students enrolled, which was 73%. 929 completed summer learning, which is 90% and of the students who were retained, 96% of those students earned promotion. At Gateway, we had 109 students who were eligible to attend, 73 enrolled, 64 completed, and of the number of students who could have earned a promotion, 84% of them did. 15 students were withdrawn at middle school for disciplinary reasons which was 1.35% and 91 students were withdrawn because of attendance for high school participation that looks a little different because they can attend if they did not pass the star exam they could attend for advancement and they could attend for credit recovery. So, our high school students attended two locations and Gateway High School so that we

067would have a a separate location for them for intervention, EOCC remediation and credit recovery. So, the chart is pretty consistent with what we've done in the past except for the EOC row that looks a little different. We had about 2,800 students who were eligible to attend EOCC remediation. 56 students enrolled in the support and of the 56 who enrolled 32 end of course exams were passed. So, we know as a team if we have to do something else to get our EOC failures to attend intervention so that more of those students are able to retest during the summer to pass instead of having to do that throughout the course of the school year. When it comes to credit advancement, uh we expanded that this year. We had 1,515 students who enrolled to advance with credits.

068completed. So 92% of the students who attempted to advance in credits actually completed and we had a total of 1388 credits that were earned by our attendees. And then the bottom row is information about students who attended Gateway High School. Nine students were withdrawn for disciplinary reasons and 325 students which is 23% were withdrawn because of attendance at high school. I mentioned before on the first slide that we are to provide extended year services for our students who are in special education. So the ESY program, we had one location for elementary and then we had three locations for students in secondary. And remember, you go to ESY according to the recommendation of the IEP team. So we had 24 teachers for elementary, we had eight teachers for secondary, we had 40 pair of professionals and

069interpreters for elementary, 25 pair of professionals for secondary. We had 219 special education students who attended ESY for elementary. And then we had 43 students who attended ESY for secondary at our three different locations. So, in addition to what we provide for students, the board has been gracious to expand the amount of enrichment camps that we provide to students. At the end of the school year, depending on what their results are, if you need to attend intervention, that information is shared with your parent and the parent is then able to enroll their child according to the intervention that's actually needed. If you do not need to attend intervention and you want to give your student an additional opportunity then they are able to register for enrichment courses. So for elementary enrichment we had one two

070three four five six seven sites at a cost of $839,987. And you can see the cost of the camp at each location in addition to the number of students who attended. For secondary enrichment camps, the exact same premise occurs. We had one, two, three, four, five location. We had five camps and then our math students for the new enrichment camp that we offered for fifth to sixth grade math support were actually included with the same site for algebra readiness. So we had six camps there at a cost of $179,276. And as you can see there, we know we need to do some additional marketing for our enrichment camps so that our students when they leave elementary, we can better position them to be successful in math when it comes to middle school. We had fine

071arts enrichment camps as well. So we have musical theater, visual art, band, orchestra, and choir. And this chart is similar to the ones that we've had before. So I won't read all of those to you, but I did want to share a comment from a teacher who participated and had students participate in the enrichment camp as well. So the teacher said, "This year's all region choir camps really encouraged student leadership. Students returned to the classroom more confident in their abilities and began helping their sections during rehearsals. Peer-to-peer learning has raised the overall standard for the ensembles and the camp has also increased motivation because students are surrounded by likeminded musicians. So, our head choir director at Shoemaker High School made that comment about our camps. So, we wanted to be sure we shared some key

072data points related to discipline attendance and students who attended summer learning on multiple occasions. So, we had 18% of our middle schoolers who attended summer learning who had more than 10 discipline referrals in the 2425 school year. And there were 5% of our high schoolers who attended summer learning that had more than 10 discipline referrals in the 2425 school year. When it comes to attendance, which you know from the efforts that we've been engaging in at the district, we know we're trying to get more students in school. Um, if you had students that had more than 10 absences, that percentage is a little higher. At middle school, 48% of the students who attended summer learning had more than 10 absences throughout the course of the school year. And 56% of our high schoolers who attended

073summer learning exceeded 10 absences throughout the course of the school year. And then you wanted to know about students who attended summer learning in 25. if they attended summer learning in 24 or in 23. So we had 13% of our middle schoolers who attended summer learning in 25 who attended either in 23 or 24 and we had 25% of our high schoolers who attended summer learning in 25 who participated in 23 or 24. >> Dr. Dr. Kraton on that attendance um more than 10 absences do we know if well I know we know but is excused versus unexcused I don't I'm just curious in the future for now no but to me excuse me that's an important an important thing because are you just missing school because you choose to or you've got doctor's appointments

074you know I just think that's an important data set Mr. Gilchrist oh I'm sorry Dr. Osborne. >> Um I just wanted to add to that either whether or not it's excused or unexcused. It still impacts chronic absenteeism. Um so we always encourage students to be at campus. We do accept notes and then excuse them. Um but it would not make a difference with whether or not those students are ultimately chronically absent >> because of the number of days essentially. So, it does not um provide credit back towards your attendance. We would still identify a student that is exceeding the um threshold for absences as chronically absent, whether or not it's excused or unexcused. >> Correct. But I would just be curious as to those that are, like I said, choosing to just be out versus

075those that, >> you know, >> may have a legitimate reason. >> Exactly. >> Mr. Gilkers. No, I >> I was just curious as to why that number 10 is there and is 10 the number where we start looking at truency or I don't know. I'm is that just an arbitrary number or what's that? What's driving that? >> The expectation is that students attend 90% of the school year in order to be considered present and earn credit. Um so 10 is a solid litmus. We have about 170 days of student instruction. Um so that is where we find the marker. >> Yes sir. >> Madam vice president. >> So the attendance um >> so the attendance part I know we don't receive funds from the state when we um have summer programs. That's all based through

076our budget. Um, do does the state recognize our summer school program for attendance at all? Do they give us any credit for our kids who show up during the summer? >> No, ma'am. It operates separately from how we manage ADA throughout the year. >> Dr. Davis. >> Yeah. I was just going to ask you, do we utilize attendance committees to for extenduating circumstances? Of course, if children go beyond that threshold of 90% to to the point about excused absence and so on, but if they still met mastery, typically attendance committees would catch that, >> right? Yes, sir. Um, and just to to build on that idea, when we found this data, um, or when we identified those two data points, 48% and 56%, that was our first dialogue. which of these students were successful in

077the classroom and then did not utilize our committee and principal plan process to earn credit back and then still had to go to summer school. So that's our next step for dissecting the data. Could there have been 20% of those kids that went through the attendance process and then never had to attend summer school? That's yet to be determined. >> Questions from trustees. Mr. Gilkers. Uh >> um Dr. Kraton, I want to kind of go back to something you said earlier about we've got to do a better job of advertising our summer learning enrichment programs because let's be honest, most of us see summer learning as kind of punitive, not enriching. And a lot of kids could use that extra help >> and their parents don't know that it's there >> because we're not doing

078a good enough job in my opinion of communicating that the district has opportunities for you to get your kids extra help that you don't have to pay for >> free of charge. >> But we're so interested in going on vacations and doing all these other things. And sometimes kids may need a little extra help. and two weeks or three weeks out of the summer could really take a kid from struggling to success. >> So that's just my we got to do a better job of making sure that parents and kids see that as an opportunity to enrich and not always as punitive or detrimental or punishment. >> Yes sir. And we can actually um we have here for questions, but we had a slide that actually identified that for November of 25, we wanted to

079be able to come back and talk through some possible solutions to be able to improve our program. So like, do we need to adjust the eligibility criteria? Do we need to adjust the program length or do we need to adjust the structure of what happens with summer learning? um how are we addressing the data points of concerns and now that we've mentioned being able to publicize what is available to parents starting that sooner rather than later. Our communications department does a great job. We create a book, a flyer, we send that out to parents. Um information is posted on the website, but we need students who need support to come and get the support that we're offering. >> Mr. M. Just say a few things as a preface. I think we do a great job

080in enrichment. I'd spend quadruple the money on that if we could. I think that's great. We should do it. I agree with Mr. Gilchrist. We should do a better job of advertising it. Can we go back to the previous slide or whatever the one that was up about the that that one right there? Yeah. So I've I went and visited I may I don't remember if I went to two campuses or just one campus during summer school and on that campus to a person they said that the program didn't really and I talked to leadership I talked to classroom teachers and to a person they said that they're not kids are not really learning anything in that compressed time. So, and it's and I've heard from more people than I can count that summer school

081is a complete waste of time as structured. So, a couple of questions to make sure I understand it. So, we've talked about the essentially the entry criteria. Um, and in the expanded slide deck, it references parts of Texas Education Code. So, can you explain to me what the elig the elig Well, let me just say what I think I heard you say was that if you've failed a class, if you've not gained promotion, I'm not talking about them the statutoily required um ESL and and and I'm not and I I get all that. We have to do that. I'm not I'm not really even discussing that. but allowing children or students who fail or who are otherwise at risk, they have a get into school free card, right? There's no way there's no eligibility criteria

082on top of that legally that we can apply. Is that do I understand that correctly or no? That's the minimum criteria that you can use for them to participate in summer learning. We don't add additional criteria related to attendance or discipline because if a student doesn't do well on an assessment or if a student isn't passing their courses, we want them to be able to get the support that they need academically as opposed to penalizing them for attendance or discipline. So, some of the things we did um for the 25 summer learning experience was that we created a pre and a post test. We focused on the standards that were low across the district and then students had an opportunity to engage in online learning that was specific to what their needs were in their

083individualized pathway. >> So, so I I understand that. My question is back to entry criteria. So the entry criteria is simply failure of one or more classes or or end of year EOCC's and or being in an at risk category. >> Correct. >> Okay. So but we by choice don't screen out kids who didn't come to school because that you say 10 absences there. My bet is that's 10 absence, you know, 10 unexcused absences. That means they could have used there could they could have had 20 absences and we're still letting them in. So it's 50% with just 10 absences. It's probably much higher than that. >> Right. So you have kids that aren't coming to school. Then we're putting them into a program that every when I visited the schools, every person working in

084that school told me the kids aren't really learning anything or they're not getting caught up. and then we're promoting them through the system. That's a problem. I'm very happy to hear you say that you are going to come back in November with some ways to improve it. Um, we have kids from Gateway going through this. You don't get into Gateway by following all the rules. Now, I'm not saying that's a should be a blanket bar, but if you're in Gateway for some serious disciplinary reason, you know, there's got to be some accountability. there's got to be some standards along the way. So, that would be my request. Um, as we as we go go forward in this, if we can expand enrichment, wonderful. Um, as some people have said in public forum, we ain't poor

085and we ain't broke. So, let's spend let's spend money um on on giving more opportunities for the for the kids that want to take it. My biggest concern is that I I would like to see it expanded. I would like to see it longer. I would like to see it real so that kids are actually getting caught up and I would like to see the kids that are behaving and have legitimate reasons for not being in school. Absolutely. Give them another chance to grow and become a better student. Um, but I'm I think I've I've beaten this this horse. It's probably dead and risen 10 times over. So, um, I appreciate the work that was put into this. I look forward to seeing what you have in November. Thank you. >> Thank you. Thank you,

086>> Madam Vice President. 101. Thank you. On page 115, it shows that um I have to go to it now because I was flipping through while Mr. Mens was talking. Uh it shows that we had children turned away. Um there we had 36 turned away at Pat Carney. um for both the June uh 9th session and then 17 turned away on June 23. Um that's just because we didn't have the teacher capacity. Let me call Miss Rhden to the mic because she was the POC for enrichment and we explained that on the slide but we didn't include it. Welcome. >> Thank you, Jen Roden, director for advanced academics. You have quite an eagle eye. So, the way that it worked with enrichment is that parents signed their students up. Those who were turned away were

087parents who did not sign their students up. They just showed up >> that day. So, we said, "Oh, no, no, we're not ready for you. But we do have openings next week." So, were they turned away? Yes, they were turned away that week and told to come to the next session. >> Okay. >> The 17th, the next session that was a group of students who they were zoned to attend a different enrichment because it's based on where you live, not necessarily where you get a waiver to attend. And they didn't want to go to those schools. So, they showed up to the school that they wanted to go to and we told them, "No, we can see you at the school where you're zoned, but we cannot see you at this school." So, were they

088turned away? No, not really. They had the opportunity to go where we were waiting for them. They just chose not to. >> Okay. Does that address your question? >> That's awesome because I was going to say if we need to increase staffing next year, obviously, because this is one of my favorite programs, uh, as you all know. >> Yeah. >> The students were thrilled. We have a lot of excellent comments from students and parents alike about how much they enjoyed the program. >> Good. Good. Thank you. And then on page 101, uh when we talk about attendance, um I think um going back to that 10% attendance that we were talking about earlier, um the students who had 10% absences and participated then when we look at page 101, we see that um 23% of

089our students were uh ex exited the program based on attendance. Um am I correct on that? I need to get to page 101. >> Yes, ma'am. For high school. >> So, is there any way we can graph that? Um, I'm not asking you to do it for me. I'm asking that are you guys even looking at that to see if those 23% that didn't come to summer or with withdrawn for attendance were the same category of that 10% that didn't come to school on a normal day or 20 didn't come to school for 15% of the school year or 20% of the school year. Um again the academic dollars are important and uh when something is free we take advantage of it and we abuse it. And so um I would be sad to think

090that of this 23% the majority of them are those 10% that didn't come to school during the normal part of the year. >> Any other questions from trustees? Dr. Osborne, >> Dr. Kraton, I just like you to expand on one more data point for the public good as well as the information of the board. if you don't mind going to the slide with elementary participation and if you could talk a little bit more about the line with students that were originally retained in elementary school. They ultimately enrolled and completed but they did not earn promotion just so that the group has a little more information on the step that takes place and why those ski kids may not go on to the next grade. >> Yes, ma'am. Um I mentioned earlier that we administered pre

091and a post test. We also administered for those who were retained assessments throughout summer learning to see how much content they were actually mastering. So if you had 70% on your assessments, we identified that that would be passing and those tests were taken into consideration for students to earn promotion. So some tested and did not average 70% on their assessments. So they remained retained at the end of summer learning. So everyone who was there to try and earn promotion as you can see from the percentage did not. >> Any other questions from trustees? Dr. Dr. Davis, uh, you and your team, just a few notes that I had, the summer school program. I think about our middle schools that are struggling and and I just wonder if it would help us if we offered summer

092school at those campuses because those students are, you know, when I think, you know, PaloAlto, Mayor, Eastern Hills, so it's easier for them to get to the location. Um, and I just wonder if there's some value in that. You know, if we do our free lunch program there during the summer at all those campuses so you can get educated, you can get meals, make it conducive uh to being in a structured environment that also gives you an opportunity to learn. And I just I don't know if there's value in that. That's just a thought process that I had as I made my way through the notes. Uh, and I do agree with uh Mr. Mintz on extending the length of the program even if it's the day. They talk about habit forming and I think

093it's hard for the kids. I'm not an educator, won't pretend to be, but I just know about habits. And if you only spend 14 to 20 days, it's hard to form a habit. Susan, what's how long does it take to form a habit? >> 21 days. So, we need to be at about 42 days so we can have just super solid habits. And that's just my two cents on it. So, thank you, Dr. Osborne. I think you I'm sorry. I'm sorry, Dr. Osborne. Madam Secretary, >> I had a quick question about middle school. Are the best practices and the research showing that we're moving away from readingmies? Um I know that when I was a principal and we had this issue before in middle school, we did um readingmies not only for the teachers but

094we did readingmies during the summer and I know that many of the assessments that we give our students um relate to their ability to read and comprehend. Have we given any thought to doing some type of reading ummies for our middle school students or is that not best practices anymore? Have we gone away from that? >> Well, >> I'm a big girl. I can take it. >> Yes. Yes. Yes. Yes. Well, the state identified um that readingmies were mandatory for kinder first, second, and third grade as we were moving away from balanced literacy to a more structured literacy approach. So all of our kinder first, second, third grade teachers um in addition to administrators have moved through the reading academy by TEA. You used to have a virtual option. Now the state has mandated that

095those teachers attend learning face to face. Um so our emphasis has really been connected to math in middle school because math has been the subject area with the largest area of concern. So we've not done readingmies um in middle school for teachers or for students. Um, the state did it in primary grades for structured literacy and is now adding mathmies, but nothing at this time for middle school reading. >> Well, I'm looking forward to whatever um proposals that you'll bring back for middle school because if we if we really have a concentration of concerns at the middle school, then we need to have something for the summer learning that addresses those concerns. So, if you could bring something back in November that really focuses and centers around middle school, I'd like to see it. >>

096Yes, ma'am. So, here are notes. Let me be sure I'm tracking. So, possibly a longer day and a longer amount of time for summer learning. Do a better job of advertising what we have to offer free of charge to parents. Get more students engaged. Accountability for students who attend Gateway. um expand enrichment. How are we ensuring that students are actually learning in the amount of time that they're there so that we can see better success? Identify the 23% of those who were withdrawn were repeat offenders throughout the course of the school year. Those are my quotes, ma'am, not yours. Um see if we can locate summer learning at our DNF campuses. And then what could we provide in the realm of reading academy for middle schools? Any other questions? Dr. Osborne. Um, >> just want

097to make sure I affirm a couple of things. Um, yes, we will work with facilities closely. We are definitely moving more proactively in our approach to designing summer school and typically during the summer is when we do our facilities maintenance. Um, but we will be more collaborative in which campuses we identify and how we time out those projects so that we can work in those community schools because it does matter. Um, and then I wanted to affirm for Miss Adams and the rest of the board as well. You will continue to hear us talk about the turnaround plan in our middle schools. Um, we'll bring information back in September. Uh at the beginning of October, we'll be talking about our needs assessment, which will include an assessment of the resources we desire and believe are

098necessary for turnaround in middle school. And then on November 4th, we'll be presenting that turnaround with that complete plan. >> Thank you. >> Last call for trustees. Mr. Williams. >> Yes, sir. Mr. President, so just to make sure too I maybe it was rolled up in one of the other comments that you made, but my and what I've been jumping up and down about is make sure that the kids that are going to the sum to summer school have done the work during the year, right? Um to make sure and I get that there's kids that are going to have illnesses or one-offs or family issues. is like absolutely not looking to penalize those kids, but the folk there's got to be some effort kind of on the front end um by the by the

099students themselves. >> Thank you, Dr. Cton. Appreciate you. >> All right. Next discussion item C, discussion of employee pay frequency and wage access options. Mr. Will Baker, welcome. We did go out in August and we uh did do a survey of all employees. We asked all employees to participate. We got close to 4,000 responses and we asked very simply, do you prefer being paid once a month or would you like to be paid twice a month? Uh you can see the results up there. We about 51% wanted to com stay with once a month and we had 49% go to twice a month. I did look at disagregating that data a little bit. Our non-exempts were about 6040 for twice a month and our exempt employees were about 6040 for once a month. So, we

100have a nice split as you would say. So, um if we wanted to consider, okay, if the board would direct us to go to a twice a month, um uh pay period, what would that involve? What would we have to do? And so, I asked uh payroll, I asked benefits, and I asked my department HR to really consider that. What would it take? Uh we would be doubling the work at that point of collecting time cards of uh adjusting uh things like benefit uh withdrawal, you know, the your premiums and all that kind of stuff. To keep up with that, it would cost us uh we would probably take the folks in payroll. We would probably have to move them from a 222 day calendar, which they're currently on, and we probably have to come

101make them more fullyear employees and have them work a 256 to a 260day calendar. Of course, that would cost us a salary. Uh payroll, uh estimated to me they probably need four extra people to help process that salary on time and make sure it got there. Uh HR, we would probably need two more people. That has a lot of work to do when a first hire comes on. Uh making sure their pay is right in the system, make sure they're getting the the proper stipens for teachers. We have to look at their service records, make sure they're getting credit for the proper years. Those can be very complicated and and and and time inensive processes. And so we think we would probably need two more employees. And then benefits currently, you know, my benefits department

102for 6,600 folks. I I have two professionals and two uh non-exempt employees in there to set the benefits. And we don't have what we call a third party administrator. We have to build our own system for for enrolling people into our benefits package. and we have to be the ones who sign them up. And other districts I've been a part in, you bring in a third party administrator to do that. So that's a lot of work on them. They already put in a lot of extra time. I can tell you I've paid a lot of overtime and I've given a lot of compensatory time and benefits over the past year just because there's so much. So there's no way they could keep up with going to a twice a month uh pay period without some

103extra help. So rough estimate, we would think about $950,000 a year to run a twice a month pay period. That's not including the time to set that up. Uh we'd have to probably go to frontline and approach them and get them to do a reprogramming of how to do things and u and that would take time and that would take a one-time cost to set up our our pay period in that manner. So just to say I mean it's not something that's impossible. We could do it, but it's not as simple as just flipping a switch. Uh there would be work involved. So, but let's we do have a sizable number of employees asking us to be paid more. Uh and they they made their voices heard. They made their voices heard to you. They

104made they sent me letters during this time and which I really appreciated. Uh all feedback is good feedback. You know, feedback is a gift. So what we need to look at is do we have other options? And we think we do. Even before this came up, we were looking at an option to make pay for folks more available as we get into the 21st century. And we have technology and there is something that is that Frontline already has a relationship with a company called Wagstream. And WStream's um mission uh if you will is they're they're kind of a nonprofit and they they want to get people better um uh educated on how to deal with finances. That's that's their goal. And uh so they have made partnerships and you can see some of the companies

105that are up there that that already take advantage of this program and it what it does is it provides you a way to get access to money you've already earned before the payday when you need it. Uh they know that often we have new employees you know a firstear teacher coming out of college. I can remember my first year coming out of college and I had to wait till a September paycheck. I started in mid August. I had to wait uh 45 days before I got that first paycheck. And boy, I can tell you it was very difficult. Uh and took a lot of begging parents for some money and all that kind of stuff back then. And so I know uh a new employee coming on and having to wait a month for a

106paycheck can often be a difficult thing. And you have unexpected expenses that come up. A flat tire, your car breaks down, you need new clothes. you're in a professional environment, you're going to have to buy new clothes. So, this company looked at working with employers to say, "Hey, how can we make the money that the employee earns available to them right now? Right now, at least part of that money." So, what wage allows to do, it's an app you can put on your phone. Uh what it does, it does several different things. One of the things it does is helps you track what you earn real time. So, I work this day. This is a daily rate. Uh, I've earned $300 today working for KISSD. And it helps them see as they go along. I've

107earned this money money as I'm going along. Uh, I'm going to skip the on demand pay and go to budget. It does provide some budgeting tools to help you set up, hey, this is when this bill is due. This is when that bill is due. Puts it on a nice little calendar for you. Does some financial planning, if you will, for that. Here's a here's a big benefit this does and I can't believe they offer this, but they offer a savings account to our employees. They would at 5% interest. Uh that's that's a pretty good interest rate for a savings account these days. So that's that's real appealing. Uh I bet would be really appealing to a lot of folks. It does have some education if you choose to use it on how to budget

108and how to manage your money and taxes that's there available for you. And then the feature that I skipped and I want to go back to is this on demand pay feature. So basically we could set up a way for the employee to access a certain percentage of the money they've earned and they could access that money by going through the app. And what it does is it sends uh your money to an account that's managed by Wells Fargo and then into your account at your bank. uh if you do it if you wait a business day, there's no fee associated with it. Doesn't cost the employee anything. If you need it instantly, let's say you're on the side of the road and you got a flat tire, you got to pay the guy right

109away. There is a $329 fee. Uh but there's you can use it as many times as you need within the month. There's no cap on that. There's just a cap on the amount of wages you can access. They suggest 50%. A lot of the districts I talked to are between 30 and 50% of your earned wages. Okay? Uh that's just more about what they call it. They call it a settlement account. And the reason that they would only limit it at 50% is because they want to make sure in your paycheck you have enough money available in your paycheck to pay taxes and to pay maybe you have a wage guard instrument of of some sort. They they want to make sure and your benefits. Of course, you got enough money to pay your benefit

110premiums. So, it's 50%. It would be 50% at the max of your gross. Like I said, other districts set it at 30. Other districts set it at 40. It's just a a district decision. So, this is already, as Miss Jones so eloquently told me one time, nothing is free. And this isn't free, but it is part of the stuff. When we pay Frontline, this comes with the package that we get from Frontline. So literally we could turn this on on at this point and make this available to our employees. Um wage stream is used as you can see in a bunch of different districts across the state and across the country. They've gotten pretty good reviews anecdotally on how it's been used. Uh I want to get across this is not a payday loan. There's

111no loaning. There's no interest. It's just if you use an instant transfer that cost you a $329 fee. That's the only fee associated and they they cap that at 10. You cannot uh once you go past 10 transfers within a month uh they don't charge you that fee anymore because they figure that's a what they told me is that's kind of like a late fee in a bank. Uh it's usually around $35. Our pro project we'd like to get this started as soon as November. uh they tell us it's about a four-week process of getting an onboarding workbook. So, we would have to do some setup work. We'd have to admin identify some employees that we might not make eligible because they have like a wage garnishment through the attorney general or something like that.

112We need to look through our employees for that. Uh then we'd have to work with our comm's department to start educating our folks, letting them know about this app, how to use it. Uh we need to test the portal to make sure it works. And then we'd have an implementation week and to get everybody ready and to let them know that we're about ready to start this. And then of course we'd launch it and they would have people what they call hyperare to be there and available for our employees to ask questions and so forth. So we hear our employees, they're saying they need access to money quicker than they're getting paid on the payday. We know they come up to things like Thanksgiving where they might need some extra money to buy a good

113Thanksgiving meal for for their family. We know I've gotten letters before even before this year about, hey, it's coming up on Christmas. Your payday is is three days before Christmas and I need money to buy presents for my kids. We feel like wage stream is a way to provide them with that ability to get that get that money before the paycheck and to take care of these these problems. So if you have any questions I'd be happy to ask answer questions from trustees. Madame Vice President Madam Secretary >> Mr. Baker, has any thought been given to opening up opening this up for the entire district versus a pilot a feeder pattern? Are we just open up the gates and just go at it? >> That's a good point. I think our discussions and we've had

114months of discussions with Wade Stream. Uh we feel like opening it up for everybody is the way to go. >> Okay. Madam vice president. >> So that was actually going to be um my question is that if um all the employees can participate in this program even because this app itself could be very beneficial to people who even even those who don't wish to get a draw uh and the 5% savings. I'm here to say that that's applaudable. Yeah. >> Uh so uh anybody who could participate in that I would tell them to do so. And so that's even those employees who I would say who didn't want to take the midmon pay, if you will. So I think that's awesome. >> Second thing is is um can we set ranges up based on um

115on I won't say positions but um income earned anything less than 50,000 you set it up at a different range. anything over 50,000 and only reason I say that is because if we go to 50% as you said earlier you have deductions then all of a sudden they've drawn all the they've drawn 50% of their paycheck out by the 15th and now they have to take out federal income tax they have to take out um for TRS they have to take out for all those other things now all of a sudden their end of month paycheck is 150 bucks right and then the bucker factor is really bad so uh I would say we need to limit that to between 30 and 40%. >> Um, >> so we we've had those discussions. I think my

116payroll department's in here. Uh, we were shooting to begin at 30%. That was our suggestion and then to see how it went and then gradually adjust it there and try to find a a sweet spot. The districts we have talked to uh I think Sheila was hamier talked to one district they said 30 said 30% lower. >> We're going to need her to come to the microphone so people at home can hear. >> I warned her. >> Welcome. >> Good evening. So, the two districts I talked to started out at 40% and they felt like it was more um it was a better product for their employees if they were limited to 30%, just because some of them would become upside down and it would take them two or three months to get paid back

117in full. So once they've paid back, they can choose to go back to just a regular direct deposit because basically they control it with direct deposits. They'll enter a new direct deposit for them because wage stream is embedded in frontline and it locks their de direct deposit so they can't change it until they've paid it back. >> You said upside down. So now you're causing me some pause. you're going to have to. >> So, we give our leave upfront and sometimes our employees will, you know, if they're ill or they'll take a vacation, they'll overuse their leave. So, when they're out of leave, they'll get docked when the payroll processes. So, although the days in the calendar are listed as their work days, if they get docked for three days of pay, it may take

118them a second paycheck to pay back the full amount. Madame Vice President, >> and going back to the previous um cost pro proposal where we were going to have to add eight people here and 10 people here and five people here. Um will we have to add any people to data input or anything of that nature at this point if we use this program? >> I don't believe so. I think our staff, our current payroll staff will be able to review the information. We wanted to use November as a start date due to the new benefits year starting in September. That way we'll know a more accurate payroll for our staff. We may have to work a few extra hours to review those. Um we can identify them easily through our payroll um records who

119have the deductions and who have garnishments and who have the higher benefits. So for the most part majority of our staff will have access to it. >> Thank you Mr. Heckenberg. >> Yes sir. I was just going to clarify. So what they were talking about is, you know, if you go in the hole on your leave because it settles up at the end of the month. So if you take unpaid time off because you don't have any leave days left, it's then you're going to between that and the 40%. If you haven't paid your taxes yet, you haven't done your deductions, you can end up having withdrawn more than you've made for that pay period. And so it locks you out from doing more until you're back in the positive side of the ledger. >>

120I just wouldn't want any of our employees to get in that position at all. I wish the system could protect them from that, but I've got my >> right and that's why we've talked about setting the threshold lower to put those guardrails in place just like we talked with CH local. We put those guardrails in place to prevent them from getting in that situation. >> Any other questions from trustees? >> Mr. Gilchrist, >> I I don't have any questions. I just want to say thank you for the work and getting back with us cuz you know they've been beating my door down with this. So, thank you. >> I'll be honest. My one comment's going to be that if it's revenue neutral, I almost wonder why we would not have just done it if it's

121if it's revenue neutral because we're not going to approve. This isn't a policy that we're changing. Or is it a policy? >> No. >> Yeah. To me, this is just one of those things where you just take care of your people because they got to us >> because they were feeling like, "Hey, hey, squeaky wheel and this is in hindsight an easy fix that uh ideally we would already be down the road, but I'm glad we've done the work uh to do this." >> Well, we wanted to make sure and we wanted to do our do our due diligence that you know talk to other districts. We wanted we've talked a lot about the the tool itself and what how we want the app to read. there's a potential they figure daily rate a little

122bit than we do. Uh so we've had a lot of discussions about that so employees won't get confused when they look in frontline for us and the daily rate says this and they look on the app and the daily rate says that. So we've had a lot of discussions about that. So we're just trying to make sure that when we do roll it out, it rolls out smoothly. Madam Secretary, >> in our conversation with districts, did we find any who started or expanded the service from front line and decided, "Oops, let's pull back." >> Just the what Sheila said, we found some started at 40 and then went down to 30. >> But none that completely cut it cut the service off or whatever. >> No. Okay. All right. Thank you. Thank you. We'll now

123go to D discussion of system scorecard priorities and district goals. Dr. Susan Buckley, welcome. >> Welcome everybody. All right, I'm put my glasses on. In October of 23, Clean ISD began developing a high performance management system to create our system scorecard. you look this work engaged several um stakeholder groups to help identify our priorities and our objectives for KISSD. The board adopted these priorities and objectives in 2024 February um which included 12 objectives and three priorities that guided our work for all of last year for 2425 for this year uh 2520 school 2526 school year. We want to continue with the system scorecard which will always begin with our belief, our mission and our vision. Um the this has been um a standard that we've had and I I looked back and I couldn't remember

124how many years that we've had it but probably over a decade and I think everyone knows our mission teach so that students learn to their maximum potential. We do not want to change um our beliefs, missions and visions for next year. Moving on for priority one, student success. Um, these performance objectives were implemented last year and they remain unchanged because they capture the core of our work. Our focus will continue to be on creating pathways for students to build connections, ensuring all students meet or exceed Texas grade level standards in reading, writing, and mathematics, and prepare every graduate for success after high school. These priorities keep us aligned to what matters most, student achievement and readiness for the future. Priority two is human capital. And just like student success, these objectives remain the same for

125this coming school year. They reflect the importance of recruiting and retaining the very best staff by offering a positive work environment and competitive compensation. They also emphasize consistent and strategic staffing across the district, providing the training and coaching our staff need to grow and ensuring that everyone has opportunities to give and receive feedback about their work. Priority three is financial stewardship. It is also unchanged and continues our commitment to responsible, transparent, and data-driven management of district resources. We will continue focusing on aligning our resources with district needs, preparing budgets with open communication among stakeholders, and ensuring our policies and procedures support a positive culture. We also will emphasize training across oper operational departments by using resources efficiently. These practices remain in place, helping us maintain accountability and fiscal responsibility. And moving forward, we are recommending

126an addition of a fourth priority, safety and security. Um, this includes five goals. This new priority reflects our district's commitment to creating safe and secure learning environments. We are focused to full compliance with statemandated emergency plans, which is 4.1. Strengthening campus security through controlled access. expanding safety training drills for both staff and students and improving the reporting, response and transparency of incidents. Additionally, we are enhancing coordination between our police and school safety departments to ensure a seamless proactive approach to school safety with the addition of priority 4 and system scorecard. Um, this will complete our scorecard for the 2526 school year, reflecting a comprehensive set of four priorities and 17 goals that will guide will guide our work and measure district performance. And I want to note that each priority will be supported by key

127performance indicators which will provide clear measures of data um that measure our progress. We'll begin sharing these indicators with the board throughout the year starting later this month with priority one student success and I'm open for questions. >> Questions from trustees. >> Mr. Mints. >> Dr. Buck, if I could just make one comment on the priority four. I think I'd like to see something in there. Um, and y'all can word smith it, but something that would say, you know, that that safety is is kind of a part of everything that we do. Okay. It's it's the thread that runs through everything else. >> We we can embed that in for sure. >> Again, that's I'm one of seven, but I think that would be reasonable to add. >> Yes, sir. >> Any other questions from

128trustees? Madam Secretary, >> I would like to have a schedule of when we're going to review these um upfront so we know in advance. you know, we're going to do, like you said, later this month, priority one. Um, and are we going to follow up on some type of rotational basis? I just feel like these goals are still and priorities are still in infant form and that we don't spend as much quality conversation looking at where we are. Um I'm really concerned about the measurement pieces. I know that the last we discussed it, we said that priority three was going to be rewritten with different um KPIs and we haven't seen that yet unless I was missing on the night we did that. They so >> you we are rewriting priority three but the board

129approved um priorities and performance objectives have stayed the same but when you get the presentation on the KPIs the key performance indicators you will see those are sha change and more measurable. Yeah, and I agree that we need to keep the ones that we voted in and adopted. However, adding more is good, but we still haven't done the quality work on the ones we already have. So, I need more. I need more uh revisiting of our priorities. I think we need to um communicate them more so that they become embedded in our culture of our district. And I think just looking at them every so often, then we're too far removed from keeping student success at the focal point of everything we do. So, I really would want to see a schedule when we're going

130to follow up. And I know it's based on assessments and how things are spread out in the year, but I think that the the general public would want us also if these are, you know, if this is our scorecard, then we need to know where we are on the scorecard >> and I think we need to have more frequent conversations on it. >> Dr. Buckley, my key um feedback on the system scorecard is I just want to see more more pivoting measures based on the system scorecard saying we're doing this because this is what we're seeing in the system scorecard that we're measuring this we're falling short so here's where we're going this direction here to drive for me to drive the allocation of resources. Um, to me, if you come up and you say,

131"Hey, here's what I'm requesting within the budget." And you're saying, "Why? Because the system scorecard shows this and we didn't hit this performance measure. That's why we're requesting, you know, half a million dollars for this program." And and I think that is the u I think that should be the driving factor to help your team, you know, get what you need resource-wise because you say, "Hey, you adopted this. We're trying to accomplish this. We didn't get this done. Here's what we need." So, that's my little feedback on it. So, thank you. Any other comments from trustees? Thank you, Dr. Buckley. We appreciate you. >> Thank you. >> All right. Now, we're going to go to item E, which is discussion of future board meeting agendas and trustee remarks. We'll start with our superintendent, Dr. Davis.

132>> Go through. Oh, thank you. Only thing I'll add or emphasize is really the um just reminding the board upcoming legislative update uh at the 23rd. That's really important. As as you all know, some new legislation officially kicked in as of September 1st and uh certainly want to want to make sure the board is a breast of what those are and how they could potentially impact KISD. >> All right, Mr. Mintz. >> Nothing. Thank you, >> Madam Secretary. >> Mr. Gilchrist. >> Thank you, Mr. President. I've got a couple of things that I want to um just one really, but I need to I'm really concerned about um consistency and policy enforcements at the campus level. And I'll share with you what I'm talking about from talking with parents and students. One school is implementing

133the district policy one way and another school another way. And so there's creating confusion. Um, an example of that is cell phone policy. Some schools are strict and really adherent. Other schools are kind of lenient. We just we need a district policy that says this is the standard. We're going to enforce it and everybody's doing it in similar fashion. We know it's not going to be identical, but it shouldn't be so diverse till parents believe at one campus my kids get away with it at another campus they don't. Um the other thing is uh like student attendance at activities unaccompanied like a game. We know that we have a policy that says that students are not supposed to go if they go to a game that they're not a student at that campus. They need

134to be accompanied by an adult or a guardian. Well, some campuses are enforcing it and others aren't. And parents that are taking their kids to these games are getting frustrated because last week I dropped them off and it wasn't a problem. this week over here at this location is different. We need consistency. So, I I would really ask us as a district board um staff and campus level leaders to really just enforce the standards and the policies according to what they are, not what they think they are. >> Thank you, Madam Vice President. >> Okay. As we look at meeting dates, um I sent a a message out earlier for October 13th uh to do some team of eight training, but there's some conflicts on that. And I'm wanting to know what does October 9th

135or October 20th look like for alternative dates for that team of eight training for this body? >> I'm good on the 20th. >> 20th. 20th. Madame Vice President, >> 20th is >> Madam Secretary. That's a Monday. >> 20th. >> You said you can't do the 20th. >> What was the other day? >> The 9th. Two. No. On the 9th. >> I have to change the 20th. >> You said you were going to try to make the 20th work. Well, let's see. When Mr. rainwater returns. I'll have to talk to him offline to see if the 20th works for him. And so if we have somewhat of a consensus on the 20th for some team of eight training, then Dr. Davis, you can kind of pencil that in and we can start working toward that. That

136will be a Monday. I'm not sure if there's a meeting on the 21st. I'm not even thinking about fall break. I might be that's in fall break. That's not in fall break. >> Okay. Um but there will be some other dates that will be coming. There's some um Lone Stark governance training uh that some dates will be coming. Bless you. That will be coming that we just need to get everybody in attendance for that. And that will be a two-day commitment. Is that correct, Dr. Davis? >> That is correct. >> Yes, sir. >> That is that is correct. And also, they're suggesting a Friday, Saturday if if possible. So there's going to be some Lonear governance training which we're going to do which is I think a really good uh training for this group but

137they are wanting to do that on a Friday Saturday. Is there are there any issues with Friday Saturday from this group? So I will um ask Dr. Davis and his team to start working towards some dates to put out in front of everybody and we'll have the the clerk send those out. Uh Mr. Rainwater, you're back in well the 20th which is a Monday October 20th. Are you available for some team of eight training? >> Well, that was the 13th, but we're going to go to 20th because we've got some folks. >> No, one day. Just the 20th. We've got some folks that can't. >> Yes, sir. >> You can do that? >> Yes, sir. >> And then any issues if we look at some lonear governance training, which will be on a Friday, Saturday

138combination. >> I'll be there. >> Be there. Okay. So, I thank you all. That helps a lot. Mr. >> President, >> yes ma'am. >> You were asking about the 21st. We do have a board meeting. >> No, the day after. I thought you said I don't know what we're doing the 21st. >> No, I was making sure I didn't fall in fall break and we're not on fall break, but we do have a meeting following day. >> So, the 20th and >> Yeah. So, we'd have a Monday and Tuesday uh on that day. Everybody's okay with that? >> Okay. She might have co back there. I was like joking with Susan. Okay. So, Anything, Mr. Rainway? I apologize. What do you have for the group? Anything? We're going around the horn, but you got to

139come to the microphone or I got to bring it. >> I got to bring the microphone. >> I just want to say that my granddaughter didn't get to go to an enrichment program because she walked in the door at the last minute. So, it was her fault. You can make it up at Christmas. >> Okay, we're now going to go to five on the agenda, which is close session. The board will now convene in close session for agenda item 5A, discussion of personnel matters and nominations for the Bell County Tax Appraisal District Board of Directors for 2026 as allowed by Texas Government Code 551.074. Agenda item 5B, level three parent grievance as allowed by Texas Government Code 551.0821-551.071. No voting will take place in close session. Any action the board wishes to take as a

140result of discussions in close session will take place after the board reconvenes in the open meeting. The time is now 8:06 p.m. and we're in close session. We'll remain in here, but we're going to take a brief five minute break to allow everyone to kind of get themselves together. The board is reconvening in open session at 10:23 p.m. Is the recorder on? >> Yes, sir. >> Thank you. Is there a motion, >> Mr. President? Mr. President, uh, I move that the board deny Miss Hickok's consolidated complaint appeals and uphold the administration's decision decisions at level two. We have a motion by Mr. Mintz. We have a second by Mr. Gilchrist. Any further discussion by trustees? There being none. All those in favor, show of hands. >> Is that discussion or >> vote? >> Okay. I'm

141sorry. >> Favor. >> Okay. All those in favor, show of hands. >> We have five in favor, none in opposition, two absent and not participating, and trustee Marvin Rainwater and Trustee Tina Capido. 502. >> Mr. President. >> Yes, sir. >> May I make a just a comment for the record? Absolutely, Miss Hickok. So, all of the information that you've requested can be, since you are in litigation, you just simply need to send a written request to Miss Jones for that information. You can have all of that information. It's just the manner in which you ask for it. So, I would encourage you before you walk out of here this evening, she can tell you how she would receive that request and and you would be given I I would assume um be given all of

142all of the information, the records that you've requested. acknowledging acknowledging that but I think practically the matter can be resolved just with a with a conversation and an email or request in writing. Thank you. >> I also want the record to reflect at uh excuse me at 8:46 p.m. Trustee Marvin Rainwater did leave the meeting. So now we'll move to agenda item number seven. Madam Secretary, >> Mr. President, we move to adjourn. >> We have a motion by Secretary Adams. We have a second by Mr. Gilchrist. All those in favor, show of hands. We have five in favor, none in opposition, two absent and not participating, and trustee Marvin Rainwater and Trustee Tina Capido. 502. We are adjourned at 10:26 p.m. on September 9th. Thank you for your time.