001test. Hey Lisa, can you please unmute and so we can do an audio check, please? Okay, we can see you but we can't hear you. So, if you can speak one more time, Lisa, can you please check your mic? Uh, we can't seem to find anything on our end. Ready? >> Hey, Lisa, can you speak for us one more time? >> Yes. Testing. Testing. >> Beautiful. We can hear you. >> Perfect. Okay, good. and then we'll be clicking on the presentation for you. >> Um I think I'm going to share my screen and click through if everything works. Um it should work the way that we tried it earlier um this afternoon. Um so I should be able to share my screen unless you prefer that I not share and that you click through. It's
002up to you. >> No, if you're ready then that's perfect. Cara, I see you online. Do you mind just doing a quick mic check? Yes. Can you guys hear me? >> Perfect. Thank you so much. >> Hi, Dr. Freeze. Can you >> Yes. Can you hear me? All right. Yes, we can. Thank you so much. >> Thank you so much. >> All right. >> Aren't you in Italy? Where did you get back? >> I'm in Venice. Oh, >> and you're I thought Josh wanted you to be able to relax since you've been working so hard. I'm glad I'm glad to see you here, but I'm also sad that you're taking time away from your >> I think we have some important things on our agenda I wasn't aware about of. So, I think I need
003to be here. So, >> Okay, great. Testing testing one, two, three. All right, everyone. I do want to make you aware that we are live uh on the live stream. Testing. Testing. 1 2 3. Test. Test. 1 2 3. Good evening. The time is now 5:30 p.m. on Tuesday, May 19th, 2026. And I now call to order the regular meeting of the Midland Independent School District Board of Trustees. Please note, we have a quorum of five people present. We have two board members, uh, Mr. Hodgees and Dr. Freeze is uh participating via Zoom. Agenda item two, verification of compliance with the open meetings laws. This meeting has been posted in compliance with the Texas Open Meetings Act and I certify that the provisions of Texas Government Code Chapter 551 have been met. Moving on to
004agenda item three, moment of silence and pledges. If everyone would please stand for a moment of silence, followed by the pledges led by Henderson Elementary. Good evening, President Gwyn, members of the board, and Dr. Howard. My name is Dr. Maxine Gonzalez, and I'm the proud principal of Henderson Elementary School. The mission of Midland ISD is that all students will graduate college, career, or military ready. In MISD, we work toward that mission every day. This evening, I'm pre pleased to introduce to you a few Henderson Elementary students to lead us in our pledges. First, we have Michael Flores, a first grader, son of Rex and Marie Flores. He loves to read and play soccer, and when he grows up, he wants to be a paleontologist. We also have David Ferales. He is in the second grade,
005son of Anelita and David Ferales. He loves playing football because it's fun and keeps him active. A fun fact about David, when he grows up, he wants to be a petroleum engineer just like his dad. David finds it interesting to learn about the production of oil and the gas industry. June Madrid is in the fourth grade and the daughter of Miss Roxanne Madrid. She loves playing volleyball, cheerleading, and bike riding because she is passionate about the sports she plays and loves spending time outdoors. Her favorite favorite hobby is jewelry making and cooking with her family. When she graduates, she wants to be a Lady Longhorn at UT Austin and become a teacher or a dermatologist when she grows up. Together, we are educating the future with excellence. At this time, our students will lead us
006in our pledges. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Honor the Texas flag. I pledge algiance to thee, Texas. One state under God. One and indivisible. Good evening, President Gwyn, school board trustees and Dr. Howard. My name is Anita Gamrzfelder and I serve as the director of the Midland Education Foundation. It is my honor to be here tonight to present three MISD board of trustee scholarship recipients. These students were selected among a large pool of applicants um and they were chosen based on their scholarship essay which has been shared with you and chosen by the scholarship committees at their high schools. So tonight I would like to present from Legacy
007High School Yuki Soda. Yuki Soda has demonstrated exceptional leadership and service throughout his work on the MISD superintendent student advisory committee as a student intern with the MISD communications department and as president of the National Honor Society at Legacy High School. He's also participated participated in Go for Lodge, further strengthening his passion for STEM innovation and leadership. Through these experiences, Yuki has represented student voices, contributed to district conversations, and helped share the stories and success of schools across MISD. This fall, he will attend Texas A&M University to study engineering. Congratulations to the MISD board of trustees scholarship recipient from Legacy High School, Yuki Soda. From Midland High School, we have Donnie Gwyn. Donning has excelled both academically and athletically throughout advanced mathematical research with MIT Prime's Crowd Math leadership as a math team captain and
008calculus tutor at the national level competition and powerlifting America. His dedication to discipline, critical thinking, and mentorship has made a lasting impact on his peers and school community. Donniey's commitment to excellence has earned him admission to MIT where he will study electrical engineering this fall. Congratulations to the MIT Board of Trustee Scholarship recipient from Midland High School, Donning Wyn. I also want to let you know from Young Women's Leadership Academy, Miss Lillian Mills have received the scholarship, but she could not be here tonight. Her sister is graduating. So, thank you so much. If we could get one picture with everybody together. We'll now move to agenda item six, introduction of new leadership for the 2627 school year. >> Good evening, President Gwyn, Dr. Howard, and members of the board. I am honored to present Mrs.
009Hopp this evening. Mrs. Hopped has 37 years of experience in education, including four years as the assistant principal at Bush Elementary. In a previous district, she served as the coordinator of teacher development, supporting and mentoring new teachers. At Bush Elementary, she has played a huge role in the campus's academic progress and is a strong instructional leader. We are excited for her to continue serving Bush Elementary as principal and look forward to the campus's continued success under her leadership. Good evening. Tonight, I have the pleasure of introducing Dr. Angelina Hilton as the new principal for Young Women's Leadership Academy beginning next school year. Dr. Hilton brings more than 20 years of educational experience, including seven years of teaching experience and over 14 years of leadership roles, including assistant principal and principal positions, and is currently serving
010as the assistant principal at Young Women's. She holds a doctorate in transformative leadership from Concordia University and is recognized for her commitment to instructional excellence, student achievement, and building strong campus cultures that empowers all students to succeed. We are excited for Dr. Hilton to lead Young Women's Leadership Academy and build on the strong foundation established by Dr. Cybert and current principal Laura Dowy. We are confident that Dr. Hilton will continue to lead YWLA to greatness. We're excited to announce Emily Brown is the new principal of Peace Communications and Technology Academy. Mrs. Brown brings a passion for innovation, relationship building, and creating engaging learning experiences for students. She previously served as the principal of Bunch Elementary where she focused on strengthening campus culture, increasing student engagement, and building strong connections with families and the community. As
011a campus leader, Mrs. Brown is committed to high expectations, meaningful communication, and preparing students for success in an everchanging world through creativity, collaboration, and technology rich learning opportunities. Congratulations to Miss Brown. Please welcome Amy Russell, a transformational educational leader with more than 15 years of progressive experience. in campus and district leadership. Known for leading with high expectations, strong systems, and developing people. Through her career, Amy has successfully successfully um led campus turnaround efforts, including helping move multiple campuses out of TEA improvement required status while driving significant academic growth and strengthening systems of support for students and staff. Most recently serving as a principal of Buoie Middle School, she led instructional and operational improvements that increased accountability performance from the 50s to a 76 rating while building a culture grounded in collaboration. During her time at
012Buoie, she has implemented strong campuswide systems supporting specialized programs including um behavioral support classrooms, self-contained classrooms um and the regional day school program for the deaf. Amy brings expertise in special education, leadership, compliance, instructional systems, MTSS, talent development, including the implementation of federal grant initiatives. Welcome, Miss Amy Russell. trustees. Tonight I am pleased to announce Miss Crystal Trevvinho as our new executive director of finance. She officially started at the beginning of the month. Um she was previously serving as our director of state and federal programs. she was instrumental in um redesigning the entire department to make sure that we're providing campuses the resources that they needed along with ensuring compliance. And so u moving into this role, she's already been extremely instrumental in the um implementation of our new ERP system. Um and we're extremely
013excited for her to serve in the role of the executive director of finance. So, Miss Crystal Trevinho Moving on to agenda item number seven, public forum. We have two speakers tonight. Uh, Asis Sanchez, did I say that right? Hopefully. Then Mr. Malindo, you'll be second. Hi, my name is Mr. Sanchez and I'm a parent of student at Peace Elementary School. I'm here today because my child was assault in the school restroom and was also treated uh to be killed if she told anyone. This is this is very serious. After this happened, I took action. I filled the police report with MilanD. I submit a bullying report. I spoke with assistant principal Mr. Lynch. I spoke with a principal Christine Roberts. However, I felt the situation was not taken seriously. My child safety is very important
014to me. This should be a safe place for all children's. What happened to me? What happened to my child? Sorry. What happened to my child is not okay. I have also felt a grief against principal robbers because I'm concerned about how this situation was handled in the lack of professionalist because of this my child will no longer attend Piss Elementary. But I'm here today because I want all the children's be safe, not just mine. I'm I'm asking the board to please take this situation seriously. Review what happened. Hold the approp app sorry hold the appropate people accountable. made sure this doesn't not happen to another child. Thank you for your time and listen. >> Thank you, Mr. Glenda. >> Thank you. I just wanted to recognize first Miss Sanchez for uh coming up and speaking.
015It's not easy to come to this podium and especially to discuss a serious situation with our child. But I want to be very clear with that that is not an isolated incident. We've had many discussions with with you all with um with Dr. Howard and and her team. Uh this is a reality that parents and and families uh live there at peas. And I'm extremely grateful though that there is change coming. Uh, I'm excited to see um what can come of peas with Mrs. Brown, but this goes back to December of what I did when I asked folks not to send their child to school so that folks could pay attention to this. Then it was a it was a child who was threatened to be sexually assaulted. This when a child was beat up
016in the restroom and was threatened to be killed if she said anything. And when they had the conversation, Mrs. Roberts told the child to her face, "Don't worry about it. It's just this." That same child that cannot get out of the car without crying and having issues with anxiety. That's the leadership that we had to deal with this last school year. That is exactly why I did what I did. I stand 10 toes down on why I did what I did because the safety and well-being of all children matter. You may not agree with it, but that is how serious it is. And like I said, this is not an isolated incident. There are more families that are coming forward to speak like Mrs. Sanchez. And so the ask now is while leadership has been
017changed is with a board and Dr. Howard and Miss Bueno uh and and the team is what are we doing about the safety and security uh the safety and well-being of our students. We shouldn't have to take it this far come to have these conversations. folks should be able to take go to the the uh the admin to get those things taken care of seriously. But I do want to recognize the change that's been done. I I also want to recognize um uh Mrs. Melissa her who has been great and you know I have a lot of respect for her and the changes uh that are coming. I acknowledge the fact that there is change. But I will say this um we did receive that email yesterday that Mrs. uh Roberts would not be there.
018And and I I stand by this and I mean this and I'll say it over and over again. I want to say it publicly. Christine Roberts should not be in leadership. To quote a parent, "Our children are not safe under her leadership." And so I I challenge this board if you'd like to have conversations. I know Miss Sanchez has reached out and thank you Mr. Bishop for taking time to speak to her. Um but to others too, sit down and talk to them. us to understand why we're doing that, why we've taken the action that we have, and understand that what you heard is not an isolated incident. What are we going to do overall to keep all students safe? That should be our number one priority. So, thank you for your time and again,
019thank you for Miss Sanchez for um taking the time to speak out and speak up. >> Thank you. Moving on to agenda item eight, consent agenda. 8.1, approval of board meeting minutes. 8.2, approval of monthly financials. 8.3, approval of 1882 contract amendments consistent with non-182 campuses, Ben Milem International Academy. Approval of memorandum of understanding with Soul Ros State University for teacher pipelines. 8.5 approval memorandum of understanding with Texas Tech University for principal fellowship. 8.6 approval memorandum of understanding with UTPB for prep grow your own requirements. 8.7 approval memorandum of understanding between MISD and UTPB for dual credit. 8.8 approval of the 2026 2027 early college high school calendar. Does anybody have any items that they would like to pull? Seeing there is none, do I have a motion? >> I move to approve. >> It
020has been motioned and seconded to approve a consent agenda. All those in favor, raise your hand. It's unanimous. 6. Mr. Hodgees isn't on. Right. Let the record reflect. Mr. Hodes did not get on Zoom. Moving on to agenda item nine, superintendent update. Dr. Howard. >> Yes. Thank you, Mr. Gwyn. Members of the board. Um first of all, I want to acknowledge Mr. Galindo, Miss Sanchez. Um we've listened to your concerns and um taken appropriate action. I believe Miss her has helped you. Miss Sanchez, is that correct? Okay. I just wanted to make sure in case we needed to connect you with her. Um, but we appreciate you bringing that to our attention when you did. I also want to thank the board for allowing us to recognize our scholarship recipients tonight. That was overlooked during
021the district recognitions and we wanted to make sure they were recognized and also excited for the new leaders that were in um introduced to you tonight. With two and a half days of school left, there's still many celebrations that are continuing. Um, some that I added just before this meeting because they just came in from Austin today. Um, but we had in the last couple of weeks, we had Marissa Stewart from Midland High um, place uh, bronze sec uh, third place in tennis, 6A uh, singles tennis. We had Madison Gonzalez from Legacy High School placed third in 6A shotput. Um, yesterday Angel Lopez was announced as one of the not only one of the finalists because we had two finalists at the Barbara Jordan Historical Essay Awards, but he was sixth and earned a medal.
022Um, and his teacher leaned over to me and said he didn't even want to submit his essay because he didn't think it was good enough and he's sixth in the state of the five and 6A competitors. And then today, Ree Stanolin from Midland High placed second in readywr riding at the 6A state academic meet. And Young Women's Leadership Academy 3A Shria Sabakimer placed third in spelling. The team was second in spelling. Lauren Ramos second in LD debate. And that's all at the 3A level. And then Early College High School, Luther Makab Makapua, not sure if I said that right. Fourth in science. So, um they continue to compete and um have done a great job balancing that with all the end ofear activities. Um as we um finish up our graduations this year, we graduated
02389 students from early college high school. Yes. Uh last week, 99% of those had earned an associates degree before they graduated from high school. Uh Thursday, uh we will continue graduations with Coleman High School and then Midland High School. and Friday, Young Women's Leadership Academy and Legacy High School. Uh we're estimating a little over 1,800 students will graduate. Some of those were pending grades u that come in tomorrow. So, um that number could possibly change. Uh AP testing concluded on the 15th. We administered 4,300 AP tests to over 2600 students and those results will come in in the summer. Um, you'll hear a budget update tonight that's going to include some updates on the health insurance and information we want to make sure that you have as well as our community. And we will bring
024you a balanced budget in June. Uh, strategic compensation. Last week we announced um the uh implementation of strategic compensation. Right now we have 387 teacher incentive aotment designated teachers. We're only in year three because we were cohort D. Um, but that's 3.8 8 million that will be paid out um to those 387 teachers. So we have teacher incentive aotment, principal incentive aotment. This now will be an enhanced teacher incentive aotment and it helps us invest in excellence through a strategic compensation system. It'll start with principles and then uh move to teachers in the following year. Uh and we're very proud to be one of uh 28 districts in Texas to join this first cohort. Uh summer school will begin in June and our students who are not on track are receiving invitations for summer school.
025And this year we'll be asking parents to sign off if they choose to not send their students to summer school. We want to make sure they truly understand where their kid is and how summer school could be beneficial. And then if they um want to wave that opportunity, we're going to ask them to to acknowledge that. And then um we continue with enrollment and ask our families to continue enrolling through Skyward so that we can make plans for next year. And um that's all I have tonight. Thank you. >> Thank you, Dr. Howard. Moving on to agenda item 10, districtformational reports 10.1, bond 2023, monthly reports. Mr. Lopez, President Gwen, Dr. Howard, members of the board, I'm pleased to give you your 2023 bond uh quick update for tonight. Um, as you know, we have
02613 packages across 34 campuses. Uh we've got a new u update slide that shows four of those or five of those are under construction. Uh packages four through five, you have three packages that are completed and packages 9 through 12 are currently under design. Um quickly for the package 2 new high schools, um the Midland lease site is currently still ahead of schedule. You can see a progress photo showing the installation of the glass, which is a new milestone. Uh on the left there is kind of that aerial from above that you'll see a lot. And then on the bottom right is a closer up picture. So you can see that twostory glass that you'd be able to see from uh looking from a classroom wing out to the courtyard. Um this is another uh
027example of uh progress being completed. This is the ninth grade uh pickup and drop off shade canopy. So on the left there you can see the aerial view and then on the right you can see where they would actually come in from the inside uh from that perspective. Um so as as stated this project is ahead of schedule at about 31% complete. You can see currently that is the future uh parking lot for the students and you can see there's uh on any given day around 300 construction workers on site uh continuing the construction at the Lee High School site. Uh on the uh Midland High you can see the uh the steel is continuing to go up. Concrete block continues to go up. They're on schedule. Energy Transfer is currently uh relocating the pipeline,
028working closely with Lee Lewis to get that relocation done. Um according to Lee Lewis, their schedule has not been delayed at all based on the current status of the pipeline relocation. Package four, Goddard and Midland freshmen. If you go by the site, you can see some steel going up on those classroom wings at uh at Goddard. And then at Midland Freshman, you can start to see the location of the new uh concrete slab for the security vestibule and admin. And everything else is underway, but uh the progress photos wouldn't have really showed too much since last month. So that's our update for today. Any questions? Any questions? >> Yeah, I have a question, Mr. Gwen. Uh, on the pipeline that that they're uh they're rerouting, are they are they going to just pickle that line
029that's there or they going uh are they going to take it out of the ground or what's the plan that pipeline? >> They're going to uh to to fill it with the grout or like a like a concrete mix, the existing pipeline. >> So So they're going to fill that existing pipeline with with grout. >> Yes. and then cap it off. >> Yes, sir. >> Okay. >> So, it won't be an issue for Lee Lewis. They won't have to worry about hitting it or having to deal with it to >> Okay. >> Yes. >> All right. Thank you. >> Anyone else? Appreciate it. >> Thank you. I'm going to back back up to agenda item nine. Uh Dr. Freeze said he had a question for you and I I just missed him on the screen.
030So, go ahead, Dr. Freeze. We can't hear you, Dr. Freeze. >> Try it now, Dr. Freeze. All right. Can you hear me? >> Yes, sir. >> All right. Um, so I got I got a couple questions for Dr. Howard. Um, the uh the enhanced teacher incentive aotment has um I've gotten a lot of feedback from that and um I I kind of would like to to go into it a little bit further just to kind of, you know, maybe calm some fears. I'm a big supporter of it. I think we need to have um incentive based pay. So could you could you kind of explain how good teachers have nothing to fear from this? >> Yes. So um first of all what I'd like to say is let me kind of talk about the timeline.
031So we made the announcement to principles um and then principles will be involved in the design process throughout you know by the end of June because in July we will move into design uh data capture year for principles. So for teachers, what's important for them to know is that we'll be in the design phase all of next year and we will have teacher groups that will be involved with building that, you know, giving input on that design. And so it'll be a very transparent process just as teacher incentive aotment is. Uh the one thing that we've heard over the last couple of years is when can we all be eligible for in enhanced pay and this is a way for us to be able to do that. And so um you know teachers will know
032what the metrics are and how that works uh before the school year starts in 2728 which is when they would move into data capture year. So, um I've I've heard a little bit about these these teacher groups and some they've some of them have been meaning to have met quarterly and it seems like some of them that don't meet that often as they were intended. Do you do you have any um understanding or you know is that true or what's your view on that? >> I'm not familiar with those teacher groups. We haven't formed the teacher groups that will give input on the enhanced TIA. >> Yeah. But on the previous TIA, I I've I've heard reports that they don't need >> Garcia is coming up to speak to that. >> Great question, Dr. Freeze.
033We do have quarterly meetings with teachers. Attendance has been really low over the last few times that we've met. Um, only one meeting has not been um was rescheduled in the spring, but previous to that in the fall, I believe there was maybe six people that showed up. Each campus submits one representative. We send calendar invites early on and teachers need to attend those meetings, but attendance has been low. The meetings have not been have not gone away. >> Okay. Thank you. Um, so another question I have is I kind of feel like we have some district level administrators that are doing a really good job and working, you know, extra hours and working hard and I would I I I would think that, you know, perhaps this would be a a good place to
034really turn our focus to. And then we have some um over the last year specifically that have has significantly underperformed. So what are your could you kind of explain your thoughts on why we're not doing district level administrators on this plan? >> Yes. So um the plan that we rolled out is for principles and teachers. Uh but we have the latitude to extend that plan to all employees. It's just a matter of uh being able to go in phases so that we do it right and well starting with the principles and then of course teachers. Those two groups have the most significant impact on student outcomes. but then expanding that to campus and district um of course campus leaders as principles and APS but expanding that to campus and district level staff uh positions such
035as counselors, diagnosticians, uh district administration, coordinators, positions such as that um to have pay that's based on effectiveness and impact. >> Um and then here's another thing I've I've kind of thought of recently. You know, we have We we discussed uh several months ago just having a controller. I guess the the school used to have a controller and you know now that we're doing this type of a thing and you know if we're going to start doing enhanced TIA um you know there's there can be a worry that we could have favoritism you know on campuses and I wonder if there could be an additional role for a controller type position not only you know for this but also for you know board discipline policy. I've heard lots of uh teachers say they have no
036idea that we've passed this board discipline policy and I and I just don't know that it's been it's being followed uh very well across 40 campuses on the district. So, um I I don't know, maybe the other board members have opinions, but I kind of feel like we're at a position where we could really use a a controller um not only for accounting, but also for, you know, potentially things like this and just overall discipline policy and following board policy. I'll guess I'll I'll just leave it at that. So, >> yeah. So, a position that Mr. Durham and Miss Garcia have worked together on that um is a new position is a director of or a coordinator of director of strategic compensation to oversee all of the compensation piece of that. Um as far as
037a controller, I'm not sure if if that might be the internal auditor the district did have at one time. Um but that is a position that has not been filled for a number of years. One thing I did want to clarify is the district does actually have a controller um on staff um really what what he um is currently doing um is overseeing all the accounting all the accounts payable accounts receivable um ensuring that there's appropriate securities regarding um our ERP system and then handling the audits >> also. >> Okay. And then how how about our other um you know kind of our loose 1882 partnerships like YWLA Carver uh Milm how would how would all this enhanced TIA apply to them? >> So we've sent them we will be sending them a notice um
038our indistrict charters um together they can get more information from Miss Gar Garcia and then we're going to ask them to opt in or out by June 18th. >> Okay. And how about social this is my last question. and social studies. Is that included as part of TIA? >> Yes, sir. That was added to this year's um application. Um we have not received approval yet from the state. That approval is still pending. It's part of the timeline. We should get notice of that um later this month or next month about our approved application for 2627, but that has been added as a content area for next year. >> All right. So, enhanced TIA will just be specific teachers or will it be everyone? How how would how do you see it going? >> Enhanced TIA.
039We still have to decide the measurements that we will use for that. But the goal is to have every teacher um participate in enhanced TIA. There may be some areas where uh we might have a course that is not eligible depending on the way that we measure success in that course, but our goal is to work to make sure that every single teacher will be eligible for um TIA through enhanced TIA. I also did want to say that your question earlier about um ensuring that we are in compliance. We do have calibration walks that we do with principles where we norm rate teachers to make sure um and our data gets externally validated by Texas Tech University. If our data is not um within um some standard deviation, we do not get um awarded TIA
040designations. So each year our data has come back as valid and so it meets the standard deviation of plus or minus um as how we uh designate each teacher. >> Okay. Thanks. Yeah, I think this program could be great. I think it it's I I fully support it, but I really think that central district office administration, we have to be really really sharp on top of our game, very just uh very aware of what's going on everywhere. And I think it uh you know raises the importance of each and every job we have at the central district level. So that's all I have. Thank you. >> Thank you. Moving on to agenda item 10.2 financial and budget preparations for the 2026 2027 update number four. Mr. Durham, >> President Gwyn, members of the board, Superintendent
041Howard, um I first want to start off by saying this is a very long presentation um that is added to your board book. However, there is a lot of information that we have um already gone over whether that was um going over it the first time last month or um have gone over a few different times um throughout the um past six months. And so on slides that we've already reviewed um I will just skip through them. However, I think it's very important um for the board along with constituents to have all the information um in order to make sure that they um have a full understanding um of what is going into the 2627 budget. So, the board is required to adopt an annual budget prior to July 1st. Um that is by fund
042and function for the general fund, child nutrition fund, and the debt service fund. Um the district also has board policy BJA which requires the district to submit a balanced budget before the board um to consider at the June um 2026 um board meeting. And then um afterwards the board is required to set a tax rate prior to September 30th in order to sustain um the bal the budget um that the board approves. So a quick overview of the 2627 budget planning um this evening. Um, Miss Garcia um will present the 2026 2027 um compensation plan next month. The district will hold a public hearing to discuss the proposed budget and tax rate. The board will take consideration and action on the 2627 budget. And then the the board will also consider the final budget amendment
043for the current 2526 fiscal year. And then in July, we'll receive the certified values from the central appraisal district um that will actually be utilized in order to determine um how next year's budget um is processed. As far as funding, the main factors influencing the budgeting process is legislative session, enrollment, and attendance, available funding, uh inflation along with unfilled positions. um the majority of the time districts do not have positions that are filled 100% of the time and that will result in overall savings um at the end of the fiscal year. This is an overview of the funding of Texas school districts that we've reviewed along with the LO cost of local optional homestead exemptions. This chart has been updated based off the preliminary values appro provided by the chief appraiser at the end of
044last month. So you can see on the very far right hand side you have tax year 2026. Um this is the property values to sustain the 2026 27 fiscal year. Um the blue indicates the April certified the April preliminary values um which was provided last month. Um the values were projected to be at $44 billion. However, I looked at historical trends um and compared what the October um tax collection certification was compared to the preliminary received in October. And so that is where the red assumption is coming into play um at approximately $98 billion. This graph shows the historical certified property values per comproller um based on the category. The categorized um items are real property, commercial, utility, business, industry along with oil, gas and other minerals. And then it also illustrates the annual um
045difference between the prior year whether that was growth or a decline in the overall values. You can see that for tax year 2025, approximately 60% of our overall values were attributed to the oil, gas, and other minerals. And you could also see historically um that is the largest category um that has increased. This just illustrates the two different tax rates. And then going on to the next slide, I added um another column for tax year 2026. You can see that that does remain flat right now. However, um the blue portion, which is the M, um will be um subject to change based off the TEA um indicating what the district's maximum compression rate is in August of this year. This shows the tax collections compared to recapture. You can see that once I updated the
046overall value assumptions for this upcoming year, um the overall recapture amount um did um decrease compared to last month. This just shows state aotments and how the district is currently expending um the entire aotment or more of um our own funds in order to sustain some of the programs across the district. This illustrates the reductions to the overall operating budgets going into the 2526 fiscal year. The current fund balance broken out in category um and then also showing the number of months um remaining in fund balance as of um this prior audit. fiscal year basic aotment history and showing um that that has increased five times um since 2010. the tech the total tax or total state local M um revenue per ADA. You can see um there were five years that the overall um
047amount of funds the district received was stagnant um and higher than all the others that was um solely attributed to the formula transition grant that did expire going into the 2425 fiscal year resulting in the large deficit um that was passed by the board. This indicates the student enrollment versus FTE counts. And you can see um as our overall enrollment has gone stagnant or slightly decreased, our overall staffing um has also um decreased as well. This shows our overall enrollment trends and projections historically. Um overall enrollment, overall average daily attendance that the district receives funding on along with ADA percentages and projections. So going into projections, um this is a slide I have updated from last month. Um you can see at the very bottom lefthand corner. Um I am anticipating ending the year in
048a $4.3 million surplus. However, this is subject to change and will continue to fluctuate until um the books are closed for the 2526 fiscal year. On the right hand side, you can see the key budget assumptions. Um the main ones I want to touch on is the district is receiving approximately $1 million directly related to um the 1882 compern project specifically with Lamar. That is just how the contract was originally negotiated. Um this is a one-time revenue surplus um and none of our other 1882 partnership contracts um have that um on in the calculations. Um, we've also updated investment earnings along as including the sale of apartment complex in the overall assumptions. With the projections um, in mind, I also wanted to touch on self-funded medical insurance as this is taking a big hit this
049year. Um, and so I kind of wanted to go over the reasonings for that. So the district is a self-funded medical insurance meaning the district assumes all financial risk and pays actual cost of employees and dependent medical claims. Um what that means is as utilization increases and as um the claims increase um the overall um funds performance um is directly impacted and could potentially result in long-term sustainability of the plan being um being an issue which is what we're currently seeing in the 2526 year. Um there has been an increased medical and pharmacy um cost along with high cost claimments um resulting in the required increase in order to sustain um the plan moving forward. The state requires districts to provide $225 per month to employees for medical insurance. The way that that $225 is
050broken out is the state contributes $75 um which has remained stagnant since 2001. and the districters are required to provide um $150 for that total 225. The district currently um our current um contribution remains at $53 moving into the 26 27 year and then we still have a free option for employees um on basic PO as long as they also um do the wellness plan. This is an overview of the plan history dating back to 2016 2017. So you can see the overall the overall net plan claims the surplus or deficit within that um specific year. You can see that the st state funding has remained stagnant the required district contributions and then in the green you can see the MISD funded um provided to our employees. And on the far right hand side, this
051is the amount of funds the district has contributed to our employees medical insurance above and beyond what is required on a monthly basis. This also shows the employee rate history over the past five years. Um the years that have color are the two years out of the five years that um employees have seen a increase in their overall premiums. Um, however, I wanted to mention again that um, out of all five years, the basic PO plan for employees only still remains a free option for our employees so long that they do the wellness plan. This is a look at the 2627 renewal rates. On the um, left hand side, it shows the coverage tier. Um to the right of that it shows the renewal um the current and then the impact on each of those
052plans. Um you can also see at the very bottom um with this the district is still anticipating a $ 1.7 million deficit in the self-funded medical insurance plan. Um and I can mention on the next slide um kind of what we're going to do um in order to decrease that um to ensure that we do not end up in a $ 1.7 million deficit. So just a little background on the major reasons for the rate increase. Um we have seen increasing numbers in freestanding ERS. Um and they are waving patient responsibilities specifically co-pays and deductibles. However, they are billing blue cost blue shield as significantly inflated rates. Um what this shows on employee side is there's no upfront cost or upfront impact to the employees at that particular time. However, there's a significant financial impact
053to the district's overall plan which then can significantly impact all employees um premiums on the plan as we've seen um going into this upcoming year. Um one of the constraints is we're governed by the prudent lay person standard which limits the ability to deny claims based on emergency determination. However, um a few action items that the district is currently doing. Um we're actively discussing this um concern with Blue Cross Blue Shield in order to figure out if there is any way to mitigate um the these issues in the future. Um we've also sent certified letters to Signature Care. Um and then we've also increased resources and training for our employees. Um, one of the latest ones was an email sent to all employees just making sure that they're aware of the reasonings first why our
054medical insurance premiums are increasing for this upcoming year. However, some strategies and resources to make sure they know what clinics are covered under our plan in order to minimize um the overall cost of ERS moving forward. The estimated um average cost comparison is on here as well. I just wanted to provide this to the board and constituents. So, primary care physician visits um equates to approximately $100 to $250. Urgent care visits is approximately $150 to $500. And then freestanding ER visits um often range between 3,000 and 10,000 plus dollars for similar non-emergent conditions. Um so this is what we're trying to um figure out strategies in order to provide our employees um with the needed resources and care. However, uh being mindful of our overall self-funded medical insurance plan. This graph illustrates um the overall
055performance of the plan. The blue columns indicate fund balance. The red line indicates the plan performance year. Um I'll go all the way to the right hand side. So, in 2425, the district had a $ 1.5 million deficit in this fund. Um one thing we did during that um year um in preparation for 2526 was we increased um the co-pays and deductibles um for some of the emergency um care places um in order to combat with some of the non-emergency. Um however, you can see that this year um that has significantly increased. I'm anticipating going into fund balance about $4.6 million specifically in the self-funded medical insurance which would leave approximately $1.6 6 million remaining in the self-funded medical insurance fund balance. My first recommendation is going to be um to move $2 million of
056the projected surplus to the self-unded medical insurance um to reduce the amount of fund balance used um in the fund due to high cost during the current year. Um so rather than the fund ending in a approximately $1.6 million fund balance, it would still have approximately 3.6 six in order to s to ensure the fund is sustainable moving forward. The second is to use a portion of the current year surplus to provide a one-time retention incentive. Um that would be a flat amount provided to all employees based on those coming back next year to work and will be further outlined in board considered resolution um next month at the special board meeting. Um, two other things I also wanted to address is um, the district is currently addressing um, transportation um, deferred maintenance. We're currently
057investing $3 million of our current budget um, in order to address a few of those concerns to make sure our need our transportation vehicles um, meet safety um, and the needs of our district. Um and then the other one is going to be pass a board resolution in June to move the remaining estimated surplus over to local capital projects fund to separate from the general fund fund balance for future board approved needs. Um what this looks like is on the right hand side um you can see the current projected fund balance is approximately $4.3 million. Um after we move $2 million from the general fund to the self-funded medical insurance, um that will leave approximately $2.3 million um in order to put towards um the retention along with um potentially moving any um remaining to
058the local capital project fund. We went over this slide last month. However, um the these are the major fixed or required budgeted costs um showing that the district does not have much discretion over um the majority of our funds um for day-to-day operations that are not already um specifically earmarked. One thing whenever we start looking at long-term financial planning is is thinking of what funding um is going to hit us in the future that we're currently receiving now but will no longer be receiving in the future based on assumptions. Um that was one thing that was um extremely important in 2019 whenever the 86 legislative session um occurred in House Bill 3 was implemented that provided the formula transition grant. Um one thing I wanted to provide an update on is fast growth allotment. Um
059this allotment was established as well in the 86th legislative session. um which provides additional funding for districts experiencing rapid student growth based on a six-year cumulative growth exceeding $250. I mean I apologize 250 students. Um you can see on the very bottom um portion of this screen um this shows the actual data in detail. Um so the first year we received approximately um $5.9 million. This upcoming year I'm anticipated to receive approximately 5.6 million. However, based off our current enrollment trends and if they continue trending downward, um I see that a lotment um significantly being reduced until we no longer receive it. Um the next slide also shows what that looks like um and kind of where the aotment has fell along with enrollment growth. You can see it peaks in 2627 fiscal year. However,
060it significantly declines and I currently do not anticipate based off current assumptions that in 2930 we'll receive these aotment funds um if our enrollment does not start going back up. Um so I think that is extremely important whenever we start considering um compensation increases and um tying ourselves up to long-term obligations um that we might not be able to meet in the future. The district set three budget priorities going into the 2627 budget year um which was balanced and sustained budget be presented to the board provide compensation increases and then create a data-driven budget based on board goals, strategic plan and comprehensive assessment. These are some of the strategies um that went into this upcoming year. Um, one of the biggest ones is going to be budgeting at a 97 to 99% fill rate rather
061than 100% fill rate because as I mentioned previously, um, the district is not staffed 100% of the time in all positions. Um, and so there is savings that we're able to um, utilize right there in order to give um, compensation increases um, which will be reviewed later this evening. So the main projection for the 2627 fiscal year is the district will provide a balanced budget next month for the board to take consideration on. And on the right hand side it shows key um budget assumptions. This page shows the total estimated cost for MIST's recommendations. Um later this evening, Miss Garcia um will present this. However, I did want to mention this um that the district will be providing um a recommendation um for a 1% increase um for staff based off our updated compensation plan
062um with an overall cost of approximately $1.8 million going to debt service. So over um the past decade and actually a little over a decade um the districts has been able to save taxpayers um right at $157 million in interest um by refunding and defeasing debt um in order to address our debt obligations quicker um and really um try to maximize um our our savings for our constituents. Um, series 2024 was the first um, bond self the related to voter approved 2023 bond. Um, off the top it saved approximately $310 million compared to planning. Um, planned interest rates was approximately 5 1.5 to 5 and a quarter. However, um, once everything was finalized, we ended up with a 4.09% interest. Looking at the 2026 27 DUR debt service budget, um Senate Bill 1453 requires districts
063to state the minimum and targeted tax rate um each year starting with this upcoming year. Um this is actually something um we illustrated back whenever the board adopted the tax rate um in September. Um and so we were a little ahead of the curve, but um this is a requirement moving forward. Um and so I just wanted to really um review this real quick. So estimated net taxable um INS value um is approximately 48 billion at a 98% tax collection. If we were to move forward with the targeted tax rate keeping the INS tax rate the same that would be approximately $21 million 21 cents. I apologize um bringing in approximately $97 million. Um the scheduled debt service um for this upcoming year right now is $97 million and that would leave a surplus in
064order to address paying down debt quicker of approximately $50.1 million. Um if the if the board elected to move forward with that um we would do something very similar to what we did in August of this past year. um we would bring a refunding before the board in order to already earmark um all those funds in the surplus um prior to even setting the tax rate. Um what that allowed us to do this year is take advantage of state provided asah um which was a hold harmless provision. Um, I can tell you, knock on wood, right now, um, in the end of February, um, TEA did update their summary of finance and does currently show us receiving, um, that approximate $2 million, um, of ASAH money, um, that we had presented before the board last
065August. And so, it looks like our strategy has worked out. Um and we do continue do we do um look forward to continuing that effort in order to maximize the savings um for constituents um as I apologize along with um continuing to address our debt um as quickly as possible. On the right hand side you see the minimum tax rate and assumptions um the same debt taxable, same tax collections. However, in order to make the minimum payment for this upcoming year, our tax rate for our INS side would go down to approximately 10 cents, bringing in approximately $47 million. Um, you'll see there our debt service required payment. Um, and that would leave a surplus of about $2,600, um, give or take. Upcoming items and next steps. Um, this month we brought budget update number
066four to the board. Next month, we'll bring budget update number five to the board um along with um the final budget amendment for the current year and the 2627 budget um approval. Um later this evening, you will hear the recommendation for the compensation plan for next year. In June, we'll have a special board meeting to address the retention incentive resolution, Seymour for Story Middle School, um and then the property insurance for this upcoming year. and then um setting the district the district's tax rate um later this year in September. And at this time that concludes my presentation. >> I'm sure you'll have several questions here. Anybody have one? Go ahead, Dr. Freeze. >> So, I I really appreciate your presentation on the health insurance and I really like your plan of action. Um, do I
067understand that we're going to we're dump we're pumping a little money into that to help mitigate the the stressors that employees are having >> for the current fiscal year? Yes, sir. >> Okay. So, I I also want to just relay my my concerns about this. Um, I did a board information request and I'm sure it kind of was in parallel with what y'all have been doing. um trying to get all the information um just a comprehensive review of where all this money has been going. And you know, when I see these standalone ERS, uh one company in particular, it appears like it it operates out of Houston and it's and it's charging 10 15 times what other places charge to do the same thing. you know, I just see and then and then they're apparently
068not requiring co-pays or they're waving co-pays. Um I have some serious concerns that we may be dealing with some star claw violations uh including possible kickbacks or inducements and I'm going to be uh doing my own investigation and I'll be publishing everything that I get from y'all or you know and that's that's uh applicable to this um so that we can get to the bottom of this. This is a stain on my profession. I'm a physician. Uh this is embarrassing. These people are are exploiting Midlanders. They're exploiting our teach teachers and the taxpayers. And uh they need to be stopped. And you know, this is not only just a local issue. I think that we have state government that should be looking at this instead of, you know, trying to throw pork at us with
069$3 billion in the dementia research. Here we are. We have a huge affordability problem. You know, where are this? Where is the state legislature? I mean, this is ridiculous. Um, not only with this, but we have so many regulations, so much red tape in our health care system, and they're not doing anything about it. it just keeps getting worse. It's unsustainable. And, uh, you know, our families, particularly if you're a teacher trying to pay for your family, I mean, it's almost impossible. So, um, we got a big problem here. And I'm going to I'm going to try to do what I can to help. So, >> anyone else? >> I guess I have one. Uh, Mr. German, I don't know if you calculated it, but I know you talked about that the uh the urgent
070care wherever they're going is waving is has been waving the uh their fees for the employee. Is that a correct statement? I mean, I I just like to know from a calculative standpoint of how many employees we had go, I think you have that number, but if they've waved their fees, how much money are we talking about there? Because that's a cost back to the district if they're waving those uh waving those fees. Is that correct or not? uh that that would help offset the overall um liability on that fund. Yes, sir. Um unfortunately, I do not have that number off the top of my head, but I think Mr. >> I mean, it it's nothing I'm asking for tonight, but just uh in reference to I mean, if we can get that at another
071time, it don't have to be it don't have to be tonight. >> And Mr. Bishop, that has been shared with you in the email that I sent on Monday. um all of the reports that are there. I'll have to look up that exact number, but I believe it's 133 um visits that that particular um organization has received. >> Okay. >> Around 700,000 >> was it around? >> No, 1.5 >> over the three years. >> No, in the last >> in the one year. Yes, ma'am. >> Yeah. >> In um 2526 alone it was 1.5 million. So 1.5 that's the waving fees that they've that the district has had to pay because it wasn't >> not the waving fees that's the overall cost build to our insurance. >> Okay. >> What it appears they're doing is
072they're waving deductibles and co-pays and passing that all on to the insurance. >> And that's my my question. the the number of employees that's been going if if their co-pays is being waved and then what I was just looking at the at the total monies that the wavings has been done if it was 100 whatever that the uh co-pay is is the money that's being paid back by the district on the back end if I'm not if I'm unless I'm mistaken >> I will look into that and get back to you >> okay I mean >> I can I can shed a little light on what some people do So, so from time to time you can wave patient co-pays, but you cannot do it regularly. And if you're doing it regularly, it's a Stark
073law violation. So, we really need to try to determine if they're doing it regularly. If they are, it's a Stark law uh violation and it's going to encourage patients to unwittingly come visit them and then, you know, when it comes to a premium increase, they get slammed. So that's that's kind of what's happened here, I think. But like I said, I think we got to get all the ducks in a row, analyze the data, um, and then proceed from there. >> Merles. >> Yeah, I I really think educating our employees is the top priority here. I I think most don't understand the um self self-insured part of it and that it all comes back to the district and to that fund. And I think that if that's explained well on every campus to every teacher
074and with a list of places that um are acceptable in some you're not telling them where to go because we cannot do that. I understand that. But we if we at least give them list of places that you could go for urgent care instead of ER and if you need ER that's a different story. But I think that truly a good explanation to every campus to every teacher. I don't know that that's been done very well. I know that when I was teaching I we never were in involved in anything about the self-pay and how much it was costing. uh unless you came to a board meeting and you heard it during one of those things, but most are not going are are doing that. So, I think first of all, educating our employees is
075top. Also, I want to thank you, Tucker, for your um not the one you're going to think I'm thanking you for, but the underfunded uh the state aotments compared to actual expenses for fiscal year. I think that is so important for everyone in our community to know that we are underfunded by $7 million for school buses or for safety and security that the state has imposed on us and that we're underfunded 7.5 million for transportation by the mandates that are done. And yet we're sending them how much in recapture >> uh this year approximately 83 million. 83 million in recapture and we have a deficit budget because because of some of these things. So I just thank you for bringing that to the forefront. There's probably some more underfunded mandates that they keep putting on
076us and um those things are going to continue to to make us make cuts among places that we really don't have the money to make cuts. And across the state of Texas, you see people closing schools. You see everyone's in a deficit budget. That's a problem with the state also along with the medical thing that Dr. Freeze talked about. I'll talk about it in education. >> You'll actually hear one on the next item. >> Mr. Booker, >> um on the 26 27 renewal rates, is this the best plan we can come up with? >> So for for the benefits, it is. So, um, one thing, um, that we did take into consideration, um, when looking at the overall plan and the increase is the district could go back to TRS active care. Um, what that
077would mean is the overall quality of the benefits would go down. The overall premiums would also go down slightly. Um, but the benefits are the biggest thing that would go down. The district would also be locked into maintaining um, TRS active care for a 5-year period afterwards. And so let's say we get in at one year um we don't like the plans and we want to jump ship. We're not able to for four years um afterwards. >> Yeah. I think for me so the last week we've heard a lot about this insurance, right? It's frustrating on MISD uh employees part. It's frustrating on my part. My health insurance premiums continue to go up. Uh I'm not I don't claim to be an insurance expert. He's on the screen right now. But for me, when I'm
078shopping insurance for me and my business, I look at rates and what my employees want. Do we want a higher premium, lower deductibles, or would we have ra rather have a low premium and high deductibles? Well, none of that matters if we have urgent care or I say emer standalone emergency centers dropping off cookies at our schools and putting it all over social media. Then at the same time charging those same people they just dropped a tray of cookies off to $2,900 just to walk in the door and waving the co-pays. I mean it it's great. I mean I like it when people drop off treats to my work too. But when they're doing that, then turn around and they are the reason. It's not it's no one on this board or no one sitting
079in those aisles right there raising these premiums. We're doing it because it's the only way to be sustainable at the moment. But until these doctor's offices get in line and and stop just absolutely putting it to the community, it they're not going to go down. So, this is a major problem. I appreciate the district sending that letter to the uh signature care the other day and there will be more to come. If we find out these people are moving into our communities and absolutely taking advantage of our employees, then we have legal actions we'll we'll take and it's it's very frustrating. I I don't work for the district. I don't get district benefits, but I do pay insurance for me and my family and my premiums go up every year. I mean, right now, I
080think for me and um my wife and the kids, I mean, I'm paying almost $2,200 a month and we're doing that because we have these standalones just absolutely on this signature care. Two months ago, I take my six-month-old in there cuz she has a cough on a Saturday and as a parent, you're just like, "Well, she doesn't sound right." Go in there, uh viral infection, and I get the they don't charge me anything, which I thought that was a little strange. Doctor's office co-pays 35 bucks. ER is 500. So I'm expected to pay one of the two, don't pay anything. Then I get a bill and they build my insurance company $3,300 to give her a Tylenol and send us on the way. I mean, it's absolutely ridiculous. So, I understand there's employees that are
081very frustrated right now and they they have every right to be, but um we got to look where the frustration's pointed at and this board and this administration is working hard to uh fix it if we can. >> Sorry, I do want to just correct for the record. You're right, Dr. Howard. It's 1.5 total. It was 1 million last year alone. Yeah, drastically increased real fast and so that's something that you know we had been tracking and that's why we've made the adjustments we've made and taken the action we've taken. >> Mr. Hodgees, >> thank you President Glenn. I appreciate that. Um, Miss Burlson, I think that you make a very, very good point on the importance of educating the workforce. And I'd like the board to consider. We can't take action on it not
082tonight because it's an agenda, but I think that we need to come together and and talk about a policy or put something in place to educate our staff members that they're free to go wherever they want, but they should take into consideration the negative impact the choices can make when they're being uh led astray because it charges back to the district and in the aggregate it negatively impacts the premiums. uh that everybody's going to have to pay across the district. So, thank you, Miss Burlson, for bringing that up. As a as a board, I think it's important that we charge come up with an official way to charge the district to to to go on some type of of a what do you what do you call it, Dr. Howard? A listen and learn tour
083about the insurance. >> We actually have uh mapped out a communication plan for that. uh we sent information out um last week and during open enrollment we had people on site educating people who attended in person. But then as we begin the school year, one of the things that we can do, we have online uh requirements for sessions that our employees have to take and they have to take them by a certain time and we can pre-record those. we can make those ourselves and so we can have one for self-funded insurance uh where every employee has to go through that and it they acknowledge that they have taken that and understand how that works. >> What Dr. Hut, I've got a question for you on that. What What's the big what's the big meeting y'all
084have the big pep rally before school starts and all >> convocation? >> Yes. Could we could we could we kind of make that a focal point at to to I just think it's really I think most of these teachers would if they know how important it is on making a better choice how it is going to positively impact them financially. I think that they would self-regulate as long as they have the information. >> Right. I agree. I agree with that. I never attended one time that the insurance person came to our campus. So I'm I'm assuming that most do not. >> I thank you. >> Mson, I think >> I'll just say this. I want to know what kind of cookies those were for $2,900. >> I don't know. They weren't my cookies. I just
085as was Mr. Hodgees mentioned, I just kind of whispered that to to uh Miss Burlesen before he mentioned that, but convocation would be a place not only to address the teachers but all the employees from the maintenance. Uh everybody involved within the district uh under the insurance would have a full understanding of taking uh 20 or 30 minutes of having someone deep dive into that and uh and and explain them what type of impact that would or could have on each employee. I mean, you might have some employees that might not even ever ever have to go to the to the doctor, but they're still having to pay that insurance and you could have just, you know, 100 employees out of the 3,000 go, but it's going to impact everybody. So, I think if everyone
086knows, not to say that everybody's going to take heed to that, but at least the information's passed out. And again, I think as Mr. Hodgees mentioned, it kind of self-report itself of educating people, get them to understand on the impact it can have on the backside. Thank you, Mr. Durham. >> Thank you all. >> Moving on to agenda item 10.3, update concerning Senate Bill 546 and seat belt reporting requirements. Mr. Hill, Mr. Win, Dr. Howard, and esteemed members of the board. I want to give a little bit of a transportation overview and also where we're at on Senate Bill 546. So, just a little bit of an overview, we transport about 5,000 students on a daily basis with about 63 routes that also would cover shuttles. We're about 900,000 students per year and we serve
08740 campuses. We are working with about a million miles on regular routes and about 300,000 miles on uh field trips, which brings us in at about 1.294 731 miles. And we use about 215,000 gallons of fuel. That would be diesel and also gas. We service about 2242 field trips. We service about 60,534 students on those field trips. And I think one of the things that steps out to me on the very last one is that we field about 40,000 phone calls every single year. So what the law requires, it applies to all Texas public school districts. It covers type C and type D school buses, which are large yellow school buses. Requires a threepoint lap shoulder seat belt for every passenger position. So on a 77 passenger bus, that would be 77 threepoint seat belts.
088Effective immediately for any new bus purchased after September 1st, 2024. And we have to be in full fleet compliance by September 1st of 2029. Our reporting requirements. Districts must report seat belt compliance to TEA annually. Our reporting covers number of compliant buses, non-compliant buses, and the district's replacement timeline. TEA uses reports to track statewide progress toward the 2029 mandate. Non-reporting or failure to demonstrate a credible plan can trigger TEA review and accountability actions. Our responsibility is to develop and maintain a documented replacement or retrofit plan. We'll get into that in a couple of slides. Submit accurate annual compliance reports to TEA on time. Communicate compliance progress to the board of trustees and ensure that compliance is achieved by the 2029 deadline. Our current compliance status, we operate with routes and field trips on a daily
089basis. About 75 total operational budgets buses. There are 58 of them meet the existing requirements of the threepoint seat belt. 17 of those require action out of the 75 and we're about 77% currently compliant. The 17 non-compliant buses are the oldest active and inactive units in the fleet. Six of the 17, they are there for a backup as far as a spare bus, but they do not run a route on a daily basis. All 17 are already scheduled for replacement under the capital asset improvement plan after this year. And then we are planning on replacing 10% per year to keep up with our fleet schedule. Replacement buses arrive factory seat belt equipped and there's no retrofit cost that is required. The CIP replacement timeline is designed to achieve full compliance before September 1st, 2029. Why
090replacement, not retrofit? This was a very interesting conversation I've had a couple of times. retrofit, which would be no liability coverage. And these are done by the manufacturers, but they refuse to take on the liability. Uh it's about $17,000 a bus. So for us to do that, it would be $289,000. Uh with us still absorbing all the liability of that seat belt. And then if we retrofit, which is done by a third party, uh they do have an engineer from the factory that's doing this, but they refuse to do it without replacing the floor because then that would create a brand new uh situation for the seat belt, and those are $40,000. And they can do three a day. And right now there's about 800 school districts in Texas that have buses that will need
091that done. So, it is it's uh $680,000 for us to retrofit uh with a warranty 17 of our buses. Asset replacement. If we replace those buses, which were on a schedule, there's no retrofit cost. New buses arrive factory compliant, no additional cost. It eliminates the liability risk on aging buses permanently and achieves compliance and modernizes the fleet simultaneously. We are projecting, in fact, Mr. Durham referred to it of upgrading some of our fleet. We believe that before the end of next year, we will be 100% compliant uh as those buses will be replaced. That's all I have. >> How many dollars is the state uh allocating per bus that's non-compliant to the district? >> To my knowledge, none, sir. So, so another unfunded mandate to add to the list. >> Yes, sir. >> And this
092is kind of a secondary thing, but I I believe that schedule is going to get pushed back because right now, if every district that had buses that need to be retrofit took them in, it would be 2032 before they would all even be able to be done if we started today. >> Miss Burles, >> sorry. So, um, on the school buses, it's been a while since I've done bus duty, but will you sit three to a seat at times? So, do these are are in the laws there only two kids to a seat. Is that all the seat belts there are, or are there three seat belts on a row? >> For an elementary age child, it's three to a seat. Uh, and then for a secondary up, it's two to a seat. >> So,
093there's three seat belts on the >> Yes, ma'am. And if you've ever sat on one of them, they're uncomfortable. >> Yes, they are. been on one. >> Mr. Hodgees. >> Yes, sir. Thank you very much. That was a great report. I've just got a couple questions real quick. It one, what is the name of the company that's doing the retrofit? >> Uh, Bucks Wheel. It's out of Fort Worth. They're a pretty big uh third-party contractor within the transportation industry for the whole state of Texas. Bucks Wheel was the name of that grifter. >> Yes, sir. And as to my knowledge, it could be somebody else, but to my knowledge, that's the only third party that is doing the retrofit. >> I'm just just trying to make I'm trying to keep all the grifters in public
094education, a list of them going, but so also the schedule. So, this this is an unfunded mandate with the retrofit. And so either the retrofit company that grifter wins on that end by forcing us to do the retrofits or the banking and interest grifters on the other side win on because of the interest in sinking when we use bond debt to buy buses. You don't have to answer that. I'm just trying to keep all the grifting going on on why it's so difficult to fund our local public schools because we're making sure that we're funding the grifters all across the state of Texas with the vendor contracts that are being approved by the bureaucrats and lack of leadership in Austin. Um, do you happen to have off do we have any injuries uh from our
095buses within MISD in the last 5 years, 10 years or what have you by not by if we if we decided to wait to not do the retrofit and just work these out of our system with the new buses that we're going to pay that the taxpayers will be paying the grifters with the interest for? do like what's what's the probability of us having a an accident where these kids are hurt by waiting instead of paying the grifters and we sure don't want them to grift to these urgent care centers or whatever they are and then charge us back. >> Uh I don't I I don't have that. I have no way of telling you that today. I'm sure I could go back and do some data. Uh the school bus for about 70 years
096was determined the safest vehicle on the road without a seat belt. Uh the design of the seat is such in fact that it keeps a 40 lb kid at 30 m an hour from hurting itself. That's why there's padding on the front of the seat belt. It's just been in the last few years that they they did a two-point seat belt and now they've done a three-point seat belt. And although this affects us, this is not going to affect us as much because we're already in a capital asset replacement plan. We have several buses. The buses that we're replacing with the two-point seat belts are some of our older buses, high mileage. We would be replacing them anyway. Where this really impacts uh the state of Texas is in the smaller school districts that run
097a bus for 300,000 miles. and they, you know, uh, I had a district I did some consulting work with a few years ago. They were still running 2011 buses >> and still getting the kids to school and learning. Yes, sir. >> Who would have thought it? >> Yes, sir. >> So, the I've got one last question and that on that. So, I don't think that we've had any accidents, Dr. Howard, off the top that I can remember to where there was an injury. So if we is there any type of offset if we did do a retrofit that we would save we we would recoup some cost on our insurance premiums or do those grifters have that tied down too? >> So I don't know the answer to that but I want us to quit
098talking about not having an accident because that makes me very nervous that we're going to jinx ourselves. Um, I think from the standpoint of the retrofitting and the liability it puts on the district, I think that's a concern. Um, what Dr. Hill also just talked about is the fact that these are buses that are up for replacement cycle anyway um, and will be in compliance before the 2029 school year. So, that's one of those areas that um I would be concerned uh continuing to use buses that are not in compliance and um you know, hoping for the best unless we didn't have a choice. >> And and I do want to say this, the buses that are >> the new the new buses that are coming through, Dr. Howard, with the the 88 point harnesses
099or what have you, the race car harnesses, I guess, will they reduce? It might be a question for Tucker. I'm thinking because it's increasing the safety with these new harnesses, shouldn't it shouldn't it reduce our insurance premiums? >> You would think so, but I'm not 100% sure. I will um check on that. >> Hashgrifters got a grift. That's it. Thank you, President Bren. >> One point I I do want to make on the buses that we're replacing is they are some higher mileage older buses. And so by we're really replacing those to help on our maintenance costs, really not the seat belts. Once a bus gets about 10 to 12 years and here about 125,000 miles, your maintenance costs really go up because of the roads and how how hard they are on the bus.
100>> Not our roads. They're brand new. >> So So you'd say our roads are not optimal for our buses? Did I hear that correctly? >> I didn't say that at all, sir. I do not recall. >> All right. >> Thought that's what I heard. Just trying to clarify. >> Thank Thank you, Dr. Hill. Thank you. Moving on. >> He's my new favorite. >> Moving moving on to agenda 10. Agenda item 10.4, academic data performance. Miss Bueno. brought the whole team with you. >> I did. They're all part of this work. And in case there are any questions, any one of them can't answer those questions. >> I was wondering why there's so many cars outside. Good evening, President Gwen and members of the board. The following academic data presentation on I Ready and CLI is
101provided in accordance with board policy BQ local. Today's presentation provides an endofthe-year review of I Ready um implementation in academic performance data in reading and mathematics in Midland ISD. The presentation highlights student growth trends, relative placement changes, and next instructional steps for the district. It's important to note I is only one measure of student performance and growth. In the coming weeks, we will also analyze STAR data to make intentional instructional decisions. IRA provides Midland ISD with a consistent district-wide assessment and instructional support tool for reading and math. The platform supports datadriven instructional decisions at the district, campus, classroom, and student levels. Teachers utilize I Ready data to plan targeted small groupoup instruction and interventions. The platform connects assessment results to personalized instruction lessons and resources for students. Campuses utilize the platform approximately 60 minutes weekly
102to support student growth. Miss Bueno, give us a second. Um, Miss Martin, can you get this presentation in diligent for us, please? >> You found it. >> Yeah, she got thing. cuz Booker couldn't find it and I couldn't find Look at President Gwyn up there teaching like a Chromebook professor. >> Exactly. Okay, keep going, Miss Bueno. I'll find it. I've actually seen the report. So, >> trying to get a job with Miss Munas. >> Let me try that. um how has um relative placements changed from the beginning of the year to end of the year. So we are going to begin with um the reading data. Um the students that um are on grade level will be displayed in green. Um the students that are one grade level below will be in the yellow gold
103color and the students that are two or more grade levels below um will be in the reddish color. In kindergarten, the district began the year with 27% of students performing on grade level. By the end of the year, 88% of the students were performing on grade level. I'm sorry, and I skipped prek. So, so let me go back. So, in preK, 7% of our students were performing on grade level. Um, end of the year, we had 87% of students performing on grade level. And remember, our prek students take um the CLI assessment in kinder. Um 27% of our students were performing on grade level at the beginning of the year and at the end of the year um we have grown to 88% of our students performing on grade level. in first grade um we
104started with sorry and I can't even see my own slide here um with 11% of students on grade level and we ended up with um 66% of students performing on grade level. We also saw um a decrease of the students that were performing two um or more grade levels below. At the beginning of the year, we had 25% of our first graders performing two or more grade levels below. And we dropped um to only 2% of our students performing two or grade levels below. In second grade, 41% of our students were performing on grade level. And at the end of the year um 52% of our students were performing on grade level. You also see that change of 40% of our students that were performing one grade level below at the beginning of the year
105um has decreased to 32% of our students um performing one grade level below. The next slide we will move into third through sixth grade. In third grade, 34% of students were performing on grade level at the beginning of the year, increasing to 61% by the end of the year. also decreasing the number of students performing two or more grade levels below um from 39% to 21%. In fourth grade, 20% of our students were performing at grade level at the beginning of the year, increasing to 42% um at grade level. And 35% of students were two or more grade levels below, decreasing to 19% of students two or more grade levels below. In fifth grade, um 24% of our students were performing on grade level and ended up with um 43% of students performing on grade
106level. also saw a decrease of 48% of students performing two or more grade levels below at the beginning of the year and dropping to 30% of students performing two or more grade levels below. In sixth grade, 26% of our students were performing on grade level. Um it ended with 37% of students performing on grade level. decreased uh 50% of students performing two or more grade levels below to um the 38% of students performing two or more grade levels below. Moving on to the next slide. Um this will represent seventh and eighth grade. So at the beginning of the year we had um 26% of students performing on grade level and ended with 37% of students performing on grade level. Decrease the number of students performing two or more grade levels below. And in eighth grade,
107um we began with 20% of students performing on grade level and ended with 27% of students performing um on grade level. I do want to stress that um we do not we believe when star scores come in that this will be a shift. That's why I started with just sharing that this is just one data point. It is not the data point, right? And so for third through 8th grade, we will also have that STAR data um and to see that correlation between I Ready and STAR. The following slide is going to show you um how the students did on our campuses across the district um for the growth from the fall to the spring. This chart compares um the median student performance and growth across all of our campuses. The district is utilizing this
108information to identify high growth campuses and determine where additional instructional supports may be needed. Schools demonstrating strong growth practices practices will help inform district-wide instructional strategies and supports. If you do notice, the majority of our campuses are in the um high growth um quadrants. Um a few of them are at the high performance and high growth quadrant. Um a few not very many which is a good thing are at the low performance low growth and we have already identified those campuses and the team behind me has already put some instructional practices in place um to ensure um that we are closing those gaps. if there really gaps or was it a testing situation um so on and so forth. We will now transition into math. So this slide reflects math performance changes from the beginning
109of the year to the end of the year. Same thing um the green will um identify students are on grade level. The gold will identify students one grade level below and the red identifies students that are two or more grade levels below with preK. So I started the year with 19% of students on grade level and ended with 90% of students on grade level in kinder 5% of students on grade level ended with um 73% of students on grade level. Moving on to first grade, um 5% of students were on grade level, ended with 57% of students on grade level. Um did decrease from 74% of students one grade level below to 39% and also decrease from 21% of students two or more grade levels below to 4%. In second grade, we began with 6%
110of students on grade level um and moved into 58% of students on grade level. Um also decreased significantly from 41% of students two or more grade levels below um to 10% of students performing two or more grade levels below. The next slide will display third through sixth grade in math. So at the beginning of the year we had um 11% of students performing on grade level and um ended up with 57% of students on grade level. In fourth grade, um 16% of students were performing on grade level and ended with 60% of students performing on grade level. Also decreased significantly from 36% of students um performing two or more grade levels below to 14% of students performing um two or more grade levels below. In fifth grade, 25% of our students were performing on grade
111level at the beginning of the year um and ended with um 61% of students performing on grade level. You also see that decrease of students perform two or performing two or more grade levels below. And as the year progresses, that is what we do want to see. So we want to make sure that there is growth um across the campuses and across grade levels as well. In sixth grade, you will see 27% of students were performing on grade level based on the I Ready assessment. Um, ended with 52% of students performing on grade level and also decreased from 35% of students performing two or more grade levels below to 20% of students performing two or more grade levels below. moving into seventh and eighth grade. In seventh grade, um at the beginning of the year,
112we had 26% of our students performing on grade level and ended with um 41% of students on grade level. Um also dropped from 42% of students performing two or more grade levels below um into the 33%. Or 30 I'm sorry, I cannot see that. 30 Yes, 33%. um in eighth grade. Um what I did different with eighth grade because I think in my last presentation, middle of the year, this was a little confusing. Um I did not include the students who were taking algebra 1, which it is important because we do have um close to 500 students, 500 eighth graders that are taking algebra 1, right? So those students are already on grade level. Um so at the beginning of the year if you compare those students um we had 30% of students performing on
113grade level um ending ending with 34% of students on grade level um 53% of students performing um two or more grade levels below and ending with 45% of students two or more grade levels below. Here is our median percent um um graphic also with um the students looking at the quadrants. Um so I do want to highlight that the majority of our campuses once again are on the in the high growth quadrants but more campuses are in the high performance high growth um versus the high the low performance high growth for reading. And we have identified those campuses that are um performing at the low performance low growth low growth quadrant. So what are our next steps? Um at the beginning of the 26 27th school year, campuses will be provided with the list of
114students performing below grade level to support targeted planning um to progress for progress monitoring and timely instructional interventions. I also want to state that all the students um that are not performing on grade level have been invited to summer school. Um Dr. Howard shared that earlier um this evening and so all parents have received a letter stating their students did not perform on grade level and they're all invited um to summer school. Another step we'll be taking is domain specific data um has been analyzed. So when we gather the data for I Ready, it'll tell us um exact domains, right? So is it the phonics component? Is it the fluency component? Is it um geometry in math? So on and so forth. And so the team behind me has already um dug into that data
115to identify some areas of concern and then they will address them in our pacing next year. We will also offer professional learning opportunities throughout the year um that will be designed to address the identified gaps and frequent review of student data regularly to identify trends, strengths and instructional gaps. This concludes my presentation and um we are all ready to answer any questions that you may have. >> Mr. Bishop, I >> I have a couple of questions and maybe I I missed the boat on it, but during your presentation, you were showing where they were at the beginning of year from a growth standpoint, it might have been 5%, now they're 95% or whatever. So, from a grade level standpoint, like in your sixth and seventh and fifth and fourth graders, is is there a way
116to do a look back to see where a fifth grader might have been in his fourth grade year and so on to to see if if there's been any increases? I mean because the gaps that I see where they're one or two grade levels behind that follows up with my second question is I know you said that y'all sent letters out for parents for kids to go to summer school and if a student chooses not or the parent chooses for the student not to go to summer school andor a student is promoted and they're already behind then it puts them another year behind the eightball. Is that a fair statement or am I or am I >> No, it is a fair statement. Um but one of the uh steps that we are taking is
117at the beginning of the school year. So each teacher will have a list, right? So I should have a list um just walking in first day of all of my students that are already performing on that are performing below grade level so they are on my radar. Um, but I'm also being intentional with my instructional practices, making sure I'm targeting them and trying to close those gaps, whether it's small group and small group intervention or it's after school tutorials. Um, but they are on my radar and then we will track that movement. So those students, we want to see one year's growth, hopefully more than one year's growth, um, and which is what I identifies as a stretch growth. I didn't go into that, but I have another report I can share. Okay. But but
118it it's all it's also can be pretty pretty hard for a student plan trying to play catchup, especially if you're at two two grade levels behind. If you starting to catch up and then you move to another grade, that's going to put you that much further behind from a standpoint of even trying to reach grade level. By the time you're even a freshman or sophomore in high school, you still you're still behind. I mean, that's the way I'm understanding. It might be it might be explained a little bit different, but I mean I know that you all are doing all you can, Dr. Howard, from a standpoint of trying to encourage students and their parents to go to summer school, if you will, andor if you have to hold a student back. A lot of
119parents don't want to do that, but you got to look at the benefit of the of the student or the child when when they're not willing to to do the summer school andor hold them back to get >> and those that's the reason why we're going to expect parents to sign off. So, if they don't want their kid in summer learning, we want to make sure they understand the implications of that decision because sometimes, you know, it could be a kid doesn't want to go because they have a trip planned or they have other plans. But I think when we sit down with parents and explain why this is important if they still choose that you know there's really nothing we can do about that. Um going back to your question about u the prior
120years. So what this report shows we give I ready beginning, middle and end. And so what this report is showing is at the beginning of the year where they were and where they are at the end of the year. So this one doesn't really look back at how they did the year before. It's the beginning, middle, and end of this year. Okay, Miss Berles. >> So, I'm looking at the reading scores and of course preK and K are in first grade they they really close those gaps. In second grade, um it's pretty small. Do we do dyslexia testing at that point for students that are two grade levels below? Yeah, we do. um and we use an assessment to identify if that is the issue. Um I will tell you the team has broken down
121this data um especially with second grade because we did identify that they have um less of that growth component, right? And so um they're breaking down and checking to see is it something we missed with our instructional practices, right? And so how are we going to catch up these kids moving into third grade? Right? So we have to embed some of these practices in third grade to ensure that we do continue to close those gaps. So if they're not caught, that's probably some of our fifth and sixth grade. But then we go on up into seventh and eighth grade and it's quite concerning. Um part of it is maybe they're not taking it as seriously. I'm not, you know, there's no way to gauge that, right? because the teacher in the classroom needs to be
122monitoring monitoring that situation and the expectation that she has he or she has in that classroom during that testing time, but those below are are concerning in reading. And then um this, you know, it kind of follows real closely with the math. We do anticipate star is going to look differently. Um we're hoping but we do anticipate it'll look different um and so we will receive those scores in two weeks right so that I can do a correlation um this test once again and it's not an excuse um so they took STAR um week one and then they took um MAP week two because we had to take NWAP because of TIA um we will not be taking that next year so students won't be burned out with all the the testing um and then
123went into the third week of testing with I Ready as well. Um, one day the internet was down um for I Ready math assessments for junior high. Not making an excuse at all whatsoever, but I just really don't know if that data is valid. Um, we were actually in agenda review the day. So, I know the board knows I was stressed about the internet going down and so I don't know if that's going to play a factor into this, but as soon as we do receive star data, I'll make that correlation and send that out. >> Thank you for that. Um, but again, these kids need to know some perseverance and um staying on task and doing the work. So, I'm not going to make any, you know, I know you're not making an excuse
124for them either, but um I think there's just needs to be some talk at at the junior highs, maybe at the beginning of the year, the expectations of what you know, we're not in elementary school anymore, and this is this is serious work here that you're building toward for your career. So, and the junior high principles are here tonight. um they did join us just because we knew how important this um data was going to be. Um but they also have some actions that they're taking next year to make sure that um students are utilizing the program. So if you look at our usage report, um seventh and eighth graders are the ones that utilize this platform the least amount of time, very minimum um in some classrooms um and in some campuses. And I
125think it's important to point out these seventh and eighth graders or students and even the upper elementary grade levels that didn't come through structured literacy phonics based instruction and have that strong foundation. So I know our junior high teachers and principles are working very hard. Um we're looking at the IRA ready usage data because we'll also be able to correlate are they using it in accordance with the guidelines and then when they do what do those results look like? And so, uh, that's part of that full review that we're doing with instructional technology in general, uh, to make sure that we're maximizing that. Um, I already will be the, uh, data that we use for teacher incentive a lotment moving forward. And so, we had MAP and we couldn't change it because we have to
126wait until the until TEA approves the new, uh, measure. And so, moving forward, we won't have those backto-back tests. >> So, yeah, I agree with all that. And I'm not placing blame on anybody, but I think that, you know, we're big on this parental right deal, state laws, right? So, parents need to start taking some accountability at home to make sure that their kids are actually checking their work every day, asking them what they're doing, looking at what they're doing. And some of this falls back on parents as well, not just at school. I do want to highlight it. I'm not sharing at this board meeting but I will present the June board meeting sorry. Um when you look at this uh special education students utilizing I ready um their significant growth um in all
127grade levels for our for our sped students and our dyslexia students and I will report that next month. I got a couple things or go ahead Mr. >> Thank you for that report. That's I just have a couple of quick questions and it kind of bolts on to what uh Mr. Bishop was was asking about. So we've, you know, the numbers if the kids are a year behind or or two years behind, there's a cost associated with that with the increase in finite resources we have in order to give to those kids. So that goes into our funding constraints that we have. So we need to be looking at it from a financial perspective. But to to bolt on to what Mr. Bishop had said is my question is at at what point do we
128not get serious about holding these kids back uh because if you if you progress a student to say six say fifth grade who's two years behind they're at third grade. So if you have based on kind of just in just numbers, if you've got 30 kids in a fifth grade class and you know that 30% 40% of them are not at grade level, that teacher is responsible for making sure that they're teaching the tech peaks for fifth grade, getting them ready for the STAR test, and then in a world that we used to know at the end of the year, maybe give them a little bit of glimpse of what they might see in sixth grade. But how is how is it structurally possible to manage a classroom knowing that you have out of 30
129kids, you probably have, you know, 10 of them that are two years behind with limited resources. So now now we're affecting the overall classroom management of the boots on the ground that are teaching and we're just getting into a negative feedback loop where we're we're we're allocating finite resources at a financial cost to the district that we don't have. We're not getting those kids up to speed. And then there can be cases where we're punitively damaging that teacher's academic reputation, per se, on not having their kids where they need to be. And then you add in the fact that you might have several classrooms on that campus, then you're negatively impacting that entire campus, which you get enough campuses, then you negatively impact the entire district. So, at what point is is there is there
130a slopewide intercept to where we say at this point if you're this far behind, you're going to get held back. And to Miss Burlson's point, it's parental rights. If you have not I don't care about your vacation. If you didn't take your vacation and your kids are behind, you can't hold up, you know, 20 other students and then punitively negative and negatively impact a teacher in their classroom from managing their work environment. At what point do we just not start dealing with the fact that we're going to have to start holding a bunch of kids back until they're ready to progress? I >> think Mr. Hajes, you have a point, but isn't there I stand to be corrected, but isn't there some some law or state law that by promoting kids it's not passing? Is
131that against the law to do that? >> So, I was actually looking that up as y'all were speaking. It's in your board policy. Eie local is what outlines our local criteria for great uh promotion and retention. And so that's something I can definitely look at with the team and see if there are any recommendations within the law that we might want to consider for the coming year >> because I think I think in the I've seen it somewhere in the law where it stated that about promoting a kid that wasn't actually passing uh if you will to be promoted to the next grade level. >> You're on the call. Miss Blue, do you have any insight on that? >> Yes. Um, the state used to have until I want to say about six years ago
132pretty rigorous requirements um that said you weren't going to promote students that weren't ready for the next grade. However, what the state found is that most districts were promoting students anyway. Um, and another consideration was is that, you know, um, >> what is the miss? I'm not trying to interrupt you, but could you could you could you give me the Texas Education Code on promotion? >> I don't know the exact number. I can just tell you um from >> Could you email that out to the board when you >> I can definitely email. So there were changes in the law that essentially said that students would be promoted to the next grade, but because it's not the this the legislature essentially assumes if a student is not ready to move to the next grade, it
133is the fault of the district and not the student. And so now when a student is promoted to the next grade and they're not ready according to the STAR exam, not the exams you're using, the STAR exam, um the district is required to spend substantial money in tutoring and remediating that student to try to get them ready for that next grade. So that's really where that cost comes in. And that was purposeful by the legislature to say that if you are having students that are moving from grade to grade and are not ready, from now on the the district is going to be required to provide a lot of tutoring and supports to that student. And I'm sure Dr. Howard can talk to um the tutoring and supports that you're providing to your students that
134you're moving um that are not ready for that next grade. Well, Miss Blue, Miss Blue, I would just like to get the actual law on it because I didn't hear that it was against the law not to promote them and we're spending substantial amount of resources by offering opportunities to those kids tutorials after school and during the summer that their parents aren't. And then I would like to also correlate when all the new parental rights bills came out because under the spirit of that now if the if the parental rights was a big movement in the state legislature then the parental rights should be you're either going to take up and get your kids moving in the right direction and get them caught up or we're going to hold them back because we're not going
135to punitively damage 20 other kids and you know the heck with your feelings. We got business to take care of. So I appreciate it. Just give me that law cuz I don't believe based on your answer and everybody else's answer, there is nothing that prohibits or or restricts us legally from holding back students that are not prepared for the next grade other than the lack of will. >> Mr. Hodes, I'm not an attorney, but I think it's Texas Education Code 28.021 based off my quick search over here. >> Uh 28.021A 021A says a student may be promoted only on the basis of academic achievement or demonstrated proficiencies of the s subject matter of the course or grade level, but the law is very long. So I think we have a I don't think we'll be
136able I don't think we'll have enough time to bring it to the June policy meeting. I think that's June 2nd. Maybe look at it and bring it to July. >> Yes. >> Well, we got enough time to say you said not not proficient in academic achievement. So, if you're not at grade level based on the standardized testing, that would be the definition that we have to go by. Therefore, we're going to start holding kids back until they get it together. >> Yay. Parallel rights. >> There's more to the uh policy than that one sentence or the legal reference. >> That's why I said I'm not an attorney. >> There's quite I just want to say there's quite a bit more to that policy. Um, and I don't mean to be a a counterbalance, but the
137reason I just want to point out the reason the legislature, we had strict laws, what we called it against social promotion, which is promoting, you know, trying to avoid promoting students that weren't ready for the next grade. The reason the legislature moved away from that was because um it's hard on the student that is not promoted to the next grade and there's a lot of ramifications to that. So, it's a very it's a very difficult situation, but well, point well taken and I will get you all of the statutory sites and can get you the history of why that happened. >> I didn't get promoted once and my sister did. I turned out all right. >> Might be some to beg the differ gotta have a little fun every now and then. I do want
138to add that one of our phases in our implementation plan is um to really work with K2 next year so that they could identify students who truly are struggling early on and not waiting for the later years, right? And so with the accountability um piece that we're going to hold them to is they should know exactly where their students are at any given time, right? And so if Aaron came in two grade levels below um two months later, is she making progress but actually tracking the progress with the intervention? Um if she's not making that progress, is this a referral that needs to be made, right? Does she have any other kind of learning disability? Um I don't think we've um necessarily been practicing that um in in MISD. Um but my team knows behind
139me that K2 um it is going to be the most um challenging year next year. Um and I mean that with adults, right? Because of these practices that we are going to put in place. Sometimes the kids um you look at this data, it it's not really a reflection of what they know. It might be a reflection of practices happening in that classroom, right? And so we do want to look um at multiple um data points before we do identify a student in need. >> Well, and you know that in the um there are some kids who mask it up until third, fourth, and then you know it hits them in the face at the end of fourth grade, first to fifth. So I think this data is very important. There's been some good movement
140um this year. I do want to give everyone credit for that. Um I just think that we're looking at data pretty closely now. And um the junior high data, it's we've got to get it across to the kids some way that what they're taking is important. I I can see a junior high kid. That's why I'm see star data too for our junior highs, right? Because when you put them together, we may see a different picture, but they've got to start realizing that every every piece of work they turn in is important. Every piece of work you turn in at work is important, >> right? >> You know, so they're at work. And I think maybe that's the way we need to start looking at our school is that you're this is your job kind
141of deal. >> Thank you, Miss Bueno. >> Thank you. >> I got a couple questions. >> Oh, go ahead, Dr. Sorry, I didn't see. >> Okay. Um, so I think I think there's a few issues here. Um, one, I ready, you know, the legitimacy of these numbers, we've kind of touched on that. Um, are kids, you know, dazed in when they're doing this, you know, uh, are they just is it is it so gified that they're just clicking through it? Um, you know, there's a lot of issues where you just wonder the legitimacy of this data. Um, number two, I can't I think it's just absolute insanity to pass anyone along who's two years behind. I just think that's insanity. You know, when I was a kid, nobody passed if you were two years behind.
142And fear of failure is a huge motivator. So, I just don't know why we're passing any of these kids. It's just it's just beyond me. you know, they they need a repeat. If we need to create create a whole new school for for remediation, then maybe we need to do that. But passing them on is doing a disservice to everyone, which has already been mentioned. And uh you know, and then also these junior highs, these even if even if I isn't the greatest software, I mean, this is just abysmal. and we got to I don't know if it's the Chromebook misuse that seems I I haven't received all the board data on that that I've requested um or discipline you know again like I said earlier from people I've talked to the word hasn't been
143put out that we have discipline strict discipline policies in place and uh you know the teacher needs to be able to control the classroom get these kids to work and and so that they can learn in a safe envir environment. So, um I don't know. I'm I'm very disturbed about all of this. You know, it's just it's just completely unacceptable. And I don't know if we if we if we can't do it, we have to do something about it. The board is responsible. You know, if MISD cannot educate these kids, um then we're going to have to do something. So, that's that's that's all I really have to say. I'm just very frustrated. >> Dr. Raphies, I will add um that we did take your input earlier from this year. So the seventh graders, the
144current seventh graders that do not perform on grade level looking at I Ready and when we do receive star scores um moving into eighth grade, they will now have an additional course. Um so remember they're not double blocked in eighth grade. Um but they will have an additional class um for this intervention piece, right? So, they will have to give up one of their electives so that they will be um getting the services that they need in this additional math class. It was your recommendation earlier this year. So, I just wanted to let you know we've already put that into place. >> No, I understand that. But I I mean, when you're two plus levels behind, I just think that you should fail and then maybe do your remedial grade, you know, at the same
145level. And if you got a fear of failure, that's pretty embarrassing. And nobody wanted to fail. And when I was a kid, the kids that were struggling, they worked really really hard uh to pass. And and you know, everybody was very proud of them you to do that. And I just don't see that kind of effort with this this these numbers. I just really don't. >> Anybody else? Thank you, Miss Bueno. It's been requested that we take a 10-minute break. Do I have a motion? >> I'll move. It's been motioned second to take a 10-minute break. We'll be back at 7:52. The time is 7:54 p.m. and the board is reconvening. Moving on to agenda item 10.5, presentation of long-term strategic plan related to special education. Miss Shockley. Dr. Is it Dr. Shockley? Miss Shockley.
146>> It's Miss Shockley. Thank you. >> Thank you. Sorry. >> Thank you. Um so thank you for allowing me to present tonight. Um the presentation tonight is in alignment with prior board um action from November 2025. Um the district is currently in the process of finalizing the audit and the program evaluation of special services. Tonight I will present to you the long-term strategic plan. Um and if you don't mind, I'd like to share my screen and walk through the um presentation. You all also have a copy of the slides on your end. So, if you can bear with me for just a moment um to um do my screen share and get us up and um running with this Okay. So, thank you all uh so much um for allowing me to present tonight. Um
147the plan that I'm sharing tonight uh was developed from the special education program audit that is in process and that will be finalized and shared with you all um at uh next month. So tonight I will walk us through the plan um and it includes nine goals each with action steps, targets and timelines. During the presentation um I'll cover the plan framework, each goal and accountability. So the purpose of the plan um is to really pull together program review findings, district data, and state and federal requirements um and includes goals, action steps, monitoring cycles, and regular board reporting. During the um audit and the program review, the special ed program review, several themes emerged from the ongoing work with um this review, including uh staffing stability, equitable services for students with IEPs, organizational alignment, evaluation,
148infrastructure, and leadership accountability. These themes provide the foundation for the plan that we're we'll talk about tonight. Every goal that has been identified links back to specific audit findings. So there's a clear connection between what the audit found and what we're going to do about it. Um the plan is organized by risk and urgency. So we will address the most critical issues first while building towards long-term uh sustainability. So the plan um was developed with a phased approach for implementation and um I felt like this um was necessary because it's um it's not possible to complete everything that needs to be completed at once. Um but the plan does lay out timelines and benchmarks for each phase. Um this is actually one of the most important slides in the presentation. So during phase one, we
149focus on stabilizing the system and addressing safety uh staffing gaps and operational gaps. Much of this work is already underway and implementation has begun for several of the action items um related to phase one. Um, we continually monitor and ensure student safety and we have begun the development and implementation of systems to communicate expectations and standards for campuses. Uh, for phase two, we build capacity of staff by developing procedures, uh, strengthening our training program and aligning campus um, operations. Work also has begun on this phase as well as the development of a processes and procedures framework work and uh development of a professional learning plan for staff and administrators. During phase three, we will focus on sustaining the system and embedding our work into district governance and monitoring and ensuring expectations are communicated, monitored, and
150implemented with fidelity. So the three-phase approach really sets realistic expectations about what happens and when it should be happening. This slide shares the big picture. Um it provides an at a glance overview of the nine goals that have been identified. Each of the nine goals has uh baselines, targets, timelines, and owners of the goals so that we know who's responsible for the implementation and getting the work done. Goals one through three are of course our highest priority and they focus on safety, systems, and behavior. Goals four through six focus on instruction, staffing, and IEPs. Goals 7 through nine cover least restrictive environment or student placement uh compliance and evaluations. The goals are all connected and no goal stands alone. So we'll take a look at each goal now. So goal one is um about student
151safety. It's our shared top priority. State and federal requirements under tech code and under IDA reinforce our commitment to a 100% safe uh conditions in all self-contained settings for our students. Daily walkthroughs have been implemented with campus administrators and specialed supervisors. Additionally, the development of a standardized walkthrough rubric is in progress and it will identify those high lever practices that should be seen and observed in all of our self-contained classrooms. We are also in the process of developing safety standards for staffing ratios uh supervision and crisis response. Real time staff tracking, development of classroom standards, and crisis training for all staff are underway and should be completed by the beginning of the next school year. This goal is really important because it provides the tools and backup to keep our students safe. Goal two um
152is the foundation really that makes every other goal work. One of the clearest takeaways from the program review is the need for clearly written processes and procedures so every campus is on the same page with the implementation of special ed expectations. Uh when we have consistent processes districtwide, we can be confident that each campus is operating within state and federal guidelines and delivering specially designed instruction to our students with IEPs. This is about really setting everyone up for success. This year, the special ed team has begun work on the development of our written processes and procedures. By August, we will have a basic procedures framework. um that will be published and we will continue to work through um the development with a gap analysis of our current procedures and then we will build the final
153manual um provide training to all staff and sustain it with compliance checks and dashboards. Uh the goal of this um is to really align what we do in Midland with both federal and state regulations and requirements and to ensure that we're providing the most appropriate services for all of our students with IEPs. Goal three focuses on behavior supports. So, we're really um looking at redesigning behavior supports to cut um and eliminate exclusionary discipline. That means that we have to have appropriate staff for coverage. Um make datadriven decisions on behavior intervention plans and crisis plans um uh and provide a clear um protocol for a request for assistance from campuses. sometimes campuses um will need some help and so that we want to make sure that they have a protocol for how to request that help
154and then also um utilizing some um tier 2 type interventions for students um like a check-in and checkout protocol. So we'll um work towards all of those as we look at our behavior supports. This work will also um talking about the uh the um behavior supports and work u also helps us meet the federal expectations surrounding uh significant disproportionality and um the federal um law idea that emphasizes implementation of behavioral interventions before removing students from instruction. So really our um look at the behavior supports is really going to look at the whole system. Uh board support here um to advance both our compliance standing and our equity goals will be um necessary and for staff it means that we will be providing better tools and stronger support so that teachers can focus on teaching. Goal
155four um focuses on our um instruction in specialized classroom. So idea requires that every student with a disability receive specially designed instruction. And what we found through the audit process is there is variability in how SDI is delivered across specialized classrooms. So our goal will be that programs will implement the district's alternate curriculum with 90% fidelity. We're starting with uh foundational classroom structures, teacher training, and a review of the um district's current continuum of services to build that out so that we can ensure that we have a full range of services to meet all of the needs of our students. Goal five relates to staffing. So, every improvement in this plan really depends on having enough qualified people. Federal and state regulations set the specific requirements for who can evaluate, instruct, and provide services. And
156uh filling our vacancies is how we're going to meet those requirements together. We're actively recruiting diagnosticians, school psychologists, uh speech language pathologists, behavior specialists, and special ed teachers. Um the grow your own pipeline um will continue and case load dashboards will show our pressure points. um in real time and where do we need u more support and how do we get additional support to those um uh places. Um and I just I do want to mention that the labor market is competitive in this area and with the board support um Midland will continue to be competitive through our competitive compensation and providing a high level of support and materials for our teachers and staff. Um, and this is going to help us attract um those highly qualified u individuals for serving our our community. Goal
157six relates to the quality of our IEPs. So the IEP is the legal document that defines what a student's right to faith under IDA is. And um when we have an IEP that falls short, it can affect both our compliance as a district um and then more importantly a student's access to a free appropriate uh public education and to the educational programming that they deserve. So having high quality IEPs is really key for student success. Um the plan to improve this includes intensive training, um IEP quality reviews and monthly random sampling of IEPs and folders. Um we're also uh working through building an IEP toolkit to support our staff. Goal seven um relates to least restrictive environment and placement of students. So under IDA, the goal is for students with disabilities to learn alongside their
158non-disabled peers. And um we have to ensure that we're doing that to the maximum extent appropriate for each individual student. Um hopefully by the end of year two, our goal is to increase students who are served in the general education classroom for 80% or more of the school day. um we should start seeing um the inclusion of those students uh rise um in in their participation in the general ed classroom. Um and again um a lot of this work will rely on us mapping the current continuum of services, developing guidelines for placement considerations, um making those datadriven decisions based on student needs. Um and then uh consideration of launching additional coeach models throughout the districts and creating a district um LRE review team for accountability. We really want to support districts uh campuses on some
159of those decision making um uh sometimes they have to make some tough decisions and so um helping them look through the data. what does the data say for students um uh through this review team for their accountability purposes and to make sure that we're serving students in uh the most appropriate way. Goal eight is really about compliance uh sustainability. So child find um is our um obligation to um locate and identify students who may um be or are suspected of having a disability. So childbind evaluation timelines um pro the provision of FAPE and state assessments are areas where we currently meet federal and state requirements at 100%. Um the challenge is making sure that we stay here at this 100% and within this compliance. Um so we're codifying what works u maintaining annual training running
160internal audits and building early warning systems. um ongoing monitoring has become part of our daily rhythm and it's something that we uh want to continue. Goal nine revolves around um evaluation workload and this is very related to goal eight as well. So both federal and state timelines require evaluations to be completed within a certain um amount of time and and completed promptly. Currently, our evaluation staff are carrying heavy heavy case loads that make this increasingly difficult. So, bringing workloads to a sustainable level protects our evaluation quality, supports our staff well-being, and keeps us on track with compliance. In year one, our goal is to reduce those workloads, fill our vacancies, and deploy case board uh case load um dashboards. Monthly reviews um will track workload equity and timeline compliance. And so this is a really
161important um piece for goal eight so that we can maintain that 100% compliance. So, now that we've covered um all nine goals, I'd like to talk a little bit about accountability and how we hold ourselves accountable to this plan and keep the board informed. A tiered uh reporting cycle ensures accountability across the strategic plan at every le level. So monthly dashboards um will track staffing, discipline and compliance metrics to enable early intervention. Quarterly reports will provide deeper analysis of the information including goal level progress uh folder audits what um what we're finding in our folder reviews and uh the KPI trends to inform resources decisions. uh semianual presentations to the board synthesize all the data into a comprehensive progress narrative that will be aligned to the three phases of uh this improvement framework. And together
162these reporting cadences ensure that the board has timely actionable information and that no issue goes unressed. So in closing um the plan is a partnership and its success depends on us working together. There are four areas where board support will make the biggest difference. First investing in safety systems which we have done um and training. These are the foundational pieces that everything else will build upon. Second, um continuing your support for competitive compensation to assist with attracting and keeping qualified staff. Um the board's support here is what makes um the recruitment of highly qualified uh personnel possible. Um staying focused on long-term improvement. It's easy when uh day-to-day pressures pull us away from um the long-term improvement work. um and for it's easy to provide a quick fix, but we really have to stay focused
163on the long-term improvement um of the plan and work the plan. And fourth, staying engaged with the progress report so that we can keep um the board informed so that we can celebrate our wins um and course correct early and keep leadership accountable together. When the board and the district leadership are aligned on these four areas, Midland ISD can turn audit findings into lasting positive change, ensuring that every student with a disability gets the education they deserve. That's the shared commitment that um tonight we will begin building towards. So, in closing, um first I'd like to thank you for your time. the strategic plan and goals will um be also included as part of the district improvement plan. So um that uh when that's presented um you should see parts of the this long-term strategic
164plan included there. Um and then just a couple more takeaways from this. This is a living document with built-in monitoring. Um, if there are changes that are necessary, then those items will be brought to the board for your review and approval. Continued support from district leadership will make this plan possible, and we're grateful for um, everyone's commitment here tonight to our students. The phased approach will help us keep expectations realistic while maintaining the momentum that we need to get the work done. Um and lastly, I have uh provided an appendix on your um uh on your presentation that uh reviews the nine goals and the action steps. You can reference those at your leisure. And um as we move forward together, you can use that as a reference tool. So um I'd like to open
165it up for questions now if um anyone has any questions. Mr. Gwyn, can I say something real quick? >> Yes, ma'am. Uh, >> first of all, I want to thank Miss Shuckley uh for her work these last several months working on this. She referenced this will be embedded in the district improvement plan which is later tonight. Um, and then she'll report on the audit next month and she was instrumental in working with us on the compensation manual and making sure that we align to that. um she talked about that competitiveness and so that's something that we did um work with her on as we prepared the compensation manual. >> Thank you. >> What questions do you have for me or comments? Um >> yeah, so first of all, thank you. I know there's a lot
166of work that went into this. Uh, second question or I guess the first question cuz the first one was more of a statement. Um, have Miss Russell, I know you haven't officially started yet, I don't believe, but uh, have you had some input on this and been able to review it? And I guess now that you're will be the director of SPED. Uh, >> so I my goal is to work with Miss Russell um as we onboard her and um Dr. Howard and Miss Bueno may want to speak more to that, but my goal is to um uh be I'm excited to meet her. Um I'm excited to meet you, Miss Russell. um and uh to work through this plan with her and with the special education team so that we can um begin and
167continue the work. We started a lot of this work. Um a lot of it is underway and you'll see all of the special ed supervisors are there tonight um supporting um of course this presentation and they've identified um the their role within this um long-term strategic plan. So if there are items that we need to uh revise, change, add to this um document, like I mentioned before, this is a living document that um it has to be a working document that is suitable for Midland ISD. And so as we move through, we will surely find changes and things that we want to add to it or maybe reward a little bit. So, I guess a long story short, you're going to stick around for a little while and uh I'm >> I'll be here as
168long as you guys would like for me to >> Yes, we're actually contracting with Miss Shley to support the transition as well as to support some of the work on the back end. >> Thank you, Miss Berles. >> How many diagnosticians does the district need for 110 cases or fewer? We we are looking at probably about 8 to 10. Um all of the staffing ratios are included as part of the uh program analysis and that will be uh presented next um month to um you all once um we're wrapping that up now. Um there uh we have done um I've done a staffing analysis on and a case load analysis and so all of that information will be included but we need a few diagnosticians um and we're working on that. >> Mr. Hernandez. >>
169Yes ma'am. My question is uh will we be actively recruiting bilingual paras for this program? >> Um generally the paraprofessionals are hired um by the campus by the campuses and campus administrators. But yes, bilingual pair professionals are key to and and pair professionals in general. But yes, we are always looking for bilingual personnel to help support our efforts um with our students who um uh speak a language other than English. And so yes, that is a priority for us. >> And Dr. Howard, you could probably answer this question uh about how short are we on Paris presently? >> I'm going to let Miss Garcia answer that question. number varies, but I believe I can pull it up. Give me just one second. Do you have it, Miss Garcia? >> Okay. >> I also will have
170some information on recommendations for staffing within the um uh full report and Dr. Howard, I can get you um the uh draft of that um that will contain some of this information as well from a special ed and a program analysis perspective that may help answer some of the questions. >> While Miss Garcia looks Does anybody else have any questions for Miss Shley? We can just >> Yeah, you can just get it to us, Miss Garcia. It's not pressing at the moment. >> I'd just like to say thank you, Miss Shockley, and Dr. Howard for embracing this. I think this will be very helpful. Appreciate this very comprehensive work. Thanks. >> Thank you. >> It's been a pleasure working um in Midland ISD. I've really enjoyed my work there. the staff is so dedicated and
171they want to do what's right for students and we're going to help them get there. I think we have the tools now um and we have the support of the board and the district leadership. So, I'm really excited about this work u moving forward and I'm super excited to work with Miss Russell um on some of um some of these initiatives as well. >> Thank you. >> Thank y'all. Miss Garcia, what was that number? >> 128. >> Okay, >> that is across the board. So when you think about um each campus, there may be one or two >> and that's just special education pair of professionals. >> That's all pair of professionals. >> Okay, he was asking about special education. So let us get you that. >> Yeah. >> Right. Thank you. Moving on to
172agenda item 10.6, strategic plan Oversight Committee quarterly report. Miss Piles, welcome. >> Good evening, President Gwyn, Dr. Howard, and members of the board. I'm here this evening to provide anformational report regarding the strategic planning oversight committee known as Spock. This report is forformational purposes only and does not require any board action at this time. The strategic planning oversight committee heard presentations on 24 initiatives this school year. As you can see on the corner of this slide, in year one, we met or exceeded 73% of our strategic plan metrics. In year two, we increased that percentage to 77%. As we close out the third year of our strategic plan, we anticipate meeting over 80% of our strategic plan metrics tied to the strategic plan. We will have final numbers in the coming months. As we move
173into year four, the work continues with purpose and urgency. Initiatives have evolved from the implementation and baseline phases in years one and two into progress monitoring and refinement. As we know, the majority of strategic plans lack sustainability due to loss of momentum and incremental abandonment. To prevent this, the strategic planning oversight committee continues to refine processes and priorities within the specific initiatives and measurable outcomes. One example of this includes consolidation of initiatives and/or additional initiatives based on observable and timely needs. On this slide, you will see our next steps regarding the strategic plan oversight committee. Year four does not mean the work can become mediocre or complacent. It's the opposite. The expectations and pressure on owners and sponsors is greater as we continue to improve. SPA coordinators provide tools such as reflection documents and nextstep
174templates to clearly communicate the expectations and intentionality needed to keep the strategic plan at the forefront of the district's work. Each person has a responsibility to push one another and hold each other accountable. This graphic illustrates the five-year commitment to Midland ISD strategic plan and annual metrics. Initiatives align to metrics and work to meet these annual goals. In alignment with board reporting, the strategic plan metrics will be updated to actuals later this summer. Green is on track and red is off track. A few metrics such as prek funological awareness, number of national merit qualifiers, and the percent of students participating in performing arts are finalized for year three. As you can see in the 2026 actual column of this table. In closing, I would like to share a few photos and artifacts from selected year3
175initiative updates. By continuing this important work and striving for excellence in all that we do, year four will prove to be a year of continued refinement, growth, and positive momentum. Reflecting in our work aligned to the three pillars of the strategic plan, the student experience includes things like district-wide advanced academics and multi-tered systems of support. Because of pipelines for teachers and administrative leaders, we continue to grow and develop our staff. This support ret this supports retention through professional development and career advancement. Lastly, engage in act strengthens the relationship between our families, community, and district all with the same goal of student success. The first SPOC meeting for year four will take place in July and the committee will hear three initiative reports. Thank you for your continued support. >> Questions? >> Thank you. >> Welcome.
176Moving on to agenda item 11, action items 11.1, discussion of and request for approval of budget amendment number 10. Mr. Durham, >> trustees, this evening the district is um requesting approval of budget amendment number 10. Um as previously mentioned, the board approves three budgets on an annual basis. Debt service, child nutrition, and um the general fund on a functional level. Um at this time um this is only addressing cross functional transfers in order to better categorize um our expenses. And at this time the administration recommends the board of trustees approve budget amendment number 10 as presented. >> Questions? Motion. >> Second. It has been motioned and seconded for the approval of budget budget amendment number 10. All those in favor raise your hand. All those opposed. Mr. Hodgees, for the record, what was your vote?
177So, we will not count Mr. Hodgees's vote. We'll go 6. Motion passes. Moving on to agenda item 11.2, discussion of request for approval to initiate the sale of property located at the southwest and southeast corner of Cho Chola Road and South County Road 1235. Presenter, Mr. Durham. Trustees. In January 2024, the district purchased 65.51 acres for a future school site located on the southwest corner of I20 and Loop 250. Based on grade reconfiguration, future needs, and the site location, the district does not currently see a need to keep this property. In 2028, grade reconfiguration will provide relief at an at elementary campuses by moving six sixth graders to middle school campuses, freeing up space for additional capacity at existing facilities throughout the district. At this time, the administration recommends the board of trustees approve the
178initiation of sale of the property located at the southwest and southeast corners of Choya Road and South County Road 1235. Any questions? >> Yes, sir. I have uh not questions but comments. Uh from a standpoint of Miss Durham made that we uh that the uh because of the grade reconfiguration. We didn't see a need to have this property or didn't need the property, but we purchased this property even during the process of knowing we was going to go through grade reconfiguration. And two is something I've always learned from a couple things is is that land don't grow. Uh once we sell it, it's gone from a standpoint of getting rid of it. And I know that re reconfiguration is taking place. But you know it's a property of I feel is a need. When we
179voted when the recommendation was made by administration, the same administration when we purchased that land from a standpoint of now we want to have a fire sale and we're selling all of our all of our properties. I just think personally I think it's some land that we that could add value later down the road from a standpoint of having that property available uh to the district versus waiting four, five, six years down the road and needing property again, having to pay two or three times the amount that we're looking at trying to even sell this for now if it's on the block to to be sold. >> Yeah. So, a little history on this piece of property. I'm actually the one that brought this uh place it on the agenda. I mean, everybody's certainly entitled
180to their own opinion. It's my opinion that I think the size of the property is great. I just don't ever foresee us building an elementary school right in the middle of an industrial what it what is now become an industrial park uh across from two truck stops right off of what some would maybe consider the super child trafficking highway corridor of West Texas. Uh but that's just my my opinion. And I think with the budget constraints we have, if we have property that's going to go unutilized, it makes financial sense to sell it. And for me, I I can only speak for myself. Votes will tell here in a minute where everybody else stands, but I just do not foresee us ever building a school in that in in in that location. But that that's
181where I'm at on it. >> I I agree with Mr. Bishop on on some of it, but I also agree with Josh. Um, ain't ain't there Amazon or something going up over there as well? >> Amazon based off MCAT. Amazon bought that adjacent property. >> Had a Loves truck stop across the street and a frat company right next door. >> And those kind of things happened since that time. The other thing that happened since that time is um not seeing the growth that we were seeing uh back when that land was purchased. I know at the time uh that was a priority for the district because of the fast growth, because of the continued growth and um possibly needing a school site in in that, you know, area. And so when we looked for land,
182that was the land we found that had utilities. Of course, there's been the developments around it since then. When we look at grade reconfiguration now, when we look at the enrollment trends that we're seeing at this time, um we're not foreseeing needing another campus on that side of town uh for the foreseeable future. Um honestly, our growth is in the northwest and northeast um at a much faster rate. >> I got a question. Uh how much do we pay for it? How much do you think we can sell it for? Um, back in 24 we paid approximately $4.9 million. Um, I do not currently have a updated appraisal um for that property, but the first step was going to be um the board approving a resolution to initiate the sale of the property and then
183we'll move forward with um conducting an appraisal to make sure that we're getting fair market value um for that property. Um if if it was um based off of my assumptions and knowledge, I would think um that we would be able to actually get more than we paid. Um however, that's just based on um the amount of acreage um and um what that area is starting to become. >> All right. Thank you. I think, you know, everybody could come out looking good if we got more than what we paid for it. So, I would really hope that we try to get a good price on this. >> Miss Berles, >> I just want to say historically we've talked about a Southside Elementary for 30 plus years. Um, Angel was on the board when we talked
184about it before. We've never had one there. We've never given a priority to the Southside having a school there. Um, the only reason I voted for this piece of land was that we were fi going to finally do something for the kids south of the interstate, which we have quite a few kids. And also, business 20, 80, whatever it's called now. But, um, so that's my concern. I do realize it's it's um where it's located and the reason for that location. Another reason why the board passed it before. or I just want some historical context for those that weren't on the board is that it was accessible for teachers to get there going down loop 250 to actually get to the school because we know it'd be hard to staff a school south of the
185interstate if it's not accessible to easily accessible if they had to go down Garfield or whatever. So that that's my concern. I I I understand what Josh is saying too. Uh things have changed. Um but it is a good piece of land and um I'm just wondering if we're ever going to do anything for the southside. Are we going to move it up? Are we going to build a school somewhere else for them or I know that we're looking at some consolidation? But I also go to Costco and Sam's during the daytime and there's a lot of kids not in school for whatever reason and I don't think that they're homeschooled. So I think we have a lot of kids just not attending any school at all right now. And that's some of our drop
186in our attend not attendance but in our enrollment. >> Yeah. I think when the property was purchased it was well intended, right? I just think what's evolved out there at this point um for I mean these these terms are four years. So the possibility of us building a school in the next two is going to be slim to none because we don't have the money to do it. But, uh, if we were going to build one, I mean, I'm I I said this the other day in one of our meetings. I've been in Midland for 40 years, and even when I was living off County Road 130, getting bus to burn it every day, uh, we've always heard Southside School. I I totally agree with people's thoughts of having a Southside school, but I also
187believe in the notion people move to the country for a reason. And when you move out to the country, um, you have to know you're not going to have a neighborhood school. And even if we were in good faith, I don't think for what that where that the surrounding area of that piece of property now, I don't think in good faith we'd have the support to build a school right off the I20 across from a truck stop with oil field businesses right next door to the playground essentially. I mean, That's that's my take on it. >> Well, in the past we've always talked about an elementary on Southside. I still think we need one. Where would we put one? I don't know. And right where the property is located, we also have a the issue
188of commercial trucks with hazardous material. That's something that we need to be cognizant about. >> Yep. Absolutely. Right there. But as you said, you know, things changed. Uh in the middle of a complex like that, I don't think that I don't think it's going to it's going to be a it's going to be a go. I if we can get what we paid for it and some, I think we'd be money ahead. I hate to see it go go away, but my opinion is I don't think it's a good place for school. It could have been. >> Anyone else? >> I just have one more question, I guess, for Tucker. And we keep doing all this stuff and saying for the budget or whatever, we're going to sell this, sell that. But that's only good
189for one year, right? I mean, when you when you throw in say you have a $7 million budget, so you're going to sell land your seven your $7 million worth of land, that's only for one year. You're still going to have a budget deficit the next year you're going to have to do. >> We haven't factored the sale of this property into next year's budget. >> Okay. But still, >> it is onetime surplus. Yes, ma'am. >> But I mean, just because you sell it this year or next year doesn't mean you have to spend it this year or next year. >> Correct. And that would almost be um going into the long-term strategy that we reviewed in the finance committee meeting where if we did ever sell land um to put it over into the
190local capital projects to actually get it outside of the general fund fund balance. Um, and then having it there at the discretion of the board when needs come up. Um, and y'all would be able to um, address items as needed. Um, and whenever they um, arise, >> like replacing 17 buses that come with unfunded mandates. >> Yes, sir. >> Is there anything else we can use the land for? >> Not at this time at my knowledge. >> Like a a hub for the bus barn or something? No. We've working with Dr. Hill, we've recommended that we not have a hub for the transportation. Anybody else? Do I have a motion? I'll make the motion. A motion uh motion for the approval to initiate the sale of the property located at the southwest and southeast corner
191of Chola Road and South County Road 1235. >> I second. >> It's been motioned and seconded. All those in favor raise your hand. All those opposed. Mr. Hodes is not visible on the screen so his vote doesn't count. Motion passes 42. Do you want to be on record vote, Mr. Hodes? You keep coming in and out. >> I keep getting kicked off. Yes, I'm for selling the >> Let's just re Well, now you're froze. >> Motion passes 42. Moving on to agenda item 11.3. Discussion of request for approval of RFP number 26-72 CNS cafeteria tables. Mr. Taylor. >> Good evening, President Gwyn, trustees and Dr. Howard. Tonight, I'm requesting approval of RFP 2672 for CNS cafeteria tables. This proposal includes the purchase and delivery and purchase, delivery, and installation of cafeteria tables for Henderson, Peas,
192Desavala, Bernett, and Bernett campuses along with outdoor tables at Lehigh. Request competitively procured in accordance with Texas Education Code requirements. The RFP was issued on March 31st, advertised on issued on March 31st, advertised on April 1st and April 8th, and proposals were opened April 17th. A total of 13 vendors support submitted proposals. After review, the evaluation committee is recommending award to Alamo Classroom Solutions in the amount of $44,520 and Lonear Furnishings in the amount of $255,556. $255,5 Yeah, I said that right. Sorry. The total estimated expenditure expenditure is $300,556 and will be paid from budgeted CNS federal funds. This purchase is part of the district's approved Texas Department of Agricultural spendown plan for child nutrition services fund balance. These upgrades will improve cafeteria functionality, enhance the student dining environment, and retuce future maintenance and repair
193costs while maintaining compliance with TDA requirements. Administration recommends approval of RFP 2672 CNS cafeteria tables as presented. >> Questions? I move to approve as presented. >> It has been motioned and seconded for the approval of RFP number 26-72 CNS caf cafeteria tables. All those in favor, raise your hand. Dr. Freeze, are you for it? Sorry, I can't see your hand. It looks like it may be outside the view. Now he's froze. Holy >> motion. What's that, Dr. Freeze? >> I just had a question. Does it Does it uh come out of the general budget or the It's a special budget that can't be spent on anything else. Is that true? >> That's That's correct. This is uh federal funds specifically for child nutrition. >> Okay. All right. So, it has been motioned and seconded. All
194those in favor, raise your hand. Motion passes 70. Thank you. Moving on to agenda item 11.4, discussion of and request for approval of RFP 26-87, CNS kitchen equipment. Mr. Taylor, >> thank you. The second item tonight is request for approval of RFP 2687 for CNS kitchen equipment. This proposal provides turnkey solution for removal, delivery, and installation of kitchen equipment as part of the district's continued effort to upgrade kitchen facilities across the district. The request was competitively procured in accordance with Texas Education Code requirements. The RFP was issued on April 15th, advertised on April 16th and April 23rd. The proposals were opened on May 6th. A total of six vendors submitted proposals. The RFP is recommended for award by line item to provide best overall value to the district. The evaluation committee recommends award to Mission
195Restaurant Supply for $121,293. AEX restaurant supply for $122,7144. National Restaurant Supply for $45,82.83. PBLO Hotel Supply for 98,782444 and Culinary Depot for $3,524.84. The total estimated expenditure is $392,000 $39217 and will be paid from budgeted CNS federal funds. This also is part of the Texas Department of Agricultures uh spendown plan as previously uh mentioned in the other one. At this time, the administration recommends approval of RFP 2687 CNS kitchen equipment as presented. >> Questions? Motion. I move. It has been motioned and seconded for the approval of RFP number 26- or I'm sorry 26-87 CNS kitchen equipment. All those in favor raise your hand. Motion it's unanimous. Motion passes. Moving on to agenda item 11.5. Discussion of and request for approval of RFP number 26-65 Avalon and Thomasson Drive extensions Park Hill. Right. President Gwyn, Dr.
196Howard, and members of the board, I'm pleased to provide an update on the roadway infrastructure improvements supporting the new Midland Lee High School. On August 26, the board approved a capital improvements uh development agreement with the city of Midland for the extension of Avalon Drive uh and Thomasson Drive. Under the agreement, Midland ISD is responsible for 30% of the project cost and the city of Midland is responsible for 70% with the city's contribution capped at 10,549,895. Competitive sealed uh bids for the roadway improvements were opened on April 29th. Two bids were received from qualified reputable contractors. Reys Albert was the low bidder uh with a bid of 11,96,232.36. Um CSB the bid method does not require scoring of proposal information only validation that the contractors can perform the required scope of work which was done
197during the bid evaluation. As a reminder as part of the uh developers agreement Midland ISD will pay for the full construction cost upfront and the city of Midland will reimburse its portion over the next three years. The these payments are scheduled for January 31st of 2027, 2028, and 2029. This structured repayment allows the city to fulfill its obligation to provide public roads and utilities around the site without exceeding its current annual budget constraints. The recommendation is the low bid from Reese Albert in the amount of 11,96,232 for and 36 cents for Avalon Avalon and Thomasson Drive extensions as they were the lowest price technically accepted bidder. The final bid is 3,979,42864 lower than the initial estimate in the developers agreement. This represents a significant cost savings for both Midland ISD and the city while advancing
198critical infrastructure for both the new Lee High School and the city of Midland. I'm happy to answer any questions. >> Only question I have is when when do they start that process? I mean, I know it's after >> start. It's just uh permitting and contracting to get underway. So, it should start by uh the end of summer um as soon as July. >> Okay. >> And then it's about a 275 day project to complete the the four lanes on each road. So, it would be complete by about this time next year. >> Do we know how many companies it went out to bid to? Uh it was publicly uh released on the the district's website through ionwave and there was a u a pre-bid meeting for it. Uh I do not have an exact number
199of who all has access to that but we can get you that that number. >> So if we approve this 11 million tonight it it can't go over that without it coming back to the board. >> Correct. City's pretty excited about saving 2.8 million on this project. >> They're very excited. >> We're pretty excited about saving 1.2. So, >> any other questions? >> I move to approve as presented. >> Second. It has been motioned and seconded to approve the bid for Reese Albert in the amount of 11,96,232.36 cents for road roadway improvements related to the development of public infrastructure in support of the new Midland Lee High School. All those in favor raise your hand. It's unanimous motion passes 70. >> Thank you. Moving on to agenda item 11.6, discussion of and request for approval
200of instructional material, social studies, K K11, geometry and algebra 2. Miss Bueno, not Miss Bueno, >> just me. >> She's taking this one off. >> She's said enough tonight, hasn't she? And I think she's got one more. Um, good evening, President Gwyn, Dr. Howard and members of the school board. Tonight, I'll be pre presenting information regarding the proposed instructional materials for geometry, algebra 2, and social studies kindergarten through US history with a request to approve the purchase of these materials in alignment with board policy EFA. I will desri describe the purpose behind adopting these materials, the components included, and the district implementation plan moving forward. The purpose of adopting new instructional materials is to strengthen both teaching and learning across the district. Currently, geometry and algebra 2 and social studies kindergarten through US history have
201not been have not had new instructional materials adopted since the last textbook adoption cycle for teachers. These resources are designed to support lesson internalization, ensure instruction remains aligned to grade level standards, and create greater consistency across classrooms and campuses. For students, these materials will provide structured opportunities to engage deeply with TEKS aligned content through reading, writing, discussion, and practice. To ensure consistent instructional materials are provided, we propose the adoption of these new materials. For K through 8th grade, we re for kindergarten through 8th grade, we recommend My World by Savas. And for world geography, world history and US history courses in social studies, we recommend Nestrom active classroom. We recommend envision math by Savas for geometry and algebra 2. These instructional materials include several key components intended to support implementation and student success. Teachers will
202have access to class sets of textbooks for geometry, algebra 2, and middle school social studies along with pre-built instructional slides to support daily instruction and planning efficiency. For elementary social studies, student consumables will also provide structured opportunities for daily notetaking, reading, writing, and application of learning. This ensures that we have materials in students hands. These all of these materials will also include built-in supports for all learners helping teachers be able have ease to differentiate instruction and increase accessibility for all students in geography, world history and US history. Digital textbooks access through Nestrom active classroom ensures that students and teachers can access access updated global content and resources as needed. The district has established a phased implementation plan to ensure thoughtful rollout and sustained support. From January through March, the district researched available instructional materials to
203identify the strong strongest options for students and for teachers. In April, teachers previewed the these materials and provided feedback while district coordinators began planning professional learning opportunities. We solicited feedback from content leaders at both high schools. All four junior highs, as well, social studies leaders from elementary schools were invited to provide feedback. Our teaching and learning team was also able to preview and provide feedback of these instructional materials. In May, we are moving forward with a request for board approval and the purchase process using our allotted instructional material funds. Currently, coordinators are developing year at a glance documents and unit plans aligned to these new materials. Throughout June and July, teachers will have an opportunity will have opportunities to engage and become familiar with the resources prior to implementation. Beginning in August 2026 and continuing
204through May 2027, campuses will fully implement the materials and receive ongoing professional learning and support provided by district coordinators. This will ensure that teachers, no matter when they were hired, will be able to access and effectively use these new instructional resources. We appreciate the teachers on the screen for taking the time to preview the materials and provide positive feedback for these instructional materials. In closing, these instructional materials are intended to strengthen instructional consistency, increase access to grade level learning, and provide teachers and students with high quality resources aligned to the expectation of TEACS or Texas essential knowledge and skills. Thank you for your time and consideration. I'm happy to answer any questions you may have. >> Questions? Got anything? I move that we >> I got a question. >> Go ahead, Dr. F. >> Um,
205so did anyone on the committee or you object that we don't have textbooks for high school kids and social studies? >> So the high school teachers um talked about that or looked at that. They were excited to finally have um resources that they could utilize and talked about different ways that they could um make sure that text was in students hands. um they didn't um object to not having textbooks um because they were glad for a comprehensive resource. >> So, previously have we had textbooks? >> Um I believe the last time we had textbooks in um students hand hands were back in 2015. >> And I can speak a little to that having been at the secondary level. Even when we had textbooks, they typically only used class sets. They didn't um the students didn't
206leave the classroom with the books unless there was a reason to. >> See, I just feel that the reason a big reason that we're not doing as good as we used to is because kids don't take these books home, you know, write notes, outline it. It's just our study skills have just gone down the drain and I don't like it. So, I'm I'm not going to vote for this, but that's I'll just leave it there. Anyone else have a motion? >> Second. It's been motioned and seconded for the approval for approval of instructional material social studies K through 11 geometry and algebra 2. All those in favor raise your hand. All those opposed. Motion passes 52. Moving on to 11.7. Discussion of request of for approval of the district improvement plan. Miss Bueno. Good evening,
207President Gwen, members of the board, and Dr. Howard. Tonight, I have the pleasure of walking you through the district improvement plan process and will request request approval of the 2026 2027 uh district improvement plan um goals, performance objectives, and strategies. The MISD district improvement plan um is in compliance with Texas Education Code sections 11.252, 252 11.185 11.186 board policies um AE Loco and BBE Loco. The district improvement plan serves as the blueprint um for continuous improvement by aligning all district planning efforts with the adopted board goals and providing structured framework for implementing the strategic plan. The district follows a linear process in developing the district improvement plan, beginning with a comprehensive needs assessment, um aligning goals and performance objectives and concluding with the development of districtwide strategies. The comprehensive needs assessment includes data trends from
208the past five years and data for multiple measures. So we look at data um for attendance um STAR um I Ready CCMR graduation rates SATs ACTS um there's a list here I won't read all of them um but it is a comprehensive needs assessment and telling data points um looking at trends um for the past five years um and also feedback from any surveys that we of problem statements are a concise um description of the issue that needs to be addressed. Problem statements answer the who and what. So in order for you to write your problem statement, um we do what is called a root cause analysis. um where we answer a series of questions and get down to the root cause of that issue or concern or data point. Problem statements are then filtered
209um through our district board goes to ensure that there is alignment. So we look at the data but we ensure that we are in alignment um with our board goals. What you will notice different about this year's district improvement plan um and Miss Shockley mentioned this earlier is we did add the special services strategic plan um to what in the plan is look looks like go F. It's not a board go but it's listed as go F and then we have the goes goes one through nine outlined. The next step in the process is to identify performance objectives which are measurable annual targets designed to support progress toward each long range goal. These objectives are written as smart goals. Um they're specific, measurable, achievable, relevant and time bound. Um you will see and this is
210an example of a few of them is as the data starts rolling in for STAR we will change the percentages on our um performance objectives but because we're waiting for accountability and we're waiting for STAR we still have not put the measurable outcome yet but that did not keep us from already digging into the data we currently have um and addressing those with um districtwide strategies. The last step in the district improvement planning process is developing strategies. And strategies are actions taken to accomplish um a district objective or a go. A strategy can be thought of as the how um to achieve the objective. If there are multiple ways you will achieve a goal, then there are multiple strategies written and you will see that in our district improvement plan for next year. Um so
211the committee that met for the district improvement plan um entailed several people from different departments across the district um looking at their data points um then coming together to create this district improvement plan. Um we did not just roll over previous year's strategies. We looked at the strategies that we still needed to continue but we also eliminated strategies that we no longer needed. and then we added strategies um that were needed to move forward with our goals. I would like to highlight that the district improvement plan is a living document meaning it is reviewed and revised multiple times a year. Revisions are needed as we collect new data from assessments um observations and community feedback. Formative reviews are also executed or executed strategies are reviewed um three times a year. This concludes my um presentation
212and I will be requesting board approval of the district improvement plan for the 2026 2027 school year. >> Questions? Motion. It has been motioned and seconded for the approval of the district improvement plan. All those in favor raise your hand. All those opposed abstaining. Mr. Hodgees, what was your vote for the record? Motion passes 70. >> Thank you. Moving on to agenda item 11.8, discussion of and request for approval of the 2026 2027 Midland ISD compensation plan. Miss Garcia. >> Thank you, President Gwyn, members of the board, and Dr. Howard. Before I begin my presentation, I do want to clarify that number for you, Mr. Hernandez. Um, I was able to drill down while we were uh while I was sitting there, and the answer to your question is 21 um sped TAS and a
213total of 44 overall. all across the district. That number was grossly inaccurate before, so I wanted to clarify that. >> Thank you, ma'am. >> All right, moving on. So, good evening again, President Haj, uh, sorry, President Gwyn, members of the board, and Dr. Howard. Um, this evening, we are seeking approval of the 2627 compensation manual. Some of the major changes to the compensation plan this year are based on financial constraints, but they include the following. Continuing continuing House Bill 2 requirements aligned to teacher compensation and the teacher incentive aotment. The compensation plan continues to be refined to support greater consistency, competitiveness, and alignment across the organization. All principles have been transitioned to a standalone pay plan to reflect uh the unique scope and leadership responsibilities of their roles. Pay ranges within each pay plan have
214been compressed to control payroll expenses across the same pay grade and promote more equitable compensation among employees performing similar work. Stipens have been reviewed and adjusted to better align with current market value and industry benchmarks. We take into account the job assignment and work assigned outside of the school day and off-c contract work when making edits to stipens. Strategic role adjustments are being implemented to ensure compensation more accurately reflects job responsibilities, operational demands, and areas with increased staffing difficulty. Over the course of the last three years, compensation has continued to increase. Although we have been conservative with the increases that have been approved based on the deficit, we have conservatively approved raises over the last three years. First year teacher pay has increased from 58,500 to 61,600 in this year's plan. House Bill 2 also
215positively contributed to the changes in compensation to better retain teachers with three or more years of experience. The compensation plan continues to be compliant with House Bill 2 requirements. To put this information into context, a teacher in 2324 on pay grade 5 was making 62,450 in 2023 2024. And in 2026 27, that same teacher will be making $69,42, a difference of $6,952 in that time since 2023 2024. In addition to the standardbased compensation for all employees, the district contributes $53 monthly for a total of $6,36 towards employee benefits. We also provide basic life insurance and a wellness program that covers an additional $75 per month if employees choose to participate and also an employee assistance program making the total contribution for each employee between $6,66.68 and $6,9668. The graph that you see on your screen
216shows how our compensation for teachers is well above market value and we have worked over the last year to widen the gap for teachers with five or more years of experience. Overall administration is recommending a 1% increase for all employees for the 2627 school year. This comes at a cost of 1.76 million. At this time, I'd be glad to answer any questions that you may have. Otherwise, I recommend approval of the 2627 compensation manual as presented. I know we've received several emails over the last week about stipens and we were we able to visit with those indivi those groups and get that sorted out? >> Yes, sir. And you saw some changes that were made today. I sent you an email earlier today. You should have a copy of that with you on a hard
217copy at your desk. Um those changes were in response to that to make sure that we are recruiting those difficult to staff positions. So the biggest bulk of those changes, you'll see those on page 30, no 42 of the comp plan. You'll see those changes in blue. >> It's also important to note this uh recommendation is already accounted for in the budget update that Mr. Durham gave earlier um and is on track to be a balanced budget. And while we wish we could do more, that's why we're coming back um in June with the resolution for an incentive, retention incentive for those who are coming back. >> I do also want to clarify that the majority of the people who reached out their compensation was not decreasing. Um they were simply advocating for recruitment efforts.
218do have a question uh for our hourly our hourly uh personnel like in our maintenance and operations like uh working over in maintenance. What what is the what is the bottom pay for a a first year or second year person that's in maintenance? I mean is it $10 an hour or >> It varies. Yes, sir. Let me give you that exact number. And we don't actually step raise them. It's based on the experience they bring in. So, you know, if they're coming in with no experience, they're going to start closer to the minimum. If they're coming with it with industry experience from somewhere else, that is considered. >> I mean, that's what I'm I'm asking. So, if you you have somebody that's new that's coming in with with no experience. I mean, >> our minimum
219pay for the our auxiliary group is $14.40. >> And that's pay grade one. That is pay grade one >> and it goes up to >> goes upwards to >> so 1% raise is maybe two cents an hour. >> Uh >> $40.50 is the highest pay grade on that. >> Say it again. >> 40 sorry $40.50 is the highest pay grade um minimum for auxiliary. And then can you repeat your question? >> I was just the the the lowest pay that we have you said was $14 an hour. So a 1% raise is going to be >> it's 1% of midpoint. Midpoint at that pay rate is $16.99. So it would be $169 increase >> per hour. >> Okay. I mean I understand you know our teachers and our admin and people like that are important
220but the people that's out outside doing the doing some of the work as well keeping buildings clean and doing maintenance. those those people has a lot of value as well. >> Yes, sir. I looked at the um financial expert to confirm my math and that's only 17 cents an hour out of dollars. >> I thought that was >> I I do want to point out I completely agree with what you're saying and that's why back in 2324 we recommended a 4% increase for pay grades other than those on the administrator professional pay plan. Um, we're just in a position right now where a 1% is is what we feel comfortable with. The information that Mr. Durham shared earlier with the loss of fast growth money, we don't want to lock ourselves into pay increases that
221we can't afford in two or three years. And so the strategy we would like to use is just like with this year um if we end up in a surplus coming back at the end of the year and being able to give some retention incentives back to those who are going to be returning the next year. >> I I mean I truly understand it. I was just make making a point. >> No, I I completely agree, >> Mr. Hodes. >> Uh thank you, President Gwen, for acknowledging me. Sorry about the video issues earlier. I just wanted to bolt on something that Mr. Bishop has brought up again um and and ask a question if I'm looking at this budget right um I kind of categorized it support staff clerical instructional support and auxiliary and so
222a clerk attendance office in elementary they're making $21,197 last year they're making 2197 this year they stayed flat at the clerical grade one elementary princip principal secretary, they're flat at a clerical grade five. teacher assistant and/or a parah. They also stayed flat. Instructional support grade one, $20,851 last year, $20,851 this year. A bus monitor, $19,814 last year, $19,814. this proposed budget auxiliary grade 1 custodian 27,187 last year 27,187 auxiliary grade 1 and bus driver 26,58 last year 26,58 on the proposed budget and that's auxiliary BD or what have you for bus driver so my I I know that it's important and it's very difficult to make payraises or what have you uh all over the place and we've gotten a lot of emails and phone calls from college educated professionals that are very important uh
223to to the success of our students academically, but I just don't know. I I don't I don't know. We talk about the quality of and caliber of people to work inside of our schools and I just don't know. I to me I'd rather work at 70,000 a year. um I'd have a better shot of taking that job than trying to be a teachers assistant for 20,851. So I just I think that it is I don't know that I can support the way that it's laid out. I know that I also missed this is on me and I'll publicly acknowledge it. I missed uh some meetings on this and the opportunities because of life and being busy. Um, but I I just think that we're supporting that that we're forgetting to to support some people who
224really need the support. Teachers are got a raise. The principles get a raise. The principles are going to see their the impact of theirs sooner than the teachers because the way that the the incentive comes out. So, the teachers really won't see it until the year after. But, I just I I know Dr. Howard and your team and everybody wants to is is not forgetting these people, but I don't know. I I I just don't know how you could make it at $19,000 a year and then pay I I just I I we've got to do something to figure something out. And and I just I think we really need to put some some uh brain power on trying to figure it out. Maybe one maybe maybe one of the nonprofits around town or foundations
225would help provide some what they call livable wages for these folks because I I think it's going to be really hard to get our district to a be when we don't have uh auxiliary and support staff that that are making enough money to even pay their medical bills. >> That's all I have to say. Thank you. It's a great presentation and it's it's not a gotcha on anyone. I just >> No, Mr. Hodgees, those are good points. Um, those are new hire placement schedules. Uh, one of the things that we have not done in the last couple of years as we've um worked through salary studies, as we've worked on our compensation manual in general, you know, we did a lot of work on that last year, more work this year with the compression um,
226of those. One of the things that I think we're going to have to do probably in the coming year, and Mr. Derome and I'll have to figure out how to pay for that is we're going to need to make adjustments to the minimum mid and max because about every 3 or so years that needs to happen to keep up with the market. Um and I think that's what you're talking about. I think we can also think about when we look at our retention incentive proposal that we'll bring in um June, we can think about how we could possibly differentiate that based on what we're hearing as well. I I guess my next question. I just think we we do a lot for the teachers. I mean, we'll move elections around and do all kinds of
227things to get make sure we get teachers jobs and we've got to do we we've got to have that same hutus for the support staff. That's I know y'all are working on it. I It's again not a gotcha. I know y'all. It's a difficult situation, but we've I just don't know how you could you there's just no way you'd make it on $20,000 a year anywhere, much less mid. >> Well, I mean, that was one of my questions cuz how how much is an employee paying a year for insurance? >> Zero if it's just them. >> So, if they have a family, >> if they have a family, they're paying sometimes they work for us because they do need to get their family. >> Well, that's what I'm asking. So, is it $5,000 a year?
228Is it what they're paying for insurance or about how much >> that amount varies um depending on which plan they choose? >> Well, I mean, if you look at a minimum, say if they're paying I'm just pulling numbers out the air. Say if they're paying $6,000 a year for insurance for their family and and they're making $19,000. Well, they're actually making $13,000 a year and that's what that's not even counting what's being taken out, you know, for their withholding for taxes and everything else. So, I mean, and then trying to live off that and then pay a mortgage or a rent. I mean, it's it's uh >> can't be done. >> It it can't it can't be done. >> But this and to to go back and I sorry for jumping in, Mr. Bishop, but
229I want to bolt on to this too because you bring up a great point about the insurance and if they're going to one of these outlets that are charging 2,900 back for the district. If we could just fix that area, we're we're going to have a lot of money to go back in to pay to to being able to to to help fix that and offset that. You pay me 19,000 a year, I'm going to charge you 3,000 bucks every time for insurance just to be uh oppositional. Well, I I think it's important that I mean, we always say, well, the bus drivers are first first person to say hello to a student and the last person to say goodbye to a student every day. The custodians at school are some of the most important
230people on our campuses. Uh they interact with the kids. They, you know, in a different way than a teacher does to to uh give them confidence in the hallways. I mean, it's every person in our school. I I think that our community just needs to know that the you know our budget constraints are 70% of our budget is um payroll right and so you know we're doing the best that we can but um again we're sending 85 million to the state for recapture. >> Well Miss Burlson you bring up a great point too. If we do, if we got a bus barn out there, Bucks wheels, why can't we do the revamping right here in Midland? Hell, we do Odessa's buses for 600,000. Then we've got more revenue coming in and pay our bus drivers.
231I mean, if you can get paid 600,000 to refit or refab some buses, you think that the bus drivers could get paid? Well, I guess I guess my my point to our employees is because I know this is a an important thing to everybody when you're in this profession um is that we're doing what we can at this time and with the constraints that we have and we hope to do more down the road. dual credit employment. >> That's all I have. >> No, with the way gas prices are right now, I kind of think that we need to give more than a 1% raise as well. And with the insurance going up, uh, so I don't know. I mean, it'd be nice to give more than 1% raise, but where's the money come from?
232I would like to have a yacht, too, but I don't have the money to purchase one. >> None of those support staff, none of those got a raise. They stayed flat. >> I want to clarify that. Um, the support staff, so the the comp plan that we approve or we're asking you to approve is a new higher pay schedule. Existing employees will all get that 1% at midpoint of the pay grade they're in. And so wherever they sit right now, that 1% at midpoint is added on to what they currently receive. Does that make sense? >> Yes, ma'am. And I appreciate that clarification. And I can see the grades right here, the auxiliary grades. And I I thank you, Dr. Howard. I appreciate that. But my qu So how many bus drivers How many qualified
233good bus drivers are we able to go recruit brand new to MISD for 19,000 a year? So, we actually uh raised and and they don't work eight hour days. Can you speak to that, Mr. Durham? Because I know we talked about this. We actually raised their pay a couple of years ago. >> That is correct. And so, right now there are um what you see in the compensation plan is based off six hours. Um however, if they work more than six hours, which a lot of them do, um then they are subject to um receiving additional pay. and then after it goes over the 40 mark um then they are subject to overtime rate as well. Um they also have the availability um to drive extracurricular um buses out of town um which then also
234helps um supplement a lot of their um overall compensation. >> Mr. Durm, could you get could you give us an aggregate average of what the bus drivers are then? And then I'm giving you I'm letting you do an average and not a mean or a mode, right? So, I'm giving you a lot of room to work with, but I'd like to know what these like TAS like I understand 19th that like new hire is on the low end, but I want to see where I want to see where our average support staff what they're what they're making on an average to work within MISD for a year. Again, this is not a gotcha, but I I think I don't I I have a problem giving we we've got a f we have a finite amount
235of of resources to be able to give people raises. And I think that where where do you where is that subjective point of going, hey, we should focus on this support staff because they're really struggling to make ends meet versus somebody who's making 75 or 80,000. I I I don't have the answer. I don't know where that is, but I think it's something that we need to talk about. And for me to be able to make that that decision, I'm going to need to see what our average is that we're paying these folks in a support role. >> If that makes sense, sir. If we go back to slide two, I think it's important to look at slide two because what we're talking about is what we prioritized in 23 24 and 2526 when we
236differentiated between the two. Um, but we're now at 1%. So it's either, you know, 1% and.5 or 1% and nothing. Um and and so I think we're all saying the same things. Uh and that has been how we've prioritized it in 23 24 and 25 26. >> So what's the total? So I mean but we need total dollar amount and we can I I don't want to go on we can do this offline somewhere else. I'm where I'm out on it. I'm not in the move. But my my idea would be you got 3% administrative pay where you're making $120,000 a year and you got somebody who's making $19,000 a year. We don't know what the averages are. You take whatever that total dollar amount and 3% and you give it to your support staff
237and then when we start rocking and rolling and really making academic improvements in the district, then the administrators get awarded. Until then, I'm I I'm I'm I'm I I don't know how we get support staff at the pay scale that we have. Maybe the PSP or the Scarver Foundation will cut us a check. That would be excellent. >> I do want to clarify that the recommendation is 1%. For all employees, >> yes, again, I'm not moving. Thank you. >> Anyone else? Do we have a motion? >> I move we accept as presented. Do >> we have a second? >> It has been motioned and second and seconded for the approval of the 2026 2027 Midland ISD compensation plan. All those in favor raise your hand. All those opposed. Motion fails 43. So, we'll probably have
238to call a special meeting, look at it. I I don't know. >> We have a special meeting on June 10th. Uh, Mr. Doo, do you want to speak to any implications on that or we'll just we'll have to bring it on June 10th? Okay. Moving on to agenda item 11.9 consideration and possible action to establish an ad hoc committee for the development of schoolboard operating procedures. Miss Berles. >> Yes. I would like to form a committee of uh two other people to um work on board operating procedures. A booklet for B board operating procedures. Right now, we just have policy everywhere, but uh most districts have it pulled together into a board operating procedures where when new trustees arrive, they are handed that and it's a lot easier to figure out all the ins and
239outs of of where our pol of what the policy is. Um I don't want to do this in isolation. That's why I I did talk to Miss Belaloo and uh came up with a plan, but I want to do this with the committee so that um we're all in agreement once the committee comes up with the board operating procedures along with um administration uh help on it as well that uh we'd bring it to the whole board for a workshop and approval and but and go through the policy committee as well. Yeah, I know you and I have talked about this uh several times in the last month or so, but uh I think there's aspects of it that' be really handy. Just quick guide to being a trustee, I guess you would. So, I
240mean, when you get elected, you just kind of get thrown to the wolves. And uh you know, I think there is some aspects we got to be real careful of being a single member district. Um, but like I said, form the committee and see where it goes. It's not going to be something I think me and you've discussed. It's going to take a little time to get it done. I think Miss Blue has some quite a bit of experience doing this. I think she just did one in Conroe. So, um, I think it'd be good. >> A motion to approve as presented by Miss Burlson. >> Second. It has been motioned and seconded to establish an ad hoc committee for the development of schoolboard operating procedures. All those in favor raise your hand. Motion passes
24170. Moving on to agenda item 12, close session in accordance with government code section 551.001. Section 551.071 for the purpose of private consultation with board's attorney on any or all subjects regarding all matters. is authorized by law and to discuss the pending litigation and possible action related to the JJ for the 2026 school year 2026 27 school year section 551.072 deliberation regarding real property section 551.074 074 for the purpose of considering the appointment, employment, evaluation, reassignments, duties, discipline, or dismissal of a public officer or employee or to hear complaints or charges against the public officer or employee. The time is now 9:30 and the board will go into close session. The time is now 10:33 p.m. and the board's reconvening out of close session. There's no action to be taken out of close session. Do
242I have a motion to adjurnn? It has been motioned and second to adjurnn. All those in favor, raise your hand. It's unanimous. The time is now 10:33 p.m. And this meeting of the Midland Independent School District Board of Trustees is adjourned.