3/24/26 MISD BOARD MEETING

001Good evening. The time is now 5:30 p.m. on Tuesday, March 24th, 2026. I'm now calling to order the regular meeting of the Mid Midland Independent School District Board of Trustees. All trustees are present. Moving on to agenda item two, verification of compliance with the open meetings law. This meeting has been posted in compliance with the Texas mo open meetings act and I certify that the provisions of Texas Government Code Chapter 551 have been met. Moving on to agenda item three and four. We'll have a moment of silence followed by the pledges to the United States and Texas flag led by Abel Junior High. If everybody would please stand. Good evening, President Gwyn, members of the board, and Dr. Howard. My name is Dr. Andrea Rodriguez, and I'm the principal of Abel Junior High School. The

002mission 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 am pleased to introduced to introduce an Abel junior high student to lead us in our pledges. Abanav Beret in 8th grade is the son of Sudir Beret and Sri Devi God. He loves robotics because he enjoys science. His favorite hobby is reading and when he graduates he wants to attend the University of Pennsylvania to become a lawyer. Together we are educating the future with excellence. At this time, Abanov will lead us in our pledges. I pledge allegiance 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

003flag. I pledge allegiance to thee, Texas, one state under God, one and indivisible. We are now going to move to agenda item five, introduction of new leadership for 2026 2027 school year. Miss Fallon or Fallon, sorry. >> Good evening. It is my honor to present Dr. Augustina Lozano, the 2627 principal of Bunch Elementary. Dr. Lozano brings 26 years of experience in education, having served as a classroom teacher, bilingual ESL education program coordinator, adjunct professor, high school administrator, and elementary campus principal. In every role, Dr. Dr. Lozano has consistently upheld academic excellence and maintained strong focus on student achievement. She has worked collaboratively with campus leadership teams on to plan strategically and align goals to support long-term academic and cultural and operational improvement. As an instructional leader, Dr. Lozano has overseen the implementation of campuswide instructional

004programs with a clear emphasis on student achievement and instructional quality. She provides meaningful feedback, professional development, and resources to staff while using data to identify areas for growth and celebrate successes. As the principal of Ralph Bunch Elementary for the 2627 school year, Dr. Lozano will continue to balance high expectations with compassion and lead not only through direction, but by example. Miss Mlan, sorry for fumbling that. Apologize. Moving on to agenda item six, public forum. Uh, I remind speakers that the board will listen to comments but will not engage in dialogue or take action on items not posted on the agenda. Comments are limited time allowed under board procedure, which is 3 minutes. Miss Berles's going to call names. >> Have Jasmine Perez U speaking about 11.9 targeted improvement plan for IDEA. Good evening board and

005Dr. Howard. When I think back to where Aiden started, it was a feeling of being unsure. He was nowhere near my size, small and sad. The time that I'm thinking of is when he had just been diagnosed with dyslexia. Now, my son, who is my world, went from being this confident little human who could and would take on the world to someone who would get discouraged just from the word school. Before Aiden started school, man oh man, when it came to him learning anything, you could see the joy coming through his eyes from his soul. Once he started school officially in prek, I started to see the change in his eyes coming from his soul. Now, as you can tell from this speech, I can be a bit dramatic. So when I thought when I

006saw this change in his light that I was being the dramatic mother, I let this fester on until the second semester of prek. I brought the concern up and was told it was too early to tell. Years later in third grade when he started the process of getting the testing, we waited. It took a year and a half later for him to get this official diagnosis of dyslexia. all this time, him not learning and seeing him being discouraged. Sorry y'all, I lost my place. I thought that getting the diagnosis letter of being dyslexic that I would see the light come back, but I didn't. That's when I made the change to Idea Travis. I'm not going to lie. I was afraid of this change being the wrong type of change for my son. He went

007in testing below his grade level. And I can tell you now, six years later. The doubt, the fear I had were completely wrong. My son, who was testing below his grade level, is now a mastery student. Not only has he gotten the support and help in academics, he is a model student for others that come after him. And that is what a great school builds into our kids. That is what idea Travis is. Thank you. I believe it's Abbeail Franco. Good evening everyone. My name is Eie Franco and I am the proud parent of a student at Idea Travis. Our journey with this school began when my son was about to start seventh grade. Today, as he wraps up his junior year, I can't help but reflect on how far he's come and how much

008Idea Travis has meant to our family. When we first arrived, my son was struggling. His comprehension was low. His grades were disappointing. And despite receiving some support at his previous school, nothing truly changed. I was worried and concerned. But from day one at Idea Travis, I felt heard. I raised my concerns and they listened. My son was retested, qualified for special services, and with the help of compassionate teachers and staff, he grew stronger and more confident. By the fall of his junior year, he had graduated from those services. And today, he ranks in the top 10% of his class. What made the difference? I believe it's the personal connection, the smaller classes, the teachers who truly know their students, and the genuine care they show. At many schools, my son might have just been a

009number. Here, he is known, valued, and supported. My husband and I have built wonderful relationships with the teachers, and that partnership has been so important. Idea idea Travis has done more than just improve his academics. It's helped shape my son into an independent young man. At 14, he applied for his first part-time job all on his own, only turning to us when he needed a little extra information. Now, three years later, he's still there, gaining real world experience and confidence. This school inspires students to dream big, aim for college, and pursue meaningful careers. One of the most exciting things about my son now is that he's creating his own Christian rap music under the name Little Sharky. He even has his own channel on Spotify, sharing his faith and creativity with others. This passion reflects

010not only his growing confidence, but also the independence and encouragement he's gained at Idea. I also deeply appreciate the school's open communication. The staff keeps parents informed and involved. I can easily reach out to teachers and get prompt responses. We feel truly uh connected with the school and are beyond excited to begin his senior year at the brand new facility, Idea Henry. To any parents considering Idea Schools, your child will be in good hands. If they're struggling, the school steps in with tutoring and extra help. This is a place that prioritizes each student's success. Watching my son become independent, handling his homework, making good grades, managing his own responsibilities, and now pursuing his music >> for the comments. >> Next up, we have Liliana Flores speaking on the same idea. Travis. >> Good evening, IDEA

011family and staff. My name is Lilana Flores. I am a current student at Idea Travis and I have been since third grade and I am excited to say that I will be a part of the first graduating class of Idea Henry 2026 2027. I would like to start by thanking Idea the Idea team for giving me the opportunity to give yet another speech. Before Idea came part of Travis, Travis wasn't the best decision when compared to other schools. And what I mean by that is that we weren't taught what was needed to be taught. The teachers tried their best with us, but it wasn't enough. As a result, we slipped. As yeah, as a result, we slipped our grades. Although it wasn't our fault, it still landed on us. And even though the work got

012harder, we still put our all into every assignment given. When idea came came in, they helped us get to where we needed to be, such as learning and doing work, tests, and other challenges. During the process of being part of Travis, it was challenging, especially for me. When idea came, I personally didn't like it. I would get into trouble a lot. My actions would always lead up to me getting suspended. Seeing myself like that, I knew I had I knew I would have to change for the better if I wanted to get into a good college and make my teachers and peers proud. I knew what I would have to accomplish on my end. I can confirm that every single idea teacher has been with me every step of the way, helped me in so

013many ways, and never gave up on me. They pushed me to be a better student and a better example for students around me. Despite my worst a my worst actions, they never looked at me differently. And that's one thing the idea team has made me really sit and think about. No matter the type of type of student, they want the best for you. No matter what, they'll keep pushing you to be a better student. A student they can say she came a long way and never gave up on the things she wanted to do to better herself. One thing I could proudly say is that these teachers strive to push us academically each and every day to better ourselves for the future. With all that being said, I am very proud of myself for sticking

014with IDEA rather than moving schools because IDEA has helped me in so many ways. I know I would not be as successful anywhere else. Thank you. >> Thank you. Next we have Juan Andradi say that right. Uh good evening everybody. I'm uh Juan Andrade um parent of Juan Andrade Jr. Uh he attends Idea Travis. uh you know before it was idea. He did enjoy school but not as much as now when it's idea. You know the teachers are doing a great job. The principles, the coaches um he's really really uh interested and keep going, you know, uh hopefully we can get into scholarships for the sports scholar scholarships and um the teachers are doing great. Yeah, I would recommend, you know, if any parents want to bring their child on on a board to idea,

015we're looking forward to the new campus, too. So, hopefully he'll get a couple of years there at the new campus. And um I mean, that's all I got to say. Thank you. >> Thank you. Last one will be Ashley Holt speaking on 10.3 special services strategic plan. >> Good evening. My name is Ashley Holt and I am a special educator teacher in this district. I'm speaking today as both an educator and an advocate for students with disabilities. I want to acknowledge the complexity of special education services and the responsibility the district holds in ensuring those services are implemented with fidelity. At this time, there's a growing concern regarding the alignment between what is documented in the students individualized education programs and what is consistently able to be implemented across campuses. Special education is not flexible

016in its obligation to provide a free appropriate public education. Alignment between services, staffing, and implementation is not just best practice. It's a requirement. Consistency in implementation is essential to maintaining both educational integrity and compliance. When those elements are not aligned, the impact extends beyond staff strains and directly affects students access access to their education. My intent in speaking tonight is not to assign blame, but to emphasize the importance of ensuring that systems, staffing, and expectations are structured in a way that allows for consistent and comp compliant implementation across the district. I strongly encourage continued attention to this area to ensure that both students and staff are supported within a system that is aligned, sustainable, and legally sound. Thank you for your time. Thank you. Moving on to agenda item 7.1 2025 2026 targeted improvement plan

017for idea Travis presenter Dr. Kotr Mr. Gwen, >> well, do you need to open the public hearing? That might be a good question for Miss Blue. We will now open the public hearing for the 2025 2026 target improvement plan for IDA Travis. Good evening, Chair Gwyn, Dr. Howard, members of the Midland Independent School Board. It's a pleasure to be here with you this evening. uh would like to just start and uh make reference to I think last month there was a little bit of confusion and a little misunderstanding and I want you to hear from me uh as I believe that I emailed you all that evening after I had the opportunity to view uh the board meeting in February. Uh it was not clear to me that there was an expectation that the U

018was a you Jeff Kotchel as opposed to a you universal idea. It was not my intention to offend and or make you feel like I wasn't showing up and or staking the right amount and appropriate amount of priority for our students at Idea Travis. And I say our students because they are our students, ours and yours, the community here in Midland that we seek to serve. And so I want to just level set with you that I'm here to serve and support the students that you're here to serve and support. and uh happy to walk through kind of what we have today and welcome any questions. I'm going to do less probably presentation and open it up for questions that you may have because I know that there were a series of them. Um >>

019can you adjust your microphone a little bit? >> You need a little closer. >> Yes, sir. I can do that. Very good. Well, we will uh dive in and uh just kind of take you a little bit down history lane. The partnership began in 2020. Uh, and this is, as was brought up in recent months, it is the only partnership that we have inside the state of Texas. It's the only partnership that we have inside the state of Texas because Midland Independent School District found itself in a position where it needed IDEA in 2018 2019 to avoid what was either going to be board takeover or campus closure. Matter of fact, I think that was the last time I was standing at this podium was at that time serving as the conservator for Midland Independent

020School District when this partnership came to exist. I will share that we go through a lottery process with many of our students at IDEA, but we actually operate through the Midland Independent School District system and even amended in what would have been about a year and a half ago. Dr. Howard, I believe you and I negotiated a amendment, a renewal to our memorandum of understanding that governs this relationship that then prioritized and waited students in the neighborhood because we heard that that was a concern from the board. We responded to that, included that into the memorandum of understanding. And so they are weighted, those students that reside in the neighborhood, but we work through a process, an application process through the school choice office here at Midland Independent School District, just like the rest of

021the campuses that you have that are choice. When we look at the historicals, the historical data is it's troubling. If you look on the left side of the screen, that represents Midland Travis, ranging from students meeting grade level from a high watermark of 18% in to a low watermark in 1516 of 8%. About the time that we engaged in this partnership, it was 14% not rated in 1920 due to COVID without the test. All that to say we moved to 20 to 40 to 38 to 34 33 38% is what we are forecasting currently in 25 26 is that where we want to be unequivocally no is not good enough for our students I say our students the universal hour we have higher expectations than that of what our data bears out. But it's important

022to note where Midland Travis was for an extended period of time, where idea Travis is currently, it's a far cry, far from where we want to be. We look at the student demographics. I hear commentary around the students that we serve at Idea Travis being different than that of students in Midland Independent School District. It's really not that different. On the left you've got idea Travis and kind of yellow orange a little color blind so it's kind of in between there for me. Red is Midland Independent School District. There's not a ton of variance. Matter of fact, I would argue that the greatest variance exists in the number of students that are economically disadvantaged in our system at Travis versus the larger system of men independent school district. And then also name the number of

023students that receive bilingual or English as a second language. We serve more students that need those services. A lot of commentary about teachers, teacher certification. Um, charters aren't required to have certifications for their teachers. Albeit I'm a certified teacher. I came up through traditional route. Matter of fact, served in the traditional school districts, number of them. Teaching certification is good, but sometimes those that are alternative certified and/or trained can be as equally as effective as those that would have received a certification. And I believe that our fundamental approach to coaching and supporting our staff bears that out. That sometimes we have folks that didn't go to school for four years, four years of a bachelor degree in education, but ultimately came to idea received the coaching, the support to be able to serve students. It's

024important to note that 28%, so more than one out of four of our students at the IDEA Travis are actually certified. And then I'd also just point out that Midland Independent School District beginning in 2018 waved section 21003 relating to certifications. Meaning that Midland Independent School District says, you know, there's opportunities that may call and suggest that there may be opportunities for us to serve our students with folks that maybe don't possess that certification. We look at revenue per pupil. These are conversations. Slide's a little smaller, but I'm just going to gloss over this slide. But it's important to note when we are in a partnership, we get less money from you than when we run idea Henry Lopez Yukon as a direct result of the per pupil funding that charters receive versus ISDs receive

025and the way that that's comprised. Not going to go into great detail, but you passed a bond here recently, meaning that your taxpayers's burden and interest in syncing rate to pay for your facilities. Charters don't have tax rates. So, the state in order to offset that lack of access to facility funding is leveled through increased funding from the state to level out. It's not even level. INS rates and M rates for ISDs actually outpaced the funding for charters. But it's important to note what I've laid out on this slide over the course of the last four years. You could see what revenue IDEA would have generated from student enrollment on that campus on the right versus what we receive in funding from Midland Travis from Midland for Travis operation inside the 1882 partnership. You take

026that most recent 2526 school year and you say 11,700 students is what we get. I'm ballparking it right. Let's say 12,000 from you for every student versus the 16,400 that we would get from the state if it was under our own banner. You take that $4,400, it's actually 47, say 4,600, multiply that out over the,200 students that we have on that campus, it's a substantial amount of money that is not accessed and invested into our students. I just point that out because why is this our only partnership? Midland needed us in 2018-19. And candidly, it doesn't make sense when you get right down to our model and what we do for our students. We're fortunate, as I had a good conversation with Chair Gwyn recently, that we have great partners here in the Perian Basin,

027and they provide funding to help offset some of that delta, invest in our students and their future, kind of leveling things out. When we think about Idea Travis contractual performance goals, these goals that are here on this screen are are the ones that were just approved in December. So, this went before the board just a couple months ago. Um, and this is essentially what the goals were that were approved that we would get to a C this year. And you can see it proceeding through there. You're familiar with this. Um, this is a breakdown. This is responsive to it's not in the exact format that I think that the board is accustomed to seeing with Midland Independent School District campuses, but it is our version of kind of reflecting where our meets in 24 23

0282425 2526 with our current benchmark. So if the school year were to end today, that's the data set that we would end with in 2526. It's a far cry again from where we want to be. And yet we continue to serve and support our students, respond with timely coaching of staff that are serving our students, but also redirection intervention with our students. Off to the right are essentially the performance goal cut scores for a C. And so I know the board has adopted the um a series of board adopted goals. Um as it relates to our performance goal cut score, theou that was approved in December, as low as that is, that is the target that has been established and approved at that 41 student achievement score. There's a lot of questions around accountability systems

029um and why idea Travis is graded um differently than a K5 campus. And it really boils down to different campus configurations are determined to have different cut scores from the state of Texas. So the Texas Education Agency publishes a manual every year. This is actually pulled from that manual. What this is is this is the highest grade level served across the top, the lowest grade level served on the left. So you think across about going across, you would have prek being, excuse me, you've got 12 as being the top right. So we would be in that category with prek. We would fall into a category of a green because we serve prek through 12. Why does the state do that? Because when you factor in the accountability scores at the secondary high school level, what

030we call college prep, is you have about 30% of your accountability rating that is accounted for by graduation rates and college career military readiness. And so in order to offset what is a a mass swing in accountability scores with 30% being weighted in that space, the state establishes higher cut scores for what our secondary schools, high schools, idea Travis, because we are a prek1. But we do not have the benefit at Idea Travis. We do not have the benefit of graduation rates nor college career military readiness to actually prop up that rating. If I were to overlay that additional 30% onto IDEA Travis and let's say we even got like far lower than what we get at the rest of our campuses which is 100% college career military readiness. You'd see a mass swing in

031the rating. All that to say, our meets grade level is not at the level that we expect and want for our students, for this partnership, and for this community. When we break out, that was the other question. When you break out the data, elementary, academy, college prep, you can see the differentiation in terms of ratings. If we were to apply the previous slide thresholds to this year's data, we'd be projecting a 50 at the elementary, at the U 6 through 11 grade levels, and then you can see a different run and cut down below. If we were to run it K5 68 912, the K12 that you see in the top is what we are currently forecasting. If the year were to end today with our current data set, it would be a 67, which

032is higher than that of what it was when we said the same thing when we had our first internal assessments in the fall, which is still not where we want to be as far as the targeted improvement plan. And we have a series of teacher strategies. We use highquality instructional materials just like you do. State adopted, state approved. Whether that's wit and wisdom at the elementary, whether that's great minds in ELA at a higher grade, whether that's blue bonnet math, we use high quality instructional materials. We also use dibbles, which is the dynamic indicators of basic early literacy skills. which is a very well-reuted assessment to determine how well students are progressing in early childhood before tested grade levels in the state of Texas. We use these highquality instructional materials and ensure that they are

033implemented with the fidelity that we expect. Candidly doesn't always happen the way that we want. As my grandfather says, many a slip happens between the cup and the lip. And so I will share with you while we have an expectation of exceptional fidelity, there are at times where that isn't that's not happening in every single one of our classrooms. It's our dedication to ensure that that is happening and we do that through constant walkthroughs monitoring and supporting what's going on. I would invite matter of fact I will I am inviting each of you to come spend a day at Idea Travis even if it's an hour to watch what is the instruction that happens in our classroom as well as the instructional coaching that occurs when our assistant principles of instruction or principal is in

034a classroom or vice president of schools or executive director is in a classroom. There is real time coaching and feedback that is occurring at any given time. We go through many of the same things that teachers in Midland Independent School District would say. Yeah, we do that too. Lesson planning, internalizing the lesson, annotating, making sure that we've accommodated for students. You heard two parents just a little bit ago acknowledge that their students receive specific type services in our school. And so the teachers go through that process of identifying how they're going to tailor that lesson, internalize those needs, and then turn that around and deliver for our students. We conduct professional learning communities three times per week, lesson rehearsals, prioritizing certain teachers, uh, three times per week. Rigorous coaching and feedback cycles. I spoke to

035this real-time monitoring and accountability. We have daily exit ticket mastery analysis. So every single day our students have shown us how much they have progressed, how well we taught them, what we need to do differently. So we work through that through instructional rounds and turn that around with interventions, which then brings us to student intervention strategies. from third grade to fourth grade, fifth. We have anywhere from about 20 to 30% of our students per grade level that are in interventions. Some as many as up to five times per week, others three. I won't go through each one of these grade levels and each one of these content areas, but essentially this is the plan to move the needle to ensure that we are delivering better for our students than that of what we are today.

036because our expectations for our students and for ourselves is higher than what we are currently accomplishing. I'll pause for any questions that you may have for me. I am certain that you have some. I just want to start off by saying thank you for being here tonight. I was pretty critical of idea last month. Um three weeks ago, you and I I think roughly three weeks ago after that last meeting, you and I had a pretty good conversation uh over Zoom. Uh so uh again, thanks for being here. Yes, sir. >> I know I was pretty uh critical last month, I guess, to say the least, but we talked about it. Uh I mean, at the end of the day, we just want what's best for these kiddos, right? So, >> uh any comments? >>

037Mr. Hodgees, >> I just have a couple questions real quick. Thanks for being here. I appreciate it. I also want to thank you for ID serving our students for a long time. I've been involved on the long-term facilities committee or what have you and back in a lot of the education kind of runway for 10 years in Midland. And so, thank you all for being here when it was uh it was difficult. So, thank you. One of the questions I have uh to help this board and myself is when we were if you go back to your financial slide. >> Yes, sir. on the financial. So your delta between your 16K and your 14K or whatever it was 162 145 whatever it is on what you would get if you were a standalone versus being

038a partner here. >> Yes sir. Does that include because and this is not a go this is just an o so everybody knows yeah it's a level set right >> but that that number that you're coming up with does that also take into consideration the offset cost that you get through our contractual obligations from the ISD to provide MEP and maintenance as well because there's some things that y'all aren't required to pay for that through our contracts that we're paying for to help y'all out. It's it's a fair point uh in that within theou there are services that we receive from Midland Independent School District. I I would just counter that and say that that helps for a school system that doesn't have a back office or the infrastructure that IDEA has with 100,000 students,

03912,000 employees serving across the state as we do. We have very robust services. And so I would also offer we have a regional office out here that serves two campuses just down the road in Odessa. And so it's a consolidation of effort for us to actually take on that type of ownership of facility maintenance or custodial maintenance or whatever it may be. um it would be preferable to actually have that all consolidated for us because again there's economies of scale when we have multiple campuses that we're already funding that service for and then we would have that same level of service and ability to bring that over here. But no, you're right. >> No, and agreed and thank you for answering. I my advice would be to put that in the presentation for future boards.

040>> Just so no one can get you on that, right? because then we're upfront on it and we go, hey, it's apples to oranges here, but here's apples to apples. >> Happy to do that. Yes, sir. >> Uh, the other part I had I I wanted So, you are also responsible. Idea provides their own transportation services to their students as well. And y'all are responsible for that overall cost that does not come from MISD. I believe >> I believe y'all provide transportation services for >> Don't y'all have little idea buses? >> We do. >> I think you buy back the services, right? >> Yeah. But so that's for Henry and the little idea buses or those >> they're they're standalone campuses that are not a partnership. >> Okay, that answers that. Thank you. Then I

041cannot remember are we a subchapter C or D on this one because that was we went back and forth on that forever. This is a sub chapter C I think >> a year and a half ago. >> There's two attorneys in there that make a ton of money. Y'all should know this. Y'all got JDs. Wish I had a picture of a coffee cup with the handle backwards on it and just said you had one job. Okay, I'll find that out later on. >> Yes, sir. >> I've got one last question. So on the quantitative, so when we look at your scoring versus your university prep versus the grammar schools, elementary schools, is there a way that you can come up with a quantitative number for to be able to represent a standard deviation when y'all

042don't have those two variables in high school. So you could come up with a ratio for the board to just say to gra to have the health on it because it gets very confusing on multivaried equations when you dump all that in there. So if you could just quant come up with a quantitative number for a standard deviation and come up with a ratio, put it on a visual, everybody can see the health. >> Yeah, we we can do that. >> I think I just wrote it down. I haven't had time to AI it yet, but I think I'm right on it already. I I will uh get with some folks and we will include that next go round. >> Thank you very much. And again, I appreciate y'all being here and y'all served our

043students well. Here comes W watch your wallet. Robert's coming up. >> I um I believe I'm going back to some emails from 2023. I believe a sub subchapter C. >> That is correct. >> Yeah. >> And the word goes to Robert. >> Dr. Howard's the one that found it. He confirmed it. >> Mr. Bishop, go ahead. >> Yeah, thank you. Uh, Mr. Gwyn, the question I have of all the students that are attending, uh, idea Travis, uh, how many of those students are in that how many of those students attending live in that community versus I guess dividing between the the ones that actually live in the community versus ones that that are not. I don't have that information with me right now, but I believe it's two out of three. I may phone a

044friend. >> I have it right here. >> Mr. Bishop, uh, we have 413 students that live in that zone that are attending IDA Travis. Uh, that's approximately 32.6% of the kids. >> Okay, >> invert me. One out of three. >> Okay. So, I I would like to also know it's not anything critical, just uh just food for thought, if you will, versus if if y'all can break it out depending on how those those students score in the kids that live in that community versus the ones that that do not live in that community. If that makes any sense. >> It does. We could cut that data. >> So, you can get that information? >> We we should be able to pull that data. I mean, I don't have it with me today, but >> Okay.

045No, that's fine. >> Happy to bring that back. >> That's fine. Thank you. >> Anyone else? >> Go ahead, Dr. Freeze. >> Uh so, thank you for coming. Again, I echo everyone's sentiments. Appreciate what y'all do uh for the community uh for education. Um so, you know, in the in the real estate, y'all are getting this for a dollar a year. Is that correct? the facility. >> I don't know if anyone I thought I read that in the contract. Is that still >> I I I don't know that we >> uh >> Do you know what the number is? >> I I don't even know that. I mean, if it is a figure to it, it's nominal to your point. Who would agree with that? >> Partnership campus. I don't think they pay anything. Right.

046What's the >> Well, that's my question is do is it a dollar a year the lease? And I was wondering how that's figured into the finances because if y'all are spending $16,000 a year across the state of Texas per student, I would assume a lot of that is real estate costs. >> They do not lease the facility. It's our facility >> as part of the 1882. >> Okay. Yeah. So is is what I'm asking is is >> let me >> does that 16,000 also >> so typically >> include real estate costs >> uh your other schools >> what that $16,000 does is it accounts for the monies that go all in on education for a student >> including real estate however what I'd offer is that when we have partners and we move to serve

047students in new communities generally those partners actually provide a great deal of resource to help support defay that cost of real estate. I'll give you a for example and I won't name the campus because it became a point of contention recently uh and being brought up here but we have a campus that we've constructed recently that uh came in close to um what is about 75% of that amount would go directly to that facility. And so that still leaves us with roughly a million dollars, I think was the the math, that would have been over and above the facility cost to actually invest back into our students education if it was run under our own banner. So of that 4,000 delta, essentially 3,000 of that goes to the facilities. >> Dr. I think I think

048what maybe Mr. Hudges and now Dr. freezer alluding to is on the MEP. You know, if uh if there's a plumbing issue, we go take care of that. We absorb the cost of that. If there's an HVAC issue, we take care of that. We absorb the cost of that. So, I think that might have been a little bit of what they were hitting on. >> Yes, that's part of it, too. But from what I saw on this contract, I thought I read that we were renting it for a dollar a year. >> Dr. Freeze, while you go through that, Mr. Booker has a question. We'll come back to you while you go through there. Unless you're ready. >> What? >> Well, you were thumbming through your papers. I didn't know if you were looking for

049something. If you were, I was going to let Mr. Booker just speak while you finish looking. >> No, I don't I don't have a question. I just um I appreciate you for being here, too. Um uh I do appreciate the data that you provided for us. Uh, but I do want to let the community know that the um leadership that we have right now in MISD is not the same leadership that we had before you guys partnered with us uh before we partnered with IDEA. So, I just want that on the record so the community will know that it's a different leadership. It's not the same leadership back from 2018 or whatever. >> No, I you're exactly right. There's about five superintendents between that superintendent and Dr. Howard. I got something. >> Go ahead, Miss

050Berles. Let me know when you're ready to >> So, I I realize you don't have to have certified teachers in a charter school, which is interesting from the state of Texas law, but that we are required of that in public schools um for certified teachers in all of our core subjects >> by choice. By choice. Districts of Innovation allows for you to opt out. Well, >> that that's going away, but yes, we do have it for a couple more years. Um secondly, um I was on the same thing that there's a $5,000 difference, but that's for facilities. So, we're providing the facility for you. I'm struggling with because the other thing that's true is it's not the same board that that came in and that that's one of the barriers to uh to 1882s from

051the state of Texas that I don't think they um thought out very well in that scenario of that boards change constantly and probably changing more so now than it did when they made the law. So that that's always something that um is hard for boards to to continue down the road of what other boards have I know you have to because it's in contracts etc but you know educating every board member on 1882s etc is difficult but the thing that that I'm struggling with is the historical data is struggling and I would have hoped um in because it started in 19 the 1920 school year. So 20 as in the graduating year. So for seven years we've had the schools going. And so that struggling data is kind of getting to me because if if

052we truly had systems in place from from your system of idea, which is a system, um that we would have seen the continual growth up instead of the growth down. And um so I'd kind of like to know I know that you you put all this in and and I've seen it many times before the rigorous coaching, the structured instructional planning, the real-time monitoring, but what are the barriers to not continuing on an upward trend uh in the school? Because I I'm assuming you've had pretty much the same kids. Yes, I think that that would be a fairly strong assumption. I I would suggest that as you would recognize that if when you have teacher turnover in a classroom or leader turnover on a campus that generates inconsistency, a de destabilization of that operation and

053then those individuals that come in actually need to get rebooted and brought back up to execute at the levels that are expected. Just like I named that y'all have been through, I could probably rattle them off the superintendents prior to Dr. Howard. I could do the same with the number of leaders that we've had on that campus. >> Dr. Freeze. >> Okay. So, I kind of also want to address some of the performance. I got the taper reports um at IDA Yukon and y'all are doing pretty good. um you know and then I get the taper reports at um Idea Travis and there is a wide gap and um I I'm I'm sitting here on this board. We have the same issues at MISD and it's my responsibility to not have this kind of performance

054that I'm seeing at IDA Travis. I want to see the same thing and I that you all can do at IDA Yukon. You're proving that you can do it. you got your your meats levels are almost uniformly not well it's significantly higher in a lot of grades in some areas it's really close so uh but overall the meats is is much much more robust at uh IDA Yukon so what can we do or what can you do or all of us do to get this at the same level that IDA Yukon's performing at >> yeah it starts with um not with us sitting here in this boardroom. And everything happens in the classroom. And the number one inschool factor in a child's education and how well they're going to um progress and succeed in life,

055number one in school factor is that teacher. Number two is the campus leader. And so we've got to stabilize our staffing on campus to ensure that we have stability and that our students are receiving that. If you were to use Yukon as the example, I'd point over there and say we've had that same principle in that position serving for an extended period of time and she's doing some really great work. So, even in the reporting on this taper report, I I go down to the um staffing and there's like it's like not even reported. Is there some reason for that or >> I think that was a data error. >> Okay. >> Yeah. >> Um how about growth? I mean growth also it looks like IDA Yukon's doing better overall. Would you agree with that

056or >> I would. So, I mean, just everywhere we look, I just I just don't feel like we're getting I don't feel like this is just for our kids. And what can I mean, what can we do to get it? We talked about stability. Well, it just hasn't happened. We've had three years of D's and that's just unacceptable. I mean, after the first year, I would have thought that everyone's hair would have been on fire and we would get this corrected, but here we are tonight. I don't disagree with you sir and uh equally disappointed in the performance. Uh yet there are great things going on on that campus. So it's not to denigrate everything that's happening but there is an element of opportunity for us to access and actually deliver better for our students.

057And so um I I won't quibble on that. I I'm in absolute alignment with you. >> All right. Um, one other area I found like just for example, social studies. Um, I had like a meets at 8% on one of these grades. Is there any >> It just seems like that's >> I I believe that there was a vacancy in that classroom. Again, I'm not there on that campus to be able to speak to that, but I believe that I saw that same data point and had that same question that there was a level of change in teacher. >> All right. Um, I think that's all I have, >> Mr. Hodes. I just have one more question and this might be one for uh Mr. Durham, but how many students do you currently have at

058Idea Travis on you've got University Prep or we haven't built that out? We just have elementary, right? >> Yeah, it's it's all one county 750 >> campus number and it's about a total of 1,270 I believe. >> 7 of 1,200. So my question for you Mr. Durham, say for example, hypothetically in the future they went from the subchapter C to a D to move out of district and they've got 1,200 kids. Have we come up with a range, a safety net to see how that would impact our revenues? Because if the differential between 145 and 165 2,000 per student, if those students leave MISD and go to a standalone, then that we do not capture their WA as of currently the the 1882 partnership that we're in. We get the WADA that comes with them.

059So there has to be I would like to see what the negative balance would be with 1,200 students exiting and then range it out because you're not going to get 100% that leave but so where's that safety between 50% 600 to,200 to see how this board if that were to be the case in the future how you're going to plan financially to offset that loss of revenue by losing the water. So, one thing that I will mention is all of our 1882 partnerships actually do receive that water. They receive um the funding from the ADA plus um the additional um entitlement from special education um CTE. And so, in reality, the easiest way to say that is our loss in revenue would be the district's holdback percentage of whatever we're getting from each of the

060partnerships. Now, that is the easy answer. Um that that is not the exact answer. Um, but like I said, the 1882 partnerships do receive their own water. >> Just and let me I'm trying to understand this. >> It's a ballpark $20 million. >> Yeah. >> How much? >> The ballpark of about I'd say $18 million conservative number on the amount of revenue that's generated by the students 1,200ish at the 14,000 number at Idea Travis. The hold back to your point is what 10%. So that is going to be $1.8 $8 million of hold back loss, but there's actually the offset of and then net out the the >> bigger thing to consider is the impact to recapture. >> Well, that's that's 100%. We've got the cumulative of A plus B equals how it's going to

061hurt us on recapture, but which would be B. And then a I want to see how it would hurt us just as far as operation like our annual operation goes because I would believe that is going to have a negative impact on the total amount of revenue if they go have a standalone school. Correct. >> That is correct. But our net revenue would be dependent um on >> instead of us going back and forth can we get a number and then we don't have to argue. We can just get the number. Thank you. Berles. >> So you also re receive money from foundations etc too on top of this money correct? >> Yes ma'am. >> Do you can you give us a ballpark figure on how much that is? >> Uh probably eight figures. >>

062Eight figures. And then um my second question is what grade levels do you plan on leaving at Travis? It is laid out in theou I believe that is >> K8 prek8 >> prek8 >> so is Henry but Henry is going to be >> I didn't bring it up I'm just telling you I didn't bring it up >> it's going to be prek 2 >> yes and then we'll launch >> six no six and then 9 so I guess my my pl my question my final question is is you're planning to run two campuses here in Midland >> yes ma'am very possible more in the future. >> I guess I do have another question. So the eight figures that that you're receiving from philanthropy is uh used for what then? >> It defays the cost for

063our model. Uh given the fact that a that facility costs roughly $50 million to build and so it brings down the cost per pupil for that facility. Um, it also goes to different initiatives that may be talent related or that may >> Is that for idea Travis >> in in some cases? Yes, ma'am. >> Anyone else? >> Dr. Freeze. >> Uh, do you know how much idea Travis is getting from the philanthropies? Uh off top of my head, uh no. Do >> you know do you know what philanthropies are giving overall this eight figures? I mean can you tell us? >> I mean I suppose that I don't have a problem with that. I don't know if they have a problem with that but it's probably many of the same foundations that support Midland Independent

064School District. And >> I just would like to know. So we can have a comparison. >> Uh the number whi which foundations there's probably I'm going back on my list when we had the groundbreaking back in the fall at Lopez and there was about 20 different foundations. >> But you don't want to tell us who's giving the big checks or >> I you know I I I' I'd encourage you all to reach out to the foundations out here. I I don't know that that's my business to like disclose that. >> Fair enough. All right, >> Mr. Hodgees. >> I just want to make one comment because I think something that's always under the radar and I'm just level set with idea is things that happened a long time ago with a private jet and a

065ranch and all this. And I just wanted to tell you from a businessman's perspective, y'all self-reported. You turned yourself into the Texas Rangers. Both of the investigations were done. And I champion that. It shouldn't have ever happened. those people were left the organization. But I think that instead of people on, you know, playing the telephone game and saying nasty things because they're jealous about the amount of money it is, it's nice to fly private because you don't have to go through TSA, especially now. Um, so make more money. But my my I just wanted it known that from a sitting board member and a citizen that y'all did what's right. And I wish that more industries and nonprofits would self-report, go to law enforcement and go through it because as someone who's had to go

066to through similar process, it's not very fun. It's and I appreciate it and thank you very much. And that's that's where people in the community, you know, all this negative goes and y'all should be proud of the fact that y'all had the intestinal fortitude to self-report even though you knew you were about to go through a really terrible storm. >> Yes, sir. Uh and to your point that was 6 years ago and I wasn't with the organization at that time so I can't take credit for that approach. I would actually point to the board members that actually turned that over and took that action. Uh one of whom is actually right here in the Peran Basin and is about to stand up. The gentleman is to come and uh that board operates with exceptional integrity

067and I'm proud to serve them. >> Is anybody else? I'll now open up the hearing to public comment. Does anybody have anything to say on this? >> Seeing that there is none, we'll move to agenda item eight. Thank you, doctor. >> Thank you'all. >> Moving on to agenda item 8, consent agenda. We got 8 8.1 approval of board meeting minutes. 8.2 approval of monthly financials. 8.3 approval of donations over 20,000. 8.4 approval of investment management firm. Uh 8.5 approval of the 2026 2027 school board meeting calendar. 8.6 Six, approval of the 2526 local improvement plans for Bernard Elementary, General Tommy Franks Elementary, Henderson Elementary, Jones Elementary, Peas Communication and Technology Academy, Alamo Junior High, Gddard Junior High, and Legacy High School. 8.7 Approval of Library Books for spring semester. 8.8 Approval of the following new

068local policy and additions to the board reporting calendar. FNIC local student conduct disruptions 8.9 approval of out ofstate travel. Does anybody have any items they'd like to pull? Uh I don't want to pull one, but I just want to make a comment on um 8.7. Uh I got an email earlier uh about possibly a um inappropriate book in one of our libraries. I just want to let the community know that we we have our um community, what do we call it? The committee, library committee, >> library council. Thank you. So, on that council, every board member nominated two people. We have community members that they they work very hard to go through those books and approve them. Uh unfortunately, they're humans just like we are, and they might miss something from time to time. So,

069if if a book or something that comes across that is deemed inappropriate, bring it to the principal's attention and they can uh contact who their principal supervisor and we'll do our best to get it out. Uh we're not going to catch everything. We tried to, but uh I just wanted to mention that since I received email about it today. >> Thank you. >> Um and I want to mention that that book is not a book that we've purchased this year since the library council has been put in place. It is a previously purchased book. So, it would be one that came before and so you're exactly right that could go to the library council um at this point. >> Yeah. And she the the parent already emailed back and said uh Dr. Rodriguez had handled

070it immediately. Right. >> Thank you for that if she's still here. >> Thank you. >> Do I have a motion to approve? >> Second. It has been motioned and seconded for the approval of consent agenda items 8.1 through 8.9. All those in favor raise your hand. >> Unanimous. Motion passes. Moving on to agenda item nine, superintendent update. Dr. Howard. >> Yes. Thank you, Mr. Gwyn. So, it's that time of year where uh we're beginning to talk about a lot about the class of 2026. Uh we're estimating um over 1,700 students will graduate from our five high schools this year. Um and that will start up with Early College High School on May 14th, which is not that uh far from now. Um and then of course followed by Coleman, Midland High, Young Women's, and Legacy

071High School. Uh we also are 10 days until the reading language art star. So um our teams are are really focused in on that. I'm encouraging parents to make sure they have their kids at school every day. And then we have advanced placement testing coming up the first two weeks in May. Uh we offer 30 AP courses and we have over 2600 students scheduled to take um those exams, an exam of some sort um those first couple of weeks. Uh you may have seen some information that came out from TEA recently related to a proposed rule in having a standardized approach to GPA waiting. They've um probably about 12 14 years ago they tried this too and then did not do it. So uh this is uh right now a proposed rule and the there

072are comments a public comment period is open March through April. Uh this proposal actually um creates some shifts at the state level but aligns pretty closely with what we already do. So uh we don't anticipate a lot of changes. Our current weighted GPA system already recognizes the rigor of advanced coursework including AP dual credit and honors classes. And so um 2728 school year would be the implementation uh with students entering 7th grade and 2930 school year would be the first year that students would be in high school under the proposed GPA changes at the state level. So we'll continue to monitor that if it does indeed uh pass and um is adopted. Of course the team's already looking at what kind of um changes we might need to make. But I wanted to to bring

073that up. Also want to highlight some recent successes um to date and we still have a lot of activities going on. So these numbers will continue to grow. Uh but to date we've had 346 state qualifiers in the district. That's in the areas of athletics, fine arts, and CTE being the the largest number. And we've had 19 national qualifiers. That's some of the travel you just approved. and we'll recognize those students, their coaches, sponsors, and directors in May at the district recognition. Um, while we only recognize at the board level the state qualifiers, I think it's also important to note that we've had 304 regional qualifiers um in athletics, fine arts, and CTE. Uh later in the uh reports, you're going to hear from Mr. Durham on the process um uh the budget process. We

074are working on a balanced budget and are on track to bring you a balanced budget in June. Uh we're finalizing the recommendations for the comp plan and um hope to bring that to you in May and early budget pro projections and the work that we're doing does have a compensation increase for our employees and so uh we'll continue to work through that. We're in the process of staffing our campuses. uh that'll continue through midappril and uh that's based of course on enrollment projections. Uh we there are no changes to um staffing ratios at the elementary campuses or the secondary campuses u for classroom positions. I also want to lift up some of our grow your own programs. We heard earlier about, you know, the differences between 2018 and 2026. Uh but just over the last

075three years, we've had a really big emphasis on grow our own because there are not enough people out there and so um we can't wait for them to come to us. We have to grow them. Uh we have 23 registered apprentices. Um these are people in the maybe in a paraprofessional position working in the office. They want to be a teacher but never had the opportunity to to work themselves through school. um if they're accepted, they continue to work for us, but they also get financial assistance to get their degree and their certification. We have three that'll be graduating in May and we have 20 that are scheduled to start in the fall. And so, uh that's been a very successful program and the best thing is typically they're already with us. Once they get

076certified, they stay with us because this is home. Uh we also have the uh student teachers and residency programs. Um this is the numbers are not as big as we would like it because uh for whatever reason people are not going the traditional route um through university preparation programs. So we have 12 student teachers um and 12 teacher residents. Of course, we would like those numbers to grow and that's why you'll continue to see us um bring you recommendations for partnerships with universities across the state that can u possibly produce teacher uh student teachers and resident teachers for us. Um we've celebrated our two principal fellows that are finishing up this semester. Uh this is through the Texas Tech principal fellows program. So um we talked about teachers earlier and that is the number one

077out um student outcomes indicator but followed by the principal and so u making sure that we have principles ready to go and we do have funding for two uh principal fellows for next year. Uh upcoming events on Wednesday, April 1st, I'm not sure why we chose April Fools to open enrollment for school next year, but we did. And so on April 1st is when um parents will be able to begin enrolling their students. Uh for next year, uh we have Good Friday holiday and then because of the bad weather makeup, we will have school on Monday, April the 6th. I want to end with um the chance to thank our team for the way they've handled a challenging four or five weeks. In the last four or five weeks, we've had the death of three

078of our students and then just yesterday, the death of one of our longtime employees who was a current employee. Um, and that takes a toll on on the students, on the faculty, and on families. So, I just want to commend our team for the work they've done and the support they've provided those families throughout these last four or five weeks. That's all I have. >> Thank you, Dr. Howard. Moving on to agenda item 10, districtformational reports 10.1, bond 2023, monthly report. Mr. Lopez, welcome. All right. Good evening, President Gwyn, members of the board, and Dr. Howard. I am pleased to give you your 2023 bond update. We'll jump right in. Uh the two high schools, they're well under construction. You've uh had some site visits and be able been able to see for yourself a

079lot of what's going on out there. I've got construction photos. Uh this is showing the Lee High School. You can see a lot of the steel concrete going up. Uh a lot of work happening out there. Uh a few hundred people on site uh on any given day on the Lee High School site. The next slide shows a overlay of what the floor plan is. And then we've actually developed just a little a key plan that kind of shows you where the core classrooms are in blue. CTE in orange, fine arts there on the bottom left in purple, and then the athletic facilities in green. So, that gives you a little idea of what's under construction and how those uh um programs are facilitated. This is a kind of an aerial view of that construction.

080So, you can see walls going going up. This is a Midland High School, which is also on schedule. You can see the current construction overlay of the plan and then that same uh color overlay that shows the fine arts and obviously this plan is rotated 180 degrees to face uh north wadley. But you can see the academics on the or the admin on the west side with core classrooms in blue and then athletics on the east. Then these are the current photos of construction. Then that gives you a pretty good idea of of where they're at currently with concrete block and steel. Moving on to package three elementary renovations. U those will begin in this summer for many of the sprinkler much of the sprinkler work and the vestibule additions will start in April. package

081four, you can go out to the those two uh junior highs and see construction underway. We've got photos that kind of show you what the construction looks like now. And then the color boxes and uh pink uh line shows where that new bus drive would go. So it kind of gives you a little context of the green where the new building would be and uh in context to the uh current construction. Uh the previous was uh Goddard and then the next is uh Midland Middle School. So you can see those projects under construction and and what the the future additions will be. All right. Package of five is uh Alamo Middle School and that's scheduled to begin in April. That's currently on schedule. Package eight, you will be uh awarding a contractor tonight for uh

082construction on those elementary schools. And then package nine, 10 um and 11 are currently in design. So you have quite a few projects uh in design. And then tonight we'll be looking at moving forward on package 12 by awarding architects for Carver and YWLA. Same for Story Middle School and Encore. And then uh lastly, we talked about package 14, having those that package on hold to get the rest of the packages uh under construction um prior to moving forward on those projects. And that is the 2023 bond update. Any questions? >> Any questions? >> Where are we at on the pipeline relocation? >> Pipeline relocation. The uh energy transfer surveyors have been on site last week and they are scheduling to actually start excavation uh this week or next. And so they'll they'll be on

083site to start construction and they're on schedule and will not be holding up the opening of the high school. >> Thank you. Anyone else? Dr. Freeze. >> I just want to ask it kind of for clarity. So are they they meeting the terms of our agreement with them right now energy transfer? >> Yes. Yes. They've been coordinating with the Lee Lewis and they have not held up construction at all. They've been working hand inand almost as a a subcontractor to the project. >> Thank you. >> Yep. >> Welcome. >> Moving on to agenda item uh 10.2 two, financial budget preparations for the 2026 2027 uh update number two. Mr. Durham, >> President Gwyn, trustees, Dr. Howard, on this evening, the district is bringing update number two um before the board in preparation for the 2026

0842027 fiscal year. So just some uh groundkeeping. Um for the legal requirements, the school board is required to approve three budgets on an annual basis. Um the general fund, child nutrition fund, and debt service fund at the functional level. And then afterwards, the board is required to set a tax rate prior to September 30th. This shows the budget priorities set for the 202627 fiscal year. The first is um creating a balanced and sustainable budget. The second is provide compensation increases and the third is to create a budget that is data driven based on board goal strategic plan and comprehensive assessment. The 2627 budget planning overview. Um this is just a very high level overview of what's to um come. So in April we'll receive our preliminary 2026 taxable values from MCAD. Um these will be

085the values that we utilize um for the budget preparation for 2627. In May, we'll bring the 2627 compensation plan for the board for approval. And then in June, we'll hold our public hearing to discuss the proposed budget and tax rate. The board will approve the 2627 budget. And then um the board will also um approve the final budget amendment for the current 2526 fiscal year. A few main factors influencing the budget process are shown. Um the main ones are legislative session inflation, um enrollment attendance, available funding based on enrollment attendance, and then um unfilled positions um that cause vacancy savings. So some of these slides I'm just going to go over very briefly um based on um previous conversations of what's been provided to the board. Um however um afterwards if there are any questions

086I'm more than happy to address. Um so the school district is funded based off two um main items. Property taxes, state aid. Um for the district, based off the current um TEA calculations, um property taxes make up approximately 91.7% of overall um revenue. Um while the state is approximately 8.3 based off that formula. Um on the property taxes, the values are determined by MCAD. Um we have two different tax rates. The largest one, um is M. Um but while the M is the largest um portion of the tax rate, TEA actually comes in sets the maximum compression rate um for the M and then the district is able to put on um the five additional golden pennies um which is not subject to recapture. And then the district also currently offers a um optional homestead

087exemption of 10% on the state aid. The comproller um determines the values. Um the major influences is enrollment, average daily attendance. Um the basic aotment is not adjusted for inflation. Um and then the basic aotment was actually increased during the 89th legislative session um by $55 for a total of $6,215. So the current cost of local optional homestead exemption um this is not advocating for any changes but making sure that the board um is aware um of what the um local optional homestead exemption um is for the district. um districts are allowed to um adopt a homestead exemption of up to 20%. MISD currently offers a 10% to our um constituents for the 2425 fiscal year. Out of 1,3 school districts, 196 currently provide the optional homestead exemption um which equates to approximately 19.35%. Um

088for the 2526 um fiscal year, this is an estimated loss um of approximately $2.8 $8 million with the majority of that showing on the INS side as the M side um is offset by a um recapture. This is a overall history of the fiscal um year basic allotment. Um so you can see 2014, 2015, 2016, 2020 and recently 2026 um are the five years since 2010 um that the basic aotment has increased um to provide additional allocations for school districts. This graph just shows um the differences between how recapture works and the overall school district's allocations. So step one is determining um what your school district is entitled to um based off multiple areas. Um but two of the biggest ones is going to be the property values and enrollment. Um so that's the first

089step. The second step is then to look at how much revenue you are bringing in for property values. Um on the left hand side you can see the district collects um insufficient funds from property values and so the state comes in and makes up that gap. However, on the right hand side, um which represents um Midland ISD um we collect over and above what our entitlement is and whatever is above um goes back to the state in the form of recapture. Um this is just a outline of what that looks like on the monetary side. So um let's say the overall entitlement is $12 million. On the left hand side, your property value is um 700 million. Um yes, 700 million. The total state share is 5.6 in order to ensure that you're getting your

090entire 12 million. However, on the right hand side, property values 1.4 billion. Um and so we're receiving above and beyond um what the entitlement is. And so that's the reasoning why that $787 um,000 is recaptured, sent back to the state. This graph shows our historical certified property values per the comproller. Um since 2012 there have only been two years of decrease in the property values. Um you could also see that there are some years that there are very significant increases um in the overall values. Um and so um this is very important whenever we're looking at our overall budget. Um specifically on the INS side on the M side if values fluctuate that really only entails whether we capture increases or decreases. However, it directly affects the INS side. There are two um tax rates.

091One is the maintenance and operations for daily um expenses. The other is the debt service or known as the INS tax rate. Um this is for um paying back bonded indebtness that has been voter approved. This is a trend line of showing our historical tax rates. And so you can see um specifically since 2021 um we have decreased our overall tax rate by approximately 18 pennies. Um that has also allowed us to save taxpayers approximately um $157 million in interest since 2012. Um that is a mixture of refunding and defeasing. And um after um this August board meeting where the board approved um to refund and defease um the district only has outstanding debt related to the voter approved bond 2023. So anything prior to that um has already been paid off. Um and we

092continue um to look at being aggressive on paying down um that debt. This graph illustrates tax collections compare compared to recapture. Um the bar graph shows the overall tax um collections for M collection specifically. The line graph shows how much of that has been recaptured. So you can see um 2023 um we had a peak and then um that is actually when um tax rate compression started. Um and so you can see that it's came back down significantly and kind of um has leveled out. Um that also depends on our overall um enrollment and average daily attendance as well. Um depending on how that fluctuates. Um I wanted to show you this. This is the reductions to the um current operating budget specifically going in to the 202526 um budget. So you can see on

093the general fund um we decreased the overall budget by approximately 35 million. on other funding sources. Specifically on the grant side, um we decreased it by approximately 2.7 for overall savings of approximately 3 um8 million dollars. My intention is to continue um keeping track of these reductions um so that I can bring that before the board and making sure that the community knows um how how aggressive we have been in order to make sure that we do balance a balanced budget um for these 2627 fiscal year. This graph illustrates current fund balance as of 6:30 2025 um which is our fiscal year. It also um categorize it into different pots of money. Um the uh current months of operating expenses including recapture is approximately 6.9 um months of operating expenses in fund balance. This graph

094illustrates enrollment trends and projections. The blue indicates enrollment. red indicates average daily attendance which is what the school district is funded on and then the green line is the ADA percentage um based off our system and so um one thing that I'll mention is you can see that the projected 202627 school year um we do show a slight decrease in 88 percentage um I'm currently um projecting a conservative budget on 92.5% um it is currently um 92.9% as of cycle 4 um however being conservative um we also utilize the demographic study. Um we've previously had that discussion, but um this year the demographic study provided us three different um options on projecting our students and we took the most conservative um of their low estimates um to project next year. Um that is something that

095we continue to monitor and then pending on overall enrollment trends um whenever we start school in August um we'll make the needed adjustments um at that time and continue monitoring that um throughout the fiscal year. um similar to this year and years past. This is the current projections for the current 2526 fiscal year. So, one thing I'll mention is the board of trustees did adopt a $7.89 million deficit. However, you can see on the very um lefth hand bottom corner um I am projecting a surplus based on current assumptions. Um some of those assumptions is ADA projections of 26,000 um students. We are currently at 26,173. The reasoning why I reduced it by that 173 is in the fall semester, we continue to trend downward um in enrollment and in attendance. And so being conservative

096there, we'll continue to monitor that. Um attendance rate um we had originally budgeted for the year at 93%, we're currently at 92.9% um through cycle 4. Um, two main things um to keep into account whenever we're looking at this is we are receiving 100% of all 1882 revenue from the Lamar campus due to how the um original contract was negotiated for the final year because it was a Capernney project. And so the past two years um the district has not kept any of the holdback um money um from the 1882 revenues. Um however in that final year 100% of the 1882 revenue stays with us. Um that's approximately $1 million um or right under. Um also in this assumption um I have included the sale of the apartment complex that was a board approved. Um

097we recently closed on that. Um and so that is one of the areas um that has helped make sure that we're in a surplus. However, I do believe that these are conservative um and it will um get better as we um continue to to close out the fiscal year. Some of the fixed required budgeted costs are shown on the screen. I just wanted to make sure um that everybody was was clear on some of the costs that have to come off the very top um before allocations can then be provided. So um 78% of our overall general fund um expenses is directly related to payroll. Um we're also required to budget tax collections and assessments, insurance including but not limited to property, auto risk, medical, um the required financial audit, utilities, fuel, and the largest

098one um out of this is on the recapture side excluding um payroll. Um but recapture is a budgeted expense where we have to budget the expense and then the revenues as well. Um, and that's where it's extremely important to show what our overall revenue and expenses are and then netting out those tax collections and that expense to figure out what the district actually has autonomy um to to expend that year. Projections for the next fiscal year. Um, as I mentioned, we um passed a a budget of 7.8 million um in the deficit for this year. I do not anticipate us ending in a deficit, but rather a surplus. But some of the current key budget assumptions for next year is an enrollment projection of 80 28,959 students with the ADA projection of 25,952. Um that

099is with a 92.5% attendance rate. Um interest rates continuing to fall resulting in less earnings. Um that is one thing that we're continuing to monitor. You know two years ago um we had about five and a quarter to five and a half interest rates. Right now it's trending about the three and a half. And so that is a significant difference in our overall interest um earnings um throughout the fiscal year. Um another one is ro oil royalties um consolidation of the map and Lamar campus along with the sale of real property. Some of the strategies going into this upcoming fiscal year in order to ensure that we pass a balanced budget is removing large budgeted expenses out of the budget that can be addressed later on through payroll vacancy savings. Um and so what that

100would look like is starting in October whenever we know kind of where um our overall enrollment ADA is trending um we'll rerun calculations. We'll also see how much money we've um saved in our payroll side and then we can reallocate some of those funds um to other needs that do not need to necessarily be addressed um until um later on in the um early to late spring. um for that. Another thing is um budgeting at a 97 to 99% fill rate rather than 100% um fill rate. Um that is going to be on a conservative um basis. Once we finalize that, we'll make sure that that is part of the um budget update. So the board is aware. However, um we'll make sure that we're still able um to have a payroll vacancies and then

101reallocate some of those funds um being saved um to other needs um that were originally removed. Um and then potentially including the sale of real property. Currently in these assumptions, I do have um the sale of map based off the appraisal. Um I am seeking clarification on the current appraisal um as I've heard that some property around um has sold for more. So just making sure um that we are um as aggressive as we can be um for that property um since it is in a valuable area. Um two other ones that are not currently um taken into consideration is um the land out south along with the boneyard. Next steps um finalize the compensation plan for review. Um and then we'll bring that before the board at the May um board meeting. Um continuing

102to refine the budget for next year. Um the biggest one um payroll and then um non-payroll as well. And then recommendations for our self-funded medical plan. And then upcoming items. Um this is the second budget update provided to the board. However, we'll have um one every single month from now until June whenever the board adopts the budget. We'll have a finance committee meeting in May. We'll have our June board meeting where we will um propose the final budget amendment for the current year along with the adoption for next fiscal year and then the setting the tax rate for um the 2627 fiscal year in September once TEA determines our maximum compression rate and at this time that concludes my presentation. >> Mr. Bishop. >> Yeah, I guess question maybe for uh Mr. Durham or uh

103Dr. Howard. So these 28,000 students were were rejecting. Are these students that have physically enrolled it in schools up to 28,000 we're talking about? >> So no sir. Um there's students that are either with us right now or the projections coming into kindergarten. >> Okay. So if if we're projecting or these students are enrolled at 28,000 but we we're showing an ADA of 26 plus, if you will. So where where are the 2,000 students? I mean, do we have a clue where they where they are? >> So, the the ADA is the percent of students who come to school every day. And so, let's say I'm one of those 28,000 students and I come to school one day a week. I'm going to impact the ADA and lower that number, but I'm still a student

104in projections as far as having to be prepared for that student when they do show up. The other piece is our prek students are funded as 0.5s. And so while we have to staff a prek student for a as a one, the ADA is a 0.5. And so the ADA is always lower than the projected enrollment. >> Okay. So that that 2,000, if you will, that I'm I guess calling it short, is that part of the preK of the half day? It's a mixture of attendance and and um and prek. >> So we have that many students I guess you could say that are truent uh according to our ADA. >> Well, our attendance rate right now is today. >> So that 8% that 8% is cost us how much money? >> 1%'s about $1.6

105million. >> 1.6 million. And we don't have truent officers anymore, right? We have truency measures >> but we don't have the officers that we used to >> but if we look at our historical rates of attendance you know I mean before co um after co it level you know really dropped and came back the attendance wasn't any better during that time where we were spending money on truency officers >> maybe one of these days the state will change to go off of enrollment versus ADA >> it would have an impact on all districts not just miniz SD >> Dr. Howard. >> Yes. >> Can could you Tom has got a great question on there and could you I think this is important to differentiate between this the ADA and the water because even though our

106were down in enrollment the percentage of students that are more expensive has gone up. So it there's a power of magnitude on the expense that's incurred when your water goes up as well. Could you anyway can would you make sure because that's the bigger piece that I think we should be concerned about is how expensive are the students that are showing up? What's that differential this year versus last year? Does that make sense Dr. Har? >> Yes. Um so uh there's average daily attendance and then weighted average daily attendance. said the weighted average daily attendance are for different types of students and so um the more expensive a student is to educate um the water carries more funding. However, the what he I think Mr. Hodes is getting to is the funding does not equal

107to what it costs to educate some of our students. >> Thank you, Mr. Durham. >> Dr. Freeze, >> I got to Okay. >> Sorry. Uh, I I just got a kind of a question about selling our property as part of our operational budget. I just don't I don't think that's a good idea um to include, but maybe you have a reason why we do that. I mean, I I I think when you sell it and you reduce your operational and maintenance costs, that that's helpful. But when you just put the cell in there as part of your um I mean I just I just don't think it's a good good idea to include that. But >> so so I I I can definitely address that. Um while I I I definitely agree with that. Um

108this is a one-time revenue coming into the district. Um I know that we are planning for that. Um but I'll give you a great reasoning why we're including that. So, um, with the implementation of our new ERP system, um, we are required to have all of our programs that are currently tied to our systems, um, be configured. And so, unfortunately, every single one of those systems is charging us a one-time fee in order to change their ties between our current ERP system and our new ERP system. So that is um the one reasoning why um we are doing that because of that one large um increase in expenses um for this upcoming year as we transition to the new ERP system. Moving forward though um that will not be the case. >> So that that

109apartment do you know do you know how much that you know we have a surplus of a little over a million. What was the apartment? >> So so it was approximately $2.6 million. But I can tell you right now, um, that $1.1 million in the surplus, um, I'm using as conservative measures. I'm taking my payroll projections, but then I'm including 100% of my non-payroll budgets being expensed. And I can guarantee you right now that will not occur. And so I fully intend on showing a larger number and then um in June and then once the audit is finalized and all the expenses and revenue are tred up um the audit will show a larger number than that 1.1 based off my current assumptions. >> Okay, good. And and I like some of your um adjustments

110you're doing. I mean, it seems like we've been pretty conservative because if you get I mean, I I kind of feel like if you get you want to run a balanced budget every year in fairness to the the tax the taxpayer and the students in that uh you know, if you if you're running a surplus, you could have potentially deployed that money to serve the students, which is why we're taxing people. I mean, where we're taxing, we're not here to, you know, have a huge bank account for the for the taxpayer, but that's why I think it it's good to have as much realistic um number as possible. not necessarily conservative given if you've got, you know, you've got a nice balance sheet to cover a million here, a million there, but I mean, would

111you all agree with that or? >> And I I can't speak for the board, but our goal is not to um run a surplus budget year in and year out. Uh but we certainly want to be conservative and not spend money that we don't have to. And we have been fortunate to have some um some properties that were sold and that money comes in and that makes you know we didn't account for that necessarily going into this budget year. And then also there are uh the payroll savings that that come into play and uh that's why we're talking about one of the strategies um as far as what percent of payroll we budget. Of course that won't be across the board because some positions are filled at a higher rate. So it'll be dependent on

112the types of positions. But then also the opportunity as we work through the year and we see those payroll savings being able to bring recommendations to the board to do budget amendments so that money can go back to our students and schools. >> I'm just going to throw this out here. I think all this budget talk is crazy when I sit here and look at the numbers. Uh what projected 83 million send it back to the state this year. But in return, they're going to give us right under 34 million back in funds. But then we're going around telling everybody that it's the local municipalities that's raking the coals over the taxpayers, >> right? >> If we're going to do away with school taxes, let's >> our revenues 8% of our revenue comes from this

113state. >> 8%. >> Yeah. 8.3 or something. But Tucker, can you do something? Or Mr. Durham, can you do something for me when you get a chance? >> Yes, sir. >> Just one day if you get bored, which you know, you don't you don't have anything to do. I would really like to see what it would look like for our taxpayers in Midland. Just hypothetically, this will never happen. and there's too many grifters in Austin. But hypothetically speaking, if recapture went away and they put the took the restraints off on what we where we can and can't set our tax revenue, I would like to see what we could theoretically drop our tax rate in Midland to if we took away the floor and the ceiling penalties and made up for the 50 what the

114net 50 $50 million roughly that we send back to the state. I'd just be curious to see what that really looked like. I know I'm wasting a bunch of times. There's nothing we can do about it, but Mr. Hodes, >> I just this kind of goes with kind of bolts on to what President Gwyn said, but I would like to and this is a this is a curveball, right? But I really think the board should consider this. There's been some districts across the state of Texas that have tried to do this. They've not done it well and it's blown up and it's caused a lot of issues. But if there was a way to look for you to come up with the data and see about splitting the district. Now I'm not saying MISD and

115MISD2 because it doesn't work. You make too many people mad. But if it is leg doesn't matter if it makes sense or it's crazy. All it matters is if it's legal. So, if you legally could split the district into MISD littles and then MISD biggies, you're not even going to affect your UIL because you're still going to have the same attendance and the same amount of kids at your high schools is which makes everyone mad. So, it's a $50 million question. Can you come up with the boundaries and can you come up with a way to draw the financial MCAT audits to where you can split the district in two? me, I'm very greedy. So, I'd split it like four or five different districts and I'd start sucking money back from Houston and Austin that

116we've given to them since 2013. But that's very unreasonable and unrealistic. But I think if you just broke it down into like an elementary school district and a upper or middle school and upper district, there's a $50 million pos. I mean, it is worth, in my opinion, it is worth the time spent trying to figure out a creative solution that doesn't cause fire within the community to save $50 million because then I'll be off the board and I will call President Gwyn and go, "Now that you've got 50 million more, I want you to raise that homestead exemption from 10 to 20%." Just for the record, that will not happen while I'm here. Uh maybe I don't I mean I don't know. I mean, but well, I tell you what, >> not asking to raise

117that rate. I want that on the record. >> What he's getting at is the same thing I'm getting at. I mean, we're we talk to Dr. or Dr. Howard and Tucker about this all the time. We're always trying to figure out a way how we stop how how do we get around I mean I I've went as far as like can we just not pay it and see if they actually I mean but I've been informed that would not end well for us. But I just think it's crazy how much time we spend sitting here talking about how we're going to do this and do that when we're giving the state back $55 million and they want to act like they did us a favor by giving us 5,000 a teacher. I mean >> and

118you're not going to win at the state house. >> You're not. You can win it. >> It's not going anywhere. >> You can win it here. Austin's on a sales pitch right now that we're going to eliminate school local school taxes. So, we'll see how well that goes and when it happens. >> You can win it here though with creative solutions as long as you run it through. I think you come up with the intermediary to run your money back through the two districts, too. There's a way to do it. >> I think the quicker we >> spend a weekend binge watching Narcos, right? You'll figure out a way to funnel the money. >> I think the quicker we all realize that Austin's not coming to save us, the better off we'll be. That's just

119my opinion. Anybody else? I think we all know Austin's not going to come save us. >> Thanks, Mr. Durham. >> Thank you. >> Moving on to agenda item 10.3, report of progress of the short-term strategic plan related to special education. Dr. Howard and Miss Shley, >> while Miss Shockley's coming up, uh, just to remind the board back in January, we brought to you the short-term plan. So, we're a couple of months into that. And so today, Miss Shaklay is going to provide an update and the progress that we've made on that short-term plan. >> Good evening. Thank you for allowing me to come and provide an update for you all. Um it's been a pleasure working in Midland ISD so far, and I'm looking forward to um my continued partnership with you all. Um, in

120terms of the short-term plan, um, we have six priority areas with, um, in this, uh, short-term strategic plan, we've identified 29 critical action steps. Overall, the plan is approximately 30% completed and we are in progress on about 55% of the action steps. Um when we take a look at the organization staffing and monitoring um the department organization is um we've reorganized a couple of times. We'll continue looking at that organization to make sure that it is um efficient and effective and that everybody's in the right places. So um we are continuing uh looking at that. Everybody has their assignments. We're continuing to define assignments, duties, and responsibilities um and support where it's needed. We've have reinstated clerical support. That was um uh it had ended at the end of last year, but we have reinstated

121some clerical support for the department. This is critical for our evaluation staff so that they can do the work um of childf find evaluations meetings and so on to maintain that compliance and to ensure that we're providing services to students that um uh art committees determine is appropriate. And so the clerical support has been a very big help um in that department in running paperwork um providing parents with their copies of the paperwork and maintaining our state files um and ensuring that those are legally compliant. Um we are also actively um interviewing for open positions. We have people who um have left midyear and so our supervisors are continuing to work with the campuses to identify those open positions and really trying to identify qualified ca uh candidates to fill those open positions. So we

122are working um diligently on that. In terms of leadership and accountability, we've provided training in um some critical areas for our our campus and district leaders. Um dis disciplinary actions, federal and state regulations, um making sure that we are aligned with um federal and state regs in implementation of our IEP programs, our uh special ed programs. Recommendation is made to continue training. Um we beginning that and then really continuing that for um the future um to set a really stable foundation and um some systems structures uh for um stability within the system and so that everybody knows how to operate so that we're all operating consistently and um across the district. Um we are um in the process of developing training for uh uh boot camp for our district and uh campus administrators. Um the

123special ed training will will focus on uh really how to manage and how to run a special education program. Making sure that we're um compliant again with federal and state regs, but more than compliance, really meeting the needs of the students. We want to make sure that we're we're addressing student needs. um really looking at the whole child to uh serve them rather than just meeting uh timelines. Um if we meet timelines, that's great. Um we have to do that. Um that's a that's a given. Um so following that is really meeting the needs of our kids. Um, additionally, we're looking at we are in the process of developing a professional learning catalog for the summer of 2026 and then for the 2627 school year. Our uh professional learning catalog will um be provided uh

124to the staff. We our focus is going to be on again some of those compliance issues but also the development of an appropriate IEP. How do we evaluate where a student is? um what do we as educators need to do to ensure that our students are receiving the services um and the appropriate services? How are we documenting those services that we're um providing to them and looking at their progress on their goals and objectives um and uh making sure that um their IEPs are appropriate. So, those are some of the training topics that we'll be working towards um and developing for our special ed uh teachers, our gened teachers, um district and campus administrators. Um it's a it's a it does take a village and we are all in this together. And so, we want

125to make sure that everybody is receiving the learning opportunities that they deserve so that they know how to operate uh within um the special ed system. We've identified funds uh to create and present these trainings to um the staff uh for the summer and for uh the next school year. And of course, we're in the process of developing those uh procedures that are aligned with state and federal regs. And then um aligned uh we want to make sure that the way that we're doing things in Midland matches what the um state and federal regs say we have to do. And um so we're in the process of of aligning all of that. The state will come out in uh probably late June with um some more guidance on that alignment with our procedures and state

126and federal regs. But right now we're working on uh the documents that we have prior to the release of that. So we are working uh diligently on um uh creating and updating those uh district procedures. Um and then for immediate stability, we um uh are working on a staffing gap analysis and really looking at guidelines for appropriately staffing our specialized classrooms based on student needs. Um we we can't just say that a classroom requires one teacher and two paras. um we really have to base our staffing ratios on student needs and what is required to meet um the students where they are and in order to find a free uh to to include and ensure a free and appropriate public education for our students with disabilities. We're continually uh reviewing our special education evaluation process

127with our evaluation personnel. We are keeping um a really tight uh watch on those evaluation timelines. If we're getting close to missing those timelines, then we are bringing in additional support for our evaluation personnel. And while that is compliance um looking at those timelines, it also is addressing student needs. We want to identify students which we're um uh required to do but we want to identify them early and as quickly as possible so that uh if they do meet eligibility criteria then we are able to provide those services to them as quickly as possible because they deserve that and they need that. Um so we're working on um those uh areas of um the strategic plan and really in summary um we've made some foundational changes so far. We are really looking towards um putting

128in some systems so that in the future we do have a good foundation in Midland and we do have some systems in place so that everybody is operating um on the same playing field and we are consistent across campuses. Um we are uh focusing our resources of course now on those that are in uh process um and some of the some of the actions that have not begun. We are also starting to look at a long range plan um and the development of that. And um before I close, I want to um recognize our special ed supervisors. Um this group, this leadership team has been incredible during this um transition period. They are a dedicated, wonderful uh group of leaders in uh Midland. They're dedicated to our our students, our teachers, our parents. Um and

129they're here to serve the the district and the community. And so I none of this work would be possible without them. Um and so they have really um stepped up and really gone above and and beyond and they're willing and rolling their sleeves up and they're just a great group of leaders um willing to provide support for um everyone in the district. So and and within the community. So I don't I want th those individuals to be recognized. Um and that's all I have. If you have any questions, I'm I'm here to answer anything you might have. >> Dr. Freeze, >> I just kind of got a question on I mean, I'm sure appreciate all this that you're doing. This is very, very important work. Um, human capital, I mean, how far away are we?

130You know, we see it everywhere in this area. We just my profession, healthc care, it's just very sad. we don't have we don't have people to serve uh the the community and kind of from what I'm hearing is you know I mean do we have enough professionals or are we even close or is there a chance to get enough >> how is this looking >> I think that's a that's a great question of course it's a shortage area and um teaching and serving um in the special education area is is um a high burnout area because there is a lot that's required. So, one of the things that we are doing right now is we're looking at um our staffing to student ratios. I um I will come uh in the in the audit report

131with some recommendations for guidelines and um so there may be an opportunity uh for us to look at staff across the district and shift um and reallocate some resources from uh one space to another if one space um may be overstaffed. I believe that the grow your own program that uh Dr. Howard mentioned um earlier is an area that we really could focus on and focus heavily on with um and try to recruit from within with our our uh TAs and with um and within the community. So I think um it's a great question and it's something that we have to continually look to um solving. Um, I think that there's more to it than just a pay or the hours. Um, I think uh leadership in the in the district matters and I think

132that that is um I can see the tides turning just when I've been here um for the short time that I've been here. The other thing is um providing our staff with the knowledge and the professional learning opportunities that they need in order to do their jobs and do them well. We have a lot of really gifted and great teachers. I mean, I think you heard from one of them tonight. Um we have we have great teachers who want to do great things for our students. um our job then is to support them and give them the knowledge that they need so that they can go and serve our students and provide that um appropriate education for them. So, I don't know that I really answered your question, but we're we're looking at it. >>

133Yeah, that that's a that's a very good response. I would kind of like to, you know, since we do have a lot of uh we have partners listening or whatever. I mean, I've been here 16 years, and I have yet to be here when uh when there are not enough jobs. And so often I we hear all this taxpayer money and policy and doing this and doing this. Oh, we're going to create 100 more jobs with this taxpayer expenditure or 500 more jobs with that taxpayer expenditure. And that's just all that's doing is exacerbating our problem. We need people. we really need to figure out how to get people to come out here. And I think that's a that's a great way to do it. Um, you know, is to, you know, what can we

134do to make the job uh better, but uh from a policy perspective overall across this whole region, we need people. We don't need jobs. I mean, just creating more jobs for the because it sounds great. It it it's exacerbating situations like this >> because they're just going to come in. they're gonna they're gonna come in and then they're going to need more services and education and uh healthc care and we didn't bring in people that do that. So, um that's that's kind of my perspective. >> Thank you. >> Anyone else, >> Mr. I'm sorry. >> Thank you, President Gwyn. Thank you for the the information. I know it's hard work. I'm going to kind of go on a a different path than my colleague here because I don't for me my wife worked in this

135in the program here at MIT for a very long time and so did my mother-in-law and my wife would have you know three or four pairs that would sleep go to their car vape smoke whatever so I don't want workers I want people who are who want to be there yes and I want to weed them out before so as a sitting board member right now I think part of this program because it is different being in speced that there should be a process to kind of weed out those problem. The the ones that are just looking for a job, they can go be a fry cook, but they're not going to take care of our most special kids that their entire existence is due to another human being. So, I mean, go to McDonald's,

136right? I mean, that's great, but don't work for MISD because I have personally seen it. I have put Christmas presents, Christmas decorations at the apartments we just sold for some of our prayers because they're they're hardworking. Not we need to figure out a way eventually. 50 million Tucker is the question to come up with so we can pay them more because it is a very difficult job. But I I just wanted on the record, we don't need just warm bodies. We need specific people who want to be there. And I hope MISD weeds those people out who don't want to be there as hard as we weed out our football players. >> Thank you, M. Berles. >> I'll say one of the most important parts of a special needs classroom from teaching special needs in

137my where I started out was in life skills are the paras. And uh they were they were as important as I was in the classroom and sometimes more important. um they taught me a lot as a first year teacher out of the out of college. So I agree with you. I agree that u our parents have to be vetted heavily and they really need a lot of training. I think that if we get them the training they need and they're really vetted into the program that they can be our our best asset in a classroom. >> I agree with that. >> Anyone else? >> All right. Thank you. for the record that I was not making a blank blanket statement on all Paris. There are some that need to be weeded out. The vast majority

138of them are great people, but there are some that like to vape. >> Thank you, >> Mr. Gwyn. We will be bringing the long-term plan to the board in May. >> Okay. >> All right. Thanks. Moving on to agenda item 10.4, for UIL realignment uh for the 26 through 28th uh school years. Mr. Torres, thank you. >> Good evening, President Gwyn, members of the board, and Dr. Howard. I'm Wes Torres, executive director athletics. I come this evening to provide the board information regarding the 2026 through 2028 UIL realignment. On February 2nd, 2026, the UIL released the district assignments for the 2026 through 2028 school years in football, volleyball, and basketball. Midland High and Midland Lee will remain in district 26A. The district was affected by Friendship High School's drop in classification. This drop was due

139to the addition of Friendship Memorial. District 26A will consist of Midland High, Midland Lee, Odessa High, Odessa Perman, and St. Angelo Central. We do not anticipate a budget increase in our sports travel budgets for the 2026 season. The major impact is having open dates in district play. For example, football will have four district games and have one open date in district play. We anticipate approximately $5,000 savings in transportation costs with the new football schedules. Volleyball, basketball, and softball will have two open dates due to the round double roundroin schedule in district. Double round robin means that each high school plays every other district 26A high school twice. Team tennis will have one open date. Baseball will not be impacted due to scheduling a quadruple roundroin format. Soccer will begin playing a triple roundroin schedule in

1402026 and district play, alleviating their struggles to fill their non-district schedule. Cross country, golf, swim and dive, and track and field will have no impact to their schedules. YWLA is entering district 34A in volleyball for the 20 2026 season. This will be the school's first UIL season in volleyball. They will compete with Andrews, Fort Stockton, Greenwood, Monahanss, Pacus, and Simol. YWLA will have two open dates in district volleyball because they will have they'll be playing a double roundroin schedule. They will compete in about approximately 12 more volleyball games due to playing UIL and their district being, you know, larger outside of them, which they've been playing a what's known as an outlaw schedule when they weren't part of UIL. Of these 12 games, six of them will be at home. Although we have an approximately

141$5,000 increase in transportation cost, we will not have to raise our volleyball transportation budget. The new district will impact the sports offered at YWA as follows. Spring tennis, cross country, and swim and dive will not be impacted by the new district. We've discussed the impact to volleyball. The remaining athletic and academic district alignments will be released no later than April of 2026. I'm happy to answer any questions regarding the 2026 through 2028 UI realignment and its impact on Midland ISD. >> Dr. Freeze. I may >> so uh the football issue is um you know is there any is there anything that we could do? I mean that seems to be where it's hurting this the most you know. >> Yeah. You know, I I don't the the toughest part is scheduling, which we're having success

142to this point, finding teams to play. Uh which which I think, you know, Lee had a much different uh schedule this past two years because they had to play so many games on the road. Uh we're kind of we've kind of leveled that out. We're not quite finished with the scheduling. Um I would say we're about 99% finished. At the same time, once we were able to level those out, I think we're we're we're going to be we're going to be fine. Transportationwise, the biggest impact that it has on scheduling is typically in our six team district, we play five non-district game, five district games with no the only open date being everyone in our district has a common open date the week before we start district play. In this five team district, naturally, because

143it's an odd team district, someone's not playing every Friday night. So we're everyone's had this built has a built-in separate open date within district play. So what we did is we extended our non-district to include six non-district games. The tough part is finding that sixth game simply because most other teams regionally are playing in larger districts which they're already in district play. >> So do you think there's any chance any of the Leach schools will ever come back to 6A? >> No sir. Um, lick enrollment is declining rapidly. Uh, I think they're closing schools at a seems like a pretty high rate from what I read. Unfortunately, uh, Abalene, Lach are in the same boat. Uh, >> but Friendship Memorial is anticipated to go back up to 6A in the very next realignment. >> Yeah.

144And so, so the Oh, yeah. The only possibility I would say right now is Friendship Memorial. I did visit with their AD in the last week or so and their current projections um at this current cutoff for UIL and 6A, he he thinks if they if they were doing it right now when comparing the projections for 2028 that they would be close possibly around 100 students below. That wouldn't benefit us. We need them to be above that. >> They could also redraw their lines potentially to stay in 5A though, right? potentially. >> Yeah. So, it's >> I I I don't think from talking I don't think that they particularly want to be in two different classifications. >> Yeah. Um so for the YWLA uh are they pretty happy with this arrangement or Yeah. >> I

145mean ideally I think you know they're happy to be competing in UIL. you know, we've played a uh rogue schedule, which as you as you know or may not know, it's it's tough to find games when you're playing an outlaw schedule because everybody's playing they're non-district and they go immediately into district play. Um, and so they're excited about the adventure of, you know, being in in in UIL play where they're guaranteed a district uh schedule and we're we're able to, you know, draw more teams to play us. >> All right. Well, thanks a lot. Appreciate it. >> You're welcome. Anybody else? >> Question. >> Go ahead, Mr. >> I just have a quick question. It's not really related to the change in UIL. It would be the process. So, if we wanted to have a

146competitive shooting team for our schools here, like rifle, pistol, shotgun, or competitive fishing, uh, wrestling, MMA, anything like a, you know, strong, you know, competitive sports that would do that a lot of people would utilize out here or rodeo team. What would be the option on doing that? I'd love to see a shooting team for MISD. Well, >> I don't think that falls under athletics, >> but I'm wondering what the UIL like how you would just we would go the board would recommend that or with UIL. How do you how do you set something up like that? >> You know, I'll be honest, I've never been a part of that. Uh that's something I can look into. Um, I know I know that, you know, for instance, we have lacrosse as a club sport right

147now. That that has remained a club sport. Um, because I don't think there's been enough interest for it to be just a competitive um UIL sport. Uh, for >> I think we'd have kids lined up all over the place with Belli shotguns ready to shoot some sporting clays in Midland. >> I I don't disagree with that. >> Anyway, I'll I'll do it offline. Thank you. >> Yes, sir. >> Anybody else? Thank you, Mr. Torres. >> Yes, sir. >> It's been requested that we take a two-minute break. >> I move. >> Second. It's been motioned to say we'll reconvene at say 7:55. Bye. The time is now 7:55 p.m. and the board has reconvened into open session. Moving on to uh agenda item 11.1, action items, discussion of and request for approval of a budget amendment

148number eight. Mr. Durham, >> I apologize. >> Stay with us for about another 45 minutes. >> Yes, I apologize. So, um, this afternoon, the district is recommending the approval of budget amendment number eight. Um, what this budget amendment is addressing is crossf functional transfers. Um, and because the board of trustees is required to approve, um, the budget at the fund and functional level, um, it does require board approval. And so at this time I um recommend the board of trustees approve budget amendment number eight as presented. >> Any questions? Do I have a motion? >> I move. It has been moved and seconded for the approval of bud budget amendment number eight. All those in favor raise your hand. Unanimous. Thank you. Moving on to agenda item 11.2. Discussion of request for approval of RFP

149number 26-1 bulk fuel, diesel, and gasoline. Presenter, Mr. Taylor. >> Thank you, President Gwen, members of the board, and Dr. Howard. I'm presenting for you discussion and approval of RFP 2601, Bolt, Fuel, Diesel, and Gasoline. On January 19th, the RFP was issued. It was advertised. On January 22nd and 29th, 11 vendors submitted proposals. They those proposals were opened on February 9th. The purpose of the RFP is to establish qualified vendor pool to provide bulk fuel and da gasoline on an asneeded basis for district operations. Services include fueling of school buses, support vehicles, and the district's white fleet. Estimated annual expenditures are approximately $750,000. Pricing is tied to the daily market rate produced published by the opus uh oil price information services opus. Based on the evaluation results, the committee recommends awarding parks, fuel, and sun

150coast resources as these vendors were determined to provide the best overall value to the district. If you have any questions, I'll be happy to answer them. Maybe I didn't hear him all the way through, but just wondering I know I know fuel prices and stuff kind of escalated almost doubled at one point I guess when you guys configured this in. Is that I mean I didn't hear all the I didn't how's that going to impact going forward? >> He's asking if it's a opus plus so the rack price then they'll tack on four cents for delivery of that fuel >> essentially the same way we do it in the wool field. Right. >> In this case, it's opus plus uh 0.1 on with parks fuel. 01. >> Okay. >> Just charging 1 cents over the

151rack price. >> Is a purchase price also include uh the tax exempt status? >> Yes, of course. Thank you. It's >> all in. Anyone else? Do I have a motion? Do I It's been motioned and seconded to approve RFP number 26-ZR1, bulk fuel and diesel and gasoline. All those in favor, raise your hand. It's unanimous. Moving on to agenda item 11.3. consider and take possible action to approve the grant of temporary working space easement to Encore Electric Delivery Company LLC and authorize the superintendent to execute documents necessary to effectuate same the same presenter Park Hill Mr. Lopez >> President Gwyn members of the board and Dr. Howard I'm pleased to present a action to approve the grant of a temporary workspace. This is uh similar to what was approved uh last month for the Lee

152High School campus. This is for the Midland High campus. The contractor Lee Lewis has requested temporary power. And in doing so, Encore needs temporary uh easement for temporary access. Similar to the previous temporary ease bin, this would be for uh 12 months or whenever the pole is removed, whichever is sooner. So, I would uh recommend to approve the grant of temporary working space easement to encore delivery for this project. So move it has been it has been moved and seconded uh to approve the grant of temporary working space easement to Encore Electric Delivery Company LLC and authorize the superintendent to execute documents necessary to affectuate the same. All those in favor raise your hand. It's unanimous. Thank you. Moving on to agenda item 11.4 for discussion of and request for approval of architectural/engineering services firm

153related to the 2023 MISD bond package 12 Carver Center and Young Women's Leadership Academy and authorization to execute an agreement presenter Park Hilly. >> Yes, thank you. Um we will be recommending Vandergri Group architects for this project. They have been the architects on previous similar elementary school remodels. And although uh YWLA is not an elementary school, it originally was Washington Elementary and we'll be getting similar upgrades to the other elementary projects such as uh ceiling replacements and sprinkler replacements. And so right now uh Vandergri is a local architect that has the capacity and the previous experience to uh thoroughly execute these projects and we would recommend them for u package uh 12 Carver Center and YWLA >> questions. Dr. Freeze. Um, so when I was when I was discussing some of this, could you kind

154of just uh talk to the public a little bit about architectural shortage that you know we aren't having we don't necessarily have 10 people jumping at the bit to bid for these things. So if I think it would be good to to discuss. >> Yes. Originally when the bond passed, there was an R RFQ for architectural services and at the time the uh the the local firms and the firms throughout the state submitted and your selection committee selected a pool of architects at that time. Um three local architecture firms submitted um for those services u JSA, Vandergri uh architects and Park Hill. There was also uh multiple architects out of uh Lebec that submitted and then others out of uh Dallas as well and and many of those were going after the uh high school

155projects that were submitting from the the Dallas group such as Fluger and currently you have uh seven different architects that have been working on projects and currently you have uh JSA uh Vandergri if Chapman Harvey Fluger um see I'm missing some here. JSA, Chapman, Harvey, >> yourself, >> myself, Park Hill, correct? >> He said that earlier. >> Uh M MWM out of Leach as well. And uh many of those are currently working on active uh projects and and have uh a lot of those projects uh in the design phase. And uh Vandergri actually just put out package three in January, which was a large group of those elementary schools. And then JSA, your other local architecture firm, is currently working on a large middle school uh package currently. And so right now, when it comes

156to elementary schools, Vandergri now would be working on a large amount of elementary schools for their size. And then JSA is al also working on a large amount of middle schools for their size. And so right now the local architects are are very busy. >> Mr. I just have a quick question. What's the total dollar amount on this for these two schools? >> Total dollar amount the construction cost limitation is around $9 million. >> Okay. So about four and a half a piece give or take. >> Uh I believe the Carver Yeah. has has more. Yeah. >> And both of these schools, am I correct, Dr. Howard, Miss Burlson, ever the board? Both of these schools are both charter schools. Correct. >> Yes. And they're both in district charters. >> They're these are both in

157district charters. Similar to idea, Travis, >> that's an outof district partner, >> but it's a SP. It's >> It is an 1882. Yes. >> Okay. But we're the Mi Midlanders are are investing $9 million worth of our money in these two charter schools. So we do like charter schools here. I just wanted to make sure I had that correct. Thank you. Anyone else? Do I have a motion? >> I'll move. >> Second. Anyone? It has been moved and seconded to approve Vander Group Architects as architectural engineering services firm for the 2023 bond package 12 Carver Center and Young Women's Leadership Academy as presented and authorizes superintendent or designate to negotiate the fee and execute the professional services agreement. All those in favor raise your hand. It's unanimous. >> Mr. Gwen, I don't think Miss Berles's

158mic was on. So, just for the record, that was Miss Berles and that's seconded. >> Okay. >> Cuz the audio won't pick that up. >> Did you get it? Thank you, Shel. You got it. Miss Martin. >> Moving on to agenda item 11.5. Discussion of and request for approval of budget budget reallocation transfer 5,900,000 from the Midland Freshman High School project to Encore Project 2023 bond funds. Presenter Park Hill. >> Yeah. So R.J. I'm going to lead this one off. So um 11.5 and 11.6 are going to go hand in hand, but they are separate items. So I want to talk a little bit about how we got here and and what you're going to hear and then of course um Mr. Lopez will certainly present all of the information that he has. But when

159the bond was passed, there was we began planning for the use of facilities. Legacy Freshman um and Midland High, for example, those are two campuses that had uh bond funds allocated to but no planned use for that. Um and so as we started um working on the long-term plan for Lee freshman once the bond passed assessing district needs beyond the bond and conditions of uh the freshman school we identified the need for a permanent home for Encore Academy which is our um 18 plus program for our students served through special um education. And in doing that, of course, looking at the Lee Freshman site, uh looking at the age of that facility, looking at the size of that facility, um the renovations would be costly. The building is really too big for that purpose. Um

160creating overhead where it's not necessarily needed. Um and so you know the other things that we took into account once we identified that need for encore and working with you to determine that that was um a need that that you would be amanable to. Then we started looking at what other facilities did we have that could possibly be an Encore Academy. Um and then what are the the benefits of building new versus renovating uh things like that. So of course we looked at the soccer softball fieldhouse at Lee High School. That's about a 22year-old building. However, it sits on a block of of land that we have not determined what's going to be the best use for that land, if if any. Uh once we move to Story Middle School. Uh we also um know

161that if we had gone that route and renovated that, it wouldn't be until August of 2028 until we could even begin renovation for an Encore Academy. So, the soonest they could move in would be 2029. We looked at the youth Carver um the youth center at Lee High School. um did it make sense to renovate that again? Uh that is an older building, so renovation would be possible. But same thing, we couldn't start that work until August of 2028 at the soonest. Therefore, another 2029 year um to get our students into a permanent home. And so the plan that you're going to see presented tonight, of course, the first item is is um asking your approval to reallocate the funds from Lee Freshman to um the Encore Academy project. And so um the the plan

162you're going to see tonight would allow us to begin construction um you know, obviously not tomorrow, but um much sooner and be able to open the Encore Academy in August of 2027. So, two years sooner than all those other options. And um so then as of course as we've worked on this, the design mirrors other successful transition programs across the state. It supports 45 plus students with flexible capacity to expand. And then um Miss Shockley and her team have been involved with the architects in developing the plan, what is needed in a space like this and uh making sure that we we take advantage of um her expertise. And then also um Story Middle School is a centralized middle school campus, but there's land available because it is that is a big site. It's a

163high school site. uh we have um access to the nurse by putting it there on that property. However, it'll have its own um front and it will feel like its own property. Um but I also think that it's um important to note that even if you approve this 5.9 from Le moving from Lee Freshman um to this project uh it's going to leave uh 11.1 million uh so future considerations for demolition of that campus. um an estimated uh still saving about 8.7 million on that project. So, uh with that being said, I'll turn it over to R.J. to actually show you what I just probably said. >> Yeah, that that hits a lot of the the high points. Uh I would also say that it would essentially double the capacity of your program and it

164would double the square footage even between the two facilities that you have right now. It would be more efficiently double the square footage of your program uh while also uh adding dedicated classrooms, collaboration areas, a life skills, culinary lab, uh vocational training spaces, um an outdoor garden and recreational uh athletic court. Uh so there there's a lot of amenities that we would be able to uh create with a new facility that wasn't available when we were looking at some of the renovation options and some of the existing facilities. So this would be able to provide the exact space that those students uh need to really thrive for an 18 to 22 year old special education program. >> Go ahead. Thank you, President W. This is probably be a question for Dr. Howard and Mr. Durham.

165Have y'all run the numbers because we were talking about earlier in the special education update being able to reallocate things to an anchored facility, being able to put the specialized staffing there. can we not immediate not on the weekends not after hours but at some time I think that it would be very good to be able to communicate the long-term savings that we're going to be able to reallocate towards anchoring those at a a campus that is specifically designed uh for the Encore Academy kids. >> Yes, we can look at that. And I'm sure y'all are part of FAR. So because this is special educations and the feds are involved with the ADA, I'm sure you have someone on staff who is with FAR, right? With the Fed on the federal side to make sure

166that it's compliant. >> Well, yes. Well, definitely >> because I couldn't figure out how the grifters were getting around it until I figured out that that school districts were the only state entity that is not required to have a Texas certified contract manager on it and go through the state. And then when I found that out, the griff made sense. But I want to make sure that we have someone from the feds on that we are making sure that there is someone professionally whoever does this project, >> right? >> Is that is going to make sure that we're compliant or if we need to be compliant on FAR because Dr. Howard and I talked about that earlier and I went and researched a little bit more into the law because I'm one of the only

167certified professional contract managers. There's only like 1% of us in the US and I couldn't figure out how y'all were getting around this and then I figured it out. This Austin exempts us for the billions of dollars worth of taxes. >> Yeah. Like you said, no matter who >> I want to make sure that we're complant on the FAR and the ADA side as far as the contractual process and the legal process. So that might be for Miss Blue and Mike too. >> Okay. >> The super wealthy people out there in the audience. We'll ensure it gets reviewed. >> I move to approve the reallocation. >> Second. >> It has been motioned and seconded to approve the reallocation of the 5,900,000 in bond 2023 funds for Midland Lee Freshman High School renovation project to the

168Encore project as presented. All those in favor, raise your hand. >> It's unanimous. Thank you. >> Thank you. >> On what? >> Sorry, we'll catch them right here. Uh or Park Hill will be back in a minute. Moving on to agenda item 11.6, Six. Discussion of and request for approval of architectural engineering services firm related to the 2023 MISD bond package 11 John Ready Story Middle School and Encore and authorization to execute an agreement. Presenter Mr. Taylor. >> Thank you, President Gwyn. Uh, as we discussed, we're seeking your approval to select Park Hill Architecture and Engineering for the firm for package 13, which includes improvement to John Randy Story Middle School and the new Encore facility. They are, of course, one of our chosen uh architecture firms from the pool that we that has been

169selected. As also previously discussed, construction could start as soon as this August and be completed by the following August of 27. Um, Park Hill has a history with us. They've been uh working with us for a long time and including projects including Lonear, which they came in on time and under budget. Um, also as with Lonear, they will forego um, excuse me, their program management fees um, as they did with Lonear, saving the district over a million dollars in this project alone. The funding for the services are is already been allocated. And so at this time we're asking for approval to approve Park Hill for package 13. >> It's been motioned and second. I think Dr. Free will discuss it for a minute, but there's a motion on the floor. So go ahead. >> Seconded.

170>> Yes, ma'am. So, I got I have some questions kind of about um uh just the design and and so are we incorporating everything as far as access and safety into this separate from the middle school? >> Yes, sir. >> Okay. >> Yeah. And and we've been far as separate from the campus. Um anything else I'm missing? >> So, how about outdoor spaces? Is that going to be separate and walled off? >> Yes, they'll have a separate fenced area for like some outdoor rack. Um, uh, somely I'll say picnic tables. It's probably not the right word, but some >> Do you know Do you know how many we have right now in this program? >> About 17. >> 17. So, and we can go up to 45 to maybe >> Well, that's that's based on

17115 uh per class, 15 students per teacher. the actual building capacity is much larger. >> Okay? >> So there there's room for for >> So the facility will serve more students um current staff, but we're not talking about staffing tonight. >> So can you kind of explain why this is a good idea and not renovating that southeast um building on >> Well, the renovation cost I I don't remember the exact numbers just for that building. I thought was in the 4 million range. Um, and this new construction is 5.9. And we have a dedic we have a newer, more efficient building built specifically for the program rather than renovating an old building and still dealing dealing with old building problems as far as just efficiencies and and plumbings and and everything else. >> So, our

172maintenance operations should be lower with a new one and lifespan should be lower with it or longer with it. >> Oh yes, absolutely. And then I think it's also important to note that block that that property sits on, uh, the one we talked about renovating, um, it hasn't been determined yet if there's going to be a need for those facilities down the road. And so if not, that would have locked us into that one building sitting on more acreage than necessary and not being able to sell that property if that was a property that we no longer >> Yeah. the southeast. >> Oh, I'm talking >> I think he's I think he's talking about >> you're talking about the youth center. >> Youth center. Okay. >> So, how about you know uses for um Lee

173freshman or uh the current map? This is Can you talk about how this is financially not a good place and operationally not not an optimal place for um the Encore Academy? >> Yes. the the current Leaf Freshman facility would take $17 million just to make the toilets, flush, and the air conditioners work. And that's not even making it into a special education facility. And that's just the assessment costs to function. And then you would have extra square footage that you would have to take care of that's over 70 years old that's not built for that function. And so you would have ongoing maintenance and operations cost of a much larger facility and a lot more land. Uh that really wouldn't suit the function as well as this would at a much less cost. >> I

174also think from a long-term planning perspective, one of the things that we've looked at with the Lee Freshman site, of course that is a site that's large enough for a campus like that. uh would it make sense down the road to have an elementary that could serve you know 800 to a thousand students versus you know some of our 400 student elementaryaries and so free you know leaving that site for a future school site if if the um long range planning shows that would be a viable option. So trying to look ahead and and think about all those different scenarios. Uh we're actually um you know sometime this next month we should start to have some ideas of of other decisions that might impact that. >> Well and both MAP and the freshmen are active

175campuses. I mean I know MAP eventually would not be. It's also uh much larger and it needs ADA upgrades currently is one of the main things that it it currently needs and it's very it's quite >> yeah the the age of that building makes the renovations so much more expensive. >> All right, thank you all for explaining that helpful. >> This might be a question for Miss Messik, but can we incorporate maybe some renderings of what it's going to look like in the uh MISD new one of the upcoming newsletters? Yes. >> I mean, I think it's >> I've seen them. I think it's neat. I think it's something for the community to be proud of. Really? >> Right. >> Yeah. We can do schematics and then we can phase into the actual renderings. >>

176Yes. >> Dr. Freeze. >> So, I I just got a got one more I want um the district to kind of get on record for. Um just to overseeing this project. Are we prepared to oversee since we're going to be, you know, keeping our eye on Park Hill? Are you ready to do it? >> Yes, sir. I am. All right. Sim similar to what what I'm doing with at Lonear currently. >> When y'all do the old the the story middle school, if y'all can find some 357 slugs in the wall of that fine arts hallway and find them, I'll pay you good if you can find them. >> They belong to you? >> No. Hell heck no they don't belong to me. But I was there when they shot it up. >> All right. It

177has been motioned and seconded to approve Park Hill as the architectural engineering services firm for the 20 2023 bond package 13 John Randy Story Middle School and Encore as presented and authorize the superintendent designate to negotiate the fee and execute the professional services agreement. All those in favor raise your hand. All those opposed. 61. Motion passes. Moving on to agenda item 11.7, discussion of request for approval of CSP number 26-31, 2023, bond package number 8 elementary school, group B, Bush Elementary, Days of Olive Elementary, Sanorita Elementary, Scarbor Elementary Elementary, renovations and improvements, presenter Park Hill. >> All right. Thank you very much. Uh we're very much looking forward to starting or continuing work on story and encore. So we appreciate the vote of confidence. Uh for the package 8, we received uh bids for the

178renovation of those elementary schools. It was advertised February 21st and February 28th. U the proposals were opened on March 5th. Two vendors were submitted proposals. The evaluation committee um compromised of representatives from Park Hill, MWM Architects, and MISD reviewed and ranked all proposals. The proposal from OPREX Construction with a construction cost of 18,270,000 is the highest ranked and recommended provider of construction services for the 2023 bond package 8 elementary school group B. Um this is uh within the bond budget uh for the 2023 bond projects for package 8. So we would recommend a approval of ranking of respondents for the CSP bond package 8 as presented. >> Questions? Motion. It has been motioned and seconded to approve the ranking of uh respondents to CSP number 26-31 bond package number eight as presented and authorize the

179superintendent or designate to negotiate and execute the construction services contract with the highest rank proposal in accordance with the published selection criteria and applicable laws. All those in favor raise your hand. >> All those opposed. 61. Motion passes. >> All right. Thank you all very much. Moving on to agenda item 11.8 discussion of and request for approval of K through K through five RLA blue bonnet learning instructional materials. Miss Bueno Good evening, President Gwyn, Dr. Howard, and members of the board. I am bringing the board I'm bringing to the board the request to approve Blue Bonnet Learning for RLA K5, a state developed curriculum designed to strengthen literacy outcomes across all campuses. This recommendation is grounded in alignment, rigor, and long-term sustainability for our district. Currently, our district uses Amplify Texas K5. Over two years

180ago, this curriculum was purchased by the Texas This Amplify was purchased by a Texas education agency and adapted to align more closely with our Texas TESS as well to provide a fiscally responsible way for districts to adopt highquality instructional materials. Blue Bonnet learning is TECS aligned and approved through the state's instructional materials review process. learn. Um, it reflects research-based literacy practices and provides a consistent highquality experience across campuses. We selected Blue Bonnet Learning because it is grounded in the science of reading. Since Blue Bonnet Learning was adapted from Amplify, its structure and components will feel very familiar to teachers. Because many of the texts are the same, teachers can focus on mastering lesson objectives rather than learning new instructional methods or materials. Our goal is simple but crucial. Strong readers and writers in every classroom.

181This means that we will increase the number of students reading on grade level, improve star outcomes, and give teachers more time to focus on instruction rather than planning. This is about improving both student outcomes and teacher sustainability. Research shows that students benefit most from high-quality instruction that includes explicit teaching of found foundational skills, daily engagement with complex text to build background knowledge and familiarity with grade level expectations, intentional development of connected vocabulary and knowledge, and regular opportunities to respond to text with evidence. Blue Bonnet learning provides all of these. Blue Bonnet is grounded in structured literacy. Phonics, fluency, vocabulary, and comprehension are all explicitly taught. Students engage daily with grade level knowledged for every learner. This ensures that every student, regardless of their starting point or their entry point, has access to rigorous instruction. All

182students receiving grade level tier one instruction is essential to close gaps. Blue bonnet learning includes scaffolds, connections and supports for um our English learners, students with 504 plans and IEPs, and suggestions for gifted and advanced learners. Teachers will receive explicit training on how to use these supports effectively within the instructional materials to support students who are one or two years behind. Targeted targeted intervention will occur during win time or intervention blocks. That means that students will receive the individualized support based on data. And this combination strong tier one instruction plus targeted intervention is what accelerates growth. Our implementation plan has been very intentionally fa phased. We have already completed the research planning and professional learning overview to support teachers through this transition. Once approved, we are excited to systematically provide these resources to teachers. Materials

183will be ordered this spring, allowing time for any errors identified in the state's firstear implementation to be corrected. The state committed in February to resolve all errors within 30 days. By ordering in early April, we can ensure that teachers receive the updated error-free materials. Teachers will have an opportunity to preview materials before the summer with additional training provided during summer professional learning. Planning for back-toschool professional learning is already underway and ongoing support will continue throughout the year to ensure that our teachers feel fully supported. This is not a one-time roll out. Rather, it includes ongoing support for both teachers and for leaders. Over the past two years, we have seen the value of developing teacher experts with our curriculum resources so that they can empower others by being on campuses, being in classrooms, observing instruction,

184modeling lessons, and our current K5 RLA coordinator used Amplify in her own classroom. We have gained firsthand all firthand experience and insight into what to emphasize during professional learning. Any curriculum that is provided by the state is going to be very robust with many embedded supports that teachers may not first notice when they are learning the lesson structure. However, because the structure and the text are very similar or very familiar to what they already know, teachers are well positioned to focus on these additional supports such as handwriting instruction, fluency practice, take-home pages for homeschool connection, and scaffolds as previously mentioned for all learners. Our professional learning plan includes explicit support with classroom look fors detailing how teachers can structure their R rla block to effectively develop those skilled readers and writers that we aim for.

185Additionally, I think you guys heard about it earlier with Dr. Shockley. Um there will be a boot camp in June for school leaders and we will equip them with the information and strategies needed to develop to support daily instruction on their own campuses. All of this ensures that students receive the support that they need to become strong readers and writers. Teachers will receive if um we move forward with Blue Bonnet, teachers will receive both digital and physical resources, including decodable texts to ensure that all that all students actively pra practice phonics skills by reading words that directly match what they've been explicitly taught in K through three. And in grades three through five, students will have individual readers that they'll be able to hold in their hands to independently access grade level texts and gather

186evidence to support their thinking and their writing. Activity books are designed for students to practice reading and actively responding to texts. All students will have that and will be able to practice writing skills. There are um daily slides provided by Blue Bonnet that will um allow teachers to not have to spend their time developing those resources, but rather internalizing the lesson and making sure that they are ready to um ensure student outcomes. And there are structured foundational skills materials for K through three. Currently, Amplify only has those materials K through two. So that'll support advanced um decoding opportunities. So as well um we have some additional district provided materials and supports. So to ensure that our teachers feel confident with this transition they will have unit by unit comparisons both the unit the units that

187are the same and different as well as texts. Um there will be a guide to help teachers understand the religious aspects or the religious texts that are embedded into the source materials. Um we will be providing teaks or star aligned district-created exit tickets. This was something that teachers have expressed the desire for and um we want to make sure that we provide that so we can ensure uh teacher success and of course student success. Um those observation tools and looks that will not only help teachers know what it should look like, it will also help our leaders support that work on their campuses. and then data tools and planning support. This appro this approach ensures consistent consistency while supporting strong instructional practices by observing and engaging with teachers using our current instructional resource. We have

188identified key ways to support them during the roll out of this updated version. So, one of the most um common questions that we have gotten is how this how our current resource um differs from Blue Bonnet. And um when we think about the differences, we think we know that Blue Bonnet is state developed and it's fully aligned with Texas Texas standards and expectations whereas amplify was adapted from Common Core standards. because it was developed by TEA. It does provide that stronger alignment to STAR and the specificity of the TEICSS and it provides new teacher new it provides new teacher and student materials to ensure that all campuses have the resources they need for effective implementation. As well, there are some budget considerations. Um, two years ago, we spent over a million dollars just replacing the

189consum the student consumable materials. Last year we got that down to about um half a million dollars. However, when we um will be p purchasing the consumables for students moving forward, um the state will be able to provide that to us for about 200,000. That's a huge difference when we're thinking about budgets. Um, another thing that is very supportive is the digital access and platform um, with Blue Bonnet is free whereas with Amplify that's something that we had to pay for or we had to kind of bundle. Um, with Blue Bonnet because it is um part of the EMR approved materials. Um there are some there is some funding uh with House Bill6005 where we do have an aotment that will help pay for the initial purchase of these um materials as well as continue

190continuing getting those consumables yearbyear. As well in February we awarded the Lyft grant and with the lift grant that will help with material costs and implementation support. So that will help us make sure that um how we roll this out is really successful and um we can continue to offer some support for teachers. So I do want to uh clearly address some concerns about possible religious content that is um embedded into Blue Bonnet. Blue Bonnet does include texts that reflect historical and cultural contexts um which may include religious references. However, that is about developing historical and cultural literacy, not religious instruction. Content is presented academically, not devotionally. And teachers are not required or in any way encouraged to promote or endorse any specific belief system. District guidance will be able to support teachers in navigating

191these texts appropriately. This will align with state standards and ensure students understand the important historical and cultural references and this will align with board policy embryet learning provides strong alignment to the TEICSS and to our star test. It does it is researchbased literacy instruction. It will provide consistency across campuses and it's fiscally responsible. Um, it will be a responsible move for our district. Most importantly, it positions our students for long-term success in reading and writing. We are confident that this is the right step forward for our district and we ask for your approval for our recommendation of Blue Bonnet Learning K through five. >> Thank you. Any questions? >> Yes, sir. >> Mr. Rogers. >> This one might be for Dr. Howard, the attorneys, the board, but because of the this is excellent curriculum. It's

192phonics based. It's it's done a lot of good things. Um, but my question would be we can pretend that it's politics isn't involved. Politics are everyday life. And I would advise this board based on what you think, Dr. How hard as well is to come up with what would be the cost and what be be the process to offer an avenue off instead of letting it build up for the 12 people the activists that will be mad about the religious contact the Christian n all these things that'll that will eventually come our way if we're proactive on it and can develop a roadway for them to have phonics based curriculum or the board develop a policy to have that upfront for those parents that have an issue, I think we would be doing ourselves a

193lot of service upfront because you're not going to let anything build to where there's got to be a pressure relief. That's the only The curriculum is great. I'm all for it, but I would just advise >> remembering that politics is going to come. It's not a matter of of if, it's just a matter of when. >> Right. Absolutely. So, a couple of things I'll say to that one. Um, just as uh when we implemented Amplify, there was some u literature that as a district we chose to not utilize. So, it was not an option for uh Midland ISD because there's plenty of literature um to take some of those out that we determined to be um maybe more controversial. The other piece is we actually have a policy and I would I don't know it

194from memory but we have policy in place where uh if a parent objects to any assignment or class or reading you know separate from library books but uh content in the classroom there is a policy that the board already has in place we can certainly review that and make sure um that it's ready to go in case that but there are there are times for example you know a a parent can um ask to have an alternate assignment. So, we already have that policy in place. >> Perfect. Just I think being able to take care of it real quick will help everybody out on it. >> And I do want to make a statement on the Amplify because another argument that you'll hear about, well, this is just Texas version of Amplify. It hasn't changed.

195It has changed. It's dramatically changed. So, I just want to put this out. Dr. Dr. Gwen Dr. Gwyn and I were discussing this the other day. >> Two months in a row I've been doctor with somewhere with amplify. It is a truism that this is amplify, but it is essentially like if I get on Microsoft Word and I write a research paper and I send it to Dr. Gwyn and he writes he gets on Microsoft Word and writes a rebuttal to my research. We both use Microsoft. That is true, but it is two separate content within that framework. So the only amplify on this is the actual framework that we're using. And I think that that's we need to make sure that we communicate to the to folks that it is a to the content

196is what matters, not the framework. That's all I have. >> Dr. Gwen, >> get his graduation robe ready. >> And Dr. Howard, >> you're welcome. >> Dr. Freeze. So, could you talk a little bit about how this is going to work for teachers? It seems like this might be easier for lesson planning, content delivery, internalization. There's some built-in features that will be an improvement over Amplify. >> So, because teachers are already pretty familiar with the text and the structure of how the lesson will go, um that won't be the heavy lift. Instead, there will be daily slides that are provided already um which will allow them to kind of um spend their time reviewing the text, planning for what kind of questions they want to ask, planning for how they want to model a certain

197portion of the text, kind of their thinking about the text. Um, and so that will allow them to focus on that rather than having to um, snip a piece of text and determine what might be the uh, focus taks to ask or maybe what the exit tech ticket might be. So, it will be a a lift for teachers because they are going to be familiar with the text for the most part. they're going to be very familiar with the structure of the lesson and they can spend their time just paying attention to how to ensure that students are successful. There are some um additional supports uh with any curriculum. You might see it um on the side. There's like some guiding questions. If if you have a um student who if you have an EB

198student, here might be a couple of ways to help them access the text. Um, so there's a lot of those supports that are built in to help teachers be able to internalize that lesson more easily. >> So the other thing I would really, one thing that I'm really starting to notice is, you know, I think we use screens way too much. Can you talk about how this is a lot of nonscreen and how do we make sure that the teachers are keeping their kids off screens? So, um, there when we're thinking about the materials that are provided, first of all, yes, the teacher has a slide deck that they can do what makes sense for teachers where they've got the text on the slide, they've got um their guiding questions on the slide, they've got

199that to help them with their delivery of instruction, but students have texts in their hand that they can read. Um, in three through five, they have a reader that they bring, you know, if you were to go to the carpet or you were to be at your desk, however, you know, teachers set that up. They have that text that they can h they can hold in their hand. They don't have to access a screen to do that. Um, that allows them to maybe highlight or stick a sticky note in that book and maybe write their response right there. So, you you do have the text where students can have that in their hand. they don't have to go to a screen, open up a screen and look at the text on the screen, which can

200happen for some schools right now because they may maybe don't have those readers. Um, as well there are provided activity books where students have the opportunity to go and write their responses in the activity book. Again, that takes away the need to get on a screen and write their responses there. Now, when you think about um students that are in three through five, when they're kind of transitioning to well, you're going to see star on a screen, you might have teachers that have the text, have the physical text in the hand, they have the screen up here, and they're making the connection of you see what you did right here in your book. That's the same thing you would do on the screen. Let's practice that. So that's um a way to prepare for how

201we take a test, but teachers have all the resources that they need in hand. >> So yeah, I like all the consumables. Um could you kind of describe how we will not be running out of consumables compared to how maybe we used to. Um, you know, we used to hate we're going to take down all the trees, but now we, you know, we have all these carbon sequestration people that this is a great carbon sequestration plan is to use lots of consumables and uh I think it's great. I I love using paper. So, could you talk about how we have all this availability of paper? >> So, we have all this availability of paper. When you notice on the budget considerations, first of all, the consumable materials will be significantly less expensive for the district,

202but um when you think about the uh funding that happens through House Bill6005, there's entitlement money that allows us to be able to purchase consumables and the entitlement is actually larger than what we will need to utilize to purchase the material. So that will allow us um let's just say we've got 10 students who um come into the district. We're able to purchase those materials and provide them for those new students that have come into the district because it's it it's a easier lift for us to do as far as our funding. So also, you know, we we talked a little bit about, you know, they they give you like time allotments and how how are we going to go forward to make sure principles are really watching that, you know, we have some teachers

203that spend all their time on skill development, others that might spend all their time on content and, you know, all the different reading techniques. how are we going to um monitor this and make sure that you know we're we're kind of loosely at least loosely following the guidelines in every classroom. >> So, there's a couple of different ways I think to support that. Um two years ago when I um came to the district, we created a minutes document to help guide teachers with what instruction should look like in their classroom. And it was pretty simplistic. You have 60 minutes for knowledge, you have 60 minutes for skills. um within that time you've got some kind of chunks. Last year we really tried to provide a lot more detail to ensure that teachers knew what that

204looked like. Um but I think what what I noticed this year is we we still have to dig in and make sure that that's very clear to teachers. Um, and I think that that happens through modeling those lessons so that teachers can actually see what that time what those timestamps look like as well as um making sure during the boot camp um during the boot camp we can train our leaders. So um I think we've done a lot of things to ensure that teachers know what the expectations is. That's a big goal for our back to school professional learning. But um we know that instruction works best when teachers know the expectations and so do the leaders. And so that is part of what we have planned for boot camp as well as what we

205have planned for back to school professional learning. >> Could you expand a little bit more on differentiation? >> Um so there's a couple of different things that I may want to say about that. Uh number one, when you're thinking about tier one instruction, which is the best way to actually close gaps, strong tier one instruction should be at grade level expectations. um which meets our board goals and um everything that we are aiming to do which is ensure that our students are at grade level or or higher. Um and so tier one instruction is teaching students on grade level. Um however students have to have access to grade level content, but some students may need a little extra support and they can get that in the tier one block during um the opportunity where they're

206practicing. um and they can also get some extra support during um the win wind time or their intervention blocks that are built into their day. So differentiation can happen during class during tier one instruction. Um and there are some supports within Blue Bonnet that provide that and differentiation can also happen in different parts of the day um to ensure that students are getting truly what they need based on data. >> All right. Um I just I got one more just kind of a comment and then a kind of a final question. But on the religious aspect I think it's very important to understand I mean it's not only is there Christianity and Judeo-Christian um texts in this I reviewed it quite a bit but there's polytheism and then they go for through some of the

207other world religions and uh you know we live in a pluralistic society where we need to be able to relate to other people's other cultures. If you're going to be become any kind of student of English lit or British English lit or American English lit, um you need to know some of the religious allegorories and and all these things. If you if you go into medicine, you need to be able to understand people's points of view. So I I think having some degree of religious literacy is very very important for kids. And uh that's just just my perspective. But to kind of follow up on that, how do we do we have guard rails in place so that we don't we don't have wild indoctrination going on? How how are we going to address that?

208>> Well, there is a board policy that you guys have um passed and is uh required to be signed by every teacher that does support that as well. That will be part of our um professional learning opportunities. That is part of the work that we have to do to make sure that they're aware of of that policy and make sure that they understand the guard rails. So that will be what we will have to do that we were required to do and we're excited to do and we're ready to do >> M. Burlist. >> Oh, I'm not going to be freeze. Um, I just have a couple of really comments. I guess you mentioned handwriting which I'm so excited about. I'll tell you that. Um is that going to be in the reading block that

209they're doing it specifically? Yeah, there is time built in for that because that's during the um foundational skills part. Um there is explicit instruction on handwriting and cursive that is provided. >> Perfect. and also the homeschool practice which um will that be something that's required daily from um from the program or will this be um teacher decided I guess >> um so when we train with the resources we will definitely um help teachers understand the value of those and provide the guidance that it is expected um when we think about when we think about developing a student students really truly need multiple opportunities to reach and master grade level tees and those opportunities are absolutely provided within the school day but an opportunity to go home and engage in that again will only ensure that

210our students become truly strong readers and writers. So that will be part of um the guidance that we provide and I think by providing appropriate training so that they know how to do that and appropriate the training for lead appropriate training for leaders as well we can ensure that that occurs. So since the >> can I will that so that training when they're when they're able to get that supplemental that's something they could have access on the digital platform right >> they can I don't think they need to because the way it works is in the activity book um it might say lesson 1.1 and you've got an opportunity to practice lesson 1.1 here maybe you turn the page and you might get another opportunity to practice you know something later on in the um

211lesson And then if you flip to the next page, it'll say take-home lesson 1.1. And then you just tear it right on out. You take it home. You put it in your folder, your take-home folder. You finish it with your family. There's some instructions at the top. It says, "Dear families, dear families, this is what we've been working on. This is how this is the practice you can do at home." >> Oh, so they actually tear it out of the book on this one. I like that better. Then put them a little wooden desk back there. all the thousands of hours they spend on travel teams. You got it, >> Miss Berles. >> Good oldfashioned teaching. Um, I think you may have answered this, but if the books wear since they're all um they're not

212consumable, but they're also not hardback readers in the classroom. So, if they do wear out, which with a lot of use, they can. >> Absolutely. So, the state's going to reimburse for the whatever it is that we're purchasing. >> Yes. Because because the consumables are are at a lower cost than our entitlement, um it's a lot easier for us to be able to purchase those materials that run out um on a I would say maybe a more routine basis um because the entitlement is higher than what it will cost to get those consumables. >> Okay. And I guess my last comments to teachers basically is that um since we've done the framework for the last three years of of Amplify then this is going to be an easier implementation going forward because we already have

213the framework is that's basically what we're saying right or what's happening. I I wouldn't think that this is um so we've previewed this information with teachers and their big questions are when can we get the materials because we want to start thinking we want to put our eyes on it so that we can see the similarities and we can start planning. So I I don't think it'll be um it will not be different in how they structure their day. It will be very similar to what they are used to right now and the texts are very similar. I do not think it'll be very different for teachers. There might be a lesson here or there that is a little bit different. Um, but you know, just like any good teacher does, they they they plan

214a little bit differently year to year, even if the resources are the exact same. It's going to be the same situation with an adoption, a new adoption. >> Thank you. Um, I know that there was a while where the district went through many curriculum changes and I just wanted to make sure that that the teachers know that we are behind them on on this and that we've all that we've looked at it and that um there's some really good things going on and I believe they can just step right up to the plate. >> Thank you. Thank you. >> And you said it's mathematically impossible for us to outspend our consumables essentially. I I'm not sure we should try, but that is not how it is set up. >> That's the first time in history

215the state's ever done it. Somebody's cousin's uncles on the education committee at the state house. >> Dr. Freeze, go ahead. >> I got one more. Um, so I I reviewed some of the content. It is very similar to Amplify. Um, and I reviewed kindergarten had the farms material. Grade one American independence. Grade two had fairy tales and tall tales. Grade three, the human body. Grade four, it was there was a thing on number of the stars, kind of a context, too. Grade five, the Renaissance. So, so in all this, you're going to be it's really going to be giving you a lot of breadth and depth of learning. Um, I read a great chapter on Lorenzo Medici, the Magnificent, who's one of my heroes in the Renaissance along with the great Charlemagne and um, Churchill.

216So I think we should teach about those guys too if we can we can but uh anyway >> so one of the premises of structured literacy is the idea that um students really need that depth not just surface level understanding of a whole bunch of different topics. Um so that is how it's set up is that you might have a topic in kindergarten that you'll come back to and have a little bit more depth in in second grade and a little bit more depth in in fourth grade. And that's intentionally set up that way so that um students really do gain knowledge about the world. Um um because when you have knowledge about the world, you have a it's it's a lot more easy to comprehend the text that you're reading because it makes sense

217to you because you understand all the references. >> Do I have a motion? >> A motion. It has been moved and seconded to approve the adoption of Blue Bonnet Learning as the district's K through five RLA curriculum for implementation starting in the 26 27 school year. All those in favor raise your hand. Unanimous. Thank you. Moving on to agenda item 11.9 discussion of and request for approval of 2025 2026 target improvement plan for IDEA Travis. Miss Bueno. Good evening, President Guan, members of the board, and Dr. Howard. At this time, we will ask for approval of the targeted improvement plan um that idea Travis did present um during our public for our public meeting. >> So move. >> Do I have a second? >> Second. It it has been motioned and seconded to approve for

218the approval of the 2526 target improvement plan for IDA Travis. All those in favor raise your hand. It's unanimous. Motion passes. Moving on to agenda item 1110. Discuss and possible action direct board council and the superintendent to go negotiate and return to the board proposed amendments to the idea idea contract including provisions related to board goals, teacher quality and progress reporting. Uh Dr. Freeze, this is your item. >> Thank you uh Dr. Gwyn. Um >> giving me too much credit. >> So I also had a a really good uh discussion with Dr. Kotrrell. You're you're doctor, right? Everybody is um so you know and and we all kind of have the same goal of uh you and we're all responsible for uh educating these kids at Travis. We all care deeply about each and every

219one of them. And so I uh I kind of talked to uh board counsel Miss Blue about, you know, what are some things that we could do possibly as a board to strengthen our agreement and would be feasible and hopefully agreeable, especially given that um you know there are a lot of mid lenders that support um IDEA Travis financially, not only through tax dollars, but through um giving dollars. Um, so I kind of I felt like it would be a good idea to bring them kind of close to how we uh closer to how we um you know govern our schools and some of the same guidelines. And so that's what a lot of this motion is about. Um and then and then also I I kind of think there is some accountability that we

220can do a little bit better at from everyone involved. Um I I idea seems to have a great model. um they're they're very successful across the state. It might be a little bit more difficult with this situation, the 1882. I recognize that this is their only time they deal with that. Um so maybe they could give a little bit, you know, also uh as far as some of these uh contract amendments. Um, but uh, you know, they're doing a great job at Yukon and I talked about some of the numbers earlier and uh, I would like to see our numbers at Travis kind of mirror those and and so I I kind of want to do whatever I can as a board member to to uh, encourage that. Um, so after that being said, I

221have the amendments on here and I'll toss it back to uh, President Gwyn for discussion and any deliberation. Does anybody have any questions or comments? >> So, I agree with these that this would be nice to um have the same goals since we're doing um in district charters, but I don't and this may not be the right place to say this, but I would like to see it with all of our 1882s to have the same goals. For one thing, it's easier to monitor what's going on at each campus, you know, because when you bring in different sets of items and we're not looking at the same apples to apples, it just as a board because boards will change. So, um to keep consistent with contracts, it would be nice if we reported things the

222same way. What you do inside your school is going to be, you know, uh up to y'all how you teach, what materials you use, etc. But if we just see this the these basic goals stated the same way as what we're expecting all of these in in the district to do and since y'all are in district charters it would be nice if there was a compromise there to to report things the same way. I know with charters because I was a part of a board when charters started um you know you do have autonomy and I do realize that that that you don't have to do everything the same way but for us on this board sitting here now and for future boards it would be nice if if it was consistent in at least

223the reporting >> here here anyone else motion or >> I I just would like to tell the to the district and to I to all whoever's involved in it. It not to overengineer it. Dr. Freeze over here and car blue already looked at it. It's already overengineered, but it should be as simple as being able to give essentially I'm going to here's my here's my standard deviation. I'm going to convert this over to a visual that y'all want. AI can take care of it in like three and a half minutes. So, that's all I have to say. Don't overengineer it. Do I have a motion? >> Yes, I move. >> It has been motioned and seconded for the approval to direct board the board council and the superintendent to negotiate and return to the board

224proposed amendments to the idea I idea contract including provisions related to board goals, teacher quality and progress reporting. All those in favor raise your hand. It's unanimous. Motion passes. Moving on to agenda item 12, close session. I don't have anything. Dr. Howard doesn't have anything. So, we will not go into close session. So, 13. No action from close session. 14. Information items. Board committee monthly reportable purchase orders over 50,000. Donations over 5,000 or less or 5,000 less than 20,000. Human capital monthly report. Do I have a motion to adjurnn? It has been motioned and seconded to adjourn the meeting. All those in favor? The time is now 9:04 p.m. This meeting's adjourned. What's that? It's