2/17/26 MISD BOARD MEETING

001Good evening. The time is now 5:30 p.m. on Tuesday, February 17th, 2026. I now call to order the regular meeting of the board of trustees of the Midland Independent School District. Everyone's present. Mr. Hodes is on Zoom, so we have a quorum. Agenda item two, verification of compliance with the Open Meeting Laws. This meeting has been posted in compliance with the Texas Open Meetings Act, and I certify that the provisions of Texas Texas Government Code Chapter have been met. Agenda item three. We will now have a moment of silence followed by the pledges to the US and Texas flag led by students from General Frank's Elementary. If y'all would come down. Um at this time if everyone please stand. Sorry. Good evening, President Gwyn, members of the board, and Dr. Howard. My name is Holly

002Sherid, and I am the proud principal of General Frank's Elementary School. The mission of Midland ISD is that all students will graduate college, career, or military ready. In MISD, we work towards that mission every day. This evening, I am pleased to introduce two General Frank's elementary students to lead us in our pledges. Carter Smith, the son of Medina and Gabriel, is in the third grade and loves his mom because she takes care of him. Fun fact about Carter, he loves soccer and he's really great at it. He wants to be a teacher like Mrs. Fall when he grows up because she is a good math teacher and helps him learn new things. Hannah Rasmmanson. She's in the fifth grade and she is the daughter of Chris and Nicole. She loves her family because they always

003help her and get her through hard things. Her favorite hobby is running. When she graduates, she wants to attend the University of Houston Houston to become a teacher. Together, we are educating the future with excellence. At this time, our students 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. >> I honor the Texas flag. I pledge allegiance to thee, Texas. One state under God, one and indivisible. We will now move to agenda on agenda item five public forum. I want to remind the speakers that the board will listen to comments but will not engage in dialogue or take actions not posted on the agenda. Comments are limited

004to the time allowed under board procedures. Miss Berles's going to call the speakers. >> First up is Ebony Coleman. Good afternoon, guys. Uh, President Glenn, Dr. Howard, members of the board. Um, today I wanted to speak on the launch of Jumpstart Midland's boardwatch. The goal for the boardwatch is simple. to make school board agendas, datas, and decisions more accessible and understandable for the families in Mittland. Through this initiative, parents will review meeting agendas before each board meeting, analyze presentation and student performance data, share plain language summaries with the community prior to meetings. During meetings, Jumpstart, parents will provide public comment, align to our advocacy priorities, and serve as eyes and ears of our community by tracking discussions, monitoring votes, taking notes on key um decisions that impact our students. After meetings, Jumpstart will meet with

005parents, and publish summaries of outcomes, votes, and next steps for our families. We invite board members we have not yet um had an opportunity to meet or connect with um to learn more about what our parents are concerned most about and you can do that at [email protected]. And also tonight I would like to speak on agenda item 109. The situation of South um elementary last year deeply impacted a lot of families across our community. We appreciate the district taking steps to ensure and improve safety, stability, and academic outcomes. Moving forward, agenda item 1019. 109, let me get it correct. 109 includes district recommendations to partner with third future schools to operate South Elementary. Jumpstart Mittlin supports decisions that prior prioritize students learning, academic achievement, campus safety, and learn long long-term outcomes. Okay, long-term outcomes. We

006are aligned with efforts that directly address ongoing challenges at South Elementary and creates real opportunities for students to thrive. Every child deserves a safe, high quality learning environment and we welcome actions that move closer to that goal. Thank you. >> Thank you. >> Reagan Henos. Good evening. I'm here as a special needs parent and advocate. What happened at South Elementary did not occur in a vacuum. It happened under under the authority and oversight of this board and this district leadership. In early September, the district confirmed it was investigating reports of child abuse, neglect involving students at South Elementary Special Education Life Skills Program. Allegations included extended restraint and denial of basic needs and emotional trauma. so serious that the that CPS opened an investigation and at least six employees have resigned. A civil lawsuit has

007followed. In response, this board and district issued public statements. For example, on your official Facebook page, MISD said, "The special services department has carefully reviewed preventative measures and is developing a comprehensive plan of action to prevent an incident like this from happening in our specialized classrooms in the future. There has been no clear explanation of what went wrong, who was responsible, or how these failures will be corrected. Additionally, at the time, board president W. Brandon Hodes publicly stated that he self-reported the district's special education concerns to the TEA, the state board, and elected officials, and described this action as the right thing to do, holding ourselves accountable to Texas's highest educational authorities. He also said that while progress is ongoing, my top priority remains protecting every child and that he has full faith in our

008superintendent and administration. Together, we will make this right. End quote. But here's the problem. None of those statements provide accountability that parents can see and verify. Saying that you self-reported a problem, that you will make it right, does not tell families what exactly failed at South Elementary, what changes have been implemented, how compliance and safety are now monitored, or whether central office and leadership have accepted responsibility. The bru the board approved cuts to the budget and months later, the board president Brandon Hodes assured the special services director, Mrs. Harmon, that she would have everything she needs. That contradiction raises a question. Did special education truly have what it needed? Parents shouldn't have to interpret messaging and hope that the district will fix systemic issues. They need clear, transparent accountability. You are now proposing to remove

009children from district responsibility and hand South Elementary to a third party charter operator. That does not build trust, that does not repair trust. It removes responsibility. And families deserve more than reassurances, reassurance phrases, and vague promises. They deserve specific corrective actions, oversight plans with measurable goals, clear reporting back to the community, and accountability at every level of leadership, not just the campus level. Trust isn't earned through statements. It's earned through transparent accountability and systemic change. Next up, Amber Davidson. Good evening, President Gwyn, members of the board, Dr. Howard, and those in attendance. 11 months ago, I stood at this podium surrounding the last minute announcement of an action item on the agenda to turn over four campuses to an 1882 partner, Third Future. After hours of public form, I was the last individual to speak

010and called for transparency of this board. Tonight, I am here again because of agenda items relating to South and Lamar elementaryaries. The closure of Lamar as a neighborhood campus will disperse approximately 500 students between three campuses, maybe more. The plan to reopen Lamar as a DAP campus for the 2627 school year and closure of MAP will impact all students in this district from kindergarteners to seniors in high school. This board has spoken for the last several months about zero tolerance. Will school administrators communicate in multiple forms and methods to ensure that every parent is aware what behaviors can result in their child being sent to MAP or this new campus. The premise that many parents hold that it will never happen to my child is not true anymore because as many of you learn, you

011should never say never. In the past 12 months, I have had parents or friends of theirs reach out to me because a child received a MAP placement for actions that seemed better suited for an ISS stent, not MAP. In one case, the student did attend MAP and in the other, those parents withdrew their child from the district and went to a private inst one of our private schools. In October, Mr. Hodgees mentioned having a campus for mental health and back units. Is this a realization of those remarks and bring on the lawsuits? As a certified educator and engaged parents, I have several questions that have not been answered surrounding these action items. And as a result, I'm here tonight asking them publicly. Why do we wait until February 10th and 11th to communicate these decisions?

012Why do we choose 4:00 in the afternoon when parents are at work or picking up other students? Our local policy, ELA, is very clear on what it recommends our district do in these situations, considering an 1882 partnership, and those have not been met. TA's guidelines for intent for 1882 deadline is December 5th. Our local policy says that at the end of January, that partner will be notified if they're not if they're not going to return with us. So, why have we not had a discussion? Why have we not had open town halls? This affects every student in our district. I understand that there are pluses and many positives that could possibly come from this DAP campus, but we all need to be informed and there's lots of questions left surrounding all this. So, as I

013finish tonight, I ask for better communication, clearer communication, and open dialogue and not Jane Wolf. Good evening, President Gwyn, trustees, Dr. Howard. First, I want to thank you for your service. You make sacrifices of your own time and your >> Miss Wolf, time out one second. Will y'all restart our clock, please? >> Oh, thank you very much. Sorry, we couldn't hear you up here. I apologize. >> Thank you. I'm I'm I'm much too short for this microphone. I appreciate the effort and the time and energy that all of you put in and I'm very grateful for your willingness to do that. I'm here to talk a little bit about the item 10 number 10.4 Four, the separation of church and state of religious institutions and governmental institutions which include public schools is a pillar of

014our country from the very beginning. It's in the first amendment of the bill of rights. Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof. Fortunately, the Middleland Independent School District has a fine policy already in place for the free ex e exercise of religious concerns and activities. And I hope that you all will concur with the administration's recommendation to utilize the policy we already have rather than taking up the policy that the legislature has promoted. Thank you. >> Thank you. Moving on to agenda item six, public hearing to discuss the 2425 Texas academic performance report. 6.120 Texas academic performance report presenters Miss Bueno and Mr. Tucker. Good evening, President Gwyn, members of the board, and Dr. Howard. The following public hearing will include the 2024 2025 Texas Academic

015Report required by statute Texas Education Code 39.306. Please note that this data reflects the 2024 data that we received summer of 2025. We as a district developed our district improvement plan. Our campus improvement plans based on this data and areas of need have been identified and have been addressed throughout this school year. Each year, the board of trustees is required by statute to publish an annual performance report. Along with making the report available to the public, the board of trustees must also conduct a public hearing within 90 days excluding Christmas break of the release of the Texas academic performance report. The taber was released on December 18th of 2025 and we are within the 90-day time frame. The annual performance report may be accessed through the TEA website, the MISD website, and will be uploaded

016to each campus website. The required report includes eight sections including the accreditation status, campus performance objectives, HB3 progress, violent and criminal incidents, taper results, post-secondary student performance, PE's financials, and the taper glossery. We will begin with the district accreditation status. Section one, the district accreditation status. MISD is accredited for the 2024 2025 school year. Our special education determination is needs assistance for 2025 and this is based on the percent of Asian students identified autistic. The following campuses have received a campus designation or multiple designations. These distinctions are awarded when a school or a district show exceptional achievement in areas of math, rla, science, social studies, academic growth, closing the gaps, and post-secary readiness. Campuses who received unacceptable ratings include Bunch D-rated, Deavala, D-rated, Alamo, D-rated, Gddard D-rated, Abel D-rated, Jones D-rated, Idea, Travis D-rated, and

017South are only F-rated campus. The next section is an overview of our campus performance objectives. So campus performance objectives are included in every campus improvement plan that is approved by the board in the early fall. The campus improvement objectives are aligned to our board goals and they require ongoing monitoring of progress towards these objectives. All campuses share a common goal aligned to board go B and the district's commitment to increasing the number of certified teachers on each campus. Board go A is differentiated based solely on the assessments administered at each respective grade level. So every campus has a starting percentage and then their endofear go. Section three of the annual school report um includes HB3 early literacy and math progress. So the MISD early childhood plan is in response to HB3. Um, we did see

018this report last month on um, pre on kinder through 2nd and third through EOCC's when I reviewed middle of the year data. And so for preK we use circle assessments. Um, kinder through second we use I ready assessments and third grade through EOCC's we use STAR assessments. And you will note um we are on track um to meet our endofear goal um for all areas um except for third grade math at this point. But we have already put um systems in place, processes in place and support um for those campuses who are not um meeting that percentage at the middle of the year. Section four includes violent or criminal incidents. And this data um is identified through PES um which includes arson, aggravated assault, controlled substance um and notable counts of marijuana or ecigarettes and

019incidents across all campuses. Small numbers are masked um as per TEA guidelines. The following slide lists preventative and intervention strategies um to address these incidents. Right. So from a district uh perspective, we um utilize the standard response protocols, um annual drills, background checks, um police officers at the campuses, surveillance systems, um visitor management, um the list goes on and on. Um but this is part of the requirement from TEA as well to make sure that we do have these strategies in place. The next section um we identify student performance in postsecary institutions. And this slide is showing you um to the left you'll see graduates enrolled in Texas institutions of higher education. Um on the right it is um identifying the students that um are enrolled without a developmental class. MISD is um in the

020blue, our region in the red and um our state in the gray area. So you will see um an increase from 2020 up into 2022 for our students who are enrolled in higher ed. Section six, we will dig into um the actual taper report. So these are highlights from the taper report. This identifies what the taper report um actually reports. So it'll give you a wide range of information from performance of students um disegregated by student groups to the extensive information on school and district staff programs and student demographics. We will jump into um star performance. And so we have seen this data in the past. Um we saw this data this summer and again this fall. So we will report students at the meets level and so this indicates the students that have the

021likelihood of success in the next grade or course but may still need some short-term targeted academic intervention. The data here displays um MISD in the blue, our region in the red, and um our state in the gray for all subjects, ELA, reading, mathematics, science, and social studies. You will note that MISD outperforms the region in all areas and has made gains in the past few years um to eventually perform at the state level. This slide is reporting our CCMR data. And so, same thing, blue um MISD red, I'm sorry, is in the blue, 2023 in the red, and 2024 in the gray. So you can see the progress that MISD has made. Um CCMR in 2022 we had 54% and we have moved up to 92%. Outperforming um the region and the state. The next

022slide reports our four-year federal graduation rate and this shows that the 2024 graduation rate increased by 1.3% for MISD compared to the 2023 graduation rate. I will now turn it over to uh Mr. Durham for our PE's financial standard report. Good evening trustees. This slide um indicates where the district's 2425 first ratings were. Um this is based off financial data from the 2324 fiscal year. Um the district did receive an A for superior rating which is the highest achievement for the first rating. This slide indicates revenues. One thing that I'll make sure to point out is the local property tax revenue um specifically for M purposes um excludes recapture. That is because recapture is a non-negotiable budgeted item on an annual basis. It is located in the general fund. Um and so that is excluded.

023Um the district um percent of revenue was approximately 71.6%. This slide indicates the revenue from tax collections that were recaptured. Um the district paid approximately n 91.6 million in recapture during the 2324 fiscal year. This is a breakdown of our expenditures based on the object code, whether that's payroll, contract services, supplies and materials, operating expenses. You can see that the majority of the district's um operating expenditures are um associated with payroll which is approximately 75%. This chart shows the district's dispersements. You can see the operating expenditures um equates to approximately 70% of the district's general fund. Um and then recapture is the second one at approximately 21% of the general fund. And at this time, I will turn it back over to Miss Bueno. >> The last section of the annual school report um includes

024the 2024 2025 taper glossery, which is linked um in this presentation for anybody to access. And at this time, I will turn it over back to uh President Gwyn. We will now open the public hearing for the 2425 Texas academic performance report. Do we have anyone present to provide any comments on this agenda item? I don't believe so. Being that there is none, we'll move on or go ahead. So, I got a I got a couple questions. Um, so the overall kind of from this taper, I see that we we made 1 to 2% uh incremental improvements in a lot of these categories year-over-year. Is that kind of what your takeaway is? Just kind of a general bird's eye view. >> Um, so overall, if you're looking at grade level, maybe percentages. >> Yeah, just

025like overall a district-wide meets district-wide approaches >> in some areas. Yes, sir. >> Um, so, you know, we talked about where we're at at this halfway point and you and I kind of had a discussion about some of it. So, I think it would be nice for, you know, the the public to hear some of that. Um, so we we you talked about putting third grade processes in place. Can you kind of describe those in more detail what we're doing? Maybe Dr. Howard can also. >> Yes. um with third grade students performing at the meets level. So we are ensuring that we have um small group intervention for any students and actually our goal is to catch them before third grade. Um Dr. Freeze. So in K through 2nd um we've put a plan together

026this year to ensure that those students staying bei behind or one or two years below are receiving that targeted instruction in third grade. um with our mid-year data. Um so we did see some areas of opportunity um in that area and so we've revamped our um our scope and sequence for second semester and also ensuring we're exposing students to those higher order order questions as well. >> Okay, I got one more uh question. So, we talked also a little bit about um you know, specifically junior high and some we got a lot of kids that are two plus years behind. I just it's it's an alarming number. And so, I kind of look at that as we can improve, you know, classes coming up through the elementaryaries, but also we I think we need to

027make some changes or, you know, adapt here um to get these kids that are so far behind. we're talking two three grade levels behind and you know they may not be getting a lot out of their classes. So you know we had a nice discussion I think it'd be nice if you could uh kind of summarize what you talked about. >> Sure. So what we are looking at is um for example eighth grade students seventh grade students moving into eighth grade. If students did not approach um on their seventh grade STAR assessment, those students will move into an intervention um class in 8th grade, meaning that they will have one less elective, but they will be in an intervention um class for math so that we can close those gaps. >> Is that only going

028to be for eighth graders or are we going to do that for seventh graders too in math? So right now seventh grade um is double blocked Mrs. Berles and so they have the time they have a 90minute block. Eighth grade math is not double blocked. So that's why we want to um have this intervention piece. Um but I think if we do this for seventh grade it'll be 90 minutes of math which really the second block is supposed to be used for intervention small group. Um it's not built in for eighth grade students right now. And so that's why we're moving forward with um preparing them for that intervention piece and then we will notify all parents um in the spring and students so they know if they do not perform at that approaches level.

029Of course this does not pertain to all students not to all sped students right um but to so that most of the students are aware that this I mean one the test take it serious but your performance is also going to um dictate whether you have another elective or you need an intervention class. So, still in seventh grade though, those that did not even approach uh an intervention, are they placed in groups together for their intervention or are they just in in their individual math classes, which they could be spread out among six different classes or >> Yeah, they're spread out right now. And then when they pull students for intervention, they're working with small groups of students >> within that classroom. >> Correct. So, we have to expose them to grade level content because

030that's what they're going to see when they get to the test. So, when they're pulling them for intervention, they're pulling them in small groups, >> right? I understand that part of it. But, um I guess if our scores come back, is there a way to look at the kids who were who did not approach last year and see how their scores are this year, how that intervention worked for them spread out or if yes, we need to >> There is um there is a way to pull that data. So um talking on sixth graders, right? So sixth graders the way they performed last year um pulling their data as seventh graders now. Yes, ma'am. And I will tell you um every campus actually does pull data this way. Um they have their online data binders

031where they identify each student um the score they received the previous year and their end of year go. In between they track um short cycle assessments um districtbased assessments as well to see if they are closing those gaps with those students. Um also pulling intervention kids by um what we call our golden groups. And so our golden groups are those students that may fall five questions below um the meats level. And so just being real strategic with those students whether it's the second half of their double block or it's before school or after school. And a lot of the campuses now are doing like a Saturday um intervention class. >> Anyone else? Thank you, Miss Bueno. >> Thank you. >> Moving on to agenda item seven, consent agenda. We have 7.1 approval of board meeting

032minutes. 7.2 approval of monthly financials. 7.3 approval of donations over 20,000. 7.4 approval of the delay of HB2 certification requirements. 7.5 approval of memorandum of understanding with Midland ISD and Charlton State University. 7.6 Approval of the 2026 summer school compensation manual. 7.7 approval of the following revised policies and new polic and new local policies. BBE local board members authority beed local board members public participation. CH local purchasing and acquisitions CKC local safety program risk management emergency plans. CKE local program risk management security personnel. CL local buildings, grounds, and equipment management. DF local termination of employment. EA local instructional goals and objectives. EFA local instructional resources instructional materials. EIA local academic achievement grading pro progress reports to parents. FA local parents rights and responsibilities. FFAC local wellness and health services uh medical treatment FFB local student

033welfare crisis intervention FFG local student welfare child abuse and neglect FL local student records and 7.8 approval of out of state travel. We have any items? Anybody want to pull anything? I'd like to uh pull um just for kind of some discussion and clarification 7.5 7.5. Anyone else? Do you want to discuss it then possibly vote on it as a block or you want to vote on it separate? >> Oh, go ahead. So I I don't know if anyone has any if anyone can discuss the terms on 7.5 and um >> the theou with Charlton State. >> This one's going to be and I'll let Aaron speak to specifics. This one's going to be for advanced CTE dual credit. So you've seen someus come through recently that were more related to employees and recruitment. This

034one is for our high school students to take um advanced and academic CTE course offerings. >> So, it looks like there's some fees in here. Can Do you have the numbers on these? >> I don't have them. >> Okay. >> With me. Um I do know and so um Mr. Hero is actually the one who worked on this. He is out um today, but right he's not back. He was at a conference. Sorry. So, he was at a conference. Um there are some fees um but we've discussed how we could cover those fees as well and so Mr. Hero does have a plan. >> Okay. So we pay Tarlton State is that or how does this >> So we we pay for CTE dual credit right now for our students who take it through other

035institutions. So they have CTE funds that can be used for that purpose. >> Right. So >> and these are courses. I will say that um none of our other um partners do offer um so this does open up and give kiddos an opportunity um to engage in these dual credit courses. >> Yeah, the fees look very reasonable. I just was just was wondering it shouldn't be a substantial cost. >> No, not at all. >> Okay. All right. That's all I had. >> I will make a comment on the uh there's a lot of policies you'all heard me read off. This should be the correct me if I'm wrong. This is the last batch of updates out of the 89th legislator, right? I believe. >> Yes, sir. >> Yeah. All these were uh updated based off

036legislation. There was no board um recommendations in the in these policies. Anybody else? Do I have a motion? >> Move to vote. I move to vote to accept the consent. It has been moved and seconded to approve agenda items. I'm not reading them all again. Uh 7.1 through 7.8. All in favor raise your hand. Brandon, did you vote? All opposed. 61. Motion passes. Moving on to agenda item eight, superintendent's update. >> Yes. Um Mr. Gwyn and members of the board, first I want to start off congratulating Young Women's Leadership Academy on their state championship um win at swim last weekend. Uh we have u LHS and Medland High headed to state this weekend. So um hopefully they bring home some medals as well. We also um last week received confirmation from TEA that we have

03788 additional TIA teacher incentive aotment designated teachers um either 88 new teachers or teachers who have excel um advanced in the designation. So that brings our total to 362. And then you're going to see some items tonight that are going to be recommended that are part of our annual review of demographic studies, enrollment trends, our quality seats analysis through SGS. Um and you're going to hear some recommendations related to that work. Uh we'll continue to monitor enrollment. We've um done that the last three years during the fall and either in January, February time frame is when we typically bring recommendations from for any boundary changes related to that. Um just to remind everyone that um 3 years ago it had been I believe 12 or so years before the district had redrawn any boundaries. So

038we had quite a few campuses that were very unbalanced um some over capacity, some way under capacity. So, we continue to work on that. Um, and and we'll continue to monitor that every fall. Uh, last month, the board approved sending notice to discontinue the 2011 waiver agreement with the county related to JJAP. That has been done. Uh we also had a um meeting last week, a virtual meeting in my D leadership uh board the board's attorney general counsel and I met with some representatives from the county uh to discuss next steps for establishing a JJ. We have sent them a draftou. We sent that I'm going to say probably two months ago now. Uh we sent that draftou over. We've calculated what it would cost for us to um enter into that partnership and we're

039ready to do that. Um, and so we're going to be at this point waiting on next steps from the county. Uh, this will be I I want to give an update on our new ERP system. We've talked a lot about that. Uh, we've taken um step one of that implementation. So, human capital launched talent ed on January the 30th. So, that's the talent side. uh what that means and and we're going to be working off of two systems uh for a little while because we can't transition our business and student side over until we uh finish out this school year and and we'll make that transition in July. Um but for now, our candidates can apply through the new system. It's much more user friendly. It's a system that our district has used before and

040so our um supervisors and our um our team that hires is familiar with that process. We do have um former applicants or applicants that maybe used Skyward in the past. Um they've been comm uh communicated with because they will need to apply in the new system. And um even though there are going to be some challenges as we navigate these next few months working in two systems, the long-term benefits are going to far outweigh that. That's something that really can't be avoided anytime you make a transition with an ERP system. Um and uh the team works day in and day out on those transitions and um has been for now about six to eight months. We have our bad weather bad weather makeup days on Friday, March 6th and Monday, April the 6th. And that'll

041take care of the two days that we had to miss due to weather. And then next month, we'll bring you budget update number two. So campus and department budgets have already been submitted. Uh those reviews have started. Those will be reviewed by cabinet in the coming weeks and campus staffing is in progress and will run through March. And so that update we bring in March and April uh will start to um uh provide much more information as we head into the budget adoption timeline. That's all I have. >> Thank you, Dr. Howard. Moving on to agenda item nine, districtformational reports 9.1, bond 2023 monthly reports. Park Hill, President Gwyn, Dr. Howard, members of the school board, it's great to be here again updating you on the bond 2023 projects. Let's see. It is moving. Okay,

042perfect. All right. Um once again we have um 11 packages across 34 campuses. Three of those packages are complete uh as were shown in light blue. Um quick updates on package two. We have steel, concrete, and utilities going up at Midland Lee High School. At uh Midland High School, we have the uh energy transfers working on their survey of the the pipeline, the procuring materials and scheduling the transfer of the uh existing pipeline to the new pipeline um location um as we speak. Um they're also working on steel, concrete, and utilities. And I've got pictures of that ongoing out there. You can see that's a uh site photo of Midland High School. You can see the the concrete and steel going up. This shows a overlay of what that looks like. So you can see

043between the the two slabs there where those uh classroom corridors would connect uh between the uh the concrete slabs that are in place and the concrete slabs that will come in the coming months. an aerial of the construction progress at Lee High School. You can see a aerial of the Midland High School and those concrete slabs as well and the overlay of the floor plan on those. And then you can see that the steel construction is now going vertical as well as concrete block at Midland High. And then one more photo of Midland High going vertical with concrete block and steel. All right. And then a quick update on package three. We will have fire sprinklers at some of the elementary campuses this summer and then security vestibule starting on package four. Uh you've seen

044the site cleared and some of the parking and drop off lanes started at uh Goddard and Midland Middle School. We've got a couple of aerial photographs that show some of that work. If you um have drove by there, you can see some of that happening. All right. Then, uh package five, um Alamo and Abel. You can see some of the um multi-purpose buildings going up and then some of the other construction that will begin. Package eight. Uh phase one's complete. Phase two is under design and almost complete in design. Package nine is also in design uh and scheduled to start uh with construction documents complete in the summer of 2026. Package 10 is in design as well. A lot of projects being designed uh package 11 as well. And then lastly, um, in the month

045of March, we'll be bringing, uh, package 12 and 13, uh, which would be Carver and YWLA for package 12. And then for package 13, it would be Story Middle School and Encore. So those will be uh, recommended the next packages in the um, 2023 bond projects. And then uh eventually the last package would be Midland High and Leaf Freshman. So looking at the the remainder of the bond projects to to finish out the 2023 bond. And that is your update on the bond projects. Any questions? >> Anybody have any questions? >> Thank Thank you. >> All right. Thank you'all. Moving on to agenda item number two or 9.2, the 2025 annual report from the Midland Education Foundation. Mrs. Gamster Felder and Ms. Mrs. Ba. Thank y'all. Hopefully I didn't butcher that. >> You did great.

046Thank you. >> Miss Berles gave me some uh tips a second ago. So, thanks. >> Good evening, President Gwyn, trustees and Dr. Howard. Thank you so much for the opportunity to update you on the work of the Midland Education Foundation and how the community support continues to benefit Midland ISD. We are grateful for our partnership with the district and for the chance to report on the impact of that partnership for 2025. It's my pleasure to present to you the names of the community members who serve as directors with the Midland Education Foundation. In addition to 17 community members, we are honored to have Mr. Gwyn, Mrs. Berlesen and Dr. Howard as members of our board of directors. Each year, the foundation board president presents to the MISD board of trustees the impact the foundation has

047had and how we serve the district. To present the 2025 annual report of the Midland Education Foundation, I'm proud to introduce board president Bavika Bodka. >> Good evening, Mr. Gwen, President Gwen, trustees and Dr. Howard. The Midland Education Foundation strengthens the educational experience by investing in the innovative programs that inspire excellence, encourage students, and spark student achievement. Our role is to complement district funding, not replace it. We help fill gaps, respond to immediate needs, and invest in opportunities that directly support teaching and learning across the district. This slide reflects how the education foundation works alongside Midland ISD in a true partnership. Our work is intentionally aligned with district priorities focused on supporting teachers, students, and campuses, and designed to be flexible so we can respond quickly when needs arise. The foundation exists to support the

048district's work, not duplicate it, and to help connect the community resources directly to district goals. Our funds, our investments, excuse me, are organized across four focus areas. Teacher support, student opportunity, campus support, and districtwide initiatives. This structure helps ensure that community support is balanced, strategic, and aligned with the needs of the district as a whole. Teacher support remains one of the foundation's most important priorities. Through micro grants, we awarded 117 microrants across 30 campuses totaling $115,000 to address immediate classroom needs identified directly by teachers. The AP incentive AP teacher incentive program supported 51 advanced placement teachers across 828 AP classes with $134,850,000 awarded to recognize instructional excellence. Through grants for great minds, we awarded 84 higher education scholarships totaling $54,277 supporting MISD staff pursuing degrees and professional development. The foundation also invests directly in student

049success and post-secary opportunities. Our shining stars program awarded $57,500 to recognize top graduating seniors across MISD high schools celebrating their academic achievement. The Education Foundation awarded $193,000 through 16 designated scholarships held and administered by the foundation, including memorial, honorary, and MISD board of trustee scholarships. I also want to briefly highlight the MISD showcase. While this was technically a 2026 event, all the planning and coordination happened in 2025. This event was incredibly successful in showcasing student achievement and district programs while strengthening relationships with community partners. Campus support is another key area of impact. Through grants for great ideas, the foundation awarded $154,824 across 31 innovative grants impacting 13 campuses and more than 13,000 students. Our partners in education program awarded $53,000 to support administrators and adopt a campus efforts helping helping strengthen campus level initiatives and

050community connections through the fourth annual teacher winter wishes spectacular. We provided supplies and prizes to 1,000 teachers totaling $160,000 in supplies to help replenish classroom midyear and support teacher morale. Supporting campuses is important because needs vary from school to school. Campus level support allows us to respond directly to those needs and ensure students across MISC have access to strong programs and opportunities. In 2025, the foundation raised 4,777,664 that directly impacts Midland ISD. These funds were made possible through corporate partners, foundations, individual donors, and fundraisers, and every dollar was invested in back into the district to support students, educators, campuses, and districtwide priorities. The 2025 impact total reflects the foundation's ongoing support to Midland ISD and includes grant funding from the FM for band instruments, funding from the Scarboro Foundation for district requests, and numerous designated

051donations supporting specific campus and department needs. Since our founding in 2007, the Midland Education Foundation has consistently invested in MISD classrooms, campuses, and people. Over time, that commitment has resulted in hundreds of grants and scholarships that offer meaningful support for thousands of students and teachers, reflecting strong community trust in Midland ISD and in Midland in public education. I'm proud to share that the foundation's historical historical impact totals 42,563,240 in invested in support of Midland ISD. Stewardship remains a top priority for the foundation. We are governed by our volunteer board of directors, maintain transparent financial oversight, and prioritize directing resources toward programs and initiatives that have direct impact within Midland ISD. We take seriously the trust placed in us by the district, our donors, and the community. And we strive to ensure every dollar is used

052thoroughly, strategically, and in support of district district priorities. In closing, thank you to the Midland ISD Board of Trustees, district leadership, educators, staff, and our community partners for your continued collaboration and support. The Midland Education Foundation is proud to partner with Midland ISD and we appreciate the opportunity to serve this district and its students. Thank you and I'm happy to answer any questions. >> Thank you all for the presentation. Does anybody have any questions? Anybody? >> Go ahead, Dr. Freeze. >> I have a series of questions. Um, so we we raised 4.7 or so milliona last year. How's that has that number been growing or >> that number has grown? Typically, it's around $2 million, but we had two outstanding grants this year that were highlighted in this report from the Scarbor Foundation and from

053the FH Foundation. >> So, so normally it's about 2 million. >> Correct. >> Okay. So, next year you're kind of expecting around 2 million again, unless you get something like that, I suppose. >> There's hoping, but yes, sir. >> Um, so you know, you all are doing a lot of really good work, wonderful programs. Um, I really enjoyed the showcase. Do you have a number on how much that raised? >> It was around 170 $180,000 that that brought in. >> Okay. Um, and then now I got some more questions kind of about governance for your inst um I have I have a little I'm not clear on how exactly y'all are governed. Like the board of tr how are the board of trustees chosen? So the board of directors that we have are chosen by

054a nominating committee that the board has. First of all, the education foundation is its own 501c3 corporation with the state of Texas. So we have our own board of directors. You saw those names listed at the beginning where two trustees serve as that on that board as voting members as does the superintendent. Within that board of directors, there's a nominating committee and they bring forth nominations um to the full board to approve. So I mean you're really closely connected to a public institution and you know I see I see the names of the board a lot of good people but a lot of a lot of we see the same insiders political and civic insiders on a lot of boards throughout town. It's kind of the same group of 40 to 50 people sometimes and

055I get a lot of complaints about that. You know do you do you feel like this is too insular or is it's not open to the entire community? Do you think it's representative of the entire community? I'd like to hear um you know your thoughts on this. >> So the nominating committee is obviously picking um members that they believe that would be beneficial to the board. Um and I I think we do have a good variety of um board members. We do have equally about the same for each side a maroon and purple. So, I believe we do have a good variety of um members. >> Are there term limits? >> Yes, they're three-year term limits. >> And then after you've done your three years, you're you're you off the board or how does it

056work? >> No. So, you you are welcome to stay um up to five terms. >> So, some people have been on their can can be on there 15 years. >> Up to 15 years. Correct. >> Okay. So, a lot of these individuals serve on like I said very other prominent boards. Some are on are publicly elected. Do you think this is a conflict of interest or represents any kinds of issues? >> Um well when we have a board member join we do have a conflict of interest form. So if there is a conflict of interest they don't have they don't vote on those type of items. >> Yeah. But I mean overall there's a lot of influence and and I'm what I'm saying is I would never be on like a Midland College board like

057this just because I'm on this in this position. Is there any has there been any discussion about things like that? >> As far as I know, no. But like I'm more newer on the board if Anita can attest to that. >> We have had a gentleman serve on our board who is also an elected official in town. He was a board member of our foundation board first vested interest students in the district and is completing his board service term with us. >> Okay. Um do we have any you know other than this conflicts of interest do we have any other transparency standards or guard rails in place? >> Um all of our board members do serve a sign a board member agreement posted on the website that we have at the foundation. It's hosted on

058the mist website. We post our 990s each year. Um, financials are always available. Um, our board of directors are posted as well as along with all of our grant applications and the process of how they are chosen. >> Okay. How about just hiring overall? How do you all do do that? I mean, that would be for Yeah. I How does how do the arrangements work for employees of the MEF? So the um education foundation has three employees that are for that work for MISD as well as the education foundation. Um it's a not an equal split. Um but we >> So do you know what the percentage is? >> 45 for the education foundation and 55 for MISD. >> Okay. Um, so yeah, that's a that's that's quite a bit from from the the taxpayer

059is paying 55% and you know, they're not getting a whole lot of say in the governance. Is there any concern with that? >> I believe the say in the governance comes through our elected board of directors that we have. Um, like any nonprofit board is governed that way. The education foundation does reimburse the school district that 45% of the three employee salaries. Um Tucker's been nice enough to let us do that quarterly instead of monthly. So we've always been up to date on our payment. And I will say this year um as we had to cut the budget, we approached the Miss Bodka was not the president at the time, but I approached Mr. Stubs who was and asked if they could contribute some additional funds for payroll and they did that. Um the split

060the 55 and the 45's been in place I think for a number of years. Um but they did make a contribution for this school year as to kind of offset some of those costs related to um payroll. >> All right. I got one last question. Do we have any um clear written guard rails that prevent MEF board members or individuals serving on, you know, on the board from engaging in back channel or informal pressure on district leadership? >> I'm going to review um our board member agreement and I can certainly get back with you on that. I don't recall if there's a specific bullet point on that agreement that addresses that, but I can certainly get back with you once I check that. >> All right. Thank you. Thank you. >> Appreciate y'all's work. Thank

061you. >> I just want to say I appreciate the work of the foundation. Not only as an educator, I was beneficiary of some grants which were I was very grateful for. Um there's some great things going on. I believe that if somebody wanted to join, if you have some names for that you'd like to see put up that to give the names out and and if there's an opening and they fit the criteria, then then we' they'd probably be glad to look at them. >> Mr. President Gwen, >> you miss. >> Go ahead, Mr. Hodgees. >> Again, I appreciate all the things that y'all do for MISD. I think that Dr. Freeze brought up some great points on it. I'd like to see the bylaws or understand how the board is presented. I think when

062we've got community groups like Jumpstart Midland, uh they would probably have some folks that would be great to put on there. I think there is always a conflict of interest when you have elected city council and other nonprofit entities and then you've got them on the per basin education. The the list goes on and on and on on the same people we have. I I was charged that I had conflicts that I don't that have been proven incorrect. And we've got people that are sitting on the education foundation board that get paid by other folks that MISD is utilizing their curriculum and their services into our school system. So, I'd like to see if there was a way that we could come up with a situation to where we can list those conflict reports. Uh

063just doesn't mean that they can't be there. It just needs to know the the public should know that there is a conflict of interest because there is a monetary transaction going on between someone who's putting programs and curriculums directly into MISD and then sits on the education foundation board. Thank you, Dr. Freeze, for bringing that up. And that's all I have. Mr. Gwen or President Gwen, thank you. >> Mr. Gwyn, if I may, the education foundation does have anou with the district that's reviewed every few years. The last time it was signed was in 2024. So that is on our agenda to bring up again. Our board attorney had recently um retired from the board and we now have a new one in place. So expect to see that soon. It sounds like this board

064may enjoy looking at that. >> Thank you very much and thank you for your service. >> Anyone else? >> Thank y'all. >> Thank you. Moving on to agenda agenda item 9.3 2526 local local improvement plans for General Tommy Frank's Elementary Peace Communication and Technology Academy Alamo Junior High Legacy High School. Welcome. >> Good evening, President Gwyn, members of the board, and Dr. Howard. Last month, we presented four campuses that have been identified as targeted support and improvement or additional targeted support and require the maintenance and implementation of a local improvement plan. Tonight, we are presenting the 2025 2026 local improvement plans for Alamo Junior High School, Franks Elementary, Peace Communications and Technology Academy, and Legacy High School. This item is presented forformational purposes only and does not require board action at this time. The local

065improvement plans, same as our board approved campus improvement plans, align with the board adopted mission and district improvement processes under AE local and BQ local. Each plan focuses on high quality instructional materials, strong tier one instruction, progress towards student outcome goals, and data-informed decision-making. As stated last month, under federal accountability, campuses identified for targeted support and improvement or additional targeted support are required to develop and implement an improvement plan to address identified areas of need for student groups who have missed the same three targets for three consecutive years. Under state accountability, any district or campus that receives a a 2025 accountability rating of D with a count of 0, one, or two is also required to complete an improvement planning process. Each local improvement plan clearly describes how implementation will be monitored, including who is

066responsible, how often progress is required, and how updates are communicated to stakeholders. The plans identify aligned data sources to track progress towards goals and include structures for ongoing data entry to ensure strategies are implemented with fidelity and student outcomes stay on track throughout the year. Now, we will hear from our campuses. They will provide a brief overview of how they have implemented the strategies and interventions for the identified student groups within their local improvement plans. First we have Franks Elementary. Hello, my name is Holly Sherid and I'm the principal of Ranks Elementary and I'm going to be presenting our targeted support and improvement plan for our white student group which accounts for 101 131 students or 24% of our population. The performance of our white students is monitored through multiple data points that are aligned

067to board goals A and B, including our assessment results, progress monitoring, classroom walkthroughs, and benchmark data. Professional learning communities and campus data meetings regularly review our trends, gaps, and our growth towards our 2026 SIP goals. And instruction is adjusted to provide targeted support and continuous improvement. Our opportunity culture teachers support this work through collaborative PLC's, data-driven planning, coaching, targeted interventions, and consistent implementation of teach like a champion strategies to ensure strong equitable outcomes. Our strategic staffing and our MCL co-eing provides highquality differentiated instruction through real-time intervention, targeted scaffolding, and strong teacher collaboration. The implementation is monitored through schedules, lesson plans, walkthroughs, and ongoing data analysis. Our student participation and progress is tracked using intervention rosters, formative assessments, and benchmark data. Teachers and administration regularly review this data to address our instruction. We provide targeted intervention,

068after school tutorials in a focused, low ratio setting to address those skill gaps, but also accelerate our learning. Our small group instruction helps support that differentiation um based on our students needs and performance. And these um small groups are flexible and we use continual assessments and student work so that we're very responsive. Um our students also have data trackers that help them promote ownership and they set goals um so that they can monitor their own progress and reflect on their own growth. That data is reviewed during our planning and PLC's, student and parent conferences, and progress meetings to ensure our continuous improvement. Now, welcome Christine Roberts of Peas Elementary. Hello, I'm Christy Roberts. I'm the principal of Peace Communications and Technology Academy. I'm presenting our targeted support and improvement plan for our special education student

069group. This accounts for 74 students, 14.92% of our student population. We are tracking academic performance weekly. Teachers use live data trackers aligned to formative assessments and growth measures to monitor our identified student group. Teachers adjust instruction based on current data. As a leadership team during PLC's, we conduct weekly data reviews to ensure strategies are producing measurable gains towards our 2026 targets. To address board goal B, we are protecting tier one instructional time to ensure all students receive rigorous grade level instruction with built-in supports. Our strongest teachers are intentionally aligned to our highest need learners. Students also receive daily flexible small groupoup instruction based on ongoing progress monitoring. For data tracking, we are using a comprehensive growth tracker that compares each student's 2025 star percenty to their 2026 performance goals. That tracker includes benchmark data at

070unit assessments and ongoing formative checks for students receiving special education services. The tracker clearly identifies whether they are on track to meet their individual percent mastery goal for STAR. This allows us to intervene immediately if progress stalls. In support of board goal D, we are leveraging teacher leadership to lead PLC data conversations, support im sorry, support intervention blocks, and monitor peers. Progress is reviewed weekly, leadership checks occur weekly, and families receive ongoing communication. Our school improvement strategies include strategic staffing. The strongest teachers are and interventionists are aligned to highest need learners. We are leveraging teacher leadership to lead PLC data conversations, support intervention blocks, and mentor peers. Data trackers trackers are used to progress for progress monitoring weekly and in real-time instruction adjustments. We have protected tier one instruction time to access to access to

071rigorous grade level instruction with built-in supports. Students that receive special services remain in the classroom during their tier one instruction. We have targeted small group for daily flexible intervention based on the current data. Our MCL's mentor and coach our math and RLA teachers through modeling and co-eing. Thank you. It is my pleasure to introduce Courtney Miller, principal of Alamo Mo Junior High School. Good evening, President Gwen, uh, trustees and Dr. Howard. For those tuning in, I am Courtney Miller, the principal at Alamo Junior High. As we continue our school improvement journey, our work centers on three key strategies that will drive our student success. First, we must maintain an unrelenting focus on tier one instruction. Meaning, highquality and engaging instruction in every classroom is our strongest lever for achievement. When we consistently deliver rigorous standards

072aligned lessons and use data to inform our teaching, we ensure that all students have access to strong first instruction the first time. Second, we are taking a strategic response to domain 3 by strengthening how we monitor student progress and adjust instruction. This means being intentional with formative assessment, providing timely feedback, and collaborating to refine our practices. Our goal is to create responsive classrooms where instruction is continuously shaped by student needs. Finally, we are committed to targeting intervention and tutorials. By identifying gaps early and providing focused support, we can accelerate learning and close achievement gaps. Every intervention we provide is an opportunity to reinforce skills, build confidence, and help our students reach their full potential. Together, through strong tier one instruction, strategic responsiveness and purposeful intervention, we will continue moving our school forward and ensuring the

073success of every scout. It's my pleasure to welcome Chris Bryant, the principal at Legacy High School. >> Good evening. My name is Chris Bryant and I'm the proud to serve as the rebel principal of LHS. LHS was required to create a local improvement plan because we are identified as targeted support and improvement campus based on federal accountability of our performance of economically disadvantaged students. As of October snapshot date, LHS has had a 41% of economically dis disadvantaged students. On this slide, you will see our 2025 baseline. Since over 40% of our students are considered economically disadvantaged, each strategy to achieve our 2026 goals are affected by efforts to increase performance to our economically disadvantaged students. To increase performance of our economically disadvantaged population, we have scheduled struggling students with high performing teachers and added additional

074supports for our emergent bilingual students, of which most are economically disadvantaged. Our teachers utili utilize student trackers so intervention and assignments to additional learning opportunities are timely and have the highest impact on student learning. We hold extended learning days four days a week which focus on core content areas and our team contacts families to stress the importance of their students participating in these targeted small groupoup interventions. All our teachers place students on the ICU list. These students have missing work and additional communication goes out to their families. Currently, we have 5,586 assignments that have been completed from the ICU database out of 7,220 entered. That is a 774 77.4% completion rate. We know if students are turning in high quality work, it will increase their academic performance. Lastly, our additional efforts to increase daily attendance

075are critical in supporting our economically disadvantaged students as constant as consistent attendance ensures that they have highquality instructions, targeted interventions, and essential academic supports. We closely monitor attendance trends and proactively contact families to remove barriers and reinforce the importance of daily participation. Additionally, we have an assistant principal dedicated to support our emergent bilingual population, the majority of whom are also economically disadvantaged to ensure consistent communication with families and connect with them with available resources. This intentional focus has strengthened family engagement, increased student accountability, and created a stronger partnership between home and school. As a result, our economically disadvantaged students are receiving the structured support, monitoring, and intervention necessary to accelerate academic growth and close the performance gaps. We want to thank our principles. This concludes our presentation. We are happy to answer any questions you

076may have. >> Any questions? Thank you all. >> Thank you. Moving on to agenda item 9.4, strategic oversight committee quarterly report. Miss Piles. >> Good evening, President Gwen, Dr. Howard, and members of the board. I'm here this evening to provide anformational report regarding the strategic plan oversight committee known as Spock. This report is forformational purposes only and does not require board action at this time. The strategic planning oversight committee will receive updates on 24 initiatives this year. As of January, the committee has heard and provided feedback on 15 initiatives. Of those 15, seven were from the student experience pillar, five from grow and develop staff and three from engage and act. As you see on the corner of this slide, in year one, we met or exceeded 73% of our strategic plan metrics. And in

077year two, we increased that percentage to 77%. To begin my report, I will start with the student experience pillar, initiative 11 one, which aims to enhance excellence in academics. This initiative is owned by Miss Aurelia Betler, executive director of teaching and learning. In recent years, we have strategically addressed our need to increase performance of our advanced students and provide adequate opportunities for rigorous preparation and practice. As you can see, not only are more students taking advanced courses, our students are outperforming the nation on examinations such as the PSAT, we also celebrate a 55% increase in students utilizing dual credit opportunities to earn college credit while in high school. These graphs illustrate MISD students superior performance on all levels of the PSAT. Performance on these examinations provides data to guide academic planning, college acceptance preparation, and

078national scholarship contest performance. Next, from the grow and develop staff pillar, initiative 62 establishes succession planning pipelines. This initiative is owned by Miss Chelsea Reyes, director of talent development. We recognize West Texas faces unique challenges when it comes to recruiting. In addition to the statewide teacher shortages, statewide teacher shortages we all face. To curtail those challenges, MISD has implemented several grow our own programs through teacher residencies, university partnerships, and MISD developed leadership pipelines such as the emerging leadership academy for aspiring assistant principles. MISD hired 75% of last school year's teacher residents and was able to retain 89% of last year's registered apprentices. By investing in our current staff and students, MISD is proactively building capacity and utilizing various partnerships to fill staffing needs from within. Lastly, also from the grow and develop staff pillar, initiatives

0795.1 and 7.1 are owned by Mr. J. Aopoulos, director of talent development. 5.1 serves to streamline our hiring and onboarding process, while 7.1 develops training programs to support staff in their specific roles. Grow and develop staff includes thoughtful retention strategies which provide timely supports needed to maximize employees potential. This begins from the initial job offer and continues through onboarding and ongoing job specific professional development. On average, it takes less than 10 days to complete a new hire. New hires report a four out of a five on satisfaction on the hiring process. By asking employees to also provide feedback after their learning sessions, our talent development team improves the product participants receive. 98% of staff report their professional learning at a rate of three or higher on a scale of five. Job specific training is available

080monthly and teachers can request additional support at any time. We are utilizing various media social media platforms to post openings and our transition to our new application portal talent ed was finalized in January. That concludes myformational report on the strategic plan oversight committee. The next Spock meeting will be held this week on the 19th when the committee will hear about curriculum updates, discipline data, family engagement, and our Midland community partnerships. >> Thank you. Does anybody have any questions? >> Thank you, Miss Piles. >> Sir, >> moving on to agenda item 9.5, early childhood literacy and math. Miss Bueno, welcome back. And so, um, I won't go into detail what this report is. I did report it during our taper, um, review earlier, but, um, just highlighting our early literacy and math proficiency from preK, um,

081through third grade. So, once again, you will see that we are on track to meet, um, all end of the year targets um, except for third grade math at this time. I got one other question. Um, so you know I I go around and all the campuses it seems to be the same thing and your numbers. Why do you think we taper? I mean we're always doing great pre kindergarten, kindergarten and it just kind of declines after that. Do do you have any idea why? >> So um I will say I think it is the assessment that we take. Um and we are currently working on the curriculum resources for prek as well. So prek measures only a certain component um that'll um will let you know if a student is on track to be

082on grade level in kinder. Um the way we report it is you know 80% of our students are on grade level but that does not necessarily mean that they will be on grade level in kinder. So we're looking for that alignment Dr. Freeze across the board. Um, I've asked the team to work um with the end goal in mind. So, looking at a third grader going into second, what do second graders need to know all the way to prek? And we do not just need to um stay with the prek taks. We should also be teaching them above and beyond if they are ready for kinder. And I think it's also important to point out we only serve about 13,100 probably prek students and there's you know 2,000. So there's some students that aren't served

083through that program but there is quite a difference. Um Dr. Fes if you look at the way they're assessed. >> Thank you. Uh, with the sorry >> added prek, are we going to be able to serve every prek student, >> 2,000 of them down the road? >> We have seats available right now. So, it's a matter of if they enroll. So, we don't have a waiting list right now. >> Anyone else? Thank you. Uh, >> President Gwyn, I request to take a 10-minute bathroom break. Second. All in favor? We'll come back at uh 7:05 or 7:06. Moving on to action items uh 10.1, discussion of and request for approval of budget budget amendment number seven. Mr. Durham. >> Good afternoon, President Gwyn, members of the board, Superintendent Howard. Um this evening we're bringing budget amendment

084number seven um to the board for consideration and approval. This budget amendment addresses cross functional transfers um adding revenue and expenses for one donation. Um and then one large one um that you'll notice is on the debt service. Um you'll see a increase of $1.75 million. Um that is specifically related to the um recent um restructuring of some of our debt that occurred in the fall. Um we do have sufficient funds. This was all planned for in the overall process. However, um until the numbers are more finalized, we do not know um what the final budget is going to be. So, um long story short, um we did take into consideration that 1.75 million. Um just to note that by um defeasing the the bonds um and then refinancing the other bonds that are paid

085in May of this year, we saved approximately um I think it was 46 or 48 million. Um, so at this time with that being said, the administration recommends the board of trustees approve budget amendment number seven as presented. >> Any questions? >> It's been moved. Second. It has been moved and seconded to approve the budget budget amendment number seven. All those in favor raise your hand. It's unanimous. Moving on to agenda item 10.2. Two, consider consider and take possible action to approve the grant of a temporary working space easement to Encore Electric Delivery Company LLC and authorize a superintendent to execute documents necessary to evacuate to execute the same. President Gwen, Dr. Howard and members of the school board. U the construction manager on the Lee High School site has requested temporary power for the

086U construction on the project. Encore is requesting a temporary easement to provide temporary power to the site until the permanent power is in place. So we would recommend that you grant a temporary easement to provide the temporary power. I'll accept any questions. Any questions? So move. >> Second. >> So how long is temporary? >> Uh up to 12 months or when they remove the the polls. >> Okay. >> Whichever comes first. >> Anyone else? >> It has been moved and seconded to approve and to approve the grant of temporary working space easement to Encore Electric Delivery Company LLC and authorize the superintendent to execute documents next necessary. All those in favor, raise your right hand. Unanimous. Motion passes. Thank you. >> Moving on to agenda item 10.3. Discussion of and request for approval of the

0872627 contract renewals for administrators, professionals. Miss Garcia. >> Good evening, President Gwen, members of the board, and Dr. Howard. Um tonight we are seeking approval of the 2627 contract renewals for administrators and professionals. Each year TEA requires um that the board approve these contracts. Um our recommendation is that you approve these as presented. >> Any questions from Miss Garcia? >> Do I have a motion? >> A motion. I move that we approve it as presented. It's been motioned and seconded to for the approval of the 2026 2027 contract renewals for administrators and professionals. All those in favor, raise your hand. It's unanimous. Thank you, Miss Garcia. Moving on to agenda item 10.4, discuss and possible action related to Texas Education Code 25.0823A-1. Mr. Sado, >> sir. Mr. President Gwyn, members of the board, Dr. Howard,

088uh the purpose of this item is related to Texas Senate Bill 11 from the 89th legislative session, which requires every Texas school board to take a recorded vote by March 1 on whether to adopt a policy allowing a daily period of prayer or reading of the Bible or other religious texts. The bill applies to all students in grades K through 12. The vote is required. Adoption of the policy is optional. If adopted, the district would re be required to implement a daily designated period of for prayer or reading of religious texts across all campuses and it would go into effect immediately. Before I go into our current board policy, I want to u I want to be clear on what this decision does and does not do when you decline the adoption of the policy.

089Uh this does not prohibit students from praying. It does not prohibit students from reading religious text. It does not limit any student religious organization currently operating on our campuses. Uh does not affect FCA which is Fellowship of Christian Athletes. It does not affect the Good News Club operated by a local uh church. Those opportunities remain fully intact under our current board policy. Board policy FNA local allows religious expression in academic assignments evaluated solely on academic standards. It allows studentled religious groups and activities before, during, and after school. It allows voluntary prayer and reading of religious texts during non-desated instructional time. We are recommending the decline of the policy to protect instructional time. A daily designated period reduces instructional minutes. Even a short daily period compounds significantly over the course of the school year. We are

090focused on board goals, improving academic outcomes, accountability ratings, and reading and math proficiency levels. For those reasons, the administration recommends that the board decline adoption of the Senate Bell 11 policy. If you have no further questions, the MISD administration recommends the board approve as presented. >> Anybody have anything? Yes. Here on U believe it's subsection D 2 A, it clearly states before normal school hours. How will that impact learning in the into in schools? If it's before >> uh if if if you go to church, that's before you go to school. If you get up in the morning, a little early, you want to go and, you know, have a little private time with uh, you know, reading the Bible or whatever other text you want. I don't see how that could possibly interfere. If

091it's after school, so be it. As long as it's not during school, I think we've already know that many of our kids take time during the day and say a small prayer. But, I mean, this right here clearly states before normal school hours. I don't I don't think that should uh that should stand in the way of them getting together. Give me your opinions. >> Uh so Senate Bill 11 requires us to just give a a a lot time of day during the school day for prayer or um or a student to read a religious text. Um in our current policy um our students are allowed to uh gather before school or during school during lunch or even after school um to organize like uh FCA for example. Um uh that that will continue. Um

092none of that none of that would be impacted with this with declining the Senate 11. Did I answer your question? So, you're saying this would impact >> this would not impact uh students being able to pray during the school day, okay? Gather during lunch for prayer or read religious text. Um, this would not impact those policies. I'm not saying this is state or district sanctioned quote prayer time, but if we give these students time, what they're doing right now, all we're doing is uh telling them it's perfectly okay. Am I correct in that? Um I mean b I mean g I guess yeah basically if we all lot some time during the school day we're telling students hey take some time to pray um or read the Bible with um uh with your students um

093and so forth. I mean that's what this bill would look like. Yes. >> I got something to you >> first. Yeah. Um but it also says that it is in has to have consent from the parent and you also have to have have individual rooms for every religion. >> That is correct. Yes ma'am. >> So they cannot meet together. So it is a huge >> um it is much different than what we already have where they can already pray, they can already meet, they can already go to religious clubs etc. This is we already have that in place in our school district. This is just >> adding further. It also has that a teacher can have you read. Well, we got it the email. Y'all all got it. The teacher can read have somebody read

094the Bible before they take the STAR test or tell a proverb or psalm or whatever. But maybe that's not what what I want my child to hear before the star test. And it might be what you do. So to me that's something that's done at home before you ever come to school about the star test et or anything. We're going to get a lot of different um views on on the religion and it's not just Christianity that we're talking about. We have we have all types of religions in our school district to honor. So, um, I think that this is something that the state's putting on school districts say yes or no to kind of got a gotcha moment for the press. I'm not into that. We already have prayer. We already have religious groups

095that can meet and policy is already there in FNA. >> But, Mr. Mr. >> I'm not mistaken. Won't they uh allow volunteers from local churches, different denominations to lead these uh these clubs in the reading of their religious texts? >> Yes. Yes. Um that would that would and we already currently have that in place um through our volunteers in in public schools program. um uh volunteers that come in from church, FCA, good uh uh >> first priority, >> um first priority. I'll go through the volunteer program and provide uh sessions for students during lunch or after school to meet to talk through some of this religious um uh topics. Uh but again, all that is currently in place. Um uh the main reason we're asking for this to uh be denied is to uh uh

096to provide more the instructional time that's needed to to get our students to >> So what you're saying is that >> math >> if we vote on this and it passes, we're not just validating what we're doing. We're we're saying we're we're giving the kids a an option whether to have have this or not. Continue to have this. >> Mr. President, President Gwen, >> hang on, guys. Mr. Bishop's had his hand up for a minute. Go ahead, Mr. Bishop. >> I mean, everybody has their their chance to speak, but u my recommendation is to take the district's uh recommendation on on the stance that that's presented to us tonight. That's my motion. >> Okay. Mr. Rogers. >> Yes. I just want to speak to two things to to to Representative Hernandez and then also to

097Representative Burlson because I I want to make sure I understand Burl Miss Burlson correctly because I think this is what she meant. You we we do allow our kids to pray before a star test. It just has to be studentled. They can do it right before. We already do all this. These are all this is already already allowed at MIT across all of our campuses. So this is to you Mr. Hernandez by by going with the districts it is of my opinion going with the district's recommendation on this. We're not doing anything different than we already do. We already we already rent out facilities after hours to religious and nonprofits. We have FCA. We have all kinds of volunteers. We have, if you go back a while back, you had all the preachers and and

098pastors from around Midland that were in our schools with Dr. Howard. I think she had the paparazzi with her that day as many pictures was taken. But I agree with uh Mr. Bishop and the district that that we already allow this and we're not changing anything at all for our kids or our employees. It just has to be studentled. >> That's it. I'm going to say I agree with you, Mr. Hodes, that we're in agreement on that. That kids can >> Hallelujah. >> I know it. I just wanted the public to know it. >> Miss Berles, we have that on record. >> I want that on the record. >> Mr. Hodgees and I agreed. >> It's a good night, everybody. >> And Mr. Hernandez, I do want to reiterate that um our students already have

099these opportunities. What Senate Bill 11 is asking is that we provide a period for that and we uh there are a lot of logistics with that and uh so that's why the recommendation is being made to continue with the policy we have in place. Students are allowed to to pray. They're allowed to read religious texts. They're allowed to have uh Bible study things like that. And so that's the recommendation. Uh what I'm referring to is before normal school hours. I don't see where you know it that would be in any incumbrance upon the school. I'm thinking if we give them rooms, provide rooms for them to do it in, so much the better. Uh uh >> and we actually do that right now. We have groups that meet before school, during lunch, after school that

100um have studentled prayer or student le Bible study, things like that. >> Is this just at the high school and junior high level or do we have that at the elementaryaries also? >> Well, the good news club uh is an they focus at the elementary levels and that happens after school. Um so we do have it at the elementary level >> and we have policies in place. If a student requests to start a Bible study or something, they go to their principal. They seek permission. They do have to find someone who will supervise them during that time. Um, an employee, but that employee cannot participate. >> Dr. Fes, >> uh, I I like the I kind of like the intent. I mean, I think it's important to to to get um, you know, what better

101thing can we do than have God more in our public life and in our schools. I think operational operationally and logistically um this is a a terribly written bill. Um and uh I think the a lot of times in in you know in politics and government the less the better and we have a great first amendment and uh I think that covers all the bases for us. Um and uh I wish our state legislature would legislators would focus on other things especially clawing back our Robin Hood payments. We're losing almost hundred million dollars a year out of this district due to Robin Hood and they're focusing on things like this that put us, you know, at a logistically and operationally very difficult situation. So they need to get serious and uh I I agree with

102uh uh administration's recommendation. >> Well, everybody else has chopped in, so I guess I will. I mean, this one's simple for me. I believe in a separation of church and state. Uh it's our job to educate your kids. It's not our job to educate them on religious matters. We have how many different uh languages spoke at our schools? 40 something. >> 52. >> So 52. I I I'd be willing to bet there's that many religions, if not more. uh our teachers already have enough on their plate. Throw a religious topic on top of that just doesn't so I mean just doesn't make sense to me. Uh we already have it in our schools. Kids are I mean what I think sometimes people tend to forget freedom is freedom of religion is all religions not the

103one you practice. So uh with that being said if there's no other questions I'm going to motion to move uh not to adopt the resolution contemplated by the Texas Education Code 25.0823-8. 0823-81. >> Second. >> It has been motioned and seconded uh not to adopt the resolution contemplated by the Texas Education Code 25.0823A-1. All those in favor raise your hand. All opposed. 61. Motion passes. Moving on to agenda item 10.5, discussion of and request for approval of the 2025 2026 targeted improvement plan for IDA Travis. Presenter, Miss Bueno. Good evening, President Gwen, members of the board, and Dr. Howard. The following targeted improvement plan um is in alignment with Texas Education Agency school improvement um efforts. The targeted improvement plan will outline the campus's strategy for improving student outcomes um including instructional practices um coaching

104um I'm sorry this is moving over here and key milestones. And so I will now turn this over to Dr. Ms as she presents the targeted improvement plan for IDEA Travis. Good evening. Thank you, Miss Bueno. So tonight I'm going to provide an update on the idea Travis improvement plan, including our progress toward meeting the board's 2026 objective of earning a C- rating or higher, our alignment toward the trajectory toward a uh an A rating by the 2030 school year, and the execution of systems driving that performance. In December, the board approved performance objectives through 2030. Those objectives established a defined trajectory culminating in an A rating by 2030. The 2026 school year objective is clear. Earn a C rating or higher. This update reflects our posi our position relative to that objective and the

105longer term trajectory. If you look at the bottom of this slide, our 2025 rating was a 66. By December, our midyear projected rating based upon the star interim assessment placed us at a 68. The threshold for a C is a 70. So this means that at midyear we were within two points of the year end objective. We have met two of four academic achievement targets. We have reached student achievement targets for the Hispanic and AfricanAmerican student groups. We have reduced the accountability gap from four points to the seat of two points by December 15th. That represents measurable movement in the first half of the instructional cycle. The remaining instructional window is focused on closing that final twopoint gap. Board goal A requires that students perform at or above grade level. At midyear, we met five

106of eight ELA and math meets targets that are measured on the accountability system. We met four of four math meets targets. The remaining targets are within one to five points. And again, these are based off of the STAR interimm assessment that was administered at uh in the fall semester. Performance at the meets level is strengthening across content areas. The remaining gaps are defined. We do monitor these gaps weekly and instructional adjustments occur within the cycle, not after it. When we look at board goal D, this is foundational to the idea model. At IDEA, we do believe that student performance improves when adult performance improves. The execution systems operating weekly include structured instructional planning, rigorous coaching and feedback cycles, real-time monitoring and accountability. These are not isolated initiatives. These are scheduled daily and weekly systems. These

107performance indicators are reviewed weekly. The adjustments are made within the instructional window. We implement tight loop coaching cycles and at your request we uh this presentation focuses on the primary impact levers. The broader targeted improvement plan includes additional supporting systems that remain active. For example, uh we have implemented highquality instructional materials with fidelity. We have weekly standards unpacking and lesson internalization with our high priority classrooms and teachers. Professional learning communities three times per week. Lesson rehearsals for our teachers three times per week. Real-time coaching daily twice weekly leader deliberate practice. Weekly infield teacher coaching cycles, daily exit ticket mastery analysis, weekly student work analysis protocols, instructional rounds that eliminate rigor threats, and immediate intervention when standards are not met. In closing, the 2026 objective is a C- rating or higher. By December, we were within

108two points. The remaining instructional window is focused on closing that gap. Execution is structured, our monitoring is ongoing, and the intervention is immediate. We are confident in the broader systems at work that align directly to the board approved tra trajectory toward an A rating by 2030. I'll open it up to any questions that you may have for me. >> Any questions? Go ahead, Dr. freeze. So, what do you know what are the ratings of IDEA's other schools in in the Iranian Basin? We've been sitting at a D here for years and it you know it's it I'm not too encouraged by these midyear numbers. So, could you kind of tell us where this campus uh how it compares to the other idea campuses? Yes, our uh two other schools were at a B and uh

10987 and uh 78. >> So why is this one so far below that? >> We've been closing the achievement gaps again. Uh we did turn around the downward trend at Travis um from going down in the 60s to going up two points from prior years. So we re reversed the trajectory. Why is Travis going down? Um to be quite frank, if you look at the accountability system, because we have scaled every year at Travis, the accountability system that's applied to Travis has changed uh probably in the last two to three years. So we're not now measured using the scales that are applied to a high school. In the past, we were measured using the scales that were applied to the elementary school because we weren't we did not have the high school grade levels yet.

110And then the middle school. When that changes, that changes the scales that we apply. That does not change the fact that we should have our scholars performing at grade level. So um what has changed is that we are implementing systems to increase the level of rigor in the classrooms and ensure that our scholars are receiving grade level instruction every day all day long from a highquality teacher. >> So your other idea schools aren't they also on a high school scale or is just this one? >> Just this one. I I would like all the information you can provide on how that works. I mean, it just that doesn't make sense. Maybe I mean maybe I just I don't understand it all. But uh it it's hard to make decisions when, you know, I'm not I

111don't have that data in front of me um right now. And uh you know, then we have other like Third Future, we we contract with them and they turn schools from an F to a B. And here we are. Uh, and now they have one at an A. And here we have had idea Travis just parked at a D for a while. And I mean, at best it looks like we may sneak above a C. I don't know. You know, at mid year it's just it's just not not promising for me from my perspective. >> And after this year, it will revert back to um the middle school accountability cycle. And um I'd be happy to come back and share with you what the differences are in those, but it's very heavy on achievement at

112the high school level because um we do not yet have the CCMR and graduation rates applied and at the elementary school and middle school level you have growth rates that are applied at a higher rate. So, um there are some differences in the accountability scales and how that's calculated. Um uh but either way, we do need to perform higher for achievement. >> Is uh I just got one more before uh Mr. Hodgees asked. Uh is there any way you could kind of communicate that with uh admin our administration and they could maybe translate it to me? You just give them all your information on that. Thank you. >> Yes, sir. >> Hold on, Mr. Hodes. You went before me last time. Hang on. So, I I could ask Miss Bueno accountability ratings for pretty much

113every one of our campuses that she has it for each grade level. So, with that being said, if y'all were being graded just on the elementary side of it, right? Where where would y'all's accountability rating be if if we're say because how many high school students do you have versus elementary students? if we split them. So, >> hypothetically speaking, if we were just grading the elementary, what would the accountabilities rating be? >> It was my understanding when that was ran last year, it would be a 70. >> Okay. And I I just I'm I'm going to get this off my chest real quick. It might not be popular in the community. I appreciate you coming back. Um I was a little disappointed when y'all were here 2 months ago. I felt like uh idea wasted

114this board's time and y'all used y'all's time to give us your improvement plan to be a sales pitch for Idea Henry. Uh we're talking about college prep and what we do there and how long our waiting list is, but we didn't really talk much about how we're going to move away from a D and I I kind of took disrespect to that. Uh we asked, you saw four of our principles here tonight. They come before the board all the time to tell us how they're going to improve certain areas of their campuses. So, when y'all came in and basically gave us a sales pitch, it was it was I took offense to it a little bit. You're wasting our time in theirs. So, I appreciate you coming back and actually bringing some numbers with you,

115but u we hear it all the time on the board. Uh people don't like partnerships cuz we don't have a way to hold them accountable. We don't have a say in what they do. Uh, I'm here to say if if if we continue to see these performances, I'm going to look for a way for this board to get out of this contract. It's not fair for us to sit here and hold all of our other schools accountable and let y'all y'all just keep skating by with the D. It's unacceptable and y'all got to turn it around or I think this board will look for solutions to that. I'm just going to be quite honest with you. Uh, go ahead, Mr. Hodes. >> Yes, ma'am. I appreciate your presentation. And I just have a quick question

116on your operational standpoint. How many how many IDEA schools are in a SB182 in district partnership within with your umbrella. >> I believe we are the only one but I would have to confirm that. >> I believe you are too. So my question to you would be would it be beneficial or something to think about for this board and the district and idea to think about idea of being a an out of district partnership. >> I would refer those questions uh to Dr. Katrrol and Dr. Howard. I know they've been in contact and uh in constant communication. here. Any questions regarding >> Is he there in the audience? Cuz this is the public board meeting where we're discussing it. >> He he is not present at the time. >> He was asked to be here,

117Mr. Hodgees. He uh I guess he didn't get the invite. Not sure. I I think when I requested for IDA to come back, that was one of the stipulations, right, that he was going to present. >> Yes. I think he had a scheduling conflict. Yeah, sure he did. Thank you. Anybody else? >> No, I just I just want that the 1882 in district and out of district. Maybe that would because I I realize that you've got kids that are in that system and we don't want to be detrimental to them being in that system. But there has to be there has to be some ownership on ideas part as well on this. And if we can't even get the people in charge to come talk in the public meetings to the schoolboard trustees, that's a

118that's that's that's not how I do business. >> One of the things that we talked about in December when they presented and Dr. Katron and I have talked about is if they're not able to meet their goal this year that we would begin um working on a separation agreement basically to prepare for the coming year to move into a different um to go a different direction. I think that >> that's all I have. Thank you. >> It's the only 1882 in district partnership that they have. So they're used to choosing their students and we've given them a neighborhood um group, a neighborhood school to take over. And um so it just shows the difficulty in actually educating uh maybe a neighborhood versus a um choice by parents to send their kids there and they get

119to choose who who comes into their campuses. So to me they haven't done >> represent Burlson I agree with you but at the same time if we're going to have that standard or we need to get rid of Carver and young women's leadership and everything else I think we need to just come up with a a creative solution for everybody to be able to go and benefit kids and give choice. I know what you're saying but if we're going to hold that standard let's hold it across the board. >> Well I get I want to finish this. I think that the important part of this is is that you have to admit that they're not doing a a um slam dunk pro uh education of of our students and that's worrisome that they're not getting

120good results when they should be. The rest of their campuses all have good results. So, I mean, it's it's worrisome to me that that um that you're not getting it done when you should be. >> We're in half agreement. So, >> we'll just do a how instead of a whole hallelujah. >> Dr. Freeze, go ahead. I would also just like to say that I think this is the forum to discuss these things. we should be talking about this publicly, not deferring to, okay, let's we'll let these two individuals meet and sort this out. This is the forum where these decisions should be made so that the the community uh sees the transparency. We we've had, you know, we've had speakers ever since I've been here, they say they want accountability, they want transparency. Well, this

121is how we do it. We we talk about it in this meeting. And so, all the players should have been here tonight. I mean, we're the board of trustees. is we don't go to some the you know the smoke filled room and uh make deals. This is where we make you know we make decisions. So um if we want to if we want to discuss these things I think we need to have them at our board meetings. >> Mr. Booker >> um this may miss Bueno maybe to help but can you confirm what she's saying that it's rated like a high school? >> I will run that data for you and I'll have it by tomorrow morning. Miss Watson is actually watching um the board meeting tonight and so I'm sure she's already texted me

122that she's on that. >> Okay. I get so essentially by law we have to approve this tonight, right? Like they have to have an improvement plan on file with >> correct. Um I mean you don't have to approve it. uh the approval is required for us to then submit to TEA on their behalf because they are an in district partner. We do all the submissions for them and um you know I I think whether you approve this plan or not it doesn't change the fact that they are being held to to moving their rating up to a C at the end of this year. >> Yeah. I mean we're rooting for you too. I mean don't don't take what we said tonight as we're rooting against you. I mean it's it's not about idea. It's

123not about Third Future MISD. It's about the kids in the school. And if we continue to fail those kids, which we we're doing, uh it's not good. So all the criticism, I mean, unfortunately, you had to hear it twice now. Uh it's not directed at you per se. It's just >> we are committed to improving the outcomes for >> For me, it's about the all the other campuses we have, right? We hold them to a high standard. And I hear more than anything as a board of trustee that We don't hold partnerships to the same standard. And I want to I just want to I'm not going to say what I want to say about that because here we are. I mean, we are telling you like I'm going to vote for your improvement plan

124tonight and I hope y'all put some time and thought and I hope it it works and we get those kiddos up to where they need to be cuz at the end of the day, they're they're they're the ones failing them or being failed. I mean, we look at grades on this stage as A through F is what the TEA tells us is, but that F or that D, it translates to 5600 kids, right? So, um, that's all I got. >> Yeah, I just want to read Go ahead, Booker. >> I just want to know what happen if we don't approve it. >> So, what would happen? I'm going to venture off on this and then I'll let Erin correct me if I'm wrong, but uh we had a situation a couple of months ago where

125we had an item that was a report item versus an action item. And so, um we had to submit the plan to TEA. We do did receive a notice that we were out of compliance. Um obviously being out of compliance with the agency is not something we want to do. So, um, again, whether whether the board approves this or not tonight, um, we can submit, but it would not have board approval, and it does require board approval to be in compliance. >> So, I've got a question for Dr. Howard. >> Yes, Mr. Adams. Um, so my question for for you on that is so if I I don't know if it'll get voted for me. I'm going to vote it down and I under like because I'm in this meeting I know that MISD is

126not out of compliance. the board of as me as a board member I don't the data and all of the information has not been presented to me to vote in the affirmative to accept their plan based on all the items that we have given them over a month to get. So, I'm going to I'm going to vote with all due respect, I'm going to vote against it. And if the state has a problem with it, well, they can pound sand because as a trustee, I expect our partners to bring forth the information and present it from the CEO level to the governing board of the district when we're failing kids. So, it's, you know, again, I'm contrarian. I don't really care. I mean, this is we've got to get this fixed and and tying our

127hands. I just want you to realize I'm voting against this not against MISD and I'm rooting for for IDEA but I just can't vote for something that is not a fully cooked plan. So they send the Delta Force or another email whatever they want to do. President, I guess one of the one of the the burning things for me, you know, not only, you know, the presentation, but I think a month in advance, you ask for the CEO of the uh of the school district for uh for idea to be here to speak on that behalf. I mean, a month in advance and and the person don't show. it to me. I don't even know if it's if if it's even an interest uh to the person not being here when we've asked a month

128in advance for him to be here to give us that presentation. And it's not your fault, no way, form or fashion. I mean, you're doing what you asked to do, and I respect that. But when this is this critical dealing with with children's lives and their education to me there has to be a step up in in willingness to care uh for where their their campuses are moving for academically. >> Got one more statement got one more thing. Um, >> we need adults to show up for these kids and they need to show up tomorrow until the end of the year and through next year. This is this is this is an adult problem. Every kid in this school district can learn, but we need adults to show up and do the work needed. And

129that work is beyond just the basic lesson plan. This is an adult problem and not a child problem. I want that that known right away. I hope that idea will finish strong this year. I'm rooting for every kid in that school to do their best. The one thing we don't want you to do is fail because that's you're you're failing kids when you do that. I just want to know when the urgency is going to be there. And I kind of feel like we're almost getting played to hold on to this so that y'all can open up Idea Henry and choose the kids that you want in your school. >> Anyone else? >> I move. >> Miss Bueno has some information. >> If if the board does not approve, um they could try again in

130March. Um so March is the deadline for this uh for the board to approve their targeted improvement plan. So we could put these um expectations in place from now into March and ask them to come back in March and present with the stakeholders that you would like here. >> With that being said, I'm going to motion to postpone it to the March meeting. Uh >> there's a motion on the floor, Mr. President. >> Oh, it was not seconded. Can I point of order? Point of order. Can I make another motion or >> Hold on. There's already a motion on the floor. >> I got a point of order question, sir. >> Point of order question. Can I put another motion on or do we have to vote this one first? >> We have to let

131this vote Brandon's first, then we'll move to the >> What was your motion, >> Mr. Gwyn? >> It was a motion to vote on this, but it has not been seconded. So, pause, let it die, and then regr's motion. >> There's no second. Motion dies. >> I I motion to deny this. >> Second. >> Request. >> I second. >> It has been motioned and seconded to not approve the 2025 2026 target improvement plan for idea Travis. All those in favor raise your hand. All those opposed. Motion passes. 43. I can't see but hallelujah. That was a four. I don't even know how well voted. That's great. >> So I do they come back in March now and try again or do y'all just submit it without us? I believe they need to come back in

132March and submit. And if there are stipulations the board wants, I think now would be the time to let Miss MSAS know that. Okay. Uh before we move on to the next agenda item, specifics y'all want so she can make a note of it. >> I I would I personally would like all that information I talked about earlier about why your rating system is not comparable to other your other schools. Um and then also other charters we have in district or or our our schools themselves. So and then I would like to see more data uh you know where where are these kids at um grade level specific data and then also we need to have uh you know we asked it's disrespectful for us to ask um you know the CEO to be here

133and then he doesn't show up. So um this is this is a big issue. Every one of us cares about these kids. We want y'all to succeed. Um but we got to have accountability and transparency. >> So I guess to be specific, we would like it shown the way that um our other school improvements have had shown it with um the projection and the for each grade level. What we were just presented by uh I'm looking for it. the school improvement plan. So where they show us, do we want to see grade prek through whatever grade they go through the reading and math grades, their projection? So I think that's up to the board. The partners are not required to use the board report cards like all of our other campuses are. Uh, one of

134the things that happens when we go into an 1882 partnership is we lose some of that latitude. I do think as a board you can let um idea know what you would like to see and then um they of course format that in in the way that they bring it to the table. >> They're not the only partners that present their data differently. >> Go ahead, Mr. Hodgees. I just have a recommendation that this board we come up with a punch list and get it over to the district and they can take everybody's individual items, make sure it's not redundant, come up with one formal package and then we can send them detail. I think it's a difficult task for everyone to think and and make sure they're getting everything that they would like to

135see from idea uh during the meeting. So I just think that we should my my goal would be to move on for time sake and and consistency in what we ask for and you know by the end of the week all of us get what we would like to see in a package to idea uh to the district. That's just my recommendation sir. >> Yeah. So I I mean that'd be Dr. Howard, that that's a question for Dr. I mean I I I can't get it from everybody. So >> yes, if there's uh specific things you would like them to present on, if you'll send those to us, we can u share that with idea and then they can put that presentation together. >> Thank you. >> So the the three requests that I heard

136initially were the projected accountability had we been rated using the elementary or middle school rating. The second were the additional data points and the third were to have the additional members present. But that now has shifted to you will send us a list of what you're actually requesting. So I think you can probably count on those three things and then if there are other items um and I think in fairness, could we say we would do that by the end of next week so that we could get those to them? >> Yeah, I think everybody kind of knows what they want right now. I mean, yeah, by the end of next week should be plenty of time. And I I do think I heard the board ask for, you know, what what is not comparable

137to your other schools. So what you know, you're a K1 or preK11. Uh you talked about how that affects accountability. So I think explaining that it's just the school type in the accountability manual is is what I'm referring to. Um I do have a question. Um, so accountability by grade level that that school type, but so you're not referring to like run accountability for like prek through second because that's I think what they're talking about is uh the way our other the way the campuses presented earlier is they had set a goal for every grade level based on uh prek2 a baseline at the beginning of the year where they were and where they want to be at the end of the year then with middle of year data and then in the tested grade

138levels taking last year's baseline of star and where are we towards you know what kind of progress are we making in those areas >> okay >> yes ma'am and as the as the representative for district 5 ma'am we will make sure I will make sure that I get an email over to the administration so there's a chain of custody and a written report and be clear and concise on the request of material I have that way we're all on the same page I think trying to do it off the cuff is is is not is is you know you've wasted enough time Anybody else? All right. Thank you. We'll get that over to your Dr. Howard will. Thank you. >> Thank you. >> Moving on to agenda item 10.6. Discussion of an request for approval

139for invitation for competitive bid category 2. Miss Munes, >> President W and members of the board and Dr. Howard. Tonight we request your approval for the invitation for competitive bid 260007226. This bid is crucial for securing -ate funding through the federal comm communications commission program which provides an 80% discount to category 2 for up upgrades essential to the district's network infrastructure. The total estimate for the project is 432 uh 784 thous uh 300 432 uh 784 with the 80% - discount applied. The estimated financial impact to Milan ISD will be 86,556.80. Um, at this time the committee requests your approval for IFCB 26007226 category 22 to Abacus for Aruba access points with 5-year licensing agreement services parts and supplies as presented. >> Questions? >> I move to approve as presented. >> Second. It has been

140motioned and seconded for the approval of invitation for competitive bid 26007226 category 2. All those in favor raise your hand. All opposed. 61. Motion passes. >> Thank you. Moving on to agenda item 10.7, discussion of and request for approval of a revised memorandum of understanding with communities and schools for the 2026 2027 school year. Miss her. >> Hello. Good evening. Good evening, board president Gwyn, trustees, Dr. Howard. Tonight I'm presenting an action item requesting approval of the memorandum of understanding between Midland ISD and communities and schools of the Perian Basin for the 2627 school year. The purpose of thisou is to continue providing campus-based CIS coordinators on nine designated MISD campuses to serve students identified as at risk. This partnership directly supports our goal of ensuring students graduate college career and military ready campus improvement

141strategies targeting attendance, academics and discipline and district efforts to prevent dropouts. Communities and schools has work been working with MISD students since 1998. The partnership places trained coordinators on campuses to deliver integrated student support aligned to the six core components. Supportive guidance, health and human services, parent and family engagement, enrichment activities, college and career readiness, and academic support. These services are designed to remove non-academic barriers that interfere with the students success and persistence in school. For the 2026 school year, MISD's contribution would would be $112,500 representing approximately 25% of the cost pro the total program cost. While previous years utilize federal ESSER funds, this year's funding will be sourced through local funds. This structure allows MISD to leverage substantial outside grant funding from communities and schools while maintaining targeted student support. Administration recommends approval of

142the memorandum of understanding between Midland ISD and communities and schools of the Perium Basin for the 2627 school year as presented. >> Thank you. >> Any questions? It has been motioned and seconded uh for the discussion of and possible action concerning the or I'm sorry um it has been motioned and seconded for the approval of a revised memorandum of understanding with the communities and schools for the 2026 2027 school year. All those in favor raise your hand. All those opposed. 61. Motion passes. >> Thank you. >> Moving on to agenda item 10.8, discussion of and possible action concerning contract with schoolboard attorney, presenter myself. Um, so this is something I brought up back in November. Um, after I got elected as board president, you know, biggest complaint I got about the board attorney was the

143cost associated with her. Uh, everybody in the audience knows exactly what her uh, hourly rate is, 450 an hour. We hear it a lot. Uh, so for me, I I went to Miss Blue and I told her that was a concern of this board or some of the board members, some of the community members. And uh I think I found a happy medium. We'll see here in a minute when the vote comes through. But uh I got her to do a flat rate of 125 a month, 150,000 a year. Uh it's about 30% roughly 30% um discount of what we've paid her through uh the time we hired her. So the 12 the 125 a month that covers everything outside of uh um like lawsuits I guess attorney. So trials I guess you I'd have

144to I can pull up the contract exactly. Uh it doesn't cover representation on direct lawsuits. I would like trial like going to trial. That would be a separate hourly charge that's broke down in the contract as well. Uh, I don't foresee any of us actually going to trial court, but uh, outside of that, uh, I think it helped this school board. Um, I think Miss Blue brings a wealth of knowledge on certain aspects. She's been very knowledgeable through this JJ process we're um, going through right now. I think I I can speak for myself on this. There's been times, you know, that I've been hesitant to ask her questions cuz I'm like, "Well, is that really 450 an hour charge like uh you know, over the last few months, she started breaking down who spends

145what and uh it's all it's um been readily readily available to the board on what anytime she has a charge, she breaks down what board member she was doing it for, what the total cost of it was. And I know for me there's sometimes I've been hesitant to use her. I think as a flat rate now, knowing you're not getting charged uh some would say nickel and dimed every time you use her, I think she'd be uh better asset to the board. So that's what I'm proposing right now is the contract uh contract renewal of $12,500 a month flat rate. >> Does that include any legal briefs that she write that we asked for? >> Yes, ma'am. >> Okay. Does it include her having to be here at our meetings? >> She's your attorney, Mr.

146Booker. If you want her here, tell her to be here. I would assume 125 means 125. She works for you at that point, right? Well, she works for you now. So, if you want her here now, you can uh I haven't asked her to be here personally. Uh I did inform her that she she needs to be here next Thursday for a possible special meeting we're going to have for some grievances. Be posted later on this week. uh if we're still going that route. So yes, if you would like her here, um you're more than I can tell her, y'all can tell her, whatever the board wants. I mean, >> I don't care if she attends or not really. I mean, we can discuss that sometime as a group, but >> up up to this

147point, I haven't asked her to be here just cuz she does charge by the hour and >> so yeah. So, um, I want to say it is a great reduction, more than $5,000 a month reduction, closer to 10. But, so I will use her for I I will call her for some things if it's not build individually that I would not have I have not used her because I didn't want to bill at $450 an hour before. So, um, I think a flat rate is the way to go. It saves the district. um our the expenses were um becoming way too exorbitant for the year. >> They were and that was one of the first com uh after being elected board president I had that conversation with Mr. Bishop, you know, uh that's that I

148was going to try to go this route. Didn't know if she'd be amanable to it at first, but uh brought it up to her and she said this is what most of her district she represents does or her law firm. So, um, I mean that that was my hope in this that we would actually utilize her. You know, she was deputy commissioner of TEA for a little while. I mean, she has a wealth of knowledge that I think she could be a great asset to us. I just I I saw where there's some hesitation by board members, even myself at times, not to utilize that tool because I mean, it is a lot of money, right? So, I think this would be a better uh more help to the board. Go ahead, Dr. freeze. >>

149I'd like to thank you, Dr. Dr. Gwyn. Mr. Gwyn, >> not that smart. Not make it that far. >> Dr. Gwyn, I'd like to thank you for uh negotiating this down. I think this this helps free us up. Like you said, um I really value Miss Blue. She's very, very intelligent. She's very wellconed. She's got a lot of experience in uh finance, um government, public education. and she's a big advocate for public education. She's helped me um you know kind of come to agreements with Dr. Howard over some things in the last year. It's been very helpful. Um she finds common ground. Um you know she's just really good at that. Also um um I think the community is best served when we have a strong administration which we have and a strong board which

150we have. and uh Miss Blue really helps the board um you know be she you know she's kind of brought us together at when we had our our uh whatever that that was called um yeah team of eight meeting and uh I think I think she's a huge asset and thank you thank you Mr. Gwen for renegotiating. >> Anybody else? I'm going to move that the board approve the termination the existing hour hourly billing contract with O'Hannon Dart Dimmer and Castillo and approve the replacement flat fee legal services contract effective February 17th, 2026 pursuant to board policy BDD local. >> I have a second. >> Second. It has been motioned and seconded to to approve the termination of the existing hourly billing contract with O'Hallen, Dartmouth, and Castillo and approve the replacement flat fee legal

151services contract effected February 17th, 2026 pursuant to board policy BDD local. All those in favor, raise your hand. All opposed. 61. Motion passes. Moving on to agenda item 10.9, discussion of and request for approval of Midland Independent School District to partner with Third Future Schools for South Elementary. Presenter, Miss Bueno. Welcome back. You've been at that. >> Mr. I got a quick question. Can Could you re recite what that motion was again? Did we include I I heard terminate, but I didn't hear. >> Yeah, I I'll re I can restate. It was to terminate the current contract. That's an hourly rate to go to a flat rate. >> I didn't Yeah, I didn't hear that. We were adding I didn't know if we needed another motion or not. >> Okay. All right. Thank you. >>

152Can we read it back to you? >> Um maybe for the record, can you just read it? >> Yeah. I move that the board approve the termination of the existing hourly billing contract with oh Hanland Dearraath and Castillo and approve the replacement flat fee legal services contract effected February 17th 2026 pursuant to board policy BDD local president Gwyn trustees and Dr. Howard. The following presentation will provide you with an overview of the proposed school action partnership between Midland Independent School District and Third Future Schools for South Elementary. I will present the rationale anticipated outcomes that will accelerate student achievement, strengthen instructional practices, and improve long-term campus performance aligned to the district improvement priorities. Board approval will be requested to authorize Midland ISD to establish a school action partnership with Third Future Schools for South Elementary

153beginning in the 2026 2027 school year through the 2028 2029 school year. This action aligns sorry this action aligns with the board's uh vision, mission, and student outcome goals under BQ Loco, AE Loco, and BBE Loco. School actions are whole school strategies um districts use to increase access to highquality schools, uh meet community needs, and address chronic underperformance. In Midland ISD, our mission is that all students graduate college, career, or military ready. And our vision is educating the future with excellence. Through the district strategic plan and the student experience pillar, we are committed to creating learning environments that prepare every student for meaningful opportunities beyond graduation. This proposed partnership reflects that commitment by strengthening instructional systems, expanding access to highquality learning environments, and accelerating outcomes for students at South Elementary. Accountability ratings for South Elementary

154indicate a significant need for improvement. The campus received an overall rating of an F in 2025. An F in student achievement which signifies students performing at the approaches meets and masters level. A D in school progress which measures student growth and an F and closing the gaps specific to student groups. South Elementary's accountability history reflects inconsistent academic performance and ongoing challenges in sustaining student outcomes over time. The campus received an improvement required rating from 2014 through 2017. So at this time the TEA did not um did not rate campuses A through F. Actually, it was either school improvement or met um met target. They met standard in 2018 and declined to a D rating the following year. State accountability ratings were paused from 2019 to 2022 due to COVID 19. Since ratings resumed, the campus

155earned a D in 2023, improved to a B in 2024, and declined again to an F in 2025. This pattern of fluctuation underscores the need for a strategic sustained approach to accelerate improvement and ensure long-term stability in student achievement. In addition to accountability ratings, um, South Elementary has also struggled with retaining effective staff members. The 1882 third uh, future partnership offers a comprehensive and research-based approach to improving outcomes in underperforming schools within a threeyear span. This data reflects this with Third Future Schools. Um so their program is coming in and helping turn schools around within 3 years. That is the terms of third future schools. And so you will see with Lamar um from 2015 through 2019 they were IR improvement required 2023 and F and then that summer is when we had to turn

156over to um Third Future Schools um received a B and then a C and then their last year we're anticipating um hopefully a B rating and then same thing with Sam Houston. You can see the historical accountability ratings with Sam Houston as well. And so the hope is that they will instill these practices with students within those three years wherever those students may go that fourth year. Milan ISD is committed to continuous improvement in support of our Northstar GO, our board goes, our vision and our mission, ensuring all students graduate college, career or military ready while advancing our vision in educating the future with excellence. This commitment requires a district to thoughtfully evaluate and implement strategies that strengthen student experiences and outcomes, expand access to highquality instruction, and promote long-term academic su success. South Elementary's

157recent accountability history, recent accountability and accountability history and ongoing performance challenges highlight the need for a strategic sustained approach to improvement. Given these priorities and building on the district's successful local partnership with Third Future Schools, the administration recommends moving forward with the school action partnership with Third Future Schools for South Elementary to accelerate uh progress, close the gaps for the next three years. >> Questions? >> Yes, sir. I have >> Go ahead, Mr. Bishop. >> Few questions. Yes, one I guess one of the questions uh you know one of the uh uh who was it? It was Miss Davis I guess spoke on the community input or the the community being uh being made aware uh within the last minute and we talked about uh Mr. uh Dr. Freeze spoke on transparency. So the transparency

158part that I see is from a community standpoint of letting someone know well in advance versus a week or two in advance, if you will, on the on the turnaround or or the changes that are are put before us uh tonight uh with third future schools. And then the next question I I would have uh is how much how much are we paying third future schools? Uh, that's one of the questions I have. And then, and I I stand to be corrected, I think they're also asking for a one 1% increase in the monies that's being paid for them to go from Lamar over to, uh, the South. And if I'm wrong on that, then I I stand to be corrected on that. But, uh, then the main thing I mean to me is the

159transparency piece we're speaking on from an idea standpoint versus what we're going through with with Third Future Schools about uh, South Elementary uh, parents, students, and community not being made aware well in advance and even having an opportunity to have some input on a change that's about to happen at that campus. I understand the accountability part from the grading standpoint, but that falls back on us as a district as well. What are we doing that we're trying to get better versus us handing the school over? I know that was said when we handed Lamar over that we would this wouldn't happen again, but here we are tonight having the same discussion on turning one of our schools over to Third Future Schools. Do you want me to speak on the accountability piece or you want

160to? >> Um, well, first I want to talk a little bit about the the comment about the deadline in December. So, we put out the call for quality schools according to the TEA timeline back in the fall. Um, at that time it wasn't necessarily for this purpose. Um, but this has uh come up. Um, as far as the cost, I'll let Mr. Durham speak to that. And I do want to to be clear that we're not in a situation where we're having to turn South Elementary over. We're not in a fifth year rating. Um but when you look at the historical ratings, uh we look at the fact that we're bringing Lamar back under us. A difficult campus to staff, it has been. There wasn't a principal there when I got there. Uh we were

161fortunate to recruit a principal, recruit some talent, move the campus up to a B, but then they dropped back to an F the next year. Um, in this case, we have the opportunity to take the people at Lamar right now, move them over, and then the uh staff in good standing at South Elementary, we can utilize across the district and other positions that we need them. But I'll let Mr. Dome speak to the finances. >> So, I will try to make this as simple as possible, but I wanted to to first um briefly review the differences on the percentages. And so, um, when whenever I talk about district funding, um, that would be essentially the funding that a campus would receive if they were operating under the actual, um, campus ISD model. The 1882 funds

162is the difference between if they were operating um, under charter school funding and the district funding. Um, so in a sense, the 1882 partnerships do receive full funding based off charter funding. And so to to your question, uh, Mr. Bishop, um, the past three years, um, the district's dis the holdback percentage on the district revenue portion has been 6% at Lamar. Um the first two years of the operation there was 0% um hold back on the 1882 funds. Um they did operate this under a Caperni project. And so the district um was able to keep 100% of the $182 um for the last final year, which is this year. Um that's approximately um right under $1 million um that we kept. However, the percentage over the past 3 years um is is significantly lower than

163what we have negotiated south. Um the negotiations with South um we actually started at approximately um 16.32% on the district revenue, 7.5% on the um 1882% revenue. However, after negotiations going back and forth um with their future, um we did settle on a negotiated um hold back of 8% on the district revenue and 7.5% on the 1882 revenue. Um, so I know that that's very compl complicated and worded. Um, but I can assure you that the district is actually um going to benefit more under the negotiated contract for South than it did with Lamar with the holdback percentages. In regards to the amount, um, this is going to fluctuate based off student counts. Um however um based off current assumptions it will be approximately um five um to5.5 million um that gets sent to Third

164Future. Um however that's always going to fluctuate based off student demographics. >> So you mean benefit as in we'll have less of a loss because we'll still have a loss between uh what we're providing them and >> Yes, ma'am. That's >> what they're providing us. I guess >> and they pay their teachers more. So when you figure that into the Is that correct that Third Future pays their teachers more? >> Some of them. Yeah, they have a different pay structure. >> Are they eligible for TIA? >> Nicole, Miss Gabriel's here and she may can answer. >> Are your teachers eligible for TIA money? >> Yes, they are. >> Yeah, they use the ACE model. Correct. Gabriel. >> Okay. >> Miss Gabriel, do you mind coming up here in case someone has questions for third future?

165>> So for transparency for the taxpayer that we like to say um there is a there is a loss to the district through these charter contracts. >> Yes, ma'am. That is correct. So, I'm estimating the loss um based off my current assumptions to be approximately um $434 um,000. Um however, one thing that um we've had discussions on in agenda review um is that's just on the monetary side. Um the value side um of the 1882 partnership is going to be it's going to be extremely hard for us to um staff that campus. um they bring in different models um in order to help um increase our overall student um achievement and accountability. >> So that's a another question I have. Mr. Bishop, were you done or am I okay to ask my questions? >> Well,

166I was going to ask some more about Lamar, but go ahead, Miss M. Barson. >> Are charters required to have certified teachers in core classes like um public schools are? >> No. No. >> The answer is >> I can answer that, but no. Sorry. Yeah, charter schools are not required to to have certified teachers. Okay, so I just want the public to know that that they do not have to have certified teachers like public schools do. And this isn't just for third future, it's for charters. There was something in in the contract in 12.05 05 extracurricular programming. Finding it here. It says um students enrolled at the school may join any extracurricular activity offered to district students to the same extent as other students so long as participation does not interfere with the school's schedule,

167tutorials, or other parts of the program as determined by the OP principal. Does that mean that um they can go to any school for extracurricular activities? >> PreK through six doesn't have the extracurricular activities. >> UIL A+ and robotics, >> right? They could do that if they were uh they chose to do that at their campus. >> Okay. I just want to make sure on that. Thank you. Um I didn't want us to get back in the same boat we were in before. the um is this considered an 1882 or Capernney project? Are they one and the same? >> I believe they're one and the same. 1882 partnerships are based off TEA's definition of essentially bringing a third party in um to to run a campus. Um the Capernney project I believe is specifically um

168a model that third future um utilizes. >> Okay. Um, I'm going to keep going. >> I've got two more questions. Okay. >> I'm going to request this again if we go with South and I I request it from Sam Houston as well that I I'm tired of dibbles and NWA your own little how you do it by years. I want it done where it's readable to this board who has to govern this district. And these are in district charters. They've got district kids that we are responsible for on this up here on this stage and um it needs to be presented to us the same way that the school MISD public schools present the information that it's factual and it can be traced back to um to data that everyone publicly can see. That is

169a request I have and I I don't I don't need dibbles anymore up here. Don't know what you're talking about when you're talking about the dibbles. So that that is a request I have if we do go with this. My only other statement and I will say this. I've looked at I did I ran the data for the last five years of the scores from Lamar. Um there has been some improvement last year, the last two years. It's been very incremental. I don't want to be um everyone to think that there's been this great miracle because it's been incremental as has been in all of our campuses in the public schools as well. I'm not a fond of the three-year project. I think that you get growth in one year, the first year, and then

170it shows that it it's gone down after that. We don't know what it's going to be this year. Hopeful for a bee. We're hopeful for a lot of bees, too. But hopeful doesn't make it a B. I hope that at the end of the year that it is uh for the for the students sake that it is. I don't look at Sam Houston the same way I look at Lamar. Sam Houston is a choice school. We have four choice. I mean you can idea um really our choice schools are Sam Houston Milm YWLA Sam Houston but it's also neighborhood. So Sam Houston is a different deal. It has really nothing to do with neighborhood. It's people that applied to go there. Again you can take who you want. You don't have to take everybody. So,

171I just want those out there that I'm going to go with what the district wants. If you think this is the best thing for the students at South Elementary and you're hanging your hat on it, it's a very difficult decision for me, but I'm going to go with it because y'all are the experts in education today. I'm not. But we need adults to show up. I said it to IDEA and it's the same thing at South and it's the same thing at all of our schools. Every single school, even our A campuses, we need teachers. We need adults to show up every single day. It is a hard job. It's not easy. I've been in the classroom. It takes a lot of time to be a good teacher. But we're responsible for changing lives. and

172we have to take that responsibility to heart every day that you show up in that classroom. So my hope is at South that they finish this year strong for the students because we're shaping lives that that you cannot retrieve the months lost if if not. So that's my plea to our adults for the future. Do you have anything else, Mr. Bishop? >> Go ahead, Dr. Freeze. >> I got a quick question. Uh, uh, we're going to do special ed still at, um, South. That's the plan. >> Sure. >> Okay. Um, then I got I have some some comments to make on this also. Um, I support contracting South Elementary with Third Future because we've se we have seen real local results. Sam Houston is now an A campus and it does appear to be sustained

173after being F. Um, Lamar moved from an F to a B in its first year and has lagged a little bit with a C. That kind of turnaround does come from urgency, strong leadership, and a relentless focus on instruction. We also need to be honest, South did not become an F overnight. Um it's been languishing for uh the better part of a dec decade from what we can see here and maybe maybe more. I don't know. Um and and our response hasn't matched the urgency to our students that they deserve. We have far too many students there who are more than two grade levels behind and that is simply not acceptable. Uh this this board did uh I need I want to clarify because this board did take strong action a few months ago to

174address special education across the district. um and administration has responded with concrete steps. So this that has occurred. The board took strong action. I think it was November and uh administration has followed and we had we had a short-term uh update last last month. So I want to be reiterate that again. We have taken concrete steps for special education across the district. Um but at South we we need faster and more visible improvement. At the same time, I want to say a very genuine thank you to the staff who stepped into the and those that remained in the fire this year at South Administrators, teachers, and pair professionals uh walked into and were in a very difficult situation and ser served the kids with professionalism, grit, and heart. Speaking as both a board member and

175a community member, I want you to know your work has been seen and is deeply appreciated. This vote is about changing outcomes, not just changing the contracts. Um, we can and should be proud of South, but our goalposts have to be excellent academic outcomes. I'm going to stay personally restless, push for real results, and keep demanding urgency until all those outcomes change all across uh our district. >> Anyone else? Now for me, um, you know, when this first came up, I met with Miss Bueno, Dr. Howard, and Miss Mlan. She's over there hiding. Uh, I think we had a very good probably hourlong conversation on it. And, um, you know, I think we we talk about when we charter schools or partner with the school, we talk about the cost. So, Mr. Tucker, while you're

176there, I would like to ask you a financial question. What's the impact the monetary impact to the taxpayers when we have 13 years of students not meeting grade level? What what's the financial impact to the taxpayers in long term? >> I don't know exactly long term, but I know that >> I don't either and I really don't want to find out. That's why I want to get this school turned around, right? So, uh I think there's a time and a place to talk about money. Uh but when we when we have the data showing and this and this is what I told Dr. Howard and Miss Bueno and this didn't happen yesterday. It didn't happen last year. It didn't happen three years ago. I mean you can go back and this school has systematically struggled

177academically for a long time. And when I look at you know there there's speculation out there that I just love charter schools and I love this and I'll say the same thing I said in that office. This is a tool in the toolbox for us. You know, when I have a a principal supervisor that's throwing every resource she has at a campus and still struggles to retain as a board member sitting up here, I have to look at the tools we have available to us. And this is one of them. And I I'm going to stand behind this decision I make tonight. And I hope uh Third Future proves us proves that we did the right thing and you know, next year after that. So, Mr. Booker. Yeah, I do have one question. Um, by

178looking at these at the data, Miss Bueno, how do they go from a B the first year and then drop to a C for the next two years? >> So, I I will say it it's really easy to move from an F um to a B-rated um campus based on growth. So if you look at the accountability um uh system, you can bank on growth and you would get an overall B. Now moving down to a C still means that the achievement is there and as year three comes about it. It gets harder is what I'm stating. It's easy to jump from an F to B. I can do that all day long. Sustaining that B or that C is harder because you can no longer bank on growth. Now you need student achievement to

179factor in. So that is what you're seeing with Lamar. They did jump based on growth. They dropped to a C, but that's based on increasing student achievement. And then this year, same thing. If they move back up to a B, it's not as easy as it was from an F to a B to a C to a B. If that makes any sense. >> Yeah, it does a little bit. Um, yeah. I mean, that's all I the question I have. I'm just I don't I just get confused when it when you go from a B to a C. But I guess you explain it explain it good. So when they So with Sam or South if they go to a B then a C and then a C and then give us back the school

180at a C. Is that probably what's going to happen? >> Right. So we are hoping this year that we can grow into a C rated campus at South. But I will tell you um we do have um some key some key staff members there. Two from my team. Um I'll be honest, Mr. Booker. Um so um my RTI MTSS coordinator, we've housed her at South and my school improvement coordinator, Dr. Brown, as well is there teaching fifth grade reading at South because we had staff members that either resigned or didn't return at Christmas, so on and so forth, right? And so we're trying to give them um highquality staff members, but no, it's also taken from my school improvement team to try to well not try to ensure that students are receiving the education that

181they should be. >> So you said are those two people going to stay at South or they just under third future or they >> No, they will come back to the district job. >> Okay. So like Miss Brown, she's Dr. Brown, she's good, right? She's going to go back to bunch, >> right? >> Yeah. So we get back. Cool. Yeah. Yes. Yes. >> President Gwen, >> go ahead. Mr. Hodgees, >> I've got a question for Miss Bueno. A few real quick. Okay. >> Miss Bueno, I can't see y'all. So, I'm just So, Miss Bueno, my question would be on the jumping around. So, on the domains, we have student achievement, closing the gaps, and overall growth. So, what is MISD as a district currently? Our district rating from TEA, >> our overall rating is a

182D. A 72. >> A C. >> Sorry. Sorry, >> Mr. Hodgees. It's a C. I said D. Really confident. I meant a C. We are a C. >> For the record, >> a few years a few years ago, we were a B. Correct. And we did milk and cookie parties and everybody celebrated being a B. Correct. >> I'm sorry, I did not hear your question. So a few years ago the entire district was a B district. >> Correct. The whole state was more or less Mr. Hodgees due to the accountability system. So to be consistent, the reason for the milk and cookie parties, the celebrations had to do with closing the gaps in growth and it was not sustainable because teaching a whole child in the achievement domain is very difficult to sustain when the

183system is big. So we're we see from Fs to C's, C's to B's, back down to a C. And as that closing the gap shrinks and as growth increases, then we're able to start chipping away on the whole child's knowledge base in domain one, which is where we're really cooking with gasoline, but it's very difficult to do. Correct. >> Correct. >> Okay. And when we have a significant percentage of students that, as Dr. Freeze mentioned earlier are two years behind. That gives a lot of runway to shrink those categories in closing the gaps and growth. Correct. >> Correct. >> Okay. And if we took out all of the charter schools, in district charter schools that we currently had within our umbrella, what would our rating be then as districtwide if we took out Young Women's

184Leadership Academy and Carver? >> Um, I will have to run those numbers for you. Um, what I will say, Mr. is that every campus weighs different on the accountability system. It is based on their student enrollment. So the higher the student enrollment, the more you weigh on the overall district's accountability >> is the volume. Yes, ma'am. So this I going back to President Gwyn's statement, this is a tool in the toolbox. you as a professional are recommending this has a benefit that surpasses and offsets the fiscal $410,000 which the money coming from the state it's all of our money no matter where you get it from so this is going to have a benefit and the district is behind making this decision in this certain set of circumstances correct >> correct and the benefit u

185Mr. Hodgeges um is for our students, right? So, it's about the students at South and ensuring they are receiving um the tools that they need for their toolbox to um one day contribute to our society >> to read, write, and do basic computation at grade level. I appreciate it. That's all I have. I move >> Thank you. >> So, uh we got a motion. Do I have a second? Then I'll let you. >> It's been motioned. Do I have It's been motioned to approve. Do I have a second? >> I I second, but I think we should have discussion. >> We are discussion. All right. I >> put the motion. Go ahead, Miss Berles. >> I guess with um what Mr. Hajes just said is kind of where I'm getting to with the Capernie project.

186It's a three-year project. So you get all the big wins in those three years and then we get them back where you've got to do um the big heavy lift. I do want to clarify that the Lamar project was a Capernie project. This is not a Capernney project. This is a three-year contract. So the Capernie project, the way that operates this school year in the last year of Lamar, the district actually retained all of the 1882 funds. Um because that the Capernie project is about a three-year and then coming back to the district. This is a three-year contract because that's what we typically recommend. Um but it is not a Capernie project. So we'll vote on it again in three years whether to extend it. That's correct. Not just like all of >> basically the

187same thing just without the we won't get we won't keep the um >> the funding >> third year of funding. >> Yes, that's correct. >> Question I have. So there they get to they get the funding which I I understand that but they also asked for a 1% increase in the monies that they were Mr. Bishop, I'm I'm not totally following the 1%. Um I can tell you this, the the district holdback percentage is actually increasing. And so MISD is going to be um holding back more money um based on the South contract than they are at the Lamar contract, excluding obviously the third year because of 100% of the 1882 revenue. And then also because of the finances fluctuate from year to year, the way that we've worked this into the contract and they

188are amanable to it is we would renegotiate that each year, but it could not go below the floor of that um original percent. I have one more question. Do we anticipate all students attending South that are attending South now or um >> I believe it's >> the way that the contract is written is that is their school and so they have the opportunity to attend there. Of course, if a a family chooses not to, then they would enter the transfer process like any other students, you know, in a in a partner like that. Um the other thing that we expect may happen depending on um the next item is some of the families that are at Lamar right now and like the south model which there are some there because they talked to us about

189that was that last week. Uh we do expect there may be some students that choose to go from Lamar to South or from Lamar to Sam Houston. >> One more thing for the record, there was a meeting with the South parents though, correct? >> Yes. Yes. We met with the staff and we met with the parents and the parents who couldn't be there received the notification in writing. >> Anyone else? It has been motioned and seconded for the approval of Midland Independent School District to partner with Third Future Schools for South Elementary. All those in favor, raise your hand. All those opposed. 61 motion passes. Moving on to agenda item uh 10.10, discussion of and consider possible action regarding campus repurpose plan. This one has a uh three different uh part A, B, and C.

190Uh so discussion of and cons consider possible action regarding campus repurpose plan A. Discussion of and request for approval to close the Lamar campus and repurpose it to the districtwide Midland Alternative Program campus. B discussion of and request for approval to sell the district property located at 21101 West Missouri Avenue. and uh see discussion of and request for approval of boundary adjustments for the 26 27th school year. I guess we'll probably motion and vote on these one at a time, I'm assuming. >> Yes, that's correct. >> Okay, go ahead, Mr. Studio. >> So, President Gwyn, members of the board, and Dr. Howard, the purpose of tonight's item is to align our facilities, programs, and attendance zones with current enrollment trends. This item does require board action and includes three separate motions. Uh while each motion

191stands on its own, together they represent a coordinated and strategic approach to district planning. Each year, as Dr. Dr. Howard mentioned earlier, each year at this time of year, the past three years, the district has conducted a comprehensive review of enrollment trends, attendance zones, uh, campus campus utilization, and we've taken action annually based on those findings. These recommendations before you tonight are the result of multiple considerations which include the conclusion of third future at Lamar, current current and projected enrollment data, the proximity of nearby elementary schools within the area of the city, campus capacity and financial impact. The first consideration I want to talk about is the partnership ending with third future. Three years ago in ministry project as mentioned earlier the third future to improve uh to partner with third future to improve academic

192performance. At that time Lamar was facing a fifth year uh improvement required or F uh status. Uh the partnership was intentionally structured for a three-year agreement which was reflected in the financials. As that term comes to an end, it represents it presents an opportunity for the district to evaluate uh the attendant the Lamar attendance zones and camp campus utilization. The second consideration is the enrollment data. If you recall on October 23rd during the budget presentation, I shared a historical enrollment projections with you. This year was the first time the district's actual enrollment fell below the projected enrollment and also enro enrollment continues to decline. For se from September 5th to January 6, the enrollment declined by 445 students. As of yesterday, February 16th, we've lost 448 students. And what is alarming about that number is

193that 70% of those students of that 548 are elementary students. Typically we see a decline at the high high school level, but at the elementary level we see a a a steady enrollment number. But we've lost out of that, again, I'm going to repeat that number. Out of the 548 students that we've lost this year from September 5th, 70% are elementary students. So, I do want to provide some context around that. Uh, a decline of of between 400 and 500 students is equival equivalent to losing an entire school's worth of enrollment. Uh, we have four elementary schools operating with less than 500 students. And looking ahead at 2028 uh when the new high schools open, grade reconfig re grade reconfiguration will occur, which means the sixth graders will be moved up uh to middle school,

194making space at the elementary schools. And based on our demographic study, the 10-year forecast by campus, 11 of our elementary campuses are projected to fall below 500. A key point I want to make, if we wait to do this, we might have to close multiple schools in one year, which you are seeing across the state. The third point here, the third key, the third consideration is proximity location. There are three elementary schools within a mile and a half of Lamar, Bonham, Bernett, and Jay Long Elementary. All three schools have the capacity to absorb students from Lamar attendance zone. I'll go into more of details uh when I go uh through the attendance zone changes uh based on the proximity location and then the fourth consideration is the utilization of campus space effectively. So, uh, a

195top priority for the last 3 years is for us has been to utilize our campuses efficiently and effectively. Um, which is either reszoning students out of overcapacity schools or reszoning students into underutilized schools while keeping high growth areas into consideration. Specifically at Lamar, enrollment had been declining until a zoned adjustment was implemented in December of 23 24 school year. Lamar's enrollment dropped in the 300s prior to us reszoning uh an area of South County uh area into the campus attendance area. Additionally, when the current with here's a key point I want to also make. So, additionally within the current Lamar neighborhood and attendance zone in the neighborhood in that attendance zone 51% of the students uh are enrolled at Lamar. So that is an indication that school is no longer serving as a neighborhood school.

196At this time I will pass it on to Mr. Durham to discuss the financial considerations. Trustees, as Mr. Sado mentioned, with the partnership ending at the end of this year, um the district took this opportunity to review campus efficiencies and student needs, not just for the short term, but for the long term. Um as you can see um there is a chart in front of you. Um we'll go through each column um as there were multiple variables um going into the overall financial impact of looking at the complexities of um consolidating Lamar moving map campus over. Um so the first one we'll review is the map campus. the estimated savings from um re um purposing um the Lamar campus um to MAP and closing down the MAP campus. Um that equates to approximately $300,000 in

197annual savings um based on the current year's budget. Um one other thing um that's right under that um is the estimated sale of um the location. Um, we did until the I guess it was Friday, um, have this as $1.3 million. This is based on the CAD's um, market value assumption. Um, however, we recently received a appraisal for $4.45 million um, for that location. Um, while that is not an annualized savings, that is a one-time influx of revenue um, coming into the district um, that will help us um, offset other costs. Um and so the total annual savings um from closing down the map campus um is right at $300,000. If we were to bring Lamar campus back inhouse and operate that campus based off the current student demographics, it would have an overall cost

198of approximately um $3.6 million. However, if we were to consolidate the current Lamar campus um move those students um that are currently attending to um close um schools, um that cost is only $835,000. And so whenever you take into consideration the annualized savings from MAP and the cost from the consolidation, it equates to a net cost of $500,000. With that being said, that does not take into consideration the additional revenue um that will be coming to the district following those kids because it's going from an 1882 back to MISD. Um so I just wanted to make sure that was that was clear. Um a few other points as well is you can see at the very bottom um there's a section labeled bond funds. Um we currently have budgeted 380,000 um in bond funds at

199MAP and then 7.2 million um at Lamar. we have not um fully obligated these funds and so right now is a good time um to make that determination of what do we spend those um dollars on if we do decide to consolidate um Lamar and move those students outwards and then move map over to Lamar. Um what construction needs to be addressed there? Um, and I do not know this um for a fact, but I do um anticipate it being less than $7 million. And so this is this is a good time to take all these considerations um in into um consideration um whenever making these decisions. And at this time, I will pass it over to Mr. City. And I do want to be clear at this point uh when we first started because

200this process starts with looking at demographic studies, enrollment projections, um quality seats analysis and school actions. And so before we even ran the numbers, um this discussion happened and then of course what seems to be a good idea I have to ask does it make sense from a financial perspective? And so that's when Tucker came into play. uh because these recommendations came forward um not from a financial perspective at that time but of course before I could bring a recommendation to you I needed to know what know what those implications are on the financial side. >> Thank you Dr. Howard. Uh moving on to the proposed boundary changes. Um so with the closure of Lamar as a neighborhood school and its repurposing the attendance boundaries currently zoned to Lamar will need to be adjusted. uh

201the following recommendation uh the following recommendations are are are the here's the changes. So if you look at this map this image here you see Lamar in the purple uh that is currently zoned to Lamar Elementary. This image right here the blue outline in the center of that image is Lamar with the three areas that are this the that zone is now going to. So if you look up on the top side, the the the top end of that square essentially, um that is now going the bottom. So um that location is south of Louisiana, north of Illinois, east of Midkiff, and west of Andrews Highway. That would now be zoned to Bonham Elementary, which is again less than one and a half miles away uh from Lamar. The next part, the next uh uh

202move that we're making or recommending to make is south of Illinois, north of Wall Street, east of Andrews, and west of Midkiff. That little triangle actually have the There we go. Sorry about that. A little triangle. That zone will now be moved to B to uh Long Elementary. And then the third section which is south of Front or south of Wall Street uh east of east of uh Garfield, north of Front Street um is now it will be zoned to Bernett Elementary. And all three of these campuses have the capacity to accept more students. The next section that is zoned to uh Lamar. So the south county area um this this area was moved to Lamar back when the enrollment uh uh dropped in the 300s. Um this zone was uh moved from Bunch to

203Lamar couple years ago. Now we're moving it uh to Desavala. uh which uh you you may ask transportation uh it is a little bit it's about 2 to 10 minutes longer from Lamar from this area to Lamar than than Desabala. So with the closure of Lamar as a neighborhood school, the administration is requesting approval to repurpose the campus as MAP Mill alternative placement campus that would serve the both elementary and secondary DAP students, a district-wide DAP. The repurposing allows the district to more effectively consolidate alternative education services in a centralized location designed to support district uh and student needs. At this time, I request your approval to close the Lamar campus and repurpose it to the district-wide Milan alternative program campus. This is where I request your recommendation. >> We have Go ahead, Mr. Bishop.

204>> Yes. I guess the question I have is uh one of the questions is so we close that campus and everybody or or that those students are going to be distributed out to three different possible campuses if you will, >> four different campuses, excuse me. So whose responsibility or what what is third future going to be moving from Lamar to South? Are they moving any equipment? Are they moving what what are they moving? >> So they're moving furniture and they're moving their technology from Lamar to South. That was part of the financials. Um Dr. Hower can speak. >> Yes, I can speak to that too and Mr. Durham. So the way that the agreement was written with Lamar and at the end of any project like that within 1882 any of the funds any of

205the items that were purchased remain property of the district. um in negotiating the contract for South, one of the ways we were able to make that um a better financial structure for the district is to allow them to take their furniture equipment from Lamar to South and not have to buy new equipment because we weren't going to be using that the same way at at Lamar Elementary. >> So now I guess the second question may be because of of the location of each one of the schools. So why didn't we just choose Lamar to move the south cage to and then use the the south building for the for the map and for the uh for that purpose. >> Yeah. So proximating uh to to Lamar. So in so uh we lo we have lost

206multiple schools on the south and southeast side of town. We lost um the uh we w lost Washington Elementary to Young Women's which is a secondary school. Um that neighborhood also lost uh Crockett Elementary. It's now zoned to the northeast side of town. Um so when I was looking at all the boundaries, all the areas um uh southwest of the city, this area where we have a cluster of schools made the most sense. So in the 50s when these schools were built, all three of these schools, four of these schools were built in the 50s. A neighborhood would be built, a school would be built. And so, um, we don't have this same proximity on the south or the east side of town, uh, with elementary schools. >> Miss Berles, >> I have a question

207on transportation. Um, will there be what is the transportation going to be for these students? Is it going to be parents or >> So, transportation will be provided. um each um uh from Lamar to Bonum to Lamar to Long and Bernett will be about two to three buses. Uh we do have an application or when we do registration, we ask parents to apply for transportation. Um so as of right now, we would not know the exact numbers, but we're looking at about two bus routes from Lamar to each of those schools >> if it meets the requirements for required transportation. if it does, but it it it it does require because that Thomasson, excuse me, uh Midkiff and Illinois are considered multi-hazard roads. So, >> right. >> So, um I guess I kind of have

208a problem with um busing to and from Lamar if it's going to be the DA the map. Is that going to be a problem or >> we don't provide transportation for our students assigned a map unless they're served through special education? >> Right. But I mean, are we talking about these students meeting at Lamar to go to the other campuses? >> Oh, no. No. >> So, we're going to have neighborhood type pickup somehow, >> right? Yes. >> Similar to Lonear Trails, uh 349 is considered a hazardous road. So we pick up in that neighborhood in a location and the lone start identify a location in that area. >> Um so >> thank you. >> Anyone else? >> Go ahead, Dr. Freeze. >> So I got a couple questions and then some comments. This is in

209my district, so I've kind of explored it closely. Um the the Lamar school is in my district. Um, so the police facility we were we were previously talking about um building one with leftover bond funds. Do we remember how much that was projected to cost? >> Don't I would ask RJ's not here that >> I believe it was around 6 million. >> All right. So moving moving the the police central station to Lamar would probably save us somewhere between five and 6 million. Is that reasonable assumption too? >> Yes sir, that is correct. And then also as I showed um on the screen earlier um there's approximately $7.2 million currently allocated to Lamar. Um I don't know exactly um what needs are going to be um needed to to address the facilitation of um separating

210out and the elementary. Um however, I can assure you that moving um both the police department and DAP to one location um will be a financial savings. >> Right. Okay. Good. All right. Well, um I've I've kind of gone around to these schools and uh talked to the the principles that in the last few days that who are taking them and um so I I do support changing Lamar to a DAP because it it helps us serve students better and I think it runs the district more responsibly at the same time. Um we're consolidating services for for DAP. Um this should help staffing, logistics, and instructional resources. Um and then also, you know, hopefully I would really like us to maybe have a reset on everything and see see ways that we can improve um

211intervening for these kids. Um giving them good academic and behavior support and uh trying to work with them on thinking and decision-m. So, um I also think it's a fiscally responsible path. Um you did a really good job of explaining that. um selling the map campus which is appraised at almost $4.5 million and losing the operational cost is going to help the ba balance sheet and our budget challenges um and our our entire operational footprint and it's a very smart strategic uh way thing to do at this time I think. Um so I also kind of would like to take the opportunity to talk to students and families in the Lamar neighborhood that is my district. Um, I've taken the time to speak directly with Miss Barza at Bernett, Mr. Kova Rubius at Jane Long,

212Miss Edwards at Bonham, and Mr. Dwarte at Deavala about receiving these um students, and they are all 100% bought in and excited um to get these kids. Um I and I have great confidence in these principles. I think all four of these schools are really on the uh upswing. I hope these principles stay for a long time. um because they're doing a fab fantastic job and um and also you know if the if the families want to stay with third future Sam Houston's an A-rated campus it's in its fourth year I think it's fourth year so it has shown sustained you know we talk about >> sixth or seventh year >> sixth seventh year so you know we're maintaining an A here and maybe there are some demographic and differences and it is kind of

213a a selection bias when the when the parent does choose I I completely agree with Miss Burles on that point. Um there is selection bias when the the parents make the effort to choose to put their kid there. Um it's going to be a little bit different population. How much how much effect that is, I don't know, but they're running a really good uh really good program and I think they can do the same thing at South and and so if if uh if your child is in Lamar school right now and you want to continue that, you got good options. And like we we said, all these schools are three within 1.5 miles of Lamar. That's I mean that's not very far to get to to your elementary school. Um for the the vast

214majority of these kids uh with you know without you know the ones that are traveling a long ways anyway. There are some that were doing that in the very south part of town. Um so you know with the density of schools and then also you know the sixth graders moving to middle school in two two little just over two years um that's going to really create lots of uh vacancies in these buildings itself especially when our enrollment right now we're well below projections we're going to lose our sixth graders so we may have to uh you know I'm the board may have to close another school in two to three years if if our our projections stay low and we move all these kids up. So, um because of the density of schools, I think

215it's it's a a really smart plan. I applaud administration uh for doing it and um I I will support it. So, >> anyone else? I guess another question in closing on uh on the uh the map facility as far as selling that. Now, as far as selling that facility, uh there's options, I guess. If if another entity wanted to buy that, then they could, but if a charter chose to purchase it, do they get first dibs on that or is that >> charter schools have first right of refusal? Correct. >> Yes, sir. Um there's a state law that requires up any requires us anytime a school district puts up a school for sale that we provide a charter schools that's in the community the first right of refusal to purchase it. uh we would give

216them a timeline of as to when we need to hear back from them and then once um that that deadline is met we can put it up for >> but I guess if another entity decides to buy it then the charter school has to match what they offered to be able to get the facilities at a fair statement or no >> right we do not have to sell it to a charter school um at a price below um market value or if there's another offer that has a better value >> okay >> they have the opportunity to come back with that offer. >> Is that correct, Tucker? >> Yes, sir. And that is correct. And then let's say, for example, um the market value is $4.4 million. They come in, lowball us, um and and

217say, I want to buy it for $3 million. Um we can then deny that, turn around, put that um RFP out um to the open market and then um go through the RFP process that way. Have we have we explored every option for West Elementary before? Well, West it's not elementary anymore. It's always be West Elementary to me, I guess. Um, have we explored every op every other option that we could use West for before we get rid of one of the oldest campuses in the city of Midland? And um we're looking at uh places that need other spaces in the district. I I would say yes. Um uh that loc that campus the functional capacity is 288 students. It's has limited space. The classrooms are small. Uh the layout is small. It's not efficient

218to run a full campus, an administrative team, uh a staff, a faculty. I mean it's not efficient. And so, um, I feel like we have, um, we've talked in three years from at this point, we've talked about what to do with that campus and explored ideas and it's just it's not efficient at to run any campus. Elementary's really need to be around 7 to 800 students. >> So, it wouldn't be good for Encore. I mean, you couldn't remodel that for Encore into a kitchen area. You already have a kitchen, you know? I mean, >> yeah, we actually looked at that. Um it's actually quite a bit larger than an encore building would be. Um and then when you go in to renovate a building of that age, it's very expensive to renovate compared to new

219construction because of the and I wish Park Hill was still here, but they talk about this um you know the the way that that building was built and um the square footage. We actually talked about that with them and that square footage is significantly larger than the proposed Encore facility uh which we plan to bring back to the board in March. Okay. And um so I guess you're saying taking out walls in that school is not really a possibility because of the way it was built. >> It's a possibility. It's very expensive. >> Anyone else? >> I did want to add something on that. So um what Dr. Howard is referring to is whenever you start um messing with structure then you have to bring everything up to code. Um that would be fire pl

220or um fire suppressant systems um electrical HVAC and everything. And that's that's where the costs really start accumulating is you have to bring everything up to code um based off the the city >> and especially the ADA requirements that would be there for um an encore. >> Right. I I just wanted that that answered because um I know there's other things that you know we don't have spaces for um professional development and things like that that we go to Midland College for and we go to everywhere else for I mean there's no way it could be used talked about that with professional development. Um, again, the cafeteria is small and so it's not a space that could easily be converted into a room large enough that we wouldn't still have to rent facilities. Uh, there

221are some spaces at um the current uh legacy high school that once story middle school is in place um newer construction could be considered for more professional learning space. There's no more questions. is we'll just do each one of these individually. There's three motions. Uh so we'll start with 10.10 A. Uh discussion of and request for approval to close the Lamar campus and repurpose it to the districtwide Midland Alternative Program campus. Do I have a motion on that one? >> A move to approve. >> It has been motioned and seconded for the It has been motioned and seconded to approve the closure of Lamar Elementary School as a neighborhood campus and authorize its repurposing as the district-wide middle and alternative placement program campus effective at the conclusion of the 2526 school year as presented by

222administration. All those in favor raise your hand. It's unanimous motion passes. So we'll go to 10.10B 10B, the discussion of and request for approval to sell the district property located at 21101 West Missouri Avenue. Do I have a motion for that? >> Motion to approve. >> It's been second. >> It has been motioned and seconded to approve the resolution authorizing initiation of the sale of district-owned property located at 21101 West Missouri Avenue. All those in favor, raise your hand. All those opposed. 61. Motion passes. Uh 10.10 C discussion of and request for approval of boundary adjustments for the 202627 school year. Do I have a motion? It's been motioned. >> Motion to approve as written. and motion and seconded to approve the proposal attendance boundary adjustments effective for the 2026 2027 school year as presented

223by administration. All those in favor raise your hand. >> Unanimous motion. >> Hey, for the record for the record, I think uh Hernandez motion that he should have second. >> Yes. >> Okay, you got that, Miss Martin. Thank you. Moving on to agenda item 11. Close session in accordance with government code section 5510001. I don't have anything for close session. The district doesn't have anything. Um so not going into close section. Um agenda item 12. No action arose from close session. 13 information items. Um board committee monthly reports. reportable purchases over 50,000, donations over 5,000, less than 20,000, and human capital monthly reports. Agenda item 14, adjourn. Do I have a motion to adjurnn? >> I'll move to adjourn. >> It has been motioned and seconded to adjurnn. All those in favor, raise your hand.

224Unanimous. The meeting is what time? The time is now 9:18 on February 17th and this meeting of the independent MISD independent school district is adjourned. Tell me what I say.