001Yes, it is. social. Good evening. The time is now 5:30 p.m. on January 22nd. I now call to order this regular meeting of the Midland Independent School District Board of Trustees. Uh, everyone's present. Verifa verification of compliance with the open meetings law. This meeting has been posted in compliance with the Texas Open Meetings Act and I certify that the provisions of Texas Government Code Chapter 551.001 have been met. We'll now have a mo moment of silence followed by the pledges to the Texas and American flag led by Vernon Elementary. Uh if y'all would come down and get ready if we'd all please stand. Good evening, President Gwen, members of the board, and Dr. Howard. My name is Mrs. Torres Pereago, and I am the assistant principal at Bernett Elementary. The mission of Midland ISD is
002that all students will graduate college, career, or military ready. In MISD, we work toward that mission every day. This evening, I am pleased to introduce two of our Bernett scholars to lead us in our pledge. I have Harriet Vosquez Amaya. She is a fifth grader and the daughter of Yosti Amaya and Adrienne Vosquez. She loves reading and learned English by reading books. A fun fact about Harriet is that she hopes to become a reading teacher and a mom when she grows up because she enjoys working with children and taking care of others. I also have here Lette Rodriguez. She is a fifth grade student and the daughter of Maria Garza Gonzalez and Ricardo Rodriguez. She loves math because it is fun and easy for her and her favorite hobby is ballet flotical dancing. After graduating,
003let hopes to attend Midland College and become a math teacher. Together we are educating the future with excellence. At this time, our students will lead us in the pledges. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Honor the Texas flag. I pledge allegiance to the three Texas, one state under God, one and indivisible. Moving on to agenda. Agenda item five, school board appreciation month. Present presented by students from the MHS and LHS uh student council. Welcome. >> Hello school board. My name is Reagan Sockwell and I'm the president of the Midland High student council. I am honored to be here with you today on behalf of the students of Midland High. As
004students, we may not always see the meetings, the budgets, and the long discussions that happen behind the scenes, but we feel the results every day in our classrooms, on our stages, and on our fields. Because of the school board's decisions, we have opportunities to learn, to explore our interests, and to prepare ourselves for the future. Being a part of the school board means not only supporting students but the community as a whole. Our school board has achieved remarkable milestones. One of the most significant accomplishments as of November 7th, 2023 was the bond that was passed. This bond will bring two new high school campuses to Midland and a brand new elementary school to our district. But more importantly, this bond will enhance the security and safety across all campuses within MISC. These new schools will
005effectively bridge the gap between all high schools including [snorts] the grades 12 9 through 12. In the past, freshman students were housed on separate campuses which created a division and made it challenging for them to transition to the senior high schools. This bond is crucial because it fosters stronger connections among students and contributes to the overall improvements of our schools by unifying our student body. During the school board's time, the students of MISD have contributed greatly to the growth of our schools. Participation in fine arts has increased by 20% with over 6,000 students joining an extracurricular related to the arts. Midland High is full of students eager to learn outside of the core classes. We have a multitude of different clubs, including a culture club, robotics club, and so many more. Students are always looking
006for a way to be active in our community. Organizations such as the National Honor Society and Students in Philanthropy offer many different opportunities for students to volunteer throughout the community. Programs like these would not exist in our district without the support from our school board and their efforts to make MISC the best it can be. School board, we are grateful for your positive contributions to MISC. The student body relies heavily on you and your decisions so we can be successful going forward in our lives. Thank you. Good evening, teachers, parents, and stakeholders. My name is Julie Van Husen, and I am the vice president of Legacy High School student council. I am very honored to have been chosen to speak tonight and to express my appreciation on behalf of the MISD school board. Unfortunately, our
007student council president was unable to attend this evening, so I am honored to speak on behalf of our entire council. I would likely I would like to sincerely thank the school board for the dedication, time, and effort you put into the well-being of our schools. While we may not always see the work you do behind the scenes, we feel the impact every day through the improvements, opportunities, and support provided to our campuses. Your commitment to the construction, growth, and improvement of our schools has not gone unnoticed. As a small token of gratitude, the members of Legacy High School Student Council have signed appreciation cards for each of you to thank you personally. We know these decisions are not always easy, and we truly appreciate the care you show in laying strong foundations and investing in
008our education and our future. Thank you for prioritizing students and always keeping our welfare at the center of your work. Thank you all and have a great evening. Thank you ladies. Moving on to agenda item six, public forum. We have four speakers tonight. I want to remind the speakers that the board will listen to comments but will not engage in dialogue or take action on items not posted on the agenda. Comments are limited to three minutes allowed under board policies. First be Miss Berles's going to call the names. >> First is Matt Glendo >> and second will be Sarah Collins. >> Good evening. Uh my name is Matt Galindo. I'm with uh Representative P's PTA and we're here just to give you update on PTA and our initiatives. This is Marty Gindo, Kesha Henry, and
009we have um several others that weren't able to make it here, but this is part of our board and folks that have worked day in and day out uh to fulfill the mission. And that mission is uh Texas PTA is to make every child's uh potential a reality by engaging, empowering families, communities, and advocating for all children. Um the objectives there are to support in the well-being of children in home and in school in the community. Promote strong healthy home environment. Back laws and programs that improve education healthy safe health safety and welfare of kids. Um encourage teamwork with families and educators and making sure that the physical, mental, and emotional, spiritual needs are met as well as ensure tax dollars uh for public education are used wisely and responsible. Um, one of the things
010that we wanted to do is highlight some of the work that the Peace PTA has done. Uh, over the last year and a half, I've had the pleasure of uh, and the honor of uh, serving as the PTA uh, uh, president. And in the last year and a half, we've initiated the Ben Carson Reading Room Playground Improvements. Uh, received a grant to purchase books for the vending book machines, giving each uh, student opportunity of taking home a book of their very own. uh took uh purchased and paid for the cafeteria window tint, improving the aesthetics of the building while adding a sec security measure to make sure that folks can see out but they can't see in. uh and adding a great house to the courtyard. Programs that we brought to life were all pro
011dads, giving fathers the opportunity to come and have uh dinner with their students and uh go over characteristic traits that build uh just strong uh children into very responsible adults. The student advisory committee through the PTA members given the given opportunity to be uh have part of decision-making. So we meet with those students and they decide over some very important topics like what snacks we sell during um snack sales. Um but one of my favorite ones is a tiger care closet. We provide um school supplies. That room is stocked with school supplies to ensure that every child has the tools and resources they need to be successful. Uh and that's open to them at any time as well as uniforms. Uh in case there's an accident or anything, they don't have to go home. They
012can stay there. Um the other thing that we have is donuts with grown-ups. that's coming up and I wanted to invite you all on January 27th at 7 a.m. at PS uh is opportunity for you to go and just engage with the families. Uh but one of the things that we want to just let you know is that we're here uh to support the PS and peace students. We have an incredible uh school community that is strong and has shown us the support not only for our staff and our teachers but also the PTA and the PTA's work. Um quickly the the LA one of our goals this year is to purchase 30 new computers for our computer lab. Um there's a total of 60 that are needed, but our goal is to purchase 30
013of them. And uh we so far have raised enough to Sarah Collins Good evening, President Gwyn, trustees and Dr. Howard. My name is Sarah Collins and I'm the president of the Milling Council of PTAs. I would like to recognize January as schoolboard appreciation month. I have gotten to meet with several of you over the last couple of months and I genuinely appreciate the time and consideration you put into all the decisions you make for Midland ISD. Thank you for your service, your leadership, and your hours dedicate uh to ensure the success and wellbeing of our students. Your decisions shape our schools, and I appreciate your commitment to public education in MISD. I would also like to recognize the incredible partnership between our the district, our campuses, and our families, and the powerful role that PTA
014plays in supporting that work. Across our district, PTA volunteers are showing up in meaningful ways every day. They are encouraging students, supporting teachers, organizing family events, filling campus needs, and quietly filling gaps um wherever help is needed. This year alone, our PTAs have collectively reached 7,217 members districtwide, putting us within our um 7,500 member goal. That number represents parents, staff members, students, grandparents, and community partners who believe in our schools and are willing to support however they can. But PTA is more than a number. It's a familiar face at a school event. The extra snacks for teachers during testing weeks, the purchasing of new playground equipment, the family nights that help the parent and the student feel connected to their schools. PTA help PTA's help build trust, strengthen communication, and create a sense of belonging.
015I want to say thank you to the board and district leadership for your continued support of our PTA's and parent involvement. Your encouragement and collaboration make a difference and allow our PTAs to align their work with district goals while still meeting the unique needs of each campus. As we move into the spring semester, MCPTA remains committed to supporting supporting the 38 U MISD campuses we serve, strengthening PTA leadership, and continuing to grow membership. so every family feels they have a voice. We are proud to stand alongside the district and look forward to continuing our partnership while supporting our mission to make every child's potential a reality by engaging and empowering families and communities to advocate for all children. Thank you for your time and continued support. >> Thank you, >> Lacy McGomery. Good evening, President
016Gwyn, trustees, and Dr. Howard. My name is Lacy McGomery, and I am the PTA president for General Franks Elementary. So on behalf of General Franks Elementary, our family, and especially our students, thank you for your continued Sorry, I have my notes and it's speaking as I'm talking. >> Can you pause the timer? >> No, I'm fine. >> Um, okay. So, thank you for your continued service and dedication to our students. Schoolboard Appreciation Month gives us a special opportunity to pause and say thank you, but the gratitude behind it lasts all year. I have a poster that's signed by our students as a small token of their appreciation. While they may not always see the hours of work and the difficult decisions you make, they benefit from them every single day. Thank you for your leadership,
017your commitment to our schools, and for always keeping students at the center of what you do. We are truly grateful for you. >> Thank you. And this is poster for our kids. >> Oh, nice. >> You're welcome. >> Ebony Coleman, >> tell your students thank you for us. >> Okay. Thank you. Good afternoon. Good afternoon. Happy new year from Jumpstart Mittlin. Um, President Quinn and Dr. Howard and members of the board. So glad to be here tonight. Um, and again, gratitude to you, Dr. Howard, and the leadership team at MISD for continuing to discuss parent issues regularly and um, continuing to commit to excellence for our students. Um, Jumpstart is continuing our math ain't math campaign to raise math rates in MISD as math continues to be a challenge for our students. We are excited
018to work with MISD to make math and reading levels more transparent so our parents can act and support their children. We are also excited that we are soon going to launch our jumping brains academy math intervention pilot and it's going to serve the children in Midland that are behind in math instruction. So if I have not met with any of you board members, I would like to take this time to invite you to set up a meeting with me so that I can learn more about your priorities for the district. And my email address is ebony.jumpstartgmail.com. And again, happy board appreciation month. Continue to do the good work. >> Thank you. [applause] Moving on to agenda item seven, consent agenda. We have 7.1, approval of board meeting minutes. 7.2, approval of monthly financials. 7.3 approval
019of quarterly investments. 7.4 4 approval of memorandum of understanding with Grand Canyon University approve 7.5 approval of memorandum of understanding with Texas Tech University 7.6 approval of amended compensation manual 7.7 approval resolution for MISD to adopt the Midland County 2025 hazard mitigation action approval 7.8 8 approval of superintendent verification of compliance with policy EM 7.9 approval of 2025 2026 target improvement plans for Abel Junior High South Elementary and Long Elementary 7.10 10 approval of out of state travel and 7.11 approval of the following revised new policies. Um, y'all want me to read all the policies off? I'm assuming >> it's going to be 7.11 approval of following revised new revised and new local policies. Uh CP consent local policy update or CJ local, CJA local, DBA local, DEC local, DGC local, DH local, DP local,
020EHBA local, EM local, uh FF local, FM local, FNC local, FO, FOA local, FOB local, FOF local, and FOG local. Does anybody have any comments or any items they want to pull? >> Yeah, I just have a comment if I may on uh item 7.11 on approval of the following on the revising local policies. >> Yes, >> I I guess just a question. I mean, it seems like every month we're revising policies. I mean, is is this going to be a continual deal on revising local policies? I can speak on it. Dr. Howard can or Miss Messi. Uh >> so in the last legislative session, there were 104 bills that affected public education. And so now that that's happened, of course, those laws went into effect September 1, but the policy revisions will continue to
021come out. Uh we'll have some more next month as we continue to update policies to align with new legislation. >> Great. >> And on that note, uh Mr. Bishop, there will be another batch next month. And that's my understanding that's the last batch for the legislative session. >> That's accurate. >> We we moved policy committees to once a month just to get these through and get them get them done, but >> Okay. Thank you. >> Yes, sir. >> Anything else? >> I got I got a comment. >> Go ahead. >> Um so to that point, um I just kind of want to emphasize on on one of these uh policies particularly on discipline. Um it's it's it's you know legislature passed um house bill six in particular which um is going to kind of bring
022and restore order to the classroom. So, we reflected that in a lot of these policies and um it is I think it it's going to it's going to kind of put the onus on parents to make sure that your child is respectful, obedient, and you know, is able to pay attention in class and not disruptive. And so, we have some language in that for teachers. Um there's lots of strong teacher support in these policies and um you know they are they're going to be given immunity to uh remove a child for certain uh disruptive behaviors. So um you know this is this is all because of legislation but we put this we kind of put this together into our policy over the last month or two. I move Do I have a second? >> Second.
023>> It has been motioned and seconded to approve a consent agenda. All in favor, raise your hand. It's unanimous. Moving on to agenda. Agenda item eight, superintendent update. Dr. Howard. >> Yes. So, thank you. Um piggybacking on some of the public comment and our students who uh spoke on behalf of our two um high schools. Thank you. um this month and every month for the service that you uh bring and and the time and effort and the many um hours that you spend that like they said people don't always see. Uh we had the first Midland Dynasty showcase last week. Thank you to those of you who were able to be there. Um, our students did an outstanding job during the part where um, our guests were coming through the showcase and uh, really reached
024out and and lured them in to to show them what they were doing and and I think there was a lot of um, aha moments of people not realizing all the activities and and opportunities that we have in our schools. So, they did a great job. Um tonight you're going to hear middle-ofear data aligned to board goals, um areas of growth and on track, areas of focus. Um and then of course every campus has a spring plan in place based on that data that you're going to see tonight. Uh school improvement efforts. I actually shared this uh with PTA today during their meeting and at lunch. Um because these school improvement efforts as a parent, you know, it it really is important because these are uh efforts that we have in place to make sure
025that every student's getting what they need. Uh we talked about highquality instructional materials and the importance of that um to one make the teachers lives easier to not have to be going and finding materials and resources uh but two to ensure that those resources are aligned to grade level content. And uh the commissioner shared with us on Tuesday at an event we were at that um prior to HQIM and without HQIM materials that on average across the state 37% of the materials put in front of students are off grade level. Not because people mean to but because they're pulling materials that they don't have time to vet and re you know reference. And um so we're proud to have HQIM in for both English language arts through 8ighth grade and math um K through algebra
0261. And then instructional leadership, our TAC, our teach like a champion monthly uh meetings for leaders and MCL's. We've had over 15 sessions in 15 months and that district district-wide implementation um to be out on all the campuses and see those implementations across the district and some excellent implementation in classrooms. It's really changing that consistency and the quality of instruction. Uh [clears throat] we've recently reorganized district leadership to better support school improvement. Uh leadership and teaching and learning um have both moved under Mrs. Bueno. uh systems streamlined for clear support to campuses. Our coordinators and specialists spend 90% of their time on campuses. Um and then the goal of that is that stronger coaching, faster response time, and and making sure that we better align to the needs of our campuses. Um on the budget
027side, we're preparing to close out this year. Last month, you heard the first budget update for 2627, and we'll bring that next update to you in March. What we're doing right now is our campuses and departments are submitting their non-payroll budgets. Uh by the end of this month, we'll have budget hearings beginning of March and um of course working with payroll and staffing and student enrollment. Um and then come back to you in March with that uh budget update and we'll do one of those each month leading up to June uh with the um goal and and the expectation that we bring you a balanced budget and we feel confident we can do that. uh enrollment. We continue to monitor that. Um as of December the 16th, we were uh 419 students away from last
028year. Um you know, we've taken a very conservative approach to next year's projected enrollment. And um then I also wanted to invite you to the CTE showcase next Tuesday night and the industry expo that's out at the horseshoe um from 5:30 to 7:30. That's all I have. Thank you, Dr. Howard. >> Oh, I do have one more thing. We are monitoring the weather. Uh we had a briefing this afternoon. Um we look to be regular scheduled tomorrow. We will continue to monitor it. I know Mr. Taylor has a 4:00 a.m. briefing with the National Weather Service in the morning. Uh we'll watch that and then we have a 5:00 meeting scheduled on Sunday night where our team will get together and and look at what the weather's looking like at that point to make decisions
029about Monday. There's a lot of kids with their fingers crossed right now. Thank you, Dr. Moving on to agenda item number nine, districtformational reports. First up, bond 2023 monthly report, Park Hill. All right, President Gwyn, Dr. Howard and members of the board, I'm pleased to give a update on your 2023 bond projects. As you know, we have uh 11 packages across 34 campuses. Let me make sure this is on here. Is this the All right, there we go. Um, three packages are currently complete and uh are shown actually in light blue here. Let me go back up. So, those are the 11 packages currently shown and three are complete. I'll run through the ones either in design or construction currently. Package two is the two new high schools. You can see uh this is the
030Midland High site where we've got uh concrete poured and the site and utilities underway. The next project is the lease site. You can see the steel structure and concrete along with concrete block is going up. So nice progress being made there and they are actually ahead of set schedule on that project. Package three is the elementary school renovations and the uh fire sprinkler works occurring this summer. The additions and renovations will be uh on the agenda later to be approved and start construction as well this summer. A package four GDDARD and Midland freshman. You can see those are actually under construction currently. So there's Goddard where they're starting to get ready for the building pads and parking lot improvements. Next photo is uh Midland freshman and they're doing the same there. So you can see
031progress starting in December. Package five, Abel and Alamo construction is underway underway on those uh metal building uh multi-purpose buildings. Package 8, elementary school renovations. Uh that Santaita drive is complete and the construction documents are underway. Package nine uh currently in the design development phase. You've seen the Sanaso renderings of what that would look like and we've got the Abel edition renderings here to show what that classroom uh edition would look like as well. And then uh package 10 and package 11 are currently under design by those architects and schedules are on those slides. And that is an update on your 2023 bond projects. Does anybody have any questions for him? >> Thank you'all. >> Next up, 9.2 board goal A update. Miss Bueno. Good evening, President Gwyn, members of the board, and Dr. Howard.
032The following report is in compliance with board policy BQ local in regards to board go A. This report isformational and will not require action. Would you blow it up a little bit more? Thank you. So this uh scorecard looks familiar. Um so if you remember this fall we um set the baseline for the district and we set our 2026 goals and then um this is the middle of the year report um based on December data. I'm going to give you a couple of minutes for your eyes to adjust to the screen. So out of the 22 um targets that we are sharing tonight um MISD is on target to meet 22 out of the 26 targets. Um for kinder through 2 grade the data that we are using is from Ire and from third grade
033through EOCC's. It is the district-based assessment um that we gave all students in December which was a full release star test. You would notice that we are offtarget um in third grade math, fourth grade math, fifth grade science and eighth grade social studies. Um I will stay state that for third and fourth grade math um because of this data we have repaced second semester right so we went back to look at our pacing um looked at the teaks that had been taught um and the ti that still needed to be taught the teaks that students missed the most um and the students that the teaches that students excelled on the most and so we are also ensuring that students are moving to the application piece in third and fourth grade math and ensuring we are
034using higher order questioning for those students um in all classrooms. Are there any questions over this first report? >> I do I guess. >> Yes, ma'am. >> So, they did take a star benchmark, right? >> Yes, ma'am. So uh a star benchmark would have all the teaks in it for the year. >> Correct. And so for third through sixth grade we did give the full release which was all the TEICSS. Um and not all TEICs had been tested. For example, in fourth grade math, I want to say there was only about 42% of the TEIKS taught at that point. Now for 7th grade through EOCC's, we only tested TEACS taught because we use this as the semester exam. And so in compliance with the semester exam policy, we could only test um material that had
035been taught. >> Okay. Thank you. >> I got a question. Is there any way we can get campus specific data? Do you have that or >> I do. I have it in a report and I'll send that to you in an attachment. It's ready to go. >> Okay. I would like that soon. Thank you. >> What was the total breakdown? I'm sorry, President Gwen. Go ahead. Um, well, how many are we hitting? 22 out of the 25. >> 22 out of the 26 currently, you'll notice um, Mr. Hodgees, that I do not report prek because they are still taking that assessment. And so, I will report preK in February. But out of the um targets reported tonight, which is Kinder through EOCC's, um we are on target to meet 22 out of the 26. >>
036Thank you, sir. >> Do we have any numbers on campuses? How many campuses were I mean how how they're doing? You know, I just would like is that is that part of what our policy is? I don't I don't got another presentation right after this one. Okay. >> Yes. But I do have that breakdown. Um Dr. Freeze as well by campus. >> I'm going to transition into um our I Ready report. >> Uh agenda item 9.3 fall district based assessments. I already and middle of the year update, Miss Bueno. >> The following um is a brief overview of our middle of the year I Ready assessment. Sorry. There we go. Okay, we will begin. Um, this is an overview of all um, campuses with I Ready. So this is different than the scorecard that I
037did show for third through EOCC's because in board go a we measure star as students performing um at the meets level for third through EOCC's but for K through 2nd we report um I following math data shows how students performed um at the beginning of the year in comparison to middle of the year and it's important to note that these assessments ments measure students performing on grade level meaning first graders are assessed on first grade TESS. So at the beginning of the year a first grade student um completed this assessment based on first grade TESS although first grade TESS had not been taught yet. So that is what this report um will show. So you will see um overall in the green at the beginning of the year we had 13% of our students in
038math already performing at grade level. Middle of the year we have 22% of our students already performing at their grade level. Although all TESS have not been taught yet for the grade level that they are in. The yellow shows that at the beginning of the year we had 51% of our students who were performing one grade level below. We now have 46% of students um performing one grade level below. At the beginning of the year we had 18% of our students performing two grade levels below in math. In middle of the year we are at 11%. So the end of the year data will show what we want to see here is of course the green to increase, the yellow to decrease and the red to decrease as students move up. Um and we target
039those kiddos that also need intervention. The following shows you a breakdown by grade level for math middle of the year I ready. So on the left you will see 5% of kindergarten students came in performing already at grade level. Middle of the year we have 43% of our kinders performing on grade level. In first grade, we had 3% of our students at the beginning of the year performing on grade level. Um, and we now have 26% of our students performing on grade level. Second grade is showing um 6%. At the beginning of the year, we're performing on grade level and we now have 26% performing on grade level. In third grade, um, from 9% to 31%. In fourth grade, from 12% to 36%. And in fifth grade, um, from 25% to 40%. Now, keep in
040mind what I stated that these TESS, for example, that second graders, they have not been taught second grade TESS yet, right? So, if I'm a second grader, I was tested on second grade TESS. Um, it all the program also personalizes a pathway. So, if you have a student who's excelling and um they've mastered second grade TESS, they are given third grade TESS in their personalized learning. Now, if you have a kiddo um that is not performing on grade level, then those personalized lessons are targeted to help close those gaps. This is the data that teachers also use um to pull for small groupoup instruction. So our kiddos that were one grade level below or two grade levels below, those are the students that are pulled to small um for small group instruction so that teachers
041can target and close those gaps. >> Go ahead. C can we ask a question real quick? >> Sure. >> Yeah. Uh, was that fourth grade or fifth grade? 25 to 40%. Was that fourth grade or fifth grade? >> Let's see. >> Um, so fourth grade was from 12% to 36 and fifth grade was from 25 to 40%. >> 40%. Yes, sir. >> That's fifth grade. >> Yes, sir. >> And that is that all campuses? all campuses except some um our 1882s. >> Thank you. >> Yes, sir. >> When you say 1882s, does that include Carver and Milm too? >> Yes. So Carver um does not um utilize I Ready at the moment? Um Milm does um but they did not give the assessment to all of their students. So they did give their assessment to
042some of their students in math but they did not give it to all their students in reading. >> Thank you. >> May I ask a controversial question? >> Sure. >> Why is Carver not using if I ready so great and Carver does so wonderful? Why are we not using it at Carver? >> So they decide um on what curriculum they're going to use and platforms that they're going to use. Um and they did not engage in this platform. >> What's do you happen to know what they're using in lie of this? >> I do not know but I will find out. >> Oldfashioned flashcards. >> Thank you. Now next year um when I do report we will um they will utilize this because we will be using I ready um for TIA purposes. There we
043go. in sixth grade. Um at the beginning of the year we had 27% of our students already performing at the sixth grade level. In middle of the year we have 39% of sixth graders already performing at the sixth grade level. In seventh grade we had 25% of our students performing on the seventh grade level and we currently have 30% of our seventh graders um performing on the seventh grade level. And in eighth grade, um, we started with about 1% of our students already performing on grade level and we currently have 5% of our students, uh, performing on grade level. >> Why is 8th grade so abysmal? >> So, um, we did look into the utilization of the program as well, Dr. freeze. Um, principal supervisors are addressing some of those areas of concern where kids
044are not engaging um, in the platform as much as they should be. Um, and we're we realign those teaks as well. So, just note that the eighth graders here, the kiddos that are in algebra 1, they're not part of this data because they did not take the eighth grade assessments um since they take algebra 1. >> And you may recall the seventh grade data last year was very low. So, it's that same cohort of students. So we got I mean is this just a week class or I mean but this is just significantly >> and that's that's also why we restructured our course sequencing and um how we allow students to accelerate math for that very reason. >> Question I say we let her get through the presentation and we'll do all the other questions
045at the end. >> I don't know why this is that specific date. >> So this next slide is measuring um typical growth. Okay, so we were looking at achievement students performing on grade level. Now we're shifting um at students um at growth measures, right? And so um this is showing our annual typical growth in math overall for MISD. 62% of our students are on target to meet their annual typical growth in math. Our top three performing campuses on growth, not achievement, on growth, but students the percent of students who are meeting their typical growth. Um Bush with 75% of their students already on target to meet their typical growth. Bunch 75% of their students on target to meet their annual typical growth and Bernett 74% of their students on target to meet their annual typical
046growth. Okay, now we're going to shift to reading. So, this is overall MISD reading. Um, so at the beginning of the year, we had 22% of our students already reading on the grade level that they um were in in the fall. And we have shifted to 37% of our students already um meeting their targets for their grade level. I don't know if this clicker is dying or what, but I'm trying and it's just not moving. Here we go. So, breakdown by grade level. So, in kinder, same thing to the left, we had 25% of our kinder students already performing at a kinder grade kinder level in the fall. and we have moved up to 66% of our kinder students on target um to perform on grade level. In first grade at the beginning of the
047year, 14% of our students were already meeting those goals. In middle of the year, we have shifted to 33% of first graders um meeting their goal. second grade, 18% of our students were performing as second graders and we currently have 35% of second graders performing as second graders. Third grade from 35% to 52%. Um, fourth grade from 20% to 31%. Fifth grade from 23% to 33%. in sixth grade. Um, we had 25% of our sixth graders performing at the sixth grade level at the beginning of the year. We currently have 30% of sixth graders performing at the sixth grade level. In seventh grade, we had 24% of our students performing at the seventh grade level in the fall. And we currently have 29% of our seven seventh graders performing um at the seventh grade level.
048In eighth grade, we had 19% of eighth graders performing on grade level. And in middle of the year, we have 22% of students performing on grade level. and our progress um for our typical growth. Sorry, this is for MISD. So 61% of our students um are on target to meet their annual typical growth. Um and our top three performing campuses for reading were um with Fascin at 80% of their students um on target to meet their annual typical growth. Bush 80% of their students on target to meet their growth and Great House at 76% of their students on target to meet their annual typical growth. I am now open to any questions. >> Mr. Hajes, I know it's killing you over there. >> So, my question going back to the seventh and eighth grade, uh,
049we had 5% of the eighth graders. So, if we have 3% like if there's what to 3,000 junior high students, so I don't know, 1500 eighth graders or something. >> Like, are we are we engaging the coaches? Because based on a 5% number, there's got to be a correlation in being grade ready versus your grades passing and failing in your six nine weeks, right? So, how are we when you only have 30 or 40 kids at a campus that are even that would make up this total aggregate percentage? How are we fielding all these teams? And because to me that would be a great incentive for the coaches to start doing some academic tutoring because I mean if you reverse engineer this just based on the math you can prove that that there's an issue
050there that's not being addressed that we're not prioritizing academics and education. I would think just logic would lead you down there. And then I would also here's an idea for President Gwen, the rest of the board, the administration. Not does not have to be done now. It's not a hair on fire deal, but it would be interesting to see what the correlation is between the eighth grade and then they when they age up to 9th grade to see where they're at and then see what like what feeder schools. I don't know the appropriate language. It would be interesting to see what feeder schools they're going to as they leave junior high to see if there's something from a system standpoint that could be that's just one versus and I'm not saying that there is but
051I'm just interested to know how we filled all these teams with sports when the numbers I don't know how you would you just based on the total number of students and that percentage with the correlation being at grade ready versus your six weeks grades how are fielding teams would be my question. That's it. Thank you, President Gwen. Excellent presentation. Robert has another remote. He kept pushing it back when you [laughter] were doing it. >> I think so. I do want to stress though, I know, um, you know, the the very first scorecard um that I went over, which is our scorecard for Board Go a um is measuring star, right, for third grade through EOCC's. Um, and then the I Ready data. Just keep in mind um that as a seventh grader, I took a
052test on all seventh grade TESS, although my teacher has not taught all seventh grade TESS yet. Right? So what this data is telling you is the percent of students already meeting that grade level at semester but we still have a full semester to um teach all of the TESS. So two different data sets here. So just know with the I Ready it is to lead um our instruction as well but also um to tell us how many kids are already on grade level. Um but really most importantly it's this the kiddos that are two grade levels below to ensure that we are pulling those kids to for small group after school tutoring and Mr. Hodgees, I do know, I believe it's Alamo, Trisha, correct me if I'm wrong, they're using um their coaches to do
053after school tutoring um based on this data. And so coaches are coming in and actually teaching math that area of concern or area of opportunity, but I know Alamo is using their coaches um because it's part of their spring plan. >> Booker said he's find out where the purple junior highs are. Okay. [laughter] and Goddard. [snorts] Okay, >> sorry. Goddard is also utilizing their coaches. >> I guess the question I I have uh Yes, sir. >> for Miss Weno is so so what are we going to do do different for the kids that aren't on on grade level? We spoke of the percentages that are that are on on track. So, what are we doing for the kids? Uh I know every every student learns different. So is there some type of game plan? Are
054we still just staying the staying the course? >> So the students um and I'm going to come back to this slide for example. Okay. So if you look at um second grade on this slide um Mr. Bishop. So at the beginning of the year, we had 42% of our second graders in reading that were two grade levels below. From here, each so each campus has this report um that is tailored to their data. Um each teacher will then has their detailed data. And so my kiddos that fell in this um percentage are the kids that I provide intervention to three times a week. um small group during intervention time but also at the end of um of of the math um math period, right? So if you look at our scope and sequence, you look
055at our pacing um it gives you time at the end to pull kids for small group and so you'll see from 42% to 26% now. So they are closing gaps because in second grade uh just targeting second grade here we had 42% of students two grade levels below in middle of the year we now only have 26%. So end of the year we're hoping that that'll be way less than 26%. Then those stu students who are not on grade level and if they do not have a disability Mr. Bishop, they are going to be invited to summer school as well so that we can target and try to close those gaps during summer school. But every teacher is required to um provide intervention for their students using this exact data. So every campus principal should
056be able will be able to show you a plan. Right? So, if I walk into a classroom and I want to see the third grade students or the first grade students who are receiving intervention, they have a um a data planner and they also have their RTI, their response to intervention plans that shows each student um what they need and how many times they're coming to me. >> Okay. >> Small group. >> Last question on that and that's that's good information. Uh but you know it's always the the tough side of the coin once we get those students at that above percentage of where they're at. How do we maintain the ones that are there that they don't slip they don't slip back is our plan or is it just continue to >> so tier
057one instruction so the RTI is talking about tier two and tier three instruction. Tier one instruction is on grade level and it is also um you should be teaching to the highest kid in your classroom. So about 45 minutes a day I dedicate to tier one instruction ensuring that the kids that are already there are one excelling but I'm also continuing um teaching at that rigor [snorts] and then my small group instruction is where I'm putting pulling the kiddos that um are not on grade level. What I do like and appreciate appreciate um about the I Ready platform is based on this data and I know I said this earlier, if I had a of a kiddo that um is a fifth grader and mastered the fifth grade exam, my personalized learning is now um
058offering sixth grade TESS or seventh grade TESS and the students do engage um in the I Ready platform um a minimum of 60 minutes a week. >> Okay. >> All right. Thank you. Yes sir. >> Go ahead. M >> I am encouraged by the um kinder through really fifth grade. So we started this is our second year of mag of phonics. Correct. Correct. So a year and a half. >> So third grade. So fourth graders would have had it last year. Uh fifth actually fifth grade would have had it their third grade year, right? No, we started. So, our second graders are the first group that will have had it K one and two. >> Did the third graders have it that one year though of whatever it was the >> Right. >> Yeah. So,
059they would be in fifth grade this year, right? Our first class. So, that those those numbers are encouraging to me. the um the eighth grade is very concerning in reading and in math. Um you know, you can also possibly they are in junior high. You don't know what they they're doing as far as thinking wise on their on their test. But if star is equal to that then >> the unfortunate thing is those students didn't have the opportunity to be in phonics based instruction structured literacy or have consistent curriculum back when they were in elementary school. Correct. And so we're working to >> and they were also I hate to keep bringing up COVID but they were in second grade during CO which is a a a year that's very important to finish out. I
060mean I even see it in my own grandkids that were in first grade. they they don't have the skills that that others they miss that semester basically. So, it's always catchup. But I am concerned about eighth grade. Will you pull my first report up real quick? Um my spreadsheet. I just want to show you on board. Go a um blow that up. Um, scroll down to seventh and eighth grade, please. Will you blow it up a little bit more, please, DJ? Thank you. Okay, so if you look at eighth grade um eighth grade reading, our baseline was at um 17% of students um who met this target last year at at the meets level. So, we had 17% of eighth graders um at the meets level. Um and our goal this year is 31%. I'm
061sorry, I can't see you. Right. Looking at 7th grade math. So, our target this year was 31%. Um right now with middle of the year data, we are showing that 16% of students are at that meets level. I just wanted to show because it's two different data sets. And so just so we're we're not confused on on the two data sets. >> Go ahead. >> If we look at it that way that we only have social studies that's eighth grade that's off target. So even with those scores that we have, we're saying that we're going to meet the meats and above, >> right? So we're on target to meet our goal that we set at the beginning of the year. Dr. Freeze. >> Uh, so have we done I Ready midyear the last couple years?
062>> Um, we did do it but it was not consistent. So it was >> year over year. There's no year-over-year data. >> I I have data. Um, but I will say last year it was hit or miss. Um, we did not have the tight um, testing structures or environments that um, we put in place this year. >> Well, you think it's meaningless? It is, but it's a good start. Um I I know where you're going, but for next year, we will have the solid data to compare year overyear. >> All right. So, the that would be very helpful. Um because it's hard to make meaning when you don't have year-over-year data. The eighth grade, I mean, we got half of our kids that are three plus grades below. This is a crisis. Is there anything
063we can do? Granted, they missed phonics and all this great stuff, but I mean this is this is just very sad and and you know, >> so I will tell you >> something. We we can't have this. We I don't know if we have to. Uh Mr. Hodgees made a great point. Maybe we should just no more sports for you all unless you get it together. You know, this is this is completely unacceptable and they it it's going to harm them for life. We need to do something. This is a a huge issue and I just don't know that there's the urgency that I I would really like to see. >> I will say this. Um >> let me just say for the record, I did not say we were getting rid of sports. Brandon
064Hodgers did not say that. >> I I said that it should be considered given how we're failing these kids. This is this three plus years, half of our kids, three plus years behind. I mean, we got to pull out all the stops. This this is a this is a crisis. >> Um and I do agree. I believe it's an accountability piece as well. So, um, Miss Mlan and Miss Tran um have been charged with addressing this issue because they are over junior highs. Now, when you look at their testing environments, um, Dr. Freeze, they did not provide tight testing environments like they should. So, in elementary, our testing environments are very tight um because we put that in place. Um with junior high students it was a little bit more flexible but they are now
065charged with addressing these also ensuring um that the kids are during their double block um or during their intervention time that teachers are utilizing this data and pulling those tees to close gaps. the principles came in those one or two of those days we first came back this month and I ready was here going over the reports talking about how to use the reports and what kind of actions to take based on the data that they were seeing >> Merles >> have the junior highs considered utilizing the strategies that the elementary schools are using as in interventions um you teach the lesson and and the kids go out into different classrooms for their intervention to really target these students. So I would say seventh grade um so they're double blocked in seventh grade, right? So
066the [snorts] 45 minutes first 45 minutes are t are tailored to tier one instruction, right? So that all students are receiving that instruction. Then the second block it's targeted to intervention piece. So my kids who are already on grade level are working on that assignment from the tier one instruction or they're working on ahead, right? And so if they mastered some of the teacher are working ahead and then the teacher is pulling um the kids that are falling behind or already behind trying to close those gaps. So I believe I visit in one school I'd looked at they they combined classes to teach the tier one instruction >> and then they divided into different groups with different teachers to do the tier 2, three, four. Kids in junior high know where they are. They know
067if they're failing or not. So, this should not be um upsetting to anyone to move classes because you're moving classes to actually enhance their their math or their reading, whatever it is, so they can actually get instructions. I realize that tier one instruction is teaching everyone on grade level, but if you're three grade levels below, then that's probably going in one ear and out the other possibly. >> I mean, I don't know. I and I'm not here to tell anyone how to teach it, but um I think the junior highs are going to have to look at some it's going to have to change and what their instruction is. Yes. And I will say um not sure if you remember a lot of these kids um that are in eighth grade when you look at
068their star performance when they were sixth graders when they moved up from elementary they were at 65% meets. it is when they go into junior high that we are dropping them. So, they come in at a certain level. Um, and we're doing a better job of of targeting that this year. Um, but they come in at a certain level and then you see that dip in seventh grade and then you'll see an increase back in eighth grade. Um but we have also put a committee together as well um with Miss Tran to try to change that and ensure that they are utilizing um a lot of the elementary practices. Sometimes our junior highs think oh that's an elementary thing to do and we shouldn't have to uh require students to show work and we shouldn't
069have to use this math strategy or this reading strategy. Um but we have changed that mindset. Um, and actually it's not an option anymore. It is a requirement that you will use this, you will do this instead of the flexibility that they were used to in junior high. Because it's not the students, if the students performed at a certain level in sixth grade and then they come into seventh grade, it's not like they all of a sudden forgot what they learned in elementary up to junior high. So, um, we are putting those tighter parameters on on junior high with with with the adults in the building >> and that's why we made the change with Miss Mlan and Miss uh Tron because they have elementary experience and they supervise elementaryaries and bringing those best practices
070into the junior highs as well as the double blocking that we're doing this year. >> Hang on, Brandon. I have a question. You spoke like times already. So this year was the first year we voted in the last spring to implement STEM scopes 6 through eight. How long and this just from my own personal knowledge. How long does it typically take to really see results of aligning that curriculum like that? >> So what we should see um President Gwyn is um our end of the year star results >> seventh grade this year. It it does not take year after year to um to meet those goals. So STEM scopes remember is a resource. The resource does not make or break you. It is the instruction. It is the instruction the way the teacher leads that
071campus, the way that administrator leads that campus. Um but it is not the resource. I wish I could, you know, say, you know, if we bought this research, all this resource, all of our students would be at 80% meets. The most impactful thing in a classroom is the instruction that is delivered. And Mr. Gwen, I can give you an example. You know, last year was the first year we used K5 STIM scopes. And last year, our third grade math improved three points at the meets level just in one year of implementation. Uh, fourth grade math improved five points with one year of implementation. Um, and sixth grade math improved two points with one year of well, they weren't using it. But we saw gains in that first year with uh some of the grade levels.
072And I will um just reiterate that that is why lesson internalization is so powerful because as a teacher I have to internalize my lesson for the next day. I can no longer walk into a class and just try to throw something together, right? So if I'm being held accountable for my lesson internalization, that means I actually worked out the problems that I'm going to review tomorrow with my kids. Um and and it's a daily thing. So you internalize your lessons every day. It does not take more than 20 minutes. >> And the daily mastery trackers. >> So if a if a teacher is not prepared, if they cannot internalize the lesson themselves, well, they can't instruct the next day or teach that lesson. So, it it's um it's it's holding them accountable um if they
073are all doing what they're supposed to be doing and if principles are holding them accountable at that level. >> Mr. Hodgees, thank you. >> Uh so my one this is two parts. So the first one is when did the you said we cannot the data that we have from last year is not good right? So, I I do have a report. I would say it's not valid. Um, Mr. Hodgeges, and here's why. Um, it it was hit or miss. Um, they did not have a tight testing schedule. Um, students could be interrupted to get up to go to PE and that that is not a testing environment, right? Um, the >> when do so my question, this is more of a process for the board in the future going forward. So we based these goals
074on tests information that we got last year that we're now now saying we don't trust the validity of that testing. >> So for K through 2nd, no sir. So what the the goes here for K through 2 were based on beginning of the year data >> and the rest was star >> and the rest was last year star. So as a third grade, right? So our third grade goes are based on our third graders performance last year on star at the meets level. >> She's talking about high ready. >> So yes at the end of the year. Okay I'll we'll take this offline so I can understand that better. And then the second part of it is so these kids are aging up into secondary school. Do we have any data that shows a correlation
075of the of the grade struggle with the discipline issues? Because I would think as we've got, you know, 31 elementary schools or what have you and they're filtering down into our feeder schools, there's going to be some chaos created as far as some Eddie, you know, the velocity changes, right? So, do do we have any data that shows a dis a separate policy that the administration would bring forth a recommendation or some options to the board to do based on state law, right? law awful, but some type of policy differential for the secondary schools as they're aging up versus elementaryaries or what have you to make sure that because I don't believe that all of our teachers are not doing a great job at junior high. You can be a great instructor, but if you
076can't instruct, then you can't give that instruction. So, I'm just wondering if there's some way that we can look at the data and like see if see if there's a correlation between discipline, which I I I think there's going to be I mean, you bring the data to me and show me different, but seventh and eighth graders are Godspeed to all you parents of seventh and eighth graders. Been there, done that. But I I think that that should be something the board should look at. I'll get that data for you. >> As they age up, probably I guess from fifth grade now to sixth grade when we do grade reconfiguration. >> I will. >> Is that a dumb idea? I mean, >> no. And and you brought up the grade reconfiguration at the state level
077where we tend to see the dip is in sixth grade because that's that first year into middle school. We have had the we tend to see that dip in seventh grade because that's the first year in that new secondary environment. We're doing it worse in 8, >> right? >> Any That's it. >> Thank you, President. I >> think that's it, Miss Bueno. Thank you. >> Thank you. >> Moving on to agenda item 9.4, report on short-term strategic plan related to special education. Dr. Howard make sure she knows how to use it. Okay, I don't need the clicker. Uh, Mr. Gwen, members of the board, uh, tonight we're here to report on the short-term plan for special services. So, back in November of 2025, in conjunction with the audit and program evaluation, uh we agreed that
078we would prepare a short-term and long-term strategic plan. The short-term plan comes to you tonight. The long-term plan will come to you in May. Uh the short-term plan is going to address current organization chart. Um, as we discussed in November, staffing and monitoring, key leadership and staffing duties, including responsibilities of principles, hiring an interim or final highly qualified special education director, and outlining measurable objectives to be achieved. And so, at this time, I'm going to turn it over to uh, Miss Lisa Shley. Miss Shockley is the one conducting the audit as well as um Miss Shockley is being contracted through the district uh to support and accelerate the work that we need to do in this area. So, welcome Miss Shockley to the podium. I'm not sure if you >> Thank you so much. I'm
079Lisa Shley. It's nice to meet you all. Um President Gwyn and um Dr. Howard um and Aaron. Thank you all for inviting me to come and give you a brief update on the strategic plan. Um, as Dr. Howard shared, uh, the strategic the short-term strategic plan, um, and it really will kind of lead into a long-term plan as well. Um, but there were some emerging themes, um, some overarching themes that have started to come out um, just in my campus visits and my visits with the, um, current staff, working with, uh, Dr. Harmon um who has been extremely supportive of the work and um really just as I'm digging in and learning more about uh Midland ISD. Um so the emerging themes really fall into those six overarching categories that are shown on your slides.
080Um and the focus is to stabilize the system first and foremost. We really want to have some stability in the department. Um, we want to put some things in place to, um, have an immediate positive impact on the special ed department and the district as a whole and on campuses. Um, we want to align campus um, campus service delivery for special ed students. >> Can maybe bring the microphone closer to you? >> Sure. >> It's a little harder to hear. >> Sure. How's that? Okay. um aligning uh service delivery for special ed students across uh campuses across the district to be a little more consistent with how we're providing those um services, implementation of IEPs and so on. And what does FAPE look like? Um it should be pretty consistent across the district. um looking
081at legal compliance and accountability. Um building the capacity of the leadership team, not only um the special ed leadership team, but really the leadership team across the district and their understanding of what the requirements are for federal and state um and local uh regulations and policies. and then formalizing processes across the district so that we again have some stability and some consistency and um we can um identify those processes that are best practices. So uh the critical areas we really highlighted some critical areas to make an immediate impact. Um the special education organizational chart has been updated. We continue to uh review that and align um duties and responsibilities uh recommendations for reassigning some duties um certain responsibilities. This is all in motion. The work will continue um alignment of uh duties uh assignments responsibilities
082will continue. Dr. Harmon and I are working very closely with um each other um with uh Dr. Howard and Dr. Bueno and then working with our special ed supervisors and specialists across the district. Um uh there has been a need for um a procedure for how are we requesting staff across the district at campuses um both in the special ed department um district level and on uh the campus level. really working having um special education and the human resources department department partner so that we can identify the true needs and um providing the uh support at the campus level for those campuses that are in the greatest um need at at the time. Uh we're looking at for the special ed department also some staffing guidelines um that would be considered for equity across the
083district. Um we don't want to use just one basic staffing formula um and say every campus gets two teachers and two pair of professionals. That may not be appropriate for every campus. Some campuses may need more staff. Some may need less. And so really looking at what our staffing guidelines are. How are we um assigning the staff and what are the metrics that we're using? Um how are we basing our assignments of staff on student needs and uh the provision of services and then also campus walkthroughs. Um we really want to look at our specialized uh classrooms in particular to ensure that um they're set up appropriately that um the teachers and the pair of professionals are there providing those services to students and that we are um in our special ed classrooms uh seeing
084the high quality instruction um that we would expect in any classroom. So, uh I know that Miss Bueno has uh worked on those um campus visits, the campus walks. Um there are some expectations and accountability for the um campus leadership and the special ed supervisors. Um they're on campuses daily uh walking through our um classrooms um and ensuring that our specialists are again supporting those teachers and uh campuses where the need is the greatest. looking at um the leadership um and accountability piece um immediate need was needed to deliver uh some training and some capacity building for uh administrators for discipline and behavior. Um the MDR training has been provided to campus administrators. Um Dr. Harmon has worked closely with um uh campuses to make sure that that's happened. Uh um special education will also
085uh start to be a a standing agenda item on principal meetings so that we can continue to deliver best practices. Um what are what are those requirements based on the code of federal regulations? What does tax code say? what does uh the Texas education code say that we must do for students and um really to pro to support campus administrators on the implementation of special ed on their campuses. Plans are also underway for developing um rigorous training for district administrators for the summer of 2026 and also beginning of the year uh 2026 in fall. And so we are looking at those professional learning opportunities and how we can build the capacity of um our uh campus administrators and district level administrators for those purposes. And then for immediate stability and compliance um we um looked
086at the uh CCIS um that are that would be our early intervening um dollars uh based on significant disproportionality. And so I've worked closely with Dr. Harmon and we continue to look at the allocation of those funds um to ensure that we're addressing the significant disproportionality. Um we are also um a department procedure has been developed to ensure that all referrals looking at the evaluation process. All referrals to special ed are now logged and tracked closely. This is also an area where uh reorganization of the special education org chart um would need to take place. We really are looking at the identification of someone to oversee, a supervisor to oversee the evaluation process and that evaluation staff. And so that is um a critical need that we have um some ideas on how best to
087move forward. And so we're we're moving swiftly on that and and hopefully um we'll make a decision um soon about um that that um individual. Um we do have our frontline system which is our IEP database u management system. Um we should be able to run reports out of that system so that we have the data at our fingertips and we know where are we with our compliance and um the number of referrals number of referrals by campus uh are students qualifying as students with disabilities. Um and so we should have that data at our fingertips. I know that the department and the district continues to work with Frontline to make sure that our data is accurate and that we're able to get the information out of that, but we do have a backup system
088for tracking our referrals and our evaluation, which is um an area of compliance that we really need to focus on and make sure that we um continue the good work in that area. Uh we are in the process of also creating a staff to student ratio um by campus to see where our um heaviest needs and our our um greatest needs on campus. And so we're working on Dr. Dr. Harmon and uh myself are working on staffing guidelines and looking at those staffto student ratios by campus so that we can review uh regularly weekly as students move in and move out of the district as students who are um in the evaluation process are identified to receive special ed services. Um and do we need to shift and support some staff? are there um campuses
089with greater needs um than other um campuses? And so really looking at where are we um uh having maybe too many staff members or not enough on one campus and so really keeping an eye on that so that we can act immediately and quickly in identifying those needs for campuses. Um, again, the evaluation process should have clear oversight by an evaluation supervisor and we are working on that and we're uh drilling down to that. Um, so that is really our brief um update on the strategic plan and just some quick hits that we've been able to make in a short period of time and I'm happy to answer any questions that you may have. >> Any questions? Thank you. >> Thank you. Moving on to agenda item 9.5, report of HB2 teacher certification requirements. Miss
090Garcia, >> good evening, President Hajes or sorry, President Gwyn. Um, habits die hard. Right. President Gwyn, members of the board, and Dr. Howard. [laughter] Tonight, I have an information report that you will see next month as an action item. During the 89th legislative session, House Bill 2 was uh, which has been signed into law, eliminates the uncertified exemption for foundational subjects for districts of innovation. By the 2627 school year, districts can no longer include DOI teachers in K5 reading and math. And by the 2728 school year, no DOI teachers are allowed in any foundational subjects for ELR, math, science, and social studies. Due to the fact that this will cause a major disruption to operations for large school districts, approval to delay the implementation until the 2930 school year can be sought through the commissioner.
091School districts must apply for the delay and seek board approval. To apply for a delay, school districts must submit their plan to the school board for approval and must submit their application to the board uh with board approval by March 2nd. The plan requires the total number of impacted staff, a minimum of one educator preparation partnership, a date of board approval, and links to the board meeting agenda and the board approved plan. Tonight, we are informing you of our intent to seek this delay and review our initial plan. MilaniD human capital has already started informing our uncertified teachers in the spring of 2025 and again in the fall of 2025. In-person required meetings were held in December for all uncertified teachers to inform all of them of the legislative requirements. Educator preparation programs or EPS
092were available on site for all staff members to seek information and sign up. Human Capital will conduct one-to-one meetings starting in the spring with all uncertified teachers to ensure they are aware of the timeline and have started their process toward certification. Middled currently has 208 DOI teachers teaching in foundational subject areas. This makes up about 16% of our teaching staff. to get to zero by 2930. We intend to reduce the number of uncertified DOI teachers by approximately 5% each year. You can see how many teachers this would impact at the elementary, secondary level, and secondary level each year on the graph. Middled is currently partnering with the University of Texas Perium Basin. We are also very grateful to the Scarbor Foundation for their recent donation on behalf of Midland ISD. UTPB recently received 1.95 million
093to offset the cost of certification and degrees for our staff members who are seeking degrees and certification. We know that the need for certified teachers is greater than our community can provide and we've been working on expanding our EP partnerships. This month, we have had anou with Grand Canyon University and one with Texas Tech University as part of the consent agenda you just approved. Last fall, you approved anou with West Texas A&M for a similar partnership. We will continue to seek more partnerships in order to recruit certified teachers from across the state. Finally, in addition to the plan, we are offering additional supports. We are looking at we have heavily invested in grow your own for the past three years. We've started an educator and training uh program through our CTE pathway so high school
094students can seek to become teachers. We've started a registered apprenticeship pathway for our pair professionals to earn certification in a degree. And we also provide teacher residency programs through opportunity culture and UTPB, allowing seniors to um serve in a one-year paid internship um while they complete their degree and certification. In addition to the pathways that we've created, we're offering additional supports that include monthly training, on the job training, wraparound services such as academic counseling, accountability, just holding them accountable for their progress towards their certification. Uh we've recently been awarded technical assistance through crew and Dallas College. We're one of only five cohorts across the state that is receiving the support. And we will also be providing test preparation for our um DOI teachers to become certified. >> At this time, I'd love to answer any
095questions you may have. Um you will again see this report as an action item next month. >> Mr. Go ahead. >> Question if I may. >> Mr. How does this impact our 1882 schools that don't have certified teachers? Does this impact them as well? >> This does not impact um our partnership schools. This is only for um the ISTDs. >> Thank you. So, if I'm reading this right, 28 how many uncertified teachers we have now? >> We have more. Those are DOI teachers that are in serving in um reading, math, science or social studies classes. We have about 295 over all DOI teachers. >> So they can still teach like >> welding, welding, >> um fine arts, other electives. >> Have we have we visited with these teachers and told them what the expectation is
096moving? >> Yes, sir. We've met with them. We start we've been trying to get teachers certified for years. Um so we've been working with them um since I I took over uh human capital in last year, January of last year. Um and so we've been working with them as of this uh spring of last year. We met with them again in the fall. December, we had face-to-face meetings and we are currently scheduling one-to-one meetings with every single DOI teacher to make sure that they get the onetoone support that they need to make sure that they understand the need for certification to be able to be in compliance with this law. >> I know it looks good on paper, right? Everybody wants a certified teacher, but realistically what how do you see that impacting MISD in
097three four years from now? >> This is why it's very important that we put together this plan and and let you know that this is coming and when we seek your approval next month. um districts of our size, especially in in in communities like ours that are rural, we do struggle with finding recruiting certified teachers that want to come live here. That is why we've invested heavily in Grow Your Own. We know that this is a big cliff that we're going to have to if we do not look at this plan as a reality, this is a cliff where we're going to have to fill 300 positions approximately 208 positions next year. We know that we there's just no way we can recruit 208 certified teachers for math, reading, science, and social studies by August
098of 2026. >> Yeah, it's not going to happen. >> It's not going to happen. >> I can draw I can put six gallons of water in a five gallallon bucket on a piece of paper as well. That'll mean it works in the real world, you know. U >> Well, and Mr. Gwen, I want to add on to that. One of the challenges that we've faced for years and I'm going to say probably 10 or so years is colleges of ed or advisors at the college level you know student says I want to be a teacher they say well just get your degree and then you can go through alternative certification a recent study that came out is now showing that intersection of about 50% of the teachers in Texas are coming to us from teacher
099prep programs 50% are going into alternative certification programs. So the number continues to climb. Those that graduate, then they go back and seek that certification rather than going to school to be prepared to be a teacher. And so that's why the grow our own. Um and then the the other side of that is I do want to point out um another point you made, some of these 208 DOI teachers are effective enough that they're receiving teacher incentive aotment money. And so um those are the conversations we're having with them. We want to make sure that they can get through um their certification and and stay in those grade levels especially those that are being very effective with the students. So it would kind of I would I would kind of question at the state level
100if a teacher is receiving TIE money why could that be not be used in lie of that certification you know because they award that TIE money to highly effective teachers. Well, they're good enough to get a bonus. They're just not good enough to stay. Right. >> Right. >> I I think it's Me personally, I I like the theory behind it because it it pushes teacher or >> Right. >> teachers are professionals, right? So, when they get their certificate, it's just like that kind of final stamp. But I don't think that piece of paper makes you a good teacher. It's but it's this is out of my hands, right? It's a state law. Right. >> And that's why we're asking for and and we'll be recommending or asking for your approval next month for this phase
101in plan. Uh because in reality it can't be done in one year. And I expect many districts are going to ask for this um waiver. Um but what we do want to do is continue to keep our eye on it and work towards that. And um it's just kind of like AYP years ago. um you know that was 100% at one point but it went away before we got to that school year. So >> Mr. Hodgees uh the science of reading are there any exemptions in there to where you can give them they can go through their certification because they have there's a way to circumvent it with science of reading or what have you where they've already done it and then they just sit for certifications right off their hours. >> Not at this
102time. Okay, the state is releasing new guidance on what they're going to be looking at for certification in the future. Um, they're going to have different certification types, but certification is still a requirement and science of teaching reading is still a requirement, >> but our DOI teachers go through the science of teaching reading. >> Correct. >> Thank you, >> Dr. Freeze. Oh, sorry, M. >> So, about this is kind of I want to kind of pull in Dr. Howard into this conversation also here. Um about a week or two ago I kind of asked for monthly HR reports and had all these things I asked for and then I realized this is inappropriate. So um but how how can we as a board um I mean we could create policy to get monthly HR reports
103with what we would like to see so we can track things and see you know all these different categories and where we're at in the grade levels and all this stuff. how but you know you've also kind of talked about how you're working towards something. So what do you all see where we could you know >> I I have an answer >> kind of start that up where you know the board can relay what we would like to see as a board not as an individual member but as a board but you know >> what and how it would work for you the best. >> Data drives behaviors. So, we know we have to track data. The system when I took over in January of 2025, um the system that I inherited was very difficult
104to track anything. Um, the program that we have was built in 1980 and it does not have I've done a lot of research and it does not have the capabilities to to have dashboards and data tracking tools that doesn't require the HR team to spend hours manually calculating. When you are working with numbers this high and certifications, you need a program that collects all that data for you. That is the reason why we are going through this ERP change and implementation because we need a tool that can track this information much easier for us. I want to be able to provide you data in a way that is comprehensible, in a way that is accurate, in a way that I know is going to give you the information you need so that you can make
105informed decisions because I need that as well to be able to make informed decisions. So, we are working on setting that system up right now. are we're planning on going live officially in June and July uh when we finalize all of the pieces that need to happen. Um, until then, I'm still manually tracking a lot of information, but when we convert over to the new system, the new system will be able to collect all of our systems in finance and HR and student information systems will all speak the same language because it will all be under the same umbrella and we will be able to track data much easier and be able to provide your reports in a in a much more frequent um format and know that the data is accurate. Perfect. >> Thank
106you, Mr. P. Um, this isn't on here, but I'm just wondering is is special services are they do they have to be certified in special? >> Yes. >> Needs to be a teacher in special Okay. Just want to make sure that that that was not a DOI thing. Um one more this is more a comment not a question but um it's the important shows the importance of advocacy for our board because um state legislators are making decisions that they don't know the numbers on if the colleges are not provide are not graduating teachers how are we going to get teachers across the entire state of Texas that are certified teachers that's that's a problem that one that school districts are going to have a problem when this comes comes about in 2029. >> Mr. Harrison,
107let me add a little to that. Um Dr. Howard and I talk about this all the time in in conversations that we have, but in the past that used to be something that 10 15 years ago we did not worry about. Um that has now become a responsibility of districts is to take more of a driver's seat um in deciding recruit candidates and getting candidates across the board. All of those supports that I showed in that last slide about our grow your own initiatives, those are there specifically for that reason because we no longer can wait for this colleges to provide us certified teachers. We are having to take actions. We are having to invest district funding in finding ways to support teachers to get across that finish line. So, >> and that's that. Thank
108you, Jose. That's a great point. one of and those are topics that we did have conversation with Representative Kretic and Senator Sparks about um uh last session as well as with the commissioner and there are some one of and I don't remember which bill it is uh but it does because we we made that very argument we are in the education prep program more than we've ever been and so there are some a lotments now that when we get grow our own when we get DOI or associate teachers over that finish line then there's money that follows that. Uh because we argued the very fact that we have departments of people now uh developing teachers uh supporting them through this work and and coordinating the work that used to was done at the college level
109university level. So that is something we have absolutely worked on. >> Anyone else? >> Thank you Miss Garcia. Moving on to agenda item 9.6 2526 local improvement plans for Bernard Elementary, God GD Junior High, Henderson, and Jones Elementary. Miss Mlan, welcome. Good evening, President Gwyn, members of the board, and Dr. Howard. We are here tonight to present the 2526 local improvement plans for Bernett Elementary, Goddard Junior High, Henderson Elementary, and Jones Elementary. These campuses are identified as targeted support, additional support, or have received a D-rating for one to three years. Local improvement plans are required to be maintained at the campus level and do not require board approval. If any of these campuses are selected to submit a local improvement plan to the Texas Education Agency, they may substitute their campus improvement plans that were
110board approved back in August. Each campus plan includes measurable goals, progress indicators, and monitoring systems supported by district and campus dashboards, ensuring ongoing adjustments and targeted support throughout the school year. Just to be clear, the campuses who have already submitted a targeted improvement plan or turnaround plan are not required to submit a local improvement plan. And this item is presented for informationformational purposes only and does not require board action. The local improvement plans align with board adopted mission and district improvement processes under AE local and BQ local. Each plan focuses on highquality instructional materials, strong tier one instruction, progress towards student outcome goals, and datainformed decisionmaking. So seen here is how campuses are identified to submit a local improvement plan. So the first one is under federal accountability campuses identified for targeted support and improvement
111or TSI as well as additional support additional targeted support or ATS are required to engage in formal school improvement processes to address identified performance gaps for specific student groups who have missed targets in the same three areas for three consecutive years. Under state accountability, any school district or campus assigned a 2025 accountability rating of a D with the count of 0 to two years is also required to participate in an improvement planning process. In addition to the goals and strategies already discussed, each local improvement plan must clearly outline how implementation [clears throat] will be monitored. Again, all current campus improvement plans, include the same information which identifies who is responsible for monitoring progress, how often the plan is reviewed, and the structures used to update progress and communicate results to stakeholders. Each plan also specifies
112the data sources campus leaders will use to track progress. These data sources are intentionally aligned to the plan's goals, metrics, and milestones. Finally, the plan designate the plan includes designated fields to record ongoing data, ensuring strategy is implemented with fidelity and that student outcomes remain 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. Good evening, President Gwyn, members of the board, and Dr. Howard. My name is Mrs. Torres Berego. I'm the assistant principal at Bernett Elementary and am filling in for our principal, Miss Julie Barasa. I'd like to take a moment to speak specifically to star domain three, closing the gaps, and an area we have identified
113as a priority at Bernett Elementary. Over multiple accountability cycles, our data indicates that Bernett has consistently underperformed in domain three within our white student population subop. While we have seen incremental improvement over time, both academic achievement and acade academic growth in reading and mathematics for this group remains below state targets. This persistent gap has directly impacted our overall domain 3 performance and requires intentional and sustained action. Through our campus improvement plan process, we conducted a deep analysis of this data and identified the need for more targeted instruction, consistent progress monitoring, and increased student ownership of learning. As a result, Bernett Elementary has formally identified the white student suboped and improvement. In response, we have implemented several strategic actions aligned to this need. These include targeted after-school interventions and tutorials, small groupoup instructions focused on identified
114areas of academic need, and structured student goal setting to increase accountability and ownership. Additionally, teachers are using strategic seating arrangements to support ongoing progress monitoring, timely feedback, and timely feedback at each grade level. Specific students within this subop have been identified to ensure continuous monitoring, intervention, and enrichment as needed. These actions are not isolated efforts. They are embedded into daily instructions, data review cycles, and teacher planning and are directly aligned to improving academic achievement and academic growth while closing the gaps reflected in domain three. Our goal is to ensure that all students across every sub subop have equitable access to instruction and the opportunity to meet or exceed grade level expectations. We remain committed to monitoring progress closely and adjusting supports as needed to improve outcomes for this student group and strengthen our overall accountability
115results. While we are very strategic in how we identify and monitor student subopuls for accountability purposes, the supports provided are the same highquality supports offered to all students at Bernett Elementary. Our expectation is that all teachers teach with excellence to all students every day because excellence is not selective. And at Bernett Elementary, excellence, it is the standard. Good evening. I'm Dr. Maxine Gonzalez, proud Henderson principal. our uh campus has graduated from comprehensive support to targeted support and improvement in this school year based on last year's data. So our identified group based um on that data is our students who receive special education services. 17% of Henderson students qualify for special education services. So, um, one thing that we are doing to support this work is we have a data card for each of our students
116at Henderson and we have indicators on data cards that quickly at a glance our teachers can look at and um, we look at them after each assessment and determine which students are progressing, which students are not, and what are we going to do in response to that um, ongoing assessment that we are doing, the ongoing analyzation. So we utilize our opportunity culture coaches to co-e daily to increase uh the number of teachers that are coached by a highly qualified teacher as well as the number of students who are in front of or being served by a high highly qualified teacher. Um Miss Berlesen spoke to that a little bit earlier about um this model. And so this is a daily practice at Henderson that we found to be very effective last school year. And so
117that work continues. This school year, we've strategically staffed our resource classrooms where each teacher focuses on one content area versus the uh both teachers teaching both. So one teacher teaches reading all day to our special education students and the other resource teacher focuses on math. Uh so that was one strategy that we implemented. And while our work last school year through Holdsworth began our journey to um provide targeted supports for specific groups of students. that work continues because we still fell short in a couple of areas and we continue the work that we know um is working for us with our specific subops. We currently have student trackers that um teachers carry on their clipboard daily. They're active monitoring trackers with their student list on them have specific coding so that they know which students
118are a question away, two questions away. They are uh naming their laps and they're specifically checking in on what we call hotspots to ensure that those students if they're not on track, they're intervening prior to that daily exit ticket to ensure that we are intervening early and quickly versus waiting for the longer cycle assessments to do something about that data. our special education students uh have protected tier one instructional time to meet that part of their service plan that states that they are exposed to the grade level TEICSS. Um but also so they're not missing that protected tier one instructional time to learn with their peers. Uh but they also have the provided services for small groupoup instruction throughout their instructional days so that their personalized needs are being met as well just to close
119those learning gaps. Good evening, esteemed board members and Dr. Howard. My name is Yadira Prado. I'm the interim principal at Jones Elementary. Jones has been identified as a targeted support and improvement campus with a focused need to improve outcomes for one of our most critical student groups, our special education students. Currently, 18% of our students receive special education services, and we are committed to ensuring every student receives the support they need to grow academically. This year we brought in Gloria Ria, our Texas Color Bands consultant. She has trained our campus on the accountability system and how to disagregate student data in order to monitor growth and target instruction more effectively. During PLC's, teachers use data walls with visible colored student data cards to identify student groups and respond with targeted instructional supports. In addition, we
120utilize our opportunity culture teacher coaches to provide targeted coaching that strengthens tier one instruction and classroom practices. We strategically utilize our special education teachers to focus on either reading or math rather than teaching both content areas in order to provide a stronger targeted instruction. We also offer before and after school tutoring to close academic gaps. We regularly review data trackers and student goals, adjusting supports as needed to ensure students continue progressing through teacher and student data talks after each assessment. Students set goals and take ownership of their learning. Together, these systems ensure every student with a high focus on special education population receives the right support at the right time to accelerate growth and improve outcomes. Thank you for your continued support as we work to improve student success for every learner at Jones Elementary.
121Thank you. >> Good evening, Dr. Howard and members of the board. My name is Maria Mansio and I'm the proud principal at Gddard Junior High. Today I'll be walking you through our current progress at GDDARD Junior High as it relates to our local improvement plan. I'll focus on three areas. Where are our students performing now, what we are doing instructionally to improve those outcomes, and how we are ensuring student students are supported by high quality teachers. First table shows our student performance at the meets grade level standard. This means students are on track for success in the next grade level. These percentages reflect our star percentages from last year. We recently took our fall benchmark exams which are giving us an early snapshot of where our students are at this midpoint of the year. Those
122results indicate that we are well on track to meeting some of those targeted goals regarding board goal A and B. To increase student growth and achievement, we have three areas of focus that I want to focus on. One of our primary strategies this semester is targeted morning intervention based on data especially for we what we call our bubble students those who are very close to meeting grade level. We focused on the low performing math and English standards that are highly tested. These student groups will be rotating every two to three weeks based on multiple points of data so that intervention remains precise and responsive. The goal is to move students across the meats threshold before spring star testing. We have think it up Tuesdays after school targeted intervention for our EB population that's designed to
123improve their English speaking, listening, reading and writing proficiency. And this is especially important for meeting the needs of our English learners since they are our identified student group. Our strong core classroom instruction is critical right now. We're committed to ensuring that teachers receive job embedded feedback through frequent walkthroughs and coaching conversations. Each week we share campus look force with our teachers, very clear directions, active monitoring, and the use of exemplars. When adjustments are needed, feedback is documented so teachers receive that timely specific support. This feedback feedback is focusing on instructional clarity, student engagement, and alignment to grade level standards. This allows instruction to be adjusted in real time rather than waiting until the testing season. The purpose is for growth and support, not just compliance. We maintain consistent instructional expectations across the campus, which are
124continuously communicated to staff and followed up through those walkthroughs and coaching conferences. We offer professional development every Wednesday afternoon that is directly tied to student performance data and instructional trends that we observe. For example, if our look for includes active monitoring during lessons, we will provide that training for teachers in that area. And it's very focused and intentional. Uh certain teachers are invited to different PDs with either an MCL or a department chair depending on what the need is that week. PLC's and coaching sessions with MCL's focus on strengthening daily classroom instruction. Teachers meet regularly in PLC's that is daily. We use that data to identify where those teachers are and the students so that we can provide that additional support. During PLC's teachers are analyzing actual student work, not just scores. They discuss what
125meets and master responses should look like and plan lessons that align to those expectations. This ensures consistent rigor across every classroom. Strong instructional practices truly do make a difference in student success. The strategies that we have put in place this year are working and we remain committed to intentionally building a culture of excellence, the Raider way. Thank you. Um this concludes our presentation um for this month. I do want to add that next month we are going to bring four more campuses uh to share their local improvement plans. Um and that's going to be Alamo Franks Peas and Legacy High. If you have any questions, we're happy to answer them. >> Thank you. >> Thanks. No questions on Thank you. Moving on to agenda item 9.7 discuss the parent teacher PTA contribution supporting students in
126schools. Dr. Freeze. >> Thank you President Gwen. So I put this on the agenda um to recognize the positive role that PTA's play in supporting students, teachers, and campus culture. PTA leaders are often highly visible and trusted by parents and are frequently viewed as authority figures and points of help. Because of this influence, I believe this uh this board values the importance of PTA leaders taking extra care to remain neutral, stay out of internal campus matters, and avoid actions or messages that interfere with principles, teachers, or classroom instruction. I believe this board strongly supports positive PTA partnerships while also prioritizing uninterrupted instruction and clear lines of authority. So I I was uh fortunate enough to meet with PTA leadership and uh discuss with uh them some of the real positive things that the PTA contributes.
127Um and I'll I'll list a few of these here briefly and then I have a few questions for Dr. Howard. Um so family engagement events, um teacher support through classroom supply grants, appreciation events, recognitions, um staff lounges, student enrichment, all kinds of assemblies, cultural events, community building activities, uh connecting connecting families with local resources in the community, and serving as a communication bridge uh by alerting principles to parent concerns. Um, so these are all really healthy, uh, good things that the PTA contributes. Um, I would go so far as to say that, uh, you know, they're they're more recognized on campus obviously than we are and and maybe by many of district administration and, uh, you know, they are really key. We've seen some of these numbers um that we we just really got to
128get up and I I really believe that the PTA is a key part of uh, our whole community. So, I I cannot support it enough. Um, so I kind of want to talk to Dr. Howard a little bit. In our next uh meeting in in a month, we're going to be putting on kind of some board constraints. And I kind of want to take this opportunity to say, you know, there's some some things that the board um board like when we go into schools, we need to follow certain procedures and and uh policies and protocols and respect instruction time and principal time and also respect the chain of authority and in the MISD district. And I think I hope our board can kind of set an example of that not only in in having policies
129but so that you know maybe the PTA can kind of consider you know uh what what we're going to try to do um as far as that goes. So I guess Dr. Howard, with that, I kind of would like to get some of your thoughts and um I would kind of like you to start off maybe by explaining the proper role of PTA leaders compared to the authority of principles, teachers, and district administrators. >> So, and I was um able to visit with the PTA leaders today. We had our Midland Council PTA president uh presidents meeting. And so, that happens almost every month. Uh that's our principles coming together, our presidents coming together and um you know we're fortunate in Midland to have a Midland Council PTA. That is not the norm across the other
130districts I've been in. Um I've been in many districts where just trying to get PTA started wasn't easy because it wasn't in place. and I truly believe in the role of the PTA and and was fortunate the nine years I was a principal to have an outstanding PTA presidents and um members and and and they just did so much. Um but I think the key is to Dr. for Freez's point is that collaboration with the principal and one of the things we ask our principles to do is sit down with their presidents, you know, in the spring when a new president's elected before school starts and >> [snorts] >> uh come to some common consensus about, you know, what the campus needs and then uh work with the PTA to support that uh work and
131um possibly raise funds or volunteers or whatever the case may be. I'll say that that that happens, you know, in in almost every place and um we provide training at the beginning of the year for our PTA presidents and board members. Um we uh have reiterated some of those expectations and I went over those today to always coordinate with the principal. Uh the principal is the leader there and they need to know what's going on and they need to approve what's going on um and make sure that that aligns with the work that they're doing. Uh we've also reminded our PTAs that anytime they're doing um something that involves the media, they have to clear that through communications. Um our principles know that, but um we wanted to remind our PTA presidents of that as
132well. So if they have some event, they're inviting media to to make sure that they're coordinating that. Um and then how to handle concerns. I like talked about my experience and and what I and I've shared this with our PTA uh Midland Council PTA every year since I've been back in the district. One of the things they can do that's most helpful to a principal is when they have a question come ask the question um so that they can you know help answer those questions and to Dr. Freezes point. They many times are very well known and um and people are asking them questions because they assume they know more than anyone else would because they tend to spend more time on the campus. Um I also reminded the presidents today that um just because
133a concern is brought to them doesn't mean that it's um something that the principal will change. Sometimes people don't like things, but you know, I use an example. You know, high school has a tardy policy and somebody may not like that, but that doesn't mean we're going to change that tardy policy. And so, um, it's just having those conversations and then also remembering that the role of the principal is probably the hardest job in the district and uh, the support from the PTA is really important because um, we want them to make that job easier, not more difficult. And then of course reminded them of visiting campuses, you know, making sure that they're checking in. Those are safety and security issues as well. But then also uh not interrupting classroom time, instructional time, and always
134coordinating any of those activities and visits with the campus principal. >> I got maybe one or two more questions. So, um, what steps can principles do and the district take to keep PTA leaders from being drawn into, uh, staff disputes or professional conflicts? >> I think it's, you know, at the beginning of the year having those conversations. Um, we cover that, uh, during our trainings and, uh, we iterated that again today. Um, in most cases that's handled really well. Um, and you know the thing I told presidents today, you know, if they visit with a campus principal and and they still have concerns and they don't know who to talk to next, they can always reach out to me and I'll make sure that the appropriate person uh figures out what's going on and and
135gets to the bottom of that. >> Okay, that's all I have. So, >> go ahead, Brent. >> I just have a quick statement. I would like to thank our new president, Mr. President Josh Gwyn, he set the bar real high and reached an olive branch out to the PTA today. And I'm glad you brought up the PTA put this on the agenda because I bought the platinum VIP package or what have you and I found out that that gives me voting rights. So I look forward to going to the PTA meetings and becoming a very intricate part to all the PTA meetings. Need to read the bylaws and see proxies and just make every one of those meetings. But anyway, thank you very much for for for doing that. That's something I didn't do and
136I think that that is uh mighty fine of you, sir. >> For the record, I wouldn't have even known about it probably if Dr. Howard wouldn't have told me. But I I did go and I did learn something. Uh they're a little over. I think Miss Collins is sitting back there. Shake your head if I'm right. Y'all need every PTA to have eight more members sign up to hit your yearly goal. >> So spread the word. Tell your friends >> this month, right? >> Yeah. >> Principles, bribe your employees. They're not above bribery. They just need 7,500 members to meet their goal. So, Mr. Ron, I see you smiling. You're the principal supervisor. You can make it happen. We need 100% employee engagement in the PTA registration. There you go. Three of Bone. >> Look
137forward to sending you to some PTA meetings. Mr. Hernandez asked for a 10-minute break. Do I have a second? Second. >> All those in favor reconvene at let's let's say 15 minutes. 7:55. Does that work? >> Yeah. The time is now 7:56 and the board is reconvening. Moving on to action item 10.1, discussion of and request for approval of budget amendment number six. Mr. Durham. >> Good evening, President Gwyn, trustees, and Dr. Howard. Um this evening the district is bringing um budget amendment number six before the board. Um as I've mentioned in the past, the um school board approves um three different budgets on an annual basis. The general fund, the child nutrition fund, and the debt service fund at the functional level. If there are any um budget transfers from one function to another,
138it requires board approval. Um this budget amendment um only moves um budgeted funds from one function to another in order to better um categorize and help ensure um budget owners are able to address their needs. Um and it does not um change the overall budget. And so at this time the administration recommends the board of trustees adopt the budget amendment number six as presented. >> Any questions? Do I have a motion? >> I move. >> It's been made. It has been moved and seconded for the approval of discuss or of action item 10.1 discussion of and request for approval of budget amendment number six. All those in favor raise your hand. It's unanimous. Moving on to action item 10.2 Two, discussion of and request for approval of amendment to request for proposal RFP number 23-359,
139heating, venting, and cooling services, parts, repairs, supplies. Mr. Taylor, >> good evening, President Gwyn, members of the board, and Dr. Howard. RFP23-359 for HVAC services, parts, repairs, and supplies was approved by the board on March 19th, 2024 with an estimated annual expenditure of $750,000. This amendment is necessary due to an increased volume of services required and a higher cost associated with HVAC parts and supplies. In many instanc instances due to the age of the equipment, repair parts are no longer available which requires the replacement of these aging units. For an example, just this week a unit could not re be repaired because parts weren't available and we are currently awaiting a quote for a full replacement. Therefore, approval is requested to increase the estimated annual expenditure to $1,500,000 utilizing budgeted local funds. If there are
140any questions, I'll take them. >> Yes, sir. >> Mr. Hodgees, >> I just have a quick question. So, I just think and this is for the board to consider for putting in a policy or some type of update on it, but the board would like to get some type of update I think on the age of some of these HVAC units because if you go back pri prior to even when you were here for sure and Howard was just coming into it, the boards replaced a lot of these HVAC units or what have you. So, I think it would be not necessarily at the meeting, but wherever come up with some type of policy to give like a quarterly report and age out those machines because when we're talking about HVAC, we're usually talking about
141millions of dollars and and then link it to the deferred maintenance. So, which campus, which unit has had deferred maintenance on it and $3,000 issue has now turned down to, you know, new 300 $400,000 boiler or something like that. But because it's a lot of work, right? It's not a hair on fire. Do it tonight. But I think for board governance purposes going forward that it's very important for facilities to be able to start. There's just no reason that you shouldn't have a preventative maintenance index to be able to list out when it was and I there's already one there, right? So just build upon it because I think it's important for these board members in the future to to be able to to notice something. But thank you for your work and you have
142a lot of work ahead of you. >> Thank you. >> I think Mr. Hodgees brings a value val point and that's what I was going to speak on as far as on the prevented maintenance uh you know having a track or a a database saying that after 3 years or four years or whatever the case may be on the prevented maintenance one we start looking at replacing versus waiting till they break and then having to buy parts to try to replace them. So, I think if we on a program, not to say that we're not, and you just getting here, so I I know it's something you're probably accustomed to or know about as far as that this don't be a an additional cost trying to do repairs. We have a program in place. >>
143I will look into that. Listen. >> Yeah, I I think we all were on the same track on this in that um if there's a I think that what we want to see is that we're not replace that we don't have 20 of them that are going to go out in the next year. I mean, we need them spread out and because boards change, uh it's important for every board to have that same information because we're not all going to be here forever. And so five years from now, say, well, say two a year from now, you could replace um we have an election in November, so there could be three three new board members. You don't know. So again, you're starting over with, you know, HVAC's coming in and no one has the same
144schedule. So I think it'd be great. >> Yeah, I spoke to uh Mr. Durham about this one earlier and I get just so I'm clear on this. This doesn't mean we're going to spend 750,000 tomorrow. This is we're at we're we're at our limit on the first RFQ or RFP, sorry. And this is just increasing that ceiling, right? >> Yes, sir. That is correct. It is not increasing the overall budget by any means. It's already budgeted funds. Um what it's doing is it's increasing the board approved amount for 750,000 um to $1.5 million um for um this year and um subsequent years. Um the only time we'll actually ever utilize um these services and the RFP is for absolute needs. Um as Mr. Taylor said um we have had some issues. I know um I
145believe it was at Alamo um we're slated to replace a boiler for approximately $260,000 um during spring break. Um and so it's in order for us to remain in compliance and and not um putting us in a bind because um we're at our threshold and we're no longer able to um address emergencies as they arise. >> Thank you. >> Go ahead. I just so essentially to to President Gwin's point so we're just approving to increase access to commercial credit. We're raising the debt ceiling so you can not have to come to the board for another threequarters of million dollars in case you need to all of a sudden go buy an entire new HVAC system. >> Yes, sir. >> Okay. Yeah, I'm against that. And y'all may have talked about this today because I had
146to step out and go to another meeting, but if this is scheduled work within the bond, it can be funded that way. Is that correct? >> That is correct. A lot of the the work that is um directly related to this RFP is not related to any bond expenses. Um most of the HVAC units um that are addressed in the bond are coming through separate RFPs um that are coming before the board. Miss Berles. >> Yeah. So, from being in a classroom, they always go out at the most inopportune time, either in the heat or in the coldest of colds. So, that's why we want for you to be able to go fix them when they need to be fixed is what what we're asking for. >> Dr. Freeze. >> So, um I got a
147I got a couple questions. Do you think so? You know, I this kind of went in line with the HR thing where I wish we had really, you know, comprehensive reports. And so, here's another situation where it'd be nice to have reports on the state of uh repair or disrepair in the district. Is there any I don't this is a kind of a question to anyone. Is there any would we want to put that into policy or >> so? Uh, so maybe we can work on some kind of policy on reporting for, you know, for >> Yeah, I think the board needs to just to step in. I think the board as a whole as a body corporate at some time at a workshop or probably do a specific workshop on maintenance because these items
148keep coming up and I know I've been on the board for three years and we've asked for these maintenance programs some type of and Mr. Bishop has as well. This isn't the first time we've talked about it. Now we're raising another threequarters of million to have access to commercial paper so we don't have to wait and we don't even know what we've got. And there was a big transition gap when Kelly Spencer was here. She was the interim facilities person and then no she was the facilities person and then interim superintendent. And there was a lot of bond stuff going on. And so there's all these campuses had new HVAC systems put on them. some of it, not all. Let me rephrase. >> But there's confusion in what has what, when it was put in,
149the deferred maintenance, [clears throat] >> and there just needs to be a program put into it. Once y'all bring a program back, I mean, I've only asked for it like 10 times. But once we see some type of progress on that, then I'll vote for another access to three quarter of a million dollars. But until then, I'm a no. >> So, I I got a I got a question for y'all. What's the consequence of a no vote if we vote no vote this down? Um if if approval is not provided tonight um then anything that that breaks in the meantime um will have to be deferred. Um specifically this RFP um is good until um March the 18th I believe. And so the um extension would start on March the 19th. However, we do have
150some projects right now um slated to happen. And so we would have to um cancel them um until after um the the 19th. >> You know, you're one of my favorite people, but I'm just going to shoot it back to you. Same thing my parents told me. Poor planning on your part. Not getting me the material that I've requested for three years doesn't make it an emergency on mine. All due respect, >> one of the things um couple of years ago we had a regular board reporting calendar where periodically different reports would come to the board and report items like this. Um an update on transportation for example, the number of fleet we have, what kind of fleet, the age of the fleet, things like that. Um and then uh you know a decision was
151made because the meetings can get long to move those to attachments in the the weekly updates. So, we can definitely put together um and pull that back out and put that together. As far as the deferred maintenance and the um uh schedules, Mr. Cado's the const done in this um group. So, uh let's make sure we get that out tomorrow. >> Yeah. And I think you can even put it on the information items at the bottom to where everybody has access to it, right? Not necessarily do a presentation, but just everybody has it. Is there any way we we could start working on policy for reporting this? Um I would like to you know start working on that >> very soon. So [snorts] >> any other questions? >> Yeah, I guess so. Uh so tonight
152you asking for what you guys just talked about. So you needing that approval possibly because y'all already have something now that that's said a president need to be done. uh as as we speak. >> Yes, sir. Um one of those items specifically is the Alamo um boiler. >> Okay. So, if if we don't move on this and that puts us behind the eight ball at the Alamo, >> that would be correct. >> Okay. >> Can I butt on to >> Go ahead. >> So, my question would be you said the extension starts 19th. So, it's what January. So, you don't think y'all could come to the board with some type of a basic outline before that got into a crisis mode for us to call a special meeting and vote to approve for threequarters million
153dollars that you're asking for without a plan? I mean, if I was in your shoes and my boss said, "I'll give you I'll approve three4ers of million dollars if you bring me a plan." I would say yes. But I'm not you. Well, I guess the question I'm I'm I'm I'm after is is we going we have a campus. We have a and I understand there's emergencies and things that that that come to play. Uh I mean whether it's in the school industry, whether it's in the oil field, things happen and it's at not at our mercy most times when those things happen. But if we don't, then we put one of our campuses behind the eightball on some equipment or something that needs to be fixed now and not in March. if that's a fair
154statement. >> But we wouldn't be behind the eightball if we got it done quickly. Right. >> Well, and I understand that, Mr. Hodes, but I see too that this gentleman just came on board. I mean, so he's trying to still get his feet under him as well. And and I'm not I'm not going to fault anybody. I'm just saying >> Yes, sir. I wasn't trying to be burdensome, but welcome to NASCAR. This Formula 1 racing, it's a much bigger $400 million annual budget, $1.41 billion voter approved bond. Welcome to the NFL. You know, you're asking for three quarter of a million dollars and I don't see a plan. I'm just telling if I get it's with all due respect. I'm just saying I've asked for this for a long time and there hasn't been any
155movement on it. So, I'm going to no vote every type of increase until we see a plan because it's not that I'm choosing to do that. It's I've been put in a position by not having any actions or any of those things brought forth to just vote no until there there has to be a consequence for the action to change. >> Mr. Green, I'll move that we accept a recommendation from the >> I got a motion. Do I have a second? [snorts] It has been moved and seconded uh for the approval of action item 10.1 discussion of and request for approval of amendments request for proposal RF Huh? >> 10.2. >> Yeah, 10.2. That's what I said, isn't it? >> Oh, 10.2. Sorry. Discussion of and request for approval of amendment to request for proposal
156RFP number 23-3 359, heating, venting, and cooling, HVAC services, parts, repairs, supplies. All those in favor, raise your right hand. All those opposed. 61. Motion passes. >> And we will work on that and get that to you. Moving on to action item 10.3, discussion of and request for approval of guaranteed maximum price number two for the 2023 bond program package number three elementary group A Franks Emerson Lamar Long Parker Houston South and Travis Elementary Schools presenter Park Hill >> President Gwyn Dr. Howard and uh members of the school board. Uh as discussed in my update, we bring tonight the uh GMP2 for package three elementary schools. Uh Cirrus Construction is the construction manager that was uh selected back in 2024. They are currently working on GMP1, which is the sprinklers. and uh tonight would be
157approving them to um complete the additions and renovations of those same projects um for GMP2 for a total amount of 14,218,210 and that would be included in the 2023 bond program budget. Any questions? >> I move to approve. >> Second. >> It has been motioned and seconded to approve action item 10.3. Discussion of and request for approval of guaranteed maximum price number two for the 2023 bond program package number three elementary group A Franks Emerson Lamar Long Parker Houston South and Travis Elementaryaries. All those in favor in favor raise your hand. It's unanimous. Motion passes. Moving on to agenda item 10.4. Discussion of and approval of reimbursement agreement related second amendment to the pipeline rightaway agreement between Midland ISD and energy transfer for the relocation of pipelines at the new Midland High School site. Presenter
158Park Hill, Mr. Edwards. >> Evening President Gwen, board members and Dr. Howard. I'm pleased to bring to you two uh documents tonight for your consideration. The first being a reimbursement agreement between Midland ISD and energy transfer for the relocation of pipelines at the new Midland High School site. And the second be a related amendment to the rightway for the pipeline. Um happy to answer any questions. Um any questions or comments? Anything? Got a motion. >> I'll move to approve. I'll second. >> It has been motioned [snorts] and seconded to approve action item 10.4, discussion of discussion and approval of reimbursement agreement related second amendment to the pipeline rightaway agreement between Midland ISD and energy transfer for the relocation of pipelines at the new Millan High School site. All those in favor raise your hand. It's
159unanimous. Motion passes. Moving on to action item 10.5, discussion of and possible action on the 2011 district memor memorandum of understanding with Midland County regarding student discipline to juvenile justice alternative education program in the 202627 school year presented Misser. Welcome back. >> Thank you. Good evening board president Gwyn trustees and Dr. Howard. Tonight, I'm here to provide context and support continued discussion regarding the district's uh district's 2011 memorand memorandum of understanding with Midland County related to student discipline and the juvenile justice alternative education program or JJ as we plan for the 2627 school year. A little bit of history um regarding thatou. The district has operated under the 2011ou um that waved Midland County's responsibility to operate a JJ for Midland County students. Given the evolving statutory interpretations, operational realities, and fiscal considerations, that agreement
160warrants formal review. Since the fall of 2025, the district and county have engaged in a series of deliberate steps to revisit the structure, responsibilities, and feasibility of a JJAP partnership. In October, the on the 27th, the district leadership, board members, and C community partners conducted a site visit of a potential JJ site. In December of 25 last month, I brought to the board information regarding offenses eligible to be served in a JJAP. This helped clarify the scope of the potential placements. During this same period, a fiscal analysis was completed to evaluate the projected cost, funding responsibilities, and potential financial impacts associated with the JJ operations. Following this work, a draftou was developed to reflect the current statutory expectations, operational considerations, and fiscal impacts. On January 12th, that draft was shared with Judge Johnson from Milan
161County. And on January 14th, I met with Judge Deman to discuss both the 2011U and the draft agreement. The purpose of tonight's agenda item is to support continued discussion and consideration for possible action related to the 2011ou and potential partnership with Midland County for a JJ. No immediate action is required this evening unless directed by the board. Let me um I do want to clarify uh why we met with Judge Steman or why Melissa met with him. uh that 2011 um agreement um had Judge Peeler as the juvenile board chair and so I reached out to Judge Johnson to ask who that was now. I know it's Judge Deman and so uh that's why we were meeting with him because he serves in that role um of the person that um is over the juvenile
162justice board. >> Mr. President, I have a couple I have a couple motions to consider. Does anybody have any questions, comments? Go ahead, Dr. Freeze. >> Uh, motion number one, I move that the district immediately terminate effective for the 2026 hyphen 2027 school year, the Midland ISD district memorandum of understanding with Midland County regarding student discipline for the 2026 hyphen 2027 school year. I have a second. Has been motioned and seconded. Can I Can I see that, Dr. Because I need to read that back, right? >> Sure. It has been motioned and seconded for the approval that the district immediately terminate effective for the 2026 27th school year the Midland ISD district memorandum of understanding with Midland County regarding student discipline for the 2026 2027 school year. All those in favor raise your hand. It's
163unanimous. Motion passes. >> All right. Uh, we'll get to motion two. Um, I move that the board authorize the superintendent and board counsel to take all legal and operational actions necessary to coordinate with Midland County and operating a juvenile justice alternative education program beginning with the 2026 2027 school year in compliance with Texas law. >> Do I have a second? Oh, >> second. >> It's been motioned and seconded. Miss Berles has a question. >> Think about my question here. So, they they told us in the other letter, Deman said that we did that they wouldn't have to do this, correct? Because of the 2020 census. Is that correct? >> Uh, yes, ma'am. >> Okay. >> Yes. So I guess my my concern is is that everyone in Midland knows that we are no longer 2020
164Midland. I mean 20 2000 Midland is when it was actually 2000 Midland in 2000. >> So 26 years ago Midland was >> not 16,000. Yeah. Then >> 116,000 then. So even if legally it says that we all know that Midland is not 116,000 people anymore. So um >> roughly it's roughly 165,000. I looked at the census. >> So as a community I think that it's important that we um acknowledge that and find help for these students, these kids who once expelled are on the street. And that's not good for Midland either for them not to be going to school somewhere. So I think it's it's imperative that the entire community addresses this issue of educating these these kids because uneducated we have larger problems than that with these kids down the road as they get
165o even older even though most of them are probably going to be fairly old when they go into the JJ but it's it's it's a community issue that that must be addressed. So I agree, >> Mr. Fernandez. >> I agree with Miss Berles. I've been approached by other people asking me, "Well, how are you going to uh hire enough teachers?" I believe I discussed this with Dr. Howard. That's not going to be an issue. We should have uh sufficient number of teachers and pair of professionals. uh a word out to the public. We're going to need one regardless of what some people's opinions are. The problem won't go away by just turning away and saying, "Well, maybe it'll fix itself." No. A JJ is definitely needed. It is not a want. Being in the law
166enforcement uh business for 37 years, uh I don't think we can wait any longer. I think it needs to be addressed immediately and uh as as quickly as we can as we can get uh get going. There's to just sit there and twiddle your thumbs is not not an option. Uh if somebody says, "Well, we need to wait for the next census." Well, hey, guess what? It's going to be a whole lot worse by then. I think we need to jump on it. And I agree with Miss Berles in that regard. >> And this is not just an a Midland ISD need. It's a county need. Um, you know, we have other school districts within the county. We have other, uh, campuses within the county that are not part of an ISD. Um, and we
167see students served at Culver in the detention center that are not just Midland ISD students. It truly is a community issue. >> Oh, you're scratch. Sorry. I just I saw your hand in the corner of my Oh, go ahead. >> Did you call on me? I couldn't hear. >> Yeah. Yeah. here again. >> Uh, so I'm not an attorney and this is not legal advice, but so according to Texas Administration Code or the way that I infer section 348.2000 program administration organization, the section directly addresses theou requirement overall program structure ensuring alignment with Texas Education Code SE section 37.011K. So the mission of the JJAP, the policies and procedures of the JJAP, but where my confusion comes in is on theou itself it itself because the way that I understand it to be the juvenile
168board must annually enter into anou with each participating school district and thatou must address items listed in Texas Education Code section 37.011K 011k such as responsibilities for JJ establishment funding placements for serious behavior term links transition services transportation and special education provisions and since this was originally done in 2011 and I am I know of no annual meeting that the district or the board has I can only speak for me sitting as a board member since 2022 but I have not been made aware Dr. Howard has not been made aware. I can't speak for anyone else, but have has anybody else been aware of an annual meeting? Therefore, I think that we don't have a choice other than to get out of thisou to to so people can come together to come up with a
169long-term plan that better suits our students. So that's where that's that's >> and we have sent a draftou to establish a JJ that addresses all of those components you just listed >> between the education code and the administrative code. There's a lot that we need to have a meeting of the minds on. >> And again, it's not just Midland ISD. It's Midland County. >> Midland County. Anyone that's in Midland County, >> theou that we sent was specific to Midland ISD. Of course, if uh the county opens that up to additional districts and schools and things like that, uh we would have to work together with them on um because if we're going to provide the teacher, then they would there would be an agreement of some sort where they're paying a fee to send students
170there, you know, and it would become a a more complexou. Uh but those are things that Melissa's already been thinking about and working on. >> Anybody else? I got one more question or one more. >> So if if um if they've been charged with an offense that um is eligible for JJ A, can can the judge require that they attend the attend school? >> It is for non-mandatory expulsions as well as as mandatory expulsions. >> Mandatory expulsions um would fall under >> serving in JJ. I I do think there is an instance where a judge can automatically send a student to JJAP, but what um involves us are those mandatory expul expelable offenses. >> So I I guess maybe my question is because a lot of these kids that end up in that program have
171not been attending school very regularly. They're absent a lot. Can the so is can it it's mandatory that they have to attend? So these students >> these are felony >> on mandatory yes on mandatory offenses these are typically felony offenses. So these students are either on juvenile probation or they're on adult probation. And [snorts] so that is going to be up to that juvenile justice board and and then the adult probation. If they're in violation of probation, which I would expect would require them to be in school. Um that's something that's up to the judge and the the probation officers. that's really out of our hands at that point. >> Yeah, this is this is not in place if I understand the the code correctly and I'm not an attorney and this is not legal
172advice, but this is for felonous behavior such as the rapist, murders, attempted murders, robbers, things of that nature like the kid, you know, the the allegations with the murder that happened at the DK store. So, it's I think imperative for us to separate those kids, you know, from from the general population. >> Anyone else? >> It has been moved and seconded that the board authorizes superintendent and board council to take all legal and operational actions necessary to coordinate with Midland County in operating a juvenile justice alternative education program beginning the 2627 school year in compliance with Texas law. All those in fa in favor raise your right hand. Unanimous. Motion passes. >> Moving on to uh agenda item 11, close session. >> Uh in accordance with government code section 551.001 section 551071 for the purpose
173of private consultation with the board's attorneys on any and all subjects regarding all matters authorized by law. Section 551072 for the purpose of private consultation with the board's attorneys regarding the discussion of property and 551 074 for the purpose and consideration the appointment employment evaluation reassignment duties discipline or dismissal of public officer or employee to hear complaints or charges against a public officer or employee including discussion and consideration of the superintendent's annual appraisal and contract. The time is now 8:29. We'll go into close session. The time is now 11:01 p.m. The board is reconvening out of close session. Moving on to action item 13, discussion of and possible approval approval of the superintendent's contract. Do I have a motion? >> Uh, Mr. President, I move to authorize the board president and the superintendent uh to
174finalize and execute the superintendent's contract extension as negotiated by the board in close session. >> Second. It has been moved and seconded to to approve the to authorize the board president and superintendent to finalize and execute the superintendent's contract extension as negotiated by the board in close session. All those in favor raise your hand. Uh unanimous 70 U motion passes. Um, next item on the agenda agenda is item 15, adjournment. Do I have a motion? >> I'll move to adjurnn. >> Second. >> All those in favor? >> Unanimous. >> Thank you. meeting. >> The meeting is adjourned at 11:03 p.m.