001explain to you'll just come that way. Your little They'll say the pledges and then you walk across. >> Yeah. So, you'll be down. You're going to Starting. Are you right now? 12 yet. >> No. >> Okay, good. Thank you. >> That's so special. This is all over. I'm all The time is now 5:30 on October 23rd, 2025. This meeting of the Midland Independent School District Board of Trustees meeting is now open for the transaction of business or any matters which may be properly presented. Um we are a quorum verification of compliance with open meeting law. This is to certify that the provisions of section 551.01 of the Texas government code have been met in connection with public notice of this meeting. If you would please stand with me for a moment of silent and join
002us in the pledges to the US flag and Texas flag. Bunch Elementary will be presenting. Good evening, President Hodes, members of the board, and Dr. Howard. My name is Emily Brown, and I am the principal of Ralph Blanch Elementary School. The mission of Midland ISD is that all students will graduate college, career, or military ready. In MISD, we work toward that mission every day. This evening, I am pleased to introduce two Bunch Elementary students to lead us in our pledges. Bea RTO, daughter of Natalie Salazar and Julian Robbleto, is in sixth grade and loves social studies because it's pretty easy to memorize facts and dates. Her favorite hobby is making music. In fact, she's hoping to get a guitar for her birthday, which is today. When Bea grows up, she wants to make music or
003work in animation and plans to attend Midland College before studying abroad in the UK. Zachary Noah Wolf is in the sixth grade and is the son of Justin Wolf and Catalina Ramirez. He loves math because he is good at using math strategies. Noah's favorite hobbies are playing with his German Shepherd, Jeremy, and playing football with his brother. When he graduates from high school, he wants to attend the University of Texas to play football and study to become an engineer. Together, we are educating the future with excellence. At this time, our students will lead us in the pledges. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. flag. I aliance to the Texas one
004state under God. One and indivisible. First on the agenda is public forum. The vice president would call the names. >> So we have nine speakers. Miss Coleman would be first, then Britney Lot, then uh Jasmine Perez. Good evening, President Hajes, Dr. Howard, members of the board. My name is Ebony Coleman, and I am the founder of Jumpstart Mitten. When I tuck my children in at night, I think about their future, their dreams, the potential, and what kind of mitten they will inherit. I think about the kind of opportunities they'll have and whether this community, the one that we love, will truly prepare them for the world ahead. That's why tonight we are here. Because we refuse to accept a future where potential is wasted because we didn't act when we had the chance. Right now,
005only 38% of students in MISD are performing grade level in math. And some schools, it's single digits. Those aren't just numbers on a spreadsheet. Those are real children. our children falling further and further behind in a subject that opens doors to many, many futures and opportunities. We live in a city and a region that's based on oil and gas. And it's run by math and science. But this isn't just about jobs. It's about confidence, opportunity, and belief that every child deserves to walk into the classroom knowing they can succeed. That's why we are launching our math and mapping campaign. We're calling on Midland ISD to make math achievement a top priority with a clear threepart plan. Tell the parents the truth. No more sugaring it. If my kid ain't doing good, just let me know
006straight up. I don't want to be confused. I just want to know if they not doing good. Provide strong and effective tutoring and intervention programs during school and after school. So every child who's behind can catch up. That high ghost stage of tutotoring done during school hours will be very effective. Build a strong foundation within school so that mass success isn't just a one-year fix but a one a longterm cultural achievement. We thank superintendent and her team, the English and math departments, the board members Berles and Booker who have met with us to give us feedback and discuss their priorities. We know that this isn't easy, but we also know that our kids are worth the effort because the math ain't matter. And it's time Mittland starts adding it up. Thank you. >> Thank you.
007>> The slot will be next. Good evening. My name is Britley L and I'm an MISD auntie and a proud community member and a member of Jumpstart leadership team. Being a big part of my nephew's life, I've seen firsthand what a poor culture in school looks like. My nephew has witnessed educators give up on kids, not be interested in excellence, and that was has a result on his own attitude and opinion about education. We need to do better as a district and community to ensure all students and staff to feel supported so all kids can thrive. Our third demand is to build a strong foundation and culture within schools. teachers, principles, and staff so that math achievement becomes mo part of the culture, not just a year-to-year thing. Our teachers need support, real support, ongoing
008training, math coaches, and collaboration time to master methods that work. Principles need the tools to lead schools where excellence is the expectation. We don't want quick fixes. We want longterm change. We want a system that doesn't depend on one great teacher or one lucky classroom, but one that ensures every classroom is strong. Every child in Millland deserves a school where math makes sense. Where confidence grows and where potential is unlocked, not limited. Milan's children are bright, they're capable, they're worth it. But the math is not mathy. And that's something that we can must change together. [Applause] >> Thank you, >> Jasmine Perez. [Music] Hi, my name is Jasmine and I am a member of John Clark's leadership team. When my son was in fourth grade, I found out he was dyslexic. The school wouldn't trust
009him until I took him to a psychiatrist. As a single mom, I paid $400 out of pocket just to get him tested. And then when I finally got him tested a year later, I was finally able to get him the support and intervention needed. Like in my son's case, intervention can be powerful. But right now, that kind of support depends on luck on which schools you're in or which teacher has extra time. It shouldn't be luck. It should be guaranteed. I also joined Jumpstep as many parents who here we went knocking on doors hearing real people's voices. This past summer only 30% of parents that we spoke to said that I'm sorry I got that I'm nervous. Only 30% of parents said that they knew where to go to for support if their child was
010behind. That's why we're calling on MISD to implement strong intervention and tutoring programs both during school hours and after school. Every child who's behind deserves structured, consistent help to catch up and stay on track. We can't build a strong future for Midland if our kids are still struggling to multiply faction. We know it costs money. We know it takes time. But you know what costs more? Lost potential. lost confidence, lost opportunity. We know we're asking the district to make this investment not just in math, but in our children's belief in themselves because when kids start to see that progress, everything changes. That's how we turn things around. Thank you. >> Thank you very much. Next is Heidi Johnson. Then Sarah Collins will be after her. Hello. Good evening, Dr. Howard and members of the board.
011President Hans, my name is Heidi and I am a member of Jumpstart's leadership team. When my daughter was in the 11th grade, I realized my daughter had fell behind in math. I'm not going to lie, I was not following up on Skyward and looking. I was just taking her word. She said she was doing good. And so it's when I got a notice of her having to retake the math star assessment, I became alarmed. But then I started doing some research. So I looked on uh Skyward and checked her grades and saw that she hadn't been passing for like the last three cycles and we were going into the second semester. Um her teachers had never informed me and nor was my daughter telling me the truth. Um, but over the summer I joined Jumpstart
012Midland to knock on hundreds of doors in Midland talking to parents about their concerns and dreams for their children's academics. And then 70% of the parents we surveyed attended a DNF or DNFD or F school and they were unaware. So almost 70% also said they cannot access and or navigate the Skyward portal easily. It was clear from talking to the parents that there is a disconnect with the information and often parents closest to the problem are left in the dark when it comes to their children's academic performance. Parents can't fix what we don't know. We can't get tutors. We can't support from home and we can't partner with teachers if we don't have the honest, clear information about how our children are doing. That's why Zoom start midnight first demand was simple. Give parents real,
013transparent, accurate, timely information about their child's math performance. We don't need to dress it up um with confusing labels, sugarcoat it to make it look better than what it really is. Just tell the truth. because when you know the truth, we can take action. We're not asking for blame. Um we're asking for partnership. Families are ready to roll up their sleeves and get it gone. But partnership starts with transparency. Every parent in Midland deserves to know where their child stands because the moment we know we can we can begin, excuse me, to close the gap. This is about trust. This is about accountability. And ultimately, it's about every child in this community having a real shot at success. Let's be real, math is foundational to the world. It's what drive innovations and it's what develops
014your critical thinking. Thank you. >> Thank you very much. >> Good evening, President Hodes, members of the board, and Dr. Howard. My name is Derek Collins and I have the honor of serving as the president of Midland Council of PTAs representing 38 active PTAs across our district in our 75th year as a council. I first want to thank each member of the board and administration that have joined at least one local PTA. A special thank you to those of you who have joined all the PTAs in your district as well as those that have joined all 38 local PTAs. I am excited to report as of this afternoon that we have a districtwide membership of 6,426 members. Um, if you have not done so already, please visit joinpta.org and join one today because your support
015is greatly appreciated. This year, our local PTAs have been working handinhand with campuses and district leadership to strengthen three key areas that directly align with MISU's priorities. Family engagement, student improving student outcomes, and increasing attendance. Our mission has always been simple. To make every child's potential a reality by engaging and empowering families and communities to advocate for all children. And this year, that mission is alive and thriving in MISD. Across our district, PTA has hosted family engagement nights, literacy and math events, and campus celebrations that bring families and educators together in meaningful ways. These events not only build relationships, but also reinforce the importance of uh families being partners in student success. To support student outcomes, many of our PTAs work closely with their campuses to provide support and extra resources, have hosted countless teacher
016appreciation events, and firsthand um I'm sorry, and recognize campus achievements. We've seen firsthand how encouragement and recognition can motivate student success. When it comes to attendance, PTAs are stepping up creativ creatively. Whether it's through attendance challenges or recognition programs that uh celebrate consistency, our families are un understand that showing up every day is the first step to success and our PTAs are helping make that message visible and exciting for students. This year our council is focused on building leadership um throughout from the bottom up providing training mentorships and resources to ensure that every PTA has a strong foundation and the tools to continue the successes. Uh we are proud of the collaboration we share with the district leaders, principles, teachers, and families. Together we are creating school communities where everyone feels seen, supported, and connected.
017And we can't do it without your help. On behalf of all 38 PCAs and the thousands of parents, teachers, students, and community partners that they represent, we thank you for your continued support. Thank you. >> Thank you very much. [Applause] >> Next up, we got Reaganos. followed by Stephanie Ganoway. >> Good evening, members of the board. Dr. Howard, I just want to express to everybody, I think everybody I've spoken with in the community thinks this self-report that Mr. Hodgees is very self- serving and everybody knows it. It's also fitting that today you're going to talk about 9Z, the discussion request for approval of selling the Satico Apartments. Back in February, I asked this board to make sure that the Encore Academy and their students had an applesto apples transition. Later in that meeting, Mr. Hodgees
018mocked the fact that they had a bedroom. These are life skills students. They're not your normal students. But we all know you're not an expert in special education. And not only did they not get an apples to apples transition where they had a washer, they had a dryer, they had a dishwasher. They don't have that right now at their current location. But a previous board meeting, you had some great theater where you're giving out your personal number and saying, "Thank you for letting me know because how can we tell Dr. Howard and her team what needs to be done if we don't know. Well, I told you back in February and nothing happened. Not only did you put that property up for sale during that board meeting, but you announced it the same evening before
019where we were notified that our kids were going to be moving and you didn't give us any time to ask any questions. not going to do this, Reagan. You can either speak or you can step away from the podium, but you're not going to sit there and stare us down and try to intimidate us. >> Oh, this is not intimidation. >> I mean, it doesn't work like that. Either speak or leave the or leave the podium. That's your options. My time. >> Thank you. >> This is my time. >> Thank you. You're done. This is my time. You're done, officer. I would like to so some some clarifying questions to Dr. Howard on this. He's done in that board meeting. What was the recommendation of Midland Independent School District Administration on Encore Academy from Linda
020Rhodess? >> Um that's been a little while ago if I remember right. That initial recommendation was to move to Coleman High School. After further review, it was determined that the location where they're at, um, uh, behind Young Women's Leadership Academy was a better location for them. I do want to point out, >> what is Linda Rhodess's position? >> She's the executive director of special educ. >> So, she would be considered an expert and a subject matter expert in special education. Correct. >> That would be what I would expect. And so her recommendation was to move that program, the Encore Academy to Coleman. And that recommendation came from the district and this board agreed with the subject matter expert in special ed education's recommendation. Correct. >> Right. And then after further, >> thank you. I wasn't
021trying to interrupt you. Thank you. >> Made a decision. I do want to point out because I think it's important uh the district is looking at a long-term solution for Encore. That would be a a very good setting um as part of the bond as we work through that and have space freed up at um what will be Story Middle School. >> Next speaker, >> Stephanie Gaway. >> Good evening, President Hodes, members of the board. Dr. Howard, >> would you mind moving just a Thank My name is Stephanie Ganoway and I'm a parent of a student in the life schools program here at Midland ISD. I'm also a certified special education teacher and a certified diagnostician and an advocate for students with disabilities. I am here tonight as a parent because I am also a
022peacemaker and I am a parent seeking to find common ground at this district. First, I'm going to briefly outline some concerns. Earlier this year, after filing a TEA complaint and a non-consent, we reached out to Dr. Howard and my son finally received the Inerson speech therapy that that was written in his IEP. And I recognize that our district faces a shortage of qualified speech therapists. I do. I recognize that as a professional. I recognize that as a parent. I see both sides. U but that shortage cannot be an excuse for children not receiving their mandated services. When staff vacancies cause delays, parents deserve communication and collaboration and solutions. Not silence. But I want to share that even as someone who understands special education law very well. When I first first reached out for help, I
023was stonewalled. I felt like my concerns fell on deaf ears. And not once did anyone from the district reach out to me, even knowing that my child's IEP was not being followed. If that was my experience, I can only imagine how discouraging it must be for parents who don't know the process or who are afraid to speak up. So that's why I'm concerned about my son and others IEPs not being followed. And we know these are not isolated incidences. They reveal a broader issue of oversight, communications, and trust. Now, when parents say they want transparency, parents, when I say I want transparency, I'm not talking about a process. I mean honest, proactive communication. Transparency means that parents are treated as partners with their children's education, not as outsiders trying to get answers. True accountability means
024acknowledging one's role, no matter what it is, and showing consistent integrity. Our students, staff, and families deserve proactive leadership. We want that common ground. We want that trust. Trust between parents and the district needs to be rebuilt. And these things that have happened cannot continue. That trust depends on open communication and a shared commitment to protecting every child, especially those that can't speak for themselves. Every student deserves dignity, safety, and compassion. And I am a parent that desperately wants to partner with this district and reestablish that trust. Thank you. >> Thank you very much, ma'am. Thank you. Next, >> David Marston. Then we'll finish up with uh Amber Davidson. >> Good evening everyone. Dr. Howard, Mr. President, members of the board, fellow community members. Thank you all for showing up tonight. My name's David Marston.
025A little bit closer. My name is David Marston and I'm not here tonight as a financial adviser or nonprofit leader, but as someone deeply invested in the flourishing of every student, every teacher, and every classroom in Midland. I'm calling on my community and this board to act. I believe that when we show up, Midland thrives. Showing up isn't about being present. It's about choosing to act, to advocate, to collaborate so that every student has the opportunity to thrive. It's about recognizing that our presence here tonight is a powerful statement, that we care, and that we're listening, that we're ready to build something together. We show up to learn because decisions made in this room ripple into every hallway, every lesson plan, and every child's future. We show up to honor our teachers, those who pour
026their heart and soul to each and every one of our students, often without the recognition or resources that they so desperately need. We show up to encourage transparency and accountability, not as critics, but as partners in progress. And we show up to be a voice for students, for progress, for the kind of education that prepares them not just for a test, but for life. This isn't about politics. It's about people. It's about the kindergartenner learning to read. It's about the high schooler dreaming of a college education. It's about the teacher staying late to help a struggling student. It's about all of us, parents, pastors, business owners, and neighbors, linking arms to say, "We see you. We support you. We're in this together." So tonight, I invite everyone to continue to show up, not just here,
027but in conversations, partnerships, and in action. Let's build a culture where advocacy isn't rare, it's routine. Where collaboration isn't optional, it's essential. Where every student knows that they're not just part of Midland's future, they're the reason we fight here. Because when we show up fully, faithfully, and together, Midland doesn't just survive, it thrives. Thank you. [Applause] Good evening. Thank you, Dr. Howard, President Hodes, and the members of the board for the opportunity to speak. I'm here tonight because I want to ask you to continue as what you've stated that you will be, which is transparent. I find that many of the activities and many of the words that have been spoken lately are not following that. Recently, Dr. Freeze, you requested that the bond advisory committee be disbanded without information. And later, you came back
028and said, "Hold on, stop. I I'll take away that request." That committee was put together. It was openly open to a bunch of people and the opportunity for them to speak up and say, "Yes, I want to be a part of it." But recently, we've learned and it's been posted on the district website that we now have an MISD library council and it has members that yes, they are parents. You have Jill Arthur who's a amazing educator, but you also have community members that do not directly have a tie to our district. And that committee by statute of how it was created and outlined is supposed to be a majority of parents and it is a majority but is a majority of by one and there are many people who would have been amazing individuals
029on that committee and would have served you well by being having the opportunity to serve. I want to remind you that you serve your constituents. As of lately, it does not feel like that all of you believe that that you're serving yourselves and what your own choices and your desires are. I will mention and say that some of you I have emailed and I have not gotten a response, not even a courtesy that thank you for your response. Thank you for your message. That is a courtesy. You represent me and everybody else in this room and those that are at sporting events tonight and watching their children and supporting community and fall festivals. My next question is, do you work together? Do the seven of you come together or is it the decision of two
030or three or four of you? Do you all discuss or does one or two of you make decisions and then post it to social media so that everyone knows what's going on? I would urge you to work together because when you work together, things will be better and our district will improve. As far as the TEA request and the audit, I wish that that would have been something that would have been discussed probably privately and that the matter as is still an ongoing investigation as I understand it was not out in the public and discussed with matters and information that is shouldn't be public information at this stage. We're talking about yes, there's probably some wrongdoing, but there are also people who maybe didn't do anything wrong and they deserve to have their name cleared.
031So, as I end, I would like to say time. Thank you. Moving on to the next agenda item. Agenda item six, consent agenda. Agenda A, approval of board meeting minutes. B, approval of monthly financials. C, approval of donations over $20,000. D, approval of quarterly investments. E, approval of out of state student travel. F, approval of University of Texas Perier Basin Police Department Midland Independent School District Services contract. G approval of the 2025 2026 application for low attendance waiver. Uh, H, approval of the 2025 2027 interlocal agreement with comquatics. I, approval of administrator administrator outside employment pursuant to Texas House Bill 3372. J, approval of library materials. K, approval of and recommendation dispose of out of adoption instruction materials. And L, approval of cardiac emergency response plan, SER, would any board members like to pull any
032of those items for discussion? >> Uh, yes sir, I would, Mr. Hajes. Uh 6E >> 6E >> E. >> Yes, sir. >> Anything else? >> I have a question about 6F. Uh I don't >> You want to pull it? >> I don't Can I ask a question? >> Oh, we got to pull it. >> Okay, then pull it. >> Anyone else? >> Uh I got a couple questions about 6L. L >> L >> Anything else, Miss Bolson? Anything? >> I do have another question. If I may, not pertaining to the consent. If if I may ask a question. >> Do you want to pull a different item? >> No, sir. I was just asking if I could ask a question before we went into the consent. >> Go ahead. Yes, sir. No, the question I
033had, I had sent an email uh asking a requesting for our council to be uh to be uh visible and accountable for this meeting uh if they're going to be online during the meeting. >> She's on right now. >> Okay. Okay. There she is now. But earlier >> and I I mean I was just making making the point that, you know, we're paying an attorney $450 an hour from the taxpayers money. I just like for her to be visible during our meetings. >> Yes, sir. >> Uh if that's possible. >> Yeah, she's there. >> All right. Thank you. >> Any other items to pull? Any other questions? >> Huh? >> As far as our staying online during the meeting? >> Carrick, can you stay online? >> Yeah, I'm online. I mean, do you want me
034do you just you want me on camera the entire time? >> Yeah, I think he just wants you to stay in on camera. >> Okay. >> Thank you. >> Correct. >> Yes, sir. >> Okay. Any other items to pull? See no other items to pull. We are now going to vote on agenda item six, consent agenda. A, approval of board meeting minutes. B, approval of monthly financials. C. Approval of donations over $20,000. D. Approval of quarterly investments. G. Approval of 2025 2026 application for low attendance waiver. H. Approval of the 2025 2027 interlocal agreement with comm aquatics. I. Approval of administrator outside employment pursuant to Texas House Bill 3372. J approval of library materials. and K approval of and recommendation to dispose out of adoption instruction materials. All those in favor raise your right hand.
035So it moves. Now we're pulling cons agenda item six, consent agenda F, approval of outside state student travel first. I can't Mr. Bishop, did you have that? Did you pull that one? >> Yes, sir. That's E. >> Okay. E. I'm sorry. Who pulled F? >> You did. >> Yes. >> And then Freeze, you pulled L. >> Mr. Bishop. >> Yes, sir. The question I have uh and I stand to be corrected, uh, Dr. Howard, but on our out ofstate uh travel, this was money that was already allocated in our budget that the board uh voted to approve. Is that a correct statement or no? >> That's correct. There are some trips from time to time that are paid, you know, the students fund raise or booster clubs help with. Um but they are either covered
036at the budget or they're, you know, ra the money is raised for them. >> Okay. So, a couple questions I have uh for the board is if if we've already approved the budget for these items for travel, then why it has to be bought brought back to the board again for us to approve? For an example, one I think one of the trips I think is to Hobbs, New Mexico or something like that. is there was no my understanding there's no uh anything mentioned about any spending the night but we're asking for seven chaperons to go on a trip of I can't remember how many students it was and it's not even an overnight uh trip >> in the new in the new policy and the state laws that's the policy that we adopted we
037have to get approval there's there's criteria that those chaperons have to meet for example when the paperwork came back over I believe this time there was some some things that needed to be modified on the paperwork that came to the board. There weren't uh uh the appropriate the forms were not filled out completely I believe and they have been now but so we want to make sure that when those kids are traveling out of state that they have the chaperones and those chaperones have been vetted per board policy and state law. Cara, would you like to chime in on that and if and correct me or Mr. Leer if I'm incorrect on any of that or Dr. Howard. >> I mean I'm just I understand what you're saying but it just I mean it's not
038like Hobbs is is 15 hours away. I mean it's an hour and 15 minutes and it's a day trip. We have coaches and and and teachers that are taking students further than this and they're not we're not asking for seven or eight chaperon. I mean, I understand the background checks, but as far as the travel to have to take a minimum of students to Hobs, New Mexico, and it's not even an overnight trip to ask for that many chaperons to go. I mean, if we're looking at at finances from a standpoint of paying some of these people to go just at a on an hour and 15 minute trip, uh, >> I mean, they could come back up to the board to to revamp that policy if they saw fit at a different meeting going
039forward or what have you, but right now it's just to stay compliant with our local policy and state law. For me, I don't care if it's an hour and 15 minutes or wherever, it's our policy. I think that we use our due diligence to make sure that our kids are protected. I'm always going to go above and beyond, not just the minimum. And as a safety inspector, you know that most accidents or most mo most a lot of your situations are within 10 to 20 miles of your home based on lots of white papers. But we absolutely can bring that up your preview if you'd like to put it on the agenda for the next meeting to update that policy or bring it into the next policy meeting. We would love to entertain you. >>
040Okay. >> I do think um it's important to point out this trip and it is to hobs if I remember right. Yes, >> this is the swim and dive teams from our three high schools that are going. Um, the question that we ran into, well, first of all, there was a Miss Belaloo pointed out that the hotel wasn't listed, but that's because it was noted. It's a not an overnight trip, so there wouldn't be a hotel. Uh, the second piece was uh the policy is a little um it was a little hard. They read it multiple times uh because it really looks like we need one and I'm not going to call them chaperones because these are coaches but these are our employees chaperones or volunteers in a lot of cases or something like that.
041But um in this case we're taking 37 >> there's 37 kids going on the swim day and there's only five going on the dive day. So they're two separate one-day trips. Um and we have four coaches going >> each day. But according to the policy, depending on how we read the policy, >> it would take how many people? >> If you it's in one area it states 12 to one and another area it states 8 to one. >> Okay. >> So we have >> we would bring it up if we if Mr. Bishop if you'd like or Miss Burlson or Freeze or somebody ask to have it put on the agenda for the next meeting. We'll go ahead and fine-tune that. As larger organization as many policies we have we're going to have to do
042small corrections on that. So, absolutely. Thank you for pointing that out, Dr. Freeze. >> Miss Blue, I got a quick question. Is there any is there a reasonable workaround for like 150 mile radius same day trip even if it's out of state? Is there any state law that you're aware of? >> Not without because your board policy, it's not state law. It's your board policy that's driving and it says that any out of state travel has to be approved by the board and it does not have a dollar threshold. >> Understand that. Um, I'm just thinking, you know, for a a modification if if there's any I just was wondering. >> Definitely think and I can next >> I can propose a policy with some changes so that you know if that's what the board
043wants >> if we could just for time sake for everyone's time. We'll put a pin in this, right? And we can vote for it at if the board sees fit for this one. We'll put it on the next agenda for November or a special meeting, however you'all want to do it, and we'll figure out the details of it there because there's nothing we can do right now to change that. I'll just tell you, Mr. Freeze with or Dr. Freeze, my apologies. Uh, from my perspective, there is new state law, which it we are not protected under sovereign immunity. So, I'm always going to go to the maximum amount to make sure that I'm protected. um or as far as there's a lot of chaperones because if something were to happen and we don't have enough
044chaperones, then we're now in a different type of of of of dilemma. Right. But if it's okay with the board, we can move on. Just are we good discussing this one and we'll put it on the agenda for next month or a special meeting to update and fine-tune the policy. Dr. Fest, Miss Burlson, Josh, Angel Booker. Okay, perfect. >> Now our team can work on that policy recommendation. >> That one's good. Now >> agenda item 6F, approval of University of Texas Pering Basin Police Department. Mr. Gwen, >> good evening, sir. >> You're the one I needed. >> Um, yeah. On the only question I had on this one was how long have we been using UTPB for this? I talked to um I think Mr. Durham a little bit about it and he said you
045you would be the one to ask how long have we been using them and I guess the second part of that is have we reached out to the Midland Police Department? Are they over overwhelmed to where they couldn't do it or not interested in doing it or >> Yes sir. As far as I know, they've been used since I've came on board, and that's two years now. And it could have been prior to that. And we did reach out to Midland PD and also the hospital district, and they did not entertain us using their dispatchers for this type of work. >> Thank you. That that's all I really had on it. >> And the big piece on that, what we weren't covered on is any after hours dispatch. And so that was not safe for
046our officers. And so that's when we began the contract with UTPB. >> Anything? >> No sir. Thank you, >> M. Prelson. Okay. Moving on to agenda item six. Mayor, I apologize for you need to vote on those items. >> Well, we're going I was going to vote on all three of them together. >> Perfect. Just want to make sure. >> I got you. Uh, agenda item six, consent agenda item item L, approval of cardiac emergency response plan, SER. Dr. Freeze, how surprising. So, I got a really really wonderful explanation about this and I thought I'd be remiss if I didn't give you all an opportunity to just maybe shorter version of what you told me, but it it was it's an excellent uh deal we got going on here. So, >> great. um cardiac emergency
047response plan. This is part of Senate Bill um 865. It um has to do with um responding to cardiac emergencies on our campuses. Um Midland ISD is actually we've been doing this for several years now with our code blue drills. Um and we use code blue as our activation um name for the drill. Um, this legislation passed stating that we actually have to have a written plan in place and protocol. Um, since I was never able to find one, we created one using the American Heart Association project atom um their template on it. And so it really is just guidelines to implement um how we run these drills, who's a part of these teams, um placement of our AEDs on campuses, which we've already pretty much enacted several years ago. Um so this is just
048actually the plan and protocol for that that we've already been doing. So implementation is supposed to be for the 2728 school year, but um we're ready for it. help. >> What percentage of our staff would you estimate will be trained to use these? >> Um, right now every campus has a code lead team that consists of anywhere from about five to 10 um team members. >> so if if we do have an event, is there some kind of debriefing in the the policy? Okay. >> Yes, there is. Um, we do like for example for the drills, we run um a drill. We actually debrief after the drill. We run um one drill each semester. Um and the nurses will actually step out of that drill. Um so that way they can have the team participate
049as if the nurse wasn't there. Um that way we can make sure they'll know what to do in case that happens. >> Thank you for all your work on this. >> Any other questions? >> Much any questions? I motion to approve agenda items 6, E, F, and L. >> Second. >> Hold on. >> The motion. So, we got to do be specific on consent agenda. So, the motion is agenda item six, consent, consent agenda item F, approval of out of state student travel >> or E. Let me restart. Agenda item six, consent agenda E, approval of outofstate travel. F, approval of University of Texas Perier Basin Police Department Midland Independent School District Services contract. And L, approval of cardiac emergency response plan SER. All those a second. Can we get a motion? Get a second.
050>> I second it. >> Okay, it has been motioned and seconded. All those in favor, raise your right hand. approved. Moving on to >> Can I ask a clarifying question? I just want to make sure that we're approving for the four coaches to take the 37 athletes. >> Yes. Okay. >> We approved all consent agenda is approved. >> Correct. Anyone got any? Okay. Yes. So, moving on to agenda item seven, the superintendent's update. Presenter Dr. Howell. >> Yes. Um, I'll start with some successes that have happened recently. Um, Jame Hame Areola, he's a junior at Legacy High School, uh, qualified for the state cross country meet on Tuesday. So, he'll compete on November 1st in Roundrock. We can't really look back and see when the last time there was a qualifier from the high from
051Legacy. It was 2011 the last time we had qualifiers from Midland High. And then Midland High volleyball one um well unless I guess something crazy happens between the rest of the the the games but uh one district on Tuesday night. Uh what's really exciting about that is we had both of our teams battling for the district championship. So to have the two best teams in the district is something we're proud of and and uh wish them well in the playoffs. Uh we've moved we have a couple of updates on campus administrators. Um, while we have the the need to cover Jones Elementary, we moved Miss Praau there a couple of weeks ago. Uh, she was an AP at Bernett Elementary and part of our aspiring principles academy. She's transitioned in really well, doing a great
052job. Gita Mitchell from student services is helping and supporting her because she also had an AP opening. Uh, they have recommended an AP and so they'll have someone starting soon. and then Miss Hendris, the principal supervisor, spending um quite a bit of time there making sure that she has the support that she needs. Of course, that left Bernett without an assistant principal, and so we have um an administrator from central office that's helping there as well and also working to find an assistant principal um to to be full-time at Bernett Elementary. We're a little over nine weeks into the school year and our second grading period ends ends next week. And so some updates on where we stand right now. Our enrollment's 29,177. So that's down 370 students from where we were last year at
053this time, but it's 926 below projection. So you're going to hear later um how we make those projections uh what the cycle is in that process and then the budget amendments that go along with that. Uh when we look at where uh did students go of course um there's all kinds of way you know places they go but uh 238 went to other public schools Texas public schools uh 53 returned to their home country. We had had a question about that. That's actually five fewer than went to their home country last year at this time. And we currently have um 63 newcomers and that's 15 less than we had last year. Uh when we look at where did our students come from because we um we had students come in and we had students leave
054um 175 of our new students are coming to us from county ISD. uh 61 transferred in from private schools or charter schools. Uh California is the third that was 41 students coming from California and then Florida 39. So the top four places that our students came to us from are those four. Uh our average daily attendance uh after the first six weeks or year to date is 93.36 and that's up from 92.63 this time last year. We did build our budget at 93 and so that is tracking a little higher. Um we tend to track higher in that first six weeks or first grading period and so I do appreciate the PTA and also jumpst start because we talked to them about helping us emphasize good attendance. That's important when we talk about average daily
055attendance. Every 1% of attendance is approximately $1.6 million for the district. And so, um, that's you're going to see more about that during the budget amendments tonight. Uh, from a staffing perspective, uh, right now we only have 30 teacher vacancies, so we're at a 98% teacher fill rate. Um, goal D, which is around high quality teachers. Uh, 70% of our teachers are certified teachers. That's about the same as it was last year. 395 are uh teaching under the district of innovation offering. Uh what I will say is we have DOI teachers that earn teacher incentive money because they have such good student growth and they are getting and they either are or are being put on plans to work towards that certification. And then uh we have associate teachers 148 across the district. Um, I
056think you remember what we did starting last year is, um, whether you're an associate teacher or a DOI teacher, uh, you're part of the team. You're in professional learning communities, you're going to all the training, getting all the extra support, uh, versus what we were doing when I first got here, which was putting substitute teachers in classrooms who weren't getting that extra support and and training that that we're doing now. So, um I also want to I appreciate Jumpstart bringing up the math and and we've talked about this, so it's not news to them, but we implemented um math curriculum K5 last year. So, we're in year two of K5 math curriculum across the district. Uh prior to that, um campuses were using a variety of things. So when we talk about those strong foundations,
057when we talk about that consistency, uh that implementation was all for that purpose. Uh this year we've expanded that from sixth grade up to algebra 1. And so um now we have consistent curriculum in EL K through 8 and math um K through algebra 1. That's all I have. >> Thank you very much. Moving on to agenda. Go ahead. >> Uh, so I got a couple questions. Any timeline on Bernett? Uh, AP have any any candidates or >> to to the podium? >> No, sir. We don't have a timeline right now. We continue to look for a candidate, push out some recruitment. Um, but at this time, we don't have a timeline. We will continue to send our uh district staff member out there to to support and after I talk to you but also
058she she feels like she's getting the support she needs. >> Okay. How how often does she have anyone help you know serving like a temporary role or giving her a little >> He's there every day. Okay. >> Um he is spending time with another campus but he's there every day. >> Okay. All right. And then I got one other question. Um, so we have 70% certified teachers. Of the remaining 30%, do we have any idea on how many are actually pursuing certification? Any any ballpark percentages or maybe we can get that for next meeting? >> Okay. >> Yes, sir. I can get that for you for the next meeting. Um, our team is currently meeting with all of the DOI teachers and our uncertified staff to make sure that they're enrolling in programs, but I
059can get you those specific numbers next time. >> And I do want to remind the group, a DOI teacher has a degree, they just do not have a teacher certification. Some of them are already enrolled in alter programs. Others are working on that. Um, and then we have CTE teachers like a welding instructor that, you know, might not pursue teacher certification. Um, and so there's different pathways for them. Anyone else? Moving on to agenda item eight, district informationational reports. A board of trustees continuing education. Say that again. >> Moving on. Can y'all am I good now? Moving on. I lost the phone. Uh moving on to agenda item eight, districtformational reports. A board of trustees continuing education report uh will present under state board of education rule completing required continuing education each year of service
060is a basic obligation and expectation of any sitting board member. As board president I'm required to announce that all members of the board have completed the required continuing education training and they have and I would like to give a round of applause to Mr. Booker. He had the highest cumulative GPA out of all the training. So, let's give that to Mr. Booker. [Applause] >> Say that again. >> Yeah, he is also the youngest. Um, I don't know. Legal council. I get in trouble going there. See, you got me. You got us in trouble. Moving on to agenda or uh item 8B, bond 2023, monthly report. Mr. Edwards. Good evening board, Dr. Howard and board. Thank you for letting me be here. Uh the bond program continues to move at a rapid pace and on uh
061right on schedule. Uh you will see uh I will quickly go through the different packages uh and be happy to answer any questions you have. Uh the Monstar Trails Elementary School, as you know, opened and has been open for um this first school year. We're in the one-year warranty period. Punch list items continue to be resolved. We actually have 639 punch list items. We're about 85% roughly through that list. Right now, we are continuing to meet weekly with the contractor and the local campus administration and to make sure that there's no disruptions to uh any of the educational activities uh while we finish up those potential finals with the contractor. Uh the bond budget for that project is $53.3 million. Uh now that we are complete with it, you will see that we have got
062a final projected cost of 42,96894. So, we're uh pleased to be able to officially now uh announce that the projected final savings for this package number one is 10 million 3331 uh 10,331,16 package number two is the two high schools. uh DMP number one was approved in at your June meeting and we will bring tonight at a later uh agenda item. The reconciliation of that where we have saved $16 million on what was approved as we had discussed at that meeting. Uh we will also be bringing GMP number two for you tonight to be approved. GMP3 is in progress. We have scheduled a two-day meeting next week with both Seymours and the architects to go through those final packages. Uh the design is 100% complete and we anticipate bringing new GMP number three in the
063November board meeting which we hope will be the final number for those projects. Uh both projects currently are on schedule. Uh we are um dirt work continues, earth work continues, a lot of dirt to be moved around, but we also are at a point where we're digging footings and laying some concrete. Uh and so we're uh we're pleased with the progress so far on both of these projects. That was because of being able to get the early start with G&T number one uh being approved earlier. We'll have the discussion about energy transfer easement later tonight. Um and then uh just to uh let you know we have package 2A which is a part of the middle and Lee High School project and uh that will also be brought to you later tonight. That's the water
064and sewer utilities that will be offsite under Avalon and Thomasson. Uh we did get those bid after you approved uh moving forward with that last month and uh the bid came in below our budget. So you can see there approximately $400,000 under budget for MISD and a little over $100,000 for the city of Midland. As you know that's a a joint project between the two entities. Package three that is the first group of elementary schools Emerson Franks Houston Lamar Long Parker South and Idea Travis elementary schools. uh GMP1 uh that work that you approved earlier was wrapped up with fire sprinklers happening installation happening this summer and then continuing on to uh we uh expect to totally be done with that fire sprinkler work in uh December of this year just in two more months.
065Uh we will be bringing you a second guarantee maximum price uh at the December board meeting uh that will include the remainder of those projects. That's uh some security vestibules and then uh exterior maintenance and restroom renovations uh that we will be working on during next summer. Package number four uh is Goddard Middle School and Redland Freshman High School. Uh we have you have approved the contractor and the contract and that the construction contract is now in the process of final review so that we can get that executed. As soon as we get that executed um the contractor is ready to mobilize. The initial phase in that project and both of those projects will be building the new classroom additions and the new administration areas. Uh because we are expanding the front of those schools
066where we will be creating a new entrance, a new administration area, we will have to temporarily relocate the entrances on both of those campuses. We've had multiple meetings with local uh administration and everybody is on the same page as to how to do that with the least amount of disruption uh to the uh to the educational process. Uh future phases then will include renovations to the kitchen and some existing classroom renovations. We anticipate that job being totally complete in December 2000 2027. That's uh they take a little longer when they're on active campus because we can only work on certain areas and we try to do that in a way that will be as least disruptive as possible. package 5A that is uh the middle schools of Alamo and Abel uh junior high schools currently
067will be middle schools a uh we have two multi-purpose buildings being constructed at both of those campuses those that construction project is underway uh footings already being dug at Alamo and I'm told that they should start uh clearing the site and moving some dirt at Alamo within the next 30 days and So, I'm sorry. Did I when I say Alamo again? Uh, second, they haven't started um at Abel, but they have at Alamo. I apologize. Um, they still do expect that both of those can be built uh fairly quickly and and we have an anticipated completion in January for both of those projects. Uh the middle school package number five is Alamo Junior High School and uh we have the we will be bringing you uh the contractor selection for approval tonight so that we
068can begin to negotiate that contract with them and we would hope that we could start the first phase of that after the contract is then evaluated and approved uh in December before the end of the year. that would includes new classroom additions, new library edition, and then there will be future phases as well that will include kitchen renovations and classroom renovations that is anticipated to be completed in the spring of 2028. Package number eight is another elementary school package, Sanorita, Bush, Harbor, and Devala. Uh you see the photographs there of the Sanorita drop off that was done completed this summer. That's 100% complete. The remaining work that will be done on these campuses is still in design. We are 100% done with the design development phase and expect the final docu construction documents to be
069complete in January. Uh that way we can bring you bids in the spring of next year for that work uh so that uh it can begin next summer. Package number nine, we only have a few more, is uh middle school renovations group C, Sanento and Helale. Uh we did flooring upgrades in both of those campuses this summer. Uh but the main work at those campus campuses is still under design. We expect uh the construction documents to be complete uh somewhere by May or June of next year. and uh then it will be bid in the summer uh so that construction can start next fall. Package 10, Bonum, Garnet, Anon, Henderson, Midland Alternative Program, and Coleman High School have been all included in this package and that is just beginning the early design phase. Uh we
070hope that we would be complete with the construction documents on those campuses in January also so that we can get it in the spring and begins construction next summer. And then finally group uh package 11 uh P's Rust Buie great house Jones and Nylm elementary schools and basically that same schedule they've been approved uh and we're in the early design phases of that. So the last um slide uh we do have uh essentially that puts $1.391 million uh of the $1.404 million uh billion dollar um bond program in a package already in in those 11 packages that we just reviewed. Uh you can see that we've uh that will um leave us with um I don't have that number on this page. Um approximately um we have approximately one $110 million left of bond money
071to put into packages. So, I apologize I don't have the number on the slide in front of me, but uh those are all at uh facilities that will be at later dates and so we'll be bringing those to you when the schedule will allow those to happen. Uh that is the report. Any questions? I'll be happy to feel >> question. >> I have a question. I'm assuming it's going to come in a later package, but just to make sure God and SJ will be getting multi-purpose buildings as well. >> SJ already has one. >> Okay. and >> gutterd does too. >> They both already have one. >> Yes. >> Just wanted to clarify that for community. Thank you. >> Yes. And that's why we went ahead and did those two early um because it's kind
072of separate from the rest of the work and we could go ahead and get them done so that they could use those this spring and next >> legacy and Midland freshman um will already have one in place from being high schools, I'm assuming. Anybody else? Mr. Gwen, Dr. Free, saving them for later. Mr. Bishop Booker, thanks. Appreciate it. Moving on to the next agenda item 8 C, strategic staffing report for school improvement. Susan Hendrickx and Dr. Howard. >> Yes. Good evening, Mr. Hajes, members of the board. So last month we talked about opportunity culture and strategic staffing and uh we're asked to bring back a report. So uh that's what we're going to do tonight. Um and we call it strategic staffing because yes, opportunity culture from public impact is um the model we use.
073But many times in education we we start to label things and we think of them as programs versus um processes that we use. And so strategic staffing extends beyond that. So, a little bit about um opportunity culture and how it relates to data. When um I got back to the district in 2023, um you've seen this many times, but the results that we had uh were showing that we had a lot of um opportunities to improve. And so, we had seven AMD campuses, uh 16 BNF and nine F campuses in the district. And so during that same time, if we look at our staffing ratios, and so when we think about how we staff our campuses, 22, 23, 23, 4, and 24,25, uh, we were staffing our campuses exactly the same. So there's been a
074lot of talk about class size recently. Uh, but I want to point out that in 2526 this school year, we only bumped up third through fourth grade or K through two by two students. Third through fourth grade by two students. Everything else stayed the same as it has over the last several years. And so when we staff our campuses, there's no pure way to do this. And so there's never going to be every single K2 classroom with 24 exact students in it. uh because sometimes there's two less, sometimes there's two more uh but it doesn't constitute uh deleting a section or adding a section. And so uh we stop that way and then of course campus principles have the latitude to think about how do they use their FTEES and so when they get their
075number of FTEEs they have options related to where are their needs, what is the data showing, where do they want to keep their class sizes smaller. Sometimes that depends on the experience level of teachers, things like that. Um, or again where the data indicates that that's an area where they want to create that focus. I do want to to share and you're going to hear from some of our MCLs tonight and and they can speak to about the work more than I can share about what they do because they do it every single day. Um when we look at our um class sizes at the elementary right now, uh we have 692 sections across the district and that excludes small units, maybe three or four or seven students in a class where those are specialized
076units or um something like that. Um and it also excludes Travis Elementary because Travis has um 32 students in some of their kindergarten sections. So, I excluded Travis because they're over in every one of them because they don't follow our staffing model. Uh, but when I look at those 692 classrooms, if we go one over and we say, okay, at K2 we see a section with 25, we have 88 sections across the district that are over by one. If we go over by two, then we have 75. If we look at going over by five, there's only three sections out of 692 that have that. And in many cases when we see something like that um it's going to be classrooms like these ladies have uh where we have strategically done that because the whole
077premise behind opportunity culture and strategic staffing is to extend the reach of our highly effective teachers and make sure that more students have access to high quality instruction um through that model. So looking at the history of opportunity culture in the district um cohort A began in 202021. I was in a previous district where we actually implemented this work at the exact same time. And so uh both districts were implementing at the same time and UTPB is the program that we use for resident teachers. And so that is a partnership between us and UTPB and public impact. And then of course ECISD, UTPB and public impact. So in year one we the district had eight campuses using opportunity culture. In year two they added seven. So there were 15 in the 2122 school year and
078then five were added in the 22 23 school year. coming into the district and being very familiar with the implementation of this program and and what it should look like, it became obvious very quickly that we were not utilizing opportunity culture the way that it was intended to be utilized. And so we did a hard reset during the summer of 23. uh we had uh we re-evaluated MCL's to make sure that their student um data indicated that they um were an MCL and um also uh retrained principles and the different roles to make sure that we were doing it right. So in that uh reset we only added one campus the next year and that was Alamo Junior High. Last year we added our other three junior highs and uh Parker and Bush Elementary and
079then this year General Frank. So we have 27 campuses. Midland High is actually designated as one but they did not come hiring MCL's and so we have 27 that are utilizing the model. The part that I think is really important to point out is this work is directly aligned with the strategic plan. So when we look at student experience, we look at um just like was mentioned earlier tonight, every student having the opportunity to have a great experience every day. And so the student experience aligned with student outcomes and then grow and develop staff. This model is also not just about extending the reach of high-quality teachers for students, but the teams that work on the under the MCL are also receiving quality professional development, quality coaching day in and day out um from this
080MCL multicultural leader. But the part that I think you will find interesting, I hope is that this also aligns directly with the board goals. And so board goal A is about all students achieving at grade level. And so when we think about how do we do that, it's about ensuring that students have high quality teachers, high quality instruction, and that student uh our teachers are supported by someone like an MCO. Goal B um domain one. So with the campuses that I listed that utilized opportunity culture last year, so 26 of them, 85% of those campuses improved in domain one. And domain one is very is exactly goal B. And so this is about improving achievement, not just focusing on growth, uh which we've talked about before as well. And then goal D is about the
081high quality teacher who's rigorously coached. And so the old model that used to be used across the state and um for many years in our district was trying to hire instructional coaches that might be trying to coach 40 or 50 or at a high school 150 teachers uh to one person and that is not an effective model and our data shows that that was not working. So now you're going to see in the the rest of the presentation that the MCL's are working with four to six members of their team. And so now we have that one coach who also is a teacher because we use what's called partial release. And so they teach part of the day and they coach and support and mentor and work with smaller groups of students the other part
082of the day. So, not only is it good for students, it's good for that profession, that uh coaching and that um support for our teachers. So, at this time, I'm going to turn it over to Miss Hendricks. She's one of our principal supervisors, also a principal who has used uh this model to turn around a campus, and she'll walk you through how the the model actually works. And then we're going to hear from some of our um people who do it in the classroom. Really well. >> Can Can I ask you a question real quick while I've got it? And Tucker, you're probably going to be on deck because Dr. Howard might be able to walk me through this because I don't have it figured out in my head. So, if I understand correctly, opportunity
083culture is about using less for more. So we find a master teacher, someone who is highly qualified and really good to teach kids because this is we want someone that can handle a higher workload. Say 28 students versus I'm making numbers up 28 versus 25 or 30. But so we have this teacher, this MCL opportunity culture essentially taking two classrooms, right? doubling up because they're good. The high quality instruction is what we're looking at, not numbers, the high quality instruction. So my question to Tucker would be >> I can answer it. I know where you're going. >> No. Yeah, you probably do actually. So my question would be if say two teachers were 160,000 rounded up to 210,000. Well, we've get them down with the T TI everything TTNL. they walk out and they make
084one teacher now makes 150,000. Are we tracking those additional financial dollars, those that 50 grand, following it to see where we redeploy it to add value where we were lacking before, if that makes sense. Let me talk a little bit about how that all works because that's a great question and the the the first indicator for me when I got back to the district that we were not doing this right is on day two or three we had a DEIC meeting and I went in and I was brave enough to say do you have any questions because I'd been here two days so I didn't know if I had any answers but one question I got was can we have more money for opportunity culture and I thought great I know the answer to this
085one I said there shouldn't need to be more money for opportunity culture. Opportunity culture is budget neutral. And if it is done right, it is budget neutral. If it's not done right, we can't sustain it. We can't afford it. And so the way that works is I showed you the staffing model. When we staff a campus, and we do this every single year, even if they've been opportunity culture three, four, five years, they are staffed the traditional way first. So you have 50 FTs, for example. Then they have to come back and build and and they have worksheets and then we know what a teacher, you know, the the pay and the benefits are. And so then the way that it works is they build their opportunity culture teams. They may stay the same from
086year to year, but they build their opportunity culture team. So let's say they have five teachers and they're going to trade one of those FTEEs to build their opportunity culture plan. So now you take that money that say 75,000 and that is what we use for stipens for MCL's stipens from an MTRT who has more students or a TRT who has more students or money for a resident teacher or a reach associate. And so that's why it's budget neutral is because you take that money from the position they trade in, if you will, to to pay for the stipens or the positions that are added into that opportunity culture team. And so that is not exactly how it was being done when I got here. Um the team has worked really hard on that. So
087then every principal we have what we call opportunity culture plan and budget hearings uh during the spring and they have to come in present their plan and we're looking for that plan to be budget neutral. If it's when you know within $1,000 either way you know some the smaller a campus is the harder it is to stay budget neutral. The bigger they are the easier it is. Um but at the end of the day it should not be a model that costs more money. It's just thinking about how do we use the money uh versus um the traditional way. >> I'll send Tucker an email, but I think an info like an infographic or a visual of the flow of how that is. >> Yeah. And we actually have some examples of that. I expect
088>> Imagine that Tucker, the golden child, already has the example. >> Well, it's probably actually Miss Garcia. Talent leads. >> Well, Miss Garcia, now you're just making Tucker look bad. Thank you. Thank you Dr. Howard. So MISD is building a stronger teaching team where multiclassroom leaders and principles are trained in teach like a champion strategies to model coach and drive continuous growth. Many challenges that the schools face today are that teachers often work alone in silos um not having enough support, excellent teachers um having limited inschool options to have greater impacts and then students losing those excellent teachers to district jobs and other careers that pay more money which takes them out of the classroom. Um also too few students experience excellent teaching consistently. I think we had me somebody had mentioned that earlier. And
089then principles are often stretched with too many teachers to guide and support. As you can see in this picture, the principal is there. Maybe you have 50, maybe you have 20 um teachers on your campus, but that one principal having to stretch themselves coaching and supporting is definitely um difficult to do. So, how the opportunity culture strategic staffing model helps is it extends the reach of excellent teachers with small teaching teams. Um, when great teachers lead small teams, students gain consistent access to excellent teaching. Great teachers advance by moving up uh earning more pay as we talked about um getting a stipen but for more responsibility. And teachers get daily support from great teacher leaders so they can keep improving meeting the needs of all students. And finally, principles drive change through distributed leadership, leading
090the multiclassroom leaders who then turn around and lead their teams as shown in the picture. The principal's role is to lead, support, and set expectations and goals for multiclassroom leaders. It is the principal's role to protect opportunity culture roles such as uh leading the PLC's, modeling, and coaching time as well as create the campus plan for implementation of opportunity culture on their specific campus. And then there's the multiclassroom leader. They are responsible for co-planning, analyzing data, leading uh their small teaching team. And these teams remain consistent throughout the year. One reason for that is that part of the responsibility of the multiclassroom leader and the stipen that they get is that they are held accountable for the uh student achievement for all of their teams. So if a multiclassroom leader coaches three teachers and those
091three teachers each have 25 students that's 25* three plus their own kids. So they are responsible for let's say 100 students and their um work. They also observe, give feedback and coach team teachers and co-e and model for team teachers. So they continue to teach a portion of the time and then they're compensated as we discussed saying in the classroom and having these extra responsibilities. So how does this work? How do they get selected? So we have a rigorous um selection process. It starts in January. So the pool opens and app teacher applicants submit or other applicants submit initial applications and they turn in artifacts including their data. They write essays um and also they turn in their evaluation data. in early March. This is the initial district screening where these artifacts um are analyzed
092to ensure that they meet the criteria to move on to the next phase and which is the behavioral inter um event interview that happens in April and district conducts behavioral um event interviews with invited candidates. These can these interviews are scored based on a rubric and if they pass that then they have made it into the pool for the multiclassroom leader and principles view this pool and then at that point they can call them in to interview to see if they're the right fit for their campus. >> Where is the where is the rubric? what is the criteria the specific criteria that they have to qualify for? >> Yeah. Or they may have that. I will say that one of the reset pieces was we were not using a rigorous process to select and there
093wasn't a district process and so principles could just pick whoever they wanted to be an MCL and there the model is all about making sure that they are highly effective based on data. They have to provide five artifacts through the selection process. The first one is a test observation, their most recent one. Um they have to provide student growth data showing that students are growing um high at higher rates than regular teachers. >> So domain two, >> yes, they have to provide um an essay explaining why they want to be an MCL. They have to provide a principal recommendation. It's a blind principal recommendation. They send us the name of their supervisor. We send them a link so the principal can be honest and give us their true feelings without handing them a letter that
094has to pass hands between the candidates. Um and finally they um do a BEI hold on art um no not the BEI yet um oh student achievement. Thank you. Student growth and student achievement. It's the same. >> Yes. >> Do they have to are these to qualify for this? Do you have to have a bachelor's degree? Oh yeah. So they they have to be um yes, they have to have a bachelor's degree. In most cases, they um most of them are certified teachers. I would say there might be one that's a DOI. Um but at this point, I think the majority of them are certified teachers. Um when they pass, they have to meet a certain threshold um to qualify for a district level screening interview. if they um when they meet this threshold, we
095then pull them in for a small committee interview um where we're really looking to see their people skills to see if they are able to coach adults because just because you're a highly effective teacher doesn't mean you're a highly effective coach. And so we want to make sure that they have this the people skills to be able to coach work with adults. Um once they pass that screening interview, um it's a behavior event interview. So it's not the typical tell me about your strengths and weaknesses types of questions. they really have to get detailed into um explaining a scenario and talking about how they've done this work in the past. Um once they pass that screening interview um then we put them in a pool and principles can select from that pool which is the
096timeline you saw there. >> I have a question. >> So if the so but this is the district can set the criteria for that. >> Maybe we should request them to be star tested and meet masters. It's good enough for the kids. It's good enough for the teachers. >> Right. in and the majority of the data that we pull uh in terms of growth and um star data, the achievement data, it's typically >> but we'll make sure they're achieving on the STAR test. If you're going to teach someone to achieve, maybe you should be >> Well, maybe we need to have the state legislators take the test then. >> Oh, 100%. I'll take it right now. >> I have a question. Um is this done year? Is everyone reviewed yearly for this position? >> Point.
097>> Yes. There's a rubric that we give principles where they measure them at the end of the year. They set goals at the beginning of the year and then they conference with the MCL's to make sure that they met the targets that they set for them. Um, an MCL can lose their position where if they're not being effective and so we work with principles to make sure that they're setting targets and goals for each >> very much. I got a quick question. >> I think they're still going to Okay. >> Say that again. I just I just have a quick clarifying question. So it's is it safe to say that when you first got here these rigorous criteria were not being >> That is very accurate to say not across the board. You know there
098were teachers that um you know when we went back to that hard reset and we re-evaluated everything um some of them of course stayed but Scarbor is a perfect example. Um that summer uh we made every one of them reapply, resubmit all of their paperwork, all of their data and and some were not selected to stay as MCL's. When we have campuses that are OC campuses and their growth, their data is not improving. Um we question if opportunity culture is working and when that happens, we do a reset at that campus. We make everybody reapply for that position and if they qualify again with their data, they can continue. But if not, then you lose your MCL position. But to Dr. Howard's point, she's right. We were not doing those when I came into the
099district in 2023. People were not using any selection criteria. It had turned over many hands and we weren't using anything to vet um the people who were being placed in those positions. One other thing that I kind of want to point out that really makes opportunity culture really effective and we weren't doing before 2023 is partial release. We only allow MCL's to be a partial release, meaning we want them in front of students and part of the day and we want them working with adults part of the day growing and developing others. So part of the day they're working with students, part of the day they're working with adults. When we came back in 2023, um that partial release model was only one of the options. They also had a full release model. The full
100release model means that the MCL is coaching all day and not working with students all day. We want our very best teachers in front of kids. So, we eliminated the full release model so that NCL's have to spend part of their day in front of students and part of their day working with adults. >> That's important too from a credibility standpoint because when they're coaching their peers, when they do what their peers do, they're they have more credibility um in that process. Uh what I was saying earlier is they're not finished. >> I was just making >> Okay. Yeah. Any any questions so far? >> Let me see. >> I got to wait. Booker got I'm telling you, he's coming in here loaded with questions. He's high score on our training. He's trained and ready.
101>> Okay. >> Keep going. >> Right. So in M as we just kind of talked about in MISC we have established strong processes and systems to ensure the continued success and sustainability of our opportunity culture strategic staffing model. Um starting with the bottom right is the identification phase. Campuses are selected for opportunity culture based on leader readiness and campus need. Um, opportunity culture plans are developed annually according to campus needs and are reviewed and approved by multiple departments. Then each opportunity campus embeds its strategic staffing plan directly into the campus improvement plan to ensure alignment with district and board goals. Once we have identified the campuses and MCL's, we move into the implementation phase. Campus leadership teams and MCL's participate in monthly professional learning sessions focused on implementation fidelity coaching and datadriven instruction. So then
102we move into the impact. The impact of this model is evident as more students receive high quality tier one instruction from excellent teachers by strengthening instructional capacity across campus teams. Opportunity culture not only accelerates student growth but also ensures sustained achievement over time. Just as there is a rigorous hiring and selection process for the multiclassroom leaders, they are also evaluated annually through a rubric and student data. Finally, the results show that opportunity directly opportunity culture directly supports board goals A, B, and D. In 2025, 85% of opportunity culture campuses maintained or improved their domain one performance, reflecting gains in both academic achievement and leadership capacity across participating campuses. So we are at the conclusion of our presentation. But before we end, I would like for two of our multiclassroom leaders at Bunch and Great House
103to briefly discuss the impact a multiclassroom leader has on teachers, students, and the campus community. Good evening school board and Dr. Howard. I am Jennifer Pal from Great House Elementary and I am currently the third through sixth grade leading MCL. This is the fifth year Great House has been part of Opportunity Culture. Throughout our time with Opportunity Culture, we have seen a positive change in the collaboration and mindset of our campus in all grade levels and subjects. Over the four years that I have been part of opportunity culture, there has been a profound and measurable impact on both teacher development and student achievement at Great House. As an MCL2 for the past three years, I have had the privilege of coaching and supporting our third through sixth grade reading team. For the last three years,
104I coached five reading teachers, but due to budget adjustments, I now serve as an MCL1 and coach two reading teachers and support the third through sixth grade reading team. In my role, I plan and lead two third through sixth grade vertical PLC's each week. I provide teach like a champion training monthly to our third through sixth grade reading teachers. and I lead data driven instruction meetings with third through sixth grade reading teams following district CFAs. I also pull small groups from other grade levels as needed, model lessons in classrooms, and offer my classroom as a model of instructional strategies and student engagement. Through opportunity culture, my reach extends beyond the teachers I coach, impacting approximately 224 students in grades three through six. Working vertically with the reading team has allowed the reading team at Greyhouse
105to build consistency, align instructional practices, and strengthen student outcomes across grade levels. Over these four years, our reading team's results have demonstrated consistent and impressive growth. Our third through sixth grade reading performance has improved from a campus rating of a C to a B and now an A. In addition, at the end of last school year, every third through sixth grade reading teacher now holds a TIA designation, which reflects both their professional growth and the sustained instructional excellence supported by opportunity culture. Equally important, opportunity culture has fostered teacher retention and collaboration. Our third through sixth grade reading team has remained intact, a testament to the support, professional development, and shared success the model provides. In summary, opportunity culture has transformed our instructional culture, elevated teacher capacity, and directly contributed to increased student achievement at great
106house. It has been instrumental in ensuring that both teachers and students continue to grow and succeed together. And I'd be happy to answer any questions that you may have regarding MCL's or opportunity culture. >> I think we're good. Thank you very very much. >> You heard her talk about third through sixth grade. So the other latitude campuses have is they have the latitude to build vertical teams. horizontal teams. And so it truly is unique to each campus and each grade level. >> You know what? Actually, I do have a question. I'm going to back up. >> So my question would be if y'all are either pull out or push in campus on the resources that you because you've got some kids in your classes that you're teaching that are that are resource kids, right? Yes.
107>> So how do y'all manage the resources for those kids being, you know, a master teacher? what have you. You would think the dynamic would change if you've got people coming in that are given, you know, kiddos extra time for math or whatever it is. >> Correct. So, um, we have each child has a plan and they have people coming in. So, if they need extra services, they come in throughout the day and we know those times when they're coming in or when those children will be pulled out. Most of our children, it's push. most of our children. What? I'm sorry. >> Okay. >> Go ahead. >> Is there anything you can think of that the board I'm going to probably ask everyone this that the board could do to increase buy in from everyone
108for this, principles, teachers, the community, parents. >> I think that schools that may not have opportunity culture or are looking to improve their opportunity culture, if they can come to schools like Great House and actually see it in action. Last year we had school districts even from New Mexico come to Greyhoff and it we sat as a panel they asked questions they watched a PLC um they saw how we do things like Dr. Howard said um when we started opportunity culture at great house five years ago it wasn't being implemented correctly and then thanks to Dr. Howard, Jesse Garcia, Chelsea Reyes, we did a complete reshift and now it is incredible. And that's where our growth came from. We went from a C, the next year we were a B. And then this last year
109we were an A in reading and it was all due to opportunity culture and being able to meet together as a team. We become a very strong team at Grey House. >> Are we tracking IEP minutes? like probably not but so I'd ask a while the I would like to see with opportunity culture so how many students you have based on their IEPs they're going to have certain because they're all different right the minutes but I would like to see if we had here's opportunity culture classroom and they've got I'm totally making numbers up these 500 IEP minutes with all these and then compare what the results are from that classroom to a non opportunity community culture classroom with a relative same amount of IEP minutes. Miss >> what the differential would be. >> We
110won't ask you to do that research. >> No, I'm >> we'll let the the team uh figure out how to >> Thank you very much for presenting. Thank you very much. >> She's looking like I >> add one thing, Dr. Phys, to your question about um what would increase buyin. I think it's important to note that opportunity culture shifts when there's changes in leadership. So if you add a new campus, it's their first year. For example, this year at Franks is their first year as an opportunity culture campus. Their implementation in year one, it takes some time to understand how it works to really protect the roles and really do the work that needs to happen. When campuses have been doing it for five years like great house does, you start to see the the
111buyin change and shift over time. That first year is always tricky. Um there's it's always tricky when you get a new leader who's new to opportunity culture and doesn't understand. So that really shifts the implementation of each campus is so different based off their campus needs. They really do personalize their plans based off where their data shows that they they have needs. So the buyin looks different everywhere really depending on on each individual campus needs. Um the key is what um Miss Hendricks mentioned in her presentation. It's protecting the role, making sure that we're holding true to the time and the roles that each person is assigned to do. Miss Korea, we are um Miss Pal referenced the group that came in last year. We are hosting another what is it called when the school
112districts are a site visit. And so what public impact does is they select school districts that are using the model well and they bring other people in that are wanting to to do opportunity culture but haven't started yet. They get to come in and that's what Miss Powell was talking about and we have another one of those coming up. So, we'll invite you if you would like to join. >> Good evening board members and Dr. Howard. My name is Christine Cario and I serve as a fifth grade multiclassroom leader in math at Ralph's Bunch Elementary. Although this my this is my first year at Bunch Elementary, this is my fourth year as an MCL. Currently bunch of the population that is 87% economically disadvantaged and 33% emergent bilingual. Approximately 58% of classroom teachers are certified
113leaving 42% serving as associate teachers. Through opportunity culture, every teacher, whether certified or not, receives individualized coaching and support from a highly effective classroom teacher who brings a proven record of student success, instructional expertise, and real classroom experience. The goal is to build teacher capacity, and ensure that all students benefit from an excellent from excellent instruction every single day. As an MCL2, I have the privilege of extending my impact beyond my own classroom to support four teachers and hundreds of students. I lead a team of mostly novice educators and share accountability for the learning outcomes of every student we serve. My role includes coaching, modeling, and co-eing. Helping each teacher strengthen their practice while ensuring that students across classrooms receive consistent highquality instruction using real-time data and ongoing feedback cycles. I guide my team in
114analyzing student progress, adjusting instruction, and closing learning gaps quickly. I provide support in lesson planning, um, classroom management, and differentiation. so that every student regardless of their starting point has access to rigorous and engaging learning experiences. Beyond daily coaching, I work to build sustainable systems for improvement by leading collaborative planning sessions, facilitating data meetings, and cultivating a culture of shared responsibility and continuous growth. By embedding professional development into daily practices, teachers both faster, feel more supported, and see the stu their students thrive. Through opportunity culture, my influence extends far beyond a single classroom. By empowering teachers and accelerating student learning, our collective impact at lunch continues to move us closer to lasting campuswide success. Thank you for your continued support of the students at Blanch Elementary. Any questions? >> I'll just ask you the same
115question. Is there anything the board can do to help buy in that you can think of? >> Um, I'll just echo off what she said. I mean, watching it in real time and just seeing how it works. I think it's a hard concept to wrap your head around the fact that you are still responsible for students and you still support other teachers more than one and still understand how to give quick timely feedback. So, I think it's hard to to know exactly what it entails without seeing it in action. I have a question. It's not directly for you per se, but do we allow parents to come in and kind of see how this works? Like for me, I know Miss Korea, I actually got to set in her I went with Miss Mlane invited
116me to uh teach like a champion to see what that was all about. And I actually got to sit through and hung out with them for about four hours that day to kind of see how it worked. And for me as a board member is very insightful because we hear all these acronyms that we use all the time and I I had no clue what it was. So do we offer that to parents because just here recently, you know, I've gotten a few emails about classroom size and you Dr. Howard, you're always talking about it's more about the quality of instruction. Um are do we allow parents to get to see that? I know I know it could be a little disruptive if you have like 50 parents show up >> but the campuses I
117guess that are worried about it. Is there a way to put like a like let them nominate a couple parents to come check it out and be the voice for the parents I guess? >> So you know definitely and I think great house has had some visitors to their to their class. Uh one way and it probably looks different on all the campuses. So, one way we could probably um improve on that is making sure at meet the teacher and open house we're clear in our classrooms about how that works and and maybe even showing them or offering them the opportunity to come in and see it in action. But Miss Pal, I know had some visitors recently if you want to talk about that. We have at Great House Elementary, we have a lot
118of visitors and the parents feel free to come in at any time to see how we do this. Um, even on open house and stuff, I have an assistant who is in the UTPB program. She has two more years and then she will then have her own classroom. And so as the parents come in, they even get to meet her that we talk about how this works and then when they're up at the school, they're welcome to come anytime. I'm just wondering why we don't um why some campuses are not doing that. Is that a campus decision that we're allowing or I'll take it I'll take this one. So when you look at the list of how Midland started this, it wouldn't have been how I would have started it had I been here when
119it began. So, where you should start is where you have the hardest to fill teacher positions. And the great house is not one of those, but they're glad they started it and have it. And so, typically, you would start with uh Jesse mentioned this. You have to have a leader who's ready because if a leader can't think outside of the box, they can't build an opportunity culture team. So, you have to have a leader who's ready and and willing to to lead this way. And then two, you typically look at where do you need to recruit highly effective teachers, right? There are certain campuses in our district that never have a hard time filling their positions. Uh we inherited that. We certainly didn't want to take it away from any campus because in a perfect
120world, they all have it. And so, uh what what you've seen us do um with that first year, we only added one campus and that was Alamo. They were an F. And so, we felt like that was important. we didn't have uh you know Goddard at that time they were still with reach and then the next year we brought on our three junior highs and and all three of those junior highs improved um in that first year of implementation and so um that that's how campuses should be selected and uh we just kind of had to go with what was already in place and then build on that as we've gone along. >> I guess Go ahead. Sorry. Sorry. Go ahead. So, I guess I would like to see anyone that's definitely a C and
121below to be taken advantage of opportunity culture in some way, but I know it does take the right people to >> right now on the campus do it >> with the exception of Lonear Trails and some of our choice schools are all opportunity culture. I believe the Lynh High this year is not an OC campus, but they have been in the past. But it's truly to Dr. Howard's point, it should be a strategic staffing model. We should be strategic as to where we use this program. It shouldn't really be a one-sizefits-all, but that was the approach we inherited and we didn't want to take that um resource away from campuses. >> So, this is I've got just a real quick question. So, this is creating educational value for the kids, right? This is a great
122way to create value so we can expand and offer that to more kids, a better academic opportunity. So, my question would be, would it not benefit us to expand our gifted and talented program? Are we using opportunity culture at Carver, which was one of our best schools? Because if we instituted a program like this at Carver with the gifted and talented, therefore we would be able to expand that gifted and talented program to more students, especially the marginalized students that are historically mis under reppresented in a gifted and talented program. >> Carver is an indistry partner, indistrict charter. Yeah, I understand that. But I'm just wondering if if wouldn't that be beneficial to institute it into a school of that caliber as well? >> I I would say no. And here's why. Carver never has
123a hard time filling it, getting good teachers. People want to teach at Carver. And so >> No, I I get it. But you invert it, right? Because we're expanding more academic opportunity and expanding the gifted and talented because we can do more with less. because that's the basis of this entire program is high quality instruction, high quality seats, and better instruction for more students. This is just a question that I had. I >> I think you're you're hitting on something and it's the quality of instruction. Um that is the goal of opportunity culture is to increase student outcomes through highly effective teaching. So, we're going to put our very best teachers in front of more students. Um, I think where the confusion is is GT is more of a programmatic change in terms of the
124curriculum looks slightly different. It's a little bit more rigorous, but our highly effective teachers are already kind of pushing that line to get our students access to more quality instruction. >> There's a lot of information and good Thank you. >> I have one last question. >> Go ahead. >> How much how much interest do we have for teachers? Does that work? How much interest do we have? What's the percentage of teachers that apply that don't get the opportunity to be MCL? >> We we do um they we do have different cut scores for which um there are different roles within opportunity culture. MCL is the highest role you have to score the highest in order to become an MCL. But if you are interested, there are other roles that you can join be a part
125of if you don't meet the MCL threshold. You can be an MTRT which means you coach one. You can be a TRT which means you don't coach adults. to just impact students. So, we have different cut scores when we do the selection process. They can go into different roles. Um, but pretty much anyone who wants to be opportunity culture can apply. Um, but they just have to have the data to show that they're highly effective. Um, we do have people that we turn away because their data doesn't meet the standards and we want to maintain the standards of excellence. Um, however, we encourage them to keep trying year after year as they improve their their teaching craft. If we have people that apply and we don't necessarily have a spot for them at that campus,
126do we give them the option to >> possibly do it at another campus >> and many times they are moving campuses when they apply for an MCL? Not always, but >> they get put in a pool. Principles have access to that pool and they can call and schedule interviews with anybody and the teacher then selects which campus to go to if they have if they meet that campus need. So let's say I'm applying I'm a third grade math teacher. Well, this campus might not have a need for a third grade math teacher, but this other campus will. So, I'll go apply there. I interview with the principal there. If they think I'm a good fit, I've already made it into the pool. This is their screening pool, then I can be picked up by that
127campus. >> So, that they know going into it like there's a good chance they won't stay at that campus. >> Thank you. >> I just got a kind of a three multi-part question. Um, how many MCL's do we have? How fast are we growing? This you can just do ballpark. And then what would be an optimal number to get and how do we get there? >> 80. Um it's been a couple of years since I've looked at this data because Miss Reyes is now leading this initiative, but it approximately grows by about 25 MCLs a year on a year where we add a lot of campuses. If we don't add, so you notice this year we only added the one campus. When you saw the slides, um we only added the one campus. So we're
128probably not going to add 25. But in a year when we're adding about eight campuses, you're adding about 25 MCLs. This year, we probably didn't add as many because we only added the one. And so, it's mostly about sustaining and maintaining the campus plans based off what they can afford. >> Is there is there a number we would like to be at districtwide? >> I think it depends on each campus plan. So, there's never like a a set number. The plans change every year depending on the campus needs. So, you heard Miss Pal talk a little bit about her role change from MCL2 to an MCL1. Uh, the principal was being strategic, saying, "Here's what I can afford, and rather than paying you $17,000, I'm going to pay you $15,000. Your reach is going to
129be a little bit smaller, but it means I can maybe have another position somewhere else." So, it just varies from year to year. There's never a target number. Our goal is to um when we work with our partner, Public Impact, their goal is to get to 75% impact on the campus. Good question. >> Any other questions? Any other questions? Okay. Moving before we move on to the next agenda item, I motion that we take a 10-minute break real quick. >> Second. It's been motioned second. All those in favor, raise your right hand. So, moves we're on a 10-minute break. The time is 7:27. One minute warning to Angel Hernandez. Angel Hernandez. Y'all can keep talking. We're just wait for Angel or in glass. The time is now 7:39 and this meeting of the Midland Independent
130Board of Trustees meeting is back in session. Next agenda item, agenda item 8 D, strategic plan quarterly update. Miss Piles, how are you? >> Good, thank you. Just waiting on my presentation. All right. Good evening, President Hodes, Dr. Howard, and members of the board. I'm here this evening to provide your quarterly update regarding the strategic plan oversight committee known as SCOK, and I will provide a summary of the process along with three initiative updates. Since the adoption and implementation of our new board goals, seen here, MISD has aligned our strategic plan and regular progress monitoring with board goals A through D. The oversight committee's work focuses on, as you know, a five-year strategic plan standing on three pillars. Student experience, grow and develop staff, and engage in act. After year two of Spock, we have
131consolidated initiatives and now have 24. As you see on the corner of this slide, in year 1, we met or exceeded 73% of our strategic plan metrics. After year two, we've increased that number to 77% of our metrics being met or exceeding our annual targets. As of October 23rd, the spa committee has heard eight initiative updates. Five initiatives have reported on student experience pillar, two on grow and develop staff, and one on engage and act. Tonight, I will provide a summary on three of these. In order to progress monitor the 24 initiatives, initiative owners and sponsors set goals. On this slide, you will see the strategic plan metrics aligned with our student experience pillar. Green indicates cell green cells indicates goals that were met in 25 and red cell shows areas where the annual growth
132was not achieved. On this slide, you will see our annual goals related to pillars two, grow and develop staff, and pillar three, engage in act. Consistency with our spot process is key as we maintain momentum with our monthly reporting on initiative updates, which keep owners both accountable and keep the committee informed with current and relative checkpoints to ensure that we sustain our mobility. This process also prevents projects from going off track. From the grow and develop staff pillar, initiative 6.1 focuses on creative scheduling that allows for greater teacher collaboration and meaningful professional development. This initiative is owned by Miss Trisha Terron, principal supervisor. To date, PLC's have received an updated PLC rubric. instructional staff has received professional development regarding PLC's and guidance on utilizing highquality instructional materials has been provided. I'm happy to report that
133districtwide PLC's exceeded their 2025 goal of maintaining a level three or higher and or showing one level of growth. This year the target is 96%. functioning at the three or four level. The goal is lower than the percent met last year because we are now defining a highly effective PLC as one who maintains at the highest rated levels of threes and fours throughout the school year. This slide shows a portion of the updated PLC rubric. The new rubric aligns with test domain one internalization and teach like a champion best practices. Teams will rate themselves at the beginning, middle, and end of the year. Teams who rate themselves again in the three to four range are considered high functioning PLC's. While planning and internalizing a lesson during a PLC, documents such as the STEM scopes backward
134design, which you see on this slide, ensures PLC's stay focused in order to provide the best lessons. From the student experience pillar, initiative 2.1 expands career and technology opportunities through various partnerships as we continuously improve our students readiness for college career and military. This initiative is owned by Mr. Jeffer, executive director of CTE. I would like to highlight partnerships with companies such as Chevron who partner with MISD to provide real on the job experiences for our students. We are also excited to share that we are increasing student opportunities in health science careers and welding. Pictured on this slide, you will notice the ribbon cutting for our STEM for STEM partnership with Baylor. Beginning with this year's seventh graders, each of our junior lives is providing opportunities for selected students who aspire to work in the
135medical field. These students will continue in classes through 12th grade, which will provide a track to a medical career. This initiative also met its 2025 goal of 82% of students enrolling in college after graduation. Various partnerships provide additional resources and support to increase college enrollment after graduation. Thank you to the many groups pictured on this slide and others who continue to provide opportunities for our CTE students to expand their knowledge and preparation for post-secary readiness. And the last initiative update for this evening is 10.1 from the engage and act pillar based on feedback from stakeholders. This initiative aims to inform and support families and student successes through home and school partnerships. This initiative is owned by Mosquita Mitchell, director of student services. Based on feedback, we know families desire ways to engage with their students,
136school or district to support students academic journey and provide resources to assist at home. Parent powerups occur throughout the year at campuses and they provide tools for parents on how to utilize things such as Skyward, how to report absences, and access additional parenting resources. These events also provide a community connection and discuss topics affecting our students today such as mental health and substance abuse. By creating a new website, we hope to build strong connections between home and school. In 2425, we saw not only an increase in hosted events at the district and campus level, but an increase in communication and attendance at these events. On this slide, you can see the parent powerups that are scheduled for this school year and an example for the flyer that was held in September. Also pictured is our
137new family engagement website. Through this initiative, we have learned that communication frequency and variety makes a big difference and families prefer to receive most of their communication from the campus. That concludes myformational report on the strategic plan oversight committee. The next meeting will be held on November 12th where we will hear initiative updates from early childhood, transportation, and talent development. Any >> questions? Booker, thank you very much. Moving on to the next agenda item 8 E, districtwide school improvement plan. Aaron Weno, how are you? >> Good. How are you? Good evening, President Hodes, members of the board, and Dr. Howard. The following presentation will provide you with an update on the district's school improvement efforts, and no board action is required. Last year, Midland ISD identified four key pillars um guiding district-wide improvement efforts. school
138leadership, effective instruction, accountability, and parent engagement. And tonight, I will focus on school leadership and effective instruction. One of our highest priorities has been building campus principles and their leadership teams as strong instructional leaders. To support this goal, we partnered with Teach Like a Champion to provide monthly um leadership development sessions focused on strengthening district leadership instruction with I'm sorry, district leader instruction capacity. school leadership teams um have attended 14 Track professional development sessions um and throughout this past year. Um those sessions include professional development on systems and routines, teacher development cycles, lesson preparation, um classroom observation tools, action step trackers, and data informed review. TAC is here monthly to lead principles through professional development and support them on the campus. The mo tac models the expectation. They provide them with support and go to
139campuses um to give them feedback on that implementation. They also provide us with any tools needed to implement um the instructional practices. I do want to share that um we are fortunate to have the CEO of Teach Like a Champion, Teach Like a Champion, Daryl Williams, um provide this monthly professional development. Um the leadership team as well is provided um with tiered support. Sorry, I moved that um tier support by their principal supervisors and the teaching and leaning teaching and learning department. Um so they are tiered based on needs. Um and different factors come into play for that. So it's not only just based on accountability, but it's also based on principal um experience and any needs that could come up throughout the year. And we're also coaching school leadership in building a culture of
140excellence on the campus by modeling instructional excellence on a daily basis and developing and empowering um the staff as well. The effective instruction pillar in Milan ISD emphasizes um a unified approach to teaching and learning across all campuses and departments. Instruction alignment ensures that every initiative from curriculum development to classroom delivery supports um a coherent vision of excellence. Teachers and leaders prioritize high student engagement, fostering passions where students think critically, participate actively, and take ownership of their learning. Continuous data analysis um informs instruction decisions allowing for timely interventions and differentiated supports to meet the needs of every leader through um the effective instruction model. You will see that some of our focus areas are high student engagement um and that is putting those instructional those TEAC instructional practices um in place. also evidence of mastery.
141I know that um we've been hearing a lot about you know the daily mastery trackers and also analyzing student work. So after the teacher instructs it's important to analyze the student work so they can identify areas um of need areas of opportunity. Um the data analysis as well that includes exit tickets um observations and of course any assessments taken and your informed in intervention is b is based on class data student data and of course individual education programs. As Jumpstart um mentioned earlier, there has been a need um in Midland ISD for these consistent instructional practices across um all campuses. But I do want to highlight that MISD recognized this last year. And that is why we put these school improvement efforts in place. In alignment with the Midland ISD's new board goals, the district
142continues to prioritize academic excellence through instructional alignment, leadership development, and datainformed decision making. Our board goals targets of achieving a 5% increase in the percentage of students performing at the meet grade level across every grade and across every content subject. um represents an ambitious and transformative goal. These goals will not be met by chance. These goals will only be be met by intentional strategic actions. Historically, MISDC's annual growth has averaged 1 to 3%. Therefore, this target reflects the district's collective commitment to advancing instructional quality and accelerating student outcomes. outcomes at the level not ever previously reached. And that concludes my presentation. >> Any questions, Dr. Freeze? >> So, I have a few. Um I've as I've kind of gone across some of the the elementary campuses, I've um heard some struggles with some teachers. Um
143you know, and I think some of it's I haven't done it this way before in my career and some of it is just kind of getting your feet wet into it. And I've I've experienced that in my own career, you know, resisting change when you get a little bit older and then when you're first starting out, you feel like you're, you know, you're trying to drink through a fire hose. So, um, is there anything we can do to really help some teachers who are struggling with these things? The three specific things I heard were lesson internalization. I heard um of teachers spending up to 15 to 20 hours a week on this and others seem that seem to be handling it well were spending two to three hours a week. Then also uh the daily
144master trackers um I heard heard a little frustration with that and uh it seems like there's some variability in how well that's being done also and how efficiently people are able to do it. And then also the exit tickets. um if if you just have any thoughts or ideas how we can communicate to principles and teachers on on how to help them. >> Um so I will share that these practices um should be should have been implemented last year. So with their t test which is their eval the Texas teacher evaluation system we moved from lesson planning into lesson internalization. And the biggest difference there is with lesson planning it was just um kind of just brief you know details of what you're going to teach your objectives so on and so forth. With lesson
145internalization you're actually creating that exemplar for your daily instruction. meaning exactly what I'm wanting to teach and the outcomes I'm expecting is what I'm annotating on my lessons. And so it's holding teachers accountable on a daily basis. You can no longer walk into a classroom thinking you can just wing it and put something together. you have to internalize the lesson which is a a good practice because if the teacher does not know how to teach the concept it's covered in PLC during planning time um so we could reach out to campus principles as well and retrain them if needed every campus principal um every AP opportunity culture staff have been trained um on this initiative since last year but maybe they just need to revisit that um and and continue with that expectation. >> And
146then on the daily mastery tracker, we actually talked about this at leadership team yesterday. Uh we encouraged campuses if they feel like their process is a little cumbersome to talk to their peers and then our principal supervisors know where that's working really well. Uh because some places have figured out a way that it's working well, it doesn't take that much time and others haven't figured that out yet. And so learning from their peers as well. And uh that's the importance of the role of the principal supervisor. They're on multiple campuses and when they see a campus doing something really well, someone else is struggling with, they can get them in contact with each other. >> I do want to share Dr. Freeze um when the teaching and learning department um provides professional development. You saw
147the content coordinators um that are screened back here. Um they also embed TAC and all of these practices in place. So they internalize their lessons and their professional development before they ever step foot um to deliver that professional development. >> I think that's it. Thank you very much. >> Thank you. >> You're actually my favorite. >> I'm not. I told Tucker I was >> No. Tucker. Tucker's way behind you now. Like he's got a lot of ground to cover. Uh, moving on to agenda item 8 F, bilingual and ESL district report. Miss Melendez, I apologize. >> Good evening, Vice President Hodes, Trustees, and Dr. Howard. My name is L. Melendez, and I have the great honor to serve as the executive director of the Balingual ESL program. This evening, I'd like to provide an update
148on the bilingual and ESL programs in Midland ISD. This report is presented in compliance with Texas Education Code Chapter 29. It includes a range of data used to evaluate program effectiveness and ensure student academic success. This is anformational report only and no action is required at this time. I'd like to begin by noting that the state of Texas has six approved language programs designed to support emerging bilingual students. In accordance with state guidelines, any school district with 20 or more students at the same grade level who share the same primary language is required to offer a bilingual education program. While Midland ISD proudly serves a linguistically diverse student population with over 55 languages represented across the district, our bilingual education program is currently offered in English and Spanish since Spanish is the only language that
149at this time meets the state's rule of 20 requirement. In Midland ISD, we provide services to students identified for the bilingual program at 17 elementary campuses through either our dual language program or transitional bilingual program at our partner schools. Additionally, students identified for the ESL program are served at all elementary and secondary campuses aligned with their attendance zones. The following two slides provide a brief overview and comparison of the bilingual and muscle program models, including their instructional goals and how instruction is delivered in each. These slides were intended to clarify the key differences between the two approaches to serving emerging bilingual students. Now looking at program participation, although we have seen a slight decline in enrollment this year, in the last five years we have grown from serving fewer than four 4,000 students to now
150serving close to 6,500, which makes up about 22% of the total student enrollment in our district. Our numbers follow the current state trends. According to the Texas Education Agency, emerging bilingual students make up 24% of the overall student population in Texas. The primary goal of language support programs is to prepare emerging bilingual students to meet reclassification criteria, enabling them to succeed in English instruction without additional language supports. As illustrated by this table, over the past school year, nearly 300 students were successfully reclassified. This achievement highlights the importance of the language programs implemented throughout our district. A key component of student reclassification process is evaluating both their academic and language performance. For the latter, we use the Texas English Language Proficiency Assessment System or TEAS. This is the state assessment that measures English language growth. Each
151year, students in grades 8 to 12 are assessed in the domains of listening, speaking, reading, and writing. I'd like to share how our students are progressing in their English proficiency as reflected by Kelpas. For our K2 K2 students, most are scoring at the beginning levels across all four domains. This aligns with state trends and reflects the natural process of language acquisition. It is important to note that second grade students take the topus assessment in a computer-based format for the first time at this grade level while students in kindergarten and first grade are holistically rated by their teachers. In grades 3 to 12, we see more students reaching higher English proficiency levels. However, there is a slight decline in the number of students achieving advanced or advanced high proficiency ratings, particularly in reading and writing as
152compared to the state. To address this, the district has implemented targeted supports focused on grade level reading and writing skills. To evaluate our students academic performance, we use star receivers. It is important to emphasize that decisions regarding state assessments are made at the campus level by the language proficiency assessment committee for each student individually. The following data chart reflects student performance at the mess and master level. While we recognize that there is still progress to be made, the data shows an encouraging upward trend for students testing in both English and Spanish in elementary. For example, in grade three math, the percentage of students meeting grade level on the English chart increased from 46% to 49%. While in ELA, students maintain at 49%. Over the past three years, our fourth graders have demonstrated significant growth in
153both language, arts, and mathematics regardless of the of the language in which they are testing. This trend reflects reflects districtwide academic improvement and progress for our emerging bilingual students. For grade 5 in 2025, we observed a slight increase in performance with ELA scores moving from 39% to to 38% and mathematics scores from 45 to 41. To address this, we are collaborating closely with our teaching and learning counterplugs to support teachers by ensuring enlightenment across grade levels and the intentional integration of language supports into daily instruction. As sixth grade students have shown consistent gains at the meets and message levels in ELA and math, providing rigorous and targeted instruction is essential to supporting continued student success and academic excellence for our emerging bilingual for 7. While 2025 MLAN math schools are still below the state average
154for needs and masters, students are still on track for success in the next grade level and are showing steady growth as demonstrated by the percentage teaching approaches. To keep building on this progress, the district has put key supports in place. supports such as double blocked classes for more learning time, purposeful student groupings, dedicated time for intervention, and consistent curriculum frameworks across subjects. We also remain committed to supporting our emerging bilingual students through tailored instructional approaches such as contentbased language instruction and circle instruction strategies. In grade eight, students are tested in four different subjects. The data show how many students are leading or going beyond grade level expectations. While overall scores are still behind the stakes, we are seeing exciting process in English language arts. However, social studies and mathematics are areas where we still have
155room to grow. To help students succeed, we'll keep working closely with teachers and providing supports in the classroom. at the high school level. Their intentional support at the content areas has led to positive outcomes with notable gains in biology, algebra 1, and US history in the end of course exams. However, given the increased emphasis on writing in the redesigned English one and English two assessments where students must demonstrate mastery through discourse level responses, we continue to prioritize targeted support for ELA teachers. To ensure compliance with the Texas Education Code regarding teacher certification, our primary goal remains to staff every bilingual and ESL classroom with certified educators. However, when that is not possible, the Texas Education Agency allows districts to submit requests for bilingual exceptions and ESL waiverss. For the 2425 school year, we submitted 91
156bilingual exceptions and 337 ESL waiverss, all of which were approved by TEA in the spring of 2025. Looking ahead to the 2526 school year, we anticipate a reduction in the number of bilingual exceptions filed. This projected decrease is a result of intentional efforts including strong campus leadership, close collaboration with the human capital department and targeted professional development sessions focused on certification preparation. I'd like to highlight the learning opportunities that we have offered. Training on the implementation of shelter instruction strategies, dual language essentials, certification readiness, and family engagement were provided during the 2425 school year. In addition to the sessions that we offered last year, this year we've also focused our attention and efforts onto on-site instructional modeling and personal personalized coaching sessions, online and impersonation of summit K12 language focused unpacking of academic content standards
157and integrating TLAS and the proficiency level descriptors into tier one instructional practices. We recognize that educating our emerging bilingual students requires a commitment to equip teachers and work closely with families. This concludes our presentation this evening. Thank you for the opportunity to share our program evaluation. The data we've shared today underscores the critical role the language programs play in fulfilling our district's mission of educating all students with excellence. We are grateful for the continued guidance and support as we move forward. Thank you very much. Any questions? >> I I do have a question. So, when I'm looking at the third grade score or the Yeah. third grade scores and the fourth grade scores, they're pretty even as in growth to um looks like maybe the same um students possibly. When are we exiting kids out
158of the bilingual classroom? I know it's the tail pass, but >> Yes, ma'am. It depends on the program that they're being served under. For ESL, the students are eligible for reclassification after at least two years of receiving services. If they're bilingual, they have to be served for at least six years before they're eligible for reclassification. >> So, is that that starts kindergarten, right? So, through fifth grade, they can start learning in prek. >> Yeah. So when they um bilingual is pretty big in Midland. So that's kind of why I'm asking these questions. When we when we're looking at the middle school, sixth grade, seventh grade, eighth grade scores, um are they newcomers? uh pretty much are they and I don't say newcome are they new to not just newcomers but new to Midland and have
159not been in bilingual programs before or what are we looking at in those grades? >> The majority of the students that we currently serve in our ESL program at the junior high levels are students that have been in the bilingual program and transitioned into ESL as they've moved out of elementary. >> Wow. Okay. All right. Thank you, >> Dr. free or Josh, >> how many how many junior high seventh and eighth graders do we have in the bilingual program? Because when I look at this, the data you just showed us, uh, be honest with you, it's pretty disheartening when you look at third, fourth grade, uh, we spend a lot of time talking about general academics, dyslexia, but then I'm looking here and to me it looks like we're completely fell in the seventh and
160eighth grade bilingual students. When I have a chart right here, it says 9% are at meets or above grade level for junior high bilingual, emergent bilingual. Um, as a board member, I'm like, can can we do better? Like, or what do we need to do to be better? Or is it is it the transition from is there a disconnect from transitioning from elementary to junior high that we can help them with? Um, I don't know. I think it's something as a district we need to seriously look at cuz when we say we got 6,500 kids that's in the bilingual program. I I would assume a majority of those is probably in elementary school, right? That's eventually got to go to junior high. Um >> so LSE I'll kind of start and then you can talk
161about it. Um so typically if they've been in the program since elementary and they're still in the program at junior high it's because they haven't met the criteria to exit. And so their star assessment is one way, tells um those have to match up. And so obviously the ones who exit sooner, it's because they're doing well. And so the ones who aren't exiting um have continued to struggle with their language acquisition or uh content as well. um we do have the uh newcomer program or we serve our newcomers at all of our junior highs now whereas you know 15 years ago that was at one junior high because those numbers have grown um and they're served through ESL once they uh get into sixth grade and above um and bilingual when they're in K5 >>
162and then LSE can add on to >> yes and also just to add the big umbrella bilingual encompasses bilingual with the two languages and ESL. And unfortunately in the state of Texas, bilingual two languages doesn't extend beyond uh elementary unless you're talking about a specialized program such as Ben with a dual language two-way program model. So, um, to your point, part of it may be the transition from having been in a bilingual program where they were receiving instruction in two languages to now in secondary at seventh and eighth grade is all English. And, um, the minimum requirement for ESL is that at least the ELR teacher be ESL certified. And uh we're really working and and um and pushing our teachers and providing support so that that's the case. But we also of course need
163to have the other content area teachers be be equipped with those strategies and those tools to be able to to support the students uh in in the other content areas. >> Dr. No, Dr. Freeze, she went now you go. So, um, is there a is there an avenue if you wanted if if you're, you know, you come in and you're Spanish speaking, can you do immersion English? Is that an option or kids are kids presented with that option? >> Yes, of course. The the program placement is ultimately up to the parent approval. Um once the students enroll in our district, the first document that we are guided by is their home language survey. Depending on what the parents respond to that survey, the students will either be placed in a general education classroom or we'll
164be begin uh or we will begin the process of identification by uh issuing an oral language proficiency test uh to determine their English proficiency. If the students meet uh the requirements to be identified as emergent bilingual, the LPAC that I alluded to earlier that that committee will make a recommendation and they will say based on the students background and their testing, we recommend the bilingual program. The parents can at that time say, I approve. That's what I would like for my student. or they may say I appreciate that and I recognize that that's the recommendation of the committee but I would rather have my student in an English only. So ultimately it would be up to the parents to make that decision. >> So I recog I mean I in my business I have to
165have people that are bilingual. I recognize the value in that. Um but do we have any data showing the difference between immersion English immersion and performance as opposed to you know doing the bilingual pathway? >> Yes sir. There is a lot of data out there. I don't have it in front of me but I'll be happy to provide it if if uh if we need to. Um all the research and linguist out there show that a dual language program model is typically the most successful for supporting students. Um you may see that students may but then they plateau after they reach a certain grade level typically at the junior high whereas students that have been served in a dual language uh model in a bilingual model they continue to to move uh to move up.
166Yeah, I would really like to see any data you can provide. Just feel free to email it. Thank you very much for your presentation. >> You done? >> Anyone over here have any questions? And now back, >> Mr. Burlson. >> So I realize learning two languages, well to me it's very difficult. I've been on do a language for a year lingo and I'm having a hard time. So um what are the Spanish verse versus the English time spit spent in class? Is there a time limit you're trying to do? >> Um, we've uh we had to do a a bit of a reset to our dual language program uh time and treatment allocation a couple of years ago when I when I joined the team and now we have a one day and one day
167model. Uh so students receive instruction in all content areas in both English and in Spanish. And that is to align with what chapter 89 says that students should receive instruction in all content areas in both program models regularly. The only thing that we did address was our literacy block for early childhood grades uh prek, K and first where they receive native language literacy because we want to ensure that that foundation is really really strong. at making it easier to later transfer those concepts and those skills as they continue to learn in English. >> So, I've got a couple quick questions. Are we using opportunity culture in any of these programs? >> Yes, sir. Yes, sir. We actually have se and maybe Miss Garcia can can help me with that. We do have several of our
168bilingual teachers who are MCL's. I can think of Mr. over at uh at Bonham and as an MCL she she works with >> uh different grade levels and also our bilingual teachers and other teachers as well. So yes, >> could the board see the data on like a comparison on the campuses that are ESL bilingual that are using opportunity culture versus those that are not to see what the delta is? >> Um just to clarify, remember opportunity culture is designed by the campus principal. Each plan is different. So if the principal identifies an area that bilingual is an area of need for them, they can place a bilingual MCL there that support other bilingual teachers. So we don't have very many. We only have a handful of MCLs in the district that support bilingual programs,
169but that is a campus-based decision that the principal makes determining using the data on their campus to determine need. So those data sets wouldn't show a correlation between between campuses that are hard to staff versus opportunity culture. And if the point of opportunity culture is to staff the campuses that are hard, those are at a higher percentage that are ESL or bilingual. >> So we're moving to try and put opportunity culture at those campuses to fit that mission statement. Will we not be? Yeah, we could pull data from some of those bilingual classes and compare it to that are supported through opportunity culture and compare it to those that are not supported to opportunity by opportunity culture. So you can see the difference in student outcomes. >> Now the only other question that I have
170real quick is on these kiddos that are coming in in elementary school and then transitioning to junior high. Do we have the data or the correlation correlation to those kids that are in the ESL or bilingual program and also have an accommodation or 504 because of dyslexia disc whatever the the issue is because I would think that if you're bilingual or ESL and the words are I mean you're that's that is you talk about a kid I want to meet that overcomes that that is a kid I want to hire event because that is a lot to overcome. Um, but do we know what are we doing to be able to provide that resource because English speakers aren't the only ones with dyslexia? >> Well, you know, of course, the district does have bilingual diagnosticians
171that can uh help identify the students who are identified as American bilingual that may also have a need such as dyslexia. And uh you know depending on whether they're identified or not then there's also support staff that that provides those services for them. >> We would have the percentage of those students that are tested by a diagnostician. Correct. >> I'm sorry. >> We would have the percentage of those students who are in the bilingual or ESL program whom have been uh tested by a diag. >> Yes. I don't have that with me. >> No, no, no, no. I just ask that's it. Just thanking it is a great presentation. a lot of information. >> Thank you very much. >> Thank you. >> Josh, you got something? >> Oh, he's got something. Ask it. >> You
172really don't? Okay. Thank you. >> Okay. Thank you. >> Moving on to agenda item 8, G, campus principal walkthrough report. Miss Piles, Miss Tran, Miss Hendrickx, and Fallon. Oh, ML. There it is. and MLAN. >> Good evening, President Hajis, members of the board, and Dr. Howard. The purpose of thisformational report is to provide the board of trustees with an overview of classroom instructional walkthrough data across all campuses for the 2526 school year as of October 2025. We want to highlight the impact that classroom walkthroughs and continuous feedback have on school improvement and advancing MISD's Northstar goal of ensuring 70% of our students are in A and B rated schools. This report is presented forformational purposes only. No action from the board is requested at this time. This item directly supports the board's adopted student outcome
173goals and aligns with AE local and BQ local by ensuring instructional quality and leadership effectiveness are systematically monitored and continuously improved. Classroom walkthroughs along with coaching and feedback are necessary to the growth and development of teachers and have a direct impact on classroom tier one instruction. Classroom walkthroughs maximizes the principal's visibility, directly impacts instructional quality, student learning, and also provides trends for targeted professional development that need to happen. Classroom workers are researchbased and serve many purposes. By visiting classrooms throughout the year, the leadership can provide frequent and timely feedback, address areas of growth, and determine campuswide progress in initiatives and implementation such as teach like a champion workforce. The data collected is shared with staff to improve instructional delivery and improve student outcomes. The walkthroughs are entered into a platform and shared with teachers so
174they can see the feedback and action steps to drive instructional improvement. Administrators also observe alignment across professional learning communities to access to to assess pacing and internalization. Campuses are expected to conduct between five and 15 walkthroughs per administrator per week depending on the tier of the campus. The tier is determined by the campus accountability rating and the administrator experience. walk through the short unannounced classroom visits followed by feedback and should not be confused with the annual appraisal. 79% of our campuses who utilize this walkthrough tool have met or exceeded their quarterly target. Of the campuses off track, 33% are within five walkthroughs of meeting their quarterly target. campuses should be at uh 25% of their 2425 end of year total by the end of this month. It is important to note this number fluctuates daily.
175Campus administrators add information into a program called school mix during and after a classroom walkthrough. Principal supervisors will be sending the board of trustees a detailed report with campus specific information. That concludes ourformational report on classroom walkthroughs. We will continue to monitor the implementation of this tool by campus administration and the expectations of frequent and timely instructional feedback. >> Thank you very much. Any questions, Dr. Freeze? I'm going to start down here. Ch Mr. Bishop gets to go first. We're tired of him going first. A couple of questions is uh how is this documented on the walkthroughs and who's reviewing uh the walkthroughs? >> So every Monday we have a spreadsheet that goes out to all of our campus principles. It provides the totals of the previous week. We have listed by administrator how many
176walkthroughs they completed the week prior. >> Okay. The next question is uh you might not have that data. I mean it it's forthcoming but how much of an increase did we have on principal walkthroughs after this incident on the director from the board that we start showing counts? >> Um we have that information and we will send that out to you uh to show that increase after the incident. >> Okay. Thank you. Yeah. So I guess my question would be do we when we put quotas on things do we I guess my worry would be that it's quantity over quality. So have you have y'all I know it's >> I don't even know what I'm trying to say. I know exactly >> Mia and me like just in in general I would think you know
177um I know we have to track it some way right but what's the I guess the repercussions if say a principal only makes eight visits instead of 10 but she says well I did eight cuz I spent an hour in this classroom that needed a little more attention than I did over here. Um, yeah. I just I just think the principles they they have a lot going on, right? So sometimes I think as as management we'd have to be a little a little bit lenient if if for a good reason, right? If if she has a classroom that's struggling and she spent more time in that classroom that week versus another one, um, I think that would be more important than making sure we hit a hit a quota, per se, if that makes sense.
178>> And that's where we look at trends, right? If that happens once out of four weeks, you know, they are on their campuses too and they know what's going on and they're talking to their principles about the walkthroughs they've been in and nine times out of 10 they may be with them on the walkthroughs and so you know somebody misses by one or two every once in a while you know things happen. They may have been out a day or two or uh something like that. So we certainly take that into account >> and our campus principles are very vocal. they will say I did not hit my T and we start to have those conversations like Dr. Howard said, if we see those trends, it may be something happening. So, we have, you know,
179deeper conversations or we do have some followup with them, some actual feedback and followup. >> Hold on, Miss Burlson. You jump in front of everybody. Freeze. So, um, on my my campus visits, uh, I've really been impressed with the quality of the principles that we have here. They all have their own unique gifts and, um, you know, I think they all have a lot to offer the teachers. Um, I think y'all have done a really good job of picking out high quality principles. I mean, everyone I've been impressed with. Um, I have noticed that the ones that are very enthusiastic about going into the classroom, they seem to have higher scores. >> So, I uh, you know, that's that's the way I'm trying to frame it is that I I can I I really do
180think we have a lots of really good principles. some of them, you know, especially if you don't have an assistant principal, um you you don't have the time to go into the classrooms, but or or who knows, maybe you're down a counselor or something else. So, um but I cannot stress enough the the one things I have noticed are the ones that and again the ones that are so enthusiastic about going to the classrooms, you can really see a difference. So, how can not just us as a board but the district encourage and enable principles to get in the classroom and enthusiastically support teachers. >> I think um I will say this uh when Mr. came to bunch. Um that was something eye opening for that principal there. Uh she was like, "Wow, a board
181member is coming on these walkthroughs with us." So she sees the accountability from the bottom to the top. And so when we go to those campuses, we walk with them as well. And we also encourage them to walk with their APS. APS sometimes can be underutilized as instructional leaders. And so they make sure they calibrate. We make sure if the principal has to step off campus, that AP is still doing those walkthroughs. I think the continued support that you've been giving us um is really helping our principles be more motivated to get into those classrooms because that is the expectation. >> Wow. Uh anyone else? I just have a couple of questions. So I agree with what Gwen and Freeze have said. Uh the only thing that I would like to offer as a board
182and and possibly consider putting in policy on this is as important as the principal walkthroughs are and the local administration, it's also important to have your executive directors walk through as well that are responsible and you know I'm used to being negative Nancy, but I've heard a lot just for instance today heard a story about an executive director that went into a classroom and it's a substitute and they were so disenfranchised with that campus that they didn't even realize that that was a substitute. They thought that that was the regular teacher. So, I think that it is very important to get people out of central office that are executive directors and onto the campuses to do that support. And I'm much more interested in knowing that central office administration is out on campus because I
183have a lot of faith that our principles and APS are out on campuses but our executive directors middle management are not so or not to the level that they probably should be. And I think that we should be tracking their campus visits and their minutes very much so. And >> uh President Hajes, I will say this. Um, I know our team's leadership has been impacted greatly by teaching and learning. Um, they have an expectation to be on campuses 90% of the time. Um, and we've done some calibrated walkthroughs with um, Miss Buenos. I'll get to say Dr. Buener. It's coming. Uh, Miss Bueno's team and, uh, Aurelia Batler. um all of the I can't name all of the coordinators uh right now because I'm a little nervous, but they have been there uh with us
184and they not only have they been there in uh classrooms, they've also seen the work that's happening in the PLC's. And so that work in the PLC's should be the work that materializes in front of students when teachers go live. And so they have been very very vocal and supportive uh this year. I totally I totally get it and I'm not I just think that we should uptick it and I think y'all should be on campuses. Missouri Street should be on campuses often because I come from a background to where there were surprise visits anytime our CEOs or somebody was coming in. We knew about it in advance when they came and toured. I can assure you that our facility had ne was never clean and people were not I mean they were whistling at
185work when our you know CEOs were coming through. That is not how it actually operates on a dayto-day. And I think the more times that you're there unexpected and it's not a gotcha thing. It's a like you're building trust. You're building repertoire and when people realize that you're coming by and that you're actually going to help, it's not a gotcha moment. I think and the only way that you can do that is that constant repetition of going by and building that teamwork to say I'm dropping by and they just know automatically you don't know when I'm going to drop by. Yeah. >> I mean that's I carry very nice binoculars for a reason and it's not just to look at birds. I can assure you. >> Um Mlan I think he's probably talking about people
186other than you executive directors. >> I'm not picking on you. Thank you Dr. because they're on campus three days a week at least. >> That was supposed to be positive. That is the best positive like that's supposed to be cheerlead. Let's go, you know, kind of deal. It was not a gotcha deal. It was >> the more everyone is there it just everything starts flowing better. >> I guess in a sense of putting it in the old uh oilfield term, oilfield term is every day is a day. So, it's not that the audits or the checks is going to make us better at what we do. If if teachers or principles are seeing the administrative staff there pretty regular and knowing that they're as Mr. Haj was saying, I'm not here to to be saying,
187"Well, I got you. I caught you doing something." It's there know how can I support you or what are the gaps and where can I help fill those gaps? And I think when principles and teachers start seeing, not say that you don't or anyone don't, but I think the more visible we are on the campuses, I think the principles are going to feel more at ease and not they're trying to find something on me or I'm going to be in trouble or anything like that. I just think it it brings more continuity as a team concept to the campuses. And I think even when parents are are there and they see uh the administration there at the campus level trying to help, I just think it opens opens doors and give a a uh a
188more relaxing atmosphere, if you will. Hey, hey, hooray. Whatever you want to do. And his was cheerleading, too. Go ahead, Miss Burlson. Well, I I'd like to say that when I've gone into classrooms on my school visits this year that there is uh calm in the air in all the classrooms and that the children are not surprised and they don't stop what they're doing. So that tells me they're used to walkthroughs because otherwise they would stop, turn around, want to know who you are, etc., etc. And um I don't I have not seen that happen. So again, that tells me that there are a lot of walkthroughs going through with people they do not know. So the children don't know in which they shouldn't have to know every supervisor's name, right? They don't need to
189know my name. So anyway, um thank you. But continue. It is important. I uh I will say that I have heard um principles say they would like more um more you know district administration support you know just to get onto the campus. So I have heard that they think um we could be doing a little bit better and I think it's the same thing. you know, you look at a football team and the team with the detached quarterback isn't as good as the one with the quarterback who's, you know, one of the one of the team and um I think that's, you know, the best one of the best things that we can do. So, I don't know if there's any way we can try to identify who goes in there and and see if
190we can get them to go more and more as often as they can. And um I think it I think it'll help. So, >> I'll just I'll just say this. I was not saying y'all were not going any that was not my intent. But I think when do Dr. Freeze brings up a very teachable and coachable moment, right? So you've got one group, the local administration who goes, "We're not seeing them enough." Right? And y'all are going, "Well, we are going and both y'all want the same thing." And the more you visit and it's not about I don't even think it's about the number, right? It's about intentional practice is better than just a bunch of crappy practice. Rephrase. It is better to have good practice than not focused practice. So, I think that they're
191going to learn as well. Like, oh, they're busy because you get to tell your story to them going, "We're not ignoring you. We're we've got all these issues that's going on here. I promise you, we're going to loop back." Like I I just I think a lot of this is just lost in translation and mainly communication issues with the board to the P all of us and I think that we can all get better on that and that's I I was not y'all are doing excellent. So thank y'all. Anyone else? >> I think I I think they're doing great too and I think they're doing what they're supposed to do. We do also have to remember as a board that there's 40 campuses and the staff at central office is not big like everyone likes
192to make it out to be to go out into the field. So, you know, we also have to think about that as well as how but it is their job to figure out how we're going to get to every campus and I believe they're probably doing that. But we also have to think that way too. There's not that many people. I have faith in y'all's intelligence that Miss Blue, her husband, lots of there's lots of different people that are involved in putting satellites in space. So, I believe that if we can put satellites in space that we can do with technology and all the things that we offer can build up better communication and start building camaraderie. I think Mr. Bishop nailed it very very well on the oil field lingo and I just I
193want to I know it's tough. Thank y'all very much and I hope that I did not come across offensive or negative. Anyone else? >> Thank y'all very much. >> Thank you, >> President H. I'm sorry. >> I I would like myself to challenge the board uh on doing some visits. Uh I think you know we we hear about it, we're told about it, and I know Mr. Freeze and and Miss Burlson and other board members have been going. But I challenge us as well to to maybe uh put some time if it ain't but 30 or 40 minutes, you know, a week or every couple weeks just to kind of see what's going on, get a heartbeat. I, you know, I do want to reach through Dr. to Harvard to let her know that we're
194going to be visiting. So that way it's not a shock and I don't think you know principles would would welcome us coming, but also to know that Dr. Howard knows that we're going to be visiting. Not that she has to, but I just think it's it's cordial and the right thing to do. >> No, I I appreciate I appreciate that. And for me, because that's probably more directed at me than anyone. I just don't believe that it is my role to do that. I do visit campuses. as I talk to principles. I do that not near to the point, but I also am traveling back and forth to Philadelphia, Pennsylvania in order to make myself better educated on economic policy that affects the macro side of it. So, I do feel like I put in
195the hours, but I will I you know, it is important for us to be at campuses, but the you know, hours and hours and hours that I spend studying policy and scholar papers are it's very take it's very time consuming. So, I would challenge the board to read more scholarly papers on the academic progress as well too. We can all be better. >> Absolutely. >> President Hodes, I just wanted to share that um my team is on campuses 90% of the time. That was an expectation that we set at the beginning of the school year. Um and they also track their visits. So, we already have a tracker. Um we can I can go in and check, you know, what campus they went to. Um drill down to the teacher and the feedback. Um, now
196we are intentional with our feedback. I do not allow them to give the direct feedback to the teacher. The feedback goes to the principal and the principal supervisor and then they decide what actions need to be taken. But we do have a tracker just in case anybody ever wants me or wants to see them. I I can share that with you. >> Appreciate it. Thank you very much. >> Anybody else? >> Can I add one thing? >> Next up, >> Mr. Can one thing? So, one thing that we missed with principal supervisors, they they spent three or four days out of the week on campus is doing walkthroughs with principles. So, um that's a model that we brought back in and were brought to MIT in January of 2023. So, um uh I know you
197do walk because you're famous. When you do a walk through, we all hear about it. But uh but I credit the principal supervisors for you making this happen and super uh central office being on campuses and being visible and addressing these issues as they come up. So just want to let you guys know that >> don't go anywhere. Agenda item 8 H. >> All right. So >> discipline protocols and options through the student code of conduct. the second favorite behind Miss Bueno, Mr. Robert. >> All righty. So, President Hodgees, members of the board, Dr. Howard, you a couple of my team members uh we'll be providing aformational report on student behavior. Um Melissa her and Taylor Harris, specifically on uh uh the younger grade level. So, uh students under the under 10 years old. Um
198this presentation will cover uh what we can do um and cannot do as far as consequences. Um also um some evidence-based practices on um u support interventions for these students and then also how you guys can help um how the board can help the community can help with some of these uh challenges that we face with the younger students. So I'm going to turn it over to Mrs. Her get going. Good evening, board president Hodes, board members, Dr. Howard. I'm pleased to be here this evening to um cover this topic with you. Um this evening I'll focus on recent legislative changes regarding discipline protocols for our youngest students. I'm specifically speaking of uh those students prek through 2 grade or under 10 years old gener that's what the changes affect. These come from house bill
199six in the last legislative session. Historically a student in this age group prek through 2 grade could not be assigned out of school suspension. they could not be assigned um district alternative educational placement or DAP. Uh with House Bill six, we have seen a change with that rule. Um after House Bill 6 was adopted, we now can um suspend or out of school suspension students under 10 and also place them in DAP under certain very specific circumstances. This is not about putting little bitties um in an alternative placement. It is having um the ability to remove them temporarily when their behaviors are excessive. So um want to go through those certain instances when you can remove a student for under 10 years old. a weapon. If they conduct a weapons offense, they can be removed
200out of school suspension or placed in DAP. Also, a severe safety threat conduct that immediately threatens the health and safety of others in the classroom or repeated disruption that's documented and causes repeated significant classroom disruption. Um this isn't just the students being bad today a little bit. It is very it's repeated or it's very significant. And then lastly, drug or alcohol um offenses. With the challenges adopted through this, we are able to um balance safety and productive learning environments with age appropriate approach to discipline for our youngest students. And also would like to note that there was no um you could always put a student under 10 and in school suspension and um the only change to that is for all students that is unlimited but you do have to evaluate it um frequently to
201make sure it's effective and the student is getting what they need. And I will now turn it over to Miss Harris to talk about our MTSS, multi-tered systems of support. >> Okay, good evening. Multi-tered systems of support behavior um is a systems approach designed to organize evidence-based behavioral supports into three tiers. The purpose of MTSS is to improve school climate, reduce problem behaviors, and increase student engagement. This workaround MTSS began in year 2020 when we partnered with local philanthropic groups and Meadows mental health and policy institutes. They were able to come in and provide us extensive knowledge on how to in initiate this comprehensive system into our district. Um, this model is built on a preventative approach. um and the percentages of students in each of these um tiers is really how we measure success.
202So when we think about tier one that is universal um good classwide management that we see on our campuses. So when we think of tier one 80% of our campus campuses should be I'm sorry 80% of our students should be successful with those foundational tier one supports. Um, for behavior needs across the district, we establish clear, positive, and proactive structures, including schoolwide and classwide expectations. Um, each campus has attendance and behavior initiatives. And campuses also have campus discipline systems that are aligned to our student code of conduct for those social skills that we know our younger students really need support in. Um, we have the ILE curriculum. This is a leadershipbased character education curriculum um that was developed by John Maxwell. We implement this districtwide from grades all the way from kindergarten through 12th grade.
203Um we also have bullying prevention and suicide prevention lessons and guidance lessons that are provided by our campus school counselors. Um those go on throughout the school year as well. Um, tier 2 are targeted small groupoup interventions that really should be for about 15% of our student body. In addition to those tier 2 targeted supports, they're continuing to get tier one um in the classroom. >> Could you define and explain to this board what a tier 2 targeted intervention is? >> Yes. So that is something such as check-in checkout where we're pulling the student either first thing in the morning or throughout the day just to check to see how their behavior is going. Um and they have what's called a mentor on campus. It doesn't necessarily have to be the classroom teacher, but it's
204someone on campus that they have built a relationship to really help them make goals for behavior throughout the day. And then at the end of the day, they go over a a report with the student to see where they are and where they could improve for the next day. Um there are many different inter targeted interventions that we use. Um one of the ones that our school counselors use quite often are small group um counseling curriculum. Um we use character strong tier 2 for that curriculum as well as waiver ready. Um there's behavior contracts, attendance meetings. There's a huge amount of interventions that we have available to campuses. What we're finding is um a lot of it is not being utilized the way that it is intended. This month I have actually provided um training
205opportunities for teachers and and administrators to come to. We have another one on Monday specifically going over character strong interventions and quaver ready interventions that any campus administrator, counselor, teacher is able to join in. um we will continue to offer those monthly as well to try to get the teachers to be utilizing these interventions more often. >> How do we define and determine the CR like what is the criteria on knowing what the level of intervention that that child should be received versus the difference between like venial sin versus >> being moral sin, right? >> There's a difference between, you know, small things versus cussing out your teacher, biting people or what have you. where where do we draw that line and how many chances do they get before they're moved out of this program
206and into a consequential disciplinary program instead of a positive reinforcement program. >> So right now each campus has an MTSS team. Um it's made up of teachers, administrators, and other campus staff. They are responsible for meeting monthly to pull discipline data, attendance data, teacher referrals to really see what those referrals look like. Um, there's a difference between a referral for a physical altercation versus classroom disruption. If it is consistent classroom disruption that's happening over and over and we've tried different restorative practices and it's not working, then that becomes a discipline issue where we do issue more consequences. >> Very much. I appreciate it. Thank you. Continue. I was just while we were on tier two because sometimes we say these terms and I know other people have questions they're just not asking them knows cuz
207he did some good on the training. >> Um something else new this year we've partnered with Midland Memorial Hospital to bring what's called the taking action to save kids program to nine of our campuses. Um they are using a evidence-based program called bounceback and botman. um this they with this they were going to have counselors identify students um with the identification process. It is a screener so we do have to have parent permission um for those students that we feel like might need that but they will come in and work with the students for the rest of this semester but while they're also working with the students there's a parent connection piece where they offer parent classes as well to kind of bring in that parent component. Um this they were Midland Memorial was able
208to get funding from a local philanthropic group for us to do this at nine campuses this fall and spring semester with the goal that our data can show that this is also something that will help improve behavior and we have an additional four campuses that we want to bring on next school year. >> Can I ask a hypothetical? >> Yes. >> So hypothetically say you've got a classroom we've seen growth in it right 25 to 28. It's 28 students. 28 students currently and it's going to move up right by one student. If that child or that student, how do we make sure that we're placing kids correctly because there could or could not be uh issues or concerns with people that feel as though that some of the students are being they're not being placed
209correctly. For example, you've got kids who should be probably likely in a back unit, uh, that are in a general education environment because it's pushin and they're causing lots of issues, right? So, if you've got 28 kids that are general education, you're in a pushin environment, then all of a sudden you disrupt 28 kids out of one because they've been mis they have not been what could be misplaced incorrectly or there's opportunity for improvement on their placement. That is a great question. Um, if we'll get a get through this this this slide deck, I'd like to turn it over to the special education department because now now you're getting to the point where the evaluation starts, right? The evaluation. What is the correct placement for this child? Is it a behavior unit? Is it a
210life skills unit? So, um, we'll get through this and then I'm going to turn over the special education department. >> Perfect. >> That's where they'll answer your question. >> Thank you. a little I'm almost done. Promise. So, tier three is those intensive individualized interventions. Um research shows that this should be about 5% of our students that know need those intense interventions. That's our behavior intervention plans. Um we also have a partnership with Texas Tech University to um use the Texas child Texas child health access through tele medicine. Um it's called tat, but they deal with not only behavior but mental health. um they see students pre-K through 12th grade. What can happen on a campus is if a student is cons continuously having behavior issues and the school feels like they need additional support outside
211the scope of what MISC can provide, we can provide a referral to TAT. Um this takes place on campus via teleaalth where the student is not having to leave school and the parent is not having to take them. Um, it is a free resource. If Tat determines that they may need medication or counseling, they provide that for them. They have licensed psychologists, psychiatrists, and licensed professional counselors on staff. Um, if that is not something that a parent is interested in because it is virtual, um, we have options with different community partners that we often refer to quite often. >> Any questions thus far? Uh, yep. Go ahead, Mr. Queen. >> Tape rock. Scissor it. >> The question I guess I would have is how many how many of our campuses do we have the back
212units on? >> So, yeah, let it let us get through one more slide and then we'll turn it over to the this. >> Okay. >> Don't forget that question. >> All right. Um, my final slide here is how can the board the community help? Um, I've heard that question asked a lot this evening. So, encourage communication. I've also heard that a lot between parents and campuses. So, encouraging parents to reach out to their child's teacher or administrator if they have concerns about their own child's behavior or if they have concerns about the classroom behavior that they build that relationship of communication. also our community volunteering and mentoring um our students in schools spending time in the schools and then also another way to support is sharing resources. I know Miss Harris shared a lot that
213there's a lot of resources out there and just connecting families to those external community resources for mental health and behavioral support. Um I know we have a couple of the special education team here. um if if we can't answer your questions to answer those questions regarding our littles and behavior. >> I've got a question for you real quick. How what how many minutes are the kids on? 8,000 is it 6,000 8,000 minutes is what the kids have to do on per year. It's 118 days, right, for teachers and then there's what 8,000 minutes is the instructional time for kids. So anyway, it doesn't matter. It's a lot. It's in the thousands. My point being is if we have to provide that many minutes by state law, right? How many minutes are we spending on mental
214health care and is our percentage of student population that are in a mental health care care crisis to this level that need interventions as far as their parents would have to opt into a telemed program? Is there should this board in the look to the future of building a school that's specializes in a back unit or a mental health care facility? We could look I mean I don't know because it seems like it the public schools are charged with educating kids under article 7 of the Texas constitution and we have to meet some metrics. So, I would like to know like how much time we're actually teaching children versus having to deal with all these other societal issues that are most commonly found in social work. >> Um, so as far as TAT goes, if
215we submit a referral to TAT, that's a 10-week long program where they will meet with that student once a week for about 30 45 minutes. It really depends on the day on if they need that full full 45 minutes. Um, a lot of our families do choose to have a referral to a community partner just because it is easier for those younger babies to have that face-to-face connection. It's really hard with tellaalth. So, the majority of our teach referrals are junior high and up. >> That I'm just trying to figure out like how what's >> 75,600 minutes. >> A lot. >> Yes. >> 7500. too many from lot from me as a kid. >> Up. >> You're up. >> So, mine's not really a question. It's more of a statement. I just maybe it's just
216being raised a little bit old school, but I don't think every behavior problem is a mental health issue. I think some kids just have never been told no. And as a as a district and as a school board member, we sit here and we task our teachers with a lot. We cannot task them to sit there and get punched, bit, kicked, screamed at, spit on, whatever, whatever else we want to do. Um, as a district, I would task y'all with let we we got to put a stop to this. As a board member, I get that's the number one complaint I get is teachers are tired of behavior problems. And the only re the only way in my in my opinion that you're going to change behaviors is inconvenience parents. If you if you let
217your kid act the way they do at home, there's no sensible reason you should think they're going to show up to school and respect their teacher. It's just not that. It's just not there. Teachers are at school to teach. They're not there to be disciplinaries. I get it. They're little kids. Every now and then you're going to have to correct them. Johnny, keep your hands to yourself. Whatever. But if you have one kid in a classroom disrupting 28 others, we as a school district have to stop looking at the ADA and how much money we're going to lose. And we need to remove those kids from our classroom. It's that simple. I mean, we're sitting at a school right now that had this issue that we I mean, we we all talked about it two
218weeks ago. You know, behavior problem is probably the number one. I've never had a teacher say anything to me about their pay, but I've had several say behavior is it's driving them out of the profession. And we as a school district, we have the capabilities. And I'm not saying a kid that, you know, has had traumatic life altering situations happen to them. I get that. Like there there's some cases, but that's not the case with every kid. So, I would say as a as a school district, I don't see any nowhere in that list did it say we can't call their parents to come pick them up. If that kid doesn't want to sit there in class and act the way he's supposed to act and he wants to disrupt 28 others, call their parents.
219Tell their parents to come get them. And the first thing, and I know I'm going to get hammered for this on Facebook tomorrow, the first thing they're I can't. I'm at work. Well, that teacher's at work, too. >> Yeah. >> That that that's where she makes her living. And that's what's that's what lets her do the stuff she wants to do in life or he wants to do in life. They should not sit in a classroom and get treated the way they get treated and we as a district and administration sit back and just basically brush it off and well, you know, you just kind of No. If there's any state legislator in Austin that thinks it's okay for a teacher to get treated like that, I challenge them to come sit here and sit
220in a classroom. What do you say? 72,000 minutes. >> 75,000 minutes. because it's just unnecessary. And I will tell you this as a board member, if you guys decide to do that as a district and crack down on this, you have my 100 100% support on that cuz I'm just a firm believer and tell you inconvenience parents behaviors will not change. And that's the end of my rant. I appreciate it. Thank you for the presentation. I just some of that I I I just don't agree with every behavior problem is a mental health issue. I just I just don't believe that. Well, the good news on that because is this board can charge the district to change the discipline problem to be much stricter because they it's up to us, not them. And the state
221legislature just passed a uh Texas uh Texas a new Texas bill. I think it was a house bill. I can't remember if it was SP. It doesn't matter. Anyway, they passed new state law. Correct me if I'm wrong, Mike Leer or Cara about uh about uh teachers rights. And so this has to do with teachers rights as well too and being in the classroom. So the good news about it is the board can can do a policy which is a little has maybe more uh more disciplinarian uh options to it than just restorative justice and positive discipline. So anyhow that's my bolt-on. >> Hi Robert. Um just to add to that know the last two and a half years we've done a lot of work with behavior. Um I mean specifically with the older kids,
222secondary, high school, junior high, high school levels. Um we have identified that there's a challenge with the younger kids. Um um I feel like we've >> But that's my problem, Robert. We talk about the older kids, right? >> How many older kids do you find still trying to put keys in the light socket? Not many. Because when they were young, you got a hold of them and said, "No, no, no, no. We're not shoving stuff in the socket." So the younger we get them, the less behavioral issues we have as they age up, right? Because once we hit them seventh grade, 10th grade, they're pretty concrete. It's It's a very big challenge to fix that. And I think y'all done a great job. I think all I'm saying is I think you have a board
223that's willing >> absolutely >> to to to to offer willing to take the heat for for being a little stricter than other folks are on consequences because my my my theory on this entire thing is is be a better parent, right? and and the parents and the the community, myself, we have to stop treating the school district as it's inferior and it's going to cure everything and dropping our kids off and expecting to pick them up and they're educated and happy. You can't do it. If your kid doesn't want to be there and they misbehave and cause issues, you know what? I just sorry about your bad luck, right? Act accordingly. And so I I I just I think that Mr. when is I know that Booker and Mr. Bishop and Miss Burlson and Dr.
224Fes and Mr. Hernandez are all people who want to see our kids succeed and I think that we have allowed ourselves in Midland and as a society in whole to be gaslit into not holding these kids like boundaries and expectations and I think it's about time that we say you know what don't gripe at me that you got to miss work. not going to we're not going to sit here and let your kid disrupt 30 students and cause all the issues. You come pick them up and take them home and I don't care if they should be your problem. They're your kids and that's I think that's what and I'm done with that as well too. But I just think that there's an opportunity to really think through some disciplinary options that that start turning
225this ship quicker than than than it's going. And that's not on your fault. That's not negative. That's Dr. Y'all are doing great. I'm just we we cannot continue to allow this culture to be corrupted to where we're letting things happen that are just it's it doesn't matter. And if they need mental health care, we'll send them to mental health care. We're about to build the beacon down the street. We just bring them back and forth. >> That's right. Absolutely. Definitely understood. Um so your question was once all these tiers don't work, what is the process after that? So, um, at that point, it becomes an evaluation. So, I'm going to turn it over to the special education department to answer that question. >> Good evening. My name is Ruth Marino and I am one of
226the lead diagnosticians um, for the special services department. So, whenever we have those behavior issues, >> will you pull the mic off? I'm gonna be just sitting up here nodding lying like I can hear you and I was thinking about doing that but I really want to know what you're saying. >> So whenever we have those behavior concerns that's whenever um the campuses gather those referral packets and they submit or make their request for the evaluation. So that's whenever uh we make their referral and we get a school psychologist involved to determine if it's an emotional disability or maybe their student is culturally maladjusted. So that's what we have to figure out through our evaluation. So we gather information from the parents, the teachers. Uh we get rating skills, see what's happening at home, what's
227happening at school because these behaviors most of the time happen in both settings. So we have to figure out what's happening at home and also what's happening at school that's also affecting them academically. If we don't get the behavior under control, we cannot focus on the academics and that's what our job is to see how much their disability is impacting them academically. So that's where we start and if we find the students eligible for special education uh the team comes together and we make a plan how we're going to serve the student always keeping in mind that they are entitled to that free and appropriate public education and to be educated with their peers uh with their supports in place. So our students do have the right to be in the general education classroom educated
228with their peers as long as we minimize their behaviors as long as they have those supports in place. um so they can access the knowledge that I need to be successful. >> Thank you. >> I'm Alex Bird. I'm also a lead diagnostician with Ruth. Um but I don't really have anything to add. So I think she covered it. Do you guys >> uh let me add something? >> Sure. So these last few incidents I have come across um the root cause of the issue is once the sub the the evaluation has been requested um it's taken too long to get the student evaluated um and placed in the appropriate setting. Um that's the root cause and we have to figure out the solution to this problem. uh we cannot allow 45 days of the window
229during the evaluation timeline to to be 45 days. We have to turn it around a lot quicker than than we are. And that's the root cause of the problem. >> And legally they have that number of days, but it doesn't need to take that long. But we have to go through all the proper processes quicker. >> Sometimes people are entitled under article 7 of free public education, but it's not just an automatic. It's not a civil right, right? I mean, in as a federal level, we can take action pretty fast to remove somebody who's from the classroom. And at the same time, I think you've got board members, too, who if we end up in litigation over that, we're going to end up in litigation over it. So be it. More more boards and more
230districts need to end up in litigation over it and take it to the courts to protect the vast majority of the students and put them in a learning environment which is safe and helpful to them as well. and at the same time make sure that that student who is totally not going with the flow shall we say also has the opportunity to an alternative program and if that's and that's up to them it's and I get it there's all these different dynamics to this or what have you but me personally like we just heard what's going on at the house unless it's child abuse that I am a that I'm a mandatory reporter on right I can't really concern concern myself with what goes on. If those kids are stealing chocolate and taking it to
231bed every night or backalking their parents at home, I don't care because it's outside of my control. But what I can control is what goes on in my schools. That's it. Because we only have them for that time and we have them for a long time and we have to impact and focus on getting those kids to grow their knowledge base. And so that's anyway that's it's just a different philosophical that's just my own perspective on it which does not make it right. I guess I I want to know um the DAGs are pretty stretched too, but how quickly when a student when we have a behavior um student that we want tested or evaluated, I guess would be the other word. How quickly do are they supposed to be moved up the ladder immediately
232or you know because there's other things going on, there's other kids who have been in line, etc. So >> yeah, I mean they're typically they're put in a order as the evaluation come in. Um right now um with any behavior issues, we have school psychologists that do the evaluation. Um and we are at the mercy of of school psychologist school psychologist that do not work for MISD. We are contracting um these evaluations out and so that's the challenge we have we're facing and we have to we have to figure out the solution to it. Um, >> did we have a school psychologist before or have we always have we contracted out for a long time? >> Don't we have access to region 18, too? I think region 18, there's a school psychologist for region 18.
233There's only four, I think, in region 18. >> I got to look here. I'll look at his >> I would have to do some digging on that. >> Um, so this is our first year to not have any school psychologists on um our actual payroll. Um, in years past, we've had at least two. Um I think for the last five years um that I have been a diagnostician, we've had at least two on our payroll. >> Yeah. And when we see those extreme behaviors in the past, we've been able to say, "Hey, this is a problem. We've got to address them now." Right now, we're at the mercy of of school psychologists that are not MISD employees. >> Can I Can I talk on that? Um so um Ruth and I uh support the school
234psychologists and um we assign their case loads and we are monitoring that because it comes from um the IEP committee. Um if it's a reevaluation or um an initial referral from the campus or the parent, we get that consent and we get it out to our school psychologist. Um a general um case load for a school psychologist and evaluations is going to be 8 to 10 a month. um doing the evaluation, writing the reports and reporting to the parents. Uh what we are also having to account for is our school psychologists sit on our manifestation determination review meetings. Um for any special education student that has a disability and is being um out of placement for more than 10 days. Um when they're sitting on these MDR meetings, they're having to um look at the
235uh referral that got them in trouble. They have to do research to figure out is it a manifestation? Is it a direct link to their disability that caused that out of placement and sit in that meeting talk to the the committee about it and make a plan um for the consequences and so we're spending a lot of time in MDRs and so we're having a hard time keeping up with evaluations on top of MDRs as well. But we have expedited um a few evaluations this year already. Um my school sites have been very willing to do it. They've been very supportive. Anyone that I've said, "Hey guys, we're we're really having some disciplinary issues. Will you please um pull forward this evaluation?" Um they are very willing to do that. Um but if every kids
236in emergency, no kids emergency. >> But that's but so here's my question, right? And and where do we where is where is the demarcation line between mental health and behavioral? Because they're not one and the same. Sometimes they are, but not always. A kid who's misbehaving in class is just being like how I did. I didn't have mental health care. My parents might disagree, but they it was bad. It was just straight bad behavior. I was just being a a jerk. And so where's not everything needs to go through this full process. So where is like I want to know for me as a board member I want to know where it is codified where that data is where that line is because there has to be some type of data that is like qualitative
237and quantified data that says this kid he's beh like he's just being a jerk or she's being a jerk whatever it is versus they're not having uh they're not in a mental health care crisis where they're daydreaming about being the next really bad person, right? And I would like to understand that more from y'all's level as a board member of what this district how this district determines this is just bad kids being kids bad behaved kids versus where it starts trending over into mental health care because I think that I just I think that we spend a lot of time trying to tell people that they're in a mental health care crisis and you if you go around and tell people they're a victim all day every day eventually they will become or think they're
238they're a victim and I think sometimes you just run them and run them and make them drink water. >> Sure. Um so for us in the special education department um the protections for students with special education um start with a a referral or knowledge of a disability. So if a if a campus reaches out and says this kid has such severe behaviors and we're very concerned that they have autism or an emotional disability. But if they if they're not on IEP or on a 504 plan, if you get a referral, if if a kid goes down like that, not all kids are are or in are categorized that way. We have kids who are just misbehaving. And so what I want to know is that kid who's just misbehaving, who's not even been part of
239AR, there's been no AR committee, there's been none of that, they end up in the office four or five times for cussing out their teacher, right? Or whatever it is. I'm totally making up the hypo, but what is at what point do you say the the pattern now has been repeated so much that we need some type of other interventions versus just making them pick up trash or whatever the situation might be >> without a disability. I mean, we we have worked through that and we go through the progressive discipline consequences. It's a parent call, detention, ISS, DAP exposure. Period. We're not putting up with it. um these issues that have come up recently are issues tied to >> all back essentially what could be >> I mean we I mean we've >> I got
240you we'll talk about it in for I I I feel >> yeah these I mean these parents are not you know I understand inconveniencing parents but I' I've met with these parents and they're screaming for help like I understand something's wrong with my son with my child I need help I need help there they they understand their child does not belong in that regular setting. >> Well, like what's the percent but what's the percentage of those kids versus the video I got earlier? Where were they fighting? Cen Park today. Like those I guarantee you those kids are having behavioral issues on campus, right? And so my point is is those aren't back that those aren't the kids I'm talking about. I'm talking about those kids who are progressingly getting worse in their bad behavior. And
241it is not a mental health care crisis. It's literally because no adult has told them you're not going to act that way. >> And two and a half years ago, those issues were happening on campus. Those issues are not happening on campus. They're they're they're leaving campus. They're happening at parks, at gas stations. They're not they're not occurring on campus anymore. >> But I I I I Yes. >> And and for that and and there's a reason. Yeah. We've we've we've addressed them. We've removed them from the campus. They're not going to act like that. They're not going to disrespect the teacher. the contact contact the teacher expectations to teach these standards. It's too difficult to be able to handle discipline and behavior situations and teach these standards. Standards are too complex. We have to
242leave that that situation from the classroom and allow them to teach. And so we have worked to address that the last >> No, no. I want you to know I know that Robert I know you like I ain't got a problem with you like making kids behave but there's only one of you is the issue Miss Bueno she's better than you anyway. >> And I I need to clarify mine too I guess cuz when I said what I said I'm not saying y'all aren't doing that. I'm just saying like don't be afraid to do it, right? Like keep doing what you're doing, but we cannot tolerate it, you know? And I again, I'm not saying that kids that might or might not have a mental health issue. If if I'm not an expert in mental
243health, so if you or your team think this kid has a mental health issue, then yeah, get them checked out. That that's not my dec. I'm saying the ones that don't, you know, the ones that have just never been told no, you know, th those are the ones that we we need to move on like quick >> quickly. Absolutely. Absolutely. >> Yes, sir. >> Did you have something freeze? >> Oh, I can I can answer or speak to your question. >> How do you categorize if it's conduct disorder or mental health issue? And the answer is that that the categorizations has changed remarkably over the last 50 or 60 years. If you look at psychiatry DSM1 all the way to the DSM5 every year or every change which is every 5 to 10 years uh
244you know all these all these disorders they just get more and more uh you got a mental health issue. So that it's changed through time. There's no definite criteria. even some of their their many criteria are are very politically biased and uh it's just a it's it's a field that's >> so my question is what's where's the slope y intercept right >> it changes it changes with the politics it's all political >> but but the amount of money and resources we spend right >> why not just build not a whole lot of evidence build you know a legacy uh mental health care facility right everyone that has these diagnosises can go over there. So they're not disrupting the majority. >> When you look at the practice of psychiatry, the level of evidence that is evidence-based
245medicine and psychiatry is I'm going to get myself into trouble here. It it's it's not like other fields of medicine. I'll leave it at that. >> All I know is you and Dr. powered are doing a good job and y'all's team is doing a good job very much. So, it's not not trying to be argument like it's how do we fix a problem that seems to be just it's like and I realize we're going to chase an isotope, right? We're never going to be perfect, but it is literally how how do we as a this school district I don't care what the don't take I'm going to get in trouble now. I just want y'all to know that we want to give kids build their knowledge base to give them academic opportunities because for me
246the tragedy is is when an opportunity which is happen stance a lot of time comes up for someone the tragedy is when we know that we have not given them the basic tools and resources the reading writing and basic arithmetic to meet that opportunity. So, you're not guaranteed you're going to get that opportunity, but it is really, really tragic when a when when someone has a special opportunity available to them and we've not given them the basic tools to be able to rise for that opportunity and be the next Elon Musk or Bill Gates or Sarah Burlson or Matt Freeze or Tommy Bishop. I mean that's and I just I I think that we are chasing so many different things and it takes away from teaching these kids the what the foundation what the Texas
247Constitution of 1876 founded what public education was for which was for us to be able to build a society that is able to self-govern themselves and that's whatever anyhow thank you Robert we move on Yes. >> Can we take a 10-minute bathroom break? >> You want a break? >> Yeah. >> Motion. >> It has been motioned and seconded that we take a 10-minute break. All those in favor, raise your right hand. So moved. We're on a 10-minute break. The time is now 9:30 and this meeting of the Midland Independent Board of Trustees is back in session. I believe we finished up or we were we done or we just take a pause on that last uh instructional item. >> We're done. We're moving on. >> We're done. >> Yes, sir. >> All right. So, moving
248on to >> have a question. Did it >> Oh, what? >> Another time to ask that on the back. >> Yeah. Yeah. Yeah. You asked your question. >> Thank you. >> I just want to know how many back units and how many campuses do we have back units on? I want to say we have two back units for elementary. >> One is is one still Jones. >> Yes. >> Emerson and Jones. Yes, sir. >> Back the Yeah, they still have the >> I did uh picture day. I volunteered for picture day. Quick story. And my wife was like, "You are stupid for doing picture day." And I was like, "What? This is so easy." And I went up there and it was like, she is 100% right. I was like so tired from the picture
249day that deal. Do not do that. Anyhow, moving on to agenda item or agenda nine, action items. Nine. Agenda item nine, action items. a discussion of and request for approval of budget amendment number three. Mr. Durham >> Durham. So before I pass it on to Mr. Durham, uh I want to talk to you about um projected enrollment. So in October is when we true up our uh our budget based off actual enrollment. So I want to walk you through on how we calculate our projected enrollments for for uh going into the following year. So um so this is an overview of the process. So multiple departments are involved in this process. Uh starting with the facilities and operations department. Um so that department works with demographers to complete a demographic study. Um they look at
250historical trends um to get their growth data to provide a one and 10year enrollment forecast by campus and grade level. Um they look at uh charter schools that are being established. charter schools that are are growing. Um they also look look at residential and commercial development. Um and uh we have that demographic study going on right now. Um the second department that's involved is human resources. So um they work through a roll forward method which they take the current enrollment and roll all the students over um to to the next grade level up uh while keeping kindergarten steady. So that's how they calculate their projected enrollment for the following school year. Finance takes the current enrollment and multiplies it by 1.5%. um and that's where they get their their projected enrollment. And then we also
251work with academics to identify program needs such as CTE, special education, bilingual and so forth. Here's an example. So this is an example was a projection going into the 2425 school year. So this was done in the in the 23 24 school year. So in the red outline those are current um enrollments for that year for that 23 24 school year. So the snapshot snapshot enrollments is uh enrollment as of the last Friday of October. Uh so they were at that time we were at 28,752 students. Uh the next column is December one enrollment. So that is the fir the first Friday of December and at that point we were at 28,740 students. So the reason we use that December that first Friday of December is that's typically where the enrollment has leveled off. Um
252and also it's after all the fall mobility uh all the fall movement of in withdrawals and enrollments happen. Moving over to the green outline. So um this is projected enrollments uh the demographic study calculated at 29,313 students of finances projected enrollment which was a uh multiplier of 1.5% um it was at 29,183 and then HR enrollment projected enrollment which was a uh the roll forward method 29,219 students. So um we averaged those three numbers to get out our projected enrollment for the uh for the following school year and uh for that year it was 29,238 students and these calculations were due um the third week of December. So you might ask yourself so how accurate are these numbers? How accurate is this is this process? So, um, looking back at the 23 24 school year,
253our projected enrollment was at 27,718 students. The actual enrollment for that year was 28,630 students. Um, that was at a 103% accuracy rate. Uh, for the 2425 school year, the projected enrollment was 29,238. The actual enrollment was 29,63, which was at a 101% accuracy rate. And for this school year going into this school year, we're at we projected at 30,13 which uh the actual enrollment was 29,299 uh which is a 97% accuracy rate. So all these actual enrollments were um based off the last Friday of September which was the last day of the school start window. Um the reason why I use this dates was because we haven't hit snapshot yet. Um so I wanted to compare apples to apples across the last the the three years. Um I recently sat in a demographic uh
254presentation for the the states and a few reasons um they're saying that they're seeing decrease in enrollments across the state and a few reasons for that is um is is uh virtual learning is increasing. um homeschool is increasing and also the immigration they're seeing millions of families move back to their home country. So um these are numbers that we monitor throughout the year on a consistent basis. Uh we make adjustments um early in the school year and um and as we see we see fit. But I wanted to walk you through that projected enrollment process. So um at this time I will turn it over to Mr. Durham. >> I have a question for you, Robert. Yes, sir. >> Flip back. So if we're at 100% accuracy or relatively, you know, plus or minus 3%
255either side of it, what did our HR look like at that time? Because it should be if we're if we are accurate on our actual enrollment and we only have 40 positions now that we're that are unfilled then we shouldn't have overcrowding in classrooms because your constants like if you're not switching up your variables then you're like >> there shouldn't be much delta. So the projected enrollment, we uses utilize the projected enrollment at 29,238 to build our budget. Uh to staff, we still use HR's roll forward method. Uh because those are kids that are actually in the seats and have proven to be in our seats in our schools. So we to staff our our schools, we utilize HRE enrollment. >> And then talk about the process. We use the first five days. The first
256five days u at the end of each day uh first five days of school we meet to look at numbers um at each campus how they compared to last year our project enrollments and and the current um enrollments that happened this year um we make adjustments immediately campuses start to make internal changes from grade level to grade level subject to subject um and then also by second week, third week, our goal is to make adjustments campus to campus. If we're seeing um significant changes, significant uh differences >> in theory, and this probably won't matter in 2028, in theory, right, we should have quite a bit of breathing room if the boundaries are done correctly with the new campuses that are coming alive, right? based on these numbers, these enrollment, then we should have some breathing
257room for a little bit. If it stays, if it stays, >> yes, >> if if this pattern holds, >> and one of the things you may remember we did uh back during the bond planning process when we decided on, you know, what size the two high schools needed to be, we looked at um knowing that we had different schools coming online, you know, the the discussion about charter schools that were going to be coming to the district, things like that. Um, that's why we built those at that 3,800 capacity, but 4,200 core. So, if we need to expand, we can, but not to overbuild. >> Okay. And I'm not holding just pondering, right? Things have to stay with our luck something. Well, I mean, it'll be crazy. >> I I do have I guess the
258question I have, uh, Mr. Sado, and I know Dr. Howard just touched on it, but have we looked to see I know students check out and they give I guess like you mentioned the home school. So have we looked how many students we've actually lost possibly to to Greenwood to Milton Christian to Mill Trinity to Harmony and and then you got the idea of schools coming on. So, have we looked and projected those numbers on how many students we've lost so far that we could possibly lose uh going forward with these uh new private school sectors coming in? >> Yeah, our our data tracking on that has improved over the last month or so. Uh we haven't had good data on that. Um our technology team has uh work to improve our withdraw processes and
259getting that data. Um, I can share the data that we currently have with you all um, uh, through an email. We can send that to you guys. >> The big thing is there's codes we're required to use and that's what gets reported, but when we want to get more granular, we have to have internal codes that we use and um, depending on that's sometimes at the mercy of the clerk that's, you know, whoever's withdrawing them and how they coded and things like that. uh we did um this year 182 students either went home school or online diploma programs. Now sometimes they do that because they want that that's their choice. Sometimes they do it because they have been getting in trouble often enough parents are tired of us bothering them and they say I'm going
260to homeschool my kid. So that there's two different types of of times that we see that happen. Thank you, Mr. Sado. Welcome, Mr. Durham. >> Good evening, President Hodgees, members of the board, Superintendent Howard. Um, so one thing I just want to reiterate um before getting to my portion of the presentation, as Mr. Sado touched on, the reasoning why we do the budget amendment in October, this is our third budget amendment of the year. However, this is going to be um one of the key indicators um for the rest of the year. The reasoning why is in October um we have clue snapshot which is based on the last Friday in October. That data is then submitted to TEA um in the December time frame. TEA then utilizes that for their own projections. And so
261there's actually a first rating indicator to compare budget to actuals at the end of the year. And if you're not within a a small percent of margin, um then um the school district can be deemed on that. And so that's why it's extremely important to come back to the board to off our budget based on actual um informations. Um one of those actuals that we're utilizing in this budget amendment is going to be certified values. Whenever the board passed the budget in June, we only had um our um our preliminary values. However, we did get certified values in July. And so we're just trying to true everything up. Also, we already went through our first six weeks and so we know where our enrollment is. We know where our ADA is and then we can
262project out the remainder of the year. So with that um I'll just go over some of the main factors. Um as Mr. Sid had mentioned, the budgeted enrollment um for this year was 30,13. Current enrollment as of October 3rd was 29,277. The budgeted ADA projection was 27,13. that is the number that is going to drive funding for the school district. Current ADA through the first six weeks is 26,679.825. Um and as I um also mentioned um this budget amendment takes into consideration but the um updated tax collections based off certified values rather than preliminary values. Um that did increase tax collection revenue along with increasing our recapture as well. Um and then budgeted attendance rate for this year was 93%. Um after the first six weeks it is um a little higher than whenever you
263compare last um last year's six weeks of 94.9%. Um a few other things I wanted to mention as well is this budget amendment takes into consideration cross functional transfers and currently does not include any of the new um royalties um based off the um new mineral leases that the board approved. Hey, does that hold true? The 1% each 1% is equates to 1.6 million on the ADA or is that their >> Yes, sir. So, that's the annualized amount and so whenever I do the 1% um I'm using the overall annualized um average daily attendance and it's approximately 1.6 million for each percentage of the entire district. I also wanted to provide this historical trend um attendance rate. And so you can see the the yellow box. You could probably barely see it because I can
264barely see it right here. Um but that shows 94.9% for the first six weeks. You can also see the historical trend. Um last year um we had the same historical trend as the year before at 94.5. And so we did increase by point4% for the first six weeks. However, you can see if you go through the second six weeks all the way through the six six weeks um that the ADA and the attendance rate percentage um continues to decrease. And so what I did on this budget amendment is I went back looked at his some historical trends and I decreased our overall ADA um to approximately 26,149 um for current year projections. We'll continue to look at that trend, make sure that we're tracking and then if we need to come back to the board
265um in the springtime to cheer that up. Um we'll definitely do that. But at this time, the board or the um administration recommends the board of trustees approved the budget amendment as presented. >> I do have a question. Uh maybe you or Dr. Howard because so how many how many students how many students do we you said we had enrolled or how many students do we have enrolled >> as of as of as of October 3rd we had 29,277 students >> okay so our ADA is 27,000 or something like that >> 26,700 we missing almost 3,000 students I mean how does that >> so so ADA is directly tied to students that receive funding um one Great example of that is going to be prek. Prek we only get half day funded. And so um
266if you look at one student then technically they're only counting as a 0.5 because we're only getting funded based off.5. And so um that's where the majority of that discrepancy is whenever you compare enrollment to your actual um average daily attendance. But there's also um other um in the system um that are only um partially funded. So, if we account for the half day funding, could we as a board could you give us later on to Mr. Bishop's point, we I would like to know like have him account for that half day and see what that actual three because that's where are these kids? >> Yeah. >> If you if you would do that, please. >> Absolutely. So instead of it looking like there's 3,000 missing kids, say half of them 1500 are through the
267pre what I'm making the number up, right? But then we're like, okay, where's the other 1500 kids? Because Mr. Bishop wants this board would like to know where are the we want to understand where those kids are. Okay, >> I got a um So, what are what are we what are we we're projecting right now for about a $6 million deficit? >> Right now it's a $7.89 million deficit. >> Why does it say 6.1 here in your or I guess that's the child nutrition. >> Okay, never mind. I'm on the wrong line. I had to blow it up to be able to read it. So, so yeah. And so um that actually came before the board. >> So it's about the same. >> Yes sir. So the overall budget amendment for the general fund um
268is a net effect of zero. What we did is um we increase revenues. Um we also increase expenses specifically for recapture. However, we were able to adjust um throughout all the other functions based off projections. Um, so what I mean by going back through and looking at projection, um, I go in and look at payroll forecasting and I'm able to move um, funds from one function to another function based off those forecasting models. >> So we're getting hurt worse in recapture than we thought. >> Yes, sir. >> And that's just because our tax collections increased >> and number of students went down. >> That's correct. >> Oh my goodness. This also doesn't take into account the um item coming up with the sale of the apartments. That's not factored in. Correct. >> Yes, that is
269correct. It is not currently factored in. >> Motion to approve. >> There's been motion and seconded this board approve the recommendation of agenda item 9A. the discussion of and request for approval of budget amendment number three. All those in favor, raise your right hand. Unanimous. So moved. Moving on to agenda item nine, action item B, discussion of and request for approval of RFP number 24-300, armor car services. Mr. Durham. >> Yes, sir. So in July, the district issued an RFP for armored car services. Um these services are to provide secure transport of cash and checks from all MISB facilities um to the district depository bank which is well cargo. Um we current we received one proposal from Brinks. Um Brinks is the district's current carrier. Um we did try to reach out um um individually
270to other companies to see if they had any interest to make sure that we're getting um the the best price, but um no other companies um were currently interested. Um and so at this time the district does recommend the board of trustees um approve this item as presented moving forward with rings. >> I do have one question. Well I was asked this question earlier and I didn't have the answer. So by law we have to have armored vehicle pick up cash and checks. >> No sir by law we do not. However, based on our depository contract, um, they do require us to have a courier service because I've already kind of went around and around. I try to look at strategic options. One of those strategic options I looked at and considered with the depository
271contract link um was to have one of our police officers um kind of ring up the ca the cash and the checks at their campus, bring it to central office, and then we go take it to the bank. Um, however, there >> I was told there wasn't enough manpower um and stuff like that at the current bank um in order to handle that. Um, I also looked at um a safe that's called a smart safe. Um, it's where you can actually go in there, deposit your um your cash, and then it automatically credits your bank account. Um, I I looked at that option. That option is actually going to be more expensive than our current option. And so I'm going to continue to to look at strategic ways um to no longer have a carrier.
272Um however, at this time, this is the the only option. >> It's been moved. Second. >> It's been moved and seconded that this board approved the recommendation of the district of agenda item nine, action item B, discussion of and request for approval of RFP number 24-300, armored car services. All those in favor, raise your right hand. unanimous. So, so moved. Moving on to action item 9 C, discussion of and request for approval of RFP number 24-62 CNS cafeteria tables. Mr. Sado, >> sir. So, this RFP includes the purchase, delivery, installation of cafeteria tables for Henderson, Peas, Dejala, Bernett, and outdoor tables for for Lee High School and additional tables as needed. Uh the evaluation committee is recommending award of this following item to hand gram interiors. Uh the estimated expenditure for this purchase is up
273to $600,000 which is an item that has been budgeted for out of the CNS federal funds. So I recommend your approval of this RFP as presented. >> Do I hear a motion? I move that we approve RFP 2562 CNS and cafeteria tables as presented. It's >> been moved and seconded that this board accept the recommendation of the school district for action item uh C. Discussion of a request for approval of RFP number 25-62 CNS cafeteria tables. All those in favor raise your right hand. Mr. Okay, it's uni. You voted four, right? I'm making sure. Okay. Unanimous. So moved. Moving on to action item D, discussion of and request for approval of CSB number 25-66, Thomasson Drive and Avalon Drive water and wastewater extensions. Mr. Edwards, how are you? >> Good. Good. As um you mentioned
274in the bond review earlier, we bring this action item. We did take bids for the water and sewer lines that are at Avalon and Thomasson for the new the high school site. Uh this is part of the developers agreement that was done in conjunction with the city of Oakland. We received bids uh three responsive biders. The low bidder was Eduardo Grid, a local uh contractor, reputable uh utility contractor. So we would recommend the approval of the bid for the amount of $2,496,37.17. >> I'll move to approve CSB number 25-66 Thompson Drive and Avalon Drive water and water uh wastewater extensions. >> You just move it because I got to redo it anyway just to cut it. But is it second? It's been moved and seconded that this board approve the recommendation of the school district
275for action item E. Just uh I'm sorry. It is been motioned and seconded that this board approve action item D. Discussion of and request for approval of CSB number 25-66 Thomasson Drive and Avalon Drive water and wastewater extensions. All those in favor raise your right hand. That is unanimous. So move. Moving on to agenda item E. Discussion of and request for the approval of CSB number 25-76 MISD Alamo Junior High renovations and additions. Mr. Edwards. >> Yes, sir. Thank you. Uh again, this is package number five associated with package number five of the bond program. Uh it is for Alamo Junior High School renovations and additions. We uh were able this was done as a cons competitive sale proposal delivery process and we received four responsive biders. Uh there was a selection committee that rated
276the the bids that are allowed under the guidelines of the competitive self approval process and uh we are recommending uh that you would approve um integrity contractors um in the amount of the actual budgeted uh construction cost limit of 29,417,761. questions. >> I have a question. Uh even though that amount is out there, uh I know I guess it's similar in a in a sense to launch our trails, we still work with those individuals to make sure we're within or lower than the budgeted amount. Is that uh correct? >> Yes, sir. the uh the actual four bids came in uh higher than the um construction limitation that we've set for that. Um we uh will actually enter into negotiations based on your recommendation with the low bidder uh which is allowed under the competitive sale
277proposal process. Uh and um we feel very confident uh that there are some uh um uh there's there's a number of things that we can do to get this thing into budget without affecting the scope of the project. So what we're requesting is that you approve us uh the the limit, our construction cost limit, and then we will end up negotiating and if we can't do it, we'll have to come back to you, but we feel confident that we'll be able to approve it. So the we're we're we're voting for this $29 million number, >> correct? Not for the actual amount of the bid. Yes, sir. We do not want to think it's necessary to exceed the budget on this. Where do you think you can save the money, hun? >> Um, well, there was
278there was a little bit of a misunderstanding in the way that they did their contingency for one and about $750,000 of that is just because they put a double contingency in there that we don't feel like we need going in. That gets us down to where we only need to cut about half a million dollars out of the project. and we had some uh identified uh VE items going into it that we feel will far exceed that and we'll have to see take all of them. So, we had some uh mitigation measures going into that and we were hoping that we wouldn't have to use them, but we feel confident we'll be able to get it in budget. >> All right. Thank you, >> Josh. No second. There's been motion and second that this board
279approve action item E discussion of and request for approval of CS huh CS. It has been motioned and seconded that this board approved the recommendation of the district for action item E discussion of and request for approval of CSP number 25-76 MISD Alamo Junior High School renovations and additions. All those in favor raise your right hand. Unanimous. So moved. Moving on to action item F. Discussion of Moving on to action item F. Discussion and request for approval of guaranteed maximum price GMP. Number two for 2023 bond program packages. Number two, new high schools. Mr. Edwards. >> Yes, sir. Thank you. This is the third of the action items on actual um bids that we would like to get approved. As I mentioned again in earlier in the bond presentation, uh we are bringing to you
280this evening GMP number two, the two new high schools. Uh this actually um as I explained earlier is a two-part. Um y'all approved GMP number one in the um June meeting. uh with caveat that we still felt like that there was some savings that we could get out of that GMP one of the subcontracts that were locked in under that because it was still with 50% design drawings, not 100% design drawings. Now that we have completed the design drawings and have been working very closely with Fluger and with the construction manager at risk, uh we've been able to um bring a savings on item one. So, it'll go to 551 951060. And then we're bringing you two new um subcontractor bids that we'd like to lock in now in the GMP2. And they're important ones.
281The first would be the HBAC contractors for both projects. Uh we uh have done a lot of work in in uh evaluating the systems that have been designed and the actual pricing that we have gotten. We're very comfortable now that we have really quality HBAC contractors in both projects. Then also uh roofing contractors which is another major expense. And so the uh GMP2 primarily locks in those two additional um subcontractors. And so the total that we are asking for approval tonight um uh for the um lost place here um >> 120 million. >> That's correct. It's it's actually um well I had it on my presentation earlier and I don't have it written down here so I apologize. Let me get my There it is. I apologize. So, the uh total amount for both schools
282um is um total for GMP number two. You're correct. 120,63,716. So, that will take us to 672,14,776 total dollars approved to date. And then the final GMP will get us to the final budget for that project. >> Move to accept it. >> It has been moved and seconded that this board approve the recommendation of action item F, discussion and request for approval of guaranteed maximum price GMP number two for 2023 bond program package number two, new high schools. All those in favor's right hand unanimous. So moves. Moving on to action item G, discussion of and request for approval of RFP number 25-206, property sales, sympatico apartments, and town and country apartments. Mr. Sado, >> sir. So I'm requesting your approval to sell sympatico and town and country apartments. Uh these two properties were purchased in
2832019 when the district had significant need to recruit and provide short-term housing for teachers. Uh that need no longer exists and there's no identified need for repurposing them. Uh selling now allows MIST to reallocate funds to instructional needs uh and offsetting the budget. I want to provide you with an overview of the sales process along with information on the apartment complexes. This was the third RFP in attempt to sell the properties. MIS released RFP 25-106 for the sale of Satiku in town and country on September 18th. RFP was advertised on the 20th and 27th. A total of 706 invitations were sent and one proposal was received. Uh, Styatica Apartments's property at 2110 West Michigan Avenue is a 25 unit apartment complex that currently occupies 40% uh of the of the units acquired on July 19th,
2842019 for $1,385,48 and annual costs include $8,348 for insurance and $16,452 for property taxes. Uh Milanized ISD accepts offer of 1.3 million for sympath apartments for the second apartment complex which is Town and Country Apartments property at 3310 Bedford Avenue is a 24 unit apartment complex currently 56% occupied acquired in July 19 of 2019 for 1,815,195. property has uh let's see, excuse me. The annual cost include $10,895 for insurance and $56,192 for property taxes. MISD accepts the offer of $1.7 million for Town and Country Apartments. If you approve tonight, it should take no more than 60 days to offload and close the property. I'm requesting um your approval to proceed with the sale negotiations with Davidson Company LLC, the buyer's broker, as recommended by administration. >> I move to approve nonG. >> I said I'll
285move to approve ng. I'll second freeze got a >> got a question. we know how much we lost on these >> uh so I do have the >> the calculations. So uh so the total loss um so the safety compartments were originally purchased for 1,385,48 with additional uh improvements for 1,200,99 298,78 uh bringing the total cost to two uh just under 2.7 million. Uh with the proposed sale of 1.3 um it calculates to1,3836 dollars of of uh of a difference of losses. That's that's what I calculated. >> Did I I >> that right did I uh was told that we may not have done an inspection on this when we bought it. Can you confirm or deny that or do you know? >> I do not have the answer to that question. Okay. >> The
286only thing before we go ahead, Mr. Coin. The only the only thing I we're going to codify policy for future boards are we're going to bring it to the board and I just want it noted I think the great intentions were done on this but one of the things that we brought up in the agenda reviewing I couldn't remember it exactly but if if we ever my advice is if we ever get in a situation where we're hope we don't but if we do we need to remember to fight our property values because we have I don't believe that we've fought those property values on those apartments and we've been getting absolutely just taxed to death on what a oxymoron that is, right? But anyhow, but no, I appreciate it. Thank you very much. Thank
287you for bringing it forward. Um, it's been moved and seconded. Did you have anything? >> Yeah, just one question. Maybe you mentioned it and I I missed it. So during that that uh six-year window, I know the money we invested or money was spent to upgrade those apartments versus the money that was uh spent on the purchase. What was the revenue that was generated from those? Do we have those numbers? >> So uh the revenue total uh was is currently at $650,000 and that's from the rent. um any um expenditures also included in that as property management fees, um upgrades, anything that that breaks. So, $650,000 is what we uh >> and I think it was last year we because it was it was last year we raised the rental rates because they had been
288stagnant and so we re-evaluated that and you know tried to bring in more money with them. >> And so to Mr. Bishop's point, that revenue, that 650,000 was raised, but not a 100% of those units were renovated, right? Don't we have still uh units on the list that still have not been uh are not ready for rental or up to rental standards? >> Yeah, I believe so. But I we do have the property manager here that could probably answer that question. So, >> yeah, we we unless the I just I just we didn't we didn't get them all done. So, we've lo we're we're confident that we did not do well on this. We're moving forward. It's all good. Unless the board Does anyone want Amber to come up and go deeper in this or
289can we vote on it because it's been motioned and seconded. >> I say vote on it. >> Huh? >> You're good. It has been mo Any anybody else? Any more discussion? It has been motioned and seconded that this board approve the recommendation as presented for action item F discussion and request for G discussion of and request for approval of RFP number 25-206 property sales sympotico apartments and town and country apartments. All those in favor raise your right hand is unanimous. So moves moving on to agenda item. >> We need to correct for the record it's 106. You said 206. So, okay, then I'm redoing the entire thing. It is We're going to revote this just so we're all on the record. It has been motioned and seconded that action item G, discussion of and request
290for approval of RFP number 25-106, property sale apartments and town and country apartments be approved for sale as the recommendation was presented. All those in favor, raise your right hand. It is unanimous. So moved. Moving on to agenda item number or agenda item H. Discussion of and request for approval of RFP number 25-69, real estate brokerage services. Mr. Sadil, welcome back. >> So, so I'm requesting for approval of RFP 25-69, real estate brokerage services. 633 invitations were issued. Three vendors submitted proposals. The evaluation committee for this RFP is recommending an uh award to Davis & Company LLC. Davis and Company has served as the property management firm for the apartment complexes modular homes and have knowledge of their conditions, rent roles, and prior maintenance. Uh just for transparenc transparency purposes, uh since you approved to
291sell the apartments to Davidson Company as a broker, uh for the buyer, they will be rep representing both the buyer and the seller. I did reach out to council on this and they stated this is actually helpful because it'll provide some savings for us on our end. Um so I recommend you approve of the RFP number 25-69 real estate brokerage services as presented. >> I do have a question before we come up with a motion. Not that I'm I'm not against it. I I just uh I can't remember how many was it 20 or 30 modular homes. >> 25 in the middle. Uh, you know, when we first when they first got those, that was just supposed to been a I guess a temporary deal. I think two and a half, three years, and they
292was going to be able to sell them back to the people that we purchased from at at a half price rate, and that never happened. But it was something I looked or would ask about often about, you know, selling them, and that didn't never come to fruition. But, um, but I do support the, uh, recommendation. So there's a motion on the forward. Is there a second? >> Second. >> It's been motioned and second that this board approve action item H, discussion of and request for approval of RFP number 25-69, real estate brokerage services as recommended. All those in favor raise your right hand. Unanimous. So moved. Moving on to action item I. discussion of and request for approval to relocate the pipeline located at 1600 East Wadley Avenue. Whoa, you are not park. >> No,
293I'm gonna start off the president and then I'll turn it over to Mr. Edwards. >> So, I'll say when I went to superintendent school, there weren't many classes on pipelines. So, I've learned a lot about this over the last few years. Um, so to start off, um, is it work? Here we go. There we go. So, one thing I want to point out is, um, the site was bought for the New Midland High School that was acquired in 2019 by the school district. At that time, the board and the district, I believe, I wasn't here, but I, you know, from everything we've seen, we're well aware of the pipeline easement and the shallow pipelines. The pipeline easement traverses the site. that was originally created in the in 1940s covered the entire 240 acre acre parcel.
294Magnolia released the majority of the easement in 1957 to Ranchland and the current easement is now 85 ft wide and traverses diagonally across the southwest corner of the site. Energy Transfer owns the easement that was purchased from Centurion in 2023 and the multiple pipelines uh multiple pipelines exist within the easement. So uh late 22 into early 2023 is when they came in and bored two deep pipelines um on in that easement. So there are two deep pipelines and two shallow pipelines. Uh you're going to see both options tonight. U you'll be presented with two options and then at the end of that I will make a recommendation uh to the board. I want to run through um the concept design. And so uh during bond planning um and when you know I came to the
295district and we found out they were going to board the deep pipelines, one of the questions I immediately asked was does this have any implications on the future high school site and I was told the answer was no uh by our existing team. So during the bond program, we used a conceptual design uh which was not the actual design because typically you don't spend the time and the money to create the full design until a bond passes because that wouldn't be prudent use of our dollars. Um so in this conceptual design um even from the very beginning back when this was used, you'll notice there are no structures other than a parking lot on the pipeline. So, we knew all along that we couldn't put a building there. Uh, we didn't go into full design
296until bind 2023 passed and that's when we moved into the full design part. And so, now Jay will take you through that. So once the bond passed in November of 2023, we started the process of uh hiring the design professionals. Slugger architects and Dunaway engineers were contracted to design the new Milan High School site in February of 2024 and um within two months once they got started with the programming, they uh started communications with Energy Transfer. um they were able to provide a preliminary site plan to Energy Transfer in October of that year after they've gone through programming and did preliminary design. The um you see on the screen is the uh design uh that has evolved some since then, but this uh does look somewhat like we what we have now. Uh and that
297was provided to Energy Transfer after reviewing this uh from October to December. energy transfer notified the engineers that they did not want any parking over the top of that easement. Uh because of that feedback uh Fluger then went through and developed two site plan options uh and presented those to Milan ISD in February of 2025. Option A was to leave the existing pipelines in place and relocate the parking lots and option B was to relocate the existing pipelines and leave the parking lots as they were originally designed. So option A is that uh very viable option to continue to see the pipelines exactly where they are and just use the redesigned parking lot. Uh this option was uh provided to Energy Transfer and then Energy Transfer came back and said that they still would like
298to reinforce the pipeline where there was any type of roadway crossing going over that easement. And so those are indicated by the red boxes on the on the plan. There's eight different lanes that cross that easement going back and forth between parking lots. essentially uh they estimated the cost of this option would be approximately $1.2 million. Option B would be to uh provide a new easement on the perimeter of the site indicated in red. Uh and then uh attempt to negotiate with energy transfer to restrict any further uh shallow pipes to be built in that existing uh diagonal right away. the reroute of the the two shallow pipelines would be uh performed designed and performed and executed by Energy Transfer and they estimate that cost currently to be about $2.8 million. Uh and so really
299tonight uh is we wanted to come to the board to to talk about the two options that will uh allow us to continue to move forward with the project and and get direction from the board as to which of the two options is most viable. So, as you know, we've been working through this with um the board in a meeting since late August. And after hearing the pros and cons of both options and looking at the long-term benefits for the site of the new Midland High School, it is my recommendation we take option two and begin official negotiations with energy transfer to amend and relocate the easement for the shallow pipelines. >> Option B, correct? >> Option B. Yes. Good point. To be consistent. >> I knew what you meant. We're just We got Mr.
300Hall Monitor over here down here, which is good. We need that. >> So, are you done? Is that it? >> That's it. >> We will try to answer any question you have. >> Move to approve. N I >> It's moved. Hold on. Any questions? >> Questions? >> I don't have any questions, but I do have a a comment uh for >> Who wants to go first? Y'all paper rock scissor it. >> Go ahead. >> No, you go ahead. I went first last time. >> Go ahead. >> You can go. >> What What's the um how much contingencies did we have built into this site? So, it's a $450 million build, right? Approximately. >> Yes. Correct. >> What's What contingency do we have? We had $ three and a half million dollars for um unspecified site
301improvements during the as Dr. Howard said, we didn't know what the design was actually going to be on that. So, we do have $3.5 million at this campus. Uh after we have um um it it was larger, but we use some of that for the uh roadway improvements at Wadley that are um earlers agreement. So, $ three and half million dollars is what we have at this point. Okay. Yeah. For me, the only thing I want to say this, there's been a lot of talk about this issue, right, back and forth. Uh, as a board member, I can't control what was said or done uh in years past leading up to this. All I can do is what I feel is right today and today. The right thing for me to do is to support
302the movement of the pipeline to the edge of the property to ensure that it's never an issue. uh when we're talking about building a $450 million school than splitting a parking lot in half and having a pipeline ement in a brand right between two parking lots uh doesn't make much sense to me. So I think it's worth what 7/10 of a percent of total build cost to ensure that this pipeline's not an issue for if history repeats itself 100 years. So uh that's all I have to say on it. Uh yeah, I kind of concur with what uh uh Josh is saying and Mr. Gwen. Uh, one of the things from a safety standpoint of uh, of moving the line and and hopefully not have uh, the issue arise again uh, in the future uh,
303I think is the uh, is the right thing to do from a standpoint of of protecting our students, our staff, and even the community uh, when this is uh, project is complete uh, to ensure that uh, we're providing a uh a safe a safer workplace by moving the lines than is if went the other route and kept them uh where they were at and paid, you know, paid the crossing fees. So, I just think it's the the safe and right way to do it. And sometimes uh doing it safe is going to cost a little bit more uh more so than, you know, this is something we've always done. So, I I support uh support moving the line. So yeah, I think I think this is the right decision as long as we can get
304it negotiated. We that's that's one of the key hang-ups is we got to see if they'll they will negotiate and see if we can negotiate with them to get this deal. That makes sense. And I also recommend that we get an independent pipeline engineer to sign off on this that this is the best deal when we, you know, when presented with both of these options and we know what exactly what we can negotiate because it sounds like, you know, we've kind of been at a standstill. Um, also would really like to uh going forward as a board, um, we've been kept out of the loop and that's unacceptable. Um, you know, we need to be knowing what's going on, especially with big decisions like this. And, you know, I I looked at the title today
305and it's all right in there. And I just I just don't know how we missed this there. I don't think there was due diligence done. And um you know we had a frenzy in this this whole bond thing. And um I think I think going forward we as a board really need to look at um how do we do due diligence and stay in the loop on big decisions like this so that this doesn't repeat itself. That's kind of where I I stand. Um, and a lot of people, you know, they feel misled with this this pipeline issue. So, >> you second it. >> Second. >> It's been motioned and seconded, but I just want to end it with this before we do it. Mr. Edwards, you and I have spoken about this at length,
306right? The one thing that I want you to know from me in public, and you already know this, but I'm redoing it in public, is I have full faith that y'all are going to deliver on this, and we don't want to do anything that that puts our students in a bind by being able to deliver from Midland. Um, there's we're not going to beat a dead horse, but you know where I stand on it. You know, my issues. There's there's board members that are going to come up. I've fired lots of people in my life and there's people younger than me on the board who are probably going to beat that record because they're younger. But I just I you have my full faith that y'all are going to do right and we're going to
307deliver on this deal. And going forward I felt like in a in a very weird serendipit just odd way. This has been a great learning opportunity because we have learned as a board and a community as a taxi entity to codify this and we'll have an opportunity to codify going for for future boards when we have these big projects to everyone is signed off on it when new board members when there's this dynamic movement of it we'll be able to fix that and I think it's going to make us a stronger board a stronger taxing entity I mean we're already number one we kick the crud out of the city and everybody else right So kidding everyone, but thank you. Thank you, Dr. Howard. I know that this has been an issue. The problem with
308me was never about pipelines. Not we knew about pipelines. It was about the easement. And I just want you to know from me right now that I have full faith that you you and your team are going to deliver. You and your team are going to deliver. And I I I will support moving the pipeline. Absolutely. Because it's the right thing to do for the kids. But we do have a learning opportunity as an entity to prevent this he said she said moving forward through codified policy. >> I do else my mic working. >> Okay. >> Sorry. >> I just want to point one other thing out that that we've talked about. Some of us have talked about this um and that Mr. Durham when we went back to start looking through all of this
309on the corner of Fairgrounds and Wadley on that property that is not our property you'll see there's a pipeline easement right there. Um we've done some research uh we've um as of today talked to a representative from Plains Pipeline because the um original document uh uses a blanket agreement that shows that covers 240 acres. So even though the easement is not on our property, uh but then it further references 300 ft. And so uh we sent that over to Mr. Ker today, the actual coordinates and I'm trying to get clarification and writing as to that pipeline. There's actually four there I think four there. Um and again it's right on the corner of fairgrounds and what they not on our property but we want to get some clarification on the uh blanket agreement which people
310have told us that was very common back in the 40s and 50s when they would do that but we want to get what is the most up to date. >> Yes. Thank you. Thank you again Mr. Edwards. You can come to my office anytime. Next time bring burritos. It's been motioned that Angel you got something? I was going to say that I agree with Dr. Freeze over there in his comments, but the two words that stand out to me are due diligence that should have been first and foremost upfront and let us not repeat this again. Please >> codify it. >> Yes, sir. Absolutely. >> So, it is anyone else Go ahead, M. >> Y'all y'all are troublemakers over there. Uh m not Miss Bson. It has been motioned and seconded that this board approve
311action item I the discussion of and request for approval to relocate the pipeline located at 1600 East Wadley Avenue. All those in favor raise your right hand. It is unanimous. So moved. Now we're moving on to agenda item 10. Close session in accordance with government code section 551.01. Section 551.071 for the purpose of a private consultation with the board's attorney on any or all subject ma or matters authorized by law consultation with legal counsel regarding compliance audit update regarding Munz versus Midland ISD docket number DCV-25-020009 and section 551.072 072 for the purpose of discussing the purchase, exchange, lease, or value of real property. Section 551.074 for the purpose of considering the appointment, employment, evaluation, reassignment, duties, discipline, or dismissal of a public officer or employee or to hear complaints or charges against a public officer
312or employee. We are now in executive session. The time is 10:28. The time is 1:17 a.m. on October 26 and the board has come out of executive session. >> 24th. >> 25. >> You said 26th. >> Okay. October 24th. It is 1:17 a.m. on October 24th and the board has returned from executive session. There are Where's my agenda? Action item 11. A. School board affirm and potentially adopt a student safety resolution as the district's top priority. B. Reaffirm zero tolerance for unsafe conditions. C direct a special education safety and compliance audit. D require a written safety report for the November meeting. And E mandate safety training and monitoring. Would it be can we vote to vote on these as a block? And I know what we're up to. Say yes so we can just do
313them all at once. I motion a mo I motion to postpone um action items A, B, C, D, and E. Uh and to call >> make them a block. Make them a block. >> Yeah. A motion to postpone action action items arising out of close sessions A, B, C, D, and E to a later date. >> Put them together now. Add them as a block. Say A3. We want to have a block or we have to vote on them separately. >> A through I want to vote on A through E as a block. >> Okay. All those in voting for >> second. >> It's seconded. All those for putting action item 11 A, B, C, D, and E to vote as one vote. Raise your right hand. It's unanimous. It now motions. Now action item
31411 A, B, C, D, and E. Is there a motion? >> Motion to postpone. >> It has been motioned and seconded to postpone action item 11.A. The school board affirm and potentially adopt a student safety resolution as the district's top priority. B. Reaffirm zero tolerance for unsafe conditions. C. Direct a special education safety and compliance audit. D require written safety report for the November meeting and E mandate safety training and monitor monitoring to postpone it to a later time. All those in favor raise your right hand. It is unanimous. So moved. >> Motion to adjurnn. >> It has been motioned and seconded to adjourn this meeting. All those in favor raise your right hand. Okay. This meeting is adjourned.