hisd regular meeting of the board of trustees …...final payment administration recommendation the...

HISD REGULAR MEETING OF THE BOARD OF TRUSTEES

CONSENT AGENDA: CONSENT INDIVIDUAL GOVERNANCE CONSIDERATIONS

☐ ☐ A. Proposed Revision to Board Policy AE (LOCAL) ☐ ☐ B. Proposed Revision to Board Policy DMA (LOCAL)

☐ ☐ C. Student Attendance Area 2016-2017 School Year – Humble High School

☐ ☐ ☐ ☐ ☐ ☐

SUPERINTENDENT’S DIVISION REPORTS, CONSIDERATIONS AND PURCHASES ☐ ☐ A. Interlocal Agreement Between County of Tarrant and

Humble ISD ☐ ☐ B. Letter of Support for Texas 21st Century Community

Learning Centers Grant Application on Behalf of Ross Sterling Middle School

☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

LEARNING DIVISION REPORTS, CONSIDERATIONS AND PURCHASES ☐ ☐ A. New Course Offerings at Middle and High Schools for

2016-2017 School Year ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

☐ ☐

☐ ☐ FINANCIAL SERVICES DIVISION REPORTS, CONSIDERATIONS AND PURCHASES

☐ ☐ A. Tax Refunds ☐ ☐ B. Waiver of P & I ☐ ☐ C. Budgetary Amendment Authorizing Use of Designated

Fund Balance for Summer Building and Grounds and Technology Projects

☐ ☐ ☐ ☐ ☐ ☐

March 8, 2016

HUMAN RESOURCES REPORTS, CONSIDERATION AND PURCHASES ☐ ☐ NO ITEMS FOR THIS DIVISION

SUPPORT SERVICES DIVISION REPORTS, CONSIDERATIONS AND PURCHASES ☐ ☐ A. Atascocita High Storm Detention Deductive Change Order

and Final Payment ☐ ☐ B. Fall Creek Elementary Temporary Classroom Building

Close-Out and Final payment ☐ ☐ C. Atascocita High School Temporary Building Close-Out

and Final Payment ☐ ☐ D. Prevailing Wage Rates ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

DISTRICT-WIDE REPORTS, CONSIDERATIONS AND PURCHASES

☐ ☐ A. Goods, Professional Services and Non-Construction Services Exceeding $50,000 in the Aggregate or $25,000 Individually

☐ ☐ ☐ ☐

HUMBLE INDEPENDENT SCHOOL DISTRICT “FOCUS ON LEARNING”

REGULAR MEETING OF THE BOARD OF TRUSTEES

Notice is hereby given that a regular meeting of the Board of Trustees will be held on Tuesday, March 8, 2016 at 6:00 p.m. The meeting will be held in the Board Room at 20200 Eastway Village, Humble, Texas. The subjects to be discussed or considered or upon which any formal action might be taken are as follows: Call to order – 6:00 p.m. Adjourn to Closed Session

Section 551.074 Personnel – Deliberate appointment, employment, evaluation, re-assignment, duties, discipline or dismissal of a public employee.

Section 551.074 Deliberate recommendation to propose termination of probationary employment contract of Kevin Wood.

Section 551.071 Consultation with Attorney for legal advice, opinion and recommendations.

If, during the course of the meeting covered by this notice, the Board should determine that a closed session of the Board should be held or is required in relation to any item included in this notice, then such closed session as authorized by Section 551.001 et. seq. of the Texas Government Code (the Open Meetings Act) will be held by the Board at that date, hour and place given in this notice or as soon after the commencement of the meeting covered by this notice as the Board may conveniently meet in such closed session concerning any and all subjects and for any and all purposes permitted by Sections 551.071 – 551.084, inclusive, of the Open Meetings Act Reconvene Regular Session – 7:00 p.m. Welcome and introduction of Board and administration Pledge of Allegiance Salute to the Texas flag Moment of Silence Commendations and Recognitions Questions and comments by patrons or employees of the district regarding agenda

items or any other matters Comments by individual Board Members

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(may include, but are not limited to, expressions of thanks, congratulations, or condolence; information regarding holiday schedules; an honorary or salutary recognition of a public official, public employee, or other citizen; reminders about an upcoming event organized or sponsored by the District; and/or information regarding a social, ceremonial, or community event that was attended or is scheduled to be attended by a Trustee or a member of the District)

Comments by the Administration

Superintendent regarding student issues, staff issues, facilities issues, funding issues, safe and secure campus issues and Board and district events

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BOARD ACTION AGENDA

Action: Closed Session

Consideration of and action on items addressed in Closed Session

a) Approval of personnel recommendations. b) Consideration of Proposed Termination of the Probationary

Employment Contract of Kevin Wood.

Action: Minutes

Consideration of minutes for the regular Board meeting held on February 9, 2016.

Update: Board Associations and Committees

Audit Committee Board and Superintendent Evaluation Process & Goals Committee Building and Planning Committee Education Foundation Finance Committee Kingwood Super Neighborhood Council Legislative Committee Program Committee Technology and Data Governance Committee

Action: Consent Agenda

Consideration of items placed on the consent agenda

1. GOVERNANCE REPORTS AND CONSIDERATIONS:

A. Action: Proposed Revision to Board Policy AE (LOCAL) ADMINISTRATION RECOMMENDATION The Superintendent recommends that the Board of Trustees approve the proposed revision to Board Policy AE (LOCAL) Educational Philosophy.

B. Action: Proposed Revision to Board Policy DMA (LOCAL) ADMINISTRATION RECOMMENDATION The Superintendent recommends that the Board of Trustees approve the proposed revision to Board Policy DMA (LOCAL).

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C. Action: Student Attendance Area 2016-2017 School Year – Humble High School ADMINISTRATION RECOMMENDATION The Superintendent recommends that the Board of Trustees approve the proposed revision for the Humble High School attendance zone effective for the 2016-17 school year.

2. SUPERINTENDENT’S DIVISION REPORTS, CONSIDERATIONS AND

PURCHASES:

A. Action: Interlocal Agreement Between County of Tarrant and Humble ISD ADMINISTRATION RECOMMENDATION The Superintendent recommends that the Board of Trustees approve the Interlocal Agreement between Tarrant County and Humble ISD for the Purpose of Purchasing Police Vehicles.

B. Action: Letter of Support for Texas 21st Century Community Learning

Centers Grant Application on Behalf of Ross Sterling Middle School ADMINISTRATION RECOMMENDATION The Superintendent recommends that the Board of Trustees sign the Letter of Support to the Texas Education Agency.

C. Information: Racial Profiling and Pedestrian Stop Data

3. LEARNING DIVISION REPORTS, CONSIDERATIONS AND PURCHASES:

A. Action: New Course Offerings at Middle and High Schools for 2016-2017 School Year

ADMINISTRATION RECOMMENDATION The Superintendent recommends that the Board of Trustees approve the Middle and High School new course offerings for 2016-2017 school year.

4. FINANCIAL SERVICES DIVISION REPORTS, CONSIDERATIONS AND PURCHASES:

A. Action: Tax Refunds

ADMINISTRATION RECOMMENDATION

The Superintendent recommends that the Board of Trustees approve the petitions for tax refunds.

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B. Action: Waiver of P & I ADMINISTRATION RECOMMENDATION

The Superintendent recommends that the Board of Trustees approve the request(s) for waiver of penalty and interest on delinquent tax accounts.

C. Action: Budgetary Amendments and Authorizing Use of Designated

Fund Balance for Summer Building and Grounds and Technology Projects


The Superintendent recommends that the Board of Trustees approve the budgetary amendment authorizing the use of Designated Fund Balance for Summer Building and Grounds and Technology Projects..

D. Information: Financial Services Reports

Tax Collection Report Cash and Investment Reports Schedule of Revenues and Expenditure Report Construction in Progress Summary Report

5. HUMAN RESOURCES REPORTS, CONSIDERATIONS AND PURCHASES:

There are no items for this title this month.

6. SUPPORT SERVICES DIVISION REPORTS, CONSIDERATIONS AND PURCHASES:

A. Action: Atascocita High Storm Detention Deductive Change Order and Final Payment


The Superintendent recommends that the Board of Trustees approve the deductive change order for Kellogg Brown and Root (KBR) from $199,973.00 to $133,315.00 and to approve payment of the final invoice of $9,831.68.

B. Action: Fall Creek Elementary Temporary Classroom Building Close- Out and Final Payment


The Superintendent recommends that the Board of Trustees approve the the Close-out and Final Payment of $37,789.63 to Kellogg Brown and Root (KBR).

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C. Action: Atascocita High School Temporary Building Close-Out and Final Payment


The Superintendent recommends that the Board of Trustees approve the Close-out and Final Payment of $44,036.64 to Kellogg Brown and Root (KBR).

D. Action: Prevailing Wage Rates ADMINISTRATION RECOMMENDATION

The Superintendent recommends that the Board of Trustees approve the new Prevailing Wage Rate schedule for future construction projects.

7. DISTRICT-WIDE REPORTS, CONSIDERATIONS AND PURCHASES:

A. Action: Goods, Professional Services and Non-Construction Services Exceeding $50,000 in the Aggregate or $25,000 Individually


The Superintendent recommends that the Board of Trustees approve the listing of vendors and related estimated total annual costs for contract awards and renewals from which the District will purchase goods, professional services and/or non-construction services that are estimated to exceed $50,000 in the aggregate or $25,000 individually for the 2015-16 fiscal year.

8. BOARD REPORTS, CONSIDERATIONS AND PURCHASES

A. Action: Leadership Profile Report RECOMMENDATION It is recommended that the Board of Trustees approve the Leadership Profile

Report as presented by Hazard, Young, Attea and Associates. 9. FUTURE BOARD BUSINESS:

Consideration of and action on topics for future Board business: a) Posted agenda items requiring Board action b) Posted agenda items for information, with no action required c) Written reports, with no posting or discussion planned d) Appointment of Board committees or representatives

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Adjourn

This notice is given pursuant to Section 551.001 et.seq.of the Government Code. Dated: March 4, 2016 S/ _______________________________________

Angela Conrad, Board Secretary

Note: Copies of attachments and other documentation may be requested from Peggy Young in the Superintendent’s Office at 281-641-8001. Full documentation of the items considered by the Board may be viewed on the Humble ISD web site on the day following the Board meeting at www.humble.k12.tx.us.

HUMBLE INDEPENDENT SCHOOL DISTRICT REGULAR MEETING OF THE BOARD OF TRUSTEES

The Humble Board of Trustees held the regular meeting on February 9, 2016 at 6:00 p.m. in the Board Room, 20200 Eastway Village Drive, Humble, Texas. Board Members Present: Robert Sitton Angela Conrad Heath Rushing Charles Cunningham

Brent Engelage Nancy Morrison

Board Member Absent: Keith Lapeze Staff Members Present: Guy Sconzo, Peggy Young, Tommy Price, Randy Gunter, Mike Seale, Roger Brown, Arthur Allen, Carol Atwood, Trey Kraemer, Melissa Hayhurst, Cathy Airola, Deborah Yocham, Shelley Vineyard, Jamie Mount, Jerri Monbaron, Shawn Faciane, Ida Schultze, Solomon Cook, Lesa Pritchard, Matt Smith, Bethany Wheeler, Jeff Prowell, Mark Swackhamer, Debbie Romines, Joel Leal, Diane Zelenski, Damico Bartley, Ted Landry, Henry Phipps, Warren Roane, Kelly Gabrisch, Glenda holder, Catherine Dalles, Leigh Ann Montgomery, Yvonne Harris, Sally Wagner, Deborah Connors, Nachelle Scott The Board met at 6:00 p.m. and adjourned to hear items posted for Closed Session at 6:02 p.m. The regular meeting was called back to order at 7:00 by Mr. Sitton. COMMENDATIONS AND RECOGNITIONS Inspiring Moments - presented by: Public Information Department. The Inspiring Moment featured Humble ISD new curriculum named The Great 8 which incorporates both social and emotional skills into students’ lives. This new curriculum is being used by counselors and teachers to help students learn and grow. Stellar Standouts – January, 2016 BBE student Elizabeth Watson won Best of Show in the Rodeo Art Contest PFE Gifted/Talented students collected 1,300 pounds of dog food for Melrose Park Neglected Dogs Organization SWE student Noah Davis won a Gold Medal in the Rodeo Art Contest

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AMS 8th Grader Pierce Flatebo won 1st place in the Rodeo Art Contest AMS Boys’ 7B Basketball Team won 1st place in the Humble ISD Basketball Tournament KMS student Ike Blanchard won a Gold Medal in the Rodeo Art Contest RMS student Julia Wiecek won the Gold Key Scholastic Art Award RMS student Caroline Inzone won Best of Show in the Rodeo Art Contest TMS student Cohle Smith is an Understudy of Boy Soloist with the Houston Symphony’s Chichester Psalms AHS is 1 of 3 finalists for Gulf Coast Regional Blood Center’s School of the Year AHS students in Region 19 Orchestra who earned First Chair in their sections are:

Albert Troung Kurt Arzaga Emil DeVeyra Laurel Jackson Rachel Vikery

AHS students in All-State Choir are: Miguel Cacanindin – Tenor 2 Mixed Choir Jordan Garcia – Alto 2 Mixed Choir Kiley Rovegno – Alto 1 Mixed Choir Savannah Sheppard – Soprano 1 Women’s Choir Dylan Campbell – Men’s Choir Caitlyn Huffer – Alto 1, 2nd Alternate Nico Estrada – Bass 1, 2nd Alternate

AHS Senior Areli Navarro won a Gold Medal in the Rodeo Art Contest AHS Girls Varsity Gymnastics Team is undefeated and Ranked 2nd in State AHS students placed in the Rice University Owl Certamen Tournament:

Ricole Perez – 1st in Roman Life and Culture Nate Jennings – 1st in Mythology Brendan Winn – 2nd in Ancient Greek Grammar and Reading Comprehension

The Intermediate Level Certamen Team placed 3rd: Christoff Harvey, Eric Mills, Nicole Perez, Nate Jennings

AHS students placed in the Scholastic Art Contest:

Joseph Cuellar – Honorable Mention Kurt Arzaga – Gold Key Award

AHS Swimmers Advance to State

200 Medley Relay - Silver Medal: Jordan Wheeler, Sarah Wehrmeister, Hannah Wehrmeister, Bethany Petersen 200 Freestyle-5th Place – Rachel Hicks 200 IM - Bronze Medal – Sarah Wehrmeister 50 Freestyle - Silver Medal & 7th place: Jordan Wheeler & Bethany Petersen 100 Fly - 5th place – Sarah Wehrmeister 100 Freestyle - 4th place – Jordan Wheeler 200 Freestyle Relay - Gold Medal: Sarah Wehrmeister, Kenzie May, Rachel Hicks, Bethany Petersen 400 Freestyle Relay - Bronze Medal: Jordan Wheeler, Hannah Wehrmeister, Kenzie May, Rachel Hicks Diving - Bronze Medal – Kyle Weesner

KHS football athlete Sweo Olonilua Selected for the USA Army All-American Bowl and The Glenn Davis Army Award KHS student Effie Zielinski was named a Volleyball All Star by the Texas Girls Coaches Association KHS sophomore Alyssa Tinsley was a finalist in the Houston Symphony League Concerto Competition KHS Debate Team is invited to compete at the Pan American Schools Debate Championships in Vancouver KHS & KPHS Architect, Engineering, and Construction students were featured on Channel 2 because they helped build a Habitat for Humanity home KPHS student Jordan Adkins won Best In Show in the Rodeo Art Contest KPHS student Emily Callens won Best In Show – Sculpture in the Rodeo Art Contest KPHS FFA member Lauryn Galloway is one of 10 to receive Texas Ford Leadership Scholarship SCHS students earning a place in TMEA Region 19 Choir:

Isabel Alvarado

Noble Dunn Gavin Haines Darius Jammer Merrin Lamb Rebecka Morris Steven Padua JP Powell Ernesto Santamaria Andrea Toledo Zachary Tubbs Cambria White

SCHS students competing in Pre-Area TMEA Region 19 Isabel Alvarado, Merrin Lamb, Steven Padua, Cambria White

SCHS students competed in Area Round final TMEA All-State Choir: Isabel Alvarado and Merrin Lamb

SCHS student Isabel Alvarado is in TMEA All-State Mixed Choir

SCHS student Major Brown won a Gold Medal in Rodeo Art

SCHS student Nataly Rivera won Silver Key in the Scholastic Art Competition

SCHS athlete Caleb Liles placed 4th in the 200 yard freestyle, 3rd in the 100 yard butterfly and will advance to Regional Competition

Humble ISD Super Staffers

The following Super Staffers received a sponsored prize of a $200 gift card to Pappas Restaurant. This month’s prize sponsor is, Humble ISD Education Foundation.

Duronemo Jones, Transportation Department Pamela Snapp, Kingwood High School Patrick Andrus, Ridge Creek Elementary

AVID Program

Mr. Henry Phipps, Principal, HMS and Ms. Sally Wagner, AVID Facilitator, announced that today, February 9, 2016, Humble Middle School was named an AVID National Demonstration School. This honor is earned by less than 2 percent of schools with AVID programs. Humble Middle School is among just 28 Demonstration Schools in Texas.

QUESTIONS AND COMMENTS BY PATRONS OR EMPLOYEES OF THE DISTRICT

V. Boudreaux – Humble ISD Golf Classic will be held February 15th, 11:30 a.m., Kingwood and Deerwood Golf Clubs. Last year the Humble ISD Golf Classic donated $65,000 to the District to support the student golf program.

P. Andrus, R. Wood and the Ridge Creek Elementary Student Council – Thanked the Board of Trustees for their support of students and the District – Thank you!

COMMENTS BY INDIVIDUAL BOARD MEMBERS

The Trustees congratulated Humble Middle School on being named an AVID National Demonstration School. They recognized the Great 8 Program. The Trustees encouraged everyone to participate in the Humble ISD Golf Classic Tournament. They are also very grateful for all the invitations to campus manners banquets. The Trustees also thanked the student leadership from Ridge Creek Elementary for the attending the meeting.

COMMENTS BY THE SUPERINTENDENT

Dr. Sconzo had no report.

ACTION ITEMS FROM CLOSED SESSION

PERSONNEL

A motion was made by Mr. Rushing that the Board of Trustees approve the Administration’s Personnel recommendation as presented with an addendum. The motion was seconded by Mr. Cunningham. The motion passed unanimously.

Please see the next page for Personnel Agenda.

HUMBLE INDEPENDENT SCHOOL DISTRICT PERSONNEL RECOMMENDATIONS

February 9, 2016 Agenda

RESIGNATIONS Campus Assignment Reason Eff. Date

Barile, Maria Humble Elementary SPED Teacher Family Circumstances June 03, 2016 Cowen, Jack Ridge Creek Elementary 5th Grade Teacher Family Circumstances Jan. 13, 2016 Garcia, Karah Kingwood High School History Teacher Moving/Transfer of Spouse June 03, 2016 Payne, Chrystal Atascocita Middle School Counselor Neighboring District/Promotion Jan. 29, 2016 Petersen, Anette Atascocita High School Counselor Moving/Transfer of Spouse June 03, 2016

RECOMMENDATIONS FOR PROFESSIONAL EMPLOYMENT

Degree Certification Assignment Exp. Eff. Date Previous Emp. Atascocita High School 008 Hector, Alice B.B.A./Prairie View A&M University Business ED 6-12 (ACP) Business Teacher None Feb. 1, 2016 Humble ISD-Sub Thomas, Jamaal B.S./Stephen F Austin State University SPED EC-12 SPED Teacher 4 years Feb. 1, 2016 Humble ISD-Sub

Humble High School 001 Rodriguez, Kristopher B.S./University of North Texas Science 7-12 (ACP) Science Teacher None Feb. 8, 2016 Humble ISD-Sub

Kingwood High School 002 Isabelle, David B.S./Texas State University SPED EC-12 SPED Teacher None Feb. 15, 2016 North East ISD

Summer Creek High School 014 Clark, Cheryl B.S./University of Texas-Austin Health Science

Technology EC-12 Health Science Teacher 2 years Jan. 28, 2016 Private Industry

Creekwood Middle School 043 Frank, Jamal B.B.A/University of Phoenix Social Studies 7-12 History Teacher None Jan. 25, 2016 Private Industry

Riverwood Middle School 045 Jolley, Amy M.Ed./Sam Houston State University Elem Self Contained 1-8 Counselor 6 years Feb. 10, 2016 Private Industry

Timberwood Middle School 046 Windham, Jami M.A./University of South Carolina Theatre EC-12 Assistant Theatre Teacher 3 years Feb. 1, 2016 Dayton ISD

Park Lakes Elementary 122 Hand, Sheri B.S./University of Houston ELAR 4-8 4th Grade Teacher 2 years Jan. 25, 2016 Humble ISD- Sub


February 9, 2016 Agenda

Ridge Creek Elementary 127 Nalini, Shivraj B.A./University of Houston Generalist EC-6 (ACP) 5th Grade Math/Science

Teacher None Feb. 8, 2016 Humble ISD-Sub

Rescinded ResignationCampus Assignment Reason

Bethany, Wendy Summer Creek High School ESL Teacher Reconsidered Resignation


February 9, 2016 Addendum

EMPLOYMENT OF CONTRACTUAL PERSONNEL (DC LOCAL‐Board retains final authority to employ) It is recommended that Dr. Kirsten Allman be appointed to the position of Director of Special Education. Ms. Allman holds a Bachelor of Science in Interdisciplinary Studies and a Master of Education from Stephen F. Austin University and a Doctorate of Education in Educational Leadership from Sam Houston State University. Ms. Allman has 14 years of experience which includes serving as a Special Education Teacher and Coordinator along with being a HS Assistant Principal and previously held the position as Executive Director of Special Education with Spring ISD. Ms. Allman is an Adjunct Professor at the University of St. Thomas.

It is recommended that Richard Meyer be appointed to the position of 504 Coordinator. Mr. Meyer holds a Master of Education from University of North Texas. Mr. Meyer has 13 years of experience and previously held the position of Principal at Cuero Intermediate School with Cuero ISD.

RESIGNATIONS Campus Assignment Reason Eff. Date

Bell, Cynthia Kingwood Park High School English Teacher Family Circumstances June 03, 2016 Durham, Courtney Oak Forest Elementary Speech Pathologist Family Circumstances June 03, 2016 Hassell, John Accounts Payable Accounts Payable Manager Neighboring District/Closer to Home Feb. 19, 2016 Pinkley, Patricia Hidden Hollow Elementary SPED Teacher Leaving Profession June 03, 2016 Salisbury, Jennifer Humble Elementary 5th Grade Teacher Dissatisfied with Type of Work June 03, 2016 Zegada, Sandra Lakeland Elementary 4th Grade Bilingual Teacher Neighboring District/Same Position More

Money June 03, 2016

STUDENT EXPULSIONS

A motion was made by Mr. Rushing that the Board of Trustees approve the student placement in alternative education program as presented by the Superintendent as follows: A.J.A., effective: 12-15-15. The motion was seconded by Mr. Cunningham. The motion passed unanimously.

MINUTES FROM THE PREVIOUS MEETING

A motion was made by Mr. Rushing to approve the minutes for the regular Board meeting held on January 12, 2016. The motion was seconded by Ms. Morrison. The motion passed unanimously.

A motion was made by Mr. Rushing to approve the minutes for the special Board meeting and workshop held on January 19, 2016. The motion was seconded by Ms. Conrad. The motion passed unanimously.

CONSENT AGENDA

Board Associations and Committees

Audit Committee – The committee will meet on February 23rd. Eight campusaudits have been completed.

Board and Superintendent Evaluation Process & Goals Committee – Public Informationcreated an on-line survey for the superintendent search. We have received an update from the search firm and the search firm will be here next week to begin their work.

Building and Planning Committee – The committee met last week and discussed thefollowing: 1) Changes for Humble High School and Quest Early College High School and2) Construction for Elementary #28.

Education Foundation – The BBQ Cook-off was a great success again this year,the proceeds support teacher grants. The 2016 Innovative Grants are due toCommunity Development Department on February 26th.

Finance Committee – The committee held its first meeting on January 19th alongwith a Board Budget Workshop. The next committee meeting will be held onMarch 3rd and on March 22nd is the next full Board Budget Workshop.

Kingwood Super Neighborhood Council – The Council met in January anddiscussed building repairs and the new 311 App available to report potholes.

Legislative Committee – The Gulf Coast Area Association of Schools Boards(GCAASB) Grassroots will meet tomorrow, February 10th.

Program Committee – No report. Technology and Data Governance Committee – The committee met tonight at

5:00 p.m. to discuss the following: 2016-17 Technology Budget Items Chrome Book Distribution Wireless Client Counts 10 Gig WAN RFP HR Employee Data Website

CONSENT AGENDA

After review, a motion was made by Mr. Rushing to approve the following Board items by consent: Governance: A and B; Superintendent’s Division: A; Learning Division: A; Financial Services: A and B; Support Services: A, C and D; District-Wide: A. The motion was seconded by Ms. Morrison. The motion passed unanimously.

1. GOVERNANCE REPORTS AND CONSIDERATIONS

A. Proposed Revisions to Policy DEE (LOCAL)

The Superintendent recommends that the Board of Trustees approve the proposed revisions to Policy DEE (LOCAL) Compensation and Benefits Expense Reimbursement.

Approved by consent.

B. Proposed Revisions to Policy DEA (LOCAL)

The Superintendent recommends that the Board of Trustees approve the proposed revisions to Policy DEA (LOCAL) Compensation and Benefits Wage and Hour Laws.


2. SUPERINTENDENT’S DIVISION REPORTS, CONSIDERATIONS ANDPURCHASES

A. Calendar Adoption for the 2016-17 School Year

The Superintendent recommends that the Board of Trustees approve Calendar Option B for the 2016-2017 School Year.


3. LEARNING DIVISION REPORTS, CONSIDERATIONS AND PURCHASES

A. Exception to Elementary Class Size Limits Waiver

The Superintendent recommends that the Board of Trustees approve the Exception to Elementary Class Size Limits Waiver with the Texas Education Agency.


B. 2015-2016 Demographic Study for Humble ISD

Dr. Guseman and Dr. Tepera from Population & Survey Analysts (PASA) reviewed the 2015 Demographic Study Update with the Trustees and staff. This study will be on the District Web-Site following this meeting.

C. Annual Performance Report for the 2014-2015 School Year

The report on the Annual Performance for the 2014-15 School Year was presented to the Trustees.

4. FINANCIAL SERVICES DIVISION REPORTS, CONSIDERATIONS ANDPURCHASES

A. Tax Refunds

The Superintendent recommends that the Board of Trustees approve the petitions for tax refunds.


B. Budgetary Amendments

The Superintendent recommends that the Board of Trustees approve the budgetary amendments.


D. Financial Services Reports

There was no discussion of the following report.

Tax Collection Report

5. HUMAN RESOURCES REPORTS, CONSIDERATIONS AND PURCHASES

There were no items for this title this month.

6. SUPPORT SERVICES DIVISION REPORTS, CONSIDERATIONS ANDPURCHASES

A. Turner Stadium Marquee Project Close-out and Final Payment

The Superintendent recommends that the Board of Trustees approve the final payment of $2,632.50 to Brown & Root for the installation of the Turner Stadium Marquee.


B. CenterPoint Electric Easement

A motion was made by Mr. Rushing to accept the Superintendent’s recommendation that the Board of Trustees approve the 14 feet wide electric easement to CenterPoint Energy Houston Electric, LLC, associated with the Kingwood Park High School location. The motion was seconded by Mr. Cunningham. The motion passed with the vote five (5) for and one (1) abstention. Mr. Cunningham abstained.

C. General Contractor Selection for Elementary #28

The Superintendent recommends that the Board of Trustees approve the selection of Purcell Construction as the General Contractor for the construction of Elementary #28 for the contract price of $23,154,000.


D. Construction and Construction-Related Purchases

The Superintendent recommends that the Board of Trustees approve the listing of vendors and related estimated total annual costs for contract awards and renewals from which the District will purchase construction and construction-related services at or above $50,000 for the 2015-16 fiscal year.


7. DISTRICT-WIDE REPORTS, CONSIDERATIONS AND PURCHASES

A. Goods, Professional Services and Non-Construction Services Exceeding $50,000 in the Aggregate or $25,000 Individually

The Superintendent recommends that the Board of Trustees approve the listing of vendors and related estimated total annual costs for contract awards and renewals from which the District will purchase goods, professional services and/or non-construction services that are estimated to exceed $50,000 in the aggregate or $25,000 individually for the 2015-16 fiscal year.


There being no further business, the meeting adjourned at 8:50 p.m.

______________________________ _________________________________ Secretary President

Note: Copies of attachments and other documentation may be requested from Peggy Young in the Superintendent’s Office at 281-641-8001. Full documentation of the items considered by the Board may be viewed on the Humble ISD web site on the day following the Board meeting at www.humble.k12.tx.us

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Meeting Date: March 8, 2016

Meeting Type Regular Meeting Special Meeting/

Workshop Agenda Item Type

Action Item

Agenda Placement Governance Human Resources Department Superintendent’s Division Support Services Division Learning Division District-Wide Financial Services Division

District Pillars (Check All That Apply): Student Achievement – Prepare Students to be College and Career Ready Service – Provide Quality Service to Internal and External Customers People – Provide a Quality Work Environment So Every Employee can Perform at the

Highest Levels Finance – Create Efficiencies at All Levels of the Organization

Title: Proposed Revision to Policy AE (LOCAL)

Recommended Action: The Superintendent recommends that the Board of Trustees approve the Proposed Revision to Board Policy AE (LOCAL) Educational Philosophy. Board Policy/State Regulation/Law Reference (If Applicable): Education Code 11.1511 (b)(2) Overview: The recommended revision to Policy AE (LOCAL) addresses a deficiency as stated in the Curriculum Management Audit of the Humble Independent School District by Phi Delta Kappa International as reported June 2011 in Finding 1.2 - System Planning, Characteristic Two - Vision/Direction: The Mission and Vision statements cited in the District Improvement Plan do not match those in board policy. Policy AE (LOCAL) was issued in 2001 and does not reflect the current district mission and vision statements. Fiscal Impact: N/A Attachments: Proposed Policy AE (LOCAL) Department(s) Submitting Form: Data Quality & Accountability Division Approval: Dr. Thomas Price Date Submitted: February 8, 2016

Board of Trustees Agenda Item

Humble ISD 101913 EDUCATIONAL PHILOSOPHY AE (LOCAL)

DATE ISSUED: 7/16/2001 ADOPTED: 1 of 1LDU-29-01 AE(LOCAL)-X

Our purpose, in partnership with families and community, is to develop each child intellectually, artistically, emotionally, physically, and socially so that all students are life-long learners, complex thinkers, responsible global citizens and effective communicators.

We envision schools where students and staff are enthusiastically engaged in learning within local and virtual environments. We see schools that encourage collaboration and cultivate a sense of belonging. We see learning standards that are rigorous and relevant. We see learning standards that inspire creativity and problem solving. Ultimately, we see schools that prepare students for many paths and that empower them with skills to successfully live in a rapidly changing world.

The Humble ISD Board of Trustees adopted four district goals to achieve the mission and vision.

1. Prepare students to be college and career ready

2. Provide quality service to internal and external customers

3. Provide a quality work environment so every

employee can perform at the highest levels

4. Create efficiencies at all levels of the organization

MISSION

VISION STATEMENT

DISTRICT GOALS

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Action Item




Title: Proposed Policy DMA (LOCAL)

Recommended Action: The Superintendent recommends that the Board of Trustees approve the Proposed Board Policy DMA (LOCAL). Board Policy/State Regulation/Law Reference (If Applicable): Education Code 11.1511 (b)(2) Overview: The recommended Policy DMA(LOCAL) addresses a recommendation as stated in the Curriculum Management Audit of the Humble Independent School District by Phi Delta Kappa International as reported June 2011 in Finding 6.1: Adopt a policy that defines roles and responsibilities to centralize and coordinate professional development efforts in relation to: the purpose of professional learning, induction of new teachers, the role of the professional advisory committee, approval of professional learning, professional learning requirements, professional learning hours and records, sanctions for non-compliance and documentation of hours. Fiscal Impact: N/A Attachments: Proposed Policy DMA (LOCAL) Department(s) Submitting Form: Learning Division Division Approval: Dr. Thomas Price Date Submitted: February 15, 2016


Humble ISD 101913 PROFESSIONAL DEVELOPMENT DMAREQUIRED STAFF DEVELOPMENT (LOCAL)

1 of 2 DMA(LOCAL)-X

PROPOSED REVISIONS 02/17/16 The purpose of the professional learning program is to ensure pro-fessional growth for improving job performance and organizational learning that ultimately results in improved student achievement. The District believes that all employees impact student learning.

The District is committed to the professional learning of all staff members. The District professional learning plan outlines profes-sional learning requirements in the District. The District requires that all employees participate in the continuous growth as an inte-gral part of their job assignment. The District’s professional learn-ing program supports continuous growth for all employees based upon professional goals as they relate to the District mission and goals.

All teachers new to the District shall be assigned a mentor and shall successfully complete a District-sponsored one-year induction program. Scheduled induction activities shall be conducted for teachers new to the District including new teacher orientation, which is generally held one week prior to teacher in-service in the fall. Attendance at these activities is mandatory, and failure to at-tend could affect future employment in the District.

The District shall maintain a professional learning advisory commit-tee to advise the Superintendent or designee in the planning of the professional learning plan and opportunities for growth. The pro-fessional learning advisory committee shall be composed of repre-sentatives from various departments, campuses and programs. The committee shall meet biannually to communicate with the Su-perintendent or designee and the District-level planning committee. The District-level planning committee shall annually approve the District’s professional learning plan brought forth by the profes-sional learning department. [See BQA.]

The District has established a professional learning department to ensure that all professional learning activities are closely aligned with the District mission and goals. The planning and approval of all District and campus/department professional learning shall be coordinated by the professional learning department and shall in-corporate planning proposals from District, campus and depart-mental leadership.

All professional staff, including but not limited to, principals, school counselors, librarians, educational diagnosticians, supervisors, co-ordinators, directors, or visiting teachers) shall participate in pro-fessional learning activities and shall be required to complete 150

PURPOSE

INDUCTION

PROFESSIONAL LEARNING ADVISORY COMMITTEE

PROFESSIONAL LEARNING APPROVAL

REQUIREMENTS

Humble ISD 101913 PROFESSIONAL DEVELOPMENT DMAREQUIRED STAFF DEVELOPMENT (LOCAL)

2 of 2 DMA(LOCAL)-X

to 200 clock hours of professional growth every five calendar years.

Each department supervisor or administrator shall be responsible for the ongoing professional learning of his or her employees under the direction of the District’s professional learning department.

A District employee who is classified in the administrative man-agement pay structure or a nonprofessional employee who holds a certificate or license shall only be required to maintain his or her certification or licensure in the field for which he or she is em-ployed.

Employee participation in institutes, workshops, seminars, confer-ences, in-services, or professional learning activities given by an approved provider or sponsor shall be considered professional learning hours and shall be related to or shall enhance professional knowledge and skills of the educator. These activities may occur at any time before, during, or after school, during the summer, or on weekends.

For professional learning hours for college credit and continuing professional education (CPE) activities, see DMC(LOCAL).

The employee’s administrator or supervisor shall be responsible for approving professional growth hours, maintaining annual records, and monitoring the professional growth portfolios of employees.

The state of Texas requires professionals who hold most types of “standard” certificates (teacher, principal, librarian, counselor, diag-nostician, reading specialist, master teacher, or Superintendent) to complete at least 150 to 200 hours (based upon the type of certifi-cation) of continuing professional learning in each five-year cycle in order to have the certificate renewed.

Each professional employee shall maintain a professional learning record of completed professional learning activities and shall main-tain an electronic copy of the portfolio in the District’s approved electronic warehouse system. The employee shall provide to his or her supervisor prior to the employee’s annual evaluation proof of completion of professional learning requirements, which may in-clude any of the following:

1. A certificate issued by the provider of the professional learn-ing.

2. An electronic transcript of the employee’s online portfolio.

3. A college or university transcript. [See DMC(LOCAL)]

4. Other proof as determined by the employee’s supervisor.

EXCEPTIONS

PROFESSIONAL LEARNING HOURS

PROFESSIONAL LEARNING RECORDS

SANCTIONS FOR NONCOMPLIANCE

DOCUMENTATION OF EQUIVALENT HOURS

1




Action Item




Title: Student Attendance Area 2016- 2017 School Year – Humble High School

Recommended Action: The Superintendent recommends that the Board of Trustees approve the proposed revision for the Humble High School attendance zone effective for the 2016-17 school year. Board Policy/State Regulation/Law Reference (If Applicable): Board Policy FC(Local) Overview: Consistent with policy FC (Local), in the Fall of 2015 the annual review of facilities, current and proposed, as well as enrollment projections indicated the underutilization of Humble High School not only in the Fall of 2015 (69% of capacity) but also in the future (Fall 2018 at 74% of capacity). Even with the impending move of QECHS in Fall 2016 Humble High School will remain underutilized in the near future (Fall 2016 at 84% of capacity, Fall 2018 at 89% of capacity). The School Attendance Area Committee (SAAC) composed of parents, community members and district staff, began the process of investigating the possibility of alternative attendance areas (i.e. boundary changes) on November 5, 2015. The District’s commitment to maintaining the neighborhood concept, allowing for future growth, keeping distances traveled as short as possible, minimizing the need for student transportation, allowing a campus to safely house and provide services to all students and comply with state and federal regulations provided the foundation for the purpose of the SAAC recommendation to the Superintendent. Currently, all of Ross Sterling Middle School students matriculate to Humble High School while students at Humble Middle School matriculate to Humble High School and Summer Creek High School. The committee studied the impact of implementing a pure middle to high school feeder pattern for Humble High School.


2

The SAAC reviewed historical, current and projected data based on demographic studies as well as district adjusted data based on transfer patterns, program placement and the projected opening of new campuses including elementary, middle and high school campuses. The committee examined the impact of future growth in the entire southern region of the district at the existing elementary, middle and high schools, as well as existing and potential future elementary to middle to high school feeder patterns. In order to minimize the movement of students over the course of their academic career, the SAAC took into consideration the District’s proposed timeline for the opening of new campuses within a six year window (3-elementary, 2 middle school and 1- high school) particularly the locations and impact of potential attendance areas for elementary 28 (Fall 2017), middle school 9 (Fall 2018) and the opening of another elementary school (Fall 2019). Consistent with Humble ISD policy FC (Local), before making a final recommendation to the Board for consideration, the Superintendent also considered public input. A public forum was held on February 18, 2016 at Humble Middle School. Parents, community members and district employees also had the option to provide input via an on-line message board from February 11 – 26, 2016. The proposed change in the attendance area for Humble High School reflects a pure middle to high school feeder pattern resulting in all students from Humble Middle School matriculating to Humble High School. There are no changes to the elementary to middle school feeder pattern for Humble High School at this time. Fiscal Impact: N/A Attachments: N/A Department(s) Submitting Form: Data Quality & Accountability and Support Services Division Approval: Dr. Guy M. Sconzo Date Submitted: February 25, 2016

1




Action Item




Title: Interlocal Agreement between County of Tarrant and Humble ISD

Recommended Action: The Superintendent recommends that the Board of Trustees approve the Interlocal Agreement between Tarrant County and Humble ISD for the purpose of purchasing police vehicles. Board Policy/State Regulation/Law Reference (If Applicable): N/A Fiscal Impact: N/A Attachments: Interlocal Agreement between County of Tarrant & Humble ISD Department(s) Submitting Form: Superintendent’s Division Division Approval: Dr. Guy Sconzo Date Submitted: February 24, 2016


TARRANT COUNTY COOPERATIVE PURCHASING PROGRAM

ENTITY INFORMATION UPDATE

QUESTIONNAIRE

If your entity is currently participating or plans to participate in Tarrant County’s Cooperative Purchasing Program, please complete this questionnaire and return to the Tarrant County Cooperative Purchasing Contact, Patty Page via fax at (817) 850-2931. For additional information contact her at (817) 884-2428.

Name of Entity: Humble ISD – Police Department

Point of Contact: Solomon Cook

Title Chief of Police

Phone Number: 281-960-1956

Fax Number: 281-540-5276

Internet Address: www.humbleisd.net

E-Mail Address: [email protected]

Additional Contacts:

Complete Mailing Address: 1703 Wilson Road, Building E, Humble, Texas 77338

Information as of this Date:

RETURN QUESTIONNAIRE VIA FAX TO 817-850-2931 ATTN: COOPERATIVE PURCHASING CONTACT

Please Note: To complete the Interlocal Agreement, please return four (4) duplicate original agreements, with original signatures on each, to the attention of the Cooperative Purchasing Contact, 100 E. Weatherford Street, Suite 303, Fort Worth, Texas 76196.

1

INTERLOCAL AGREEMENT BETWEEN COUNTY OF TARRANT AND HUMBLE ISD

This Agreement is made this day of _, 2016 between the

County of Tarrant, Texas and Humble ISD.

Pursuant to the authority granted by the “Texas Interlocal Cooperation Act,” Chapter 791 Texas

Government Code providing for the cooperation between local governmental bodies, the parties

hereto, in consideration of the premises and mutual promises contained herein, agree as follows:

WHEREAS, the contract is made under the authority of Sections 791.001-791.029 of the

Texas Government Code; and,

WHEREAS, the parties, in performing governmental functions or in paying for the performance

of governmental functions hereunder shall make that performance or those payments from current

revenues legally available to that party;

WHEREAS, the governing bodies of each party find that the subject of this contract is

necessary for the benefit of the public and that each party has the legal authority to perform and to

provide the governmental function or service which is the subject matter of this contract; furthermore,

the governing bodies find that the performance of this contract is in the common interest of both

parties; and that the division of cost fairly compensates the performing party for the services under

this contract.

I.

Humble ISD hereby makes, constitutes and appoints Tarrant County its true and lawful

purchasing agent for the purchase of various commodities using Annual Contracts (Bids). Tarrant

County will maintain a listing of Annual Contracts which are available for local entities use. Tarrant

County will forward a copy of requested Annual Contract to the requesting entity. Humble ISD agrees

that Tarrant County shall serve as the purchasing agent for selected items, and agrees that the

bidding shall be conducted by Tarrant County according to its usual bidding procedures and in

accordance with applicable State statutes.

2

II.

Humble ISD agrees that all specifications for selected items shall be determined by Tarrant

County.

III.

Humble ISD agrees to pay the supplier for all goods, equipment and products pursuant to this

Agreement. The successful bidder or bidders shall bill Humble ISD directly for all items purchased,

and Humble ISD shall be responsible for vendor’s compliance with all conditions of delivery and quality

of the purchased items.

IV.

Solomon Cook (name), Chief of Police (title) is hereby designated as the official representative

to act for Humble ISD in all matters relating to this Agreement.

V.

This Agreement shall take effect upon execution by both signatories.

VI.

This Agreement shall be in effect from the date of execution until terminated by either party to

the Agreement upon written thirty (30) days notice prior to cancellation

IN WITNESS WHEREOF, the parties hereto have caused this Agreement to be executed by

their authorized officers the day and year first above written.

TARRANT COUNTY (Entity) Humble ISD

BY: BY:

TITLE: TITLE:

DATE: DATE:

1




Action Item




Title: Letter of Support for Texas 21st Century Community Learning Center Grant Application on behalf of Ross Sterling Middle School Recommended Action: The Superintendent recommends that the Board of Trustees sign the letter of support to Texas Education Agency. Board Policy/State Regulation/Law Reference (If Applicable): Ross Sterling Middle School was selected to be a part of Harris County Department of Education’s application to the Texas 21st Century Community Learning Center Grant program. This grant application is being submitted on behalf of ten Houston area schools. The proposed program will provide before and after school academic and enrichment services to middle school students in 6th, 7th and 8th grade, four days a week for the entire school year. The funder, Texas Education Agency, requires each campus to have a full-time campus coordinator to oversee program implementation and the salary will be paid from grant funds. The funder, Texas Education Agency, also requires a letter of support from the Board of Trustees with each submitted application. The letter must outline potential barriers in program sustainability after the grant period ends. Fiscal Impact: Potential grant revenue of $161,800 per year for three years for a total of $485,400. Attachments: Support Letter Department(s) Submitting Form: Community Development Division Approval: Dr. Guy Sconzo Date Submitted: March 2, 2016


1




Information/ Discussion Item




Information: Racial Profiling and Pedestrian Stop Data

Board Policy/State Regulation/Law Reference (If Applicable): Texas Racial Profiling Law (Senate Bill 1074) Overview: Senate Bill 1074 requires that beginning January 1, 2002, all police departments in the state of Texas must collect and report data concerning traffic and pedestrian stops and how they relate to the legislation concerning racial profiling. In compliance with Senate Bill 1074, this is our 13th year to report our racial profiling traffic and pedestrian data. This annual report outlines the law, offers background concerning the Humble ISD Police Department's work in this area, gives a copy of the actual legislation, describes training efforts, explains the complaint process in the area and provides data regarding traffic and pedestrian stops. It must be noted that numbers are small in this area. The Humble ISD Police Department writes relatively few traffic citations due to the fact that most of their work takes place on campuses, not patrolling streets. Attachments: Racial Profiling Traffic and Pedestrian Stop Data 2015 Department(s) Submitting Form: Police Department Division Approval: Dr. Guy Sconzo Date Submitted: February 18, 2016


RACIAL PROFILING TRA FFIC & PEDESTRIAN STOP

DATA REPORTING FOR YEAR 2015

H U M B L E I S D P O L I C E D E P A R T M E N T

S O L O M O N C O O K , C H I E F O F P O L I C E

L I E U T E N A N T J A M E S H A L L , P R E P A R E R

Humble ISD Police Department 1703 Wilson Rd. Bldg. E, Humble, TX 77396

281-641-7900(Dispatch) 281-446-4044(Fax) Solomon Cook, Chief of Police

Date: Thursday, February 18, 2016

To: Humble Independent School District Board Members

From: Lt. James Hall

RE: 2015 Racial Profiling Traffic & Pedestrian Stop Report

Honored Board Members:

Since January 1, 2015, the Humble Independent School District Police Department, in accordance with the

Texas Racial Profiling Law (Senate Bill 1074), has been collecting police contact data for the purpose of

identifying and responding, if necessary, to concerns regarding racial profiling practices. It is my hope that the

findings provided in this report will serve as evidence that the Humble Independent School District Police

Department remains committed in the opposition of Racial Profiling.

In this report, you will encounter several sections designated for providing background information on the

rationale and objectives of the Racial Profiling Law. Other sections contain information relevant to the

institutional policies adopted by the Humble Independent School District Police Department prohibiting the

practice of racial profiling among its officers.

The final component of this report contains statistical data relevant to the public contacts made during the

period of January 1, 2015 through December 31, 2015. This information has been analyzed and compared to the

Texas Education Agency’s ethnicity population data for the Humble Independent School District. The analysis

of the data is also included.

Sincerely,

Solomon Cook Chief of Police Humble ISD Police Department 281-641-7900 (Dispatch) 281-641-7902 (Office) 281-446-4044 (Fax)

TABLE OF CONTENTS

TABLE OF CONTENTS ..................................................................................................................................................................... 3

HUMBLE ISD POLICE DEPARTMENT VISION & MISSION STATEMENT ..................................................................................... 4

HISTORY OF THE HUMBLE ISD POLICE DEPARTMENT .............................................................................................................. 5

SENATE BILL 1074 ......................................................................................................................................................................... 7

GUIDELINES FOR COMPILING & REPORTING UNDER SENATE BILL 1074 .............................................................................. 11

HUMBLE ISD POLICE DEPARTMENT RACIAL PROFILING POLICY ........................................................................................... 15

PUBLIC COMPLAINT PROCESS .................................................................................................................................................... 19

WEB POSTING ............................................................................................................................................................................... 20

2015 TRAFFIC / PEDESTRIAN STOP DATA REPORT ................................................................................................................ 21

SUMMARY STATEMENT ............................................................................................................................................................... 24

HUMBLE ISD POLICE DEPARTMENT VISION & MISSION STATEMENT

Mission and Vision of the Humble Independent School District

MISSION STATEMENT:

Our purpose, in partnership with families and community, is to develop

each child intellectually, artistically, emotionally, physically, and socially so that all students

are life-long learners, complex thinkers, responsible global citizens and effective

communicators.

VISION STATEMENT:

We envision schools where students and staff are enthusiastically engaged in learning within

local and virtual environments. We see schools that encourage collaboration and cultivate a

sense of belonging. We see learning standards that are rigorous and relevant. We see learning

standards that inspire creativity and problem solving. Ultimately, we see schools that prepare

students for many paths and that empower them with skills to successfully live in a rapidly

changing world.

Mission of the Humble Independent School District Police Department

MISSION STATEMENT:

The Humble ISD Police Department is a proud organization of dedicated men and women,

who strive to serve, educate and provide a safe and secure learning environment for the

students and staff of the Humble Independent School District. This is truly an exciting time

for the Department as we embark on a campaign to enhance our commitment and service by

reaffirming our philosophy of “prevention before apprehension”.

The Humble ISD Police Department is a group of dedicated professional men and women

committed to support the district’s mission by providing service-oriented enforcement of the

law, maintaining the peace and protecting our school community.

All Humble ISD Police Officers are commissioned peace officers licensed by the State of

Texas. They have the same arrest powers and authority as other Peace Officers in the State

of Texas, with one difference; The Humble ISD Police Department is a highly trained force

specializing in the critical but delicate protection of the students and staff of the district. The

Department works together to address the very special needs of our schools by utilizing

special training and police tactics that focus on the areas of school related law enforcement

and protection.

HISTORY OF THE HUMBLE ISD POLICE DEPARTMENT

History of the Humble Independent School District

The Humble Independent School District began over 100 years ago as a one-room schoolhouse with 12

students, a teacher and a four month school term. Today, with 43 campuses, more than 39,000 students and over

5,000 employees, Humble Independent School District is nationally recognized for the outstanding education it

offers to students. Humble Independent School District is listed among the 25 fastest growing school districts in

Texas, and is currently the 31st largest district in the state.

History of the Humble Independent School District Police Department

The Humble ISD Police Department began in 1993, when Mr. Don Maddox was hired by the district as security

coordinator. In January 1994, the Humble ISD board of trustees voted to make application to the state for a

school district police department and the application was approved in February of the next year. Don's title

changed to Chief of Police, and several security officers were hired.

In December, 2003, Mr. Maddox retired and Captain Solomon Cook was promoted to Chief of Police. Chief

Cook has been with Humble ISD since 1996, and was a police officer with the City of Humble before coming to

Humble ISD. The growth of the district has called for the placement of full time police officers at ALL of the

district's high schools as well as the middle schools.

A full time Security Officer has been assigned to each high school to assist the campus officers with parking

and traffic.

As the district has grown over the years, so has the Humble ISD Police Department. The department has grown

to more than 60 employees, including police officers, security officers, dispatchers and numerous other civilian

employees.

These employees ensure that the district's fire systems, camera systems, burglar alarm systems stay in good

working condition. Other employees for the department ensure that the proper safety drills are being done in a

timely manner and according to federal regulations.

The department has grown to include 48 police officers, 5 security officers, 6 telecommunicators (dispatchers),

and 8 civilian personnel. The patrol fleet has grown to 22 marked patrol vehicles including several Dodge

Charger patrol cars and Chevrolet Tahoe SUVs. Our fully equipped, marked patrol vehicles are utilized 24

hours a day by the patrol division. The police department personnel patrol the district facilities 24 hours a day, 7

days a week and respond to alarms and calls for service. Our officers issue citations, complete offense reports

and make arrests. Our officers also provide security at district athletic events and other campus functions. Our

fleet also includes several unmarked vehicles for investigation purposes.

The growth of the district has called for the placement of full time police officers at ALL of the district’s high

schools and each of the middle schools. A full time security officer has been assigned to each high school to

assist the campus officers.

As with all law enforcement agencies, continuous training is an important part of our police department. In

2014, our police department became one of six independent school districts in the State of Texas to be a

contract training provider. This allows our department to put our officers through the necessary and required

training that the state mandates. This also allows us to train our officers (as well as other throughout the state)

on specified training necessary and required for specifically for school district law enforcement personnel. More

than ¼ of our district police officer are certified TCOLE (Texas Commission on Law Enforcement) Instructors.

In order to maintain our state license, our officers must complete a minimum of 40 hours of training every 24

months. Chief Cook makes every attempt to schedule these training classes during times when school is not in

session.

Our Field Training Officer (FTO) Program consists of a team of our highest trained officers, handpicked by the

Chief of Police, and sent through a rigorous Field Training Officer school (40 hour school). After completion of

this school, the new Field Training Officers are able to train our newly hired police officers. The FTO course

for our newly hired officers is a minimum 8 week course that they must complete. The FTO’s train, guide and

critique every new officer in every aspect of their position. The FTO’s report directly to the FTO Commander,

Lt. Bobby Brown, and he reports his findings directly to the Chief of Police.

SENATE BILL 1074

S.B. No. 1074

AN ACT

relating to electronic transmission of documentation involved in

certain insurance transactions.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:

SECTION 1. Section 35.001, Insurance Code, is amended by

amending Subdivision (2) and adding Subdivisions (3), (4), and (5)

to read as follows:

(2) "Regulated entity" means each insurer, [or other]

organization, person, or program regulated by the department,

including:

(A) a domestic or foreign, stock or mutual, life,

health, or accident insurance company;

(B) a domestic or foreign, stock or mutual, fire

or casualty insurance company;

(C) a Mexican casualty company;

(D) a domestic or foreign Lloyd's plan;

(E) a domestic or foreign reciprocal or

interinsurance exchange;

(F) a domestic or foreign fraternal benefit

society;

(G) a domestic or foreign title insurance

company;

(H) an attorney's title insurance company;

(I) a stipulated premium company;

(J) a nonprofit legal service corporation;

(K) a health maintenance organization;

(L) a statewide mutual assessment company;

(M) a local mutual aid association;

(N) a local mutual burial association;

(O) an association exempt under Section 887.102;

(P) a nonprofit hospital, medical, or dental

service corporation, including a company subject to Chapter 842;

(Q) a county mutual insurance company; [and]

(R) a farm mutual insurance company; and

(S) an agency or agent of an insurer,

organization, person, or program described by this subdivision.

(3) "Deliver by electronic means" means:

(A) deliver to an e-mail address at which a party

has consented to receive notices, documents, or information; or

(B) post on an electronic network or Internet

website accessible by an electronic device, including a computer,

mobile device, or tablet, and deliver notice of the posting to an

e-mail address at which the party has consented to receive notices.

(4) "Party" means a recipient, including an applicant,

insured, policyholder, enrollee, or annuity contract holder, of a

notice or document or of information required as part of an

insurance transaction.

(5) "Written communication" means a notice or document

or other information provided in writing.

SECTION 2. Chapter 35, Insurance Code, is amended by

amending Section 35.004 and adding Section 35.0045 to read as

follows:

Sec. 35.004. MINIMUM STANDARDS FOR REGULATED ENTITIES

ELECTRONICALLY CONDUCTING BUSINESS WITH CONSUMERS.

(a) Subject to Subsection (c), a notice to a party or other

written communication with a party required in an insurance

transaction or that is to serve as evidence of insurance coverage

may be delivered, stored, and presented by electronic means only if

the delivery, storage, or presentment complies with Chapter 322,

Business & Commerce Code.

(b) Delivery of a written communication in compliance with

this section is equivalent to any delivery method required by law,

including delivery by first class mail, first class mail, postage

prepaid, or certified mail.

(c) A written communication may be delivered by electronic

means to a party by a regulated entity under this section if:

(1) the party affirmatively consented to delivery by

electronic means and has not withdrawn the consent;

(2) the party, before giving consent, is provided with

a clear and conspicuous statement informing the party of:

(A) any right or option the party may have for the

written communication to be provided or made available in paper or

another nonelectronic form;

(B) the right of the party to withdraw consent

under this section and any conditions or consequences imposed if

consent is withdrawn;

(C) whether the party's consent applies:

(i) only to a specific transaction for

which the written communication must be given; or

(ii) to identified categories of written

communications that may be delivered by electronic means during the

course of the relationship between the party and the regulated

entity;

(D) the means, after consent is given, by which a

party may obtain a paper copy of a written communication delivered

by electronic means; and

(E) the procedure a party must follow to:

(i) withdraw consent under this section;

and

(ii) update information needed for the

regulated entity to contact the party electronically; and

(3) the party:

(A) before giving consent, is provided with a

statement identifying the hardware and software requirements for

the party's access to and retention of a written communication

delivered by electronic means; and

(B) consents electronically or confirms consent

electronically in a manner that reasonably demonstrates that the

party can access a written communication in the electronic form

used to deliver the communication.

(d) After consent of the party is given, in the event a

change in the hardware or software requirements to access or retain

a written communication delivered by electronic means creates a

material risk that the party may not be able to access or retain a

subsequent written communication to which the consent applies, the

regulated entity shall:

(1) provide the party with a statement:

(A) identifying the revised hardware and

software requirements for access to and retention of a written

communication delivered by electronic means; and

(B) disclosing the right of the party to withdraw

consent without the imposition of any condition or consequence that

was not disclosed under Subsection (c)(2)(B); and

(2) comply with Subsection (c)(3).

(e) This section does not affect requirements for content or

timing of any required written communication.

(f) If a written communication provided to a party expressly

requires verification or acknowledgment of receipt, the written

communication may be delivered by electronic means only if the

method used provides for verification or acknowledgment of receipt.

(g) The legal effectiveness, validity, or enforceability of

any contract or policy of insurance executed by a party may not be

denied solely due to the failure to obtain electronic consent or

confirmation of consent of the party in accordance with Subsection

(c)(3)(B).

(h) A withdrawal of consent by a party does not affect the

legal effectiveness, validity, or enforceability of a written

communication delivered by electronic means to the party before the

withdrawal of consent is effective. A withdrawal of consent is

effective within a reasonable period of time after the date of the

receipt by the regulated entity of the withdrawal. Failure by a

regulated entity to comply with Subsection (d) may be treated by the

party as a withdrawal of consent.

(i) If the consent of a party to receive a written

communication by electronic means is on file with a regulated

entity before September 1, 2013, and if the entity intends to

deliver to the party written communications under this section,

then before the entity may deliver by electronic means additional

written communications, the entity must notify the party of:

(1) the written communications that may be delivered

by electronic means that were not previously delivered by

electronic means; and

(2) the party's right to withdraw consent to have

written communications delivered by electronic means.

(j) Except as otherwise provided by law, an oral

communication or a recording of an oral communication may not

qualify as a written communication delivered by electronic means

for purposes of this chapter.

(k) If a signature on a written communication is required by

law to be notarized, acknowledged, verified, or made under oath,

the requirement is satisfied if the electronic signature of the

notary public or other authorized person and the other required

information are attached to or logically associated with the

signature or written communication.

Sec. 35.0045. RULES. [(a)] The commissioner shall adopt

rules necessary to implement and enforce this chapter.

[(b) The rules adopted by the commissioner under this

section must include rules that establish minimum standards with

which a regulated entity must comply in the entity's electronic

conduct of business with other regulated entities and consumers.]

SECTION 3. Chapter 35, Insurance Code, is amended by adding

Section 35.005 to read as follows:

Sec. 35.005. EXEMPTION FROM CERTAIN FEDERAL LAWS. This

chapter modifies, limits, or supersedes the provisions of the

federal Electronic Signatures in Global and National Commerce Act

(15 U.S.C. Section 7001 et seq.) as authorized by Section 102 of

that Act (15 U.S.C. Section 7002).

SECTION 4. This Act applies only to a written communication

that is delivered by electronic means on or after January 1, 2014.

A written communication delivered by electronic means before

January 1, 2014, is governed by the law as it existed immediately

before the effective date of this Act, and that law is continued in

effect for that purpose.

SECTION 5. This Act takes effect September 1, 2013.

GUIDELINES FOR COMPILING & REPORTING UNDER SENATE BILL 1074

Background

Senate Bill 1074 of the 77th Legislature established requirements in the Texas Code of Criminal Procedure

(TCCP) for law enforcement agencies. The Commission developed this document to assist agencies in

complying with the statutory requirements. The guidelines are written in the form of standards using a style

developed from accreditation organizations including the Commission on Accreditation for Law Enforcement

Agencies (CALEA). The standards provide a description of what must be accomplished by an agency but

allows wide latitude in determining how the agency will achieve compliance with each applicable standard.

Each standard is composed of two parts: the standard statement and the commentary. The standard statement is

a declarative sentence that places a clear-cut requirement, or multiple requirements, on an agency. The

commentary supports the standard statement but is not binding. The commentary can serve as a prompt, as

guidance to clarify the intent of the standard, or as an example of one possible way to comply with the standard.

Standard 1

Each law enforcement agency has a detailed written directive that:

clearly defines acts that constitute racial profiling;

strictly prohibits peace officers employed by the agency from engaging in racial profiling;

implements a process by which an individual may file a complaint with the agency if the individual believes a

peace officer employed by the agency has engaged in racial profiling with respect to the individual filing the

complaint;

provides for public education relating to the complaint process;

requires appropriate corrective action to be taken against a peace officer employed by the agency who, after

investigation, is shown to have engaged in racial profiling in violation of the agency’s written racial profiling

policy; and

requires the collection of certain types of data for subsequent reporting.

Commentary

Article 2.131 of the TCCP prohibits officers from engaging in racial profiling, and article 2.132 of the TCCP

now requires a written policy that contains the elements listed in this standard. The article also specifically

defines a law enforcement agency as it applies to this statute as an “agency of the state, or of a county,

municipality, or other political subdivision of the state, that employs peace officers who make traffic stops in

the routine performance of the officers’ official duties.” The article further defines race or ethnicity as being of

“a particular descent, including Caucasian, African, Hispanic, Asian, or Native American.” The statute does not

limit the required policies to just these ethnic groups. This written policy is to be adopted and implemented no

later than January 1, 2002.

Standard 2

Each peace officer who stops a motor vehicle for an alleged violation of a law or ordinance regulating traffic, or

who stops a pedestrian for any suspected offense reports to the employing law enforcement agency information

relating to the stop, to include:

a physical description of each person detained, including gender and the person’s race or ethnicity, as stated

by the person, or, if the person does not state a race or ethnicity, as determined by the officer’s best judgment;

the traffic law or ordinance alleged to have been violated or the suspected offense;

whether the officer conducted a search as a result of the stop and, if so, whether the person stopped consented

to the search;

whether any contraband was discovered in the course of the search, and the type of contraband discovered;

whether probable cause to search existed, and the facts supporting the existence of that probable cause;

whether the officer made an arrest as a result of the stop or the search, including a statement of the offense

charged;

the street address or approximate location of the stop; and

whether the officer issued a warning or citation as a result of the stop, including a description of the warning

or a statement of the violation charged.

Commentary

The information required by 2.133 TCCP is used to complete the agency reporting requirements found in

Article 2.134. A peace officer and an agency may be exempted from this requirement under Article 2.135 TCCP

Exemption for Agencies Using Video and Audio Equipment. An agency may be exempt from this reporting

requirement by applying for the funds from the Department of Public Safety for video and audio equipment and

the State does not supply those funds. Section 2.135 (a)(2) states, “the governing body of the county or

municipality served by the law enforcement agency, in conjunction with the law enforcement agency, certifies

to the Department of Public Safety, not later than the date specified by rule by the department, that the law

enforcement agency needs funds or video and audio equipment for the purpose of installing video and audio

equipment as described by Subsection (a) (1) (A) and the agency does not receive from the state funds for video

and audio equipment sufficient, as determined by the department, for the agency to accomplish that purpose.”

Standard 3

The agency compiles the information collected under 2.132 and 2.133 and analyzes the information identified in

2.133.

Commentary

Senate Bill 1074 from the 77th Session of the Texas Legislature created requirements for law enforcement

agencies to gather specific information and to report it to each county or municipality served. New sections of

law were added to the Code of Criminal Procedure regarding the reporting of traffic and pedestrian stops.

Detained is defined as when a person stopped is not free to leave.

Article 2.134 TCCP requires the agency to compile and provide and analysis of the information collected by

peace officer employed by the agency. The report is provided to the governing body of the municipality or

county no later than March 1 of each year and covers the previous calendar year.

The minimum requirements for “tier one” data for traffic stops in which a citation results are: 1) the race or

ethnicity of individual detained (race and ethnicity as defined by the bill means of “a particular descent,

including Caucasian, African, Hispanic, Asian, or Native American”); 2) whether a search was conducted, and

if there was a search, whether it was a consent search or a probable cause search; and 3) whether there was a

custody arrest.

The minimum requirements for reporting on “tier two” reports include traffic and pedestrian stops. Tier two

data include: 1) the detained person’s gender and race or ethnicity; 2) the type of law violation suspected, e.g.,

hazardous traffic, non-hazardous traffic, or other criminal investigation (the Texas Department of Public Safety

publishes a categorization of traffic offenses into hazardous or non-hazardous); 3) whether a search was

conducted, and if so whether it was based on consent or probable cause; 4) facts supporting probable cause; 5)

the type, if any, of contraband that was collected; 6) disposition of the stop, e.g., arrest, ticket, warning, or

release; 7) location of stop; and 8) statement of the charge, e.g., felony, misdemeanor, or traffic.

Tier one reports are made to the governing body of each county or municipality served by the agency an annual

report of information if the agency is an agency of a county, municipality, or other political subdivision of the

state. Tier one and two reports are reported to the county or municipality not later than March 1 for the previous

calendar year beginning March 1, 2003. Tier two reports include a comparative analysis between the race and

ethnicity of persons detained to see if a differential pattern of treatment can be discerned based on the

disposition of stops including searches resulting from the stops. The reports also include information relating to

each complaint filed with the agency alleging that a peace officer employed by the agency has engaged in racial

profiling. An agency may be exempt from the tier two reporting requirement by applying for the funds from the

Department of Public Safety for video and audio equipment and the State does not supply those funds [See

2.135 (a)(2) TCCP].

Reports should include both raw numbers and percentages for each group. Caution should be exercised in

interpreting the data involving percentages because of statistical distortions caused by very small numbers in

any particular category, for example, if only one American Indian is stopped and searched, that stop would not

provide an accurate comparison with 200 stops among Caucasians with 100 searches. In the first case, a 100%

search rate would be skewed data when compared to a 50% rate for Caucasians.

Standard 4

If a law enforcement agency has video and audio capabilities in motor vehicles regularly used for traffic stops,

or audio capabilities on motorcycles regularly used to make traffic stops, the agency:

adopts standards for reviewing and retaining audio and video documentation; and

promptly provides a copy of the recording to a peace officer who is the subject of a complaint on written

request by the officer.

Commentary

The agency should have a specific review and retention policy. Article 2.132 TCCP specifically requires that

the peace officer be promptly provided with a copy of the audio or video recordings if the officer is the subject

of a complaint and the officer makes a written request.

Standard 5

Agencies that do not currently have video or audio equipment must examine the feasibility of installing such

equipment.

Commentary

None

Standard 6

Agencies that have video and audio recording capabilities are exempt from the reporting requirements of Article

2.134 TCCP and officers are exempt from the reporting requirements of Article 2.133 TCCP provided that:

the equipment was in place and used during the proceeding calendar year; and

video and audio documentation is retained for at least 90 days.

Commentary

The audio and video equipment and policy must have been in place during the previous calendar year. Audio

and video documentation must be kept for at least 90 days or longer if a complaint has been filed. The

documentation must be retained until the complaint is resolved. Peace officers are not exempt from the

requirements under Article 2.132 TCCP.

Standard 7

Agencies have citation forms or other electronic media that comply with Section 543.202 of the Transportation

Code.

Commentary

Senate Bill 1074 changed Section 543.202 of the Transportation Code requiring citations to include:

race or ethnicity, and

whether a search of the vehicle was conducted and whether consent for the search was obtained.

HUMBLE ISD POLICE DEPARTMENT RACIAL PROFILING POLICY

R A C I A L P R O F I L I N G

Date Issued: 6-2005

Date Revised: 2-2006

Purpose:

The purpose of the policy is to reaffirm the Humble ISD Police Department’s commitment to unbiased

policing in all its encounters between officer and any person; to reinforce procedures that serve to ensure

public confidence and mutual trust through the provision of services in a fair and equitable fashion; and

to protect our officers from unwarranted accusations of misconduct when they act within the dictates of

the department policy and the law.

I) Policy

A. It is the policy of this department to police in a proactive manner and, to aggressively investigate

suspected violations of the law.

1. Officers shall actively enforce state and federal laws in a responsible and professional manner,

without regard to race, ethnicity, or national origin.

2. Officers are strictly prohibited from engaging in racial profiling as defined in this policy

3. This policy shall be applicable to all persons, whether drivers, passengers or pedestrians

B. Officers shall conduct themselves in a dignified and respectful manner at all times when dealing

with the public.

1. Two of the fundamental rights guaranteed by both the United States and Texas Constitutions are

equal protection under the law and freedom from unreasonable searches and seizures by

government agents

2. The right of all persons to be treated equally and to be free from unreasonable searches and

seizures must be respected

3. Racial profiling is an unacceptable patrol tactic and will not be condoned.

C. This policy shall not preclude officers from offering assistance, such as upon observing a substance

leaking from a vehicle, a flat tire, or someone who appears to be ill, lost, or confused. Nor does this

policy prohibit stopping someone suspected of a crime based upon observed actions and/or

information received about the person.

II) Definitions

A. Racial Profiling – a law enforcement-initiated action based on an individual’s race, ethnicity, or

national origin rather than on the individual’s behavior or on information identifying the individual

as having engaged in criminal activity

1. Racial profiling pertains to persons who are viewed as suspects or potential suspects of criminal

behavior. The term is not relevant as it pertains to witnesses, complainants, or other citizen

contacts

2. The prohibition against racial profiling does not preclude the use of race, ethnicity or national

origin as factors in a detention decision. Race, ethnicity or national origin may be legitimate

factors in a detention decision when used as part of an actual description of a specific suspect for

whom an officer is searching.

A. Detaining an individual and conducting an inquiry into that person’s activities simply

because of that individual’s race, ethnicity or national origin is racial profiling.

B. Examples of racial profiling include but are not limited to the following:

1. citing a driver who is speeding in a stream of traffic where most other drivers are

speeding because of the cited driver’s race, ethnicity or national origin

2. detaining the driver of a vehicle based on the determination that a person of that race,

ethnicity or national origin is unlikely to own or possess that specific make or model of

vehicle

3. detaining an individual based upon the determination that a person of that race, ethnicity,

or national origin does not belong in a specific part of town or a specific place

C. A law enforcement agency can derive at two principles from the adoption of this definition of

racial profiling:

1. police may not use racial or ethnic stereotypes as factors in selecting whom to stop and

search, while police may use race in conjunction with other known factors of the suspect

2. law enforcement officers may not use racial or ethnic stereotypes as factors in selecting

whom to stop and search. Racial profiling is not relevant as it pertains to witnesses, etc.

B. Race or Ethnicity – of a particular descent, including Caucasian, African, Hispanic, Asian, or Native

American

C. Pedestrian Stop – an interaction between a peace officer and an individual who is being detained for

the purpose of a criminal investigation in which the individual is not under arrest

D. Traffic Stop – a peace officer that stops a motor vehicle for an alleged violation of a law or

ordinance regulating traffic.

III) Training

A. Officers are responsible to adhere to all Texas Commission on Law Enforcement (TCOLE) training

and the Law Enforcement Management Institute of Texas (LEMIT) requirements as mandated by

law.

B. All officers shall complete a TCOLE training and education program on racial profiling not later

than the second anniversary of the date the officer is licensed under Chapter 1701 of the Texas

Occupations Code or on the date the officer applies for an intermediate proficiency certificate,

whichever is easier.

1. A person who on September 1, 2001, held a TCOLE intermediate proficiency certificate, or who

held a peace officer license issued by TCOLE for at least two (2) years, shall complete a TCOLE

training and education program on racial profiling not later than September 1, 2003.

C. The Chief of Police, as part of the initial training and continued education for such appointment, will

be required to attend the LEMIT program on racial profiling

D. An individual appointed or elected as a police chief before the effective date of this Act shall

complete the program on racial profiling established under Subsection (G), Section 96.641,

Education Code, as added by this Act, not later than September 1, 2003

IV) Complaint Investigation

A. The department shall accept complaints from any person who believes he or she has been stopped or

searched based on racial, ethnic, or national origin profiling.

1. No person shall be discouraged, intimidated or coerced from filing a complaint, nor

discriminated against because he or she filed such a complaint.

B. Any employee who receives an allegation of racial profiling, including the officer who initiated the

stop, shall record the person’s name, address, telephone number, and forward the complaint through

the appropriate channel or direct the individual(s).

1. Any employee contacted shall provide to that person a copy of the complaint form.

2. the employee shall give explanation of the department process for filing the complaint.

A. All employees will report any allegation of racial profiling to their superior before the end of

their shift.

C. Investigation of a complaint shall be conducted in a thorough and timely manner. All complaints will

be acknowledged in writing to the initiator who will receive a disposition regarding said complaint

within a reasonable period of time.

1. the investigation shall be reduced to writing and any reviewer’s comments or conclusions

shall be filed with the chief.

2. when applicable, findings and/or suggestions for disciplinary action, retraining, or changes in

policy shall be filed with the chief.

D. If a racial profiling complaint is sustained against an officer, it will result in appropriate corrective

and/or disciplinary action, up to and including termination.

E. If there is a departmental video or audio recording of the events upon which a complaint of racial

profiling is based, upon commencement of an investigation by this department into the complaint

and written request of the officer made the subject of the complaint, this department shall promptly

provide a copy of the recording to that officer.

V) Public Education

A. This department will inform the public of its policy against racial profiling and the complaint

process.

B. Methods that may be utilized to inform the public are the news media, radio, service or civic

presentations, the Internet, as well as governing board meetings.

C. Additionally, information will be made available as appropriate in languages other than English.

VI) Citation Data and Collection

A. An officer is required to collect information relating to traffic stops in which a citation is issued. On

the citation, officers must include:

1. violator’s race or ethnicity

2. whether a search is conducted

3. was the search consensual

4. arrest for this cited violation or any other violation

B. By March of each year, the department shall submit a report to the School Board that includes the

information gathered by the citations. This report will include:

1. a breakdown of citations by race and ethnicity

2. number of citations that resulted in a search

3. number of searches that were consensual

4. number of citations that resulted in custodial arrest for this cited violation or any other violations

C. Not later than March 1st of each year, this department shall submit a report to the School Board

containing this information from the preceding calendar year

VII) Collection and Reporting Information Gathered from Traffic and Pedestrian Stops

A. An officer who stops a motor vehicle for an alleged violation of the law or ordinance regulating

traffic, or who stops a pedestrian (as defined in Transportation Code 541.001) for any suspected

offense, shall record and report the following information:

1. a physical description of each person detained as a result of the stop, including the person’s

gender, race or ethnicity, as stated by the person or as determined by the officer to the best of

his/her ability

2. the street address or approximate location of the stop. the suspected offense or the traffic law or

ordinance alleged to have been violated

3. whether the officer conducted a search as a result of the stop and, if so, whether the person

detained consented to the search

4. whether probable cause to search existed as, if so, the fact(s) supporting the existence of that

probable cause

5. whether any contraband was discovered in the course of the search and, if so, the type of

contraband discovered

6. whether the officer made an arrest as a result of the stop and/or search, and if so, a statement of

the offense charged

7. the warning citation or citation number issued by the officer as a result of the stop and a

statement of the offense

B. This department shall compile and analyze the information contained in these individual reports. Not

later than March 1st of each year, this department shall submit a report to our School Board

containing the information compiled from the preceding calendar year in a manner they approve.

This report will include:

1. a comparative analysis of the information contained in the individual reports in order to:

A. determine the prevalence of racial profiling by officers in this department

B. examine the disposition of traffic and pedestrian stops made by this department’s officers,

including searches resulting from stops

2. Information relating to each complaint filed with this department alleging racial profiling

3. This report will not include identifying information about a peace officer who makes a stop or

about an individual who is stopped or arrested by a peace officer.

Approved: __________________________________ Solomon Cook, Chief of Police

PUBLIC COMPLAINT PROCESS

Humble ISD Police Department 1703 Wilson Rd. Bldg. E, Humble, TX 77396

281-641-7900(Dispatch) 281-446-4044(Fax)

Solomon Cook, Chief of Police

To: Members of the General Public

From: Solomon Cook, Chief of Police

RE: Racial Profiling Public Complaint Process

Members of the General Public:

Individuals who believe that the Humble I.S.D. Police Department or one of its officer(s) has violated the racial

profiling policy may file a complaint. In order for a complaint against an Humble I.S.D. peace officer to be

considered by the head of the Humble I.S.D. Police Department, the complaint must be made in writing and

signed by the person making the complaint. A copy of the complaint shall be given to the accused officer(s)

within ten (10) business days after the complaint is filed.

The complaint should be made to the Chief of Police (or his designee), who will respond within ten (10)

business days of his receipt of the complaint, unless circumstances require more time to investigate, in which

case the Chief of Police will notify the complainant of the date on which he or she will respond. The Chief of

Police may schedule a meeting with the complainant and/or with any officer(s) involved, in order to discuss the

matter. Upon completing his investigation of the complaint, the Chief of Police shall issue a decision on the

matter and, if appropriate, take corrective action against any officer(s) found to be in violation of the racial

profiling policy.

Thank you,

Solomon Cook

Chief of Police

Humble ISD Police Department

281-641-7900 (Dispatch)

281-641-7902 (Office)

281-446-4044 (Fax)

WEB POSTING

At www.humbleisd.net/police, under the Information tab, subsection About Us, you will find a page for

Complaints Against Officers. This web page allows for any individual to read the Board Policy CKE as well as

download the Humble ISD Police Department’s Official Complaint Form. See the picture of the web page

below.

http://www.humbleisd.net/police

2015 TRAFFIC / PEDESTRIAN STOP DATA REPORT

TCOLE 2015 RACIAL PROFILING AGENCY REPORT WIZARD FOR TIER 2

Department Name: HUMBLE I.S.D. POLICE DEPT.

Agency Number: 201936

Step 4: Please fill out all boxes. If zero, use 0. The total on lines 3, 10, 13, 18, 21, 40 and 51 must be equal. The total on line 27 and 30 must equal line 19. The total on line 37 must equal line 28.

HUMBLE I.S.D. POLICE DEPT. Motor Vehicle Racial Profiling Information

Number of motor vehicle stops:

1. 80 Female

2. 116 Male

3. 196 Total (3, 10, 13, 18, 21, 40 and 51 must be equal)

Race or Ethnicity:

4 47 African

5. 4 Asian

6. 103 Caucasian

7. 37 Hispanic

8. 1 Middle Eastern

9. 4 Native American


Race or Ethnicity known prior to stop?

11. 5 Yes

12. 191 No

13. 196 Total(3, 10, 13, 18, 21, 40 and 51 must be equal)

Reason for stop?

14. 59 Violation of law other than traffic

15. 0 Pre-existing knowledge (i.e. warrant)

16. 132 Moving Traffic Violation

17. 5 Vehicle Traffic Violation (Equipment, Inspection or Registration)


Search conducted?

19. 5 Yes

20. 191 No


Reason for search?

22. 3 Consent

23. 0 Contraband/evidence in plain sight

24. 2 Probable cause or reasonable suspicion

25. 0 Inventory search performed as result of towing

26. 0 Incident to arrest/warrant

27. 5 Total (Must equal line 19)

Contraband discovered?

28. 0 Yes

29. 5 No


Description of Contraband

31. 0 Illegal drugs/drug paraphernalia

32. 0 Currency

33. 0 Weapons

34. 0 Alcohol

35. 0 Stolen property

36. 0 Other


Arrest result of stop or search:

38. 0 Yes

39. 196 No


Arrest based on:

41. 0 Violation of the Penal Code

42. 0 Violation of a Traffic Law

43. 0 Violation of City Ordinance

44. 0 Outstanding Warrant

0 Total (Must equal line 38)

Street address or approximate location of the stop:

45. 138 City Street

46. 0 US Highway

47. 0 County Road

48. 58 Private Property or Other

196 Total (Must equal line 3)

Written warning or a citation as a result of the stop:

49. 143 Yes

50. 53 No


SUMMARY STATEMENT

The findings suggest that the Humble Independent School District Police Department does not currently

experience a problem regarding racial profiling practices. This is supported by the fact that it has / has not

received complaints from community members regarding officers’ misconduct associated with racial profiling

practices.

The continuing effort to collect police contact data will assure an on-going evaluation of the Humble

Independent School District Police Department practices. This allows for the citizens of the Humble

Independent School District community to benefit from their police department.

1




Action Item




Title: New Course Offerings at Middle and High Schools for 2016-2017

Recommended Action: The Superintendent recommends that the Board of Trustees approve the Middle and High School New Course Offerings for 2016-2017. Board Policy/State Regulation/Law Reference (If Applicable): EG (Local) Overview: According to EG (Local) “…Curriculum changes that may involve the addition or deletion of courses may be initiated by the Board or administration and may be made only after approval by the Board…” As a result of changes in state law, new requirements by the legislature or by the State Board of Education, student growth, and/or Humble ISD’s continual efforts to meet student needs, all courses at grades 7-12 were reviewed by the Secondary Course Selection Committee. The Secondary Course Selection Committee has approved the following new courses for 2016-2017: Medical Microbiology Pathophysiology Career Preparation I and Career Preparation II Sports Medicine Real Estate Marketing Video Game Design (Tech Ed) Innovative Course Disaster Response Introduction to STEM Introduction to Programming


2

Fiscal Impact: None Attachments: Revised New Course Process and Summary of New Course Proposals for 2016-2017 Department(s) Submitting Form: Curriculum and Instruction Division Approval: Dr. Thomas Price Date Submitted: February 17, 2016

New Courses for 2016-2017

Title of Course Description Subject Area

Grade Level

Endorsement Area

Notes

Medical Microbiology

Medical Microbiology is a course designed to explore the microbial world, studying topics such as pathogenic and nonpathogenic microorganisms, laboratory procedures, identifying microorganisms, drug resistant organisms, and emerging diseases

CTE 11 & 12 Public Service (Health Science)

Piloted at KHS

Pathophysiology Pathophysiology is a course designed for students to conduct laboratory a field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Pathophysiology study disease processes and how humans are affected. Emphasis is placed on prevention and treatment of disease. Students will differentiate between normal and abnormal physiology.

CTE 11 & 12 Public Service (Health Science)

Piloted at KHS

Career Preparation I and Career

Preparation II

This unique and exciting course provides opportunities for students to participate in a work- based learning experience that combines classroom instruction with business and industry employment experiences through a local business partner, Wisenbaker. This partnerships aims to expose students to a variety of skills for a changing workplace through a rotation schedule within Wisenbaker to include, but not limited to, Human Resources, Inside Sales, Automotive, Finance, I.T. and Logistics. This unique experience is relevant and

CTE 11-12 Business and Industry STEM

rigorous, supports student attainment of academic standards, and effectively prepares students for college and career success.

Sports Medicine The Sports Medicine course is designed to provide for the development of advanced knowledge and skills related to a wide variety of health careers with an in-depth study and application of the components of Sports Medicine. Students will have hands-on experiences for continued knowledge and skill development which will involve career preparation learning with athletes and athletic teams at schools and/or select clinical sites. $25 lab/workbook fee (2 credit course)

CTE 10-12

Real Estate Agent

Your real estate career begins today. This is a one year Real Estate Agent course designed for 12th grade students who would like to begin their career as a Realtor. This course is a state licensing program through Kaplan, an approved licensing program in cooperation with the TREC Texas Real Estate Commission. Students who are 18 years of age and satisfactorily complete 180 hours in the following modules Principles of Real Estate (60), Law of Agency (30), Law of Contract (30), Promulgated Contract Forms (30) and Real Estate Finance (30) are expected to take the TREC exam to become a Texas Real Estate Agent. Lab Fee: 349.00

CTE 12 Business and Industry

Video Game Design

This course will allow students to explore one of the largest industries in the global marketplace and the new emerging careers it provides in the field of technology. Students will learn gaming, computerized gaming, evolution of gaming, artistic aspects of perspective, design, and animation, and technical concepts of collision theory and programming logic. Students will participate in a simulation of real video game design team while developing technical proficiency in constructing an original game design.

CTE 10-12 Business and Industry

Disaster Response

Prerequisite for this course (if any): Principles of Law, Public Safety, Corrections and Security This course will train students as first responders following a major disaster, utilizing the Community Emergency Response Team (CERT) model curriculum, adopted by the Federal Emergency Management Agency (FEMA).The Teen CERT (Community Emergency Response Team) program educates students about disaster preparedness for hazards that may impact their area and trains them in basic disaster response skills. Using the" Scientific Method" to solve problems and using hands-on training, Teen CERT members are prepared to help themselves, their families and their school during a major disaster when professional responders are delayed or not readily available. Teen CERT empowers students with decision-making and problem solving skills and strategies to help them make informed decisions regarding prevention-mitigation, preparedness, response and recovery strategies to reduce loss of life & property. Students learn the significance of working as a team to improve safety and increase their effectiveness when responding to disasters.

CTE 10-12 Public Service

Introduction to STEM

This one semester course will introduce students to the vast concepts of Science, Technology, Engineering, and Mathematics through hands- on, discovery-based modules across a variety of STEM industry fields and careers. The course promotes critical thinking and fosters collaboration among students. The class also encourages students to be scientifically cognizant of their surroundings, to engage in exploration, and understand the world around them through the eyes of STEM. Exposure opportunities may include robotics and automation, design, nano-technology, energy, medical technology, forensics, and information technology.

CTE 7-8 NA NA

Introduction to Programming

In this one semester course students are introduced to the magic behind the websites and computer programs that are used in everyday life. They will learn how to program drawings, animations, and games using Java Script & Processing JS and/or learn how to create web- pages with HTML & CSS. Students will learn the basics of programming and how to draw shapes and then bring them to life using variables and values. Students will utilize functions and logic statements to teach their programs to make decisions.

CTE 7-8 NA NA

1




Action Item




Title: Tax Refunds

Recommended Action: The Superintendent recommends that the Board of Trustees approve the petitions for tax refunds.

Board Policy/State Regulation/Law Reference (If Applicable): Texas Property Tax Code Section 31.11(c) Overview: The Texas Property Tax Code, Section 31.11(c) states "If a taxpayer applies to the tax collector of a taxing unit for a refund of an overpayment or erroneous payment of taxes and the auditor for the unit determines that the payment was erroneous or excessive, the tax collector shall refund the amount of the excessive or erroneous payment from available current tax collections or from funds appropriated by the unit for making refunds. However, the collector may not make the refund unless: (1) in the case of a collector who collects taxes for one taxing unit, the governing body of the taxing unit also determines that the payment was erroneous or excessive and approves the refund if the amount of the refund exceeds….(B) $500 for a refund to be paid by any other taxing unit;…an application for a refund must be made within three years after the date of the payment or the taxpayer waives the right to the refund." Refunds requested by taxpayers for overpayments or for payments made in error by the taxpayer are listed on the attachment. If the Board approves this consideration, Humble ISD will be in compliance with the Texas Property Tax Code.

Fiscal Impact: The total effect of the refunds will result in a reduction of total collections received of $4,136.57. Overpayments are recorded as a liability on the general ledger upon receipt and, therefore, do not a cause a decrease in recorded revenue when refunded. Attachments: Summary of Petitions for Refunds in Excess of $500

Department(s) Submitting Form: Treasury and Property Tax Administration


2

Division Approval: Mike Seale

Date Submitted: March 1, 2016

Humble Independent School District

Summary of Petitions for Refunds in Excess of $500

Reason for Refund Year Property Description Account No. Refund Amount

Overpayment (2) 2015 LT 1 BLK 48 115-420-048-0001 722.46$ GREENTREE VILLAGE SEC 3

Overpayment (2) 2015 LT11 BLK 3 120-388-003-0011 839.98$ KINGS RIVER VILLAGE SEC 8

Overpayment (2) 2015 LT 7 BLK 3 125-533-003-0007 1,000.11$ SUMMERWOOD SEC 18

Overpayment (2) 2015 LT1 BLK 1 126-711-001-0001 966.02$ VILLAGES OF RIVER CHASE SEC 1 AMEND

Overpayment (2) 2015 LT 55 BLK 33 129-514-003-0055 608.00$ SUMMERWOOD SEC 27

4,136.57$

(1) Payment made in error by property owner or mortgage company.

Attachment - Refunds Over $500

March 8, 2016

(2) Taxpayer paid incorrect amount.

Tax Refunds A1.xls 1 3/2/20163:28 PM

1




Action Item




Title: Waiver of P&I

Recommended Action: The Superintendent recommends that the Board of Trustees approve the request(s) for waiver of penalty & interest on delinquent tax accounts.

Board Policy/State Regulation/Law Reference (If Applicable): Texas Property Tax Code Sections 1.08 and 33.011 Overview: Section 1.08, Timeliness of Action by Mail and Section 33.011, Waiver of Penalty and Interest, of the Texas Property Tax Code, provide conditions for timely payments and waivers of penalties and interest. The taxpayer(s) listed on the attached schedule has/have provided satisfactory evidence to meet the requirements of these sections of the Property Tax Code. Documentation is available for review in the Tax Office. If the Board approves the recommendation to grant the request(s) for waiver of penalty and interest, Humble ISD will be in compliance with the Texas Property Tax Code (as well as consistent with treatment of previous requests of this nature).

Fiscal Impact: The total effect of the request(s) for waiver of penalty and interest results in a loss of $935.45. Attachments: Request for Waiver of Penalty and Interest on Delinquent Taxes

Department(s) Submitting Form: Tax Office




Attachment - Waiver of P&I

Humble Independent School District

Request for Waiver of Penalty and Interest on Delinquent Taxes

March 8, 2016

Reason for Property Date Contacted Satisfactory P&I

Waiver Request Owner # Account # Check # Mailed HISD Proof Amount

Sec. 1.08 Timeliness of Action A 095-281-000-0039 1466 01/15/16 02/26/16 In Tax Office 33.25$

Sec. 1.08 Timeliness of Action B 109-856-000-0002 1208 01/06/16 02/29/16 In Tax Office 278.73$

Sec. 1.08 Timeliness of Action C 110-817-000-0085 4795 12/14/15 02/10/16 In Tax Office 145.45$

Sec. 1.08 Timeliness of Action D 115-236-016-0040 1722 11/11/15 02/27/16 In Tax Office 478.02$

Total 935.45$

Waiver of P&I A1.xls 1 3/2/20163:30 PM

1




Action Item




Title: Budgetary Amendments, and Budgetary Amendment Authorizing Use of Designated Fund Balance for Summer Building and Grounds and Technology Projects. Recommended Action: The Superintendent recommends that the Board of Trustees approve the budgetary amendments.

Board Policy/State Regulation/Law Reference (If Applicable): Texas Education Code Section 44.006; Texas Education Agency Financial Accountability System Resource Guide (FASRG) Sections 2.10.6 and 5.3.4 and Board Policy CE(LEGAL), CE(LOCAL), and CE(REGULATION). Overview: Approval of the budgetary amendments will allow the District to maintain compliance with the above referenced statutes.

Fiscal Impact: The Assigned General Fund Balance will decrease by $8,038,779. The Unassigned General Fund Balance will increase by $749,649. There is no change to the National School Breakfast & Lunch Program Restricted Fund Balance or the Debt Service Fund Restricted Fund Balance. Attachments: Budgetary Amendments Detail – Attachment 1 Budget Summary – Attachment 2 Department(s) Submitting Form: Budget Department




Attachment 1

Net Effect Change in Media Staff Instruct School Guidance/ Social Health Pupil Cocurric/ Gen Maint & Security Data Commun Debt Facility Juvenile

General Fund on Fund Estimated Instruction Svcs Develop Leadershp Leadershp Counsel Svcs Svcs Transp Extracurr Admin Operation Svcs Process Svcs Svc Acquisit Justice TIRZ Other

Explanation of Amendment Balance Revenues 11 12 13 21 23 31 32 33 34 36 41 51 52 53 61 71 81 95 97 99

Items Affecting Fund Balance:

Establish budget for release of funds from 6/30/2015 Fund Balance Assignment from Contingency to cover KMS furniture purchase.

(41,493) 41,493

Establish budget for release of funds from 6/30/2015 Fund Balance Assignment from Student Achievement for a book purchase committment.

(100,000) 100,000

Establish budget for release of funds from 6/30/2015 Fund Balance Assignment from Technology Controllable and Capital Assets for technology projects.

(3,775,000) 1,525,000 2,250,000

Establish budget for release of funds from 6/30/2015 Fund Balance Assignment from Repairs and Maintenance for construction and maintenance projects.

(4,122,286) 60,000 1,884,835 2,177,451

Increase revenues for state aid received for the 2012-13 fiscal year related to a property value audit. Increase expenditures for the cost of preparing and submitting the audit request.

749,649 801,763 52,114

Items Affecting Revenues and Functional Categories:

Transfers Between Functional Categories:Transfers between functional categories for proper coding of stipends, overtime, salaries/wages for subs, contracted maintenance, misc contracted svcs, general supplies, employee travel, field trips, dues, misc operating expenses, capital outlay > $5,000, electronic equipment and controllable assets.

(17,689) 0 17,222 (600) (4,497) 177 0 0 (17,500) 6,984 16,872 2,811 (969) (2,811) 0 0 0 0 0 0

Totals (7,289,130) 801,763 1,708,804 0 17,222 (600) (4,497) 177 0 0 (17,500) 6,984 68,986 1,887,646 (969) 2,247,189 0 0 2,177,451 0 0 0

Humble Independent School District Budgetary Amendments Detail

March 8, 2016

Budget Amendments - Detail 2016-03-08.xls 3/4/201611:05 AM

Humble Independent School District Budgetary Amendments Detail

March 8, 2016

Net Effect Change in Food Maint & Security Data Facility

National School Breakfast & Lunch Program on Estimated Local State Federal Service Operation Svcs Process Acquisit

Explanation of Amendment Fund Bal Revenues 57XX 58XX 59XX 35 51 52 53 81

Items Affecting Fund Balance:

Items Affecting Revenues and Functional Categories:

Transfers Between Functional Categories:

Totals 0 0 0 0 0 0 0 0 0 0

Net Effect Change in Transfers Transfers

Debt Service on Estimated In Local State Out Debt TIRZ

Explanation of Amendment Fund Bal Revenues 79XX 57XX 58XX 00 71 97

Items Affecting Fund Balance:Items Affecting Revenues and Functional Categories:

Transfers Between Functional Categories:

Totals 0 0 0 0 0 0 0

Revenue

Revenue Expenditures

Budget Amendments - Detail 2016-03-08.xls 3/4/201611:05 AM

Attachment 2

Adopted Approved AmendedGENERAL FUND Budget 6/23/15 July August September October November December January February March April May June BudgetRevenues Local Taxes $150,599,249 ($6,471,704) $144,127,545

Local TIRZ $8,305,832 $8,305,832

Local Other $1,025,000 $325,616 $46,704 $1,397,320

State $152,934,305 $11,908,372 $801,763 $165,644,440

State Other $0 $4,491 $46,072 $50,563

TRS On-Behalf $15,390,741 $15,390,741 Federal $45,000 $45,000

Total Revenues $328,300,127 $0 $5,436,668 $0 $0 $4,491 $325,616 $0 $46,704 $46,072 $801,763 $0 $0 $0 $334,961,441

Expenditures 11-Instruction $195,218,862 $2,690,843 $1,873,220 ($47,548) $3,036,227 ($53,788) $276,026 ($9,015) ($7,190) $14,596 $1,708,804 $204,701,037

12-Instructional Resources & Media Svcs. $3,194,173 $14,009 $19,894 ($2,283) $3,225,793

13-Curriculum Dev. & Instructional Staff Dev. $10,679,973 $607,500 $48,021 $39,050 $361,199 $25,833 $19,777 $890 $11,010 $17,222 $11,810,475

21-Instructional Leadership $3,282,923 $14,094 $46,536 ($20,309) $40,117 $1,750 ($600) $3,364,511

23-School Leadership $20,234,662 $104,034 $8,453 $39,499 $16,103 $2,884 $5,100 $10,075 ($4,497) $20,416,313

31-Guidance, Counseling & Evaluation Svcs. $15,322,006 $71,177 $38,953 ($7,410) $1,416 $12,000 $710 $8,000 $177 $15,447,029

32-Social Work Services $150,329 $393 $150,722

33-Health Services $3,271,985 $15,209 $45 $16,712 $8,535 $3,000 $400 $3,315,886

34-Student (Pupil) Transportation $9,645,896 $1,933,537 $31,533 $2,056,513 ($24,865) ($17,500) $13,625,114

36-Cocurricular / Extracurricular Activities $7,015,205 $384,000 $20,984 $163,681 ($3,090) $1,039 $13,350 $704 $6,984 $7,602,857

41-General Administration $8,349,896 $276,856 $29,518 $117,071 $14,570 ($12,114) $23,040 $100,058 $68,986 $8,967,881

51-Plant Maintenance & Operations $30,671,834 $8,719,562 $67,248 $2,086,964 ($186,169) ($188,720) ($11,545) ($48) $617 $1,887,646 $43,047,389

52-Security & Monitoring Svcs. $3,574,854 $192,586 $2,468 $817,296 $39,698 ($25,000) ($13,000) $480 ($9,017) ($969) $4,579,396

53-Data Processing Svcs. $5,099,294 $65,103 $11,651 $3,101,770 ($201,766) $263,571 $2,170 $46,704 $7,937 $2,247,189 $10,643,623

61-Community Svcs. $668,974 $2,689 $716 $672,379

71-Debt Service $0 $0

81-Facilities Acquisition & Construction $0 $2,400,000 $1,832,986 $185,500 ($25,000) $500,500 $2,177,451 $7,071,437

95-Payments to Juvenile Justice Prg. $111,800 $111,800

97-Payments to Tax Increment Fund $7,685,517 $7,685,517 99-Other Intergovernmental Charges $1,545,000 $1,545,000

Total Expenditures $325,723,183 $17,269,987 $2,306,248 $0 $13,736,017 ($193,111) $337,666 $20,000 $647,204 $46,072 $8,090,893 $0 $0 $0 $367,984,159Excess / (Deficiency) of Revenues Over / (Under) Expenditures $2,576,944 ($17,269,987) $3,130,420 $0 ($13,736,017) $197,602 ($12,050) ($20,000) ($600,500) $0 ($7,289,130) $0 $0 $0 ($33,022,718)

Other Financing Sources and Uses Other Resources (Transfer In) / Other Uses (Transfers Out) $0 $0

Net Other Financing Sources and Uses $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $006/30/15 Released Assignments Included Above $0 $17,269,987 $0 $0 $13,736,017 $0 $12,050 $20,000 $600,500 $0 $8,038,779 $0 $0 $0 $39,677,333Net Impact to Unassigned Fund Balance $2,576,944 $0 $3,130,420 $0 $0 $197,602 $0 $0 $0 $0 $749,649 $0 $0 $0 $6,654,61506/30/15 Unassigned General Fund Balance* $77,026,501 $77,026,501Current Unassigned General Fund Balance $79,603,445 $83,681,116Note: The District shall target a yearly unassigned general fund balance between 17% (60 days) and 25% (90 days) of total operating expenditures.

Humble I.S.D.2015-16 Budget Summary

March 8, 2016

Budgetary Amendments-A2.xls 3/4/201611:16 AM

Attachment 2Humble I.S.D.

2015-16 Budget SummaryMarch 8, 2016

Current Fund Balance Assignments/Nonspendable:Assigned-Encumbrances $10,663,282 ($10,663,282) $0

Assigned-Capital Expenditures-Campus Carryforwards $53,066 ($53,066) $0

Assigned-E-Rate $206,381 ($206,381) $0

Assigned-Facility Rental $65,653 ($65,653) $0

Assigned-Capital Expenditures $156,630 ($156,630) $0

Assigned-Technology $315,349 ($315,349) $0

Assigned-Insurance Deductibles - CE(REG.) - Tier 2 $500,000 $500,000

Assigned-Legal Services - CE(REG.) - Tier 2 $500,000 ($100,000) $400,000

Assigned-Special Education - CE(REG.) - Tier 2 $5,262,500 $5,262,500

Assigned-Contingency - CE(REG.) - Tier 2 $503,625 ($70,000) ($3,625) ($12,050) ($20,000) ($41,493) $356,457

Assigned-Emergency Preparedness - CE(REG.) - Tier 2 $4,000,000 $4,000,000

District-Wide One-Time Expenditures - CE(REG.) - Tier 3 $1,462,816 ($641,600) $821,216

Division Controllable & Capital Assets - CE(REG.) - Tier 3 $11,281,299 ($6,148,701) $5,132,598

Technology Controllable & Capital Assets - CE(REG.) - Tier 3 $9,212,757 ($1,765,092) ($3,775,000) $3,672,665

Portable Buildings - CE(REG.) - Tier 3 $4,602,971 ($2,400,000) ($149,932) $2,053,039

Buses - CE(REG.) - Tier 23 $3,253,039 ($1,200,000) $2,053,039

Safe & Secure Schools Contr. & Cap. Assets - CE(REG.) - Tier 3 $264,258 ($58,954) $205,304

Repairs & Maintenance - CE(REG.) - Tier 3 $9,132,598 ($4,000,000) ($500,500) ($4,122,286) $509,812

Assigned-Student Achievement-College/Career Ready (Goal #1) $952,809 ($707,500) ($145,309) ($100,000) $0

Assigned-Safe/Nurturing School Environment (Goal #2) $1,818,980 ($175,000) ($1,643,980) $0

Assigned-Retain Staff (Goal #3) $478 ($478) $0

Assigned-Accountability; Effective/Efficient Operations (Goal #5) $538,612 ($103,140) ($332,332) $103,140

Nonspendable-Inventories $307,120 $307,120Nonspendable-Prepaids $192,545 $192,545

Total Fund Balance Assignments $65,246,768 ($17,269,987) $0 $0 ($13,736,017) $0 ($12,050) ($20,000) ($600,500) $0 ($8,038,779) $0 $0 $0 $25,569,435Total General Fund Balance $144,850,213 ($17,269,987) $3,130,420 $0 ($13,736,017) $197,602 ($12,050) ($20,000) ($600,500) $0 ($7,289,130) $0 $0 $0 $109,250,551


Attachment 2Humble I.S.D.

2015-16 Budget SummaryMarch 8, 2016

Adopted Approved AmendedNATIONAL SCHOOL BREAKFAST AND LUNCH PROGRAM Budget 6/23/15 July August September October November December January February March April May June BudgetRevenues Local Revenue $8,784,394 $8,784,394

State $80,000 $80,000 Federal $8,148,833 $8,148,833

Total Revenues $17,013,227 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $17,013,227

Expenditures 35-Food Services $16,495,557 $236,891 $150,000 ($886) ($16,000) $16,865,562

51-Plant Maintenance & Operations $739,886 $2,060 $250,000 $991,946

52-Security & Monitoring Services $62,702 $62,702

53-Data Processing Svcs. $0 $886 $886 81-Facilities Acquisition/Construction $0 $281,297 $16,000 $297,297

Total Expenditures $17,298,145 $0 $0 $0 $520,248 $0 $0 $0 $400,000 $0 $0 $0 $0 $0 $18,218,393Excess / (Deficiency) of Revenues Over / (Under) Expenditures ($284,918) $0 $0 $0 ($520,248) $0 $0 $0 ($400,000) $0 $0 $0 $0 $0 ($1,205,166)

Other Financing Sources and Uses Other Resources (Transfer In) $0 $0 Other Uses (Transfers Out) $0 $0 $0

Net Other Financing Sources and Uses $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $006/30/15 Restricted Fund Balance $4,951,025 $4,951,025Current Restricted Fund Balance $4,666,107 $3,745,859Note: Federal guidelines restrict fund balance to no greater than the total of three months of operating expenditures (or approximately 25%).

Adopted Approved AmendedDEBT SERVICE FUND Budget 6/23/15 July August September October November December January February March April May June BudgetRevenues Local Taxes $47,535,708 ($1,490,195) $46,045,513

Local - TIRZ $9,984,601 $9,984,601

Local Other $10,000 $10,000 State $4,322,713 $4,322,713

Total Revenues $61,853,022 $0 $0 ($1,490,195) $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $60,362,827

Expenditures 71-Debt Service $59,139,059 ($3,700,000) $2,500 $55,441,559 97-Payments to Tax Increment Fund $2,299,084 $2,209,805 $4,508,889

Total Expenditures $61,438,143 $0 $0 ($1,490,195) $0 $2,500 $0 $0 $0 $0 $0 $0 $0 $0 $59,950,448Excess / (Deficiency) of Revenues Over / (Under) Expenditures $414,879 $0 $0 $0 $0 ($2,500) $0 $0 $0 $0 $0 $0 $0 $0 $412,379

Other Financing Sources and Uses Other Resources (Transfer In) $0 $0

Sale of Bonds $0 $0

Premium/Discount-Bonds $0 $0

Prepaid Interest $0 $0 Other Uses (Transfers Out) $0 $0

Net Other Financing Sources and Uses $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $006/30/15 Restricted Fund Balance $46,538,962 $46,538,962Current Restricted Fund Balance $46,953,841 $46,951,341Note: The District shall target a yearly minimum restricted fund balance of 25% of annual debt service requirements on all outstanding debt issuance.


1




Information/ Discussion Item




Information: Financial Services Reports

Board Policy/State Regulation/Law Reference (If Applicable): Texas Property Tax Code, Section 31.10 and the Texas Education Code, Section 44.007(d) Overview: Section 31.10 of the Texas Property Tax Code requires the Tax Collector for a taxing unit to prepare and submit to the governing body a written report accounting for all taxes collected for the unit during the preceding month. In accordance with the Tax Code, the attached Tax Collection Report as of February 29, 2016 has been provided for information. The Cash and Investment Reports, Schedule of Revenues and Expenditures and Construction in Progress Summary Report as of February 29, 2016 are included in the accompanying attachments in accordance with the Texas Education Code, Section 44.007(d). The listing of checks issued for the month of February is on file in the Accounts Payable Department. Attachments: Tax Collection Report – Attachment 1 Cash & Investment Reports – Attachment 2 Schedule of Revenues & Expenditures Report – Attachment 3 Construction in Progress Summary Report – Attachment 4 Department(s) Submitting Form: Treasury and Property Tax Administration Department; Accounting and Financial Reporting Department; and Budget Department Division Approval: Mike Seale Date Submitted: March 3, 2016


Humble I.S.D.

Tax Collection Report

2-29-16

Maintenance & Operations Interest & Sinking Total Collections

Current Month Year To Date Current Month Year To Date Current Month Year To Date

Current Year Taxes 18,760,011.53$ 151,336,492.33$ 5,611,967.23$ 45,271,589.16$ 24,371,978.76$ 196,608,081.49$

Prior Year Taxes 106,463.88 1,998,963.20 29,954.13 593,186.24 136,418.01 2,592,149.44

Penalties & Interest 151,135.08 620,213.79 41,892.27 175,331.96 193,027.35 795,545.75

Tax Certificates / Ret. Item Fees 266.38 1,481.51 - 266.38 1,481.51

Total Tax Collections 19,017,876.87 153,957,150.83 5,683,813.63 46,040,107.36 24,701,690.50 199,997,258.19

Attorney Fees 29,606.89 419,394.11 29,606.89 419,394.11

Rendition Penalties 23,015.92 60,928.60 23,015.92 60,928.60

Overpayments 336,408.45 1,517,508.65 336,408.45 1,517,508.65 Mobile Home Escrow 527.59 2,602.88 527.59 2,602.88

Total Collections 19,407,435.72 155,957,585.07 5,683,813.63 46,040,107.36 25,091,249.35 201,997,692.43

Refunds Due to Roll Corrections (86,148.40) (863,517.73) (25,770.87) (257,917.49) (111,919.27) (1,121,435.22)

Refunds Due to Overpayments (1) (87,563.84) (246,179.80) (87,563.84) (246,179.80)

Returned Checks (266,269.43) (468,149.10) (59,729.55) (114,115.64) (325,998.98) (582,264.74) Attorney Fees (29,606.89) (419,394.11) (29,606.89) (419,394.11)

Net Collections 18,937,847.16$ 153,960,344.33$ 5,598,313.21$ 45,668,074.23$ 24,536,160.37$ 199,628,418.56$

Current Taxes Final Prior Year Taxes

Tax Year 2015 Tax Year 2014 Tax Year 2014 As of 2-29-16 As of 2-28-15

Total Appraised Value as of Certification Date 14,541,651,920$ 13,147,516,932$ 13,147,516,932$ -$ -$

Certified Taxable Value 12,357,909,235 11,405,544,635 11,405,544,635

Year To Date Supplementals 1,590,568,095 1,428,253,798 1,457,946,424

Year To Date Corrections (30,074,922) (19,016,704) (43,665,171)

Year To Date Adjustments (Timber) 8,137,969 8,506,637 8,506,637

Adjusted Taxable Value (3) 13,926,540,377 12,823,288,366 12,828,332,525

Tax Rate 1.52 1.52 1.52

Beginning Tax Levy 187,840,220 173,364,278 173,364,278 6,847,543 6,810,678

Adjust Delinquent Taxes Due to Statute of Limitations (245,234) (250,380)

Adjusted Delinquent Tax Roll 6,602,309 6,560,298

Year-To-Date Adjustments 23,843,193 21,549,705 21,626,376

Adjusted Tax Levy 211,683,414 194,913,983 194,990,654 6,602,309 6,560,298

Levy Lost Due to Frozen Accounts (6,660,236) (4,683,864) (4,687,855)

Current Levy 205,023,178 190,230,019 190,302,799

Net Collections (2) 196,128,248.37$ 181,030,752.25$ 187,270,903.44$ 2,547,204.34$ 2,272,317.52$

% Collected 95.66% 95.16% 98.41% 38.58% 34.64%

(1) Overpayments/double payments by taxpayers or mortgage companies.

(2) Net collections equal current collections minus refunds and returned checks.

(3) Amount does not include estimated uncertified value of $55,684,428.

Ratio of Actual ToOriginal Amended Actual Amounts Amended Budget

REVENUES:General Fund RevenueLocal Taxes 158,905,081$ 152,433,377$ 152,884,043$ Local Other 1,025,000 1,397,320 1,742,891 State 152,934,305 164,893,240 78,253,220 TRS-On-Behalf 15,390,741 15,390,741 8,465,756 Federal 45,000 45,000 3,743,288

Total Revenue 328,300,127 334,159,678 245,089,198 73%

EXPENDITURES:Current:Undistributed - - - Instruction 195,218,862 202,992,233 101,109,042 50%Instructional Resources & Media Services 3,194,173 3,225,793 1,540,336 48%Curriculum and Staff Development 10,679,973 11,793,253 6,590,203 56%Instructional Leadership 3,282,923 3,365,111 2,049,560 61%School Leadership 20,234,662 20,420,810 11,951,030 59%Guidance, Counseling & Evaluation Services 15,322,006 15,446,852 8,489,944 55%Social Work Services 150,329 150,722 46,838 31%Health Services 3,271,985 3,315,886 1,773,005 53%Student (Pupil) Transportation 9,645,896 13,642,614 7,247,743 53%Cocurricular/Extracurricular Activities 7,015,205 7,595,873 3,972,513 52%General Administration 8,349,896 8,898,895 5,149,821 58%Plant Maintenance and Operations 30,671,834 41,159,743 19,698,141 48%Security and Monitoring Services 3,574,854 4,580,365 2,870,528 63%Data Processing Services 5,099,294 8,396,434 5,343,413 64%Community Services 668,974 672,379 336,687 50%Debt Service - - - Facilities Acquisition/Construction - 4,893,986 1,273,842 26%Payments to Juvenile Justice Alt. Ed. Prg. 111,800 111,800 92,325 83%Payments to Tax Increment Fund 7,685,517 7,685,517 - Other Intergov Charges 1,545,000 1,545,000 777,129 50%

Total Expenditures 325,723,183 359,893,266 180,312,100 50%

Excess (Deficiency) of Revenues Over (Under) Expenditures 2,576,944 (25,733,588) 64,777,098

Transfers In/ Other Resources - - 72,360 Transfers Out/Other Uses - - -

NET CHANGE in FUND BALANCE as of 02/29/2016 2,576,944$ (25,733,588)$ 64,849,458$

6/30/2015 Unassigned Fund Balance 77,026,501

6/30/2015 Released Assignments 31,638,554

Unassigned General Fund Balance as of 02/29/2016 82,931,467 General Fund Balance as a % of Total Budgeted Expenditures 23%

Current Fund Balance Assignments: Assigned - Encumbrances - Assigned - Capital Expenditures-Campus Carryforwards - Assigned - E-Rate - Assigned - Facility Rental - Assigned - Capital Expenditures - Assigned - Technology - Assigned - Insurance Deductibles 500,000 Assigned - Legal Services 400,000 Assigned - Special Education 5,262,500 Assigned - Contingency 397,950 Assigned - Emergency Preparedness (Hurricane, Fire, etc.) 4,000,000 Assigned - District-Wide One-Time Expenditures 821,216 Assigned - Division Controllable & Capital Assets 5,132,598 Assigned - Techology Controllable & Capital Assets 7,447,665 Assigned - Portable Buildings 2,053,039 Assigned - Buses 2,053,039 Assigned - Safe & Secure Schools Controllable & Capital Assets 205,304 Assigned - Repairs & Maintenance 4,632,098 Assigned - Student Achievement-College/Career Ready (Goal #1) 100,000 Assigned - Safe/Nurturing School Environment (Goal #2) - Assigned - Retain Staff (Goal #3) - Assigned - Accountability; Effective/Efficient Operations (Goal #5) 103,140 Total Fund Balance Assignments 33,108,549

Nonspendable Fund Balance (Inventories and Prepaids) 499,665

Total General Fund Balance as of 02/29/2016 116,539,681$

Humble Independent School DistrictSchedule of Revenues and Expenditures

Budget and Actual - General Fund

Budgeted Amounts

As of February 29, 2016

Page 1

Amended Budget to Actual Ratio of Actual toBudget Actual Variance Amended Budget

BUDGETED FUNDS: In Dollars

Nat'l School Breakfast and Lunch Program Revenue:Local 8,784,394$ 5,648,106$ (3,136,288)$ State 80,000 - (80,000) Federal 8,148,833 3,368,767 (4,780,066)

Total 17,013,227 9,016,873 (7,996,354) 53%

Nat'l School Breakfast and Lunch Program Expenditures 18,218,393 9,939,917 8,278,476 55%

Transfers In/Other Resources - - - Transfers Out/Other Uses - - -

Net CHANGE in Fund Balance (1,205,166)$ (923,044)$ 282,122$

6/30/2015 Restricted Fund Balance 4,777,669 6/30/2015 Nonspendable Fund Balance 173,356

Debt Service Fund Revenue:Local Taxes 46,045,513$ 45,750,453$ (295,060)$ Local TIRZ 9,984,601 - (9,984,601) Local Other 10,000 46,164 36,164 State 4,322,713 8,181,118 3,858,405

Total 60,362,827 53,977,735 (6,385,092) 89%

Debt Service Fund Expenditures 59,950,448 48,341,298 11,609,150 81%

Transfers In (Interest)/Other Resources (Bond Sale) - 89,060 89,060 Transfers Out/Other Uses (Bond Sale) - - -

Net CHANGE in Fund Balance 412,379$ 5,725,497$ 5,313,118$

6/30/2015 Restricted Fund Balance 46,538,962

Total Debt Service Fund Balance as of 02/29/2016 46,951,341$


As of February 29, 2016

Total Nat'l School Breakfast and Lunch Program Fund Balance as of 02/29/2016

3,745,859$

Budget and Actual - Other

Page 2

Ratio of Actual ToOriginal Amended Actual Amounts Amended Budget

PROJECTS (Function 81):

New Campus Construction Elementary No. 28 29,163,389$ 29,163,389$ 695,760$ 2% Middle School No. 9 50,149,800 50,149,800 642,371 1% Land Acquistion Elementary No. 28 2,825,540 2,825,540 2,074,941 73% Elementary No. 29 3,050,000 3,050,000 6,682 0% Elementary No. 30 2,990,880 2,990,880 2,045,253 68% Middle School No. 9 5,451,080 5,451,080 4,113,725 75% High School No. 7 11,815,650 11,815,650 10,204,116 86% Program Contingency 553,661 553,661 - 0%

Total Expenditures 106,000,000$ 106,000,000$ 19,782,847$ 19%


Budget and Actual - Capital Projects FundAs of February 29, 2016

Budgeted Amounts

Page 3

Total Remaining Authorization/ 2010 2011 2012 2013 2014 2015 2016 Expenditures Budget

Fund Budget Expenditures Expenditures Expenditures Expenditures Expenditures Expenditures Expenditures To Date Encumbrances Balance2008 - $244,920,000

Capital Projects:Phase 1 - 631 64,000,000.00$ 29,163,247$ 10,980,649$ 15,443,230$ 8,412,874$ -$ -$ -$ 64,000,000$ -$ -$ Phase 2 - 632 25,000,000 - - 67,125 18,608,719 6,301,729 22,427 - 25,000,000 - - Phase 3 - 633 106,000,000 8,256,204 11,526,643 19,782,847 24,868,379 61,348,774

Total 2008 195,000,000$ 29,163,247$ 10,980,649$ 15,510,355$ 27,021,593$ 6,301,729$ 8,278,631$ 11,526,643$ 108,782,847$ 24,868,379$ 61,348,774$

NOTES:1) The total authorization for the 2002 bond program was $229,984,624. These funds were 100% expended as of 6-30-2009.2) The total authorization for the 2005 bond program was $342,030,000. These funds were 100% expended as of 6-30-2013.

Humble Independent School DistrictConstruction in Progress Summary Report

as of February 29, 2016

1




Action Item




Title: Atascocita High Storm Detention Deductive Change Order and Final Payment

Recommended Action: The Superintendent recommends that the Board of Trustees approve the deductive change order for Kellogg Brown and Root (KBR) from $199,973.00 to $133,315.00 and to approve payment of the final invoice of $9,831.68. Board Policy/State Regulation/Law Reference (If Applicable): CV (Local) Overview: On February 11, 2014 the district entered into a job order contract with KBR for modifications to the Atascocita High School storm detention system for $199,973.00. Due to the discovery of a water table in the third pond of the detention system the District determined that the work previously assigned to KBR needs to be redesigned and engineered. On March 6, 2015 Humble ISD terminated the District’s agreement to have KBR perform any further storm detention system work at Atascocita High School. It was agreed that the contract sum should be reduced by 33%, bringing the contract amount to $133,315.00. The final payment remaining is $9,831.68. On February 3, 2016 the district’s internal auditor reviewed the project in its entirety, and the internal audit report concurs with the request for release of the final payment to KBR in the amount of $9,831.68. Fiscal Impact: Funding for these expenditures will be provided through the General Operating Fund designated for the Maintenance Department.


2

Attachments: Attachment 1 – Termination Notice to KBR Attachment 2 – Letter of Audit Attachment 3 – Approved Final Pay Application Department Submitting Form: Facility Planning, Construction, Maintenance & Operations Division Approval: Dr. Roger Brown Date Submitted: February 12, 2016

1




Action Item




Title: Fall Creek Elementary Temporary Classroom Building Close-Out and Final Payment Recommended Action: The Superintendent recommends that the Board of Trustees approve the Close-out and Final Payment of $37,789.63 to Kellogg Brown and Root (KBR). Board Policy/State Regulation/Law Reference (If Applicable): CV (Local) Overview: On May 21, 2015 the District entered into a job order contract with KBR for the installation of one temporary classroom building at Fall Creek Elementary School in the amount of $137,049.00. This project was substantially completed, and the one-year construction warranty began on August 21, 2015. The final invoice is for $37,789.63, bringing the project total to $126,580.00. On February 3, 2016 the district’s internal auditor reviewed the project in its entirety, and the internal audit report concurs with the request for release of the final payment to KBR in the amount of $37,789.63. Fiscal Impact: Funding for this project will be provided through the General Operating Fund designated for the Maintenance Department. Attachments: Attachment 1 – Letter of Audit Attachment 2 – Approved Final Pay Application Department Submitting Form: Facility Planning, Construction, Maintenance & Operations Division Approval: Dr. Roger Brown Date Submitted: February 12, 2016


1




Action Item




Title: Atascocita High School Temporary Building Close-Out and Final Payment

Recommended Action: The Superintendent recommends that the Board of Trustees approve the final payment of $44,036.64 to Kellogg Brown and Root (KBR). Board Policy/State Regulation/Law Reference (If Applicable): CV (Local) Overview: On June 3, 2015 the District entered into a job order contract with KBR for the installation of four temporary classroom buildings at Atascocita High School in the amount of $193,486.00. This project was substantially completed, and the one-year construction warranty began on August 21, 2015. The final invoice is for $44,036.64, bringing the project total to $183,486.00. On February 3, 2016 the district’s internal auditor reviewed the project in its entirety, and the internal audit report concurs with the request for release of the final payment to KBR in the amount of $44,036.64. Fiscal Impact: Funding for this project will be provided through the General Operating Fund designated for the Maintenance Department. Attachments: Attachment 1 – Letter of Audit Attachment 2 – Approved Final Pay Application Department Submitting Form: Facility Planning, Construction, Maintenance & Operations Division Approval: Dr. Roger Brown Date Submitted: February 12, 2016


1




Action Item




Title: Prevailing Wage Rates

Recommended Action: The Superintendent recommends that the Board of Trustees approve the new Prevailing Wage Rate schedule for future construction projects. Board Policy/State Regulation/Law Reference(if Applicable): Board Policy CV(LOCAL) The attached Prevailing Wage Rate schedule for school construction was compiled by PBK Architects and made available for use by all school districts in the Gulf Coast region. This schedule was prepared in accordance with Chapter 2258 of the Texas Government Code. The wages shown will remain applicable for a period of three (3) years from the date of the survey. The effective period is March 2, 2016 through March 1, 2019. On school construction projects, the law states that workers shall not be paid less than the minimum hourly rates as approved by Humble ISD. The payment of more than the stated rate, however, is not prohibited. Approving this prevailing rate schedule will bring Humble ISD into compliance with applicable state law on construction projects within the effective dates. Fiscal Impact: Any increases as a result of the new prevailing wage rates will be reflected within the construction projects. Attachments: Prevailing Wage Rate Determination Information – Attachment 1 Prevailing Wage Rates – Attachment 2 Classification Sheet – Attachment 3 Department(s) Submitting Form: Support Services Division Division Approval: Roger Brown, Assistant Superintendent for Support Services Date Submitted: February 12, 2016


1




Action Item




Title: Goods, Professional Services, and Non-Construction Services Exceeding $50,000 in the Aggregate or $25,000 Individually Recommended Action: The Superintendent recommends that the Board of Trustees approve the listing of vendors and related estimated total annual costs for contract awards and renewals from which the District will purchase goods, professional services and/or non-construction services that are estimated to exceed $50,000 in the aggregate or $25,000 individually for the 2015-16 fiscal year and Erate contracts for the 2016-17 fiscal year. Board Policy/State Regulation/Law Reference (If Applicable): Board Policy CH(LOCAL) Overview: In accordance with Board Policy CH (LOCAL), the Board shall approve all District contracts for purchases of goods and/or services that aggregate to a value of $50,000 or higher in a fiscal year and any single item purchased at a value of $25,000 or greater before a transaction may take place. By approving the vendors included within this agenda item, the Board of Trustees will authorize the Superintendent and Administration to negotiate and execute those contracts and agreements necessary to provide the goods and/or services to the District without the need to return to the Board for any further authorization or approval. Fiscal Impact Statement: Funding will be provided within the established budgets for the 2015-16 fiscal year. Funding for Erate contracts will be provided within the established continuation budgets for 2016-17 for Technology Services. Attachments: Listing of Goods, Professional Services and Non-Construction Services Exceeding $50,000 in the Aggregate or $25,000 Individually Department Submitting Form: Purchasing Department Division Approval: Tommy Price, Mike Seale, Roger Brown Date Submitted: February 26, 2016


Listing of Goods, Professional Services and Non-Construction Services Exceeding $50,000 in the Aggregate and/or $25,000 Individually*

Vendor Name Type of Purchase Commitment Period Purchasing Method Budgetary Code(s)Requesting

Campus/DepartmentEstimated TotalAnnual Cost

Contract Awards: 2015 16

A & J Automotive Services, Inc.District Fleet Repair

ServicesJune 30, 2016 RFP # 2016 018 Various Departmental Budgets District wide $10,000

A. J.'s Small Engine RepairDistrict Fleet Repair

Services June 30, 2016 RFP # 2016 018199 51 6299 00 836 99 0000 836199 51 6316 00 836 99 0000 836199 51 6299 00 906 99 0000 906

AthleticsMaintenance and

Operations

$20,000

Allens Radiator Cooling SystemSpecialist

District Fleet RepairServices June 30, 2016 RFP # 2016 018

199 51 6244 00 910 99 0000 910;199 34 6244 00 915 99 0000 915

Maintenance andOperations

Transportation$30,000

Beasley Tire Service


199 11 6299 00 871 22 0000 871 ;199 51 6299 00 836 99 0000 836199 51 6316 00 836 99 0000 836;199 51 6244 00 910 99 0000 910

Career and TechAthletics


$35,000

Beckwith's Car CareDistrict Fleet Repair

ServicesJune 30, 2016 RFP # 2016 018 199 51 6244 00 910 99 0000 910


$8,000

Brookside Equipment SalesDistrict Fleet Repair

Services June 30, 2016 RFP # 2016 018199 51 6299 00 836 99 0000 836;199 51 6316 00 836 99 0000 836;199 51 6245 00 910 99 0000 910;


Operations

$15,000

Cart LeasingDistrict Fleet Repair


Diamond AutomotiveDistrict Fleet Repair

ServicesJune 30, 2016 RFP # 2016 018

199 51 6244 00 910 99 0000 910;199 34 6244 00 915 99 0000 915

Maint and Ops;Transportation

$70,000

Express Automotive Group, Inc.District Fleet Repair

Services June 30, 2016 RFP # 2016 018199 11 6299 00 871 22 0000 871;199 51 6244 00 910 99 0000 910;199 34 6244 00 915 99 0000 915

Career and TechMaint & Ops;Transportation

$75,000

Ferguson Truck CenterDistrict Fleet Repair

ServicesJune 30, 2016 RFP # 2016 018 199 34 6244 00 915 99 0000 915 Transportation $10,000

International Truck of HoustonDistrict Fleet Repair


Lansdowne MoodyDistrict Fleet Repair



Operations$18,000

Longhorn Bus SalesDistrict Fleet Repair


Mac Haik DCJRDistrict Fleet Repair


Maloy Vinyl RepairDistrict Fleet Repair


National Guaranteed VinylDistrict Fleet Repair


OTR Fleet ServicesDistrict Fleet Repair


Reliable Transmission ServicesDistrict Fleet Repair


Robbins ChevroletDistrict Fleet Repair

Services June 30, 2016 RFP # 2016 018199 51 6244 00 910 99 0000 910;199 34 6244 00 915 99 0000 915


Transportation$40,000

Shrader's Automotive ServiceCenter

District Fleet RepairServices

June 30, 2016 RFP # 2016 018 Various Departmental Budgets District wide $10,000

SOS Collision IncDistrict Fleet Repair


Southern Tire Mart


199 51 6299 00 836 99 0000 836;199 51 6316 00 836 99 0000 836;199 51 6244 00 910 99 0000 910;199 34 6244 00 915 99 0000 915


OperationsTransportation

$55,000

Thermo KingDistrict Fleet Repair

ServicesJune 30, 2016 RFP # 2016 018

240 35 6319 00 990 99 0000 990;199 34 6244 00 915 99 0000 915

CNS;Transportation

$55,000

Trinity Valley Tractors, Inc.District Fleet Repair



Operations$20,000

Listing of Goods, Professional Services and Non-Construction Services Exceeding $50,000 in the Aggregate and/or $25,000 Individually*

Contract Awards: 2016 17

Netsync Network Solutions Erate Provide the District withthe infrastructure tosupport 10 Gbpsbandwidth between allDistrict buildings

1 Year Hardware5 Years Managed Service

RPF# 2017 011 199 53 6299 65 727 99 0000 727 ISC/Technology Services $3,552,650($28,000 per year)

Included in above total

Contract Renewals: 2015 16

Contract Renewals: 2016 17

CenturyLink Erate TelecommunicationServices and T1 Circuits

2 Years RFP# 2017 009 199 51 6256 00 975 99 0000 975 ISC/Technology Services $336,000

AT&T Erate TelecommunicationServices, Long DistanceServices and T1 Circuits

1 Year Tex AN NG DIR Cooperative 199 51 6256 00 975 99 0000 975 ISC/Technology Services $35,000

Phonoscope Lightwave Inc. Erate Supply internet access tothe District atbandwidths of 3 Gbps –

3 Years RPF# 2017 010 199 53 6299 65 727 99 0000 727 ISC/Technology Services $86,400

Revised Annual Estimates for 2015 16:

Vendor NameRequesting

Campus/Department Type of Purchase Budgetary Code(s) Most Recent Board Approved Estimate Estimated IncreaseRevised Total Annual

CostNWN Corporation Choice PartnersContract

ISC/Technology Services Change of service for theDistrict Wireless Project

199 53 6299 65 727 99 0000 727 $1,305,280 $80,000 $1,385,280

Lisle Violin Shop RFP#2015 001 Arts Education orchestra instrumentpurchase

199 11 6xxx 00 xxx 11 0034 831 $100,000 $100,000 $200,000

Lisle Violin Shop RFP#2015 001 Arts Education orchestra instrument repair 199 11 6249 00 xxx 11 0034 831 $100,000 $100,000 $200,000

Swicegood Music RFP# 2015 001 Arts Education band instrument purchase 199 11 6xxx 00 xxx 11 0004 831 $150,000 $200,000 $350,000

Swicegood Music RFP# 2015 001 Arts Education band instrument repair 199 11 6249 00 xxx 11 0004 831 $150,000 $200,000 $350,000

Music and Arts RFP# 2015 001 Arts Education band instrument purchase 199 11 6xxx 00 xxx 11 0004 831 $60,000 $200,000 $260,000

Music and Arts RFP# 2015 001 Arts Education band instrument repair 199 11 6249 00 xxx 11 0004 831 $60,000 $100,000 $160,000Kommercial Kitchens; BuyBoard#42913

Child Nutrition Three replacement warmersfor Lakeland, Foster andMaplebrook and threesteamers

240 35 6639 xx 990 99 0000 990

$88,500 $20,538 $109,038

* Actual budgetary codes and any applicable budgetary amendments have been provided to the Budget Department

1




Action Item

Agenda Placement Governance Human Resources Department Superintendent’s Division Support Services Division Learning Division District-Wide Financial Services Division Board



Title: Leadership Profile Report

Recommended Action: It is recommended that the Board of Trustees approve the Leadership Profile Report as presented by Hazard, Young, Attea and Associates. Board Policy/State Regulation/Law Reference (If Applicable): Texas Education Code, Chapter 11, Subchapter C, Section 11.1513 (a) (1) The board employs and evaluates the superintendent On January 12, 2016, the Board approved Hazard, Young, Attea and Associates (HYA) to conduct a search for the new Humble ISD Superintendent as Dr. Sconzo is retiring December 31, 2016. February 17-19, 2016 HYA came into the District and held 29 individual or group meetings to gain in-sight as to the Leadership Profile employees/public/parents/students want to see in their next superintendent. Tonight’s report reflects the information gathered during these meetings. Fiscal Impact: N/A Attachments: Leadership Profile Report Department(s) Submitting Form: Board of Trustees Division Approval: Robert Sitton, Board President Date Submitted: March 2, 2016


Leadership Profile Report Humble Independent School District Hazard, Young, Attea & Associates

1

HUMBLE INDEPENDENT SCHOOL DISTRICT

LEADERSHIP PROFILE REPORT MARCH 8, 2016

EXECUTIVE SUMMARY This report summarizes the findings of the Leadership Profile Assessment conducted by Hazard, Young, Attea & Associates1 for the Humble Independent School District2 Board of Trustees3 as one of the initial steps in its search for a new Superintendent. The data contained herein were obtained from a meeting with the Board on January 19, 2016, individual interviews with seven Board members and meetings with individuals/groups identified by the Board in interview, focus group or community input settings on February15, 17, 18 19, and 22, 2016 and an on-line survey which was provided via the District website from January 19, 2016 through February 22, 2016. The meetings, interviews, focus groups, and survey were structured to gather data to assist the Board in determining the primary characteristics it might seek in its next Superintendent. Through this process, the consultants attempted to identify the personal and professional characteristics desired in the superintendent, as well as the skill sets necessary to build upon what constituent groups valued, while addressing current and emerging issues which the District might be facing. Between 171 and 2,606 individuals provided input during the process, as reflected in the following chart. It should be noted that the seven Board members completed the survey and seven participated in individual interviews. The number of respondents from the other groups that participated in both phases of the process is unknown. (We don’t have a way to determine if some who took the survey also participated in a discussion group.)

Group Personal interviews, focus groups, etc.

Survey

Board 7 7 Administrators 57 174 Support Staff 13 250 Community 49 141 Parents 10 1305 Faculty 35 729 Total 171 2606

1 Referenced in this Report as HYA. 2 Referenced in this Report as HISD or District. 3 Referenced in this Report as Board.


2

INTRODUCTION This report presents the findings of the Leadership Profile Assessment conducted personally by Hazard, Young, Attea & Associates on February15, 17, 18 19, and 22, 2016 and an on-line survey which was provided via the District website from January 19, 2016 through February 22, 2016, to assist the Board in clarifying the criteria it would seek in the new superintendent of the Humble ISD. The data contained herein were obtained from input the HYA consultants received when they met with individuals and groups in individual interviews, focus groups or open forum settings and from the results of the online survey completed by stakeholders. The survey, interviews, focus groups and open forums were structured to gather input to assist the Board in determining characteristics that it should seek as it employs a new superintendent to serve the District. It is anticipated that this data also will be useful to candidates interested in the Humble ISD superintendency, as well as to the new superintendent, once he/she is selected for the position.

Participation The responses provided through the interviews, focus groups, open forums and survey are listed in two places, under Consistent Themes, which can be found beginning on page 7 and under Comments from Interviews, Focus Groups and Open Forums, which begin on page 14. We have included a rough draft of a possible leadership profile on page 13. The data contained in this report were gathered from Board-identified or self-selected stakeholder respondents as outlined on page 1 of this report. Therefore, it should be emphasized that the data are not a purely scientific sampling. However, in almost all cases the data were prioritized by the members of the groups in which they were gathered. In addition, prior to drawing any conclusions about consistent themes or recurring ideas, the consultants tabulated the occurrence of the indicators or Strengths, Challenges and Leadership Characteristics within and among the six reference groups chosen to participate in this study. So, it can be safely said that although the sample might not be scientific, there is certainly a rigorous method for bringing these conclusions to your attention and consideration, when selecting the profile for the next Superintendent of Schools for Humble ISD. Items are included from the interviews, focus groups and/or survey if, in the consultants’ judgment, they were repeated with sufficient frequency thus indicating a pattern and/or warrant the Board’s attention. The consultants would like to thank all the participants, who participated in the interviews, focus groups and open forums or who completed the online survey, for their insights and candor. A note of thanks to all staff members who assisted in facilitating our time in the District, with special thanks to Peggy Young, Dr. Guy Sconzo and Jamie Mount and their respective staffs for their extra efforts in making the necessary arrangements for our meetings and follow-up in the District. Respectfully submitted, Peter Flynn Rick Berry Nola Wellman


3

Humble Independent School District Online Superintendent Profile Survey Results

The Superintendent Profile survey was completed by 2,606 stakeholders. About half of respondents were parents (50 percent). Twenty-eight percent were teachers, and another 10 percent were support staff. The rest were administrators, community members, and Board members.

Stakeholder Group Frequency Percent Administrator 174 6.7 Board Member 7 .3 Community Member 141 5.4 Parent with Children in the Humble ISD 1305 50.1 Support Staff 250 9.6 Teacher 729 28.0 Total 2606 100.0

Percentages may not add to one hundred percent due to rounding The top-rated characteristics respondents selected for a superintendent were:

Listen to and effectively represent the interests and concerns of students, staff, parents, and community members. (CE)

Foster a positive professional climate of mutual trust and respect among faculty, staff, and administrators. (CC)

Recruit, employ, evaluate, and retain effective personnel throughout the District and its schools. (M) Have a clear vision of what is required to provide exemplary educational services and implement effective

change. (VV)

The top rated characteristics Board Trustees selected for a superintendent were Top Five

Have a clear vision of what is required to provide exemplary educational services and implement effective change. (VV)

Effectively plan and manage the long-term financial health of the District. (M) Align budgets, long-range plans, and operational procedures with the District’s vision, mission, and goals.

(M) Communicate effectively with a variety of audiences and in a variety of ways. (CC) Encourage a sense of shared responsibility among all stakeholders regarding success in student learning.

(IL)

Percentages of respondents overall who selected each item, as well as percentages by stakeholder group, are given in the tables on the following pages. Benchmark results from over one hundred and twenty comparable districts, incorporating the ranking of over sixty thousand stakeholders, are also provided in the table to allow for a comparison of results to national norms.


4

In addition, differences were examined for statistical and practical significance to determine whether the mean scores by stakeholder group differed. Results indicate that, for many items, the various stakeholders were in agreement. On the other hand, there were several items that certain stakeholders valued more than others. Parents were significantly more likely than support staff and parents to choose the Vision & Values item

“Have a clear vision of what is required to provide exemplary educational services and implement effective change.”

Administrators were significantly more likely than parents and support staff to choose the Vision & Values item “Act in accordance with the District’s mission, vision, and core beliefs.”

Parents were significantly more likely than teachers to choose the Vision & Values item “Promote high expectations for all students and personnel.”

Parents and teachers were significantly more likely than administrators, community members, and support staff to choose the Instructional Leadership item “Hold a deep understanding of the teaching/learning process and of the importance of educational technology.”

Community members and parents were significantly more likely than administrators, support staff, and teachers to choose the Instructional Leadership item “Increase academic performance and accountability at all levels and for all its students, including special needs populations.”

Administrators were significantly more likely than parents and support staff to choose the Instructional Leadership item “Encourage a sense of shared responsibility among all stakeholders regarding success in student learning.”

Teachers were significantly more likely than parents to choose the Community Engagement item “Be visible throughout the District and actively engaged in community life.”

Parents, support staff, and teachers were significantly more likely than administrators to choose the Community Engagement item “Listen to and effectively represent the interests and concerns of students, staff, parents, and community members.”

Administrators and teachers were significantly more likely than parents to choose the Community Engagement item “Maintain positive and collaborative working relationships with the school board and its members.”

Administrators and teachers were significantly more likely than parents to choose the Community Engagement item “Develop strong relationships with constituents, local government, area businesses, media, and community partners.”

Administrators and teachers were significantly more likely than parents to choose the Communication & Collaboration item “Communicate effectively with a variety of audiences and in a variety of ways.”

Administrators, support staff, and teachers were significantly more likely than community members and parents to choose the Communication & Collaboration item “Foster a positive professional climate of mutual trust and respect among faculty, staff, and administrators.”

Administrators, support staff, and teachers were significantly more likely than community members and parents to choose the Communication & Collaboration item “Lead in an encouraging, participatory, and team-focused manner.”

Administrators and teachers were significantly more likely than parents to choose the Communication & Collaboration item “Involve appropriate stakeholders in the decision-making process.”

Support staff were significantly more likely than administrators, parents, and teachers to choose the Management item “Be an effective manager of the District’s day-to-day operations.”

Support staff were significantly more likely than parents to choose the Management item “Effectively plan and manage the long-term financial health of the District.”

Parents were significantly more likely than teachers to choose the Management item “Recruit, employ, evaluate, and retain effective personnel throughout the District and its schools.”

Parents were significantly more likely than administrators, support staff, and teachers to choose the Management item “Guide the operation and maintenance of school facilities to ensure secure, safe, and clean school environments that support learning.”


5

Percentage of Respondents Who Selected Each Item (By Subgroups)

Number indicates rank order by overall results

National HYA

Benchmark

ALL (2,606)

Admin. (174)

Board Member

(7)

Comm. Member

(141)

Parent (1,305)

S.S. (250)

Teacher (729)

1 Listen to and effectively represent

the interests and concerns of students, staff, parents, and

community members.

45% 55% 37% 14% 49% 58% 60% 53%

2 Foster a positive professional

climate of mutual trust and respect among faculty, staff, and

administrators.

40% 45% 60% 29% 45% 34% 53% 60%

3 Recruit, employ, evaluate, and

retain effective personnel throughout the District and its

schools.

33% 43% 36% 14% 42% 47% 40% 39%

4 Have a clear vision of what is required to provide exemplary

educational services and implement effective change.

39% 40% 40% 57% 36% 44% 31% 36%

5 Hold a deep understanding of the

teaching/learning process and of the importance of educational

technology.

35% 39% 21% 29% 26% 41% 32% 44%

6 Effectively plan and manage the long-term financial health of the

District. 30% 39% 34% 57% 35% 36% 48% 42%

7 Identify, confront, and resolve issues and concerns in a timely

manner. 31% 39% 30% 29% 38% 42% 32% 38%

8 Promote high expectations for all students and personnel.

34% 37% 37% 43% 41% 41% 34% 30%

9 Be visible throughout the District

and actively engaged in community life.

33% 36% 40% 43% 39% 33% 38% 41%

10 Strive for continuous improvement in all areas of the District.

31% 33% 41% 43% 28% 32% 40% 30%

11 Align budgets, long-range plans,

and operational procedures with the District’s vision, mission, and goals.

24% 30% 33% 57% 32% 28% 36% 30%

12 Lead in an encouraging,

participatory, and team-focused manner.

31% 30% 42% 29% 23% 23% 38% 38%

13 Increase academic performance and accountability at all levels and for all its students, including special

needs populations.

33% 29% 24% 29% 34% 35% 26% 19%


6

Percentage of Respondents Who Selected Each Item (By Subgroups)

Number indicates rank order by overall results

National HYA

Benchmark

ALL (2,606)

Admin. (174)

Board Member

(7)

Comm. Member

(141)

Parent (1,305)

S.S. (250)

Teacher (729)

14 Guide the operation and

maintenance of school facilities to ensure secure, safe, and clean school environments that support learning.

22% 28% 16% 29% 22% 33% 24% 24%

15 Hold a deep appreciation for

diversity and the importance of providing safe and caring school

environments.

30% 28% 28% 43% 33% 28% 26% 27%

16 Seek a high level of engagement

with principals and other school-site leaders.

21% 23% 28% 29% 22% 25% 17% 20%

17 Communicate effectively with a

variety of audiences and in a variety of ways.

27% 22% 33% 57% 26% 18% 26% 25%

18

Provide meaningful guidance for systematic and comprehensive

district-wide curriculum, instructional services, assessment

programs, and professional development.

27% 22% 22% 29% 18% 23% 17% 22%

19 Encourage a sense of shared

responsibility among all stakeholders regarding success in

student learning.

33% 21% 31% 57% 19% 19% 15% 23%

20 Maintain positive and collaborative

working relationships with the school board and its members.

25% 21% 28% 29% 23% 17% 20% 25%

21 Involve appropriate stakeholders in the decision-making process.

23% 20% 32% 43% 19% 16% 23% 24%

22 Act in accordance with the District’s mission, vision, and core beliefs.

27% 20% 30% 29% 19% 19% 16% 22%

23 Be an effective manager of the District’s day-to-day operations.

21% 18% 16% 14% 22% 17% 27% 16%

24 Develop strong relationships with

constituents, local government, area businesses, media, and community

partners.

22% 17% 26% 43% 18% 14% 16% 21%

25 Utilize student achievement data to

drive the District’s instructional decision-making.

17% 13% 17% 29% 18% 13% 10% 11%


7

CONSISTENT THEMES

Strengths On the following pages you will see many and varied strengths mentioned about the district, its

community and its people. Prominent in those elements mentioned is the Staff- including teachers, counselors, support staff and leadership. The quality, longevity and dedication of the staff were often mentioned along with the trust the staff seems to have for the district by living where they work. Teachers were recognized in focus groups for holding students accountable and both teachers and principals were noted as being accessible. The employees are reported to support the school district’s Education Foundation. Interviewees talked about how staff cares about providing a quality curriculum for the students. Leadership personnel were pointed out as work well together and with a sense of stability among the leadership of the district.

Next, in frequency in our listening sessions on strengths was the Board of Trustees. People in groups characterized the Board as being action-oriented, accessible, supportive and cohesive. Many people considered the Board to be collaborative, well meaning, visible, focused on students with a concern for the classroom and respectful of each other, as each brings something to the table for conversations and decisions. Some people regarded the Board as representative of the whole district, well educated and non-political. Others mentioned that Board appears to be looking at the whole picture with an interest in spreading the excellence. At the same time, people brought up that the superintendent and the Board seemed to have worked together and consequently accomplished much.

On about the same level of frequency as the Board was the notion of the School District Culture, which people described as one of mutual respect, collaboration, and cooperation, friendly and welcoming. In addition, participants in groups and individual interviews talked about the tone set by the superintendent personified by approachability, responsiveness and a palpable passion for students and learning. People reported that the focus on students and learning showed up in high expectations and provision for the development of the whole child. Others pointed out what they saw as a ‘small town feel’ in this sizable school district that has a family-orientation in the workplace.

Although diversity of a different type is mentioned later in this summary, the diversity of Programs was just one descriptor mentioned time and again when talking about the high quality of what’s available for students. People also reported that there was a wide array of program and extra-curricular offerings for students allowing students opportunities for growth, leading to college, careers and businesses through Career and Technical Education, International Baccalaureate, FFA, AVID, Quest, Robotics, Auto Program, AP Courses, Lone Star College and dual credit. Students, we were told, were also developing as individuals through such experiences as service learning, volunteering, Athletics, music, drama, among other extra- and co-curricular activities.

Next, in frequency both in our listening sessions was the Community that is Humble ISD. The words that people used to describe the community almost always began with supportive and then continued with engaged and generous with its time, pointing to the Humble ISD Education Foundation as an exemplar of volunteer effort and fund-raising that has a direct impact on the quality of education offered in the schools. People also told us about businesses, service organizations and other partnerships that helped with bond issues, assisting in the schools and serving on a wide variety of committees. The PTA was another group that was mentioned as an organized effort to volunteer and generally support the schools.

On the heels of the conversations about the community we often heard about Humble ISD being a ‘Destination District’. The district, people said was highly respected in the business community and the legislature as a high achieving district, which has resulted in considerable growth of the district over the last several years. The district, people shared, has handled the growth effectively through proactive, deliberative and well-managed planning. People expressed their pride with the statewide recognition of the district as the recipient of the H-E-B coveted award as the Best Large District in Texas for 2015.


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The list of strengths was very extensive as you will see in the later sections of this report, but a few more, which were mentioned often, bear repeating. The Diversity of students and their backgrounds was considered by many as something to celebrate. We were told in several sessions that the Finances of the District are solvent, stable and generally in sound condition. Consequently, the Board was thanked by many individuals for providing competitive Teaching Salaries. Finally, the district was cited by participants for its Communications efforts, keeping the staff and community informed on a timely basis, while at the same time taking the time to listen to these groups through surveys, conversations, emails and advisory groups.

"Challenges/Concerns/Issues The good news to keep in mind while reading this section is that the list of Strengths was far more extensive that the list of Challenges as we listed what people said to us in our listening sessions. The further good news is that the people who stated the Strengths shared with us that the Humble ISD has the capacity to deal with these challenges. At the top of the list of those things that were mentioned most frequently when it came to challenges was Growth and Issues That Come With It. People spoke with us of an awareness that growth would continue to have implications for facilities (aging existing buildings and erecting new ones) and therefore land and a bond referendum (perhaps in 2018), as well as staffing in these schools to accommodate more students. Likewise, people expressed a concern that they would be able to maintain a personalized approach to student learning as the district became bigger. People voiced a realization that current schools in many instances were at capacity and that the developments and subdivisions would be built out within the next five to ten years. People also talked about the anxiety-laden issue of boundary changes that comes about because people don’t always move with children to those attendance zones where the schools have capacity for more students. A related set of issues that people talked about with us has to do with Diversity and Equity. People mentioned that the student body was becoming more economically and ethnically diverse, which challenges the district to respond with resources that would prepare the staff to be culturally competent, while providing adequately for the needs of the students. The issue of the mobility of staffing in and out of schools with a larger number of lower income students was brought to the discussion in a number of sessions as possibly leading to a feeling of instability for those schools. Meeting participants expressed a concern that some schools might be perceived as having disparate resources and facilities to serve their diverse student bodies. There were citations by attendees to our meetings of an achievement gap that the district is continually addressing with some success. Humble High School was talked about in some sessions as being a high poverty, high minority school and at the same time under-utilized, although the district has taken steps with Math Nights and Computer Nights to attract a more positive perception of the school. Participants spoke about the inextricable link between the school district’s Future Economic Stability and the state’s ability to provide an approach to adequately and equitably fund education at the local level. Some people mentioned the dependency upon residential tax as a limitation in budgeting for a growing student body. In addition, concern was expressed by attendees about the district’s ability to keep pace with competing school districts in the areas of salaries and benefits. Finally, we heard from people who were wondering if it were possible to keep up with the acquisition of Technology, while continuing to upgrade the supportive infrastructure for technology in the school district. These same individuals talked about the need to have the coordination and cohesive staff that could provide the needed support as teachers, support staff and administrators learned new skills and processes that could be facilitated by technology and add to the instructional environment."


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Desired Characteristics Later in the document you will see a summary for all the strengths, challenges and leadership

characteristics mentioned by the various groups from which we heard. On the immediately following pages, we have listed the characteristics in order of priority under the six types of groups. A table format is used at first so that you can look at three at once side by side.

The next table shows a listing of the attributes, expertise and style items that were mentioned most frequently by all the groups combined.

Finally, we have included the draft profile which uses the highlighted items-most desirable characteristics mentioned by the six categories of people based on the individual and group discussions. The draft profile also incorporates four of the most of the most frequently mentioned items from the on-line survey and four of the most frequently selected items by Board members that were not included in the overall selected items.

HYA promises to use all of its available resources to assist the Board in finding a candidate who will possess most of the characteristics desired by the respondents, including the Board. HYA intends to meet the challenge of finding individuals who possess many of the skills and character traits required to build upon the District’s reputation while addressing the concerns expressed by the constituent groups and present them to the Board for its review and selection.


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Desired Leadership Characteristics

Desirable Characteristics Listed by Categories of Respondents After naming all the desirable traits for the next leader of the Humble ISD through brainstorming in group discussions, we asked the individuals to go to the charts to identify those characteristics that were most mission critical for this school district at this point in its history. In the chart below, these are the leadership characteristics that rose to the top in our discussion with various groups of people over the course of two and one-half days.

Board Attributes

Confidence in Deciding Ethical Results driven

Visionary

Expertise Accountability Communicator Experience with Diversity Organizational Skills

Style Collaborative with the Board Visible Open

Administrators Attributes Personal integrity Honest Confidence in Decision Making

Expertise Experience large diverse district Communicator Works well with involved Board;

Style Collaborative Visible –schools and community Approachable, accessible

Community

Attributes Decisive Visionary Open Minded

Expertise

Communicator Experience Politically astute

Style Collaborative Visible Approachable

Faculty

Attributes Good decision maker Visionary Ethical person Expertise Advocate for education Communication Skills Advocate with Legislature Experienced superin-tendent in comparable diverse district Experience bridging the gap Style Relates to People at all levels Appreciates teaching; understands the job

Parents

Attributes Ethical Compassionate Student focus

Expertise

Success at educating all kids Communicator Advocate for Education Foundation

Style

Approachable Visible Engaged

Support Staff Attributes

Decisive Honesty/Integrity/Genuine People person

Good judge of character

Expertise Educator Finance knowledge Legal expertise

Communicator; Listener Style

Visible Approachable

Open Door Policy


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Desired Characteristics – continued Most Desirable Characteristics mentioned by the six categories of people above: Attributes Decisive (5) Ethical (3) Visionary (3) Honest/Integrity (2) Good judge of character (1) Compassionate (1) Open Minded (1) People person (1) Results driven (1) Student focused (1) *The numbers next to the highlighted items indicate the number of categories of respondents that mentioned these items as priorities.

Expertise and Experience Experienced superintendent in comparable diverse district (6) Communication Skills (6) Accountability (1) Advocate for education (1) Advocate for Education Foundation (1) Advocate with Legislature (1) Finance knowledge (1) Legal expertise (1) Organizational Skills (1) Politically astute (1) Success at educating all kids (1) Works well with involved Board (1)

Style Visible –schools and community (5) Approachable, accessible (4) Collaborative (3) Engaged (1) Open (1) Open Door Policy (1) Relates to People at all levels (1) Appreciates teaching; understands the job (1)


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Desired Characteristics – continued

Draft Leadership Profile of Superintendent

From the survey

(Top overall competencies selected) Listen to and effectively represent the interests and concerns of students, staff, parents, and community

members. (CE) Foster a positive professional climate of mutual trust and respect among faculty, staff, and administrators.

(CC) Recruit, employ, evaluate, and retain effective personnel throughout the District and its schools. (M) Have a clear vision of what is required to provide exemplary educational services and implement effective

change. (VV)

(Other top Board competencies) Effectively plan and manage the long-term financial health of the District. (M) Align budgets, long-range plans, and operational procedures with the District’s vision, mission, and goals.

(M) Communicate effectively with a variety of audiences and in a variety of ways. (CC) Encourage a sense of shared responsibility among all stakeholders regarding success in student learning.

(IL)

From the listening sessions Attributes Decisive (5) Ethical (3) Visionary (3)

Expertise Experienced superintendent in a comparable diverse district (6) Communication Skills (6)

Style Visible –schools and community (5) Approachable, accessible (4) Collaborative (3)


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SuperintendentofSchoolsSearch

DRAFT‐‐‐DesiredCharacteristics

After seeking input from, administrators, community members, faculty, parents, students, and support

staff, the Humble ISD Board seeks an individual with impeccable Integrity, who is an adept

Communicator in a variety of settings and who holds High Expectations for self and others; a person

who is Ethical and Visionary with the knowledge of the steps required to implement a vision required to

provide exemplary educational services.

This outstanding Collaborative and Confident Decision Maker openly seeks the input of others

while focusing, as the Instructional Leader, on student growth and achievement. It is preferred that the

successful candidate will have superintendent level experience in a large fast growing, diverse school

district similar to Humble ISD.

Our next superintendent will exemplify an Approachable style in the schools and community while

building a proven record of organizational skills. This individual will provide an accountable system

of people and processes who have data-driven responsibility in all facets of the school district, within

the context of the District’s mission, vision, values and Board-approved goals achieving results in the

constant pursuit of excellence. A superintendent is sought, who will be visible, involved and engaged

in the community, the District and its schools.

Further, the Humble ISD seeks a superintendent who will …

Listen to and effectively represent the interests and concerns of students, staff, parents, and community members.

Foster a positive professional climate of mutual trust and respect among faculty, staff, and administrators.

Recruit, employ, evaluate, and retain effective personnel throughout the District and its schools. Have a clear vision of what is required to provide exemplary educational services and implement

effective change. Effectively plan and manage the long-term financial health of the District. Align budgets, long-range plans, and operational procedures with the District’s vision, mission,

and goals. Communicate effectively with a variety of audiences and in a variety of ways. Encourage a sense of shared responsibility among all stakeholders regarding success in student

learning.


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COMMENTS FROM INTERVIEWS AND FOCUS GROUPS This section contains the details of comments that were mentioned by individuals and groups throughout our two days of listening. We have indicated the top responses when indicated and the listing of ‘Other Comments’ in alphabetical order without indication of priority. We have also indicated the number of people participating in the various groups under the seven categories.

I. BOARD - 7 Individual Meetings; 7 Board Members Strengths of the District

Addressing things – Curriculum Audit Administration of the district is in good hands Board is collaborative, well meaning; Good and the Kids of the district are at the heart of the Board; Respectful of each other; each bringing something to the table for conversations and decisions; Represent the whole of the district Celebrate educational achievement of all Clear vision Communications Community – perception strong; supportive, involved; trusts the Board (3) Competitive pay for teachers – attract and retain Consistency of goals and implementation by school board Diversity Diversity of Student Body; of staff; Diversity…celebrate it. (Northside, Kingwood, upper class and South side is middle class and lower; City of Humble has most of the lower class) Finances are strong Growth, Maintain small town feel, excelling Implementation of AppliTrack Kids are getting a great education Leadership across the board, Neighborhoods Not complacent – evaluations Quality of Employees (principal specifically), School Board visibility Sound Financial condition, Stability, Superintendent is connected Well positioned in terms of location and quality of life

Challenges Facing District

Accountability with personnel Board has to keep the foot on the pedal Board overall get too much into management at times Demonstrate Different approaches needed District has been somewhat split, e.g. Kingwood has good parent support and academic achievement with high expectations for the student; Growing Population of Challenging Students Growth; Managing Fast Growth while maintaining all positive aspects of today (3) Implementation – not systematic, not smooth – lose confidence of staff


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Board –Challenges continued Implementation of processes; we commissioned a curriculum audit in 2010 with nine different points and we have only implemented about three of them; Lacking Process in some areas Leadership Middle class work patterns of parents have changed People want to serve on this Board; there are three or four people who are waiting in the wings to run for the Board. Performance not consistent Some parents will pull their kids out of school and go on vacation because they value the family Student achievement lost ground in some areas – Tax Base

Leadership Characteristics Personal Attributes – (Traits, Characteristics)

1. Confidence in Decision Making - Decisive, stick to it (Stand up for what you believe and the people who you put in place); Strong-willed and able to stand up to the Board (4) 2. Ethical (2) 2. Results driven - Data driven accountability person (2) 2. Visionary - visionary take district to next level. (2)

Areas of Expertise – (Knowledge, Proficiency)

1. Accountability – put a structure in place for campus leadership; get us to better; adaptable to community needs delegates effectively, monitoring and holding people accountable. Accountability- able to hold people accountable, delegate and get things done through other people and hold them accountable. (6) 2. Communicator- keeping Board connected and informed - prepared to make decisions; Very articulate, outstanding communicator-Spur of the moment – handles parent concerns exceptionally well; Connect with all areas of the district, geographically and ethnically; business sector (5) 3. Experience with Diversity and how to connect it all -a variety of generations, different economic classes in a growth district; Culturally competent; (4) 4. Organizational skills; able to re-structure where needed after observing; put the right/good people in place to get the other six points in the curriculum audit implemented; (3)

Administrative Style – (Approach, Technique)

1. Collaborative with the Board; Demonstrate skill to work as team of 8 (2) 2. Visibility in the community and on campuses with a team (2) 3. Open- Open to Change

Other Leadership Qualities

Accessible Approachable Career tech program- encourage it so it leads to careers plus soft skill, work ethic and team work. Chain of Command-requires others to respect it Collaborative mentality Connect with staff District as a whole-Sees the big picture District goals- know them Excited about the challenges in Humble ISD Extrovert – very comfortable in community


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Board – Other Leadership Qualities continued Family feel means relatives are working here. Guidance High expectations for all groups of students; make sure that administrators have the same. Hungry Leader of people (people person), well versed on all aspects of the organization; able to make tough decisions Management Skills (of people in a large organization); great at accomplishing significant things through other people (2) People person -Clone Dr. Sconzo Proactive Progress- track record in prior positions Questions -Knows what questions to ask Relationship builder School is core center of community - Realizes that State legislature relationships demonstrated in past Student achievement – has gotten results; will use stretch goals Studer Education – able to implement Team Builder Technology- current on this Understanding of the Role of the Board and Superintendent Willing to do something different

II. ADMINISTRATORS 1 Meeting with an Individual; 4 Group Meetings 56 People Superintendent Dr. Sconzo ( 1)

Directors (20) Elementary Principals (12) Secondary Principals ( 9) Cabinet Members (15)

Strengths of the District

Academics Active community All problems are dealt with Best large district in Texas (2) Board is well educated Communication Community and parent support; embraces superintendent; better with administration and assist supts(4) Competitive salaries Confidentiality Culture, Small Town Feel, Supportive Community Destination district District isn’t broken Diversity – ethnic (2) Employees support Foundation Encourage innovation Family feel- image – high parent involvement (3) Financial stability; Fiscally solvent (3) Focus on learning (2) Friendly and welcoming


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Administrators - Strengths of the District continued Good academic systems Good people on staff Great place to live and work Growing district; of educated families (3) High achieving district Humble ISD addresses its challenges Innovative (2) Involved in community Kids before scores – whole child – affective needs Leadership accessibility Learning is all that matters Location – city/country Opportunity for kids to participate Proactive in legislative issues Proactive planning Professionalism of teachers is recognized Programmatically diverse Quality personnel Relationship between administrators and central administration Rich traditions Room for growth School board is supportive Sincere focus on standards Small town feel Stability in leadership (2) Staff expertise recognized Strong Culture and Vision (3) Student centered Suburb of Houston Support – administration Supportive board Supportive community Tone set by superintendent Variety of programs to meet diverse needs Visible, approachable superintendent with staff and community Well respected – state Whole child is important; never forget the whole child – balanced – knowledgeable (2)


2018 Bond Academic growth Achievement gap – ethnic and poverty socio economic status Facilities – aging; deferred maintenance Boundary changes Building equity – older ones outdated – facility study implications Changing demographics – English second language – special needs 504 Communication among departments not as coordinated because of growth Curriculum planning – literacy – curriculum audit Diversity changing population – program response; economic (academics) (4) Following Dr. Sconzo – transition issues; Tough act to follow Dr. Sconzo Gap between support and campuses not cohesive or coordinated – different messages Gifted and talented needs Growing Growth Fast growth – facilities – staff (3)


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Administrators – Challenges continued

Politics of North of the River and South of the River Having an array of programs in all high schools High parent expectations Humble High School feeder pattern Bond referendum needed soon- 2018 (2) New initiatives – ICLE – sustainability? One feeder pattern struggles Planning processes (too reactive) Professional staff not reflective of student demographics Property poor Some salaries not as competitive Succession planning if on a leave Support structures need to be updated (MTO,IT) Technology

Leadership

Personal Attributes

1. Personal integrity (3) 2. Honesty (3) 3. Decisive Confident to “make it his/her own” Areas of Expertise 1. Experience in growing large diverse school district 2. Communication- direct; clear time line; listener 3. Works well with involved Board; helps them understand their role

Administrative Style 1. Collaborative (2) 2. Visible –schools and community 3. Approachable, accessible - People person; Personable

Other Leadership Advocate for ALL children Ambassador – polished - comfortable Appreciative Authentic Can see all sides of a situation Cares about people Charismatic Clear transition plan Comfortable on feet Connect with people and businesses Consistent Decisive – explain – use data Delegator Empathetic Energetic


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Administrators – Other Leadership continued Energy Equity vs. equal Ethical Even, steady Expectations set by Dr. Sconzo – responds to all emails Family oriented – as a district Feel that we work with him Fellow educator – needs to be?? Finance Financials- Knowledge of Finesse Genuine Gets buy-in – decision making – collaborative Good knowledge of education systems and how to improve ours Great interpersonal skills Has a presence – face of the district Help board understand its role, prioritize what needs to be done Help us stretch Helps board and staff prioritize Innovator Keeps balance between local and state legislation Kind (not weak) Knows strengths of team Lead large group through change Leads by influence (rather than control) Learn Humble ISD Legislative Knowledge of Listener (2) Long-term commitment Maintain balance between board and staff Man of Faith – has his own spiritual beliefs – not in your face Motivator – keeps our spirits up Open-minded Optimistic Political environment – Knowledge of Texas; political savvy (2) Proactive; not reactive (2) Recognize accomplishments Renaissance Person Respectful and humanistic Responsive to all parents and staff (2) Retain all staff through recognition(s) Risk take/innovative Seeks first to understand Servant heart Set a personal tone Sincerity Strength Strong network with legislators Student centered Superintendent who was a teacher Supportive


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Administrators – Other Leadership continued Systems for communicating Texas temperament Track records of accomplishments over time; closing achievement gap (2) Transparent Trust leadership team and building principals and staff (2) Understand all kinds of people Understand wrap around services for students Value all staff Vision for 25 years Visionary Curriculum leader We want someone who wants to be the best at this job and stay here. Work ethic – high

III. COMMUNITY - Meetings with 6 Individuals; 5 Group Meetings -43 people Individual Meetings Mayor Aaron, Councilman Funderburk Representative Huberty Dave Martin Mike Sullivan Bonnie Longnion Chamber of Commerce/Rotary HARTA – Humble Area Retired Teachers Student Advisory

Public Forums Strengths of the District Amenities for people out here; you can be to the airport in 15 minutes; Approachable and responsive; Board is cohesive Board strengthened itself with a concern for the classroom Board today is looking at the complete picture…spread the excellence Career and Tech Center – innovative – robotics City of Humble has one high school one middle school and three elementary schools. The poor child should receive the same Close to boating and recreational activities College and Career – centric – all opportunities for kids – career, college and for business Communities Community – supportive – bond issues, service organizations, foundations, businesses Community support, engagement, stability of superintendent, board, culture of high expectation, good resources Cooperation, mutual respect, inclusiveness throughout the district, everybody respected Destination school district Diverse education programs: Diversity – student programs Dr. Sconzo they have got things done because they worked together Each school as well prepared as the others Economic stability, good board working relationship, non-political board, highly respected district in business community and legislative Economics


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Community – Strengths continued Ed Foundation; volunteer efforts Ed Found raises money; Extra-curricular activities – chess, athletics, music, band, all are important to keep kids in school Facilities Family oriented Geography Handle growth well – they have planned with foresight High quality education Involved parents – generous with time Level of passion throughout the district (comes from the top – Guy) Listen to students Mainline businesses out here; Most parents in HISD value education. Open to change, e.g. cell phones Operates efficiently, financially Organization Proactive fiscally solvent competitive salaries Proactive vs. reactive in handling grown Provide after school programs at all the elementary schools Proximity to emergency services; Quality of life is great Quality teachers in the schools like Humble High and Summer Creek Responsive to current future needs of business Sports Stabilized tax roll; People look for houses out here Stabilized tax roll; People look for houses out here Strong partners; Care about kids; Communications; Stronger sense of core values of parents; Students have lots of choices Students well prepared Support for admin. Tax rolls growing. Don’t see tax foreclosures. Teacher and other staff Teachers – dedicated Teachers hold students accountable; prepare students for next step, self-sufficient AVID Program Teachers want them to have the best curriculum; in the classroom; Variety - auto program Weather Work with Lone Star College – associates degree Challenges Facing District Balancing needs of all kids – customize with curriculum – assign resources to needs Boundary changes – be careful . We went through two splits in the school district. Budget/Financial Challenge of state budgeting Dependent on residential tax Dependent on Residential Tax – Property rich district – not business Disparities in some schools. Diversity in socio-economics Diversity is a challenge Fall Creek it is more affluent in the southern section. The apartments become transient. Fast growing, land, bonds, staff


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Community – Challenges continued Frustration of staff with the Math curriculum. The teachers do provide us with resources and assistance from the district and the staff. Parents are saying that they are getting too many emails from teachers. Getting the community to understand what the needs of the school district are. Growth – crowded facilities; happening in the north; schools to capacity; growing diversity; (5) Houston Chronicle gave HHS an “F” primarily based on poverty/ achievement in At Risk Survey Humble High School under capacity Instruction and curriculum, special education, boundaries, board needs to get back to policy Logistics etc. for new schools Low Turnout at elections Maintaining the growth and staying up with the facilities; there is a lot of raw land that can house schools. Making the classroom feel part of the district. Need leader who understands state funding for schools North/Southwest – inequitable participation (talk with Lakeland PTA) Northern part of the district was affluent and that is changing in the Kingwood area. Older facilities and some portables. Not a lot of storage. Overcrowding in some schools, HS boundary changes Parent frustration with not being able to help their kids with their homework. Parents who are zoned in one school and there are People are complaining about too much testing. Programs – academic knee jerk Quality of education especially in poorer schools - Title I – lack of stability in these campuses Replacing teachers who need to be replaced Restore the pride in HHS. Get rid of the negative perception of HHS. HHS is under-utilized Schools are trying by hosting “Math Nights” and “Computer Nights” Size – Students and staff – hard to personalize Stay ahead of the curve Teacher movement/mobility Title 1 schools in the southern part of the district. Undocumented aliens are being educated Wide range SES – wealth and poor Leadership Personal Attributes – (Traits, Characteristics)

1. Decisive- stays with decisions that are made; fair and firm; undaunted by tough decisions hold people accountable (9)

2. Visionary- forward thinking and innovative (6) 3. Open Minded (4)

Areas of Expertise (Experience

1. Communicator- Good speaker; Listen and speak – students and adults (9) 2. Experience -fast-growth, diverse school district this size, with similar characteristics (7) 3. Politically astute with the Legislature and the Board, influence with the Board (7)

Administrative Style – (Approach, Technique)

1. Collaborative with Board, and legislative connections; in concert with teachers (8) 2. Visible and engaged in the community not just the schools; attending events, athletic and

otherwise; show up and care (7) 3. Approachable – availability and responsive (5)

Community - Other Leadership


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Accessible to the degree it’s feasible (3) Accountability -ability to hold people, innovative thinker. Areas of Expertise – (Knowledge, Proficiency) Aware of Things that are going on in the district and may be changing. Boundary Issues Can deal with boundary issues and school enrollment imbalance Building level administration Business acumen and background (2). Caring and sincere. Charismatic (3) Classrooms -Understanding of what goes on in the classroom Community – be invested long-term Community minded; understands needs; people need to understand community options (3) Compassionate Competent, know his business Convincing people of need for change and improvements needed Data driven. Delegate Demonstrated ability Educator with an educational background; someone with passion for education (2) Efficient Emotional quotient Engaged with Students and Teachers – He is out there with them, be present in Schools (2) Enjoy the work Ethical (2) Financial-understanding of operation (3) Friendly, Futuristic and systemic thinker, Goal oriented Good with the general public; get out and shake a hand; Governance issues- knowledgeable of Grateful Growth - Guy Sconzo Hardworking High energy Implementer Informal, Innovative, forward thinking Instruction and curriculum- Strong Instructional leader who understands that, e.g. homework is practice of independent learning. Integrity (2) Keep capitalized Know about the product coming out of this system; Strong business background; Knowledge of Humble ISD Leader- strong; Leader and Manager (2) Moral Multi task New approaches to teaching Outstanding Personable (3) Community - Other Leadership continued


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Planner Positive Professional Development for staff teams for new ways of training to help them get ahead Professional image Quick learner Respectful of different pathway – college or career Role model. School improve – help poorer performing schools Self-confident Sense of humor Sensitive to people and culture Set a good example Someone who is good at working with the state Supportive of HARTA Surround themselves with talent. Team member with Board Technology – Knowledgeable (2) Thoughtful (2) Transparent (2) Trust those around them Visibility in the community, show up and care Wear many hats at one time Well organized Well-grounded in their Christian faith;

IV. FACULTY - 2 Meetings, 35 People Elementary Teacher Advisory

Secondary Teacher Advisory Strengths of the District Academic and athletic, extracurricular opportunity and success Academic Fiber Adjacent to metro area – city benefits/culture Collaboration Communication with Staff Community based Competitive pay Cooperation with Board Diverse students Diversity Diversity Family oriented Great students – ready to learn Growing district Happy employees Leadership – work well together Loyal employees – longevity Parents Involved Programming to fit all students – academic, CTE, sports, special Ed, FFA, early college Responsive regarding PAY School Board Faculty – Strengths continued


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School Board cohesive with Superintendent Small town family feel Students – increased opportunity – AVID, Quest, IB, Lone Star College, AP, dual credit Support staff – they are proud of district Teachers are great, longevity, care about where we live and work, nice place to live and work Thinking/planning process Tradition, history, legacy Trust District – Live & work here Challenges Facing District Bilingual campuses – difficult to speak with parents Boundaries Budget Building equity – old vs. new building, facilities for physical fitness Curricular roll out is challenging, appropriate levels for kids – too much Diversity – not as diverse in leadership Extreme standard discipline issues – no staff to deal with them Growth – size of district – keeping up with overcrowding (2) H.B. 5 – need more graduation options Keeping up is a challenge Pay-rate keeping up with comparable districts / insurance plans Resources Staff needs to be culturally knowledgeable Technology-keeping up; digital divide; older and lower socio economic (SES) schools don’t have as much Technology – upkeep, lack of support, lack of coordination, staff not cohesive – infrastructure

Leadership Attributes

Good decision maker – can make thoughtful, difficult decision by getting input Visionary, forward thinker

Ethical person Expertise

Advocate/fighter for education, teachers and what’s good for kids Communication Skills Advocate with Legislature Experienced as superintendent in comparable district Experience with diversity – range of socio economic levels – bridge the gap

Style Relates to People at all levels Appreciates teaching and teachers – he understands the job

Other leadership characteristics Approachable – makes you feel comfortable (2) Asks for feedback or direction Been a teacher – walked in our shoes Builds relationships – remember names Calming demeanor Collaborative with Board Communicator 1 to 1


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Faculty – Other Leadership continued Experience in Bond issues Experience in Fast Growth district Experience with 504, special Ed, ELL Family oriented Future-minded Gives and receives feedback well Hands on Humble Humorous Invested in community, longevity Involved actively in community Involved in community Kids know and love him Knows how to hire the right people Leader as a family Listener Listener Longevity – wants to stay here Positive Proactive – anticipates needs Sees Importance of all staff Servant leader Take Humble ISD further Technology Savvy Transparent Trustworthy Understand people have lives Value community and family Value technology Values extracurricular activities and CTE Very visible Visible Warm Well-rounded personality Will say I don’t know and bring answer back – collaborates with others to solve problems/concerns (2) Willing to learn about Humble ISD and embrace our history (TWWDI) and future Works with School Board

V. PARENTS – 2 Meetings, 10 People. PTA Education Foundation

Strengths of the District Accessibility of teachers and principals Best large district in Texas Board accessible Courses - A.P. High standards/expectations Hospitality Kingwood Park best in Texas PTA partnership and programs Staff quality – masters ++ Welcoming


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Parents – Strengths continued Action oriented board Amazing teachers – give lots of time and $$ - loyalty Best large district in Texas Community feels small town Dedicated school board – diverse views Forward thinking Foundation – for teachers Programs – varied and many over state requirements Stability in leadership – superintendent Vision Volunteers Challenges Facing District AR/RAZ Kids should be more available High school students are coddled re: deadlines Inequality among schools – resources – technology – library Majority of fun gone from elementary – too much testing and using that to “grade” schools Need more arts instruction Some schools lack parental involvement Diversity of staff Equity of facilities and resources Getting businesses involved in Education Foundation (more small businesses) many non-profits Growth Socio-economic status of families’ disparity is wide Tax base low – residential resources have to be managed Leadership Attributes 1. Ethical 2. Compassionate 3. Student focus 4. Someone who want to invest here and stay 5. Honest/Integrity

Expertise 1. Success at educating all kids; Student -focused 2. Communicator- keeps all informed; Listener 3. Advocate for Education Foundation Style 1. Approachable 2. Visible, 3. Engaged


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Parents - Other leadership characteristics Advocate for school finance Children first Believe in extra-curricular activities – kids gifted in many areas Calm Cares about people – makes them feels special, programs Educator – instruction Forward thinker Legislative issues – expert and relationship with legislators Financial aspect Kids love him Love for children and education Manage growth – plan ahead (2) Open-minded Problem solver Remember – people/person Responsive – to emails Strong work ethic Visible, engaged (2) Well-rounded administrator

VI. SUPPORT STAFF – 2 Meetings, 13 People

All Staff (6) Support Staff (7)

Strengths of the District Celebrate accomplishments Child centered Community Partnerships Community support and involvement Family atmosphere Good staff support People friendly – welcoming Respect School pride Sense of family Service learning Small town feel Stability Student focused Supportive administration


Budget Diversity – cultural – economic Finance – state funding, unfunded Growing diversity – languages and special needs, expansion of programs, variety of people/culture Growth Growth and overcrowding Keeping small town feel Regulations – state and federal Staffing


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Support Staff - Leadership

Personal Attributes 1. Decisive – strong decision maker 2. Honesty/Integrity/Genuine 3. People person: values people -the team and individuals; Relationship building 4. Good judge of character

Areas of Expertise 1. Educator; Has been a teacher/educator Knowledge of curriculum, instruction – new

programs 2. Good understanding of finance/bonds 3. Communicator, listener, open to input before making a decision 4. Legal expertise

Administrative Style 1. Visible- It’s all about the students 2. Approachable (2) 3. Open door policy

Other leadership characteristics

Able to synthesize Accept what’s working – change when necessary Activist/advocate for kids and money Educating whole child Empathy and experience with teachers Encourager Everyone has a voice – consensus building Know the community Known to students and staff Multiple hats – transportation – support services Non-profit champion Responsive Sense of humor Superintendent or at least assistant superintendent Understand the growth and its impact Values service learning


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What the community offers to attract candidates: Although we do not usually include this information in the summary, we thought that the list was so impressive that the Board, the staff and the community should at least get a glimpse at the long list of items that were mentioned (some multiple times) by the individuals and groups with whom we spoke. Top Fifteen Things Mentioned Most Frequently – in alphabetical order

Accessibility to airport, downtown, health care facilities; jazz, bowling, nature trails; Airport Best Large District in Texas Board- Strong school board, concerned about students board Climate – no snow; no shoveling Community-Close Knit; involved and supportive; welcoming; respects the superintendent Destination district - People come here for schools; Schools excellent Diversity of staff and students Family oriented/ family friendly …the friendliness of the people Housing Values, stable Medical Center Partnerships with Colleges and Business community -gives and supports- schools Quality of life Great; Place to Live and raise children is great Small town feel, feels like family within a large city – benefits nearby Student- Great students; base but with some challenges

Other things mentioned (some are stated differently and sometimes are duplicative) Activities for kids and adults; boating, golf, fishing, ten golf courses, eating places (2) Alumni are doing well Am Bus – ambulance for many people Area has room to grow and it has opportunities. Arts District Atascocita was the fastest growing community in the nation. Attracting great people AVID Program Beaches- Galveston (2) Beautiful Building principals do a good job – levels work well together Charitable givers – high proportion Churches- plenty of them (2) City and Country living close by Civility Convenient emergency care centers Cost of living (2) Cost of living cheaper Cultural opportunities Curriculum Department getting better District is not broken (2) District is ready with infrastructure District isn’t broken, healthy fund balance, great place to live, history of stability Downtown Easy to set down roots Enthusiasm in school – staff, parents, community, positive atmosphere. Environment Excellent assistant superintendents – well respected Fair board fair property tax rates;


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What the community offers to attract candidates continued Focus on students Generous community Golf courses Good activities- working out, golf and the lake. There is always something to do. Good restaurants Great community – great people Great district Great economy Great parents - accomplished Great opportunity – Growth Growing Health Care close by Higher education Highway does not get a lot of the congestion. History of accomplishments Houston and Galveston close by but Humble is on the edge with Quality life-best of both worlds Humble is one of the better suburbs of the city. Inclusion of students It is growing and it’s an opportunity to have an impact. It’s a friendly place It’s all here in Houston area – culture Jobs for spouse Kingwood for a forest; changing somewhat from residential to commercial; Knowledgeable and caring – dedicated staff Lifestyle- many things to do Local feel of community Location – lots to do – space, cultural amenities, airport, progressive area, universities Graduation rates; Longevity of leadership in Humble ISD Low crime Many people move here because of the schools and the Many things close by New things happening here Nice Place to raise a family, lots of opportunities, senior living center – although large city, small town, close community feel, supportive No state income tax Not a hot mess Not as affected by down-turn in oil business Not as much traffic Not broken (2) Opportunity for spouse employment Outstanding staff who want to serve Party on the southwest side of the community People care about community People love it here Personnel Positive, active community, very supportive of schools (2) Programs Proven success – academic, UIL, community Proximity to transportation, recreation, Quiet Raise a family


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What the community offers to attract candidates continued Reasonable cost of living Restaurants, theater Safe and secure Science Museums Social services Spirit of Humble ISD Sports Stability (2) Staff and leadership is great to work with; work well together Student inclusion Students will be future ready Successful student support and schools Supportive and compassionate community Supportive parents and businesses TEA ratings are good Teachers want to be here – Happy educators Theaters and entertainment scene. (2) Things to do – FUN Topography- Diversity is nice - Trees, beautiful landscape, lakes, beaches (2) Updating is continual Utilizes resources – networks to bring support to the district Variety of neighborhoods to live in Weather Welcoming Community

hisd regular meeting of the board of trustees …...final payment administration recommendation the...

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