Humble Independent School District “Focus on Learning” Regular Meeting of the Board of Trustees

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, August 11, 2015 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 551.071 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  Education Foundation Presentation

 Questions and comments by patrons or employees of the district regarding agenda items or any other matters

 Comments by individual Board Members (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

BOARD ACTION AGENDA

Action: Closed Session

Consideration of and action on items addressed in Closed Session

a) Approval of personnel recommendations

Action: Minutes

Consideration of minutes for the regular Board meeting held on July 14, 2015.

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 Board Policy CCA (LOCAL)

ADMINISTRATION RECOMMENDATION

The Superintendent recommends that the Board of Trustees approve the Proposed Board Policy CCA (LOCAL).

2. SUPERINTENDENT’S DIVISION REPORTS, CONSIDERATIONS AND PURCHASES:

There are no items for this title this month.

3. LEARNING DIVISION REPORTS, CONSIDERATIONS AND PURCHASES:

A. Action: JJAEP Memorandum of Understanding

ADMINISTRATION RECOMMENDATION

The Superintendent recommends that the Board of Trustees approve the 2015- 2016 Memorandum of Understanding with the Harris County Juvenile Board.

B. Action: Revised Adoption Titles for Proclamation 2015

ADMINISTRATION RECOMMENDATION

The Superintendent recommends that the Board of Trustees approve the Revised Adoption Titles for Proclamation 2015 for 2015-2016 and the Eight Year Adoption Cycle.

C. Action: Revised Discipline Management Plan/Student Code of Conduct for 2015-16 School Year

ADMINISTRATION RECOMMENDATION

The Superintendent recommends that the Board of Trustees approve the Revised Discipline Management Plan/Student Code of Conduct for 2015-2016.

D. Information: School Health Advisory Council and District Wellness Plan Annual Report

4. FINANCIAL SERVICES DIVISION REPORTS, CONSIDERATIONS AND PURCHASES:

A. Action: Tax Refunds

ADMINISTRATION RECOMMENDATION

The Superintendent recommends that the Board of Trustees approve the requests for waiver of penalty and interest on delinquent tax accounts.

B. Action: Waiver of P & I

ADMINISTRATION RECOMMENDATION

The Superintendent recommends that the Board of Trustees approve the requests for waiver of penalty and interest on delinquent tax accounts. 5

C. Action: Budgetary Amendments

ADMINISTRATION RECOMMENDATION

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

D. Information: Financial Services Reports

 Tax Collection Report

5. HUMAN RESOURCES REPORTS, CONSIDERATIONS AND PURCHASES:

There are not items for this title this month.

6. SUPPORT SERVICES DIVISION REPORTS, CONSIDERATIONS AND PURCHASES:

A. Action: Construction and Construction-Related Services

ADMINISTRATION RECOMMENDATION

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

ADMINISTRATION RECOMMENDATION

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. 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 6

c) Written reports, with no posting or discussion planned d) Appointment of Board committees or representatives

. Adjournment

This notice is given pursuant to Section 551.001 et.seq.of the Government Code. Dated: August 6, 2015

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 July 14, 2015 at 6:00 p.m. in the Board Room, 20200 Eastway Village Drive, Humble, Texas.

Board Members Present: Robert Sitton Keith Lapeze Angela Conrad Heath Rushing Charles Cunningham Brent Engelage Nancy Morrison

Staff Members Present: Guy Sconzo, Peggy Young, Tommy Price, Lynn Lynn, Randy Gunter, Roger Brown, Rick Gardner, Arthur Allen, Carol Atwood, Trey Kraemer, Cathy Airola, Robin Perez, Shelley Vineyard, Ida Schultze, Shawn Facaine, Jamie Mount, Jerri Monbaron, Solomon Cook, John Krippel, Lori Dabbs, Kelly Gabrisch, Billy Beattie, Leigh Ann Montgomery, Lori Maugans, Winna MacLaren

The Board met at 6:01 p.m. and adjourned to hear items posted for closed session at 6:00 p.m.

The regular meeting was called back to order at 7:02 by Mr. Sitton.

Dr. Sconzo introduced to the Board of Trustees, Mr. Randy Gunter, Humble ISD General Counsel.

OATH OF OFFICE

The Oath of Office was administered by Peggy L. Young, Notary, to Keith Lapeze, winner of Trustee Position 2 in the May 9, 2015 Trustee Election..

COMMENDATIONS AND RECOGNITIONS

Inspiring Moments - presented by: Public Information Department. The Inspiring Moments recapped the 2014-2015 school years featuring the many student/campus/district achievements throughout the year.

QUESTIONS AND COMMENTS BY PATRONS OR EMPLOYEES OF THE DISTRICT

There were no question/comments by patrons or employees of the District.

COMMENTS BY INDIVIDUAL BOARD MEMBERS

The Trustees congratulated Mr. Lapeze on being re-elected to the Board and also welcomed Mr. Randy Gunter, General Counsel to Humble ISD.

COMMENTS BY THE SUPERINTENDENT

Dr. Sconzo congratulated Mr. Lapeze on being re-elected to the Board of Trustees.

ACTION ITEMS FROM CLOSED SESSION

PERSONNEL

A motion was made by Mr. Rushing to approve the personnel recommendations as presented by Administration with an addendum. The motion was seconded by Ms. Conrad. The motion was approved unanimously.

Please see Personnel Recommendations on the following pages.

HUMBLE INDEPENDENT SCHOOL DISTRICT PERSONNEL RECOMMENDATIONS

July 14, 2015

RETIREMENTS Campus Assignment Eff. Date Cantor, Stacie Lakeshore Elementary SPED Teacher June 5, 2015

RESIGNATIONS Campus Assignment Reason Eff. Date Bollich, Julie Summer Creek High School English Alt Neighboring District/Same Position More Money June 5, 2015 Breda, Audrey Humble Middle School Science Teacher Moving/Transfer of Spouse June 5, 2015 Burgess, Julia Kingwood Middle School RELA Teacher Moving/Transfer of Spouse June 5, 2015 Chryssikos, Melinda Timbers Elementary School 4th Grade Teacher Neighboring District/More Money June 5, 2015 Crain, Julie Kingwood High School Counselor Neighboring District/Same Position More Money June 10, 2015 Dean, Brittany Oaks Elementary 2nd Grade Teacher Moving/Transfer of Spouse June 5, 2015 Ferrell, Travis Kingwood Middle School Avid Teacher/Coach Family Circumstances June 5, 2015 Gardner, Elizabeth Summer Creek High School Reading Teacher Neighboring District/Closer to Home June 5, 2015 Garza, Suzanna North Belt Elementary School 3rd Grade Bilingual Teacher Neighboring District/Promotion June 5, 2015 Gray, Ricia Ridge Creek Elementary School RELA Teacher Neighboring District- Closer to Home June 5, 2015 Hill, Ann River Pines Elementary Instructional Teacher Neighboring District/Promotion June 5, 2015 Humphrey, Michelle Summer Creek High School English Teacher/Asst. Coach Moving/Transfer of Spouse June 5, 2015 Hunter, Hillary Park Lakes Elementary 5th Grade Teacher Family Circumstances June 5, 2015 Johnson, John Summer Creek High School Athletic Coach/Teacher Neighboring District-Promotion June 5, 2105 Lamborn, Jared Humble Middle School Social Studies Teacher Continuing Education June 5, 2015 Lopez-Rogina Quest Early College High School Credit Recovery Teacher Moving/Transfer of Spouse June 5, 2015 Mallon, Jennifer Ross Sterling Middle School Life Skills Teacher Neighboring District/Closer to Home June 5, 2015 Marshall, Yohanna Summer Creek High School Spanish Teacher Leaving Profession June 5, 2015 McHaney, Amanda Timbers Elementary School SPEAK Teacher Family Circumstances June 5, 2015 McMurrey, Patrick Ross Sterling Middle School Choir Teacher Family Circumstances June 5, 2015 Michelsen, Karol Pine Forest Elementary Art Teacher Moving/Transfer of Spouse June 5, 2015 Montgomery, Pamela Humble High School SPED Teacher Moving/Transfer of Spouse June 5, 2015 Moore, Courtney Lakeland Elementary Diagnostician Leaving Profession June 5, 2015 Neely, Kelly Kingwood High School Audio/Video Teacher Neighboring District/Promotion June 5, 2015 Nelsen, Cari Kingwood Middle School MATH Academic Lead Teacher Neighboring District-Closer to Home June 5, 2015 Nixon, Gerald Atascocita High School Algebra Teacher Neighboring District/Promotion June 5, 2015 Nixon, Linda Lakeshore Elementary SPED Interventionist Neighboring District-Promotion June 5, 2015 Nobles, Shonna Pine Forest Elementary 3rd Grade Teacher Dissatisfied with Supervisor June 5, 2015 HUMBLE INDEPENDENT SCHOOL DISTRICT PERSONNEL RECOMMENDATIONS

July 14, 2015

Paine, Stacey Timbers Elementary School 2nd Grade Teacher Neighboring District/Promotion June 5, 2015 Perez-Emmanuelli Park Lakes Elementary Bilingual ALT Neighboring District/Promotion June 5, 2015 Ramirez, Ernesto Ross Sterling Middle School Algebra I Teacher Moving June 5, 2015 Richards, Reid Summer Creek High School Algebra Teacher Neighboring District/Same Position More Money June 5, 2015 Sarchet, Ellen Ridge Creek Elementary School 3rd Grade Teacher Neighboring District/Same Position More Money June 5, 2015 Sexton, Julie Summerwood Elementary School SPED Teacher Neighboring District/Closer to Home June 5, 2015 Speights, Christie Summer Creek High School MATH ALT Neighboring District/Promotion June 5, 2015 Stansbury, Tonya Instructional Support Center LSSP Moving/Transfer of Spouse June 5, 2015 Welchel, Kevin Woodcreek Middle School Social Studies Teacher Neighboring District/Closer to Home June 5, 2015 White, Karmetria Fall Creek Elementary 1st Grade Teacher Neighboring District/Closer to Home June 5, 2015 Willits, Marty Quest Early College High School Social Studies Teacher Neighboring District/Same Position More Money June 5, 2015 Zenon, Lawrence Park Lakes Elementary Music Teacher Moving/Transfer of Spouse June 5, 2015

RECOMMENDATIONS FOR PROFESSIONAL EMPLOYMENT

Degree Certification Assignment Exp. Eff. Date Previous Emp. Atascocita High School 008 Kellogg, Marie B.A./Sam Houston State University Secondary Spanish 6-12 Spanish Teacher 3 years Aug. 14, 2015 Splendora ISD Wall, Darlene M.Ed./Sam Houston State University Business ED 6-12 Business Teacher 2 years Aug. 14, 2015 Aldine ISD

Cambridge 022 Goodwin, Sheryl B.B.A./Texas A&M University SPED EC-12 BTC ALT 9 years Aug. 14, 2015 Magnolia ISD

Humble High School 001 Remington, Matthew M.A./University of Texas-Austin ART EC-12 Art Teacher 2 years Aug. 14, 2015 McAllen ISD Warfield, Kimbrella M.A./National –Louis University ELAR 8-12 English Teacher 15 years Aug. 14, 2015 Aldine ISD

Kingwood High School 002 Amos, Ana M.Ed./Sam Houston State University Counselor EC-12 Counselor 15 years July 27, 2015 Conroe ISD Gallardo, Derek B.S./University of Houston-Downtown Social Studies 7-12 Social Studies Teacher None Aug. 14, 2015 Humble ISD-Sub McMunn, Amber M.A./Ashland University Social Studies 8-12 IB Social Studies Teacher 5 years Aug. 14, 2015 Aldine ISD Ryan, Jenny B.A./University of Texas at Tyler ELAR 8-12 English Teacher (.67) 4 years Aug. 14, 2015 Humble ISD-Former

HUMBLE INDEPENDENT SCHOOL DISTRICT PERSONNEL RECOMMENDATIONS

July 14, 2015

Kingwood Park High School 013 Jackson, Joshua B.S./Science 8-12 Science 8-12 Science Teacher/Coach 5 years Aug. 14, 2015 Shepherd ISD Wells, Joshua B.S./Sam Houston State University Math 7-12 Math Teacher/Coach None Aug. 14, 2015 Humble ISD-Sub

Summer Creek High School 014 Barrett, Jennifer M.S./California University-Pennsylvania License Assistant Trainer 10 years Aug. 14, 2015 Northside ISD Couts, Brandon B.B.A./Baylor University Business Education 6-12 Business Teacher/Coach 4 years Aug. 14, 2015 Fort Worth ISD Ebert II, Allan M.Ed/Stephen F Austin State University Social Studies 8-12 Social Studies Teacher/Coach 10 years Aug. 14, 2015 Klein ISD John, Eythan B.S./Sam Houston State University Math 6-12 Math Teacher 14 years Aug. 03, 2015 Spring ISD Rwehumbiza, Anthony M.S./University of Houston-Clear Lake Math 8-12 Math Teacher 6 years Aug. 14, 2015 Houston ISD Santiago, Krystel M.A./Universidad Del Turabo LOTE-Spanish EC-12 Spanish Teacher 9 years Aug. 14, 2015 Houston ISD Terrasas, Robert B.A./University of Houston-Clear Lake Secondary Social Studies Social Studies/Coach 16 years Aug. 03, 2015 Sante Fe ISD Composite 6-12 Villasenor, Ernesto B.A./Adams State College SPED EC-12 SPED Co-Teacher/Coach 3 years Aug. 03, 2015 Pasadena ISD

Creekwood Middle School 043 Farmer, Terra B.S./Texas Tech University Science 4-8 8th Grade Science Teacher 7 years Aug. 14, 2015 Alpine ISD Grantham, Mandy B.S./Texas A&M University Generalist 4-8 8th Grade Math Teacher 9 years Aug. 14, 2015 McLaughlin School District Kozarsky, Melanie B.S./Texas A&M University Secondary History 6-12 History Teacher (Part .50) 12 years Aug. 14, 2015 Humble ISD-Sub McDougald, Matthew B.S./Sam Houston State University Generalist 4-8 7th Grade Social Studies Teacher None Aug. 14, 2015 Recent Grad

Humble Middle School 041 Appel, Roberta M.S./University of Houston-Clear Lake Theatre EC-12 Theater Arts Teacher 2 years Aug. 14, 2015 Livingston ISD Davis-Wanza, Gereta M.Ed./Texas Southern University Elem Self-Contained 1-8 Lead ALT 19 years Aug. 14, 2015 Aldine ISD Grimes, Joshua B.S./Prairie View A&M University Math 7-12 7th Grade Math Teacher 2 years Aug. 14, 2015 Aldine ISD Pitre, Ann M.A./Prairie View A&M University Health EC-12 Foods for Today Teacher 0 years Aug. 14, 2015 Beaumont ISD

Kingwood Middle School 042 Almaguer, Kayla B.S./University of Houston-Downtown Generalist 4-8 (ACP) 7th Grade RELA/Avid None Aug. 14, 2015 Recent Grad DeGrasse, Skyesha B.A./University of Texas-Austin Math 4-8 7th Grade Math Teacher None Aug. 14, 2015 Aldine ISD Singletary, Dwayne B.S./Tarleton State University PE PK-12 ISS/Coach None Aug. 14, 2015 Humble ISD-Sub

Riverwood Middle School 045 Marku, Christine M.M./Texas State University Music EC-12 Choir Teacher 13 years Aug. 14, 2015 Galena Park ISD HUMBLE INDEPENDENT SCHOOL DISTRICT PERSONNEL RECOMMENDATIONS

July 14, 2015

Ross Sterling Middle School 047 Billett, Rhiannon M.Ed./Lamar University-Beaumont SPED EC-12 SPED ALT 11 years Aug. 14, 2015 Galena Park ISD Mullinax, Salena B.S./University of Houston-Clear Lake SPED EC-12 Life Skills Teacher 4 years Aug. 14, 2015 Cypress Fairbanks ISD

Timberwood Middle School 046 Singleton, Eshombi B.S./Rice University PE EC-12 PE Teacher 4 years Aug. 14, 2015 Pasadena ISD

Woodcreek Middle School 048 Gray, Andre M.A./Amber University Generalist 4-8 8th Grade History Teacher 4 years Aug. 14, 2015 Sheldon ISD Griffin, Tiffani B.A./Texas Southern University Generalist 4-8 7th Grade History Teacher 8 years Aug. 14, 2015 Aldine ISD

Atascocita Springs Elementary 126 Foster, Ruth B.A./Grand Valley State University Generalist EC-4 5th Grade Teacher 10 years Aug. 14, 2015 Galena Park ISD

Eagle Springs Elementary 121 Gibson, Catherine B.S./LeTourneau University Generalist EC-4 3rd Grade RELA Teacher 6 years Aug. 14, 2015 Spring ISD Taylor, Shauna M.Ed./American College of Education Generalist EC-4 4th Grade RELA Teacher 6 years Aug. 14, 2015 Galena Park ISD Teague, Jennifer B.S./Texas A&M University Generalist EC-4 3rd Grade RELA Teacher 11 years Aug. 14, 2015 Academics Charter School

Fall Creek Elementary Krumrey, Amy B.A./Texas State University Generalist EC-6 2nd Grade Teacher 3years Aug. 14, 2015 New Caney ISD Surawski, Kimberly M.Ed./University of St Thomas Generalist EC-4 Kindergarten Teacher 5 years Aug. 14, 2015 Galena Park ISD

Humble Elementary 101 Hernandez, Yuri B.S./Columbus State University Bilingual Ed Supplemental- 3rd Grade Dual Language Teacher 1 year Aug. 14, 2015 Sheldon ISD Spanish EC-6

Lakeland Elementary 102 Aguilar, Claudia B.B.A./Northwood University Generalist EC-4 ELT Teacher 8 years Aug. 14, 2015 Spring ISD Blair, Rachel M.S./Southwestern Assemblies of God Generalist EC-6 3rd Grade Teacher None Aug. 14, 2015 Private Industry Diiaconi, Stephen B.S./Texas State University ESL Generalist EC-6 5th Grade Teacher None Aug. 14, 2015 Recent Grad Linse, James B.A./George Mason University Generalist EC-6 2nd Grade Teacher None Aug. 14, 2015 Humble ISD-Sub HUMBLE INDEPENDENT SCHOOL DISTRICT PERSONNEL RECOMMENDATIONS

July 14, 2015

Pantin, Laura B.B.A./Cuahutemoc University-Puebla Bilingual ESL PK-6 Pre K Bilingual Teacher 22 years Aug. 14, 2015 Houston ISD Mexico White, Taylor B.S./Southern University-Edwardsville Elem. Self Contained 3rd Grade Teacher None Aug. 14, 2015 Recent Grad (Illinois)

Lakeshore Elementary 125 Martin, Megan B.S./Texas State University ESL Generalist EC-6 1st Grade Teacher 2 years Aug. 14, 2015 Cypress Fairbanks ISD

North Belt Elementary 103 Baker-Hale, Keshia B.S./Letourneau University Generalist EC-4 4th Grade Teacher 4 years Aug. 14, 2015 Galena Park ISD Eargle, Jennifer M.S./University of Houston-Clear Lake Elem. English 1-8 Writing Interventionist (.50) 11 years Aug. 14, 2015 Galena Park ISD Goodman, Sacheen B.A./Texas State University Elem. Self-Contained 1-6 3rd Grade Teacher 14 years Aug. 14, 2015 New Caney ISD Mackey, Anastasia M.Ed./American Intercontinental Generalist 4-8 4th Grade Teacher None Aug. 14, 2015 Humble ISD-Hourly University Nava, Maria M.Ed./Sam Houston State University Bilingual Generalist EC-4 3rd Grade Bilingual Teacher 9 years Aug. 14, 2015 Aldine ISD Tooley, Karina M.S./University of Cincinnati Generalist EC-6 (ACP) 3rd Grade Teacher None Aug. 14, 2015 Private Industry

Park Lakes Elementary 122 Getz, Mona M.Ed./Sam Houston State University Elem. Self-Contained 1-8 5th Grade Teacher 15 years Aug. 14, 2015 New Caney ISD Green, Ranetta M.S./Texas Southern University Elem Childhood Ed PK-KG Pre K Teacher 14 years Aug. 14, 2015 Aldine ISD Hattoy, Angela B.S./Texas Tech University Elem. Self-Contained 1-8 3rd Grade Teacher 18 years Aug. 14, 2015 Frenship ISD Lovelady, Timothy M.Ed./Stephen F Austin State Elem. Self-Contained 1-8 5th Grade Teacher 24 years Aug. 14, 2015 Retire/Rehire University Lyng, Kaitlyn B.S./Texas State University ESL Generalist EC-6 2nd Grade Teacher None Aug. 14, 2015 Recent Grad

Pine Forest Elementary Berman, Jennifer M.A./University of Phoenix Generalist EC-6 2nd Grade Teacher 8 years Aug. 14, 2015 Aldine ISD

Ridge Creek Elementary 127 Goff, Lucresy M.Ed./Walden University Generalist EC-4 1st Grade Teacher 6 years Aug. 14, 2015 Spring ISD Johnston, Caitlin B.S./Texas State University ESL Generalist EC-6 4th Grade RELA/SS Teacher None Aug. 14, 2015 Recent Grad McGhee, LaTonia M.Ed./Prairie View A&M University Generalist EC-4 3rd Grade Math Teacher 15 years Aug. 14, 2015 Spring ISD Moffett, Marsha B.S./Henderson State University Early Childhood Ed PK-KG Pre K Teacher (.50) 30 years Aug. 14, 2015 Retire/Rehire Sylvester, Kenyatta B.S./Stephen F Austin State University Elem. Self Contained 1-8 2nd Grade Teacher 19 years Aug. 14, 2015 Cypress Fairbanks ISD HUMBLE INDEPENDENT SCHOOL DISTRICT PERSONNEL RECOMMENDATIONS

July 14, 2015

River Pines Elementary 123 Living, Shequana B.A./University of Texas-Austin Generalist EC-6 Media Specialist 4 years Aug. 14, 2015 Harris County Negrete, Hilda M.Ed./Sam Houston State University Elem Bilingual / ESL 1-8 1st Grade Bilingual Teacher 21 years Aug. 14, 2015 Lufkin ISD Vidal, Andrea M.S./Texas A&M University-Kingsville Bilingual Ed. Supplemental- 1st Grade Teacher- Bilingual 3 years Aug. 14, 2015 Dayton ISD Spanish EC-8

Timbers Elementary 110 Campbell, Laurie B.S./Tarleton State University Elem. Reading 1-8 4th Grade RELA Teacher 20 years Aug. 14, 2015 Splendora ISD

Whispering Pines Elementary 115 Schone, Juliana M.Ed./Lamar University-Beaumont Counselor EC-12 Counselor 10 years Aug. 11, 2015 Tomball ISD

Instructional Support Center 888 Hebert, TerryAnn M.Ed./Stephen F. Austin State Art PK-12 Art Teacher (Part .50) 35 years Aug. 12. 2015 Retire/Rehire University

Rescinded Resignation Campus Assignment Reason Crawford, Brett Quest Early College High School Social Studies Teacher Offered new position Gerbasich, Michelle Kingwood High School English Teacher Received Certification

Position Declined Campus Assignment Reason Couts, Brandon Summer Creek High School Business Teacher/Coach Decided not to take offer Gonzalez, Roberto Ross Sterling Middle School Math Teacher Decided not to take offer Love, Marquay Woodcreek Middle School Health Teacher/Coach Decided not to take offer

HUMBLE INDEPENDENT SCHOOL DISTRICT PERSONNEL RECOMMENDATIONS

July 14, 2015

RECOMMENDATIONS

It is recommended that Sergio Lopez be appointed to the position of Assistant Principal at Ross Sterling Middle School effective July 27, 2015. Mr. Lopez holds a Masters of Education from Lamar University. He has 8 years of experience in education and previously held the position of Assistant Principal with Houston ISD.

It is recommended that Veonda Mahoney be appointed to the position of Assistant Principal at Ross Sterling Middle School effective July 27, 2015. Ms. Mahoney holds a Masters of Education from Prairie View A&M University. She has 10 years of experience and previously held the position of Instructional Coach at Humble High School.

HUMBLE INDEPENDENT SCHOOL DISTRICT PERSONNEL RECOMMENDATIONS

July 14, 2015 Addendum

RESIGNATIONS Campus Assignment Reason Eff. Date Bennett, Tess Whispering Pines Elementary Assistant Principal Neighboring District/Closer to Home June 17, 2015 Flores, Brady Riverwood Middle School Math ALT Neighboring District/Promotion June 5, 2015 Fuller, June Atascocita High School SPED Teacher Neighboring District/Promotion June 5, 2015 Hasker, Patrick Humble High School SPED Teacher Neighboring District/Promotion June 5, 2015 Hughes, Jay Ross Sterling Middle School Science Teacher/Coach Neighboring District/More Money June 5, 2015 Jones, Richard Humble High School Social Studies Teacher Neighboring District/Closer to Home June 5, 2015 Mason, David Atascocita High School Assistant Principal Neighboring District/Promotion June 17, 2015 Meloncon, Anitra Atascocita High School Science Teacher Neighboring District/Promotion June 5, 2015 Price, Kathleen Lakeland Elementary Teacher Neighboring District/More Money Same Position June 5, 2015 Soto, Jamilleth Woodcreek Middle School Spanish Teacher Leaving Profession June 5, 2015

RECOMMENDATIONS FOR PROFESSIONAL EMPLOYMENT

Degree Certification Assignment Exp. Eff. Date Previous Emp. PACE 015 Mullennix, Angela M.A./University of North Carolina English (North Carolina) English Teacher 8 years Aug. 14, 2015 University of Phoenix

Humble High School 001 Clark, Megan B.A./Texas A&M University ELAR 7-12 English/Reading Teacher 1 year Aug. 14, 2015 Shepherd ISD

Summer Creek High School 014 Soto, Yair B.S./University of Houston Secondary French 6-12 French Teacher 10 years Aug. 14, 2015 Goose Creek ISD Wilson, April B.S./Southern University A&M Secondary Math 6-12 Math Teacher 8 years Aug. 14, 2015 Copenhagen International School

Oaks Elementary 108 Velasquez, Kimberley M.Ed./Houston Baptist University Bilingual Generalist EC-6 2nd Grade Math/Science 3 years Aug. 14, 2015 Goose Creek ISD

HUMBLE INDEPENDENT SCHOOL DISTRICT PERSONNEL RECOMMENDATIONS

July 14, 2015 Addendum

Park Lakes Elementary 122 Milewski, Laura M.Ed./University of St. Thomas Generalist EC-4 Kindergarten Teacher 9 years Aug. 14, 2015 Archdicosese of Galveston

Park Lakes Elementary 122 Azzollini, Linda B.S./Sam Houston State University Generalist 4-8 5th Grade Teacher 11 years Aug. 14, 2015 New Caney ISD

Rescinded Resignation Campus Assignment Reason Hemingway, Kellie Northbelt Elementary Interventionist (.50) Offered new position Mallon, Jennifer Ridge Creek Elementary Teacher Offered position

RECOMMENDATIONS It is recommended that William Knies be appointed to the position of Special Ed Coordinator (Secondary Inclusive Practices) effective August 10, 2015. Mr. Knies holds a Master of Education from Texas State University and has 18 years of experience. He previously held the position of Director of Student Services for Portland School District in Portland, Connecticut.

STUDENT PLACEMENT

A motion was made by Mr. Rushing to accept the student placement in an alternative education program as presented by the Superintendent as follows: J.S., effective: 06- 05-15. The motion was seconded by Mr. Lapeze. The motion was approved unanimously.

MINUTES FROM THE PREVIOUS MEETING

A motion was made by Mr. Rushing to approve the minutes for the regular Board Meeting held on June 9, 2015. The motion was seconded by Ms. Conrad. The motion passed with the vote of five (5) for and two (2) abstentions. Mr. Lapeze and Mr. Engelage abstained.

A motion was made by Mr. Rushing to approve the minutes for the special Board Meeting and Workshop held on June 23, 2015. The motion was seconded by Mr. Engelage. The motion was approved unanimously.

Board Associations and Committees

 Audit Committee – The committee will meet on July 28, 2015  Board and Superintendent Evaluation Process & Goals Committee – The committee met last month and will meet again tonight following the Board Meeting. A workshop is planned for the full Board to meet.  Building and Planning Committee – The committee met on Thursday, July 9, 2015 reviewing summer projects, and also took a road trip to view the land purchased for future school sites.  Education Foundation – There are 3 new Board Members on the Education Board and they are: Martina Dixon, Kelly Ryan and Sandra LaClave.  Finance Committee – No report.  Kingwood Super Neighborhood Council – No report.  Legislative Committee – No report.  Program Committee – The committee met on Tuesday, July 7, 2015 and reviewed the progress of the RTI Program. The committee is proud of the progress that the program has made.  Technology and Data Governance Committee – The committee met last week to review summer projects and discussed how to bring this information to the full Board.

CONSENT AGENDA

After review a motion was made by Mr. Rushing to approve the following board items by consent: Learning Division: A, B and C; Financial Services Division: A, B, C and D; Support Services Division: A, B and C; District-wide: A. The motion was seconded by Mr. Engelage. The motion was approved unanimously.

1. GOVERNANCE REPORTS AND CONSIDERATIONS

A. Proposed Board Policy CCA (LOCAL)

This Proposed Board Policy CCA (LOCAL) was provided to the Board as information only and will be brought back to the Board in August for approval. There was no discussion.

2. SUPERINTENDENT’S DIVISION REPORTS, CONSIDERATIONS AND PURCHASES

There were no items for this title this month.

3. LEARNING DIVISION REPORTS, CONSIDERATIONS AND PURCHASES

A. Interlocal Agreement with Crosby ISD

The Superintendent recommends that the Board of Trustees approve the Interlocal Agreement between Humble ISD and Crosby ISD whereby Humble ISD would provide DAEP services to eligible Crosby ISD students at the HISD Community Learning Center for the 2015-2016 school year.

Approved by consent.

B. Discipline Management Plan/Student Code of Conduct for 2015-2016 School Year

The Superintendent recommends that the Board of Trustees approve the Discipline Management Plan/Student Code of Conduct for 2015-2016 School Year.

Approved by consent.

C. Early Release and Late Arrival Waiver

The Superintendent recommends that the Board of Trustees approve the waiver for continuance of the Early Release and Late Arrival 2015-2016 Waiver for 2015-16 school year.

Approved by consent.

4. FINANCIAL SERVICES DIVISION REPORTS, CONSIDERATIONS AND PURCHASES

A. Tax Refunds

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

Approved by consent. B. Waiver of P&I

The Superintendent recommends that the Board of Trustees approve the requests for waiver of penalty and interest on delinquent tax accounts.

Approved by consent.

C. Budgetary Amendments

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

Approved by consent.

D. 2015-16 Employee Benefits Program

The Superintendent recommends that the Board of Trustees approve the following provisions related to the District’s Employee Benefits Program effective September 1, 2015: the selection of Cigna to provide Dental benefits; the selection of Aetna to provide Disability and Life benefits; the selection of Superior Vision to provide Vision benefits; the selection of Loyal American to provide Cancer benefits; the selection of Healthiest You to provide employer paid telehealth services; and the selection of Deer Oakes EAP Services, LLC to provide employer paid employee assistance program services. In addition, the Superintendent recommends that the Board of Trustees approve an increase in the monthly District contribution toward the total cost of TRS-ActiveCare premiums.

Approved by consent.

E. Financial Services Reports

There was no discussion regarding the information provided in 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 AND PURCHASES

A. Atascocita High School Natatorium Boiler Replacement Project Close-Out and Final Payment

The Superintendent recommends that the Board of Trustees approve the final payment of $11,706.85 to TNT Mechanical for the Atascocita High School Natatorium Boiler Replacement Project.

Approved by consent.

B. Generator Replacement Project Close-Out and Final Payment

The Superintendent recommends that the Board of Trustees approve the final payment of $18,759 to Boyer, Inc. for the Generator Replacement Project at 6 (six) campuses.

Approved by consent.

C. Construction and Construction-Related Purchases

Approved by consent.

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/or 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.

Approved by consent.

8. BOARD REPORTS, CONSIDERATIONS AND PURCHASES

A. Endorsement of Spring ISD Board Member, Ron Crier’s candidacy for the District 4A Position on the Texas Association of School Boards Board of Trustees.

A motion was made by Mr. Engelage for the Board to endorse Spring ISD Board Member, Ron Crier for the District 4A Position on the Texas Association of School Boards Board of Trustees. The motion was seconded by Ms. Conrad. The motion passed with the vote of six (6) for and one (1) abstention. Mr. Cunningham abstained.

B. Action: Endorsement of Barbers Hill ISD Board Member, Benny May’s candidacy for the District 4C Position on the Texas Association of School Boards Board of Trustees

A motion was made by Mr. Cunningham for the Board to endorse Barbers Hill ISD Board Member, Benny May for the District 4C Position on the Texas Association of School Boards Board of Trustees. The motion was seconded by Mr. Engelage. The motion passed unanimously.

There being no further business, the meeting adjourned at 7:26 p.m.

______Secretary President

Board of Trustees Agenda Item

Recommended Action: The Superintendent recommends that the Board of Trustees approve the Proposed Board Policy CCA(LOCAL). Board Policy/State Regulation/Law Reference (If Applicable): N/A

Overview: With the inevitable need for a bond referendum to construct new campuses and possible facility renovations/rebuilds, as well as other possible new construction projects, we believe a Board policy specifically guiding and governing the planning for a bond referendum will prove to be important for the District. Engaging and involving community in bond planning and recommendations is an essential part of this proposed Board policy.

Fiscal Impact: N/A Attachments: Board Policy CCA(LOCAL) Department(s) Submitting Form: Superintendent’s Office Division Approval: Dr. Guy Sconzo Date Submitted: July 27, 2015

1 Humble ISD 101913

LOCAL REVENUE SOURCES CCA BOND ISSUES (LOCAL)

PURPOSE When voter authorization for a bond referendum for new capital resources is required, a comprehensive facility study will be initiat- ed and lead by the Assistant Superintendent of Support Services to identify capital projects associated with infrastructure and facilities and include in the Capital Improvement Program.

DEVELOPMENT OF The Assistant Superintendent of Support Services may utilize the CAPITAL PROJECTS services of an expert outside consultant, as well as District staff, LIST in developing the listing of infrastructure and facility needs.

Criteria for evaluating capital projects shall include the following: • Eliminate a proven or obvious hazard to public health and safety • Required by legislation or action of other governmental ju- risdictions • Required as a result of an audit • Support the District Strategic Improvement Plan or other Campus and/or Department Improvement Plans • Provide new programs essential for achieving District educational goals • Reduce or stabilize operating costs • Prolong the functional life of a capital asset of the District by ten years or more • Replace a clearly obsolete facility or maintains and makes better use of an existing facility • Prevent a substantial reduction in an existing standard of service • Supported by the annual enrollment review (FC(LOCAL))

ADMINISTRATIVE The Assistant Superintendent of Support Services shall conduct a REVIEW preliminary review of capital projects in collaboration with the Su- perintendent, Chief Financial Officer, Senior Staff, Division Lead- ers, the Budget Development Committee, the Board Building and Planning Committee, the Board Finance Committee and the Board of Trustees prior to the engagement of the Bond Study Committee (BSC).

COMMUNITY The Superintendent or designee shall implement a process that ENGAGEMENT engages local community members, parents, teachers, administrators, and other District staff. The Bond Study Committee (BSC) shall review and/or recommend revisions to the preliminary list of capital projects and make a prioritized recommendation to the Su- perintendent. The Superintendent shall share the BSC recommendation with the Board of Trustees.

DATE ISSUED: 1 of 1

CCA(LOCAL) Board of Trustees Agenda Item

Recommended Action: The Superintendent recommends that the Board of Trustees approve the 2015-2016 Memorandum of Understanding with the Harris County Juvenile Board. Board Policy/State Regulation/Law Reference (If Applicable): Chapter 37 of the Texas Education Code

Overview: The purpose of this Memorandum of Understanding (MOU) is to set forth the duties and responsibilities of the Harris County Juvenile Board (HCJB) and Humble ISD regarding the operation of the Harris County Juvenile Justice Alternative Education Program (JJAEP). Every expelled student in Harris County must be placed in the Juvenile Justice Alternative Education Program (JJAEP) or its equivalent. For years Humble ISD purchased discretionary slots at JJAEP and Highpoint for students who committed a Level Three violation that threatened the campus safety and were of a more serious nature. Due to the increase in discretionary cost in 2007-2008, it was recommended to the Board that the District would not purchase discretionary slots at JJAEP and use this facility for mandatory students only. This year the cost will be $110 per day for discretionary slots. Once again, Humble ISD will not purchase any discretionary spaces from JJAEP.

Adoption of this memorandum assists the District in finding cost-effective options for the education of students who are removed from Humble ISD and placed in an alternative education school.

Fiscal Impact: Funding for the JJAEP for mandatory placements (Category A) is provided to Harris County Juvenile Board (HCJB) by the Texas Juvenile Justice Department (TJJD). The District has elected not to reserve student spaces for Category B, C, and D students; therefore, there is no funding requirement for the District. 1

Attachments: Memorandum of Understanding Department(s) Submitting Form: Assistant Superintendents of Schools Division Approval: Dr. Thomas Price Date Submitted: July 8, 2015

Board of Trustees Agenda Item

Recommended Action: The Superintendent recommends that the Board of Trustees approve the Revised Adoption Titles for Proclamation 2015 for 2015-2016 and the Eight Year Adoption Cycle. Board Policy/State Regulation/Law Reference (If Applicable): Policy EFAA(LOCAL)

The Board shall approve final selections and ratify the District’s certification of instructional materials. Final selections shall be recorded in Board minutes.

Overview: The Board approved the Adoption Titles and the Eight-Year Adoption Cycle at the March 12, 2015 board meeting. The publisher, Houghton Mifflin, has notified the District that they will not add the resources to ensure 100% alignment with the Texas Essential Knowledge and Skills for the Psychology and Sociology Textbooks.

The Curriculum Department contacted the Learning List who is an independent review service that helps schools choose and use instructional materials that best meet students’ needs. The following chart notes the percentage of state standards alignment found within the textbooks.

Psychology Sociology McGraw-Hill 100% 99% Houghton Mifflin 81% 77%

After reviewing the textbooks, Learning List reports and recommendation from the Academic Lead Teachers and classroom teachers, the District Instructional Materials Oversight Committee recommends that the District adopt the following textbooks from the publisher McGraw-Hill for the 2015-2016 school year and the eight years of the adoption: Understanding Psychology McGraw-Hill Networks: Sociology and You

Fiscal Impact: Funding for this expenditure will be provided by the State Instructional Materials Allotment as noted at the March 17, 2015 Board Meeting. Attachments: Learning List Reports Department(s) Submitting Form: Curriculum and Instruction Division Approval: Dr. Thomas Price Date Submitted: July 17, 2015

2 6/18/2015 LearningList Attachment 1

Alignment Report Comparison Psychology (TEKS)

Psychology: Understanding Principles in Psychology - TEKS Standard Expectation Practice - TEKS McGraw-Hill Houghton Mifflin Education Harcourt

(1) History. The student understands (1.A) identify characteristics that the development of the field of differentiate the field of psychology   psychology. The student is expected from other related social sciences to:

(1) History. The student understands (1.B) trace the historical the development of the field of development of the contemporary   psychology. The student is expected perspectives in psychology, including to: biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic

(1) History. The student understands (1.C) explore subfields and career the development of the field of opportunities available in the   psychology. The student is expected science of psychology to:

(2) Science of psychology. The (2.A) define and differentiate the student differentiates the processes concepts of theory and principle   of theory development and validation. The student is expected to:

(2) Science of psychology. The (2.B) identify and describe the basic student differentiates the processes methods of social scientific   of theory development and reasoning validation. The student is expected to:

(2) Science of psychology. The (2.C) apply the standards of the student differentiates the processes American Psychological Association   of theory development and (APA) for ethical decision making validation. The student is expected regarding the collection, storage, to: and use of psychological data

(2) Science of psychology. The (2.D) define and interpret measures student differentiates the processes of central tendency (mean, median,   of theory development and and mode) and dispersion (range validation. The student is expected and standard deviation) to:

(3) Science of psychology. The (3.A) describe the anatomy of the student understands the relationship central and peripheral nervous   between biology and behavior. The systems and the endocrine system student is expected to:

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(3) Science of psychology. The (3.B) explain the effects of the student understands the relationship endocrine and nervous systems on   between biology and behavior. The development and behavior student is expected to:

(4) Science of psychology. The (4.A) explain the capabilities and student understands how sensations limitations of sensory systems and   and perceptions influence cognition individual perceptions and behavior. The student is expected to:

(4) Science of psychology. The (4.B) understand the interaction of student understands how sensations the individual and the environment   and perceptions influence cognition in determining sensation and and behavior. The student is perception expected to:

(5) Individual development. The (5.A) critique the various student understands that perspectives presented in the nature   development is a life-long process. versus nurture debate The student is expected to:

(5) Individual development. The (5.B) trace the influence of physical student understands that development on the individual   development is a life-long process. The student is expected to:

(5) Individual development. The (5.C) discuss the role of the caregiver student understands that on individual development   development is a life-long process. The student is expected to:

(5) Individual development. The (5.D) explain factors involved in student understands that cognitive development according to   development is a life-long process. Jean Piaget The student is expected to:

(5) Individual development. The (5.E) describe Erik Erikson's stages of student understands that psychosocial development   development is a life-long process. The student is expected to:

(5) Individual development. The (5.F) evaluate the predicted student understands that outcomes of given courses of actions   development is a life-long process. in particular situations based on an The student is expected to: understanding of the development of morality

(5) Individual development. The (5.G) evaluate the presented theories student understands that of human development and specify   development is a life-long process. the strengths and weaknesses of The student is expected to: each

(6) Individual development. The (6.A) demonstrate an understanding student understands behavioral and of the principles of operant and   social learning theories. The student classical conditioning and of social is expected to: learning

(6) Individual development. The (6.B) describe the processes of student understands behavioral and learning using typical classroom   social learning theories. The student situations is expected to:

(7) Individual identity. The student (7.A) compare predominant theories understands the principles of of motivation and emotion   motivation and emotion. The student is expected to:

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(7) Individual identity. The student (7.B) explore the interaction of understands the principles of biological and cultural factors in   motivation and emotion. The emotion and motivation student is expected to:

(8) Individual identity. The student (8.A) differentiate the various types understands the nature of of intelligence   intelligence. The student is expected to differentiate the various types of intelligence.

(9) Individual identity. The student (9.A) describe statistical concepts understands the basic principles of used in testing   tests and measurements. The student is expected to:

(9) Individual identity. The student (9.B) differentiate among aptitude, understands the basic principles of achievement, and Intelligence   tests and measurements. The Quotient (IQ) tests student is expected to:

(10) Individual identity. The student (10.A) define personality understands the development and   assessment of personality. The student is expected to:

(10) Individual identity. The student (10.B) compare and evaluate various understands the development and theories of personality, including   assessment of personality. The psychodynamic, trait, humanistic, student is expected to: and sociocultural

(10) Individual identity. The student (10.C) describe personality understands the development and assessment tools   assessment of personality. The student is expected to:

(11) Individual experience. The (11.A) define and identify the basic student understands basic elements elements of thought   of cognition. The student is expected to:

(11) Individual experience. The (11.B) identify strategies and student understands basic elements obstacles associated with problem   of cognition. The student is expected solving and decision making to:

(11) Individual experience. The (11.C) explore the structural features student understands basic elements of language   of cognition. The student is expected to:

(11) Individual experience. The (11.D) discuss theories of language student understands basic elements acquisition and development   of cognition. The student is expected to:

(11) Individual experience. The (11.E) evaluate the limitations and student understands basic elements capabilities of the information   of cognition. The student is expected processing model to:

(11) Individual experience. The (11.F) understand the states and student understands basic elements levels of consciousness   of cognition. The student is expected to:

(12) Individual experience. The (12.A) explain stress and the student understands the individual's physiological,   multifaceted aspects of mental behavioral, and psychological

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health. The student is expected to: responses to stressors

(12) Individual experience. The (12.B) evaluate cognitive and student understands the behavioral strategies for dealing with   multifaceted aspects of mental stress health. The student is expected to:

(12) Individual experience. The (12.C) analyze the challenges student understands the inherent in defining abnormal   multifaceted aspects of mental behavior and acknowledge the health. The student is expected to: sociocultural stigma of labeling behavior as abnormal

(12) Individual experience. The (12.D) recognize the biological, student understands the social, and cognitive origins of   multifaceted aspects of mental abnormal behavior health. The student is expected to:

(12) Individual experience. The (12.E) discuss major categories of student understands the abnormal behaviors and identify   multifaceted aspects of mental their respective characteristics as health. The student is expected to: classified in the Diagnostic and Statistical Manual (DSM)

(12) Individual experience. The (12.F) evaluate the effectiveness of student understands the past and present methods of therapy   multifaceted aspects of mental health. The student is expected to:

(13) The individual in society. The (13.A) describe how attributions student will understand the affect explanations of behavior   influence of society and culture on behavior and cognition. The student is expected to:

(13) The individual in society. The (13.B) explore the nature and effects student will understand the of bias and discrimination   influence of society and culture on behavior and cognition. The student is expected to:

(13) The individual in society. The (13.C) describe circumstances in student will understand the which conformity and obedience are   influence of society and culture on likely to occur behavior and cognition. The student is expected to:

(13) The individual in society. The (13.D) describe the effects of the student will understand the presence of others on individual   influence of society and culture on behavior behavior and cognition. The student is expected to:

(13) The individual in society. The (13.E) discuss the nature of altruism student will understand the   influence of society and culture on behavior and cognition. The student is expected to:

(13) The individual in society. The (13.F) discuss the factors influencing student will understand the attraction   influence of society and culture on behavior and cognition. The student is expected to:

(13) The individual in society. The (13.G) identify sources of attitude student will understand the formation and assess methods used   influence of society and culture on to influence attitudes behavior and cognition. The student

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is expected to:

(14) Social studies skills. The student (14.A) create a product on a applies critical-thinking skills to contemporary psychology-related   organize and use information issue or topic using critical methods acquired from a variety of valid of inquiry sources, including electronic technology. The student is expected to:

(14) Social studies skills. The student (14.B) draw and evaluate conclusions applies critical-thinking skills to from qualitative information   organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

(14) Social studies skills. The student (14.C) apply evaluation rules to applies critical-thinking skills to quantitative information   organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

(14) Social studies skills. The student (14.D) analyze information by applies critical-thinking skills to sequencing, categorizing, identifying   organize and use information cause-and-effect relationships, acquired from a variety of valid comparing, contrasting, finding the sources, including electronic main idea, summarizing, making technology. The student is expected generalizations and predictions, and to: drawing inferences and conclusions

(15) Social studies skills. The student (15.A) use psychology-related communicates in written, oral, and terminology correctly   visual forms. The student is expected to:

(15) Social studies skills. The student (15.B) use standard grammar, communicates in written, oral, and spelling, sentence structure, and   visual forms. The student is expected punctuation to:

(15) Social studies skills. The student (15.C) transfer information from one communicates in written, oral, and medium to another, including   visual forms. The student is expected written to visual and written or visual to: to statistical, using computer software as appropriate

(15) Social studies skills. The student (15.D) create written, oral, and visual communicates in written, oral, and presentations of social studies   visual forms. The student is expected information to:

(16) Social studies skills. The student (16.A) use a problem-solving process uses problem-solving and decision- to identify a problem, gather   making skills, working independently information, list and consider and with others, in a variety of options, consider advantages and settings. The student is expected to: disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

(16) Social studies skills. The student (16.B) use a decision-making process uses problem-solving and decision- to identify a situation that requires a   making skills, working independently decision, gather information, identify and with others, in a variety of options, predict consequences, and settings. The student is expected to: take action to implement a decision

(16) Social studies skills. The student (16.C) participate in conflict

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uses problem-solving and decision- resolution using persuasion, making skills, working independently compromise, debate, and   and with others, in a variety of negotiation settings. The student is expected to:

(17) Social studies skills. The student (17.A) illustrate the relationship and develops long-term and short-term sequence between intermediate   goal-setting skills for individual and goals and terminal goals community problem solving. The student is expected to:

(17) Social studies skills. The student (17.B) monitor and evaluate self- develops long-term and short-term directed inquiry or projects for   goal-setting skills for individual and timelines, accuracy, and goal community problem solving. The attainment student is expected to:

(18) Science and technology. The (18.A) analyze examples of attitudes, student understands the relationship beliefs, and behaviors related to   of changes in technology to personal changes in available technology growth and development. The student is expected to:

(18) Science and technology. The (18.B) evaluate the impact of student understands the relationship changes in technology on personal   of changes in technology to personal growth and development growth and development. The student is expected to:

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Alignment Report Comparison Sociology (TEKS)

Sociology: The Study McGraw-Hill of Human Networks: Sociology Standard Expectation Relationships and You Houghton Mifflin McGraw-Hill Harcourt Education

(1) Foundations of sociology. The (1.A) describe the development of the student understands the theoretical field of sociology   perspectives of the historical interpretations of human social development. The student is expected to:

(1) Foundations of sociology. The (1.B) identify leading sociologists in student understands the theoretical the field of social science, including   perspectives of the historical Auguste Comte, Emile Durkheim, interpretations of human social Herbert Spencer, Max Weber, and development. The student is Karl Marx, and interpret their expected to: contributions to the foundation of sociology

(1) Foundations of sociology. The (1.C) identify sociologists such as W. student understands the theoretical E. B. DuBois, Booker T. Washington,   perspectives of the historical Robert E. Park, Harriet Martineau, interpretations of human social Jane Addams, Robert Nisbet, and development. The student is Julian Samora and interpret their expected to: contributions to the field

(2) Foundations of sociology. The (2.A) differentiate types of societies student understands how society such as hunting and gathering,   evolves and cause and effect of social agrarian, pastoral, industrial, and and institutional change. The student post-industrial is expected to:

(2) Foundations of sociology. The (2.B) identify and describe the types student understands how society of societies that exist in the world   evolves and cause and effect of social today and institutional change. The student is expected to:

(2) Foundations of sociology. The (2.C) examine changes in U.S. student understands how society institutions and society resulting   evolves and cause and effect of social from industrialization, urbanization, and institutional change. The student and immigrant assimilation is expected to:

(2) Foundations of sociology. The (2.D) analyze information about student understands how society cultural life in the United States and   evolves and cause and effect of social other countries over time and institutional change. The student is expected to:

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(3) Culture and social structure. The (3.A) identify the elements of culture student examines world cultures. The to include language, symbols, norms,   student is expected to: and values

(3) Culture and social structure. The (3.B) explain how the elements of student examines world cultures. The culture form a whole culture   student is expected to:

(3) Culture and social structure. The (3.C) give examples of subcultures student examines world cultures. The and describe what makes them   student is expected to: unique

(4) Culture and social structure. The (4.A) describe models of primary, student understands types of groups secondary, formal, informal, and   and their functions. The student is reference groups and e-communities expected to:

(4) Culture and social structure. The (4.B) analyze groups in terms of student understands types of groups membership roles, status, values,   and their functions. The student is mores, role conflicts, and methods of expected to: resolution

(5) Culture and social structure. The (5.A) compare cultural norms such as student differentiates and recognizes ethnicity, national origin, age,   examples of subculture and socioeconomic status, and gender counterculture. The student is among various U.S. subculture expected to: groups

(5) Culture and social structure. The (5.B) describe stereotypes of various student differentiates and recognizes U.S. subcultures   examples of subculture and counterculture. The student is expected to:

(5) Culture and social structure. The (5.C) analyze social problems in student differentiates and recognizes selected U.S. subcultures   examples of subculture and counterculture. The student is expected to:

(5) Culture and social structure. The (5.D) examine counterculture student differentiates and recognizes movements and analyze their impact   examples of subculture and on society as a whole counterculture. The student is expected to:

(6) Individual and society. The (6.A) define socialization and student understands the process of describe how the process of   socialization. The student is expected socialization is culturally determined to:

(6) Individual and society. The (6.B) differentiate the agents of student understands the process of socialization and evaluate their   socialization. The student is expected functions and roles to:

(6) Individual and society. The (6.C) trace socialization as a lifelong student understands the process of process   socialization. The student is expected to:

(7) Individual and society. The (7.A) explain how education, student understands the concept of exclusion from the labor force, and   adolescence and its characteristics. the juvenile justice system led to the The student is expected to: development of adolescence as a distinct stage of the life cycle

(7) Individual and society. The (7.B) identify and interpret the five

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student understands the concept of characteristics of adolescence: adolescence and its characteristics. biological growth and development,   The student is expected to: an undefined status, increased decision making, increased pressures, and the search for self

(7) Individual and society. The (7.C) identify issues and concerns student understands the concept of facing contemporary adolescents   adolescence and its characteristics. such as dating, dating violence, The student is expected to: sexuality, teen parenting, drug use, suicide, and eating disorders

(7) Individual and society. The (7.D) identify and discuss the skills student understands the concept of adolescents need to make   adolescence and its characteristics. responsible life choices The student is expected to:

(8) Individual and society. The (8.A) identify the stages of adult student understands the life stage of development and compare the   adulthood and its characteristics. The differences between male and female student is expected to: development

(8) Individual and society. The (8.B) analyze the traditional roles of student understands the life stage of work and how the composition of the   adulthood and its characteristics. The labor force has changed in the United student is expected to: States

(8) Individual and society. The (8.C) analyze the characteristics of student understands the life stage of late adulthood and changes on the   adulthood and its characteristics. The individual and society such as student is expected to: retirement, physical and mental functioning, dependency on others, and death

(9) Individual and society. The (9.A) compare theories of deviance student will explain the nature and such as the functionalist, conflict,   social function of deviance. The and interactionist perspectives student is expected to:

(9) Individual and society. The (9.B) interpret differences in crime student will explain the nature and and arrest rates by social categories   social function of deviance. The such as ethnicity, gender, student is expected to: socioeconomic status, and age, including cross-reference with the National Crime Victimization Survey

(9) Individual and society. The (9.C) analyze the criminal justice student will explain the nature and system in the United States in   social function of deviance. The relation to deviant behavior student is expected to:

(10) Social inequality. The student (10.A) analyze the characteristics and understands the nature of social components of caste and class   stratification in society. The student systems and social mobility and how is expected to: motivation affects each

(10) Social inequality. The student (10.B) define poverty and its understands the nature of social components and analyze poverty's   stratification in society. The student impact on the individual and society is expected to:

(10) Social inequality. The student (10.C) contrast theories of social understands the nature of social stratification   stratification in society. The student is expected to:

(10) Social inequality. The student (10.D) recognize and examine global understands the nature of social stratification and inequality   stratification in society. The student

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is expected to:

(11) Social inequality. The student (11.A) define race and ethnicity and understands the impact of race and differentiate among the   ethnicity on society. The student is distinguishing characteristics of expected to: minority groups

(11) Social inequality. The student (11.B) contrast the terms understands the impact of race and discrimination, prejudice, and bias   ethnicity on society. The student is expected to:

(11) Social inequality. The student (11.C) discuss the ramifications of understands the impact of race and stereotyping   ethnicity on society. The student is expected to:

(11) Social inequality. The student (11.D) analyze the varying treatment understands the impact of race and patterns of minority groups such as   ethnicity on society. The student is African American, Asian American, expected to: Hispanic American, and American Indian

(11) Social inequality. The student (11.E) explain instances of understands the impact of race and institutional racism in American   ethnicity on society. The student is society expected to:

(12) Social inequality. The student (12.A) analyze how gender roles understands changing societal views affect the opportunities available to   on gender, age, and health. The men and women in society student is expected to:

(12) Social inequality. The student (12.B) analyze the effects of an aging understands changing societal views society   on gender, age, and health. The student is expected to:

(12) Social inequality. The student (12.C) compare the nature of health understands changing societal views care in a global society   on gender, age, and health. The student is expected to:

(12) Social inequality. The student (12.D) evaluate the nature of health understands changing societal views care in different segments of   on gender, age, and health. The American society student is expected to:

(13) Social institutions. The student (13.A) define the functions and rituals identifies the basic social institution of the family and how the family has   of the family and explains its changed over time influences on society. The student is expected to:

(13) Social institutions. The student (13.B) define family systems and identifies the basic social institution patterns   of the family and explains its influences on society. The student is expected to:

(13) Social institutions. The student (13.C) analyze the trends in American identifies the basic social institution society regarding family life and the   of the family and explains its needs that the institution of family influences on society. The student is satisfies expected to:

(13) Social institutions. The student (13.D) analyze ways in which family identifies the basic social institution life can be disrupted   of the family and explains its

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influences on society. The student is expected to:

(14) Social institutions. The student (14.A) define and differentiate identifies the basic social institutions between the economic models of free   of economics and politics and enterprise and socialism and how explains their influence on society. they impact society The student is expected to:

(14) Social institutions. The student (14.B) define and differentiate among identifies the basic social institutions different types of government and   of economics and politics and discuss the legitimacy of those in explains their influence on society. power and the impact of each on its The student is expected to: citizens

(14) Social institutions. The student (14.C) trace the changes in ideas identifies the basic social institutions about citizenship and participation of   of economics and politics and different groups through time explains their influence on society. The student is expected to:

(15) Social institutions. The student (15.A) explain functionalist, conflict, identifies the basic social institutions and interactionist theories of   of education and religion and education explains their influence on society. The student is expected to:

(15) Social institutions. The student (15.B) argue and defend some current identifies the basic social institutions issues in American education   of education and religion and explains their influence on society. The student is expected to:

(15) Social institutions. The student (15.C) examine religion from the identifies the basic social institutions sociological point of view   of education and religion and explains their influence on society. The student is expected to:

(15) Social institutions. The student (15.D) analyze the functions of society identifies the basic social institutions and the basic societal needs that   of education and religion and religion serves explains their influence on society. The student is expected to:

(15) Social institutions. The student (15.E) compare and contrast identifies the basic social institutions distinctive features of religion in the   of education and religion and United States with religion in other explains their influence on society. societies The student is expected to:

(16) Social institutions. The student (16.A) identify factors that have understands the basic social contributed to the   institutions of science and the mass institutionalization of science, media and their influence on society. explain the norms of scientific The student is expected to: research, and explain how these norms differ from the realities of scientific research

(16) Social institutions. The student (16.B) trace major developments in understands the basic social the history of mass media and   institutions of science and the mass identify the types of mass media in media and their influence on society. the United States The student is expected to:

(16) Social institutions. The student (16.C) explain the differences understands the basic social between the functionalist and   institutions of science and the mass conflict perspectives of mass media media and their influence on society.

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The student is expected to:

(16) Social institutions. The student (16.D) examine contemporary mass understands the basic social media issues   institutions of science and the mass media and their influence on society. The student is expected to:

(17) Changing world. The student (17.A) describe the study of understands how population and demography, the basic demographic   urbanization contribute to a concepts, and changes in settlement changing social world. The student is patterns on society expected to:

(17) Changing world. The student (17.B) explain and critique various understands how population and theories of population growth and its   urbanization contribute to a impact on society changing social world. The student is expected to:

(18) Changing world. The student (18.A) compare and contrast various understands how collective behavior, types of collective behavior and   social movements, and social movements and how they modernization contribute to a affect society changing social world. The student is expected to:

(18) Changing world. The student (18.B) discuss theories that have been understands how collective behavior, developed to explain collective   social movements, and behavior and social movements modernization contribute to a changing social world. The student is expected to:

(18) Changing world. The student (18.C) illustrate three social processes understands how collective behavior, that contribute to social change and   social movements, and discuss and evaluate how modernization contribute to a technology, population, natural changing social world. The student is environment, revolution, and war expected to: cause cultures to change

(19) Social studies skills. The student (19.A) create a product on a applies critical-thinking skills to contemporary sociological issue or   organize and use information topic using critical methods of inquiry acquired from a variety of valid sources, including electronic technology. The student is expected to:

(19) Social studies skills. The student (19.B) analyze information by applies critical-thinking skills to sequencing, categorizing, identifying   organize and use information cause-and-effect relationships, acquired from a variety of valid comparing, contrasting, finding the sources, including electronic main idea, summarizing, making technology. The student is expected generalizations and predictions, and to: drawing inferences and conclusions

(19) Social studies skills. The student (19.C) use appropriate mathematical applies critical-thinking skills to skills to interpret sociological   organize and use information information acquired from a variety of valid sources, including electronic technology. The student is expected to:

(20) Social studies skills. The student (20.A) use sociology-related communicates in written, oral, and terminology correctly   visual forms. The student is expected to:

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(20) Social studies skills. The student (20.B) use standard grammar, communicates in written, oral, and spelling, sentence structure, and   visual forms. The student is expected punctuation to:

(20) Social studies skills. The student (20.C) transfer information from one communicates in written, oral, and medium to another, including written   visual forms. The student is expected to visual and written or visual to to: statistical, using computer software as appropriate

(20) Social studies skills. The student (20.D) create written, oral, and visual communicates in written, oral, and presentations of social studies   visual forms. The student is expected information to:

(21) Social studies skills. The student (21.A) use a problem-solving process uses problem-solving and decision- to identify a problem, gather   making skills, working independently information, list and consider and with others, in a variety of options, consider advantages and settings. The student is expected to: disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

(21) Social studies skills. The student (21.B) use a decision-making process uses problem-solving and decision- to identify a situation that requires a   making skills, working independently decision, gather information, identify and with others, in a variety of options, predict consequences, and settings. The student is expected to: take action to implement a decision

(21) Social studies skills. The student (21.C) participate in conflict uses problem-solving and decision- resolution using persuasion,   making skills, working independently compromise, debate, and negotiation and with others, in a variety of settings. The student is expected to:

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Recommended Action: The Superintendent recommends that the Board of Trustees approve the Revised Discipline Management Plan/Student Code of Conduct for 2015-2016. Board Policy/State Regulation/Law Reference (If Applicable):Board Policy FO(LEGAL)

Overview: The Board approved the 2015-2016 Discipline Management Plan/Student Code of Conduct at the July 14, 2015 board meeting. Last week, the Texas Association of School Boards Model for the Discipline Management Plan/Student Code of Conduct and General Student/Parent Handbook was updated with the changes made in the 2015 Legislative Session.

Humble ISD implemented the TASB Model in 2014-2015 and it will be used again for the 2015-2016 school year. The TASB Model allows a better alignment with our TASB Policy online. State mandated changes will be automatically updated in TASB. The General Student/Parent Handbook does not require Board approval.

Fiscal Impact: N/A

Attachments: Discipline Management Plan/Student Code of Conduct Changes – Attachment 1

Department(s) Submitting Form: Learning Division Division Approval: Dr. Thomas Price Date Submitted: July 20, 2015

1 School District Authority and Jurisdiction

Campus Behavior Coordinator As required by law, a person at each campus must be designated to serve as the campus behavior coordinator. Humble ISD designates the principal of each campus to serve as the campus behavior coordinator. The campus behavior coordinator shall be referred to through the Handbook and Student Code of Conduct as the campus principal who is primarily responsible for maintaining student discipline. The Humble ISD further designates each associate principal and assistant principal as campus behavior coordinators. For the purposes of the Student Code of Conduct, the designation of principal shall include any campus principal, associate principal and assistant principal. The district maintains the names of these individuals on each campus’s website at www.humbleisd.net. (This is new language proposed by TASB and where Humble ISD complies with requirement to post the list of the CBC’s on the District website.)

The district has disciplinary authority over a student: 2 During lunch periods in which a student is allowed to leave campus; (This is language proposed by TASB, and not as an option; previously deleted by the District; administration felt it was better to have in the SCOC than not, so it was left in this time.)

‘Parent’ Defined Throughout the Code of Conduct and related discipline policies, the term “parent” includes a parent, legal guardian, or other person having lawful control of the child. (This is new language proposed by TASB.)

Possession of Prohibited Items Students shall not possess or use:  A pocketknife or any other small knife;  Tobacco products; cigarettes; e‐cigarettes; and any component, part, or accessory for an e‐cigarette device; (This is new language proposed by TASB.)

Illegal, Prescription, and Over‐the‐Counter Drugs Students shall not:  Possess, use, abuse, or sell look‐alike drugs or attempt to pass items off as drugs or contraband. (This is new language proposed by TASB.)

Misuse of Technology Resources and the Internet Students shall not:  Use the Internet or other electronic communications to threaten district students, employees, board members, or volunteers, including off school property if the conduct causes a substantial disruption to the educational environment. (This is new language proposed by TASB.)

Discipline Management Techniques Discipline shall be designed to improve conduct and to encourage students to adhere to their responsibilities as members of the school community. Disciplinary action shall draw on the professional judgment of teachers and administrators and on a range of discipline management techniques, including restorative discipline practices. Discipline shall be correlated to the seriousness of the offense, the student’s age and grade level, the frequency of misbehavior, the student’s attitude, the effect of the misconduct on the school environment, and statutory requirements. (This is new language proposed by TASB.)

Techniques The following discipline management techniques may be used alone, in combination, or as part of progressive interventions for behavior prohibited by the Student Code of Conduct or by campus or classroom rules:  Grade reductions for cheating, plagiarism, and as otherwise permitted by policy. (This is new language proposed by TASB and the District choosing not to remove a TASB recommended bullet that had previously been deleted.)

Notification The campus principal shall promptly notify a student’s parent by phone or in person of any violation that may result in in‐school or out‐of‐school suspension, placement in a DAEP, placement in a JJAEP, or expulsion. The campus principal shall also notify a student’s parent if the student is taken into custody by a law enforcement officer under the disciplinary provisions of the Education Code. A good faith effort shall be made on the day the action was taken to provide to the student for delivery to the student’s parent written notification of the disciplinary action. If the parent has not been reached by telephone or in person by 5:00 p.m. of the first business day after the day the disciplinary action was taken, the campus principal shall send written notification by U.S. Mail. If the campus principal is not able to provide notice to the parent, his designee shall provide the notice. Before the principal or appropriate administrator assigns a student under 18 to detention outside regular school hours, notice shall be given to the student’s parent to inform him or her of the reason for the detention and permit arrangements for necessary transportation. (This is new language proposed by TASB and the addition of the requirement to apply to in‐ school suspension)

Formal Removal A teacher or administrator must remove a student from class if the student engages in behavior that under the Education Code requires or permits the student to be placed in a DAEP or expelled. When removing for those reasons, the procedures in the subsequent sections on DAEP or expulsion shall be followed. (This is new language proposed by TASB.)

Process In deciding whether to order out‐of‐school suspension, the campus principal shall take into consideration: 1. Self‐defense (see glossary), 2. Intent or lack of intent at the time the student engaged in the conduct, and 3. The student’s disciplinary history. (This is new language proposed by TASB under the Out‐of‐School Suspension section of the SCOC. We are now required to apply these mitigating factors from Chapter 37 to Out‐of‐School Suspension, as well as Sexual Assault and Campus Assignments, DAEP Removal Considerations, and Expulsion Removal Considerations. The language has been duplicated in all of these sections, as well.)

Mandatory Placement: Misconduct That Requires DAEP Placement A student must be placed in a DAEP if the student:  Commits the following offenses on school property or within 300 feet of school property as measured from any point on the school’s real property boundary line, or while attending a school‐sponsored or school‐related activity on or off school property: o Sells, gives, or delivers to another person, or possesses, uses, or is under the influence of marijuana, a controlled substance, or a dangerous drug in an amount not constituting a felony offense. A student with a valid prescription for low‐THC cannabis as authorized by Chapter 487 of the Health and Safety Code does not violate this provision. (School‐related felony drug offenses are addressed in the Expulsion section.) (See glossary for “under the influence.”) (This is new and revised language proposed by TASB; also repeated under Discretionary Expulsion: Misconduct That May Result in Expulsion , Discretionary Expulsion: Misconduct That May Result in Expulsion )

Board of Trustees Agenda Item

Board Policy/State Regulation/Law Reference (If Applicable): FFA (LEGAL)

Overview: Healthy students are more likely to attend school regularly and actively engage in the learning process. In an effort to combat childhood obesity, the federal government implemented Section 204 of Public Law 108-265. This law required each school district that participates in the School Breakfast Program and/or National School Lunch Program to implement a Wellness Policy by June, 2006. In March, 2006, the Board approved our District Wellness Policy and Measurement Plan as presented by the School Health Advisory Council (SHAC). In May, 2008, the Board approved changes to comply with additional legal requirements. In March, 2011, the School Health Advisory Council solicited information on the progress of the District Wellness Policy via the Wellness Policy Measurement Plan. While supporting the District, SHAC Vision Statement to, “Increase awareness and actively affect positive changes by using coordinated school health programming that empowers our students, staff and families to be successful in a healthy and safe environment,” the following items were addressed by the council:

 Required Professional Development for all middle school teachers instructing the updated Growth and Development curriculum  To develop a questionnaire and review responses concerning the updated Growth and Development unit for Middle School students  Update on district protocol regarding communicable diseases  Community partnerships with programs that benefit the health and wellness of Humble ISD (American Heart Association, Heart-walk, YMCA, HEB, National Dairy Council)  Presentation of a new bicycle education initiative at Creekwood MS  Fit In February--school health promotion at Bear Branch Elementary  New guidelines required by National USDA and Texas State standards on our 1 Wellness Policy/approval for recommendation to the school board  Reviewed current heat/cold weather guidelines  Fitness-gram 10.0 web based version was utilized district wide for fitness assessment and all teachers administering the test were required to attend professional development on protocol, procedures, and data entry

Attachments: 2014-15 District SHAC Members - Attachment 1 District Wellness Policy 2014-15 - Attachment 2 Department(s) Submitting Form: Curriculum and Instruction Division Approval: Dr. Thomas Price Date Submitted: July 9, 2015

2 Attachment 1

WELLNESS POLICY MEASUREMENT PLAN

Contact: Shirley Parker, Director of Child Nutrition County-District School: Humble ISD

Humble ISD Mission Statement The mission of the Humble Independent School District School Health Advisory Council is to develop recommendations for effective policies and practices to promote a healthy lifestyle and safe environment for students, staff, and families.

Component 1: Nutrition Standards Goals: # 1 Humble schools will comply with the current USDA Dietary Guidelines for Americans, Texas Public School Nutrition Policy as well as adhere to the following restrictions: (1a.) A la carte offerings will be determined by Child Nutrition Services. (1b.) All future food and beverage contracts shall consider the nutritional value of products and product decision making will be in collaboration with Child Nutrition Services.

Person Responsible: Child Nutrition Director Guidelines Unacceptable Acceptable Recognized Exemplary Supportive Evidence

(1a.) A la carte offerings will be All a la carte items sold by the Child Nutrition determined by Child Nutrition Services Department are documented as meeting USDA Smart Snack regulations. (1b.) All future food and beverage contracts shall consider the nutritional Purchasing Department consults with Child value of products and product decision Nutrition Department regarding snack vending making will be in collaboration with RFPs. Child Nutrition Services

(1c.) All reimbursable meals served meet required standards of the National

School Lunch Act and Child Nutrition Menus are USDA certified. Act.

Rev. 4/16/15 Attachment 1

Component 2: Physical Activity /Education Goals and Guidelines: #1 Schools will help students fully embrace regular physical activity as a personal lifelong behavior and will provide opportunities to maintain physical well being.

Person Responsible: Elementary and Secondary Physical Education Facilitators Guidelines Unacceptable Acceptable Recognized Exemplary Supportive Evidence

(1a.) Schools will require fitness All students in grades 3-12 that are enrolled in a assessment for all students enrolled in PE/PE equivalent test annually physical education or PE equivalent in Upgrade to web- based version Fitness-gram grades three (3) through twelve (12) 10.0 with all PE teachers attending mandatory using the Fitness-gram. = professional development The use of GoNoodle.com and other online resources are being used to enhance physical activity/brain breaks throughout the school day.

(1b.) Schools will encourage classroom Extra time allotted for classroom transition, teachers to provide short activity professional development on innovative ways breaks between lessons or classes. to increase physical movement throughout school day Walking programs, yoga, progressive muscle relaxation infused in academics

We have a full range of UIL athletics Running Clubs before and after school..

(1c.) Students are given opportunities After school sessions for First Tee Golf for physical activity through a range of before- and/or after-school programs Equestrian Club, Bass Fishing Club, Ultimate including, but not limited to, Frisbee Club, German Folk Dancing Club, intramurals, interscholastic athletics, Inline Hockey Club, Rugby Club, Lacrosse and physical activity clubs. Club, Marching Band, Cheerleading, Dance, etc.

Students engage in the YMCA before and after = school activities.

Rev. 4/16/15 Attachment 1

Students enrolled in a PE or PE equivalent class (1d.) Time allotted for physical activity will be consistent with research and meet state mandated credit and time state standards. = requirements (1e.) Elementary school children must have the opportunity to participate in Every elementary campus provides 15-25 regular periods of active, free play with minutes daily for recess peers (recess). =

Rev. 4/16/15 Attachment 1

Component 2: Physical Activity /Education Goals and Guidelines: #2 Schools will provide opportunities for every student to develop the knowledge and skills for specific physical activities in accordance with district, state and national guidelines.

Person Responsible: Elementary and Secondary Physical Education Facilitators Guidelines Unacceptable Acceptable Recognized Exemplary Supportive Evidence

Family Fun Runs, Addie's Faith Fun Run,

(2a.) Schools encourage parents and Bridgefest, American Heart Association Heart- guardians to support their children's walk, Health and Wellness Fair, Bike Rodeo, participation in physical activity, to be Family Fun and Fitness Night, the National physically active role models, and to Honor Society Color Run, staff golf include physical activity in family tournaments, alumni games, youth sports events. nights, sport parent nights, and CATCH = monthly family activities. (2b.) Schools will partner with local YMCA, Lifetime Fitness, 24 Hour Fitness, and fitness agencies to provide discounted Gold’s Gym, Clockwork Cross-fit, Better Body enrollment fees for teachers and Personal Training, and The Gym offer parents. = discounted prices to teachers (2c.) Schools will implement physical activities from the CATCH Curriculum CATCH curriculum materials and ideas shared for full day students through grade regularly grades 1-8 by PE teachers eight (8). =

Rev. 4/16/15 Attachment 1

Component 2: Physical Activity/Education Goals and Guidelines: #3 Schools will help students understand the short and long term benefits of a physically active and healthy lifestyle inside and outside of the school environment.

Person Responsible: Elementary and Secondary Physical Education Facilitators Guidelines Unacceptable Acceptable Recognized Exemplary Supportive Evidence

CATCH curriculum and activities used in

physical education and content areas. The need (3a.) Schools provide training to enable teachers and other school staff to for better campus communication encouraging promote enjoyable, lifelong physical staff wellness promotions, annual training from activity among students. the Positive Coaching Alliance for athletic = staff, all middle school health classes taught CPR to students

(3b.) Students are given opportunities Lacrosse club, Extreme Frisbee, First Tee golf, for physical activity through a range of Equestrian club, Bass Fishing, German Folk before- and/or after-school programs Dance, Rugby, Hockey, Marathon Challenge, including, but not limited to, Tigerette dance team, Rosebud step team, and intramurals, interscholastic athletics, U.I.L. sports and physical activity clubs.

Rev. 4/16/15 Attachment 1

Component 3: Nutrition Education Goals and Guidelines: #1 Nutrition education is age-appropriate and reflects the diversity within the school environment.

Person Responsible: School Principal or his/her Designee Guidelines Unacceptable Acceptable Recognized Exemplary Supportive Evidence

(1a.) Nutrition education links with Got Milk posters displayed, Go, Slow, Whoa school meal programs, other school signage pasted elementary and middle school foods, and nutrition-related community campuses, district website link to National services. School Breakfast and Lunch programs GO, slow and Whoa promoted in class and in the cafeteria, organic school gardens, My Plate nd (1b.) Nutrition education includes promotion, CATCH kitchen tours for 2 grade enjoyable, developmentally- students, all schools participate in the National appropriate, culturally-relevant, School Breakfast and Lunch programs, Houston participatory activities, such as Food Bank, taste testing new foods, Dairy Max, contests, promotions, taste testing, and Foreign Language classes, in conjunction farm visits, and school gardens. with the TEKS, integrate opportunities for students to sample foods from various cultures and regions.

Rev. 4/16/15 Attachment 1

Component 3: Nutrition Education Goals and Guidelines: #2 Schools will educate, encourage, and support healthy eating by all students.

Person Responsible: School Principal or his/her Designee Guidelines Unacceptable Acceptable Recognized Exemplary Supportive Evidence

Science classes conduct labs regarding the

nutritional content of different foods. CATCH

curriculum is used to teach nutrition education. (2a.) Nutrition education will be Teachers conduct cooking projects with integrated into other areas of the students during incentive days. Literacy, curriculum such as math, science, science, and language arts resources include language arts and social studies. nutrition information as it relates to current events, cooking, buying groceries, etc., and all Physical educators K-12 attended and = implemented activities from Writing Across The Curriculum

(2b.) CATCH Curriculum will be used As time allows, nutrition is included in to support nutrition education. classroom teaching. Nutrition is a component of Teachers will follow curriculum the CATCH based curriculum in PE classes. outlines for full day students through = CATCH daily snack break at most elementary grade 8. schools.

Rev. 4/16/15 Attachment 1 Component 4: Other School Related Goals and Guidelines: #1 The school district encourages parents, teachers, school administrators, students, child nutrition professionals, and community members to serve as role models in practicing healthy eating and being physically active, both in school and at home.

Person Responsible: School Principal or his/her Designee Guidelines Unacceptable Acceptable Recognized Exemplary Supportive Evidence

(1a.) School-organized local wellness Most of our campuses have Wellness committees will be comprised of committees that are comprised of teachers, families, teachers, administrators and administrators. There is need for more students. = community and parent members CATCH Implementation guide and booster (1b.) The school district will provide training for elementary PE and YMCA site opportunities for on-going professional coordinators were conducted in the summer. training and development in the areas There is a need for more professional of nutrition and physical education for development for middle and high school Child Nutrition Services staff and PE/Wellness. All PE teachers grades 3-12 teachers. attended Fitness-gram 10.0 update training

(1c.) The school district will make efforts to keep school or district-owned All outdoor facilities are open year round physical activity facilities open for use afterschool and weekends by students outside school hours. = YMCA, local churches, HEB, Insperity, Be An (1d.) Schools will partner with Angel, Memorial Hermann, American Heart community organizations to sponsor Association, American Diabetes Association, physical activities. = First Tee of Greater Houston, Addie Faith Foundation, Houston Texans Kids Triathlon

Rev. 4/16/15 Attachment 1 Component 4: Other School Related Goals and Guidelines: #2 The school will provide a healthy learning environment for all students.

Person Responsible: School Principal or his/her Designee Guidelines Unacceptable Acceptable Recognized Exemplary Supportive Evidence

Medical Care Plans are in place for all students (2a.) Schools will follow Humble ISD with life threatening allergies. Students and policy for students with life threatening staff members are educated in the effects of life allergies. = threatening allergies..

(2b.) The campus will make available All students are encouraged to bring water drinking fountains or another drinking bottles to school. All hallways have water water source throughout the school fountains available for student use day. = (2c.) The campus encourages all All students are given information about school students to participate in school meal meal programs during annual enrollment. The programs and protects the identity of identity of eligible students is known only to students who are eligible for free and = the cafeteria manager. reduced price meals.

The new One Lunch program at KHS has given

students a greater window of time to enjoy

(2d.) The campus will ensure adequate various types of healthy food choices both at time for students to enjoy eating school and from home. healthy foods. Adequate time to eat is given to the students. = Students are not rushed to finish their meals.

(2e.) The campus will schedule lunch All campuses district wide meet and exceed this time as near the middle of the school guideline day as possible. =

Hand sanitizers are used in many settings (2f.) The campus will encourage hand (classrooms and cafeterias) and hand washing is washing daily. = encouraged several times daily

Rev. 4/16/15 Attachment 1 (2g.) The campus will ensure that all All foods directly approved and received by foods sold to students will comply with Humble ISD Nutrition Department meeting National USDA and Texas state federal and state nutrition standards standards. Campuses encourage healthy food choices be (2h.) The campus will encourage that provided to students when activities are held healthy nutritious snacks be served at during the school day. parties/activities provided free of Teachers send home lists of healthy snacks to charge to students during the school be sent to school. Teachers also review healthy day. snack choices with parents and students during Beginning of the Year Orientations. The School Health Advisory Council (SHAC) will annually review the policy and communicate any recommendations to the Superintendent and the Board of Trustees if appropriate.

Rev. 4/16/15 Attachment 2

School Health Advisory Council Members

2014-2015

SHAC Committee Member Representation Arkless, Josh Parent Buster, Elisha Lake Houston YMCA Dhayer, Jenna Community Member Dixon, Martina Parent Engelage, Lena Co-Chair and Parent Guillory, Bruce Community Member (Parent) Johnston, David District Personnel, PE Teacher, Coach Jolley, Amy Parent Krippel, Amanda American Heart Association Loth, India Parent Luethold, Susan District Personnel Madera, Barbara Community Menefee, Kara HISD Child Nutrition Parker, Shirley HISD Child Nutrition Price, Kayla PTA/Parent Pritchard, Lesa District Personnel Ratliff, Eric Out of District Representative Shawell, Christi Parent Sloan, Sonya Parent Smith, Matthew HISD Student Support Services Trahan, Pamela District Personnel (Middle School Health) Truesdell, Christine HISD Child Nutrition Wagner, Helen Chairman/Facilitator--District Personnel Warnack, Mary District Personnel West’Graham, Sandy Parent

Board of Trustees Agenda Item

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 $134,664.44. 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 1 Division Approval: Lynn Lynn Date Submitted: August 5, 2015

2 Attachment - Refunds Over $500 Humble Independent School District Summary of Petitions for Refunds in Excess of $500 August 11, 2015

Reason for Refund Year Property Description Account No. Refund Amount

Overpayment (2) 2014 TRS 4 5 & U1-D 041-051-002-0919 $ 3,661.48 ABST 95 W B ADAMS Overpayment (2) 2014 TR 1S (OMITTED LAND 2009-2012) 045-126-000-0258 $ 4,758.77 ABST 822 VICKINS Overpayment (2) 2014 LT 40 BLK 38 108-513-000-0040 $ 923.72 WOODLAND HILLS VILLAGE SEC 7 Overpayment (2) 2014 LT 3 BLK 27 114-719-027-0003 $ 510.28 SAND CREEK VILLAGE SEC 1 Overpayment (2) 2014 LT 91 BLK 11 OLYMPIC VILLAGE 115-236-011-0091$ 629.63 WALDEN ON LAKE HOUSTON PH 2 Overpayment (1) 2014 LT 71 BLK 34 115-283-034-0071$ 788.77 ELM GROVE VILLAGE SEC 3 Overpayment (1) 2013 LT 18 BLK 1 116-756-000-0018 $ 4,110.09 SAND CREEK VILLAGE SEC 5 Overpayment (1) 2013 RES A BLK 1 122-752-001-0001$ 117,673.08 LOWES HOME CENTER-FM 1960 Overpayment (1) 2014 LT 23 BLK 3 134-226-003-0023 $ 543.20 WATERS EDGE SEC 18 Overpayment (1) 2014 LT 33 BLK 3 134-226-003-0033 $ 555.45 WATERS EDGE SEC 18 Overpayment (1) 2014 LT 4 BLK 1 134-227-001-0004 $ 509.97 WATERS EDGE SEC 19

$ 134,664.4 4

(1) Payment made in error by property owner or mortgage company. (2) Taxpayer paid incorrect amount.

Refunds 8-11-15.xls 1 8/5/201512:40 PM Board of Trustees Agenda Item

Meeting Date: August 11, 2015 Meeting Type Agenda Placement Regular Meeting Governance Human Resources Department Special Meeting/ Superintendent’s Division Support Services Division Workshop Learning Division District-Wide Financial Services Division Agenda Item Type Action Item 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: 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 $673.49. Attachments: Request for Waiver of Penalty and Interest on Delinquent Taxes Department(s) Submitting Form: Treasury and Property Tax Administration Division Approval: Lynn Lynn Date Submitted: August 3, 2015

1 Attachment - Waiver of P&I Humble Independent School District Request for Waiver of Penalty and Interest on Delinquent Taxes August 11, 2015

Reason for Property Date Contacted Satisfactory P&I Waiver Request Owner # Account # Check # Mailed HISD Proof Amount

Sec. 1.08 Timeliness of Action A 109-695-000-0006 6335 12/15/15 07/21/15 In Tax Office $ 578.55

Sec. 1.08 Timeliness of Action B 113-552-000-0008 1748 04/16/15 05/27/15 In Tax Office $ 31.77

Sec. 1.08 Timeliness of Action C 114-956-023-0042 1747 04/16/15 05/27/15 In Tax Office $ 42.19

Sec. 1.08 Timeliness of Action D 128-401-002-0029 1746 04/16/15 05/27/15 In Tax Office $ 20.98

Total $ 673.49

Waiver of P&I 8-11-15.xls 1 8/4/20158:14 AM Board of Trustees Agenda Item

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) and (LOCAL)

Overview: Approval of the budgetary amendments will allow the District to maintain compliance with the above referenced statutes.

Fiscal Impact: There is no change to the General Fund Unassigned Fund Balance, 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 Division Approval: Lynn Lynn Date Submitted: August 3, 2015

1 Attachment 1 Humble Independent School District Budgetary Amendments Detail August 11, 2015

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 Revenues and Functional Categories:

Transfers Between Functional Categories Detail: Org. 001 (Humble High School) - Transfer from (20,582) 20,582 instruction (supplies) to curriculum/staff development (employee travel) for International Baccalaureate Middle Years Program (IBMYP) employee travel.

Org. 002 (Kingwood High School) - Transfer from (3,700) 3,700 instruction (supplies) to school leadership (supplies) for purchasing card reserve account. Org. 046 (Timberwood Middle School) - Transfer (1,000) 1,000 from instruction (supplies) to school leadership (supplies) for office supplies. Org. 117 (Jack Fields Elementary) - Transfer from (1,695) 1,695 instruction (supplies) to school leadership (controllable assets) to purchase a large capacity shredder. Org. 840 (Academics) - Transfer from instruction (8,667) 8,667 (other reading materials) to curriculum/staff development (misc. contracted services) to reclassify budget for professional development costs associated with Edgenuity. Org. 840 (Academics) - Transfer from instruction (9,801) 9,801 (supplies) to curriculum/staff development (rentals/operating leases) for the Ricoh printer lease.

Transfers Between Functional Categories: Transfers between functional categories for proper (2,103) 0 0 0 2,058 0 0 45 0 0 0 0 0 0 0 0 0 0 0 0 coding of operating leases, misc contracted svcs, library & media, general supplies, employee travel, misc operating expenses and controllable assets.

Totals 00(47,548) 0 39,050 0 8,453 0 0 45 0 0 0 0 0 0 0 0 0 0 0 0

Net Effect Change in Revenue 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 0 000

Net Effect Change in Transfers Revenue Transfers Expenditures 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: Decrease tax collections based upon estimated (1,490,195) (3,700,000) 2,209,805 change in the homestead exemption resulting from legislative session. Adjust debt expenditures based upon updated debt schedules resulting from bond sale/refunding and adjust estimated TIRZ payment based upon increased property values.

Transfers Between Functional Categories: Totals 00(1,490,195) 00(3,700,000) 2,209,805 Budget Amendments - Detail 2015-08-11.xls 8/4/201511:18 AM Attachment 2 Humble I.S.D. 2015-16 Budget Summary August 11, 2015

Adopted Approved Amended GENERAL FUND Budget 6/23/15 July August September October November December January February March April May June Budget Revenues Local Taxes $150,599,249 ($6,471,704) $144,127,545 Local TIRZ $8,305,832 $8,305,832 Local Other $1,025,000 $1,025,000 State $152,934,305 $11,908,372 $164,842,677 State Other $0 $0 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 $0 $0 $0 $0 $0 $0 $0 $0 $0 $333,736,795 Expenditures 11-Instruction $195,218,862 $2,690,843 $1,873,220 ($47,548) $199,735,377 12-Instructional Resources & Media Svcs. $3,194,173 $14,009 $3,208,182 13-Curriculum Dev. & Instructional Staff Dev. $10,679,973 $607,500 $48,021 $39,050 $11,374,544 21-Instructional Leadership $3,282,923 $14,094 $3,297,017 23-School Leadership $20,234,662 $104,034 $8,453 $20,347,149 31-Guidance, Counseling & Evaluation Svcs. $15,322,006 $71,177 $15,393,183 32-Social Work Services $150,329 $393 $150,722 33-Health Services $3,271,985 $15,209 $45 $3,287,239 34-Student (Pupil) Transportation $9,645,896 $1,933,537 $31,533 $11,610,966 36-Cocurricular / Extracurricular Activities $7,015,205 $384,000 $20,984 $7,420,189 41-General Administration $8,349,896 $276,856 $29,518 $8,656,270 51-Plant Maintenance & Operations $30,671,834 $8,719,562 $67,248 $39,458,644 52-Security & Monitoring Svcs. $3,574,854 $192,586 $2,468 $3,769,908 53-Data Processing Svcs. $5,099,294 $65,103 $11,651 $5,176,048 61-Community Svcs. $668,974 $2,689 $671,663 71-Debt Service $0 $0 81-Facilities Acquisition & Construction $0 $2,400,000 $2,400,000 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 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $345,299,418 Excess / (Deficiency) of Revenues Over / (Under) Expenditures $2,576,944 ($17,269,987) $3,130,420 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 ($11,562,623) 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 $0 06/30/15 Released Assignments Included Above $0 $17,269,987 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $17,269,987 Net Impact to Unassigned Fund Balance $2,576,944 $0 $3,130,420 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $5,707,364 06/30/15 Unassigned General Fund Balance TBD TBD Current Unassigned General Fund Balance TBD TBD Note: The District shall target a yearly unassigned general fund balance between 17% (60 days) and 25% (90 days) of total operating expenditures. TBD Current Fund Balance Assignments: Assigned-Encumbrances TBD $0 Assigned-Capital Expenditures-Campus Carryforwards TBD $0 Assigned-E-Rate TBD $0 Assigned-Facility Rental TBD $0 Assigned-Capital Expenditures TBD $0 Assigned-Insurance Deductibles $500,000 $500,000 Assigned-Legal Services $250,000 $250,000 Assigned-Special Education $5,262,500 $5,262,500 Assigned-Contingency $156,990 ($70,000) $86,990 Assigned-Emergency Preparedness (Hurricane, Fire, Etc.) $4,000,000 $4,000,000 District-Wide One-Time Expenditures $641,600 ($641,600) $0 Division Controllable & Capital Assets $6,148,701 ($6,148,701) $0 Technology Controllable & Capital Assets $4,080,159 ($1,765,092) $2,315,067 Portable Buildings $2,400,000 ($2,400,000) $0 Buses $1,200,000 ($1,200,000) $0 Safe & Secure Schools Controllable & Capital Assets $58,954 ($58,954) $0 Repairs & Maintenance $4,000,000 ($4,000,000) $0 Assigned-Student Achievement-College/Career Ready (Goal #1) $807,500 ($707,500) $100,000 Assigned-Safe/Nurturing School Environment (Goal #2) $175,000 ($175,000) $0 Assigned-Accountability; Effective/Efficient Operations (Goal #5) $206,280 ($103,140) $103,140 Total Fund Balance Assignments $29,887,684 ($17,269,987) $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $12,617,697 Total General Fund Balance TBD $3,130,420 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 TBD Budgetary Amendments-A2.xls 8/4/201511:21 AM Attachment 2 Humble I.S.D. 2015-16 Budget Summary August 11, 2015

Adopted Approved Amended NATIONAL SCHOOL BREAKFAST AND LUNCH PROGRAM Budget 6/23/15 July August September October November December January February March April May June Budget Revenues 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 $16,495,557 51-Plant Maintenance & Operations $739,886 $739,886 52-Security & Monitoring Services $62,702 $62,702 53-Data Processing Svcs. $0 $0 81-Facilities Acquisition/Construction $0 $0 Total Expenditures $17,298,145 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $17,298,145 Excess / (Deficiency) of Revenues Over / (Under) Expenditures ($284,918) $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 ($284,918)

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 $0 06/30/15 Restricted Fund Balance TBD TBD Current Restricted Fund Balance TBD TBD Note: Federal guidelines restrict fund balance to no greater than the total of three months of operating expenditures (or approximately 25%). TBD

Adopted Approved Amended DEBT SERVICE FUND Budget 6/23/15 July August September October November December January February March April May June Budget Revenues 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) $55,439,059 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 $0 $0 $0 $0 $0 $0 $0 $0 $0 $59,947,948 Excess / (Deficiency) of Revenues Over / (Under) Expenditures $414,879 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $414,879

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 $0 06/30/15 Restricted Fund Balance TBD TBD Current Restricted Fund Balance TBD TBD Note: The District shall target a yearly minimum restricted fund balance of 25% of annual debt service requirements on all outstanding debt issuance. TBD

Budgetary Amendments-A2.xls 8/4/201511:21 AM Board of Trustees Agenda Item

District Goals (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 Information: Financial Services Reports

Board Policy/State Regulation/Law Reference (If Applicable): Texas Property Tax Code Section 31.10

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 July 31, 2015 has been provided for information.

Department(s) Submitting Form: Treasury and Property Tax Administration Division Approval: Lynn Lynn Date Submitted: August 4, 2015

1 Humble I.S.D. Tax Collection Report 7-31-15

Maintenance & Operations Interest & Sinking Total Collections Current Month Year To Date Current Month Year To Date Current Month Year To Date Current Year Taxes $ - $ - $ - $ - $ - $ - Prior Year Taxes 652,960.62 652,960.62 195,246.94 195,246.94 848,207.56 848,207.56 Penalties & Interest 96,500.70 96,500.70 28,390.25 28,390.25 124,890.95 124,890.95 Tax Certificates / Ret. Item Fees 287.59 287.59 - 287.59 287.59 Total Tax Collections 749,748.91 749,748.91 223,637.19 223,637.19 973,386.10 973,386.10 Attorney Fees 104,707.12 104,707.12 104,707.12 104,707.12 Rendition Penalties 2,037.02 2,037.02 2,037.02 2,037.02 Overpayments 27,238.11 27,238.11 27,238.11 27,238.11 Mobile Home Escrow - 0.00 - 0.00 Total Collections 883,731.16 883,731.16 223,637.19 223,637.19 1,107,368.35 1,107,368.35 Refunds Due to Roll Corrections (178,328.37) (178,328.37) (53,111.25) (53,111.25) (231,439.62) (231,439.62) Refunds Due to Overpayments (1) (43,931.05) (43,931.05) (43,931.05) (43,931.05) Returned Checks (27,812.79) (27,812.79) (6,147.67) (6,147.67) (33,960.46) (33,960.46) Attorney Fees (104,707.12) (104,707.12) (104,707.12) (104,707.12) Net Collections $ 528,951.83 $ 528,951.83 $ 164,378.27 $ 164,378.27 $ 693,330.10 $ 693,330.10

Current Taxes Final Prior Year Taxes Tax Year 2015 Tax Year 2014 Tax Year 2014 As of 7-31-15 As of 7-31-14 Total Appraised Value as of Certification Date $ 13,147,516,932 $ - Certified Taxable Value 11,405,544,635 Year To Date Supplementals 1,457,946,424 Year To Date Corrections (43,665,171) Year To Date Adjustments (Timber) 8,506,637 Adjusted Taxable Value - 12,828,332,525 Tax Rate 1.52 1.52 1.52

Beginning Tax Levy - 173,364,278 6,847,543 6,810,678 Adjust Delinquent Taxes Due to Statute of Limitations (250,380) Adjusted Delinquent Tax Roll 6,847,543 6,560,298 Year-To-Date Adjustments 21,626,376 Adjusted Tax Levy 194,990,654 6,847,543 6,560,298 Levy Lost Due to Frozen Accounts (4,687,855) Current Levy 190,302,799

Net Collections (2) $ - $ 187,270,903.44 $ 825,211.81 $ 677,757.03

% Collected 98.41% 12.05% 10.33%

(1) Overpayments/double payments by taxpayers or mortgage companies. (2) Net collections equal current collections minus refunds and returned checks. Board of Trustees Agenda Item

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 construction and construction-related services at or above $50,000 for the 2015-16 fiscal year. Board Policy/State Regulation/Law Reference (If Applicable): Board Policy CV(LOCAL)

Overview: For construction contracts, including contracts with vendors procured through cooperative purchasing, valued at or above $50,000, the Superintendent shall also submit the resulting contract from which the District will purchase construction and construction-related services at or above $50,000 for the 2015-16 fiscal year.

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 authorization or approval. Fiscal Impact: Funding will be provided within the established budgets for the 2015-16 fiscal year. Attachments: Construction and Construction-Related Purchases At or Above $50,000 Department(s) Submitting Form: Support Services Division Division Approval: Dr. Roger Brown Date Submitted: July 29, 2015

1 Listing of Construction and Construction-Related Purchases at or above $50,000 Policy (CV (LOCAL)

Requesting Estimated Total Vendor Name Type of Purchase Commitment Period Purchasing Method Budgetary Code(s) Campus/Department Annual Cost Contract Awards: 2015‐16

Jones Carter Bond 2008 ‐ Site Surveyor Less than one year RFQ #2009‐005 633‐81‐6624‐00‐128‐99‐B929‐912‐B0885 Maintenance, $100,000 Consulting 633‐81‐6624‐00‐050‐99‐B929‐912‐B0891 Construction & Operations

Contract Renewals: 2015‐16

Revised Annual Estimates for 2015‐16:

Requesting Most Recent Board Approved Estimate Revised Total Annual Vendor Name Campus/Department Type of Purchase Budgetary Code(s) Estimated Increase Cost

* To be completed by Budget Manager & Submitted to Division Head for approval; Division Head will submit to Superintendent's Office Board of Trustees Agenda Item

Meeting Date: August 11, 2015 Meeting Type Agenda Placement Regular Meeting Governance Human Resources Department Special Meeting/ Superintendent’s Division Support Services Division Workshop Learning Division District-Wide Financial Services Division Agenda Item Type Action Item 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: 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. 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. 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: Roger Brown, Tommy Price, and Lynn Lynn Date Submitted: August 5, 2015

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

Requesting Estimated Total Vendor Name Type of Purchase Commitment Period Purchasing Method Funding Source* Campus/Department Annual Cost Contract Awards: 2015‐16

Briggs Equipment Yale Pneumatic Standing One‐time purchase BuyBoard Purchasing Cooperative 199‐51‐6639‐00‐972‐99‐A013‐972 Warehouse $27,985 Forklift

Contract Renewals: 2015‐16

Capstone Classroom (Pebble Go) Instructional Materials Year 2 of 5 RFP #2015‐001 410‐11‐6321‐00‐884‐11‐0000‐999‐4102A Academics $30,000

First In Math Instructional Materials 1 year or less Sole Source 410‐11‐6321‐00‐884‐11‐0000‐999‐4102A Academics $115,000

Handwriting Without Tears Instructional Materials Year 2 of 5 RFP #2015‐001 410‐11‐6321‐00‐884‐11‐0000‐999‐4102A Academics $75,000

Kid Sounds Instructional Materials 1 year or less TEA Instructional Material Awarded Vendor 410‐11‐6321‐00‐884‐11‐0000‐999‐4102A Academics $93,000

McGraw Hill Instructional Materials 1 year or less; TEA Instructional Material Awarded Vendor; 410‐11‐6321‐00‐884‐11‐0000‐999‐4102A Academics $250,000 Year 2 of 5 RFP #2015‐001 Think Through Math Instructional Materials 1 year or less TEA Instructional Material Awarded Vendor 410‐11‐6321‐00‐884‐11‐0000‐999‐4102A Academics $98,000

Turnitin Instructional Materials 1 year or less Sole Source 410‐11‐6321‐00‐884‐11‐0000‐999‐4102A Academics $30,000

Revised Annual Estimates for 2015‐16:

Revised Total Annual Vendor Name Type of Purchase Commitment Period Purchasing Method Most Recent Board Approved Estimate Estimated Increase Cost Chem Aqua Cooling Tower Water 1 year or less State of Texas TPASS Cooperative $85,000 $65,000 $150,000 Treatment and Loop Cold 199‐51‐6245‐47‐910‐99‐0000‐910 and Hot Pearson Instructional Materials 1 year or less ; TEA Instructional Material Awarded Vendor; $50,000 $150,000 $200,000 Year 2 of 5 RFP #2015‐001 410‐11‐6321‐00‐884‐11‐0000‐999‐4102A