Temple ISD presents staffing plan, teacher pipeline and high‑school catalog changes

Temple Independent School District staff on Oct. 14 told the board they are restoring classroom staffing levels reduced during prior budget years, expanding a district-grown pathway for paraprofessionals to become certified teachers and proposing multiple additions and clarifications to the 2026‑27 Temple High School course catalog.

The presentation by a district HR staff member summarized birth‑rate and enrollment data the district uses to forecast staffing needs and described the process of "leveling" classes after Labor Day to move or add teachers where enrollment changes require it. The staff member said the district uses county birth‑event data to project future kindergarten cohorts and adjusts staffing in July–September before final leveling in September.

Board context: why it matters

District leaders said restoring student‑to‑teacher ratios is part of fiscal and instructional planning after earlier budget‑driven increases in class sizes. Trustees pressed staff on how teacher moves are handled and where waivers are used; staff said teacher moves are typical after leveling and waivers are rare and used only when teachers elect to keep an extra student.

What the district presented

- Enrollment forecasting and leveling: Staff showed multi‑year birth‑event figures used to project incoming cohorts and described recent teacher reallocations. Examples included moving a teacher to Kennedy Powell and moving a third‑grade teacher into kindergarten at Sampson Howard; after recent adjustments, some kindergarten ratios reported in the presentation moved from roughly 28:1 down to about 23:1.

- Position ads and staffing guidelines: The district outlined target class ratios it uses to post positions (K–4 target ~22:1; grades 5–8 target ~24:1; grades 9–12 target ~25:1) and described targeted additions: a functional academics class at Lamar (one teacher and two aides), co‑teacher positions at Bonham Middle School and the high school, a third assistant principal at Travis, and additional secondary positions to restore high‑school ratios from 26:1 to 24:1.

- CAP (Certification Academy) teacher pipeline: Staff described a multi‑year pathway where paraprofessionals (aides) complete coursework through the American College of Education to earn a bachelor’s degree and then complete teacher certification through a partner program called iTeach. The presentation gave cohort counts (cohort 1 graduates, cohort 2 and 3 enrollments) and reported that 16 participants have entered the program cumulatively. Staff said the program has been budget‑neutral to date: a newly certified teacher’s full salary was presented as $54,096 and CAP participants are paid at $45,077 while the district uses a small annual allocation per CAP teacher to cover the ACE and iTeach costs and first certification attempts. Staff said final retention metrics will be clearer by 2027 as cohorts mature.

- Course‑catalog proposed changes (Temple High School): Academic staff summarized proposed edits for 2026‑27. Key items include adding an OnRamps art and entertainment technologies course (with an option for University of Texas at Austin credit), two inclusive arts courses (Wildcat Players theater and Wildcat Art) designed to pair special‑education and general‑education students, expanded computer‑science and business pathway offerings, and renamed business information management to align with current TEKS. Staff also proposed modest increases to cosmetology kit fees (fee increases in the presentation ranged from about $10–$30 per kit) and clarified FAST/dual‑credit language.

Trustee questions and follow‑up

Trustees asked whether cosmetology kit fees could be offset for students who cannot afford them; staff said they would check with CTE leadership (Miss Lott was referenced as the CTE contact) and explore sponsorships through advisory groups. Trustees also asked for clarification on committee timelines: staff said the secondary math adoption committee will begin meeting the following week, hold publisher presentations in January, and return recommendations to the board in March with ordering in April.

Speakers (from transcript)

- Mister Lopez, staff member (presenter on staffing and CAP) - Doctor Ott, staff member (board discussion) - Mister Hageberg, staff member (enrollment/forecasting referenced) - Doctor Armstrong, staff member (course‑catalog presentation) - Doctor Rogers, staff member (catalog Q&A)

Clarifying details

- Approximate staffing moves cited: teacher transfers to Kennedy Powell, Sampson Howard and Jefferson to rebalance kindergarten and primary classes. - Example ratios discussed: kindergarten ratios shown in the presentation changed from about 28:1 to about 23:1 after leveling. - CAP program cumulative participants reported: 16 (cohort 1 graduates and cohort 2/3 enrollees combined); final retention/impact to be evaluated in 2027. - Program cost details presented: example salaries and program fees displayed during the presentation (new certified teacher $54,096; CAP teacher pay $45,077; district‑allocated amount cited in the presentation to cover ACE/iTeach costs ≈ $83.19 per teacher per year as explained by staff). Where figures in the transcript were unclear, staff committed to follow up with additional documentation.

What remains open

Staff committed to returning with follow‑up on fee assistance or sponsorships for cosmetology kits and to provide final CAP retention and cost‑effectiveness data as cohorts progress. The math committee will complete its work in early 2026 and return recommendations to the board in March 2026.

Ending note

The presentation emphasized balancing fiscal constraints with classroom needs and growing a local teacher pipeline; trustees asked for follow‑up documentation on fee support options and long‑term CAP retention data.