Petition to Board of Trustees – Killeen ISD
PETITION FOR FORMAL ADMINISTRATIVE REVIEW OF CLARKE ES
Decision Makers:
Board of Trustees – Killeen ISD
PETITION FOR FORMAL ADMINISTRATIVE REVIEW
OF CLARKE ELEMENTARY SCHOOL
To: Killeen Independent School District Administration, Superintendent, and Board of Trustees
Regarding: Clarke Elementary School
Subject: Formal Request for District-Level Administrative Review Concerning Student Welfare, Educational
Needs, 504/IEP Services, Health Plans, Technology Use, Parent Communication, and Administrative
Accountability
We, the undersigned parents, guardians, family members, and concerned members of the Clarke Elementary
School community, respectfully request that Killeen Independent School District conduct a thorough,
impartial, and district-level administrative review of the leadership, educational practices, communication
procedures, student support systems, use of instructional technology, and handling of parent and student
concerns at Clarke Elementary School.
Our children deserve an educational environment in which they are safe, supported, appropriately educated,
encouraged, respected, and provided the instruction, services, accommodations, and individualized
assistance necessary for them to access their education. Parents and guardians should likewise be able to
trust that concerns involving their children's education, health, safety, disabilities, accommodations,
instructional methods, and emotional well-being will be acknowledged and addressed appropriately and
within a reasonable period of time.
Families have raised concerns suggesting that these expectations may not consistently be met at Clarke
Elementary School. Because these concerns involve multiple aspects of students' educational experiences
and well-being, we believe district-level review and oversight are warranted.
AREAS OF PARENT AND FAMILY CONCERN
1. Student Welfare and Alleged Neglect of Student Needs
Families have reported concerns regarding inadequate attention to students' educational, physical,
emotional, and individual needs. Parents have expressed concern that matters affecting their children's
well-being have not always received appropriate attention, follow-up, documentation, or timely
administrative response.
Elementary-aged students depend upon the adults responsible for their supervision and education to
recognize when they require assistance and to respond appropriately.
2. Failure to Adequately Meet Educational Needs
Parents have expressed concern that some students are not receiving sufficient instruction, intervention,
assistance, or individualized educational support during the school day.
Of particular concern are reports of students being sent home with incomplete assignments or documents
indicating that the student "refused" to complete the work, needs to "finish at home," or "needs assistance,"
without parents receiving sufficient information regarding what instruction, intervention, redirection,
accommodations, or assistance were provided to the student during the school day before the work was sent
home.
We recognize that students have responsibilities in the learning process and that there may be
circumstances in which work appropriately needs to be completed outside of school. However, repeated
documentation that a young student "refused," "needs assistance," or must complete work at home raises
reasonable questions when families do not understand what educational interventions or supports were
attempted at school.
Parents are requesting review of whether students are receiving appropriate instruction and support during
instructional hours before responsibility for unfinished work is transferred to the student and family.
Clarke Elementary School Administrative Review Petition | Page 13. Concerns Regarding Section 504 Plans, IEPs, Meetings, and Accommodations
Families have raised concerns regarding the scheduling and timely coordination of meetings associated with
students' Individualized Education Programs (IEPs), Section 504 plans, accommodations, and other
individualized educational needs.
Reported concerns include delays in scheduling requested or necessary meetings, difficulty obtaining
responses regarding accommodations, uncertainty regarding whether accommodations are being
consistently implemented, and concerns that students' documented educational needs are not always being
adequately addressed.
For students with IEPs, Section 504 plans, or other documented accommodations, families depend upon the
school to ensure that the appropriate personnel understand and implement the student's plan.
We therefore request that Killeen ISD review whether applicable IEPs, Section 504 plans, accommodations,
services, meeting requirements, and parent-participation procedures at Clarke Elementary are being
implemented consistently and in accordance with district policy and applicable requirements.
Where families have reported concerns, we further request review of relevant documentation to determine
whether students actually received the accommodations, services, instructional supports, and interventions
identified for them.
4. Concerns Regarding Student Health Plans
Parents have also raised concerns regarding whether individual student health plans, medical instructions,
and school-based health accommodations are being consistently understood, communicated, documented,
and followed by appropriate personnel.
When a parent provides the school with an established health plan or other authorized health-related
instructions for a child, the family must be able to trust that personnel responsible for that student
understand their responsibilities and that appropriate procedures are followed.
We request district review of reported incidents involving student health plans and determination of whether
campus practices comply with district requirements and the specific plans applicable to individual students.
5. Excessive Reliance on Technology and Requests for Paper-Based Instructional
Options
Some parents and guardians have expressed concern regarding what they perceive to be an excessive
reliance on computers, tablets, online programs, and other digital platforms for elementary-level instruction
and assignments.
Technology can be a valuable educational resource. However, families are concerned when technology
appears to replace rather than supplement direct instruction, teacher interaction, guided practice,
handwriting, paper-based work, and individualized academic support.
Parents have reported particular concern when students struggle to understand or complete digitally
assigned work and the result is unfinished work being sent home rather than the student receiving sufficient
direct instructional assistance during the school day.
Families are therefore requesting that Killeen ISD review the amount and manner of technology-based
instruction being used at Clarke Elementary and clarify what options are available to parents who want to
limit their children's nonessential educational screen time.
Where academically appropriate and consistent with curriculum requirements, parents would like students to
have meaningful access to paper-and-pencil assignments, printed instructional materials, books, handwriting
activities, teacher-led instruction, guided practice, and direct assistance from educators rather than being
required to complete a disproportionate amount of their learning independently through a device.
Clarke Elementary School Administrative Review Petition | Page 2We further request that the District establish or clearly communicate a process through which a parent may
request paper-based or reduced-technology alternatives for a student, and that such requests be considered
individually and reasonably rather than automatically dismissed.
For students with disabilities, learning differences, attention difficulties, sensory concerns, vision-related
needs, or other documented educational needs, families also request that the District determine whether the
method of delivering instruction through technology is appropriate for the individual student and whether
alternative methods of accessing assignments or instruction should be considered through the student's
applicable educational planning process.
Technology should be a tool used to support education. It should not become a substitute for teaching,
meaningful educator-student interaction, appropriate intervention, or individualized assistance.
6. Lack of Effective Parent Communication
Families have reported delays in responses, inadequate follow-up, difficulty obtaining clear information
regarding incidents involving their children, and situations in which concerns remain unresolved despite
repeated attempts to communicate with campus personnel.
Parents should not have to repeatedly pursue administrators simply to obtain acknowledgment or
clarification regarding a significant concern involving their child.
Effective parent-school communication is especially important when the matter involves academics,
disability-related accommodations, behavioral concerns, health needs, safety, instructional methods, or a
child's emotional well-being.
7. Negative or Discouraging Feedback to Students
Parents have expressed concerns regarding the manner in which some students receive correction, academic
feedback, behavioral feedback, or communication from adults at school.
Students should be held to reasonable academic and behavioral expectations. At the same time, correction
should be age-appropriate, constructive, professional, and designed to help a child improve rather than
leaving the student feeling discouraged, labeled, or unsupported.
The use of statements such as "refused," "needs assistance," or similar descriptions should also be
appropriately contextualized and documented, particularly when such statements concern students who may
have identified learning, behavioral, developmental, health, or disability-related needs.
8. Administrative Delay, Dismissal, or Failure to Resolve Concerns
Families have reported attempting to bring concerns to campus administration but experiencing delays,
insufficient follow-up, dismissal of concerns, or a lack of clear resolution.
When a parent raises a concern involving education, health, safety, accommodations, instructional practices,
or treatment of a student, there should be a transparent process for documenting the concern, determining
who is responsible for addressing it, communicating with the family, and escalating the matter when it
cannot be resolved at the campus level.
9. Accountability and Overall School Climate
Collectively, these concerns have caused some parents and families to question whether the current
administrative environment provides sufficient accountability, communication, educational support, direct
instruction, and responsiveness.
Parents should feel comfortable advocating for their children and requesting information or reasonable
educational alternatives without fear that doing so will negatively affect their child's educational experience.
Likewise, students should feel comfortable asking adults for assistance without believing that their struggles
will simply be characterized as refusal, lack of effort, or a problem to be completed at home.
Clarke Elementary School Administrative Review Petition | Page 3WHY DISTRICT INTERVENTION IS NECESSARY
This petition is not intended to unfairly characterize every teacher, educator, administrator, or staff member
at Clarke Elementary School. We recognize and appreciate educators who work diligently, compassionately,
and professionally on behalf of students.
Our concern is whether there are broader or recurring practices that require district attention. When multiple
families report concerns involving communication, educational support, accommodations, health plans,
technology use, administrative responsiveness, and treatment of students, we believe those concerns should
be evaluated objectively beyond the campus level.
The purpose of this petition is not punishment. The purpose is accountability, transparency, corrective action
where necessary, improved communication, meaningful educational support, and protection of our children's
educational, physical, and emotional well-being.
FORMAL ACTION REQUESTED FROM KILLEEN ISD
1. Conduct a formal and impartial district-level administrative review of Clarke Elementary School, including
campus leadership and procedures for addressing student and parent concerns.
2. Review whether students are receiving appropriate instruction and educational support during the school
day, particularly in circumstances where unfinished assignments are repeatedly sent home stating that a
student "refused," "needs assistance," or must "finish at home."
3. Review relevant IEP and Section 504 practices, including scheduling of meetings, parent requests for
meetings, implementation of accommodations and services, communication with families, and appropriate
documentation.
4. Review reported failures or concerns involving implementation of student accommodations, including
whether appropriate staff members are aware of and consistently following students' documented plans.
5. Review the handling and implementation of individual student health plans and authorized health-related
accommodations or instructions, including whether appropriate personnel are informed of and following
those plans.
6. Review the amount and manner of instructional technology being used at Clarke Elementary, particularly
whether technology is supplementing direct instruction or, in some circumstances, replacing meaningful
teacher-led instruction and individualized assistance.
7. Clarify and communicate to families what rights, policies, procedures, and educational options exist for
parents who request reduced technology use or paper-based alternatives for their children.
8. Consider reasonable paper-based instructional alternatives, where educationally appropriate, for families
requesting reduced screen-based instruction, including printed assignments, handwriting activities, physical
books and materials, teacher-led instruction, guided practice, and direct academic assistance.
9. Review whether students who consistently struggle with technology-based assignments are receiving
adequate teacher assistance, intervention, and appropriate accommodations before assignments are
characterized as refused or incomplete or are sent home for completion.
10. Provide parents and guardians with a confidential method to submit documented experiences directly to
district-level personnel, including emails, returned assignments, written notices, screenshots or records of
digital assignments, meeting requests, accommodation concerns, health-plan concerns, and records of
previous attempts to resolve issues with campus administration.
11. Review communication practices between campus administration, educators, parents, and guardians,
including whether significant concerns are acknowledged, documented, investigated, and resolved within
reasonable timeframes.
Clarke Elementary School Administrative Review Petition | Page 412. Review the school's climate and student-interaction practices, including whether students receive
age-appropriate, constructive, respectful, and educationally appropriate feedback.
13. Determine whether Killeen ISD policies and applicable procedures regarding parent complaints, special
education, Section 504 accommodations, student health plans, instructional practices, and student support
are being consistently followed at Clarke Elementary School.
14. Provide appropriate corrective action, additional training, increased district oversight, procedural
changes, or other intervention if deficiencies are identified.
15. Provide families with appropriate information regarding the outcome of the review and any corrective
measures implemented, while respecting applicable student and employee privacy requirements.
16. Ensure that students, parents, guardians, and employees who participate in the review or raise concerns
in good faith are not subjected to retaliation or adverse treatment because they participated or advocated for
a student.
OUR CHILDREN DESERVE ACCOUNTABILITY
Parents send their children to school with the expectation that educators will educate, teach, guide, assist,
encourage, and appropriately support them.
A child's difficulty completing an assignment should prompt consideration of why the child is struggling, what
instruction has been provided, and what additional support may be needed, particularly when the child has
an IEP, Section 504 plan, health plan, accommodation, or other documented educational need.
Sending work home with statements that a child "refused," "needs assistance," or needs to "finish at home"
should not become a substitute for appropriate instruction, intervention, accommodations, communication,
or educational support during the school day.
Likewise, placing a student in front of a computer or digital program should not, by itself, be considered a
replacement for meaningful instruction and interaction with an educator.
Our concern is not with the existence of educational technology. Our concern is whether technology is being
used appropriately and whether students are receiving actual instruction, intervention, feedback, and
assistance from the educators entrusted with teaching them.
Parents should have a meaningful voice in their children's education and should be able to ask questions
about instructional methods, technology use, accommodations, health plans, and academic support without
their concerns being dismissed.
We want Clarke Elementary School to succeed. We want its educators to have the support and resources
they need to succeed.
Most importantly, we want every student at Clarke Elementary School to receive the education, instruction,
support, accommodations, respect, and care they deserve.
For these reasons, we respectfully request that Killeen Independent School District take these concerns
seriously, provide families an opportunity to present supporting documentation, conduct an impartial
district-level review, and take appropriate corrective action based upon its findings.
Respectfully submitted by the undersigned parents, guardians, family members, and concerned members of
the Clarke Elementary School community.
Clarke Elementary School Administrative Review Petition | Page 5
Updates
PRINCIPAL CALLS POLICE IN RETALIATION TO PARENTAL ADVOCACY
October 13, 2026
Update on police report, original report has been obtained awaiting 911 recording Report reads: On 20260917 at 1650, Patrol C13 (b) (6), (b) (7XC) met with__________ PRINCIPAL (o) (6). (b)(7X) who stated at 1620 on 20260917, at 51612 Comanche Ave, Clarke Elementary School, Comanche II, Fort Hood, TX, she and SSG ________ were involved in a verbal dispute, over issues he had reported to the school, which did not become physical. Further investigation by Patrol C13 revealed, there was no evidence to substantiate any physical violence occurred. This is a final report. On 20260917 at approximately 1627 hours I was dispatched to Clarke Elementary School, Comanche Ave, Comanche Il, upon arrival I made contact with (b) (6). (b) (7)(C) the Principal who stated while giving a brief on issues pertaining to school SSG and Herself were in a back and forth pertaining to questions regarding the school. (b) (6), (b) (7XC) stated SSG at no point scream, cursed or created a disturbance, but was “extremely condescending.” (b) (6). (b) (7XC) also mentioned SSG “does this often always making reports about issues with his Son.” SSG__________ wasn't on scene on arrival so the following day on 20260918 I went to his residence Quarters at _____________., and informed him of the incident and advised him I needed his information for the report. stated Clarke Elementary has been having issues not taking their reports seriously and He is only worried about his Son. Once I collected his information I cleared scene.///END OF STATEMENT/II THIS IS ABUSE, HARASSMENT, DEFAMATION/ SLANDER AND RETALIATION, THE PRINCIPAL HAD ALDEADY LEFT, THERE WAS NO DISPUTE, THIS IS A FALSIFIED REPORT AND MISCHARACTERIZATION OTHERS WHO EXPRESSED THE SAME CONCERNS WERE NOT CONTACTED BY AUTHORITIES BUT HAVE INDEPENDENTLY VERIFIED THE PARENT WAS NOT RUDE OR CONDESCENDING AND ONLY ASKED TWO QUESTIONS. WHAT WAS THE NEED TO ALSO INCLUDE STATEMENT INVOLVING A SPECIAL NEEDS STUDENT WITH HEALTH ISSUES OVER 2 QUESTIONS IN A POLICE REPORT?? WHEN DOES ADMINISTRATION START TAKING THINGS MORE SERIOUSLY.
CLARKE ELEMENTARY CALLS POLICE DUE TO CONCERNS RAISED DURING OPEN FORUM
September 20, 2026
UPDATE – Incident Following Title I / Parent-Teacher Conference Night, September 17, 2026 On Thursday, September 17, 2026, during Clarke Elementary School’s Title I and Parent-Teacher Conference Night, the Principal opened the forum for parents to ask questions and express concerns. During that forum, the parent of a student with special needs asked two questions and expressed that previously raised concerns regarding the student had not been adequately addressed. Other parents also expressed concerns during the meeting. Following the event, Clarke Elementary staff contacted law enforcement regarding the interaction. The following day, Military Police came to the special-needs student’s parents’ residence concerning what Military Police described as a reported “verbal dispute.” To collect the parents information, identification, and to notify a report had been filed. This development raises additional concerns because the parent’s interaction occurred during an open parent forum in which questions and concerns had been invited. Although other parents also voiced concerns during the meeting, to our knowledge, those parents did not report having police come to their homes the following day. We respectfully request that this incident be included in the pending Petition for Administrative Review and considered together with the previously documented concerns. We further request review of the circumstances surrounding the decision to contact law enforcement, including who made or authorized the report, what conduct was reported, the basis for characterizing the interaction as a “verbal dispute,” and whether applicable school or district policies and procedures were followed. We also request that any relevant records—including incident reports, written statements, emails, internal communications, security footage, and communications with law enforcement—be preserved as part of the administrative record.
11 Comments
Because my grandkids deserve to have a school environment that is enriching their learning and education in a safe and productive manner. I’m sick of hearing how a specific teacher is not doing her job in any form and is relying on digital learning instead of personalized teaching to her students and then having her husband bully parents at pick up and her refusal to speak to the parents and work with them in helping the education of their children! That is THE job!
I have been told on several occasions that “ what happened in the class or at the school stays in the class or at the school” too little is happening to fix any situations and anyone who raises concerns gets shut down or ignored.
Having my kids receive the the help they need to help improve their education.
Because the admins seem to care more about money than they do our kids.
Because these kids deserve to be treated and teached correctly
Because its important to my niece and nephew
Secure and safe place for our kids
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Petition to Board of Trustees – Killeen ISD
PETITION FOR FORMAL ADMINISTRATIVE REVIEW OF CLARKE ES
Decision Makers:
Board of Trustees – Killeen ISD
PETITION FOR FORMAL ADMINISTRATIVE REVIEW
OF CLARKE ELEMENTARY SCHOOL
To: Killeen Independent School District Administration, Superintendent, and Board of Trustees
Regarding: Clarke Elementary School
Subject: Formal Request for District-Level Administrative Review Concerning Student Welfare, Educational
Needs, 504/IEP Services, Health Plans, Technology Use, Parent Communication, and Administrative
Accountability
We, the undersigned parents, guardians, family members, and concerned members of the Clarke Elementary
School community, respectfully request that Killeen Independent School District conduct a thorough,
impartial, and district-level administrative review of the leadership, educational practices, communication
procedures, student support systems, use of instructional technology, and handling of parent and student
concerns at Clarke Elementary School.
Our children deserve an educational environment in which they are safe, supported, appropriately educated,
encouraged, respected, and provided the instruction, services, accommodations, and individualized
assistance necessary for them to access their education. Parents and guardians should likewise be able to
trust that concerns involving their children's education, health, safety, disabilities, accommodations,
instructional methods, and emotional well-being will be acknowledged and addressed appropriately and
within a reasonable period of time.
Families have raised concerns suggesting that these expectations may not consistently be met at Clarke
Elementary School. Because these concerns involve multiple aspects of students' educational experiences
and well-being, we believe district-level review and oversight are warranted.
AREAS OF PARENT AND FAMILY CONCERN
1. Student Welfare and Alleged Neglect of Student Needs
Families have reported concerns regarding inadequate attention to students' educational, physical,
emotional, and individual needs. Parents have expressed concern that matters affecting their children's
well-being have not always received appropriate attention, follow-up, documentation, or timely
administrative response.
Elementary-aged students depend upon the adults responsible for their supervision and education to
recognize when they require assistance and to respond appropriately.
2. Failure to Adequately Meet Educational Needs
Parents have expressed concern that some students are not receiving sufficient instruction, intervention,
assistance, or individualized educational support during the school day.
Of particular concern are reports of students being sent home with incomplete assignments or documents
indicating that the student "refused" to complete the work, needs to "finish at home," or "needs assistance,"
without parents receiving sufficient information regarding what instruction, intervention, redirection,
accommodations, or assistance were provided to the student during the school day before the work was sent
home.
We recognize that students have responsibilities in the learning process and that there may be
circumstances in which work appropriately needs to be completed outside of school. However, repeated
documentation that a young student "refused," "needs assistance," or must complete work at home raises
reasonable questions when families do not understand what educational interventions or supports were
attempted at school.
Parents are requesting review of whether students are receiving appropriate instruction and support during
instructional hours before responsibility for unfinished work is transferred to the student and family.
Clarke Elementary School Administrative Review Petition | Page 13. Concerns Regarding Section 504 Plans, IEPs, Meetings, and Accommodations
Families have raised concerns regarding the scheduling and timely coordination of meetings associated with
students' Individualized Education Programs (IEPs), Section 504 plans, accommodations, and other
individualized educational needs.
Reported concerns include delays in scheduling requested or necessary meetings, difficulty obtaining
responses regarding accommodations, uncertainty regarding whether accommodations are being
consistently implemented, and concerns that students' documented educational needs are not always being
adequately addressed.
For students with IEPs, Section 504 plans, or other documented accommodations, families depend upon the
school to ensure that the appropriate personnel understand and implement the student's plan.
We therefore request that Killeen ISD review whether applicable IEPs, Section 504 plans, accommodations,
services, meeting requirements, and parent-participation procedures at Clarke Elementary are being
implemented consistently and in accordance with district policy and applicable requirements.
Where families have reported concerns, we further request review of relevant documentation to determine
whether students actually received the accommodations, services, instructional supports, and interventions
identified for them.
4. Concerns Regarding Student Health Plans
Parents have also raised concerns regarding whether individual student health plans, medical instructions,
and school-based health accommodations are being consistently understood, communicated, documented,
and followed by appropriate personnel.
When a parent provides the school with an established health plan or other authorized health-related
instructions for a child, the family must be able to trust that personnel responsible for that student
understand their responsibilities and that appropriate procedures are followed.
We request district review of reported incidents involving student health plans and determination of whether
campus practices comply with district requirements and the specific plans applicable to individual students.
5. Excessive Reliance on Technology and Requests for Paper-Based Instructional
Options
Some parents and guardians have expressed concern regarding what they perceive to be an excessive
reliance on computers, tablets, online programs, and other digital platforms for elementary-level instruction
and assignments.
Technology can be a valuable educational resource. However, families are concerned when technology
appears to replace rather than supplement direct instruction, teacher interaction, guided practice,
handwriting, paper-based work, and individualized academic support.
Parents have reported particular concern when students struggle to understand or complete digitally
assigned work and the result is unfinished work being sent home rather than the student receiving sufficient
direct instructional assistance during the school day.
Families are therefore requesting that Killeen ISD review the amount and manner of technology-based
instruction being used at Clarke Elementary and clarify what options are available to parents who want to
limit their children's nonessential educational screen time.
Where academically appropriate and consistent with curriculum requirements, parents would like students to
have meaningful access to paper-and-pencil assignments, printed instructional materials, books, handwriting
activities, teacher-led instruction, guided practice, and direct assistance from educators rather than being
required to complete a disproportionate amount of their learning independently through a device.
Clarke Elementary School Administrative Review Petition | Page 2We further request that the District establish or clearly communicate a process through which a parent may
request paper-based or reduced-technology alternatives for a student, and that such requests be considered
individually and reasonably rather than automatically dismissed.
For students with disabilities, learning differences, attention difficulties, sensory concerns, vision-related
needs, or other documented educational needs, families also request that the District determine whether the
method of delivering instruction through technology is appropriate for the individual student and whether
alternative methods of accessing assignments or instruction should be considered through the student's
applicable educational planning process.
Technology should be a tool used to support education. It should not become a substitute for teaching,
meaningful educator-student interaction, appropriate intervention, or individualized assistance.
6. Lack of Effective Parent Communication
Families have reported delays in responses, inadequate follow-up, difficulty obtaining clear information
regarding incidents involving their children, and situations in which concerns remain unresolved despite
repeated attempts to communicate with campus personnel.
Parents should not have to repeatedly pursue administrators simply to obtain acknowledgment or
clarification regarding a significant concern involving their child.
Effective parent-school communication is especially important when the matter involves academics,
disability-related accommodations, behavioral concerns, health needs, safety, instructional methods, or a
child's emotional well-being.
7. Negative or Discouraging Feedback to Students
Parents have expressed concerns regarding the manner in which some students receive correction, academic
feedback, behavioral feedback, or communication from adults at school.
Students should be held to reasonable academic and behavioral expectations. At the same time, correction
should be age-appropriate, constructive, professional, and designed to help a child improve rather than
leaving the student feeling discouraged, labeled, or unsupported.
The use of statements such as "refused," "needs assistance," or similar descriptions should also be
appropriately contextualized and documented, particularly when such statements concern students who may
have identified learning, behavioral, developmental, health, or disability-related needs.
8. Administrative Delay, Dismissal, or Failure to Resolve Concerns
Families have reported attempting to bring concerns to campus administration but experiencing delays,
insufficient follow-up, dismissal of concerns, or a lack of clear resolution.
When a parent raises a concern involving education, health, safety, accommodations, instructional practices,
or treatment of a student, there should be a transparent process for documenting the concern, determining
who is responsible for addressing it, communicating with the family, and escalating the matter when it
cannot be resolved at the campus level.
9. Accountability and Overall School Climate
Collectively, these concerns have caused some parents and families to question whether the current
administrative environment provides sufficient accountability, communication, educational support, direct
instruction, and responsiveness.
Parents should feel comfortable advocating for their children and requesting information or reasonable
educational alternatives without fear that doing so will negatively affect their child's educational experience.
Likewise, students should feel comfortable asking adults for assistance without believing that their struggles
will simply be characterized as refusal, lack of effort, or a problem to be completed at home.
Clarke Elementary School Administrative Review Petition | Page 3WHY DISTRICT INTERVENTION IS NECESSARY
This petition is not intended to unfairly characterize every teacher, educator, administrator, or staff member
at Clarke Elementary School. We recognize and appreciate educators who work diligently, compassionately,
and professionally on behalf of students.
Our concern is whether there are broader or recurring practices that require district attention. When multiple
families report concerns involving communication, educational support, accommodations, health plans,
technology use, administrative responsiveness, and treatment of students, we believe those concerns should
be evaluated objectively beyond the campus level.
The purpose of this petition is not punishment. The purpose is accountability, transparency, corrective action
where necessary, improved communication, meaningful educational support, and protection of our children's
educational, physical, and emotional well-being.
FORMAL ACTION REQUESTED FROM KILLEEN ISD
1. Conduct a formal and impartial district-level administrative review of Clarke Elementary School, including
campus leadership and procedures for addressing student and parent concerns.
2. Review whether students are receiving appropriate instruction and educational support during the school
day, particularly in circumstances where unfinished assignments are repeatedly sent home stating that a
student "refused," "needs assistance," or must "finish at home."
3. Review relevant IEP and Section 504 practices, including scheduling of meetings, parent requests for
meetings, implementation of accommodations and services, communication with families, and appropriate
documentation.
4. Review reported failures or concerns involving implementation of student accommodations, including
whether appropriate staff members are aware of and consistently following students' documented plans.
5. Review the handling and implementation of individual student health plans and authorized health-related
accommodations or instructions, including whether appropriate personnel are informed of and following
those plans.
6. Review the amount and manner of instructional technology being used at Clarke Elementary, particularly
whether technology is supplementing direct instruction or, in some circumstances, replacing meaningful
teacher-led instruction and individualized assistance.
7. Clarify and communicate to families what rights, policies, procedures, and educational options exist for
parents who request reduced technology use or paper-based alternatives for their children.
8. Consider reasonable paper-based instructional alternatives, where educationally appropriate, for families
requesting reduced screen-based instruction, including printed assignments, handwriting activities, physical
books and materials, teacher-led instruction, guided practice, and direct academic assistance.
9. Review whether students who consistently struggle with technology-based assignments are receiving
adequate teacher assistance, intervention, and appropriate accommodations before assignments are
characterized as refused or incomplete or are sent home for completion.
10. Provide parents and guardians with a confidential method to submit documented experiences directly to
district-level personnel, including emails, returned assignments, written notices, screenshots or records of
digital assignments, meeting requests, accommodation concerns, health-plan concerns, and records of
previous attempts to resolve issues with campus administration.
11. Review communication practices between campus administration, educators, parents, and guardians,
including whether significant concerns are acknowledged, documented, investigated, and resolved within
reasonable timeframes.
Clarke Elementary School Administrative Review Petition | Page 412. Review the school's climate and student-interaction practices, including whether students receive
age-appropriate, constructive, respectful, and educationally appropriate feedback.
13. Determine whether Killeen ISD policies and applicable procedures regarding parent complaints, special
education, Section 504 accommodations, student health plans, instructional practices, and student support
are being consistently followed at Clarke Elementary School.
14. Provide appropriate corrective action, additional training, increased district oversight, procedural
changes, or other intervention if deficiencies are identified.
15. Provide families with appropriate information regarding the outcome of the review and any corrective
measures implemented, while respecting applicable student and employee privacy requirements.
16. Ensure that students, parents, guardians, and employees who participate in the review or raise concerns
in good faith are not subjected to retaliation or adverse treatment because they participated or advocated for
a student.
OUR CHILDREN DESERVE ACCOUNTABILITY
Parents send their children to school with the expectation that educators will educate, teach, guide, assist,
encourage, and appropriately support them.
A child's difficulty completing an assignment should prompt consideration of why the child is struggling, what
instruction has been provided, and what additional support may be needed, particularly when the child has
an IEP, Section 504 plan, health plan, accommodation, or other documented educational need.
Sending work home with statements that a child "refused," "needs assistance," or needs to "finish at home"
should not become a substitute for appropriate instruction, intervention, accommodations, communication,
or educational support during the school day.
Likewise, placing a student in front of a computer or digital program should not, by itself, be considered a
replacement for meaningful instruction and interaction with an educator.
Our concern is not with the existence of educational technology. Our concern is whether technology is being
used appropriately and whether students are receiving actual instruction, intervention, feedback, and
assistance from the educators entrusted with teaching them.
Parents should have a meaningful voice in their children's education and should be able to ask questions
about instructional methods, technology use, accommodations, health plans, and academic support without
their concerns being dismissed.
We want Clarke Elementary School to succeed. We want its educators to have the support and resources
they need to succeed.
Most importantly, we want every student at Clarke Elementary School to receive the education, instruction,
support, accommodations, respect, and care they deserve.
For these reasons, we respectfully request that Killeen Independent School District take these concerns
seriously, provide families an opportunity to present supporting documentation, conduct an impartial
district-level review, and take appropriate corrective action based upon its findings.
Respectfully submitted by the undersigned parents, guardians, family members, and concerned members of
the Clarke Elementary School community.
Clarke Elementary School Administrative Review Petition | Page 5
Updates
PRINCIPAL CALLS POLICE IN RETALIATION TO PARENTAL ADVOCACY
October 13, 2026
Update on police report, original report has been obtained awaiting 911 recording Report reads: On 20260917 at 1650, Patrol C13 (b) (6), (b) (7XC) met with__________ PRINCIPAL (o) (6). (b)(7X) who stated at 1620 on 20260917, at 51612 Comanche Ave, Clarke Elementary School, Comanche II, Fort Hood, TX, she and SSG ________ were involved in a verbal dispute, over issues he had reported to the school, which did not become physical. Further investigation by Patrol C13 revealed, there was no evidence to substantiate any physical violence occurred. This is a final report. On 20260917 at approximately 1627 hours I was dispatched to Clarke Elementary School, Comanche Ave, Comanche Il, upon arrival I made contact with (b) (6). (b) (7)(C) the Principal who stated while giving a brief on issues pertaining to school SSG and Herself were in a back and forth pertaining to questions regarding the school. (b) (6), (b) (7XC) stated SSG at no point scream, cursed or created a disturbance, but was “extremely condescending.” (b) (6). (b) (7XC) also mentioned SSG “does this often always making reports about issues with his Son.” SSG__________ wasn't on scene on arrival so the following day on 20260918 I went to his residence Quarters at _____________., and informed him of the incident and advised him I needed his information for the report. stated Clarke Elementary has been having issues not taking their reports seriously and He is only worried about his Son. Once I collected his information I cleared scene.///END OF STATEMENT/II THIS IS ABUSE, HARASSMENT, DEFAMATION/ SLANDER AND RETALIATION, THE PRINCIPAL HAD ALDEADY LEFT, THERE WAS NO DISPUTE, THIS IS A FALSIFIED REPORT AND MISCHARACTERIZATION OTHERS WHO EXPRESSED THE SAME CONCERNS WERE NOT CONTACTED BY AUTHORITIES BUT HAVE INDEPENDENTLY VERIFIED THE PARENT WAS NOT RUDE OR CONDESCENDING AND ONLY ASKED TWO QUESTIONS. WHAT WAS THE NEED TO ALSO INCLUDE STATEMENT INVOLVING A SPECIAL NEEDS STUDENT WITH HEALTH ISSUES OVER 2 QUESTIONS IN A POLICE REPORT?? WHEN DOES ADMINISTRATION START TAKING THINGS MORE SERIOUSLY.
CLARKE ELEMENTARY CALLS POLICE DUE TO CONCERNS RAISED DURING OPEN FORUM
September 20, 2026
UPDATE – Incident Following Title I / Parent-Teacher Conference Night, September 17, 2026 On Thursday, September 17, 2026, during Clarke Elementary School’s Title I and Parent-Teacher Conference Night, the Principal opened the forum for parents to ask questions and express concerns. During that forum, the parent of a student with special needs asked two questions and expressed that previously raised concerns regarding the student had not been adequately addressed. Other parents also expressed concerns during the meeting. Following the event, Clarke Elementary staff contacted law enforcement regarding the interaction. The following day, Military Police came to the special-needs student’s parents’ residence concerning what Military Police described as a reported “verbal dispute.” To collect the parents information, identification, and to notify a report had been filed. This development raises additional concerns because the parent’s interaction occurred during an open parent forum in which questions and concerns had been invited. Although other parents also voiced concerns during the meeting, to our knowledge, those parents did not report having police come to their homes the following day. We respectfully request that this incident be included in the pending Petition for Administrative Review and considered together with the previously documented concerns. We further request review of the circumstances surrounding the decision to contact law enforcement, including who made or authorized the report, what conduct was reported, the basis for characterizing the interaction as a “verbal dispute,” and whether applicable school or district policies and procedures were followed. We also request that any relevant records—including incident reports, written statements, emails, internal communications, security footage, and communications with law enforcement—be preserved as part of the administrative record.
11 Comments
Because their needs to be more advocacy for our special needs children instead of neglect and if the school will not do it then who will? This is our children's lives they are "playing" with.
Because my grandkids deserve to have a school environment that is enriching their learning and education in a safe and productive manner. I’m sick of hearing how a specific teacher is not doing her job in any form and is relying on digital learning instead of personalized teaching to her students and then having her husband bully parents at pick up and her refusal to speak to the parents and work with them in helping the education of their children! That is THE job!
I have been told on several occasions that “ what happened in the class or at the school stays in the class or at the school” too little is happening to fix any situations and anyone who raises concerns gets shut down or ignored.
Having my kids receive the the help they need to help improve their education.
Because the admins seem to care more about money than they do our kids.
Because these kids deserve to be treated and teached correctly
Because its important to my niece and nephew
Secure and safe place for our kids
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Because their needs to be more advocacy for our special needs children instead of neglect and if the school will not do it then who will? This is our children's lives they are "playing" with.