001The time is 6:30 p.m. and I now call to order the regular meeting of the Puma Independent School District Board of Trustees. Vice President Gueras via Zoom, Trusty Martinez, Trusty Pña, Trusty Bon, President Johnson, Secretary Morales, and Trustee Bara. Let the record show that a quorum of board members is present, that this meeting has been duly called, and that notice of this meeting has been posted in accordance with the Texas Open Meeting Act, Texas Government Code, chapter 551. This meeting will be recorded and the minutes will be taken to document the proceedings. Audience members are required to follow the standard rules of order for conduct of a meeting, which allows audience comments during an open forum portion of the agenda. Please refrain from comments during the course of the meeting. Also, please silence all electronic
002devices. Will everyone please rise for the pledges followed by the prayer? Ice to the flag of the United States of America and to the republic for it stands. One nation indivisible with liberty and justice for all. >> Honor flagged one state and indivisible. And therefore opening prayer. >> Heavenly Father, we come together this evening seeking wisdom and clarity. May our discussions be marked by respect and may our decisions be guided by a commitment to the common good. We pray that our educators and support staff feel encouraged, recognized for the vital role they play in shaping our students futures. Let us work together with unity and purpose, keeping the well-being of every student at the heart of all we do. In Jesus name we pray. Amen. >> Uh the next item on the agenda is student
003recognitions. At this time though we will not have any uh presentations as per administration request open forum. Okay. Moving on. Lonear governance. Our vision [snorts] and then our theory of action. So board members please. Our vision fostering a community of excellence, high standards and limitless opportunities. in our theory of action. If Primmanist empowers campus leadership with earned autonomies to implement strategic methods of effective instruction and identify high performance campuses while agreeing to operate the pursuit of the board's student outcome goals and within the board's constraints, then Criminal ISD will be able to accomplish the board student outcome goals. Thank you very much. Uh moving on. Uh [clears throat] next item action. Consider a possible action to approve the April goal for STAR 3 to8 EOC BPMs 4.1 4.2 4.3 spring benchmark data the percentage of
004special ed students at the meets or above level or above. Uh Dr. Ross, >> good evening and thank you for this opportunity to share for House Bill Go 4. [clears throat] And as you see the percent house bill go for or go four is the percentage of students at meets or above on start grades 3 through 8 and end of course will increase from 42% as of August 2023 to 52% by August of 2028. And so this is an opportunity for us to talk about where we are at this point and also our strategies for moving the district forward. So we'll start with goal progress measure 4.1. Goal pro progress measure 4.1 is specifically tailored to our special our students um being served in a spe special education population for grades three through five. And
005just to reiterate, we are specifically talking about meats or masters or meets masters above. So, um, and we're looking at our goal to increase from 9% as of May of 2025, so around this time last year, to increase to 11% by June of 2026 as as measured by our official STAR scores, which we are right in the middle of STAR testing. Um, and it has gone well so far. So, we're very pleased with how things are going. So looking at this first group of students, you can see their baseline, which again, this is the cohort um of third through fifth graders, how they performed on last year's STAR. So that baseline came in at 9% at Meeks when we assessed um that group of students. And if you think about it this way, we had
006a it's not the exact same group of students that we're assessing. So we had a group of sec second graders that have now rolled into third grade and then of course every grade but then we had a group of fifth graders that rolled um over to another set of data. So the only this the only group of students that remained the same in this group are fourth graders um I'm sorry two groups of students that remain the same are fourth graders and our fifth graders who were last year's third graders and fourth graders. So those students came in at 9% and when we assessed them at the beginning of the year using our release star test they were at about 3%. We did meet the middle of the year goal of 7% which means we're
007on track um to reach the target for this year which is which was set at 11%. For our students so this group of students now this is 4.2. So this particular group of students now we're looking at third through 8th grade and overall we're wanting those students to increase from 42% to 52% by 2028. Um and so the first group we looked at was our math students and now we're looking at our RLA students. So, our baseline for math, again, thinking about that same metric that there's only two groups of students that are the same. They had a baseline of 11%. We assess them at the beginning of the year. They were at 4%. increasing from 4 to 10%. So we did exceed the target for middle of the year which again puts us on
008track to meet the goal of 13% by the end of this year uh this year for our last group of students. Now we're looking at six to 9th graders and algebra 1. Um and so you can see we started a baseline of 12 assess beginning of the year at 14% and it went from 14 to 13 which we are shy of our goal by one percentage point. Um but still trekking on on track and there's a breakdown later where you'll see uh which grade levels actually uh increase or decrease. So we can see who um and or where that decrease took place, but we we're still on track. And so overall, if we think put all of that data together against just only talking the um every group that we looked at 4.1, 4.2, 2
009and 4.3. We were looking at spid students um specifically, but the overall goal is talking about all students through third through 8th grade and our end of course. So really all of our star tested areas and this is a goal that was added um by the board so that we can look more specifically at our star tested areas. So I won't read all of those numbers to you because we've been looking at some of these trends. But if you see that group altogether increased from 16 to 22. However, we fell short of the target by 10 percentage points because the target for middle of year was 32%. We [laughter] have tested for mo some of these areas. So, uh, the data has been collected and we will find out by the end of May how
010we did on Oh, that was how we did on meeting the end of the year goals. So, we'll be able to share that information. I'm not sure exactly when it comes up again on the schedule, but we'll we'll have that data as early as June's um board meeting. All right. So in trying to bring bring all this together and summarize in some way I prepared this slide so that you can see the breakdown right so we're celebrating areas where we either exceeded or met the goal and you can also see for um all for this last line for celebrations RLA 6 through 8 there was an increase and then for our overall goal 4. These are the specific student groups that increase. So, eighth grade math, eighth grade science. So, although our sped students in
011algebra 1 did experience a decline in their data, overall all students increased and US history also experienced it an increase. And so, one of there were several areas that impacted our overall data. And so although the goal progress measure asks specifically for the group, I thought it was important for us to break that out so you all can see we're not just looking at what the data looks like all together, but we are going in to look at um specific groups of students so that we're able to make sure interventions are targeting all [clears throat] students. Um and so there were some gaps. Some of the we I did had an have an opportunity to meet with the team together individually uh multiple times. And so both principles are meeting with their teachers. We were
012able to do a calibration walk where we walked all of our inclusion classrooms to collect collect some baseline data to determine what's happening, what's not happening, what are principles expected to be happening, what does the SPI director expect to be happening. So, we were really able to have some very enlightening conversations around um how we can better support our sped students. And so, I'll be able to follow up. I meet with the principles weekly. I meet with everybody [snorts] weekly. They probably think I'm the most meeting person in the world. Um, but we meet a lot. [laughter] But anyway, we'll be able to follow up on how their discussions went with their teams. They there were some things that um systemic um approaches that needed to be addressed on each campus and both the principles
013are prepared to have those conversations as well as to think about how do we close that gap for the future so that we're not continue to have the same conversations um each time this comes around. I think that's the last oh questions. Okay. So, thank you for sending in uh your questions. Uh two trustees sent in questions and so we've changed that up just a little bit. Again, still open to feedback if you all would like for us to consider a different approach how we respond to the questions and or um go back to what we were doing. But um so we're now taking those questions and providing the responses in the slides as well as using our board communication log to capture those questions and those responses as well. Um just in case someone
014else has the same question that information will be there and available for us to refer to. So in this particular question um acknowledging that we progress monitored 3 through eight and EOCC meets or above what does the data reveal about approaches level and has there been significant growth or student progress that would help drive our student outcomes? So there is evidence of progress at the approaches level specifically RLA has increased four points math has increased seven points and that's again with the data I've grouped all together. Um there are again although the data is showing that we're approving in approaches the um growth is inconsistent across grade levels. >> So when we loop lump the data together we can say rla increased four points but that doesn't automatically mean that every subject and every rla
015subject and grade level increased um but collectively there was an increase. So this movement that we're seeing at approaches um really doesn't translate. It's not aggressive or quick enough for us to move the needle in meets and masters. So we understand that we can't limit our scope to just approaches that we do need to think about how students are meeting and mastering in their current areas. And the reason I I asked this question and I understand that we're just looking at meets and masters but because the data has been kind of you know kind of scary throughout the year. Uh we know that approaches I mean it that means the students pass where they're not where they need to be but it's recognized as passing. So, anything that's going to help us increase, you know,
016uh that's why I asked that question. I know that we only look at these semesters, but approaches counts right now so far. So, um if if we can get some of those kids even to approaches, not where we want them to be, but to approaches so that they can help with our passing rate. Um I mean, I need to hear something a little bit of good news. Honestly, I want to hear some good news. Um other than I know that the special ed members were good uh little bit of growth so that's good. So so board members so that you know that's why I asked that question. I got the as a matter of fact because I I I what else can I ask? What else can I ask? So you know um so that
017is why I asked that question. So thank you for the answer. >> Absolutely. And I do believe that we have many bright spots in our data. there are some areas that definitely need attention um and we've been intentional about addressing those systemically but I do believe that there are celebrations that we've had you know throughout our conversations um throughout the year and so we appreciate the opportunity to have dialogue and we really do appreciate the questions um so because now when we have these conversations the team knows that hey the whole district this is a conversation that's happening across the entire district, right? So, I'll keep the questions coming. All right. So, this question came in. The trend shows a decline every year and uh shows a decline every year in RLA and math. What
018were the causes that impacted their performance? How has this been addressed by administration as sixth graders? Now, this is a new question. as sixth graders now at PCHS, what have the outputs, for example, CBAs revealed? What kind of interventions has implemented was implemented to help this particular cohort? Um, oh, this question was yes, particularly the the third grade group in 2023. So, those third graders in 2023 are now sixth graders and those third graders there was a decline every year. Okay? So, you know, that's what yeah, the third the third grade part cohort is really important because they're now at the high school. So, um that's why I asked those questions because that's a trend more in reading than in math, but in both subjects. So, I'm I'm concerned as to how are they doing
019right now, sixth graders. So, I'm going to invite Dr. Gonzalez is up to speak um on this and then I'll add a little bit when she's done. >> Good evening. So yes, and I believe uh Miss Johnson, you did make notion of also u the specific cohort 2023 was the first year we started >> um LSD or was it the following year? You made a a notion of LSG beginning around that time as well. Um so I do want to speak to this specific group of sixth graders. So basically the decline is due to early educational disruption. So this is the group of students that in 1920 they were kindergarteners. So they had instruction up until spring break of that year. um when they came back >> when they came back in the next year
02022 23 they were first graders which another critical year where they're learning to read so not all students it was off and on not all students showed up to face face to face there were some that were um online schooling uh we don't have the specific data or numbers of who was who uh but that was that first grade year was the year right in 2021 right after CO or when we opened up from CO. Um so then they were second graders the following year and then next year they were third graders when they tested. Um so inconsistent in instruction um teachers they had in their third their fourth and fifth grade teachers spit particularly in math there was inconsistency with teachers throughout the year they were um teachers left. Um so we hadition teachers.
021>> Yes. Um that was fourth and fifth grade math. Um fifth grade ra they did have a teacher that left half a year. So we had to transition someone in there also that they were the they were our teacher for the first first time. >> Um so that's their fourth and fifth grade year. Um and then also a lack of systems. There were no clear systems in place for analyzing data and following through on the data analyzation. And um there was no clear accountability in years. Throughout those years, they've had three different principles, three different superintendent as well. Um the second part of that question, how has this um been addressed? Well, current efforts are focused on strengthening the tier one instruction as we have with a um rebuilding those foundational skills, particularly K1 and
022two. Um implementing strong PLC practices. I know we've spoken to that before um particularly elementary and data diver data driven instructional system we have protocols now for our data drives um and then increased accountability across the board um continuing with this same question the next question was as sixth graders now what have output for example the CBAs revealed so speaking to CBAs a lot of the CBAs um when they assess data is specific to certain TESS. It doesn't spiral. So they show consistency in some or proficiency in some unit assessments. So whenever you get to a benchmark, it's a collective of all the TESS, but each unit assessment is not a collective of all the TES. So it's just part uh specific for certain TESS. So therefore, it will show proficiency because that's what they're
023being taught at a it's like a shorter span. So being taught certain peaks in the shoulder span so they assess them after that. Um so there's a need for spiral review. So that's where we're going to start working on spiral review and stronger alignment into our CBAs. That way things that they've been taught previously come in to another assessment. um and if they don't lose that particular um mastery of the TE that was previously taught and then what is what kind of intervention was implemented to help this particular cohort specifically for this year there's an RTI period for all students who were not successful on previous years start and that's been in place since the beginning of the year. So overall, have has there been some improvement though in that cohort >> for >> because
024we're at the end of the year now they're about they're taking SAR already. >> So I know math um the data did show in RLA for spring benchmark yet but math no >> particularly in sp areas where there was no growth one cohort that had no growth um particularly for SPE. Yes. So as we know um we just need to continue that accelerated intervention because gaps if gaps don't close particularly for math you keep going and going the gaps become bigger if they're um don't close those scores come out for sixth grade tellings are the sixth graders talked about this list. So yeah, doc Dr. Gonzalez did break down the CBA data specifically. Um Yeah, but but we were talking all students. So, I was trying to see if she could pull that up um
025real quick and talk to that because I want to make sure we provide accurate information. So, >> I don't want to just give a blanket response. Um okay. So, I think that it was important for Dr. Gonzalez to share on this question because um she's been here throughout this time >> and so she can really speak to the specificity of some of those particular changes that occurred. Um I also really thought it very alarming. I don't know if alarming is the right word, but um worth mentioning that in 1920 this group of students their instruction ended early. Um and then 2021, I don't know, I wasn't of course in this district, but it was it was an interesting time to educate students. >> Um and then you know Dr. Gonzalez mentioned this, but so they
026went through that if you if you just visualize this particular group of students and and what they might have been experiencing. So they went through K one and then two might have when they were in second grade might have been their first year of experience in a full school year and then the very next year they take their STAR test >> on the computer, right? Because you had to in 23 by the time we got to 2324 1920 2021 2022. So this would have been you had to ask for a waiver to or there has to be a specific exceptions for students to not test on the computer to use a paper test. And so if as a district, again, I wasn't here during that time, so I don't know, but if a district, if
027we didn't spend the entire year preparing those students to now um test on a computer with their little hands, >> they had to type. >> I don't like it, but personally, I don't like it. >> It was just an interesting time for them. So, um and then the transition. So from that time frame to now I'm the fourth superintendent. Um from the time that those students were kindergarten to sixth grade if you include Dr. Gonzalez's stent as interim soup. >> Uh and that was quite a while. Several almost >> almost a full school year. I think it was about seven months. >> Yeah. >> So that's there's only nine months in the school year. So right >> technically that was a full school year. So um and so I am in the uncovering a lot
028of opportunities for again systemic changes um and and part of that is looking at data in a way that's not just surface level but truly get to the root cause of what the issues are. So thank you Dr. Gonzalez for sharing. Keep looking. If you find that let me know. Um, we'll go to the next slide. Oh, I thought we had one more question. Oh, this is it. Okay, sorry. Thank you. All right. So, when benchmark one data was collected and reviewed, uh, were there adjustments made to provide intervention to those targeted areas of needs for all students? First, first question, what did this intervention look like? And was there data in benchmark 2 that shows those interventions were successful? So we utilize bench one benchmark one data to identify the progress of students who
029needed to achieve growth and how close they were to their goal. Um so this summer the teams um Dr. Gonzalez and the principles got together and created a um spreadsheet where every student's listed and they identified if or when these students show growth here is here is how it could impact our accountability. So what the campus is have do uh done is when they get their data they look at this spreadsheet and they identify the students that are on track to show growth and students that are not on track to show growth. Um and they start talking about what needs to happen at the tier one instruction level to start moving that the students. So each and so I'll keep uh talking to that and then I'll talk about some of the things that we
030might need to do um to strengthen this process. At Pekka, each student has a growth goal folder where teachers meet with students after assessments and talk about their goal, whether they met that goal, and during their enrichment intervention time, they have targeted interventions to attempt to close those gaps. Um, at PCHS, benchmark one data was used the same way to identify those students that are on the spreadsheet and really think about how we need to address the learning gap specific to the TEICSS. What are the standards um that are the highest level of of need and how does instruction need to change? So those are some things that we've done. Um and we did see some growth in benchmark 2 but not in every area. So that's where we saw the celebrations. Remember we highlighted
031the areas that went up and then you saw the areas that either showed no growth or declined. Um so yes and no. Um after we got benchmark 2 [clears throat] data, some of the things that we did much differently was not only did we target um specific interventions for students based on TE. So, we went through the data. We pulled out all of the lowest standards, the lowest the lowest scoring standards, and we created what we called an intervention pacing calendar where these TEICs were spread out over um this calendar to determine which TESS are going to be retaught on what days and when are we going to reassess those TESS. So at the elementary school, our plan was a a little tighter in that um we came up with schedules. Principles, instructional coaches are
032held responsible for going in and making sure that these things are happening. Um we still have some opportunities to grow, but the the plans are in place. at the high school. Um, Miss Garcia and her team met with each teacher and they went through every single student and came up with a plan. The area where we have an opportunity to tighten, meaning that we didn't quite hit the mark this year is going back now into those classrooms once we've launched our intervention plan. the leadership team going in to see is it happening the way we said it was supposed to happen. That's an area where there's going to have to be some significant improvement in the and and we're still in the in the thick of it because we still have um what's today? The
03320th. So 6 8 I'm not doing real math right now, but we have some days before we get to math um at the elementary school. We take math this week at the uh middle school. So they'll take sixth through 8th grade math this week. So that window has um come to [clears throat] a close for the middle school, but we're still pushing and allowing at the high school. I mean at the elementary school. So I hope that answers the question. Um, but we I I do want to say that looking at data is it was a systemic gap that we had a lot of missed opportunities. And so we're working to close that and we've gotten much better, but there's still room for growth. >> Of course. >> I know. said no. >> Okay. So,
034just to clarify, the only area in sixth grade that did not grow were the um sped group of math. So, sixth grade sped students in math. There was no growth. The area showed growth. Correct. >> You you asked specifically what about those sixth graders now? And so that's why I was like, I think we need to pull that up and answer that question a little better. But um so there is growth in sixth grade math. It was that specific group of students [snorts] um that has not shown growth. And and I believe we identified 20. How many students do you have? Do you know my heart, Miss Garcia? 21 22 uh sixth grade students are receiving special education services. There was 20 right now and there's one that was just >> 20. So that's about
03520 students out of it and that's a whole another board meeting conversation about our practices that we need to address there. But we're on it. >> Okay. >> We're on it. Before we move on, I know that Proy submitted some questions. She emailed questions. I don't I got >> I got them. I don't >> uh when Thursday did y'all get them because I know I got them. >> Uh there's like three questions, right? >> Yeah. >> We didn't see those >> on the communication. >> No, no, they're not. She's saying she emailed them. Hold on, let me pull it up. Uh, April 16. >> One, two. She submitted three questions. >> Um, oh, was to Dr. Austin. >> Yeah, I see. >> Well, the very lengthy question. So I I mean I know that um
036they're very good questions too, but so >> we will read them in the board communication log. >> Write the responses. >> Well, I I'll respond to them now. Just give me a second to read them. Okay. >> And would it be too You couldn't pull them up, could you? If I sent them to you via email. If not, don't worry. I'll just read them. That's easier. Okay. So, and I apologize for missing the this this is my oversight. I apologize, but I I will say um if we can if if you don't see that I've added them to the because I we we add them to the board communication log. So, if you tag me and say, "Hey, I don't see them added," then I I can make sure we don't miss any in the
037future. and the and for the board communication log so that you know I tried to do it on through the phone via phone now it has to be through computer so that's why you couldn't >> yeah I had to submit them through the computer instead of the phone so >> um and as soon as I submitted them they answer the questions >> Dr. Are you sure you will be able to uh Okay. Well, we're going to do that. GPM 4.1. >> Okay. >> I think we can we probably answer them if you would go back to slide number uh 4.1 please. Okay, there we go. So this question from um Trusty Falcone says uh what does this data suggest about why these students experienced such a significant decline at the start of the year and
038have not yet at least recovered their baseline of 9%. What are the differences if any that exist across grade levels or campuses that that help explain where progress is and not occurring? grade graph from grade levels which I did include. So the baseline remember is previous year so it's not the same set of students. So I I did kind of answer this question already but I'll go so through five. So when you see baseline at 9% we we added a group and then we moved third graders to fourth grade. we move fourth graders to fifth grade and then we move the that previous year that got the 9% we move those fifth graders to sixth grade. So although we're looking at it as baseline data truly it doesn't represent um >> apples to oranges. >>
039Yes, it's like comparing apples to oranges. But what I'm what I was thinking is that we we could reformat the baseline. Let me not speak oh too fast on that but we might get we can might we might be able to look deeper into how we present that that might get us a little bit closer. Um >> and Dr. always uh >> if I think towards the end of the year typically we get a chart where it has the the meets, masters and approaches but it compares year by year and you can kind of you look diagonally you can see by cohort and that's I think >> yeah by cohort >> to me I like that because yeah we don't see apples to oranges with that big chart for the last I think it might
040be five years >> you can see like diagonally [snorts] >> so technically what we could have done um is take third grade out of the base I mean uh the BOY data. Um yeah, but there's a way we we'll look at it a little closer and see um how to report it in a way so it represents closer to apples to apples. It's not going to be perfect because remember we released a group to the high school that is part of that 9%. >> So that's where would be able to see individual graphs. >> So yeah, if you flip through um >> my question was would we be able to see uh >> okay >> individual graphs right now maybe later. Um, so if you go to the next >> go to the next the
041slide where I have a summary. >> This one. So here's where you see the breakdown of individual grade levels >> and then we'll have Miss Pal um refresh. So yes, the one you see the ones that went down for all students and then I did have Dr. Gonzalez run the data for all groups and that's what how we were able to come up with this graph because I knew that it was important for us to look at them for each individual grade level. Um, so you can see the G different grades and the subjects who increased and who went down. >> So they all went down. >> So in the celebrations those if you look at um so sped rla 6th through 8th grade they increased for all students. So eighth grade math went up,
042eighth grade science went up, algebra 1 went up and US history went up. And then the ones where you see the arrows going down those that that group of students went down. Fifth grade science, seventh grade math, eighth grade social studies, biology sped students in algebra 1, English one, and English 2. And then I think the second question talks about seeing the graph. So >> because remember this goal that's that's that's listed right there that first goal that's talking about all the students that's talking about the big goal but but we're diving into right now and today just the special education. So that's why you're seeing only special education decline decline decline decline because >> until you get to until it says all students that is all students. >> Yeah. But I'm sorry celebration sports.
043Oh yeah. Celebrations. Yep. Yep. Yep. Those are spin. >> Miss Pal, will you go a 4.2? Okay. 4.2. Yeah. Three uh grades three to five improved in RLA. Um but still remains below the end of the year target of 13%. What does the data suggest about what is driving this growth and what differences across grade levels on campus? Again, I'd like to see graph pretty much the same. >> Yeah. And Dr. G is working on putting a grade level graph, but then that's not sped though. >> Like a table. Okay. And so we'll refresh and show that again. The 11% is a different set of students. um we did increase from like you said four to 10% for this particular group of students and we once we look at that a little deeper we really
044attribute that to strong support um inclusion support that's happening at our uh elementary grades third through fifth math we have two very strong um inclusion support teachers there um that are very intentional about how the the students are are being held, attended to. Um and it's just a little bit more concentrated because we have large groups of students that are receiving special population services. However, because we may have two sections or three sections, those inclusion teachers are able to go in and support large groups of students or or more special education students as opposed to them probably being spread out more. At the high school, they have um eight classes um you know, on a block schedule >> and so the students are going to be a little bit more spread out. But again, we
045have some very specific things that we're doing as it relates to what we're going to be changing on how we support our students. Um, there is opportunities for us to close gaps there. And then we're working on, again, I said this already, but I'll say it again, on including those tables. So, give us just a second. And then we'll have um we'll have Miss uh pile refresh. Okay, the last question for 4.3 and I'm reading it first silently and then I'll read it out loud so I can actually see it. Okay. So, the same thing about Did you put all of them on there? Okay. So, the first part of that question, it's it talks about the decline from BOI to MOI. And we had one group that declined, one group of students that declined
046in that group, algebra 1, our sped students. Um, and so that was part of that 1%. There could have been some other things coming because when you think about 1% that's probably not even one student, >> right? >> So I'm it could have been somebody didn't enroll. I mean like we've had less the denominator changed meaning that we don't have the same number of students. So we couldn't come up with 14%. Because just the math didn't math that way. Um we would I would have to look at it a little bit closer and run the numbers a little bit differently to see what caused a 1% decrease because again 1% is it's hard to come up with 1% in any math calculations. Um, so I'm sure it had something to do with the denominator changing
047as opposed to it saying that students are performing less. Um, so okay. So let's look at the charts and we put a couple in there. How many did you put in there, Dr. G? >> That would that would be all for four point for for that goal, right? That's it. Yeah, but you put is this the only slide that you added? >> There's four. >> Okay, so she added four slides. >> One after each >> uh goal progress measure. So here is >> math. >> No, they just put it. >> Yeah, we just added it because we're trying to respond to Miss Falcon. >> Yeah, we already had it because we pulled the data and looked at it. That's how I was able to come up with those because the data was there. We just
048didn't have the individual size. I will say board we need to remember that if we have any questions for administration please we need to make sure we turn them in the >> I think by Wednesday is our time frame >> they're due like I I asked them to turn in questions like the Wednesday of that week like today's a board meeting to turn them in like Wednesday of last week >> and if you turn them in later then if you text me to let me know you turned them in. >> Yeah I turned them in Thursday morning. No, I understand. But I'm gonna say >> Yeah, but we had already pulled and started working on our slides. >> Gotta give them time to >> answer these questions. They're good questions. >> They are good questions.
049Yeah, >> but if you do turn them in after Wednesday, because that was my That's why I didn't know that they were there because I was told that the deadline was Wednesday. So, if you turn them in after Wednesday, then if you text me or Dr. Gonzalez, um, we can go back and try to grab those. But again, I didn't I didn't know that they had come in and so that I apologize for missing that. Um, so you can see third in third, fourth, fifth grade math, we increased across the board except for fifth grade and that's in the slides. We have that slide there. It says no growth for fifth grade. So it is in the slides. The information is there. It just was presented a little bit differently. We had the third, fourth,
050and uh increased. It's in the It's in the slides. We just presented it a little differently. Let's go to the next one, please. All right. This is RLA 4.2. We also do have this in the data as well already in the slides as well. Um, but it's just presented a little differently. So, you can see that every grade level increase. And that's why I wanted to iterate that there are bright spots in the data. But when we lump it all together, you see the average, right? You saw the four to 10. Um, so the question about well, who drove the increase or what drove the increase that we believe is due to the targeted support that's happening in our inclusion classrooms across the board or at the elementary school. All right, next slide, please. So
051here again, we reported that there was no growth in sixth grade. We >> we reported that algebra 1 went down and so there you see the 14 to 13. So everybody increased with the exception of algebra 1 which again is reported in the slides already. It just looks a little different but all of that's there in the slides. >> Okay. I like I like that. That's like that numbers are there. Yeah. One more. >> Okay, so this is all of the grade levels. Again, this is also already in the slides just reported a little differently. So you can see RLA from third grade to English 2 increased from 28 to 35. But you'll also see where I reported that English one and English 2 went down. So English one went from 50 to 40. And
052this is meats. These numbers are meats. English 2 went from 42 to 39. again also reported in the slides already. Uh math third through algebra 1 went from 13 to 21 overall. So you'll see where I put algebra 1 as a celebration because we went up in algebra 1. But it was important to note that we went down for our spit group. But math from third from third grade through algebra 1 from the fall benchmark to the spring benchmark we increased from 13 to 21% overall for fifth grade eighth grade and bio those are science we stayed the same but you can see fifth grade went down which again is reported bio went down is also reported in that one slide where you see the arrows going down so you'll see bio went down eighth
053grade went eighth grade science went down. Um, but overall the average stayed the same. Same thing for social studies. 8th grade in US history. 8th grade social studies went down. US history went up, but we averaged out to stay the same 20% across the board. But all of that was is there. It just looks different. >> I think it's safe to say we like this. So, thank you. You're very welcome. >> Yeah, this is more detailed. The other ones like thumbs up or down, this is we can actually see this. So, okay, even though it was recorded, this is >> what we are. So, thank you. >> Absolutely. Our pleasure. Thank you for your patience as we drop those slides into >> Yeah. Well, again, because it was there. >> Yeah. It was just a
054matter of putting it in the slide. So, we used it to come up with the >> information and and to get the slides ready, but um we didn't have that slide, but we can definitely break it down going forward >> again. Yes. >> Any other questions? Thank you for bringing that again to our attention so that we can answer those. I didn't want to delay because and I wanted to address it right then. So, >> thank you and I'll be earlier. [laughter] I had a rough two weeks. >> That's okay. We appreciate that question. I mean, like I've been saying, the questions are really, really good. Uh, and it's I think it's good for the team to see that again, these are conversations that are happening across the district. So, it's not just the Dr.
055Austin or Dr. Gonzalez, it's everybody's talking about the same thing. So, thank you. >> Yes. And and I will say so uh because campus principles right here um I I was approached by a staff member uh by by a teacher asking um do you know uh have you seen the numbers at so and so I'm not going to be specific as yes we have seen the numbers we have been asking questions Uh, I was a little I mean I had to be kind of firm because there are teachers who that I guess they think we're not asking questions because they don't and I did say y'all aren't coming to board meetings, you know, but we are looking at the data and we are asking questions and I just have to please let your teachers know
056we are we are doing it. You know, I just kind of felt a little defensive because what are you going to do? It's not my job to go in and fix it. That's that's what you're there for. you know, so um I just want teachers to know that, as you can see, we are looking at the data. We're asking questions. We're not perfect, but we are asking questions and and um I just wish teachers would come. You know, they're not here. They don't see it. So, they think that we're not, but we are, you know, we are it's it's a it's work in progress, you know, but we are looking at data. we are asking questions and and u I was a little upset by that but you know I had to stand my ground
057and tell them that we are you're just not there to see it but we are uh so this point I'd like to thank principles for you having read your teachers and administration for answering all these questions I know we still have the attendance thank you for giving us all this data so that's good >> so now a motion for all this data for 4.12 and three by your motion. >> I make a motion that we uh move to approve the April guard rail GPM 4.1. I'm sorry. GPM 4.1. I'm sorry. >> Just Just read what's >> uh consider approve the April goal for star 38 the OC GPM 4.1 4.2 4.3 spring BM data percent of SP at DL or above. Motion made by Trusty Falcone. We hear a second. >> Seconded by Trusty Pñena.
058All in favor? Trusty Mara, Trusty Morales, Secretary Morales, President Johnson, Trustee uh Falco, Trusty Pña, Trusty Martinez, and Frozen. >> Oh, we've been frozen. >> Okay, motion passes. Uh trusty uh How long has it been frozen? >> So he didn't hear that. Okay. >> Oops. >> I wonder at what point he uh >> over there. >> Can you hear us, sir? Give me a thumbs up. >> And I hadn't even I hadn't even been, you know, >> he can hear us. >> Checking. >> Oh, you can hear us. >> Yes. >> Can you vote? Uh, trusty uh vice president. >> Okay. >> He's he voted. Uh, yes. Um this so motion passes. Okay. Next item. Consider a possible auction to approve the April Guardwell GPM 5.1 attendance report. Okay. So guard rail um five. The
059superintendent shall not allow student attendance and currency issues to go unressed or neglect to implement proactive strategies and interventions aimed at engaging students and reducing chronic absenteeism. the overall so for 5.1 it states the overall average daily attendance percentage as measured through PI's report will increase from 91.94% in June as of June of 2025 to 93% as of June of 2026 with monthly updates. So let's take a look. Okay. So, you all this was shared in the [cough] report. I didn't we didn't get any questions about attendance. >> I didn't submit anything. >> Okay. I just want to make sure I didn't miss any. >> Okay. >> Anybody else? Okay. Good. We didn't miss anything. All right. So, you can see the comparison between the elementary school and the high school. Elementary school is trending
060um higher than the high school overall. Um but the high school is shown has made some some progress as well. Both campuses are trending higher for most of the nine weeks than we were this time last year. So let's keep going. district overall. You can see um week 30 which this is delayed two weeks because when we have to submit the report to board book um it's two a week and a half. So we we take the full the last full week. Um, so we're delayed two weeks, but you can see that we're at 91 and a half. Um, which is kind of an up uptick from the last um week and the and [laughter] the third nine weeks. Um, but still keep going trending below our goal. Um, with Pekka um actually at 93.28
06128 for week 30 and it's that's a little lower than they were this time last year. So what about half a percentage point lower? PCHS is almost three percentage points lower. Um which overall again has us trending at about 91.5 um for this for this week. So, we're praying for a miracle. Um, but we we are not on track to reach 93% on attendance. The team is very responsive. We have some proactive measures in place. We have interventions in place. But attendance trends based on I guess how people feel today. Attendance is low. It's raining. Guess they didn't want to come cook the rain. uh we had great attendance on we have great attendance on start test days but as soon the next day that we're not testing it goes right back low again. So,
062one thing that I would like for us to do for um next year is to really look at these trends. And there are some things that we won't be able to predict. Like for instance, we couldn't predict that we were going to have that that freezing weather when it happened. Now, we can say around this time frame, we might have freezing weather. So, what are some things that we can do before that happens? But we we probably won't be able to predict the very week that it will happen. Um, but what I'd like for us to do, and I've talked with the team briefly about this, we'll we'll need to develop it out a lot more, but already have a plan. We know attendance drops around fair around that all the breaks, spring break, Thanksgiving
063break, Easter break, every break we see a dip in attendance the day before and the day when we're supposed to come back. Um so really thinking about that in advance and coming up with a plan a year um plan that's proactive. Um, so we'll be doing that this summer and really trying to get ahead of next year, but we have um what about 19 days, 20 days, somewhere in there. 21 days, I haven't counted left. And there's probably going to be more dips. >> A month left. >> Yeah, we have less. >> Oh, yeah. How many days? >> 24 days. and we're gonna see a dip in attendance. I I I already know we have our group. I was gonna I haven't said this. I'll tell you offline. Gotta remember that I've been recording. Um
064but I do want to address one particular thing that's coming up at the high school that we need to get ahead of. Um but we'll talk before you leave. >> Um but yeah, just we we got to come up with a with a more a deeper plan. >> Yeah. >> I mean, we our teams go and get they call and say we on our way, they go pick up. I mean, like, we're doing all of the things that usually work. Um, but it's just not consistent. So, we'll call and we'll get that spike the next day and then the very next day it's right back. >> Yes. Low again. >> I saw that you all sent out all those try letters. >> Does that work? Does it help? >> Not really. >> Are they being
065mailed physically or email? They're being mailed and >> yeah, emailed. >> So, we mail it and we email it. But, I mean, y'all, we're at people's house. They probably So, they probably see the van coming. >> They know it is 9:00. The van is about to be rolling up right about now. Um, but the like the team is aggressive >> with attendance. We don't we we're calling every day both campuses. We're picking up kids. Um we're going to their houses and obviously they don't come to the door. But um >> and then even if by saying, you know, you're over your days, you're going to have to come to summer school. If they don't even come to regular summer school, I mean regular school, >> right? >> They're not going to come to summer school,
066>> right? So yeah, that it's we're again we're gonna we're going to have to take a It is. They have many many times. I I've lived I lived it. It's you're they're going up. They're going up against the culture of Fremont, the community of Fremont. >> And I love Fremont, but it is difficult. I mean, I know exactly what they're going through. It is. [clears throat] It's just difficult. I mean, I don't know what else to say. So, I know that they have I I see the the you know, things on, you know, Facebook on attendance. I'm not We know that you're not We know that you're working as hard as you can, but I I also know that dealing with the Primmont community is not an easy task. Yeah. And I can say we're
067trying all of the traditional approaches. The the thing that we're going to have to do now is just dig deeper and deeper to think of approaches that may not have been thought of. I don't know what those are yet. So, if y'all have any ideas, we're open. >> I've always said offer the parents money. Well, who where money coming from? That was like a big no no. >> I don't know. But >> who got this bank roll around here? >> Child, you know, >> a gift card. A gift card. >> I don't know who you think we have money. >> What about on field trip day? Like the the end of school field trips like are the kids all here for that they come? >> Are y'all doing trips? We only have one left. We're
068about >> Okay. Well, thank you anyway for doing what you're doing. >> We We haven't given up now. We're We're up for the challenge. So, we'll keep >> We'll keep working at it. >> Do I hear a motion for GPM 5.1 attendance report? >> [clears throat] >> I move to approve the April Broad GPM 5.1 attendance report as presented by administration. >> Motion uh made by trustee. Do I hear a second? >> Seconded by Secretary Morales. All in favor, Secretary Morales, President Johnson, uh Trusty Falcon, President Martinez, and Vice President Gs. And motion passes. Thank you for that. Next item, information reports. >> Thank you. >> Uh comparison of revenue to budget year to date, district's cash flow report, and quarterly investment report. Board members, are there any questions for any of these three items?
069I did the math. The math was correct. I always think about that first time, remember? [laughter] So I don't have any questions. Okay. Thank you ma'am very much. Uh consent agenda items. Action approval of minutes. Action consider and possible action to approve the 2026 2027 [cough] certification of provision of instructional materials. Action considering possible action to adopt a resolution related to SB546 3.C seat belt requirements in school buses and action considering possible action to approve budget amendments designated fund balance. Are there any items that we need to pull to discuss during close session? >> I I I wanted to pull 4 C just so that we could ask a few questions. >> Has to do with this? >> Yes. >> Okay. So, we're going to pull the threepoint seat belt requirements. A motion, please. >>
070I need a motion. Make a motion. >> I make a motion that we uh pull item 4 C considering possible action to adopt a resolution related to SB5463-C belt requirements in school buses. And uh okay, motion made by uh trustee. Do I hear a second? >> Seconded by trusty PA. All in favor? Trustee Martinez, uh, vice president, trustee, [clears throat] trust, trust. All in favor? Any against? I'm just going to abstain. Motion passes. So, we'll talk about that. Okay, moving on. >> I'm sorry. >> Can we get a vote? >> Oh, that's right. Thank you for reminding me. So, do I hear a motion to approve the other items on the consent agenda items? Approval of minutes, the certification and provision of instructional materials, and uh budget amendment. Do I hear a motion to pass?
071I make a motion that we uh approve the consent agenda items except for CS. Uh is that all you need for that? Okay. U motion by trustee. Do I hear a second? Seconded by trustee Pñena. All in favor? Trusty Martinez, Vice President Gutierrez, Trusty Pña, Trusty Falcone, President Johnson, Secretary Morales, and Proy Bara. and motion passes. Okay, moving on. The board will now convene in a closed meeting to discuss items allowed by the Texas Government Code Chapter 551.071. 073.074 076.089 089 082.0821.087 0785 418.183F and or Texas Education Code 39.0308. No voting will take place in the closed meeting. Any action the board wishes to take as a result of discussions in close session will take place after the board reconvenes in the open meeting. The time is 7:39.