001Okay, Johnson, we're ready. I apologize. The time is 6:29 p.m. and I call to order the regular meeting of the Primmont Independent School District Board of Trustees. Trustee Martinez, Trusty Pñena, Trusty Falcon, Trustee Johnson, Trusty Morales, and Trustee Bara. that 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 the open forum portion of the agenda. Please refrain from comments during the course of a meeting. Also, please silence all electronic
002devices. At this time, I would like to formally welcome our new superintendent, Miss Mara Austin. Her first day of work IN item one, open form. The public may address the board on any item on the agenda or any other topic as provided by board policy beed local. If the topic deals with a complaint against a district employee, the public is asked to follow the guidelines specified in board policy FNG local. FB for gender bias, FDD loss of credit for attendance, FB section 504, FEA instructional materials, CK complaints against district peace off peace officers. FN CJ sexual harassment, FO AA, FO A B and F O D discipline, EHBA IDEA, IDA, FMA, distribution of non-school materials and GF complaints against district policies, procedures or operations. The board's role and responsibility at this time is to listen
003to comments. Formal action cannot be taken. Nor is discussion regarding these items appropriate. Anyone participating in the public comment portion of this meeting must provide their name, the group they represent, if any, and a brief description of the information being presented. The board president may limit the to I'm sorry. Each individual or group will be allowed 5 minutes for the presentation. The board president may limit the total time allotted to the public comment portion of the meeting. So the first person we have, Amber Garcia, boys shaving for a friend. >> We look closer that we uh we can Okay, that's good. Hello, my name is >> Yes. >> Okay, go ahead. >> Hi, my name is Amber Garcia and I came on behalf of the boys to help speak for them about the shaving. Um,
004we wanted to address a few things like the policy is has no educational purpose. You know what I mean? Them shaving has nothing to do with our education. There's no evidence that having facial hair affects learning behavior or academic performance. school schools should focus on academic success not controlling natural physical development. Such rules has no connection to education and it's unnecessary and unfair for them. Um for example like mandatory shaving can cause health problems. Many boys with sensitive skins can have acne. Um it can be they can get razor burns, ingrown hairs, skin infections or you know their acne on their face may just get worse. For some boys, it's not comfortable for them to shave. And when the boys shave, how can I say? I know. I can't say it from their perspective because
005I don't know what it's like to grow hair like that. But when the boys have to shave, uh, we're girls, we know. Um, when we shave, it grows back fast, their hair grows back thicker, their hair. So, that could be very uncomfortable for them. Um, we could set a neat and clean standard. Maybe it'll work better. Most schools that don't require shade still use a simple rule. Facial hair must be neat, clean, and not distracting. This respect students individuality while keeping the professional appearance. Students learn responsibility without being forced into unnecessary grooming habits. Um, as a woman, I come here to defend the boys on this. I feel that it's very unnecessary because it strips them of their masculinity. Boys don't even grow that much hair in our school. And instead of making them go
006bald and have irritated skin, they should teach them how to be men and keep it neat. Because in the real world, they have to when they go to jobs and stuff, they have to have their face doesn't have to be like baby shaped. They just have to have it neat. Um, they should be taught how to take care of this natural occurrence instead of making them shape. Most boys can be very insecure from this and break out. That was just my concern to help them out because a lot of boys are very uncomfortable with shaking and I think it shouldn't be required. I mean maybe if it's like out of control, you know what I mean? That's a good story, but I think they should be allowed to have it at least meet. That's all
007I have to say. Thank you all so much for >> Thank you, Miss Emmer. >> Thank you. >> So, are the other boys going to speak or are you speaking on their behalf? Because next I have Joe Ramirez who is shaving right here. That's fine. >> Uh my name is Domain Ramirez. I am a junior here in Fremont and I personally in my year living here since I was a transfer, it's honestly real different having to shave and it's very uncomfortable in my opinion. Um it it just really doesn't feel right that we have to keep it clean or not clean shave but baby shave. And I agree with Amber that if it was to be neat and cleaned up properly that I feel like we should be able to keep our facial hair. >>
008Is that it? >> Yes, sir. >> Thank you. Hello, my name is I am a sophomore here at um I am not really with the shaving policy because the shavers that they have at the school, it's not mostly that they they're real thin and they give me like irritation, acne, and unnecessary things that I don't need. And I totally agree with Amber and the rest of my classmates how shaving isn't really educational. Like you don't need it to be. It doesn't mess with your educational purposes. It messes with acne. It gives you irritated skin. Sometimes I even get hives man from the uh single blades and sometimes it happen double blades. And when I deny shaving, I mean I know it's a rule man we had to shave, but sometimes they don't have the double
009blades and I deny shaving. So sometimes it leads into ISS or certain actions that we don't need. But also it is a rule map. So shaving should I don't I necessarily don't believe we should be shaving because I know students who grow hair man like in a day or two after shaving and just having to repeat that every two days or every few days. It's not really you know it's not how I say it. It's a little nervous. >> That's okay. Uh, I just don't me personally I don't like shaving because my hair grows back like in a day or two and repeating the same process. It's not >> Thank you very much. >> Next we have uh Miss Jessica Kintania, Livestock Show. Can I stand? >> Yes. I couldn't be members of the board,
010superintendent, all those in attendance. Uh my name is Jessica Gintania and I'm here today because of what happened to my daughter Christa Galinda, which which is a ninth grader here in our district. Uh what happened to her at the recent show was very unacceptable. And while I will will remain respectful, I also want to be very directed. Directed, sorry. My daughter was denied the opportunity to show her animal, something she has worked tireless for. She put in the same hard work, dedication, and responsibility expected of every student in the program. She has shown for six years in Brooks County, and this would have been her third year in Jim Wells County. She did everything correctly. She was even allowed to validate her land. And I I want to emphasize that no entry form was ever
011given to her afterward. A mistake that did not come from her rent. Please know that she purchased her land from her own savings. This came from her college savings. Despite her commitment and doing everything she was supposed to do, decisions and communication failures by those responsible took away her chance to participate. A child should not a child should not pay the price for adults not doing their part. This wasn't a simple oversight. It was a failure of responsibility that directly affected a student who trusted the process. My daughter was not placed in the agriculture class this year as she should have been placed. Part of participating on issues in it shows include that they be placed in agriculture class. Because of this communication was not never given on any updates. Mind you, every year there's
012rules that always change. Therefore, we always had to keep up to date as why we are in agriculture classes. Now, I understand we could go back and say that emails or what have you, but I've been in the place that I am and my position and we're not doing social media, we're not doing sports, if we're not doing anything of a emails, and we lack one source of re of information guidance, we as leaders are always failing. I'm asking for accountability. I want clearer answers as to how this happened, why it was allowed to happen, and what will be done to ensure that this never happens to another student. When kids do their job, it is not too much to expect that adults do theirs in change. I respectfully request that the board authority review
013the situation, address their actions or lack therefore that led to it, and ensure that procedures are followed consistently and correctly moving forward. Our students deserve a program that is organized, reliable, and fair. My daughter deserved better, and I will continue to advocate for her and every child who puts their heart into these projects. Because of this, our family has decided to withdraw from any further participation uh representing this district. Thank you. Isaac Luna for shaving. >> Hi, I'm Isaac. Most of you guys should know me already. Um, so I came to talk about the boy shaving and I haven't well I have it written down. So I put we came here today to I came here today to let y'all know to the rule about having students in shape. Most boys in our school barely
014even grow any facial hair. Yet, they are still told to shave just a few tiny hairs that no one even notices. It's also not fair how other students from different school districts come and take our college classes and have full grown mustaches or beards and we can't have any facial affairs because it's a school board's rule. This rule doesn't help our learning or affect anyone in a negative way. So it feels unnecessary to have to walk into school and get asked to shave and not even tell us to have a good day or anything when we when we walk in. The small amount of facial hair doesn't bother anyone and because safety is more important than insurance and forcing hair that doesn't really matter. I believe that shaving requirement should be removed. This would make
015school more comfortable and more understanding for everyone or at least let us keep it nice standing. shaving the shaving like whenever they tell us to shave it takes up 10 or 15 minutes of our learning time. That's it. Thank you. >> Thank you. I got I wrote it down. Hi, my name is I'm a junior here at Premon and I heard it come to talk about shaving being allowed to school. Shaving can cause skin disease, scratches, and other diseases to your face. J can also lead to bolding to the way they look or like say if they're a little bit on the fake side or you know If we could just keep it nice and well kept facial hair, I think it would teach us boys to learn how to keep up with the facial
016hair. That's all I have to say. Thank you. >> Thank you. Thank you for um those of you who participated in the open. Moving on. Item two, Lonear governance 2-way action considering possible action to approve the November goal for star 3 to 8 GPM 4.1 or 4.2 two 4.4 percentage of special ed at meets GL or above. >> Time to scroll down. Is that same? Is that the November one? behind closer. >> Okay. Good evening board. Um so yes, Miss Johnson did say we are on HB goal four which has to do with star three through five specifically students making or masters. And this year our GPMs are different from last year when it had to do with HP3 goals 4. Our GPMs this year consists of the special education population. we're honing in on
017tracking those students maybe and so for GPM oh and let me preface with um the main um the primary progress measure for this spec these specific GPMs is the star benchmark release test and of course at the end is going to be the star test that they take at the end of the year. However, we didn't have benchmark release. We're actually doing benchmarks right now. So in January when this comes up again we'll have the fall benchmark data is specific to this. So therefore we use the data we had which is the I ready and class and CPA data. So with GPM 4.1 we're looking at grades 3 through 5 specifically in math meet and masters for our sped population. So the baseline is the 2425 uh data for our sped population. 9% of them
018um had or made meets or masters meets or above. So our beginning of year since this is math we looked at the I Ready data say they were at 5%. And end of year target is 11%. When we pulled CBA data it was at 20 28%. Um there is a difference there. We'll discuss that a little bit further um because we did get some questions. Looking on we have RLA next 3 through 5 RL data. So for RLA we pulled the MC class that's the beginning of year diagnostic that we had. Um the baseline was 11%. The beginning of year for MCL class was 13% for this student population. The end of year middle of year targets 12% end of year targets 13%. When we pulled the CBA data, it was at 12%. For the
019I'm sorry, 9% for the beginning of the year. The next full carbon measure 4.3 is our um high school group 6 through nine, which nine consists of algebra 1 EOC. So, we pulled I ready data for 6 through 8 and then algebra 1 did have a beginning of year assessment. So we averaged that up and it was 4%. Their baseline was 12% and um the beginning of year was at 4%. Pull in the CVA data. It showed 34% for this uh goal progress. We did have some questions. Um it's and I'll read it as it was uh presented for GPM 4.1 sped 35 mass and GPM 4.3 sped 69 mass algebra algebra 1 the beginning of year percentages from I reading CPAs are quite different with the CVA's percentage already surpassing the middle of year
020and end of year GPM target. So, the first question was, which assessment was more dependable or more accurate? And I did um put responses um in front of you. I don't know if everyone got to see them um but I will just read targeted points instead of having to read everything. Um the IE4 dependable for baseline proficiency because it's a nationally normed assessment and it's adaptive uh measuring broad mathematical skills meaning the whole um span of third grade or the third and fifth grade. CBAs only measure recently taught TESS or TES specific to that curriculum based assessment. So scores may appear higher earlier in the year because it's specifically targeted to certain teach. Therefore, for this particular measure for GPM 4.1, with this particular data that we pulled, I ready would better predict star readiness
021than CBAs at this current term. If we were to pull CBA data for the whole year, that would probably be more predictive than I readiness at this time. >> Um there was research that I had conducted in April 2024 data and it did say it was a line to star. So for this particular case I ready um would be the one to more accurately do that. And then like I mentioned um the second question is what is the main difference between the two assessment tools? Like I previously mentioned I measures the comprehensive skill development across the domains and adjusts to student performance. CBA assess mastery on the specific teams taught within the unit. So the IE will show long-term readiness. The CBA show immediate learning tied to the specific TES being taught. Another question similar
022to that um those GPMS based on the data math DBA beginning of year 28% has met or is higher than end of year percent targeting. Were there additional instructional resources used that may have helped? So, um, as you know, um, teachers this year are implementing blue bonnet learning. There's more internalization routines and lesson components that they follow. We've been doing that since day one. The use of manipulatives and retach lessons uh, strengthen the mastery of these certain skills for the teams. And the beginning of year CBAs like we mentioned cover only the initial units that were specifically taught which are more targeted not necessarily represent the full year of the rigor. So at this point it is going to show because there's it's more targeted the CPAs are going to show a little higher but
023it may not be a true picture for the end compared to high. I believe those were the only questions specific to go progress measures one 4.1 through 4.3. Yes, >> I had already learned all the previous the old GPMs. Now I have be having to memorize all the new ones. But the easier I mean you know it's just special ed so it shouldn't be very hard to uh keep up with those numbers. When I saw the CBA data I'm thought wow wow that's great we already met the end of year target so I saw it as a but thank you for uh explaining the difference between the IR and CBAs. I'm a little familiar with the CDA is not so much I already uh so um it was just for me it was just that
024the the gap in in the percentages are kind of like wait a minute. So I hope I hope that was a good enough question. I know I sent it to the two of you. Um so um is there anything I missed or from either one of you? No, >> I mean though >> we kind of foraw one of those when we were >> because we didn't have the data we wanted to present which was the benchmark data and then looking at the progress monitoring calendar we saw that it was going to be it was on the January um portion of the calendar. So we when we at first did we do I dated VA data let's just show both and then explain the difference. So we kind of foraw that this these questions were asked.
025So thank you for asking. I don't know if this >> if this is um well maybe you can hear me otherwise. So thank you Dr. Gonzalez for doing such a great job of explaining that. I will add that you will see the data fluctuate throughout the year. Piggybacking on what Dr. I'd like to share is the CBA data, curriculum based assessment data is for a moment in time for the units that are being covered at that time. Our I Ready data we're going to be testing pretty much the same thing all year. And so what we want to see consistently happening throughout the year is we want to see I ready going up throughout the year because those skills we're monitoring the growth of those skills and how students are progressing in those specific skills.
026Whereas each time we give curriculum based assessments those are going to be different skills each time. Therefore the data will fluctuate. However, as we get closer to the end, we're and we get more comprehensive data when we start testing all of the standards together, we're really going to be looking very closely to ensure that our shoot students are showing strengths for our um special education population as well as all of our students. So hopefully that Thank you, me. You're welcome. Any comments from the board on GPM 4.1, 443, 443? Huh? Take action. >> I move that we approve the November rule 4 star 3 POC GPM 1 4.1 4.2 24.3 uh percent of sped at meets grade level or above as presented by administration. >> Motion made by trusty Martinez. Do I hear a second?
027>> I second. >> Seconded by trustee Morales. All in favor? Trusty Bar, Trusty Morales, Trusty Johnson, Trusty Falcone, Trusty Pñena, and Trusty Martinez. Motion passes. Thank you very much. Item 2B, considering possible action to approve the November guard rail GPM 5.1 attendance report. Yes, ma'am. So, as y'all know, this is going to be a a monthly report as for the progress monitoring calendar and for the actual goal progress measure versus monthly updates will be provided to the board. And just to keep in mind the end percentage that we're reaching for is 93%. So the first one you will see is the two campuses. Um because we had already completed a 9week period the first quarter I combined those and did the first nine week average. Then week 10, 11 and 12. Um and then at
028the beginning you will see the average for all of those combined. So right now we have our elementary at a 93 point uh 93 and 400s percent and our high school is 91 and 6900s percent. So our elementary is right here and our so uh district average uh 92.34 as yall saw on the previous slide. We need to increase the high school a little bit more to even it out. Um and it's also broken down the same way by the 9 weeks week 10 11. We did have um two questions. What incentive helped increase the districts 88 from week 11 to week 12. >> So to answer that first one week 11 I don't know >> I know I met with Miss Austin and for me if I saw a gain and right away she
029said but yeah but that was what we had before there was a drop. So, we were at the same place and she explained to me county fair. I'm like I felt like so I kind I wasn't going to email you until you know what don't email >> I just saw a thing going up and that was great but they said no look at what happened before the dip. We were where we were before the dip. I'm like oh >> yes >> it was so county fair >> two week or two day instructional week. So that did have an impact. Heck, we forgot I don't remember what week we had county fair and all that. So that makes a lot of sense. So although I said we had a good uh discussion about that. So >>
030and then the second question for this guard progress measure. What course of action that has not previously been implemented or effected in the past does the superintendent have in place to prevent absences and truency? And I believe um we listed meet with um we have a family support team that meets at each campus. Um so we're going to continue that and then base or take from there what's been implemented and this level of effectiveness. And because it's Miss Austin's first week back, we're going to give her time to look at that more thoroughly um before we continue or before we make drastic changes or um or so she can fully see what's effective and what's not effective. This coming in at this point, she's going to be it's it's what we say and what we
031say may not be what she feels is effective or not effective. So to give her that um she'll go to those meetings and get information from there. Um she does want to create a district attendance committee to implement proactive strategy. So we do have campus attendance committee. So we're going to create a district one and um start an attendance campaign where pro where we're proactive and set goals. >> Thank you. >> And if I may >> first of all shameless plug for those of you that can make it. We're going to have community forum at the high school Thursday of this week at 6:00 p.m. and then again on Friday morning at 900 a.m. or 9:30 a.m. So I wanted to talk a little bit about attendance. We know that that's a great um area
032of opportunity for us as a district. And so my first course of action it in order to determine what's next, we have to determine what's what we've already done. So, it's going to be very important to collect baseline data about what strategies have been implemented, the level of effectiveness of those strategies and why. Why have they worked or not worked and then from there it's not just a Miss Austin decision, but I truly believe in a collaborative effort. So, I am petitioning um the community parents, students, oh, they already left. Students to really I mean because we need to hear from them. We want them to come to school. So then we need to know what's keeping them from coming to school. And so this attendance committee that I am proposing will include everyone so
033that we can all sit around the table and come up with some comprehensive and sustainable solutions. And then ultimately some of the questions that I've asked so far is about I know we have incentives. I know we have some things happening on both campuses um as it relates to attendance. I know Dr. Gonzalez sends a report out every single day where we're celebrating those who have um bright spots and moments of success. And I'm also wondering how will we how are we being proactive? For instance, in some districts, usually around the holidays, attendance takes a we know that. If we know that already, what do we do to get ahead of that instead of being reactive after it's already happened? What do we do to get in front of that? So that's what I mean
034by proactive strategies in that response. >> Thank you. Yes. And just to remind the public, our goal for the year is to uh our goal is 93%. So that's why um yes, attendance has to be looked at every single day. >> Okay. Thank you, Dr. Thank you, Miss Austin. Any comments for 42B? If not, do I hear a motion? >> I move to approve the November guard rail GPM 5.1 attendance report as presented by administration. >> Motion made by trustee. Do I have a second? I seconded by trusty Baretta. All in favor? Trusty Bara. Trusty Morales, Trusty Johnson, Trustee Pon, Trusty Ban, Trustee Martinez, and motion passes. Thank you, Dr. Next item on the agenda. Uh 2C, consider impossible to approve the November board self evaluation for the audience. This is just a reminder that
035as a board, we have to evaluate our performance quarterly on a quarterly basis. So it's that time of the year. Uh what I will do for the next quarterly uh report is I will ask to to present at least to have on the screen the tool that we follow uh to to score ourselves so that we we have an idea of all the different categories or uh criteria that we have to uh look at when we score ourselves. The board members have already been given the assignment. So we should already have numbers uh ready to place on this quarterly report. Okay. So vision and goals the the first one vision and goals one uh last quarter we had 12 points and I was responsible for that section. So I I left it at 12. This
036these are my scores. So you can uh tell me you know you agree or disagree. So for vision and goals one, my score is a 12. Vision and goals two. Last quarter we had 12. I I kept it at 12. Vision and goals three, the board has adopted constraints. Uh last quarter we had nine points and I kept that at nine points for this quarter. Vision and goals four. The board has adopted superintendent constraint progress measures CPMs. Last quarter uh we scored four and I left that at four. again because we haven't really the community has not been informed or we haven't presented to the community. So that's the reason why a lot of them didn't move up because we haven't reached out to the community and hopefully that will happen soon. So that's those
037that's my reasoning for the first four. If you think otherwise, please let me know if it should be lower or hopefully not lower. We shouldn't go low. We shouldn't go lower than what we have. any any other um with the first four. >> Are y'all okay with those numbers? >> Okay. So then we have progress and accountability one. >> Uh the board invests at least half of its time to improving student outcomes. Last quarter we had 15 and that's the highest we can get. So who who was in charge of of that one? >> Yes. >> Okay. >> 15. 15. >> Okay. Uh, progress and accountability two, the board evaluates but does not interfere with progress toward improving student outcomes. Last quarter we had two. >> What? >> I think we left it at two.
038>> Left it at two. I would just I guess the implementation plan between it says superintendent's implementation. I know it's first day but I don't remember the last implementation plan. >> So is that why you left it at two? >> One which bullet are you looking at? >> The third one. evaluate the super part on the on on approaches on approaches focus on page 27 >> preparing to focus >> the third one >> he's looking at preparing to focus >> right page 27 >> page 27 provided copies of the superintendent's implementation plans that include campus goals to make progress toward the So, are you saying to leave it at two or to go to go down? >> I just didn't know. Did we Did we get >> We were at a two. We were at
039a two last quarter. I looked at it and I I put a four question mark because we did receive uh we did receive the the staff use tracker. Dr. Lamo sent us all that information. uh we haven't had time to make time to look at everything that he sent us uh there by month. So he he gave us a report on you know staff time spent on governance using the staff needs tracker and then one quarter ago the board performed we did the the self-evaluation using the instrument and we voted and approved it but I have question mark either four or we want to leave it at two whatever the board what do you report track. >> We had Yeah, we had not met four. We had not you know we had not met the
040meets focus because we had not received uh a report on the staff tracker on the staff use tracker and I believe Dr. Ramos's email provided that I know you got the email from Dr. Ramos probably was it last week was it long email a lot of attachments so you may not have done that >> so he did provide information on >> that's why I put four but I mean I don't know >> yeah he did a lot of like details about yes I did >> all those different numbers >> so we should report okay but Happy systems and processes. Who is in charge of that? Oh, the board operates in a way that allows the superintendent to accomplish the vision. Last quarter we had four and I I looked at it. I I still get
041I left it at four. Who Who was in charge of this this uh item? >> I think we were too. >> We left it at four. Did you >> page uh 28? >> We didn't move up. We haven't we can't move up because as a matter of fact we're still uh we're we're in the process or in progress the uh adopting local policies pertaining to board work. So that's why uh I just left four. The next one advocacy and engagement the board promotes the vision. Last quarter we were at one And I have one right now because we have not hosted a community meeting to discuss the progress. We haven't had that. That's all. I think that's why we still stay at one. >> Agree or disagree? >> Agree. Agree. >> Okay. And the last
042one, synergy and teamwork. Uh the board works collaboratively with the superintendent to lead toward the vision. Last quarter we were at one. I don't know how you feel about three this quarter. Who Who was in char? >> Was it? >> Yes. actually pregnant with us. We're still at >> say we're still at one. >> Still at one. >> Maintain an average attendance of 70% or higher throughout all scheduled board meetings of the previous three months. Okay. If it's three, the board agrees that every member is responsible for the outcomes of all students, not just students in the region of the school system, maintain an average attendance of 70% or higher throughout all regularly scheduled board meetings over the previous three months, previous three months, and has set the expectation that information provided to one board
043member was provided to all board members. Thinking about attendance though, we have had Five out of seven is what percentage? I'll help you out with math. >> What's five out of seven? >> Huh? >> What's the percentage? >> I can't do math. >> I'm just saying have we had 70% attendance in the last two board meetings? I know we've had meetings that just >> She was a math teacher. >> 71%. What is it? >> 71%. >> 78%. >> 71. >> Oh, that's kind of close. >> So, I don't know. Do we leave it at one or move it to three? Leave it at >> One. Okay. So, then we'll leave it at one. So the total score last 3 months ago was 59. So this quarter because we add two points to progress accountability 2
044goes up two points. So we're up to 61 if I did the math correct. And I I know I still need to sit with you and go over all this with you. 146. So 61 correct? >> Yes. So from 59 to 61 >> is that okay? Okay. So I hear a motion. >> I move to approve the November board self- evaluate evaluation as presented. >> A motion made by trustee pen. Do I hear a second? I'll >> second. Uh seconded by trustee Morales. All in favor? Trusty Bara, Trusty Morales, Trusty Johnson, Trusty Falcon, Trusty Pña, and Trusty Martinez. And motion passes. Okay, moving on to the This is just information update on the Pont ISD board policy diet in your packet. Hold on. this quote in your book if you have the book on page
04516 you have all the local policies that fall under governance. Okay. And then if you need to look at the book ahead okay so this is let me just briefly tell you what this is. We're not acting on this just information. We will have the first reading hopefully at the December board meeting. But what this is is prior to before the ad hoc committee got together with uh coach Ramos or Dr. Ramos to work on section B which is governance just the local policy. He and our legal council spent numerous hours. We spent five hours. He and and legal counsel spent like 10 hours. So what they did is they went through every single local policy and they made edits that correlate with everything that we're doing with Homestar governance. So that's why you see
046a lot of red all the red or all the edits made by uh Dr. Ramos and uh Mr. Castillo. So they did that. Then the three of us in the ad hoc committee met with Dr. Ramos and he kind of went through each one and asked us what we thought and so we provided input uh feedback but pretty much it was you know even even had it not been for everything they had already done it would have probably taken longer. So at this point it's just to to provide you the information that we have we have done the board policy diet. So the next step would be uh that we will present it to the board as um the first reading and then second reading just like all the policies all the policies and then
047we will adopt uh the these are there are a lot of changes in here. So if you have not read all those red remarks, all those red edits, please please make the time to do that because there are this section the governance section on our local policy is completely different than what what you this will be completely different than what's what you see online right now if the board approves once we get to that point. So that's just all I had for the uh primary board policy. Again, this is just the section under governance in our local policy and that's just inclusion. Uh item number three, reports 3A, information comparison of revenue to budget years to date. And that is in our packet. Do we have any questions or comments for item 3A information comparison
048revenue between budget to date? Any questions or comments on that? If not, we move on. Any questions or comments? Okay. 3B information district's cash flow report that is right here. Look at the highlighted numbers. Remember, we're looking at the month of September. Any questions or comments on the report from Mr. Moreno? Item 2 3B. Okay, moving on. 3 C information first reading of CAD localized update 126 again these are all this is the first reading of update 126 and that's a lot I read through it but I I I still need to go back through some more questions on that comments okay moving on uh item number four consent agenda The items. 4 Action approval of minutes. 4 B action considering possible action to approve the student transfer and tuition agreement with Victoria ISD for
049the 2025, 2026, and 2026, 2027 school years. Uh 4 C action considering possible action to adopt TASMBY local policies. EFB local instructional resources uh library materials. FD local admissions students not enrolled. FM local student activities extracurricular FNC local student conduct personal communication devices devices. 4 D consider and possible action to approve an application for tax refund from Jims County for tax years 2023 and 2024 account number 33736 12337-403-0000- 0 for E action considering possible action to approve budget amendments designated fund balance uh 4 action considering possible action to accept donation ations to the district. Are there any that you wish to pull for separate discussion? Anybody need anything discussion? Okay, then if we have no uh not pulling any, then I need to hear a motion for the consent agenda items. I make a motion
050to approve the consent agenda items as presented by administration. >> Motion made by Trusty Morales. I hear a second. I second. I mean we I second the motion to approve the cons consent agenda items as presented by administration. All in favor? Trusty Morales, Trusty Vera, Trusty Johnson, Trusty Pon, Trusty Pña, and Trusty Martinez. And motion passes. Moving on. Item number five, close meeting. The board will now convene in a closed meeting to discuss items as allowed by the fixed government code, chapter 551.071, 071 072 073 074 076 089 uh 082 0821 0785 418.183F andor 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 open meeting. The time is 7:22
051There. You got it. here. The time is 8:02 p.m. and the board of trustees of now reconvenes into open session. So moving down to seven instruction students governance students governance personnel business and support facilities maintenance and operations. 7 Action considering possible action on item pool and consent agenda none. 7B considering possible action regarding opponent's resignations, reassignments, terminations between district contract and non-contractor positions and personnel. None. And 7 C action considering possible action to approve contract recommendations for employment of classroom teachers and other per professional staff for the 2526 school year. We have so item number eight. There be no further business on the agenda. This meeting is adjourned at 8:03 p.m.