001meeting. >> Yes. Absolutely. Yeah, I got that. It's not something from Perfect. We got to share it. And I know I'm going to show The time is 6:30 p.m. I call the order the regular school district. [Music] It's me and notice for the Texas This meeting will be recorded in a minute of proceedings. Audience members are required to follow the standard conduct of a meeting which allows audience comments in the open form portion of the agenda and please refrain from comments during the course of the meeting. Also, please silence all right. Will everyone please rise and then the flag of the United States of America. your guidance help us make wise and fair decisions in the best interest of our students in Jesus name of faith. Amen. >> Thank you. side are vision and our
002fear our vision preach vision fostering the community and then our theory of action if Primmont ISD empowers campus leadership with earned economies to implement strategic methods of effective instruction and identify high performance campuses while agreeing continue to operate and pursue the board's do not come goals and within the board's constraints then Pmon ISD will be able to accomplish the board's student goals. Thank you very much. >> Uh Dr. to accommodate Oh, go sorry. It was informed nobody signed home. Thank you. Now we will start uh to accommodate our visitors. Uh, I would like to move pull consent agenda item 4E it out and and have a second discussion right before Lonear Governments. But in order to do that, I need to have a MO. Madam President, I make a motion to pull agenda item 4
003E of consideration to approve proposed property acquisition offer by the city of Primark for drainage fund project located at Northwest Third Street and Cor Street. >> Okay. Motion made by Trusty Kas. I hear a second. >> Okay. Seconded by Trustee uh Palan. All in favor? Trusty Bang. Trust Palan. trusty with the others trusty Johnson and trusty better motion passes. So at this point uh we will have the two gentlemen who actually met with Dr. Bales and a couple of our board members uh not too long ago while ago. Uh so I I I'm I'm sure some of the board members have questions for this project. I myself I mean I don't know everything about this but uh the whole thing I know that first you'll see if it's kind of particularly on the discussion for
004this um certainly we want you want to go ahead and start or >> so we have and Kevin >> and they're here to talk to us tonight uh about the project and answer any questions might have but we'll let them kind of do a presentation so much for having us president and school board members. Uh my name is William Mosas. I'm the project in here for the city of Primmont. It is a well mitigation project. Uh what this entails is an underground drainage system underneath northwest floor streets and it's going to collect runoff from the northwest of captured underground and leaded to proposals retention pond off of US 381 and just north of street north of the dere that puts a better uh position in everyone's house. And so the reason that we're here to
005present everything in front of you is because part of our efforts with providing this design for flood mitigation is acquiring a portion of the school board's land foot along uh the north and east property lines in order to provide a drainage dish. is going to be a 28 foot wide drainage dish on top, 12 foot bottom, birthing with a 3 to one, which is three feet along vertical side slope. And this is implemented in order for us to capture any runoff that's coming or rain. Whenever it rains, it's going to intercept that and we are going to divert this to the mentioned underground drainage system underneath Northwest Third Street. Uh so if you want to look to your left, this is where we have it on the intersection of North Cora and Northwest Third Street.
006That's where you see in gray. That's the head wall where it's going to have a pipe connecting the ditch to the system that will ultimately run underneath Northwest Third Street and travel east until it reaches that retention point. >> Can you tell me where that Where is that again? Come back and see. >> That's the northeast side. The gate where the bus will connect. >> Oh, where the bus is? >> Right here, Matt. So, >> okay. Okay. Okay. Okay. >> Yes, ma'am. And so, ultimately, this is where it it'll collect underneath Northwest Third Street and then continue to the east. But from here, this is where we're going to uh propose a drainage ditch that will run to the north up until this next image where it makes a 90° at that corner, that northeast
007corner. And then right before it hits the bleachers and the two light poles, we're going to put another pen wall. And this is all going to be an underground uh storm sewer system. And the the reason being in previous communications that uh uh myself, ICE, uh the city of Fremont, uh Grant Works, uh we all had discussion with the previous uh superintendent and uh one of the discussions was keeping these light poles in place. And so that's where we came up with this design where we just go in between the light pole and the fence that runs on the north of that property. Right in between we're going to have this system or this underground uh storm sewer system run so that those uh infrastructure remain in place. And if you look to this uh
008third I have here just showing a more better representation of the light that are going to remain in place and where we have the storm sewer running right behind those two items. It comes back down at a 45, continues to the west, and right before it reaches the fence line, we jog north where it it passes that metal gate and continues on to the north portion. So everything within uh this area of the school's property is going to be underground drainage, but north of this gate, uh I think this is the uh baseball thing. So on the northeast corner past the gate is where it's going to be an open ditch. And then as I had if you look at this uh next area this more of a glove view. Um these will be for
009the board to keep so you can review in the exhibit and if you needed electronic properties we're more than happy to provide them to you as well. Um but this is just showing that this is where the underground photo sewer is going to be placed. And we're showing these structures to indicate that they are going to remain. They're not going to be demolished. They're to remain assets. So what do you got on what's on the other end in the retention fund by 17 right here? >> Yeah, because I know the big concern was uh you're doing the coverts and then you're going to do a ditch because possible uh obstructions in the future. Um what's on what's on that side keeping debris out and coming in >> on this side >> other than water? What
010is on that end? Uh it's it's all undeveloped and we're fencing it off. So the hope is that no one could come in and dump any trash that could obstruct this open ditch. But this is just going to be a ditch continuing on this next property just north of the baseball field. Uh that property we're just using the east side and the north side. 50 foot from that fence line or that property line inward is what we're requesting an eastwood for. Um I believe this lost part of the school's property. >> Uh we were just taking that small section on the north side and the east side to house the ditch because looking at uh the LAR which are uh terrain models that we acquired online all the elevation is showing that uh runoff or
011rain is going to come from the northeast of Primmont and it's just going to come in a southwest direction. I'm sorry northwest and it comes southeast. And so the reason that we put this uh ditch here is so that whenever it rains we are going to intercept that ring and force to go underground in the system that I have presented to you right now until it reaches to northwest third street just so that it doesn't continue in its natural panic and for the residents within this area. >> I know that vice president you have you had several questions but what else? Yeah, we I did ask him a couple questions, you know, as far as the the circumference of the the pipe. I think would you say 48 minutes? >> Yes, sir. Sorry. I would
012confirm it's either going to be a 36 inch or 48 inch pipe. Um that will be adequate enough to handle the rainwater. And again, the reason that we put these ditches in place is because given that the ditch is going to be larger than a pipe, we allow for more conveyance and potential storage of rain water until it stops raining in this event. Um, but it was only on this portion of Highland before that we went underground just because of the existing infrastructure of the previous request. We're trying to appease what the previous superintendent's uh request saying to keep the bleachers and the light poles and of course taking cost into consideration putting underground pipe math poles and head walls at this location versus having to demolish the majors and these two bipoles that are
013massive. I think they they're probably higher than 50 feet could be larger. um that just shows that that's going to have a very uh very large and deep foundation to be able to hold this uh these light bulbs in place. So, we took that cost into consideration and as well as demolishing of these three structures and that would be more than what it would be to put underground pipes. So we um again uh we met the request that was provided previously but also took cost consideration just to ensure that we can remain within budget in order to move forward with this construction because this construction is pretty for helping fund mitigation for the residents in this area. So thing was too that this thing was supposed to be an action item, but I kind of
014asked that it just kind of be taken off and we pulled off as as an information item because there's a couple of extras that I think that we we need to discuss with our legal council uh to ensure that that we kind of get some of the things we want. We want to retain some value to the to the property. We want to make sure that we can still cross vehicles in there need to uh whatever else other things that come up that that might be of concern that we're able to come into the negotiation with the city. We all due respected have a timeline but we just want to sure that we get you know we hold in the right direction. So once we come to that consensus uh with us with with us
015and legal counsel and that they go back and forth, we hold special meeting to kind of ensure that they do uh retain the timeline. >> Well, we can call a special gene uh after we hear from our attorneys and get our questions answered because right now the acquisition offer the price is what? >> 18,643. >> 18,000. >> Yes. So, and I went out there, of course, couple of us went out there just trying to get a visual how much of the property uh like as far as uh what's the first one going right after the last one. >> So, that's the old restroom right there. The old snack bar over there, >> right? >> So, you see that pipe and I was like, "So, is that going to get demoed?" No, there's going to be
016a pipe going under there. Still going to be retained maintained by the school. So when you get to this other section over here right there that past the just east of the visitor site for bleachers right about right there is when the dish going to start. It's going to be you said 4T down 20 to 30 feet wide and it's going to be fenced off. So that little section right there you're seeing we're going to have about maybe a 10 foot section where people can actually walk if we decide to retain the property. And then the same is going to go all the way till you get to like nursing home road, but the rest could be fenced off. And I just I was, you know, kind of like, okay, well, what about if we
017want to bring the B something down the road, >> you know, you can still use it for a culvert. We still pass over things like that. They have fenced off. Nobody falls in there. >> Yes. And so again, based off of the original design, um we're going to put a fence uh just right next to the existing uh fencing that is going off of uh Coral Street. But um we're we will look into the bid and see if it's allowable to uh have this fence match up with the existing one in fact to this gate. And also if allowable uh we can potentially design a driveway here with a bridges pipe underneath just so that it connects the ditch from one end to the other, but it still allows for vehicles to cross through this
018area. because I I do recall that this was one of the crucial questions that were asked before we were more than happy to come and present to you that this is a possible solution for that question of access inside for street and I'll post the other things I'm not saying we're going to keep the property it's just to kind of maintain some value to it. >> Yeah, I know. >> I have a question over here on this. >> Yes, ma'am. So, uh, maybe I was dreaming it or what, but I thought it went the back end of the property went north. I mean, west right there where your white line ends at the very end >> right here. >> Then cross that way. >> It It will not cross that way. No, ma'am. It passed
019the fence >> and it continues north up until the end of the next property corner where it then jogs to the west. >> Okay. I don't know why I thought it would have property lined there. >> Okay. No, ma'am. It it it's not going to be running on the north end of the baseball field. It's going to be on the next property just north of the baseball field. >> Okay. >> So, that opens to the north. >> It's going to go up to our property length. >> Yes. >> And it's going to go west. >> Correct. It will still be within the the uh schools property. We're just taking we're just requesting 50 ft from the north fence line south that uh segment of land and then 50 foot from the east property line and
020that inner portion as well which is that corner that you see on the fourth and it's the one closest to the right and I even brought like you know what's the whole purpose of this you know flooding around here we'll see it say like right here >> right And then if you go down 716, you see >> that area is only flooded. >> So I was under the assumption. I guess we're trying to drain that water over here. >> Okay. Uh so those are separate waterheds. Uh this was for this was the solution for uh the waterershed on the schools side. But right where this walking trail is at at the Laguna that was a separate um watershed where I think most of the influence is coming from the south. So, it's from the south
021coming north and a little bit on the west side of uh is that 8th Street? The one that runs north and south that we just uh came through here. I can't recall the >> which >> Oh, Elaine. Okay. So, east >> came down this one. >> Yes. West of Elaine is where that is coming from the west side of Elaine east and that's what's influencing the river. So that's separate water share that he had provided the walking trail with pipes to connect it from the other off side of the walking trail into the lagoon so they can store water. But as part of this effort, we're still capturing that water off a roadside ditch uh off of is that Elaine that's on the the other side? Sorry, I'm not too familiar with the roads yet.
022Just >> this one's Ela. This one right here all the way down. That's lane. >> Yes. Yes. >> And this one's um >> Dolores. No, Corora. >> Corora. Sorry, maybe Pora. But ultimately, we do have a system that will capture that uh rain uh water and channel to the same system that I mentioned off of Northwest Third Street, but it's coming off of Aura and from the south end. So, this will have this uh ditch pipe that we have as part of the schools property. This would help capture the runoff from the northwest of Primmont where all of that run is coming in the south direction and that's where they're we're seeing a lot of flood based off a lot of malls and this as he explained is going to go they're going to shut
023down the down road to the retention pond over there. Yes, ma'am. So, where uh the airport is at that road, third street from that end all the way to core, that's where we're going to put an underground drainage. It's going to be a series of uh 48 inch pipes and uh box covers ranging from 5x4 to 8x5. So, it's just going to be a series of pipes that are going to be underneath Northwest Third Street. And it's just helping to capture all this run from school's property to Bernese and Agnes. And we're gathering a series of inlets to channel everything to Third Street and have it run east up until it reaches Derek Point where it continues. >> So from 281 all the way. >> Yes. From 281 to the west. This is where this
024system is uh essentially mitigating flood. >> So this is going to prevent the old nursing home and the homeless behind that from flooding. >> Yes ma'am. That was the intent of putting this ditch to intercept that. So, it's not continuing to overland. It's going to have to go through this ditch before it can continue on. So, we're going to eliminate the ponding and flooding that occurs in this area. >> What's it already done? I'm not even >> consider but you have to go sideways here >> and that was a >> yes that was a concern that the city brought up and that's as part of this effort because we're putting in a lot of underground drainage infrastructure on quest thirst street we are proposing to redoing all hopefully make it a lot easier to triples
025because I just saw the um right here at four and third street on the north end. It's a very bad truck and it still feels bad. >> Correct. >> Okay. Any other questions? >> Now I have a better idea. Thank you for coming. See, I apologize for I know we're in transitions right now. So, and I know several months ago, but this now and I thank you, Vice President for going out there to actually see it. Um but like vice president said we we need to get you know our recommendation or from our legal from our advice our team. So um >> I know that you talked about >> sorry you talked about the easement or what was the thing? >> Yeah. So uh the city's asking for an easement on the property. There's going
026to be a conveyance at Schmidt that gets recorded on the deed at the county appraisal district and that easement agreement is what contains all of the rights that the city would have on this property for ingress egress who's responsible for maintaining it which is a big question u everything like that. So, I think the idea is that we can work with the city to get a draft easement agreement over to y'all and that can be reviewed by y'all. And then once everyone is in agreement on that easement agreement, then y'all can hold a session. >> That that would be when we could go back and kind of negotiate maybe and then easement ask for the covert for a road to go over. Is that right? >> Yeah. timeline might work a little weird because being
027that it's a fedally funded project, we have to finalize the property acquisition before we can award a bid. Um, so everything here has to be finalized prior to awarding a contractor if I understand correctly. We won't know whether we have funds available to that. >> Correct. >> Until after >> correct? because we went for advertisements about three weeks ago or so and we had the bid opening at the city of Fremont City Paul on Friday at 2:00 and begin receiving bids and so we're going back out for advertisements to see if we have any potential biders for this project that related to this portion and as well as the drainage underneath third street. Once we get bids from uh potential contractors that are interested to doing all of this construction, then we can see if
028there's monies available in the budget to be able to implement the culbert at this portion right indicated off. >> Well, so we meet the gold. Yeah. >> Yes. uh I wanted to discuss with uh in further detail with secret primo and with ground works to see what we could potentially do uh with regards to that over here um allowing this design to because it is a part of the school's property and your best to address any concerns that you may have and of course this was one of the major items that school board had. So let me discuss that again with words and see what we can do finalize this great >> and that's it. Thank you very much. Thank you very much. Yes, I needed to see the clear >> and I will leave
029this here for you. If you want I can just off the walls. >> If you request for the digital copy of the bill, we're more than happy to provide. >> Thank you very much for >> Okay. So now we move to item number two, Lonear Governance Group A, considering possible action to approve the Fremont ISD school board goal progress measures GPM for the 2526 school year. U this is I know that you had already been saying this for several months already uh especially after we had our our our end of the year data reported that that the GPM needed to be updated. So this I I hope that each one of us took the time to read through all the different um proposals or updates. So this is again in line with districts house three
030board goals and long governance framework uh including the developed go progress measures to practically monitor progress toward the established board goals. These measures are designed to provide objective measurable indicators for early literacy, early mathematics, CCMR and STAR. So at this time um Dr. Gonzalez presentations. >> Oh, on this um well they're just the ones in red that are on pages five through seven. Those are the updated G Did you get my you got my question or sorry I I don't know if you presentation coming up. Yes. So these are the ones that you were proposing but y'all need to review and see >> and the previous Yeah. Like they were left there. We just >> So the would you like for us to read them? >> I can read it. Yes, I can read them.
031Okay. So for uh goal one early years literacy GPM 1.1 the percentage of kindergarten students scoring at or above benchmark on the end confic score will increase from 15% the beginning of year kinder August 2025 they just had their assessment to 70% by May 2026 as measured by the middle of the year and end of the year in class assessments at GPM 1.1 GPM 1.2 two percentage of first grade students scoring at or above benchmark on the end class composite score will increase from 72% which is the end of the year kinder May 2025 to 74 by 74% by May 2026 as measured by the beginning of year middle of the year and end of the year any class assessment and GPM 1.3 the percentage of second grade students scoring at or above benchmark on
032again class score will increase from 53% end of the year first grade which is in May 2025 to 55% by May 2026 as measured by the beginning of the year middle of the year and end of the year in class assessment. So if you can see we are going from 3 2 p.m. from 2 to 3 and they have been they I think they're a lot spec they're more specific now the first second. >> Okay. Okay. Then we have house uh goal two early years mathematics. Our new to follow GPMs GPM 2.1. The percentage of kindergarten students scoring on or above grade level on the I Ready overall placement will increase from 20% beginning of the year kinder August 2025 to 70% by many by May 2026 as measured by the middle of the year
033to end of the year. I already assess this I had to kind of when I read that I was kind of like% 2.2 2. The percentage of first grade students scoring on or above grade level on the I Ready overall placement will increase from 70% end of the year kinder May 2025 to 72% by May 202.6 six. As measured by the BOI, MOI, and end of the year I ready and GPM 2.3, the percentage of second grade students scoring on or above grade level on the I Ready overall placement will increase from 48% is the end of the year first grade May 2025 to 50% by May 2026 as measured by the beginning of the year, middle of the year, end of the year I ready assessments. So those are the three uh proposed GPMS
034for 30 years math. Moving down to goal three, the CCMR. Uh the proposed GPM 3.1, the percentage of graduates who meet TSI criteria in both math and EAR, I always say ELA, English language arts based on the annual CCMR report will increase from 77 in June of 2025 to 85 by June of 2026. So at the end of the year last year we were at 77%. That was past week. GPM 3.2 the percentage of graduates who meet the dual credit the dual course credit criteria based on the annual CCMR verifier report will increase from 60% in June of 2025 to 75% in June of 2026. So we have two proposed goals for goal three. Goal four student performance. This one uh this will really change uh GPM 4.1 the percentage of students in the special
035education population in grades 3 to five will score at the meets or mast's level on the star math assessment will increase from 9% in May of 2025 to 11% in June 2026 as measured by the official star Accountability data 4.2. The percentage of students in the special education population in years 3 to 5 who score at the ME or M's level on the STAR RLA assessment will increase from 11% in May of 2025 to 13% in June of 2026 as measured by official STAR accountability data. and 4.3. The percentage of students with special education population in grades 6 through nine who score at the meets or mast's level on the star math algebra 1 assessment will increase from 12% in May of 2025 to 14% in June 2026 as measured by official star accountability data.
036This one did change. Uh and I do want to um inform the board that these proposed GPS administration work closely with uh Dr. Vo with CO. So they were uh administration especially Dr. uh a lot of contact with with uh Dr. Vamos in in updating our GPMS. And the reason why um our goal for it did change dramatically and because I did um actually I did question Dr. Arkansas is it's only special ed but only special ed as she said and that's one of my questions here later the lowest performing sub subgroup so remember when CTO with has come even uh we've done workshop with them other schools do a lot of subgroups and we hadn't done that well this is this is what this is am I wrong am I did I miss anything
037so I just want the board to understand that they did a lot of work in in in providing our proposed GPMs and they are yes we're going to have to go back and relearn um I think they're a lot better um it's the special ed numbers yeah that it for >> the whole project measures that item for any >> there was a question that wasn't addressed on here on the page that I may follow this rather than the data that we're going to be presenting or kind of was but the question was uh why did in kindergarten in GPM 1.1 we go from 15% to 70% that was a big jump and I think you had previously asked this before I presented this and it was because uh with this data particularly for kinder we
038did our baseline with the beginning of year test this year rather than using last year's data because last year's data for kindergarten was a completely different assessment. Okay. >> So in order to be comparable we did the beginning of year assessment this year took that data and then we looked at the history and usually in kindergarten they average around 70% by the end of the year. So we're hoping this cohort of students also falls within that 17%. Or um reading an end class and an IA as well because 2% to 17%. So that's why there's a big gap and I think that was a question by uh trustee. Thank you. Um uh anybody anybody I assume we do >> yeah there's more question that I'll answer during the beta portion but >> okay >> and
039we can always come back because we're answering this >> are there any other questions? before I actually like the separated kinder for a second. So much better and [Music] kinder. This include these are kids elementary. There's no more uh monosur any areek kids all together. Uh so just remember um remember that um I don't have I know that did a lot of work on a lot else we can motion Madam President, I make a motion for agenda item 2A consideration to approve the premon school board progress measures for 2526 school year. >> Motion made by Trusty Gutier. Right here second uh seconded by Trusty Pña. All in favor Johnson and motion passes with three 2B action considering and possible action to approve superintendence varils progress measures for the 2526 school year. Those also achieve them.
040Uh this is in accordance with the lonear governance framework. The board has adopted guard rails to ensure we change the terminology strategy to guard rails to ensure the superintendent operate within boundaries that protect and prioritize student outcomes to monitor the effectiveness of these guardrails. Administration has developed proposed guardrail progress measures. These measures provide measurable evidence of compliance with the board's guard rules and allow for consistent monitoring throughout the school year. So if we look at superintendent guard rule number one that has to do with superintendent shall not allow conditions to fail to prioritize teacher retention including but not limited to limited to ignoring or failing to address factors that contribute to teacher job satisfaction and morale. failing to provide resources and disability classroom management and instructional material proposed TPM for guard one 1.1. The percentage
041of teachers retained from the prior school year 100% in May of 2025 as measured by board approved teacher recommendations and return contracts will remain at 100% by June 6. GPM 1.2 Two, the percentage of teachers reporting satisfaction with classroom resources, instructional support, and overall job conditions as measured by an annual district teacher survey will increase from zero in May of 2025. There was no data to 80 by June of 2026. So that is a new one. That is guard rule number one. Glide rule number two, the superintendent shall not allow hiring of staff in a manner that deviates from the board approved budget or neglects neglects a balance between educational needs and budgetary guard rails. So GPM 2.1 the percentage of annual budget for staff hires aligned to the board approved budget and staffing allocation
042as monitored through HR staffing reports and quarterly budget reviews will not exceed 8% by June 2026 and 2.2 Two, the percentage of core instructional classrooms maintaining the effective student toteer ratios within district guidelines and staff with appropriately certified teachers as monitored through the staffing reports and certification records will increase from 0% in May. Again, no prior data 25 to 80% by June 2026. And I will be the first one to say yes that our we we definitely need to ramp up our certification teachers. Guard rule three. The superintendent shall not allow the students to fail to identify, evaluate, and provide appropriate educational services to students who qualify for special education services under the individual with disabilities, the education act, and other and any other applicable federal or state laws and regulations. uh 3.1 GPM 2.1
043the percentage of students receiving special ed services in alignment with their IEP service minutes as documented in service laws will increase from 99% in May of 2025 to 100% in June of 2026. So if she can pull it off two, the percentage of students referred to special education evaluation with parental consent who are evaluated within required state timelines 100% in May of 2025 as monitored through compliance reports will remain at 100% by June 26. And guard rule number four, the superintendent shall not allow school facilities to fall below established safety and maintenance standards GPM 4.1. The proposed the percentage of this remain will maintain compliance with state and local safety codes 100% by May 20 of 2025 as measured by inspection reports and audits will remain at 100 by June 2026. And 4.2, two, the
044percentage of classrooms in common areas meeting district standards for cleanliness and maintenance as measured by monthly inspections and annual surveys will increase from 0% in May of 2025, no prior data to 85% by June of 2020. I'm glad you put this one and I will tell you just to inform the board. I I did a brief walkthrough at the elementary Friday with Dr. African artist just walking and I would tell you that she's looking right away as she pointed the fingers that were not clean. So, thank you very much. Yes, I mean moving in that direction. So, that that's good one. So, thank you. I know that this has been an issue. Uh but now it's one of our guards and guard rule five. I mean one of our GPMs cons or constraint bar GPMs
045uh bar rule five superintendent shall not allow superintendent and children is to go unressed or neglect to implement proactive strategies and interventions aimed aimed at engaging students and reducing chronic absenteeism and our proposed uh GPM 5.1 the first one the overall student average daily attendance percentage as measured through report will increase from 91.94 in June of 2025 to 93 by June of 2024 with monthly updates provided to the board and GPM 5.2 two, the percentage of students identified for attendance interventions, for example, parent contacts, mentoring, home visits, attendance conference, uh who received documented follow-up support as measured through attendance intervention logs and cath forced from zero% in May of 2025, no prior data, to 95% by food sites on your proposed superintendent guard rail. bills. Any questions or comments on multip item 2B to consider
046possible action to police rails progress measures for 2526 foy year. A motion made by Christian Gutierz. Second, >> seconded by trustee. All in favor, Johnson pass. Uh item 2 C action considering possible action to approve the Lonear governance monitoring calendar for the 2526 school year. And if uh there were some updates on the agenda um it's very similar to what we've been following that the calendar is a multi-year schedule that describes the months during which comes constraints and progress measures are reported to the board leadership evaluation are conducted. So uh you will see our marking calendar for this school year. Questions on this one and we have our next board of evaluation in November. We just have to make sure we follow it. There's no calendar. Ready? >> Yeah. Okay. >> Yeah. M for action
047uh agenda item 2C. Consider possible action to approve LSG monitoring calendar for 25 26 4 years. >> Motion uh made by Trusty Gutierrez. So I seconded by Trusty Bara. All in favor trusty pñan trusty trusty Johnson and trusty motion passing. Item 2D action considering possible action to approve the September goal one early years literacy GPM 1.1 1.2 2 and 1.3 beginning of the year end class and this is the one where you have question right >> so uh we are the first round of data first set of data for year >> thank you and thank you for approving those goal progress measures because we did the data presentation based on those goal progress measures still presented some data revenues so as you see here on this slide is a repetition of the goal progress measures
048the job approves So on the next slide, we'll start with the first one. Um the percentage of kindergarten students scoring at or above benchmark on MC class will increase over 20% at the beginning of the year to 70% by May 206. So what you have in front of you or on the screen um our baseline like I said we didn't have anything comparable for kindergarters for this year. So we used our beginning of year as a baseline and they scored 15% in their positive score. So by the end of the year we have 70% with the middle of year the target goal would be 50%. So that would be goal 1.1 are kinder students. Moving on to the next slide and GPM 1.2 our first grade. Now this data we took from their end of
049year M class comparable to it's the same assessment. So we took their data that they ended off they ended in kindergarten and they had a baseline of 72%. So last year at the end of the year as kindergartens they scored to 72% overall. This year at the beginning of the year they were at 25% by the end of the year we reached 74% um with the middle of your target 50%. >> 25 50 74ers. >> Yes. Similarly, um go progress measured 1.3 same uh assessment 53% was their baseline that we used that was their end of year first rate data. This year at the beginning of the year um they scored a 42%. We're hoping by the end of the year they are at a 55%. So at the middle of the year target will
050be a 48%. So next time we present this data our target will be So there were um few questions um on 1.1 1.2 21.3 I did put the responses uh I had them talk to you based on beginning of year data for these three GPMs they're currently not on track what different inputs have been implemented this school year to ensure necessary growth to meet individual outcomes for the three grade levels which are 70% 74% and 55%. So we did list a few. Um we have a different early childhood coordinator this year on campus. Uh was due to staffing changes. So our early childhood coordinators already been in classrooms and meeting with teachers. Um we have after school PLC's going to have them more consistently this year. Uh coaching from engaged to learn. I know we
051had brought uh that name to you before. We are contracting them uh to help us support with the implementation of our curriculum. Teachers are using internalization protocols to uh strengthen curriculum planning and lesson delivery. In addition, uh a different type of master schedule where we met an hour of enrichment where students get pulled out for different services. And also, I know we had mentioned this previously, but it is a different input than it was last year, our kinder first grade class. And we also had to switch our second grade uh master schedule around. So now the second grade there's two RA teachers, two teachers teaching RLA and social studies and two teachers teaching math and science. So they rotate between two different teachers instead of the tri you need to remember these are the inputs
052this year. I know we had already approved the engage learn and I just wanted to make sure that you know overall complete of what is different this year, what different inputs. Uh so we just need to keep this in mind that this is what doing transition >> and I think we answered the question about the kinder from 15% to 70%. There was another question um on GPMs 4.1 and 4.2 which we did present data on but we it's still under the LD portion um for GPMs 4.1 4.2 2.3 the fed population which has increased if our targeted subs what is the dyslexia percentage of our sped population so there's a two there's two parts of this question so >> I mean that one I was kind of data in front of you and the total
053number of elementary students said it's 130 students as the program out of those 130 67 are dyslexic and so that's a total of 51.5% of our special education students that are dyslexic as well. Um and it is uh Smith is breaking down by grade level. So these are the percentages of dyslexia students that uh or sped students that are us and these are all challenges that are challenging for the students, challenging teachers, challenging for those schools. And I think >> you're working on it. >> Yeah. And I think I know I question the whole special, but now I see it now as I study this I'm getting it. and and and I I don't I get this question on dyslexia because I've been reading of course and I do work with dyslexic students and I
054I do see you know students who who struggle you know students who have dyslexia who have difficult times or blending the phone. So I and I know that because our numbers are high with Monski that said I have to somehow is that one of the reasons why our sped uh academic performance is low is it I guess but I could have asked is how many of our special ed kids how many are only their special ed because of this like that as question I think I could have asked because some of these these 51% % are most of these kids uh are they in special ed other than for for a learning disability or other health impairment? >> Most of these kids >> majority of them are just I wouldn't say only dyslexic because a
055lot of them have learning disabilities. Yes, they have it in reading but then they also have it in math or or language or writing. >> Um some of them are other impairment because of ADHD. Some of them are autistic and they are dyslexic. You know what I mean? So there's a lot of you know co conditions that they have that it's not only one thing that attributes this to their performance. It could be a multitude of things and I see that with kids that I've worked some >> Yeah. So there are very few honestly that are just dyslexic. You know they only have a disability basic reading skills so they're dyslexic. There's just a half of those other than that majority of them are >> and that's why I kind of fig >> and it's
056not that we are ignoring the other sub populations. It's just that uh nine times out of 10 when we have uh like special ed hits several different populations. We have a high population of Hispanic in this district. So, you know, when we have special ed, Hispanic isn't going to be far behind on the scores. And uh the other one was eco dis >> economically disadvantage. That just about hits everybody. It deserves everybody. So, it's not that we're ignoring those other pops. We are looking at them and monitoring them. It's just that when we look at the score, the data that the state has provided us, we need to monitor special ed. Yes. because we've hit it low three times, three years in a row. So, that one is up. So, we have to really concentrate
057on it. And of course, the others are like one or two years that they've been hit, but if you make it one year, your count starts over. So, but but special ed is it's at three. So, we have to really monitor for this year. >> That's good. I'm glad at first I had questions like what like you know as I was studying as I was getting prepared I you know I see it I do see it and because I do work with capable who do have other learning I can see it and I know I know >> um that was the elementary data and then the high school data there's 127 students in the program and out of those 127 54 are disive So 42.5% in comparison to the population that are in fed are
058in this partic. And then once again a similar length to elementary down by grade level. Then the second component the second part to that question uh did the performance of our dyslexia students attribute to the change to the dyslexia review? So before we decided we didn't have all the results yet because we had there was already movement um happening um shifting uh staffing towards the end of the year before we had the data um and we knew our population was growing. So it wasn't just because of data that we've changed the program or changed the curricula. So the need for additional dyslexia teachers and staffing changes contributed to the change. um we did want everybody uh trained. Everyone has to be trained in the same program. So we had over the summer three staff members
059and then one came in a little later on when she was hired. There was total of four staff members that were trained under vice. So now all of our excuse me elementary teachers that are teaching this all follow the same curriculum and they were all trained and uh it's just more consistent across the campus with the programs they're using. I do want to give a shout out to Miss Sue the campus administrator the dyslexia teachers it is u as you can see the numbers are high and all these students need services. Yes. So they're very strategic and when these students get services that our enrichment program is built into the master schedule that's one of the places they go to first to pull the students that need these services because it's very difficult because we
060don't want to get them from any of their tier one instruction either because it's important that they're in the classrooms during tier one. So it's a puzzle to get all these students proper services. >> I believe it >> and so they did a great job and it's continuous. I mean it's never ending. You know, master schedule changed last week, the week before and here we go. We had to change um groupings and when we students and whatnot. So to administration and the elementary and the teachers have done a great job taking care of that and already starting with services. >> All right. aren't working district seven pulling them I mean now I'm only working with one but with both of them having to pull them out of he it was heartbreaking for those kids and
061one of them as P but actually this year the schedule is a lot better the superintendent did fantastic job yeah he said okay Miss Johnson you can work with him at this time stamp so it's like I know especially with poor me so many So yeah, I I understand. >> Thank you. >> So those were the questions for the gold progress measures. Um I think we stopped there. >> Did you have the >> Yeah, but that will be with the guards. >> Okay. Yeah, that's right. That's right. >> But only two questions submitted for all that data. had one. This had already been printed. So I And it was similar. Yes, it was similar. >> Okay. So item do I hear motion for item 2D? Madam President, I make a motion for action item 2D.
062Considering possible action to approve September 0 TPM 1.1 1.2 21.3 B plus >> uh motion made by trusty Gutier second I second trusty Johnson second a motion all in favor Johnson motion passes Dr. for that portion to e toe action considering possible action to approve the September guard mill guard rail GPM 5.1 attendance report this one's interesting too uh the overall student ADA percentage is measured through queen report will increase from 91.94 then we just had few points 92 to 93 so what Dr. that is. >> So, um if you look at the chart for campus attendance, it's separated. It's our elementary, not high school. Um week one, everybody, we usually are very high. This week one was three days. Day one, everyone had 100% all the checks that showed up 100%. So, it's on
063day two and three where um we had a few fall. So, week one was good. Um then you kind of start seeing it uh go a little bit down. Most of them or all stayed above 93% that we had. Our goal internally is we try to at least uh hit 94% um every day email out to the staff what the percent attendance percentage is for the day. Um and as a reminder, you know, uh our goal is 94 94% internal. Um we've had four complete ways actually five but because of this was given to you before and all the red lines dawn lines to the close >> and then the district attendance um obviously like I mentioned uh before the first three days of school um one we had a 98% and then it stayed
064steady around 94% so still above the 93 three that we have as our goal. So, we did have a question for this guard rail. Our target is 93% by June of 2026 and is an increase of a point from the previous target. What additional steps we taking to reach this goal? Um, so we several things. Um, we did uh hire and behavior coordinator this year. So, she's working very closely um with our parent in the campuses. Um we have daily parent calls that go out every day for any students that are not on campus. If we don't especially if parents haven't given us um prior notification like my child's not going to be here the attendance that shows that they're not their attendance to also ask. Um then we have our current leazison and our
065behavior coordinator that they get those names and then they they go sometimes it's almost every day that they're out on the field knocking on doors looking for those. Um so that's why more frequent home visits um and then we also have weekly truency letters that go out and attendance intervention plans um that go out to every student. So I think once they have three unex three three unexcused absences um the once again the team goes out and they go out at the tour and they have to uh there's an attendance intervention plan that they present to the parent parent has to sign up um monthly attendance incentives and then targeted support for struggling families and then of course like I mentioned we have to be And we have to do a shout out to those
066ladies out there. >> It's like I said, I mean almost every day parent phone calls, home visits, they done a great job effort. It's a lot of work. >> Thank you very much. That's so that's that's hard work. I know it. >> And it takes a special person to be able Yes. special people to be able to go out there and interact with parents that, you know, >> are not real gungho about sending their kids to school. >> So, and they do a great job. So, they're they're attacking uh our special culture during three months. is special culture is about um not my own people who are not familiar with or not will come in it's a small school no big deal it can be done just because it's a small school doesn't mean it's
067not >> doesn't mean it's So, thank you for what you do, ladies. So, anything else? Uh, thank you, President, for that question. Anything else on that one? If not, we can motion for that item. >> I make a motion to approve September guardrail GPM 5.1 attendance report is presented by administration. >> Motion made by Trusty Morales. We second. Second. Motion made by Trustee Pñena. All in favor and motion passes a lot of lonear governance but it has to be done. uh the situation you clear up to address here >> and I think the key the key is going to be making sure you hold our feet to the fire at mid year and when at middle of the year let's see how close we are to those targets because that's what we're trying to hit
068right that would be into's analogy it would be the basketball game halftime >> that's right time uh and actually this is We the does not have a choice uh because uh I know the administration Dr. and Dr. Gonzalez and Dr. Brazwell uh had a meeting with TA already to work on to implement to ask them for the board their plan to address uh so it has to get done. We have a parent meeting tomorrow night >> at 5:30 where we're going to present. >> Oh yes public hearing will be here but uh they have they're required to have a public hearing. So I hope you get parents and >> it is what it is unfortunate but you know working on you tackle it. >> Okay moving on. Thank you so much administration. Uh item number
069three, superintendent report 3A report information comparison of revenue today. Uh it is inspired packet. Um there is really no information since I don't make any kind of unless you watch it since the beginning of the year but I hope we beginning of the year. So uh on the first page we see the total revenue highlighted in yellow and then the expenditures. So, no question there on the budget. Any questions? Sorry. Okay. Thank you, Miss Williams. Uh, item four, consent agenda items. Let me read through them. I don't know if there are any that you want to pull out, but these the ones that we have. Uh, 4 A, a action, approval of minutes. Uh, 4 B action, considering possible action to approve the 2025.26 appraisal calendar and list of district appraisers. Uh item 4 C
070considering possible action to approve the 2024.25 student health advisory committee's annual report and I did that report. So >> uh 4 D consider and possible action to point to appoint three members to the student health advisory committee for the 2025 2026 school year. Oh and 2026 2027 school years. So, there is a list that was provided. Um, I hope you had a chance to I'm just gonna say something really quickly. Had a chance to look to look through the list. Um, I am I have done my two years. I'm a non voting member. So, I don't get appointed. You don't have to vote. I mean, I don't get voted in. Uh, but my two years are up. Uh, and Trusty Falco has graciously accepted to take my place. So, I'm just let y'all know >>
071on that. So, uh, >> anyway, I hope you have time to look through the through the list or can I Well, I already said too much. So, move on. Um, or F action considering possible action to approve a resolution certifying compliance with Texas Education Code 11.005 and 28.002H 002Q2H regarding prohibitions on diversity, equity, and inclusion duties and to authorize the superintendent to submit the required annual certification to the Texas Education Agency on or before September 30th, 2025. And that one we just got last week and we have to do this. That's just um there is no option. That's not optional. We got to move. Uh 4G action considering possible action to approve the budget amendments designated fund balance and 4 H action considering possible action to accept donations to the district. So those are all
072consent agenda items. I hear a motion to approve as presented or as read. Madam President, I make a motion uh for action on the consent agenda item as presented. Uh motion made by question. Second, second by trust. All in favor trusty, trusty trust, trusty Johnson, trust and so motion passes on all the consent agenda items. Very much on that. So moving on, close meeting. The board will now convene in a closed meeting to discuss items allowed by the Texas government code chapter 551.071.072 073. 074076 082. 0821.087 sorry 0785 418.183S and or text education code 39.0308. No voting will take place in close view. Any action the board wishes to take as a result of discussions in close session will take place after the board con reconvenes in the open meeting. The time is 7:43 Okay.
073Take one, please. I'm not seeking uh turn that correct. Okay. So, seven eight. We didn't have anything 7B we had nothing under considering possible action regarding appointment etc. and nothing for 7 C consider contract recommendations for employment of 256 school that be there. on on this one for the check that are can y'all give a a motion a second. >> Oh, I'm sorry. >> Do I hear a motion for appoint point appointees? I make a motion that we appoint Palandis and Kathy Dal for the SH for the next two years. >> I second. >> Second motion made by Trusty Morales. All in favor Johnson. Motion passes. Moving on. Number eight. There being no further business on the agenda. This meeting is adjourned at 8:57 p.m. Thank you very much for the virtual. Tomorrow 5:00 What's