001Shirley Jordan here. >> Priscilla Villa. >> Albert Red here. Gonzalez here. Oscar Edonto >> here. >> Velma Rodriguez >> here. Let the record show that there is a quorum of board members. We will now stand for the pledges of allegiance. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Honor the Texas flag. I pledge allegiance to thee. Texas, one state under God, one and indivisible. There are no participants. So, we're moving on to agenda item four, the presentations, reports, and action items. 4 A is the Westosa Community Partner recognition for Elvago Burger and Barbecue. The presenters are Miss Moore and Miss Liz Gutierrez. >> Mr. Oh, Elvago Burger and Barbecue. Can you
002come up? >> I don't think he's here. Is he here? I don't think he's here. All right. You want to go ahead and do the presentation and >> Yeah. If he walks in, we'll >> Yeah, >> there he comes. >> Is that him? >> No, that's not him. >> Okay. >> Yesterday. >> Yes. >> Well, I'm saying, do you want to just do the presentation and then he can come pick it up or want to do that, Miss Guthas? >> Okay. That way somebody can let him know. >> Um so uh when he comes in we can so uh Mr. uh this we want the uh the board of trustees wanted to recognize Mr. Alex Eerodando at Velvago Burger and Barbecue. Um he has generously provided meals to the students and families of Westo ISD.
003He has donated um I know several events. I think JFK had an event where he donated. Athletics had an event where if we got in the meet, he cooked it all. They he cooked the meat um and didn't, you know, charge us. And um serving families during breaks and things like that when times are needed. He's embedded in the community. And um on February 12th uh he cooked six porks at no cost helping provide 75 pulled pork sandwiches for the uh Westo ISD track meet. And so we want to honor and recognize him. I guess we can little certificate um and and we will um we can if you want maybe we can just go ahead and deliver it to >> Yeah, we can deliver it to >> Yeah, that's fine. So we're very grateful
004for his generosity, this community, business, local business supporting our students. Thank you. >> Come and we'll give it to him. Yeah. >> All right. Uh 4B is the Westoso awesome bear recipients for March 2026, Miss Moore and Miss Gomez. Good evening. We're going to begin this a this evening with honoring our certified employee of the month, Mr. Joseph Garcia. >> Mr. Garcia was selected as the OSO awesome employee of the month for March of 2026. He was nominated by a student for his outstanding work ethic and willingness to go above and beyond to support others. This is what West Socisd Karina Anzures had to say. Mr. Garcia always goes beyond to help students. He commits his time and willingness to take pictures for all sports activities. Thank you so much, Mr. Garcia. And I think
005that was the first time that we allow students, the community, the parents that are here. Um, every month we're selecting a certified staff member and then uh an hourly employees, one of our nonprofessional employees to get recognized. >> So, our second award this evening goes to Mr. Mark Chambers. He was selected as the OSO awesome employee of the month for the month of March 2026. He was nominated by his colleagues for his outstanding work ethic and willingness to go above and beyond to support others. This is what ISD West ISD employee Ren Jackson had to say. Since joining the West Elementary family, Mr. Chambers has been an incredible addition to our campus. He brings so much joy to our hallways each day, greeting students with fist bumps, sharing jokes, and creating positive moments wherever he
006goes. His energy and kindness truly makes a difference in our school community. Congratulations, Mr. Maron Chambers. Okay, Miss Jordan, do you have any words? Congratulations to both of you. I I've heard such good things about your role here in at the in the district and how well you all work with the children. And Mr. Garcia, he just a he's part of the scenery here and and and I'm I'm going to correct congratulating Marin. He just started with us last year and he's been doing a fabulous job and I know the children really love him and I congratulate you both. Miss Miss Gutias, >> congratulations to both of you. I know Mr. Garcia because like she said, he's been uh he's been here for a while. Congratulations, sir. Welld deserved, sir. Never met you. First time
007I see you, but I'm sure that the students walking West Oso Elementary really love to have someone cracking a joke or fist bump or something. So, thank you, sir, for what you do. >> Mr. Arondo, >> uh, congratulations to both of y'all. Uh, you're new to the district. So, welcome, Mr. Garcia. I know you with your camera. You're always behind that camera. Uh, are you doing yearbook this year or not? >> Yeah. >> Yes. >> Constantly doing the junior high yearbook and I know you were teaching science for a while. So, >> uh, congratulations to both of y'all and, uh, great to have you back. Thank you, Miss Gonzalez. >> Congratulations to both of y'all and Mr. Everybody else, >> it's a great honor to be recognized by students and staff. Congratulations. >> Yes, it
008is a great honor and thank you both Mr. Garcia and Mr. Marlin for being on the Westo team. We always always always are recruiting good people for our students and good people to be able to stand with our community and our staff members. So, thank you very much. And like I said, families um we draw one name but anyone if you if you do uh uh recommend somebody, nominate somebody, we are sharing what y'all are saying about them and our teachers, all of us, right, need positive affirmation that people appreciate what we're doing. So, um, even if the person that you nominated isn't here at the board meeting, lot other there's lots of happy positive energies and, uh, messaging going out when even when you just kind of fill that out. So, if you take
009your time, anyone that's in here to fill one out, um, we've been posting on social media, parent square, and then of course with the staff through email. So, um, continue recognizing people because we need love. So, they need love, right, to know that they're appreciated. So, thank you. >> Thank you. All right, we're moving on to agenda item 4 C, the recognition of the regional science fair winners, JF Kennedy Elementary School, Westoso Elementary School, and the Westoso Junior High School. Miss Moore, Miss Jasmine Ramirez, Miss Amanda Gonzalez, and Miss Beatatric Eskell. Okay. >> First, we're going to announce Serenity Bernal, PreK3, I mean PreK, third place. Wonderful. Good. >> Also for kindergarten, second place was Hope Cervantes. >> Okay. Kindergarten third place, Andrew Montongo. Wow. Go ahead. In first grade, receiving first place was Malik
010Martinez. >> Good job. In first grade is getting second place is Jazza Lopez. That all up in first grade. Second place in chemistry. Elvis Munoz. All right. >> And in first grade getting third place is Kai Escoia. Guess we're campus. >> Yeah. I do want to tell people that if you've never been the students go to the te to Texas&M Corpus Christi and they're in a room with like hundreds of other children and they have to present to um some of them are college students, some of them are university professors and these kids did it like champs, didn't get nervous, and um really shine. So, I'm we're going to go on to our uh elementary second through fifth grade. >> I know. >> Okay, just read these. >> All right, we have third place in
011Earth and environmental science, second grader, Logan Moreno. Is Logan here? Here he is. Come on, Logan. >> Good job, Logan. >> Good job. All right. >> Second grade in chemistry. Third place chemistry, Whan Miller. >> Third place in physics and math. Second grader, Galilea Carlos. >> Okay, we have a second grader first place in biological sciences, Chris Montteroso. Okay, now physics and math. Third place, second grade, Shadow Knight. Moving on to third grade, Earth Environmental Sciences. Third place, Mariano Crook. Third place, biological sciences, third grader, Skyler Longoria. >> Third place, chemistry, third grader, Lillian Galindo. All right, third place, Earth and Environmental Sciences. Third grader, Raven Rangill. All right. Second place, Earth and Environmental Sciences. Third grader, Camila Munos. All right, third place, biological sciences. We're moving on to fourth grade. Ana Reyes. >> We
012have to put the tall ones in the back. All kiddos in the back. >> There you go. All right, third place, fourth grader in chemistry, Brayley Zenki. I don't think she's here. Second place, physics and math, Zariah Delarosa, fourth grade. >> Yeah. Yep. All right, second place chemistry, fourth grader, Yasmine Valdez. >> All right, we have a first place winner in chemistry. Fourth grade, Arya Barbosa. Okay, good job. All right, moving on to fifth grade. Third place, physics and math. Fifth grader, Damon Garcia. Third place, biological sciences, fifth grader Ricky Martinez. Third place, engineering and technology, fifth grader, Abigail Limos. >> All right, honey. Third place, biological sciences, Anthony Pacheco. Okay. excited. A >> you're all right. Hold your certificate. >> There you go. >> One, two, three. >> All right. One more. >> All
013right, Miss Jordan, do you have any words? Uh, congratulations to all of you all. We are so proud of you and I see a bright future trip for all of you. So if you stay focused, we see some great things ahead. So congratulations. >> Oh, they don't get us. >> Okay. >> Congratulations to all the students, Miss Davis, with your campus. >> We can kind of hold off for about a minute. So, and let the board give some comments, please. >> They don't. >> We We can say to the Mr. Congratulations all the young rising stars and to all the parents for your support. >> Yes. >> Continue to support your kids all the way through high school. Even if they go to trade school or college, be there for them. Thank you. >> And
014Miss Gonzalez, >> congratulations to all of y'all who >> Mr. Viel, >> congratulations for your great achievement. >> Yes. Congratulations to all the students from JFK, Westoso Elementary, and the junior high. We have a strong STEM program here at Westoso Elementary. Kudos to all our STEM teachers who are very, very good at what they do. So, we are getting those students ready for what the medical fields, the science fields, and there's lots of job openings in that. So, congratulations to them. >> Yes. >> And their parents. >> Oh, wow. >> Okay. ready. >> Oh, I'm sorry. We haven't even finished. We haven't done uh the junior high. >> The junior high, >> not a problem. Okay. Seventh grade, third place in robotics and intelligent design, Aston Branch. an eighth grade award, the Lemlson Early Inventor
015Award, and they also got a $100 prize to Samantha Hernandez and Sophia Gonzalez. >> Wonderful. proud of these students. A lot of the several of y'all students are also participating right in TSA and some other things going up. So, um this is stuff that they do outside of the classroom um a little bit in the classroom, but they have to have that selfm motivation. So, congratulations to these students and thank you to Miss Esel for working with them and being here tonight. Okay, we're going to go down the line one more time for the junior high. I apologize. Uh uh Miss Gutierus. >> Oh, okay. Congratulations to all the junior high students, but I'd like to ask a question. What did they invent? >> Oh, at what you say? >> What did you Where's Were
016inventors. Where did the inventors go? >> What did y'all invent two young ladies? >> Say it again. >> Microplastics. A robotics device that picks up. >> I understand robotics. Yeah, >> it was a robotic fish that we 3D printed it. It's so like it can give us an idea on how like we could pick up microplastics that are still in our ocean. >> Wow. >> Congratulations. >> That is great. All right. >> Wonderful. >> You need to get it patented. >> Miss Jordan, congratulations. You You young ladies is going to put West on the map. Congratulations and to the uh the teachers and uh all of you who work with you and the parents. This I am so proud of these students. Thank you. >> And Mr. Arondo, >> congratulations to all the uh students,
017the parents for supporting them. Um I hope you continue your um maybe your pathway through um up into the high school for uh STEMS and robotics. Uh I know there's a lot of great things going on with 3D printing and also even uh with uh drones and all that. So uh the sky's is the limit for y'all guys. Thank you. >> And Mr. uh Variel >> outstanding. Congratulations. >> Yeah, outstanding inventors. Uh STEM is up and coming. All right, we're going to move on to agenda item 4D, the recognition of the Westoso High School wrestler all state. Oh, I mean, so I'm sorry, Alstein. >> Alastine I for placing fifth at the regional meet and earning the distinction of alternate state wrestler. Hey, >> uh you're gonna they're gonna say some things about you. So,
018um about a year ago, uh Coach Filmore, um we were approached about uh starting a wrestling program in Westo um we've never, as far as I know, had a wrestling program before. And um no, no other district in the Coastal Ben area outside of CCSD, right? Is there any other districts there? >> All of them. >> What? >> All of them pretty much have >> the wrestling. >> Oh, the wrestling. Okay. So, this is something that Westoso didn't have. And so, um, Alina had been wrestling since how old? >> Since she was six years old, so don't mess with can be deceiving. Um, so the uh I'm gonna share a little bit about her accomplishments this year. >> How's everybody doing? I'm Coach Filmore. Um, I was brought in kind of late to help out
019with the wrestling program. Uh, one thing I can say, um, I went to college in Iowa in the Midwest and, uh, if you know anything about the Midwest, they're big on wrestling. You talking about kids who quit football in the middle of football season to go to the wrestling mat. If you ever been in there and you seen the type of work it takes to get good at that sport and excel at that sport, it's hard for men and it's hard for boys. So to have somebody like her, as a female to be as good as she is, and I mean aggressively good. and to accomplish what she did at such a young age as a freshman to get on the mat and wrestle against juniors and seniors and dominate her weight class. Uh the
020sky's is the limit for her. Um she's awesome at what she do. She works hard. Her family works hard. Uh just to be able to be a part of that and starting this program at Westo. So really means a lot to me. I talked a lot to her about history and coming back 10, 15, 20 years from now, looking at the wall and looking at the medals on the wall and being able to say, "I started that." And she did that pretty much alone. She had a couple of friends that she brought out to wrestle with her. But when it came down to it, she was the show. And I'm proud of you. Congratulations. I I just want to add if you've never been to a wrestling match, I I was looking like, oh my
021goodness, it it was very aggressive and my grandson said, "Why they being mean to each other?" But it's and she there were some matches she lost early on early on and she came back at the end and she got them and she misstate by one point when the buzzer went off. Um there was a a taked down. Well, it wasn't even a takedown. It was a point one to zero at the end of the buzzer and she missed state by one point. So, we're definitely definitely proud of her. >> Did we mention she's a freshman, right? So, she has three more years, right? And she's already accomplished this during her freshman year in high school. So, Byebye. >> Thank you. All right. Uh, Mr. Ardondo, >> congratulations. Uh, you're a rising star. Um, um, I'm
022glad that you found a sports discussion for you and continue your, uh, maybe we'll see here again in a couple years. Keep up the great work, >> Miss Gonzalez. >> That's awesome. I think you need another applause for your >> Mr. Vdio. >> Congratulations. A sport like that will keep you in shape and you will have less sicknesses throughout your life. Keep it up. It's a live It's a lifelong skill. Yes, >> Miss Jordan, >> you know everything everyone has said and congratulations. Now, if I would have seen you out there, well, I would have never guessed that. But congratulations. We're so proud of you. Thank you. >> And congratulations. When I saw you walk up, I thought, "Wow." So, congratulations. Keep up the great work. You'll never need nobody to protect you. You can
023do this. Yes, definitely. Congratulations. And being a freshman, man, you've got a very, very bright future. >> Congratulations. >> Yes. >> All right, we are going to move on to agenda item 4E, the recognition of the Westo High School football, I mean softball freshman, Keridesa. Kerodessa on food on reaching >> her coach 100 career strikeouts >> and she's also a freshman. >> Wow. >> And girls, if you're on the softball team, how many of y'all are freshman that are here? Okay. And what is y'all's record right now? >> day number one >> 17 two and one. Okay. So, these girls are making history there. We're not recognizing all the girls today, but we will at a later board meeting because um they're right in the middle of their season, but they're going to go far.
024So, introduce you to Miss um Alana Bonitez, their coach. >> Hi. Sorry, I don't have anything prepared. I was going to talk today. Um, but we are all very proud of Carrie, the team, and the coaches as well. Some of us couldn't be here today because they are with the junior high as of right now. But we are super proud of Carrie. We're still in the middle of our season and she's going to continue doing great success. So, we're all super proud of you. >> And I have to say, um, I've probably been following her since she was in the third grade when her mom came up and said, "I'm going to get a group of girls together. we're going to go. I'm going to get them from the elementary. And I said, I'll do
025it. And I didn't realize how fast it would come upon me to see them here today. And she got she had the 100 strikeout before even district. So they are not even well, they're about halfway through the season now. And she's at what one 128 130 at this point. And everybody's amazed because even the baseball I was telling the baseball one alumnist came back and he said, "What?" Like he couldn't believe it. But we're so so proud of her for her accomplishments this year. >> Very good. Don't worry. >> Her mom is a softball student. >> Wow. I know. I thought you were a student. >> Get in the window. Okay, congratulations Carrie Desa through for an amazing and it's not even the end of the season, Filillmore. >> no. >> When is the end
026of the season? >> What do you have about five more games? >> Oh, seven. >> Wow. Wait, wait for the other board members to to give you kudos, >> Miss Gonzalez. >> That I think that's amazing. be proud of ourselves on knowing someone that's doing so well and that's so neat. >> That is >> congratulations >> Mr. Viel. >> What a great start. I think that makes you look very to have a very bright future and maybe scholarships for college. >> Mr. Ardondo, >> congratulations to all of y'all uh on your 100 career 130 by now as you said. And I'll make it a point to go see y'all. Last couple years I went and they would always lose. So >> y'all better win. >> And Miss Gutierrez, >> congratulations to to you. I hope
027that you continue. Uh it's a great sport and it you can go places with that. Good luck. >> Definitely. And Miss Jordan, congratulations. I tried my best to get there for that hundred, but before I could put my foot on the grass, she had struck out already, but uh I'm not I was not a baseball fan, but you all have softball fan, but you all have convicted me, convinced me that and I congratulate all of you and for job well done you and and they play so well together and to support each other and congratulations. >> Great job, coach. What's the coach's name? What's the coach's name? >> Miss Bonitez. I thought you were one of the students. >> A student. >> I was like, but congratulations on y'all and your coach. All right, we're
028moving on to agenda item 4F, the recognition of the Westoso High School junior Gina Inohosa for placing second at the regional powerlifting meet and earned a spot at the UIL state powerlifting competition. >> And Gina's not here. We're going to do the presentation at another time. >> Okay. give them a little >> um so um Gina's made her her second appearance in regional and this is her first year she is a junior her first year she went to state and going into the last competition she was um and she needed just five pounds to get to um first place but she actually finished out second place in state on last Thursday. >> Yeah. >> All right. You're bringing in the teachers. >> All right. The next agenda item is 4G. the recognition of the teacher
029incentive allotment TIA designations for Westo ISD. Miss Moore and Miss Dinkler. Okay, I'm going to let Miss Dinkler do most of the most of the talking. She did a lot of the hard work this year along of course with our teachers. So, um we're going to introduce and acknowledge our 16 teachers. But I do want to acknowledge Miss Dinkler because we as the board under uh gotten a lot of data. This is our fifth fourth year fourth year doing TIA and every year we have to go through validation process and every year I think that amount of point every the process changes every single year but we'll get to the bottom the bottom line is this year there was 105 possible validation points for our system and we got 96.76 out of those 105 points
030which really tells us that TA is saying that our system as a whole of Of course, nothing's perfect, but it's really, really, really good. It was like what a 92% or something like that. So, um that was super duper encouraging. So, with that said, um Miss Dinkler's going to present these uh I'm going to go ahead and call out everybody and recognize all 16 even though not all 16 are here. But when I do call your name, please come up to receive your award. We have Irma Alonzo, Audrey Galvan, >> Louis Garcia, >> Angela Thomas, Andrew Wilburn, >> Isabella Zamoreno, Leticia Adam, Clarissa Karion, Laura Alzando, Marissa Hernandez, Jacqueline Martinez, Amanda Selenus, Carla Flores, Eelia Menos, Cornelia Reynolds, and Samantha Ibanz. >> Before your friends get jealous, we're gonna get the previous ones. We're getting
031them in for them, too. >> Yes. >> And I just want to say thank you to these teachers and to all of our teachers because without them, we wouldn't be here. They have worked really really hard with their students to get them to this level. So, congrats to you on your hard work. One, two, three. stay for Miss Gutierrez. >> Yes. >> Go ahead. >> What? Oh, >> go. >> Congratulations to all the teachers that received this. I believe that all teachers are the the core of our education because if it wasn't for all of you teachers, we would not be here. That is true. And I hope that y'all continue working hard and I hope that the I I'm going to say this is just my opinion. I believe all teachers deserve this. All
032teachers. So, Governor Abbott, listen. Mr. Arzono, >> congratulations to all of y'all and your dedication. We've had the privilege of being in some of your classrooms when we go to do our walks through the campuses uh to see how you are teaching our students and uh we hope to see you all improve uh and we hope to see those scores of the students also improve. Well, thank you for your dedication, >> Miss Jordan. Congratulations. I am so happy to see you all get rewarded for the hard work that you put in with our children. And when we do the walkth through, we do we appreciate how you work so well with our students. And I'm like Miss Gettis, I all you teachers deserve and more because of the hard work you because if it wasn't
033for you, there wouldn't be no education out there. So congratulations and thank you. Nisha Viel, >> congratulations on your exemplary teaching. >> Yes, congratulations. And uh I know I I had walked in on y'all's little reception and I had already told y'all we do expect to eventually get all our teachers on board. I think where are we at right now? 53 teachers >> out of what? 50 teachers out of >> out of usually we're um submitting about 120 or so. >> Yeah. So, we're halfway there and hopefully before the end of your career here at West OSO ISD, we hope to get all our teachers there because we know each and every one of you deserves it. It's about time the state of Texas compensated for the hard work that teachers put in day in
034and day out. So, I do I know some people have qualms about this program, but it is a program that does distinguish the teachers that are teaching above the normal expected. And you know what? We'll take it because haven't had compensation like that in a long time. And I'm sure you all as teachers appreciate that. I was a teacher for 21 years and we never had anything like that. The biggest thing is Greg Abbott gave all the teachers a $3,000 raise for the year. I think some of y'all maybe remember that. Uh but I think this is something that is sustainable. This is something that all teachers can strive for. But like my other board members said, yeah, you all everybody deserves this, but unfortunately you got to prove to the state that you deserve
035it. And we know that each and every one of you can do it. So congratulations All right, we are moving on to agenda item 4, taking action on the memorandum of understanding for choice living community. Dr. Ria Oh, and you know what? Thank you, Miss Dinkler, for taking over this year because this is your first year, right? Yeah. And you did a fabulous job. We brought on more teachers. >> Thank you. >> Good evening, board. We do have a short video that we would like to show to you. We weren't able to have someone from the program come over because they are working on starting up a new program within Portland area as well. So, we did want to share a video that was provided. >> Okay. >> Is she coming back? >> Uh, she
036had a phone. She's >> Yeah. >> Oh, wait. >> Oh, okay. Yeah, she had to take an important phone call. Sorry. So when a typical student graduates high school, they go out, they have the college experience, they live on their own. They're able to have those life experiences. Our clients don't necessarily get that experience. They don't run out the door and run into college, get to live in a dorm. So at Choice Living Community, we're trying to provide that opportunity to them that they wouldn't normally get to experience. I'm Dr. Jennifer Scott. I'm the founder and executive director of Choice Living Community. So, I was a special education teacher working in the 18 plus program um in the Houston area. And I took my students out to go and look for places for them to
037go after they graduated or aged out. And some places they didn't weren't accepted because they had medical needs. They had needed help in the restroom. They needed help with feeding. And so we had individuals that couldn't were not as independent as other people and they weren't accepted other places. So that sparked something in me as an educator to create something where everybody is, you know, accepted into this community. >> My name is Michelle Castillo. I am the program director for Choice Living Community. Choice Living Community is important to me because as a mom with two children with special needs, I hope that an organization is available to help promote their independence in the future. Choice Living Community believes that everyone we support deserves the best care and service that we can provide for them by
038continuing that individualized approach in areas of employment. This includes established partnerships with Lucy's Cafe, Executive Surf Club, Island Joe's, Corner Bakery, Corpus Christie Food Bank, and the Texas State Aquarium, who have all joined the mission for our friends. Since our programs are very individualized to fit the needs of each client, and due to the growth of our program, our current needs have also increased. Because we are not a standardized program, we do not receive government funding, but rather fund raise throughout the year through corporate sponsorships, grant funding, and annual fundraisers. We hope you consider contributing to Choice Living Community Together, creating a purposeful impact for adults living with disabilities. So, as we have students that begin to get towards graduation who may require additional services such as 18 plus programs to work on independent skills,
039job coaching, having those type of transition skills available. We have been searching for programs that are currently established that can help to prov provide those supports since we do have low numbers. As y'all know, previously we did have an 18 plus program here. When we did have more students, many of our students are also transfers from CCISD. So, when they would need to graduate or exit to go into an 18 plus program, they were going back to CCISD to go to Mary Gret. However, as we've moved forward, we have noticed that there could be potentially be some students that would require services. So, we have been looking to see if there have been some programs and Mr. Dr. Olsen has been very involved in reviewing these programs and reaching out and working with Dr. Scott.
040This program specifically would provide that type of job coaching and all the IEP items that are addressed at the ARS to provide the services there. What would be required from West that we would pay that monthly fee so that the student could go there and work on the IEPs that we are recommending. So at this time I am going to give the floor to Mr. Olsen so he can provide some more insight on the information that he has gone. We've gone and done walkthroughs on the program and we've seen the success stories and we've met with the people that have been there and been able to show growth and find those job employments with those job coaches and that independent living and we think that it would be very beneficial for us to consider in
041moving forward that direction. So he will share some additional information. >> Sure. Oh, thank you. >> Yes. So, bottom line cost would be $800 a month per student and if transportation is provided, it would be a $100 per student. Now, of course, if our numbers did did start to increase where it would no longer be cost effective, then we would come back to review if we needed to establish a program back at West Jose ISD. This is a school right next to Annapolis Christian Academy and I'm kind of friends with Dr. Scott and uh it's a real good real clean place. It'd be a perfect alternative for the 18 plus. So it'd be 800 a month for 10 months, 8,000 student, but they would be enrolled at Westo. So we would get ADA. So it
042really wouldn't cost that much, you know. >> That's good. and they go around the community. They do a lot of work there. They go places. I have lists of of where they go. And the Aranis Pass sends kids there because they don't have an 18 plus. And in the summertime, several districts use them in the summer, but they have 18 plus programs during the school year. Gregory, Portland, CCISD, London, and Flower Bluff send kids there in the summer, and Aranis Pass does during the school year. And the the Dr. Scott said if y'all wanted to go tour it, she'd anytime I could set it up and I could take you on a school vehicle. It's real clean. Um they take pride in their facility. They're good people and she always goes to our community events
043at the park. She has a booth. >> All right. Um Miss Gonzalez, do you have any questions? >> Mr. uh do they provide uh me uh mental issue counselors or stuff like that uh or what exactly do they provide when they're there? >> So if the student still does receive any type of related services, they'll continue to provide them there as well. >> Okay. And at this point, how many students do you think would be participating in this from our district? >> Possibly one. Uh they're probably what juniors or seniors might seniors be a senior that is up to go past. >> And how do you see the future in next year in the in the pipeline right now? >> It's difficult to tell because it's all based off of the art committee decision and
044whether the students mastering their IEP goals or if they need additional coaching support. >> So you don't know if we might have possibly juniors next year and and >> not at this time, not until they get closer to their senior year. Well, it's very limited right now on who who needs the services and all. >> Yes, sir. >> Okay. >> No question. Thank you, >> M. Gutieros. >> Yes. What happened to the 18 plus program that we had here at Westo? >> So, when our students mastered their IEP goals and they no longer needed that support specifically for them, we didn't have any students coming up because the next ones were students that went to CCISD for Mary Gret because they were from there. So the program was dissolved because we didn't have anyone specifically.
045>> So okay. So what happened to the life skills that we used to have provided to the westo students that I understand we don't do life skills anymore. >> We still have adaptive education previously known as life skills that's there that at the high school it's Miss Galindo. But in the transition program you don't teach them academics. It's all about independent living getting jobs being able to live independently go to stores and have those functions. Do they still go to the stores and the different I remember them going to like the pizza places and other other places, but I haven't heard that they're doing that anymore. So, >> yes. So, the students at the high school do do community based instructions. Specifically, Mr. Olsen helps with the food bank. If you'd like to share a
046little bit of that. >> The high school kids go Tuesdays and Thursdays to the food bank and the junior high kids go on Fridays. >> Okay. But that's the food bank. that's just helping them kind of get but to the actual like to a store to a Pizza Hut to a place like that's where our kids used to go before you know for as long as I've been here that's why I'm saying what happened to that life skills program. >> Yes. So those ones did master their IEP goals. So those job employment skills that they were working on specifically for that 18 plus program are no longer doing those ones. However, they do have those community based instructions. So the students may go to Walmart and they're learning how to shop and then pay at
047the register or they may go to Waterburger to learn how to order a meal, how do we our behaviors when we're in those public settings along with another experience that they've been getting sponsored. I believe this year will be the third year they go to Morgan's world and they learn, okay, when I'm in large settings in this area, what type of behavior should I have? How do I ask for help? What are those types of things? So those experiences are still occurring. >> So from the time we had the 18 plus till right now, we only have one student. >> We didn't have any more students in between at all. >> They were transferred. So they were able to go to Mary Grabb for their >> back to CCISD. >> Yes, ma'am. >> Oh, so
048we uh the student that we have now, is he a Westos? >> Westoso. Yes. He >> is a pro from here, not a transfer. >> Yes. >> Okay. Um, so it's only going to be one student and we're going to if this is accepted, you know what? Never mind. Never mind. Keep it myself. >> We're moving on to Miss Jordan. >> Yes. So, what kind of training will they receive over at this facility? So they are fully certified already just as Dr. Scott and said them they are specialized already through special education. So all of them do have the training specifically. They have job coaches on site that'll go with the students to the various jobs and the partnerships that they have. What they will receive from us is the IEP goals that the students
049are working on from the art committee decisions. So they will be going outside on site trying to learn the different job experiences. Yes, ma'am. >> Okay. All right. We used to have that here. >> We had that here at Westo. I've been here 20 some years and I know that we had it at the high school. >> Yeah. But she's saying that they've already exited the program. We no longer have those students. >> Yeah. But we have one student. But it's much cheaper to pay that $8,000 than to have a whole life skills program pay a $60,000 teacher >> to do >> for one student. >> Really, honestly, even if you think about it, you're >> singing. I get where you're going. >> Even if you think about it, even if you had five students,
050right? >> Yeah. >> To be able to >> 8,000 times 5 40,000. >> It's only 40. It's 40,000. and they have a place where different people are setting that up and coordinating and it it takes a lot of work to to coordinate a high quality program and it's pretty much very difficult to do that for one student. Plus, if you have a small group of students, they're not getting as much experience in the socialization working with >> where's the money coming from? >> Our ADA because we get it. >> Okay. No, no. Where is the money coming so that we can pay somebody else? that money coming from? Is it from our funds? >> Yes. >> Our ADA. >> You said ADA. >> We have no money. >> Well, we're required to provide special education
051services to these students. We don't have a that's not >> we that's not the place that we we required to provide these students. >> So, so what time do they go to that facility? >> So, it's all based on the students individual plans once the art committee decides whether it's a full-day program or how the student will move forward based on their needs. But ideal ideally based off of what they seen typically we've had students that either go full day to 18 plus programs or half days. So it all just depends but they do provide breakfast and lunch. So the students are fed while they're there. >> Okay. >> And Mr. Olson does have the list some of the places that they do go. >> Yes. So it's 8:30 to 3:30. >> They go to
052the food bank. They go to the Hillard Center. >> I guess they clean. I don't know. They go to Pam Rehab Hospital, the art museum, the science museum, and then they go to the beach plus and then she said some other I think they go to the beach to clean up, not go fishing. >> Okay. >> But they have they go around the community and do stuff. They don't and then at their place it's real it's pretty big and there's a kitchen and they when they cook, they'll cook and then they'll clean and they learn all the >> and they don't have a maintenance staff. The the kids do it. they learn how to clean and do all that kind of life skills. >> So the academic part is where the IEPs come in and
053so the academics is taught up until their 12th grade. So essentially we're saying they've met the requirements for their high school. Now they get a certificate attendance and they're working on just those functional skills, those independent living, those skills she's talking about. So that when they get transferred to this uh what is it choice living community that's because they've already met the academic part which are the IEPs at Westoso because that one belonged to us >> at Westoso ISD and then they transfer to choice living because they're going to turn 19 or >> because they've completed their senior year but they still require additional support. But did they get their graduation uh diploma? So >> typically what we've done in the past is they walk the stage with their class but they receive a certificate
054of attendance and then once they complete the program then they get their diploma. That way they can still be enrolled in Westo and we can continue to get that ADA. >> Oh. So they're not going to get that until they do complete the program at the choice living community >> until they've mastered their IEP goals. Yes. for those functional skills such as the job coach or the independent living, but they will >> I thought you said some of them had >> uh mastered it over here at Westos. >> That would be their academic ones. >> Well, yeah, that's the one I would ask you about the academic. >> Academic, they won't work. They won't do that there, but they won't receive a diploma with us until they've completed all their IEP. >> Does that mean
055that they completed the academic part at Westoso ISD? Okay, that's Yeah. a young lady go through that. >> Yeah. And then the transportation since it's over there, h how does that work for our west? >> That's where we can we can look at it. Some parents will take their students. Some students learn how to ride the bus where it picks them up from their home and take them that doesn't drive or doesn't have. >> So they can provide the transportation for $100 or we can provide the transportation. So it would all be based off of each individual needs. >> Okay. So you would be having that those conversations with the parent because sometimes we have parents that >> can't afford any of that. So we will that kid's not going to not go to school
056because of that. >> Oh no. They have we have options here or there >> because we provide transportation to our students here within the community. Yes ma'am. So I just want to make sure we we will provide transportation if needed. And I know some parents I'll do it. I want to drive him to school, you know, I'll pick him up from there. and the life skills part. I know Mr. Olsen talked about those uh field uh events that they go to. So is that a total of all of them? Because he's just one or they're just one. So when he does that, I mean he does it with all of them. Is that the whole choice living community or is it just based on well he's you know he's a 19 year old he's not
057a 20 year old. How does that work? >> So if I'm understanding your question correctly you're asking is it for anyone that's about to graduate or up until what age? >> I'm just saying once they go to choice living community. Yes. Is he not necessarily paired because I know he has to make those connections with different people but does he belong to a community of 18 year olds of 19 year olds? >> Yes. So the students that go there there will be other students there as well. Mr. Olsen specifically will just be doing the transition pieces in regards to the AR. He works with their students that are still within the West. So from 12th grade below. But when we were looking at the programs, that's how he met Dr. Scott was we were looking
058for different types of 18 plus programs or what was available and that's when he heard about there and we started to look into that. But there are other students there. So the student would be can range students within the school district can go up to 22 if their birthdays if they're still 21 in September. >> No, but that specific student because I'm assuming he's going in at 19 years old. Is he going to be with those other with 19 year olds? >> Mhm. >> Or not necessarily. It'll be >> it could be that or older because some of the individuals could be 22. >> Same because sometimes the older ones are more experienced with life and everything. And we just want to make sure our students being looked at as far as that, you know.
059Yes. Somebody coming fresh out of high school compared to somebody that's already 22 years old. >> Yes. and all the individuals that do go there do have the disabilities that qualify for them for those type of services. So, they're they're continuing to work with them on those multiple social skills and everything within the community to be >> and since Mr. Olsen is over the program here at Westoso, but that student is our student, but he goes to choice living. Are we going to do follow-up visits on him? >> Mr. Charlesson has built a really good relationship with the program coordinators and director as we've been working through this and he does keep up with his case load to check in on how the students they he still does the evaluations to see okay what are
060their goals what is their anticipated outcomes when they do finish all programs and so forth so that he would continue to do yes >> great because he he is still a westtoa student we are collecting his ADA we want to make sure that it's a >> you know not necessarily It's going to be a learning experience for him, I'm sure. But we want it to be a successful experience because like you said, in the future, if we have it and we find that this is probably the best program because it's specifically for that uh those students, we might do it again even if we had five students. >> And I'd be like the liaison so I could go check on him and I got a I have a good relationship with Dr. Scott, >> right?
061>> So it's not like he'll be forgotten. >> Great. I just want to make sure that we we you know whether it be once a month, maybe quarterly, but we are doing follow-up visits to make sure that our student is being attended to. >> Okay, great. >> I would love to go over there. >> Great. Um >> I have one more question. >> Sure. Um, has a parent been the parent of the student that you're talking about, are they aware of this program? Have y'all talk to them about this program? >> So, we have been reviewing the types of programs. Now, the art committee needs to make that final decision when they do go to the AR, but our parents are aware of different programs that we are looking at. So, they have discussed it
062at previous ARS and the type of programs that we have had. So, if we vote on this today, and of course it's going to pass. Okay, I know that uh the parents are going to get the information after the fact that the board approved it. >> Well, they've had information on it. They would just be notified it was approved. This is the program that will be offering if the parent says, "No, I don't want my child to go all the way over there to because it's way over there. I know where it's at." >> So, what happens then? So we would just notify them that that is the program that we're this is now our partnership ourou and of course Dr. Scott has been very open to, hey, have our parents come over and see.
063Let's learn about the things that we're doing here and the whole just environment there and program that they have established is so welcoming and the students you can tell that they're flourishing. When we went and did our visit and have heard of the various success stories and just met the other students there, everyone was happy and engaged and going through and and Mr. Charson has gone multiple times and we've called on different things and they've just so readily been available. And one of the great things that I am appreciated about is that they have that background and that personal experience with individual with disabilities. So they have that empathy and that heart to say, I'm going to do what's best for these students. >> Right. And I understand that. But as a parent, as a
064parent, >> I don't in the world that we live now, I don't think I'd want my kid that far away from me. I if I'm at the neighborhood here, I can get here like that. But to get from here over there, it's a different story. That's why I'm saying in in the world we live in now, >> it's a very uncertain world. And I I'm just kind of wondering, I know we've had a young lady graduate from the 18 plus uh program here at West. So, she did really good. And I'm just, you know, kind of wondering, >> I know you say it's better than paying $6,000 to one teacher for one student, but we have several teachers and we don't have to pay another. >> We would need a full-time fulltime teacher, certified teacher
065to do the job because they do leave out for the program. So, for instance, when we had it here, they were going out in the morning to one job site, then to another, and so forth. So, it would require a certified full-time teacher. >> And there's also the requirements um per the state of Texas is you can't mix your 18 plus students with your 18 below 18 students. It has to be separate. >> So, even you can't take like, oh, here's our adaptive ed program. We're just going to add an 18 plus student in that program. That's absolutely not allowed. >> I agree with that. I agree even with fifth and sixth graders. I don't think you should have them together, you know. Um, and just for clarity, theou is really just allowing us to
066place students. So, I don't think it'll happen, but let's just say a new student enrolled in West OSO tomorrow that's a senior that would be eligible for these kind of services. Thatou isn't for a specific student. It's to allow any students to be, you know, to have that option. And of course, parents are able to go visit the facility too as well to see if they >> and maybe I mean you can you can already do those appointments and and start bridging that gap >> to Miss So and so whoever the parent is right now. You can go with your student, the director or whoever is going to be there >> and let you know. I I think those those kind of things need to be set up by Westtoso so that we can start
067preparing that student just in case it happens. >> Yes. Yeah. And as far as uh getting around, my brother was deaf. Uh he was born deaf. Uh he couldn't come here to Westosa. We lived in the district. We lived at Molina and he had to get on that bus at 2 and a half year old and he couldn't get his bottle and he wanted his bottle so bad. And it broke my mom's heart because he had to go all the way to Elementary because CCISD had to prov provide the services because Westoso at that time could not provide the services. So it is what it is and you got to do what's in the best interest of your child. You know, it's not it wasn't the best thing. My mother hated it the fact that
068he had to get on the bus, but it was the best thing for him. And uh we got to do what we got to do. And I I think for me, I think from what I've read and from what I've heard from y'all and then I had a talk with Miss Moore, I think it's a good program because it's not only going to provide the academic part, >> uh, but it's also going to give those socialization skills and sometimes that is what they're missing. they're not, you know, they don't go to the dances or anything because nobody's inviting them and it's a strong strong factor that's missing in their lives. And I just feel that we got to do better for them and I I I would hope but that's why I ask that Mr.
069Olsen follow up on a monthly or however basis so that we know yeah he is happy there and they are happy or maybe when they're not happy we'll tell us tell us about it and west also needs to know about it so then we can have those conversations with that director and say you know maybe we could tweak it a little bit here you know but uh yeah I I think it's a great program for those 18 year olds because that's why I asked as far as the graduation because the graduation doesn't necessarily mean They're ready out for the workforce. They're not ready for the workforce. Uh not even our high school students are ready for the workforce. So these students need special support to move on and get that job because they do >>
070they do want to be productive citizens. Yeah, they do. Because I hear stories that there's a lot of them at home doing nothing, >> right? >> Nothing. And we don't >> that's I think that's a big disservice of our community if we have those students and we should go out there and see hey you want and I know a lot of it has to do hey he's 18 years old and the parents that's it I don't want him to go anywhere or whatever that's that's on them but the district needs to do what they can do but when the parent uh declines that's on you you know so thank you very much for looking into these programs. Uh I think we need it and like Miss M Miss Moore said, if it's it's an option
071and if we want to take it, at least it's there. We already signed the memorandum of understanding. We're ready to go. So, thank you, Dr. And thank you, Mr. Olsen. >> Thank you. >> Any further questions? >> No, I agree with Mrs. uh Rodriguez. I think it's a a great program so far what we've heard and I think that it's going to be something that uh the students will prosper from. I agree. How long has Choice Living Community been? >> I believe since 2019. >> 2019. Okay. All right. >> Like she said on the video, they're opening another one in Portland. >> That's why she couldn't be here because she goes right from >> the one in Corpus Portland and is opening in >> Okay. Okay. >> Working 14 hours a day, 12 hours. >>
072Yeah. To accommodate all those students that are entering that >> program. Great. Okay. Further questions. Thank you so much. >> Okay. We're going to Oh, it's a vote. It's a vote. It's an action item. So I need to hear a motion to take action on the memorandum of understanding for choice living community. I need a motion and a second. >> Madame President, I make a motion that we approve the um memorandum of understanding for the choice living community. I'll second. >> All right. A motion has been made by Miss Jordan and seconded by Miss Gonzalez for agenda item 4. Liz Gutierrez. >> Liz Gutierrez. Uh um I can see that it's a good program, but again I think Westoso needs to take care of Westoso. So I'm going to abstain. >> Sherry Jordan. >> Illa,
073>> Robert, >> hi >> Belinda Gonzalez. I Oscar Edundo. I >> may >> I this motion passes five and one abstension. >> Thank you. You're welcome. >> Okay, we are going to move on to 4 I discuss and consider taking action on the schoolbased behavioral health services agreement between Driscoll Children's Hospital Incorporated and Westoso ISD for a term of three years. Miss Moore, Miss Michelle Lopez Goodman, the Driscoll Children's Hospital Senior Director Care Coordinator. >> So before they these ladies start, they really are an answered prayer. I feel like for, you know, a couple of years, you've been saying we need mental health services. Um, you throughout the district, but especially those junior high students definitely need um support. you know, we have a counselor and that counselor um is doing, you know, meeting with
074students, but he's that within his capacity uh he can't really provide what these ladies are able to provide. Um and um the difference is that this position is going to be they are doing therapy. That's it. They're not doing, you know, lunch duty. They're not doing scheduling. they're actually able just to focus on therapy. So, um we know that we have students and you know my hope also is that to be honest a lot of times the students that get that attention the ones that act out but we know that we have students that have mental health issues that might be very quiet you know and um maybe they're not getting the attention so they'll they're going to share a lot more. I think this is super exciting um opportunity for Westo ISD. >> Okay.
075Hi, good evening board members. I'm Michelle Lopez Goodman. Uh, also a Westoso alum, 1991, just so you know. Um, so this U program is really near and dear to our heart. Um, I have with me Monica Loausano. She's the behavioral health manager for um, for Driscoll Children's Hospital and together we started the program at CCISD. We've been there for over three years now. Do you want to share? Um, we have a one-page just executive summary of what the program has done in the past uh, for the past uh, academic school year. Um so overall um the goal was to really meet students and families where they're at and bringing mental health services to the school. We all know that the families um and or students spend the majority of their day at school. Um and
076it's oftentimes difficult for families to if they need to, you know, take their child to see a counselor or see get some behavioral health services. It's hard to break break away from your day, your your your work day to pick up your child, take them to an appointment, bring them back. Um and also the wait times. Uh we know that there are very limited uh resources in our community. We're probably the most underserved um in Texas in the south south Texas area with far as psychiat child psychiatrists um uh counselors, mental health specialists. Um and we also have very limited inpatient psychiatric beds. So that's something that we deal with on a daily basis at Driscoll Children's Hospital. Um so in part of the efforts to provide some support um this program was brought um
077and we have Dr. Peterson who was unable to be here tonight by the way. Uh she's our CE COO and this program is also very near and dear to her heart. She just has hip surgery just a few days ago. But anyhow, so we're here in her place. Um she brought this forward. We had uh we went into with CCISD like I said over three years ago. The program has had great success. um we were able to um I believe uh in the last year there was over 8,000 sessions provided to the students and the so we're in six schools for CCISD. We've expanded to GPISD. Um so Wosa will be our third school district we'd go into if you guys if it passes today and then we're also planning on going into Flower Bluff
078as well. Um so as um Dr. Moore suggested uh the mental health u specialists would be dedicated to the school. uh I believe you said middle school um and offer their services and the way it works is they can get referrals from the teachers um from um administration from parents um and uh so they can get referrals that way and then we get consents from the parents um and then once we have all that in place then we can begin seeing the child. Uh all the mental health specialists we hire are trained in um brief solution focused therapy um mainly to treat anxiety, depression, those kinds of things, but they are also trained um to do whatever is necessary. So if they need to bring in the parents and have you know family counseling or
079do some parent teaching with triple P, which is a positive parenting program that they will also be trained in, we also provide that as well. Um we um >> crisis intervention. So, if there's a a child who is having an acute um situation, um they will respond right away. In that instance, there does not need to be a consent because it is an acute situation and we don't want the child to self harm um or harm someone else. So, we can intervene right then and there and we work very well with our community partners, Bay View, um our hospital to figure out where the child needs to go to get the help they need and u we facilitate that transfer as well. um lots of followup uh with the student and the family uh with
080teachers. Um we've seen a lot of success in regards to academic performance to attendance. Um we also screen uh we'll when we get a child first in we will do screenings on them and we've compared the before and after after they've had sessions with the mental health specialist and they've improved significantly. Um we have great stories to share um from different from different students that we've assisted. Um so we're just really excited about the program. Um basically theou states that we provide the mental health specialist to us doso and all we need is in return is a space to conduct our uh sessions um coordination with the staff um with the administration um internet access um I think that's about it. Yeah. Um we are um in the future we do plan on um billing
081um students that have insurance but um it's not set up just yet. Um and if they don't have insurance it doesn't matter. We still provide services. So only if a student has insurance we may at some point in the future uh drop a a bill a professional bill. Um but at this time it's still we're just doing it for free basically. >> What questions can we help answer? >> Do you want to add anything else Dr. Moore? Um, no. Nothing that I can think of. >> All right, Miss Gonzalez. >> No, >> Mr. Adundo. >> Right now, this program is only for our junior high students. And if we have anybody like at the high school or elementary, we wouldn't be able to help help them at this time. >> I mean, we I wouldn't
082say we wouldn't be able to help. I think we'd have to assess each situation, but right now um based on the conversation we have with Dr. Moore, the need right now would be in the middle school. So, they would be based at the middle school. But we've been in situations like for yeah for GPISD um there the counselor is for middle school, but she also helps with their um their the credit recovery high school program. So, if there's kids in there that need some assistance, they're happy to take on take them on, help them out. Depends on their case load. um we don't you know they they can have up to maybe 30 students um on their case load at a time. Um so if there's room and and a child needs help or we'll
083look and we'll work to assist them and with the crisis intervention component you could intervene. >> We could intervene. Yes. >> So at what point do we contact them? Uh and who would contact them from the district? >> No, there there there's going to be a full-time person housed at the junior high. That's their full-time job. I ran into this situation about a year ago where a child on a Friday night started having suicidal thoughts >> in a situation like that where counselor or anybody has seen him or her. Is there a phone number that they could call to get in contact with you? And even though they haven't been assisted by anybody here at the district, >> this is something that is >> in dire need at the time because you never know when
084those situations are going to arise. >> Mhm. >> What wound up happening is my son had to go over and spend them with them >> as a friend and we got they got some other friends together to to to see what what was going on. And eventually it worked itself out and they got some some some help. But it was like it just sprung up on a Friday night. So, what do we do in a situation like that? >> So, there's a couple of options that you could do and we're happy to share our phone numbers. Um, myself, Monica, and then our director who couldn't be here tonight, Lisa McKenna, we're on call 247. So, we are always happy to answer a phone call and help direct and guide and provide resources or you bring
085them to Driscoll if it's a kid 18 or younger, even up to 20. Um I mean we don't recommend always coming to the ER like a phone call to us first so we can help um triage and figure out do they need to get so medical clearance if the kid takes something for example and they need to be seen by a doctor then they should come to Driscoll and get medically cleared and we will help facilitate a transfer to an impatient site facility. >> Yeah. It might be something that uh didn't start at the school or something and it was just >> Yeah. So, do you have something like a flyer that says in suicidal thoughts, whatever behavioral issues, if you can call this number anytime, that would be great to post throughout >> something
086like that. I think we probably do. If not, we're happy to supply something like that. >> Something that we could probably even put on our well, it's website, but it would only pertain to junior high for right now, but just a way to say call this number. >> Yeah. in in case you you need to talk to somebody. >> Sure. Sure. I mean, there's national hotlines, but again, if we're here, we're local, we want we want to help. We want to help our kids in our community, and we probably will respond a lot faster. So, yeah. Well, we can put something together and definitely share, but >> Okay. Thank you. >> All right, Miss Gutierrez, I see that it says it will not cost the district anything. That's a plus. But at the same time,
087I see well there might be a time when we will have to uh the insurance um Medicaid. Well, that's a state funed program. So that uh I'm sure that anybody has that will qualify, but those that don't have it uh then you would be billing their insurance. Uh so uh we're going to start it off as a free program. For how long? >> That's a great question. And um we so we utilize an electronic medical record called Epic. And so there's a component a part of that electronic medical record that is not built out for our mental health specialists to be able to u drop a professional charge. Um so whenever that gets built out then we will look at doing that. But it would still be um the parents will not receive a bill.
088It would only build their insurance for that particular fee. >> The parents would but >> they would not receive a bill. >> Most insuranceances do have co-pays which the parents have to pay. So the way it was explained to me and built out is that the parents would not receive a bill. We have so Driscoll has certain things that they can block so that the that the parent will not receive a bill. It's just the professional charge. So meaning it's not uh they won't be charged for like an office fee or anything like that where you could you would traditionally get a bill in the mail for that. >> Miss Moore and you find that only the junior high meets this program if that's what you discussed with them. >> No, that's not what I
089discussed. They were they offered us one position and they wanted to be at a campus. >> Yes. >> Okay. But we couldn't have like uh like the high school uh person come down to the junior high and get the help if it was needed because >> she was said there's some flexibility there, but they really want the person grounded in that campus. They want that person to also be able to connect with the staff. Um so they make referrals. Maybe even that that mental health specialist can help educate our staff. So they really want them grounded in one place, not to sort of be an itinerant person that's going all the way around. They even she talked to me about staying for after school activities and really being part of that campus. >> They want
090to be part of the campus and and you know you know it's an independent smaller school district. You have elementary, a middle school and a high school. Um so uh what the mental health specialists have done in other campuses is they can provide education to the staff to administration the teachers whether it's all together in one setting. I don't know how you guys gather if it's all schools in one setting every once in a while or provide it to high school middle school. Um but we provide educational material we provide um uh they've done so sessions they've done um they just want to be part of the community. did talk specifically though about DAP and um we'd be able to service my understanding was junior high and high school at DAP >> junior high and
091the DAP >> right the DAP students yes >> okay that would mean any students that that's a DAP even if it's a >> we would necessarily not necessarily do every single one of them but >> no just the ones that need help correct I got to know that miss more okay I know that I'm not that dumb as you think I might But I'm not um I'm saying if there's an elementary student at DAP and that student needs help then we would be able to go to the that student would be able to get help from the junior high counselor there >> because you know it's not only the the junior high that has problems. I know it's the school that we have the most problems with but it's all the different schools that have
092the problem. It's not just the junior high. We just target the junior high. >> Well, I think we just want to be impactful and if you try to spend spread yourself too thin, then that would take away from the impact. Obviously, my dream would be that we'd have a mental health specialist like this at every campus, >> right? And that would be ours too. >> Counselors uh at all the all the campuses like we were told we were going to get counselors at one time that would be doing >> We have counselors in every campus. >> Yeah. They do everything but >> they can they do some counseling. What these guys are going to be doing is like close the door 45 minutes. Don't interrupt me. Like a traditional >> counselors do uh what is
093it? The class and the all the books and all that stuff. That's not >> they really a lot of them don't books. >> Our counselors where we needed somebody we'd go talk to our counselors. Now a day our counselors are doing everything but counseling our kids. Well, they can. Believe me, our counselors do counseling. It's just that it's not close the door uninterrupted 45 minute. They do counseling lessons with groups. They do if a child um you know needs but it's more of a brief. It's not this like a kind of a model of this >> behavior but and this could you know be the start of something that can grow. Um but we definitely um you know our funding is philanthropy based um and we are working to find get some more sustainable funding
094um which is why the billing aspect comes in but we're also looking at some other things as well because our goal would be to have a mental health specialist at as many schools as we can um dedicated to really providing that service. Um but that's not to say that they won't help out with some other things in the school. That that's part of building those relationships and getting being part of the community. Um so uh but but their main focus is to provide those mental health um supports, >> right? The mental health support I think is that's what you're coming in for. I would like to see just that not like we have CIS do everything else. But you know my other question is do we have >> do we have the room at the
095junior high >> um >> for for this to take place in? >> Not a room that's going to fall down. We don't want you in there when it does fall. >> Perfect. >> Yeah. No, we got to be careful. Yeah. >> I have a question though, but teachers can also go to you. They have questions like they see somebody cut in. So, what do we do? Do we report it right there and then? >> Yes. >> Answer. Yes. But, uh, yes, teachers will always be able to and if they have a topic that they like for the mental specialist to prepare a presentation on, they're happy to do that. >> Okay. Mhm. >> with per what she just asked if there's a student that that the teacher or anybody in that campus hears that they're
096cutting themselves or or whatever they're doing to themselves, then they can give you the name and you can search that child out and try to get them help. >> They would they would they would immediately contact the mental health specialist um and have them Yes. They will go and do an assessment a full mental health assessment with that child. >> Yes. without the parents consent or >> if it's a crisis if if they're reported self harming then yes we can that we do um legally we can go in and do a mental health assessment because of the risk for self harm. >> Okay. >> Yes. >> You don't know if they're going to go home that night and then >> correct. >> Yep. >> Miss Jordan. Oh yeah. Uh whose idea was it to choose
097the uh junior high uh instead of the high school? >> I think they needed mine. I mean, I'll be honest. >> I didn't hear you. >> It was my idea. >> So, you uh I'm asking because I've gone through a situation >> with the high school student, you know, and uh >> just like Mr. uh Arodono said, some of the friends came in to kind of >> right >> help this child through the situation. And and I in my thinking and I might be wrong, the high school students tend to have a little bit more issues >> than the middle school >> from what I in my conversation. >> Yeah. >> With with some of them, you know, and uh I know we the middle school going to have issues too. No, I know. I
098mean again kids have >> I'm just trying to figure out how did we choose >> well I guess this is my thinking is that at high school not to say that your friends you know are mature or you know full adults but I think sometimes at the high school level if you have a problem and you talk to a friend that friend at least is a little more mature than maybe reaching out to an adult being able to support. I feel like at the junior high level a lot of times you're telling a you know a friend that's 12 years old they're not going to really know how to how to help you you know um and to catch some of these what we're what I'm seeing when we're you know it might be we're
099meeting because a kid's phone was taken up and then you just like open this whole and then Mr. Zabeta Dr. Christia will tell you huge and you'll be surprised at the issues these kids are dealing with that I think were more dealt with at high school are now being these kids are trying to negotiate this kind of stuff you know >> I would look at this as a preventive >> not to say we don't need it at high school it's just they wanted a campus to start >> I was trying to find out how did you come to that conclusion >> yeah so CCISD um sorry Mrs not to interrupt but for CCISD they looked at their threat of harm assessment and I believe you mentioned that the middle school had a high threat of
100harm to self and others um percentage- wise. So that is one data point that was looked at um when we had spoke months ago. >> Okay. >> Uh R.J. uh can say yeah >> again >> it's that doesn't mean the other campuses don't need support. I'm not trying to speak that >> what pattern of behavior is that the junior high has larger numbers of discipline and mental health issues than the high school shows them by the numbers. >> Okay, >> I'm saying that it's not at all of our campuses. It is because when you look at national averages right now around 35% of any campus are going to have type of emotional im uh emotional trauma going on >> and that's pretty standard across nationwide but look at that junior high it escalates pretty quickly
101and more >> kids that we deal with. >> Okay. >> All right. And basically we have to go by what administration is looking at as far as the numbers go and everything. Um I think I agree with Miss Moore. I think every school needs a a mental health specialist to focus on. Unfortunately, we have this three-year agreement uh if it passes just with one school. But at the same time, and I see that's how Gregory Portland started with the middle school also. But at the same time, like she said, it's a program that could grow. And hopefully we're going to move towards that to where if it can grow, okay, then let's do the high school next. And then at the end, let's do the elementary schools. Not to say that they have less. I
102I think in this day and age, the mental health issue is so big. It's just so big. It It affects our homeless people. >> It affects so many different populations. But we got to start somewhere. >> I think you said, did you say Flower Bluff also? >> Yes, we're going to go into Flower Bluff also chose their middle school, >> by the way, >> because I think that everybody's looking at the numbers. I mean, >> it's that age where the hormones and it's just it's a lot to deal with. Um, and then you couple that with social media pressures with, you know, stressed out home life and, you know, academics. It's it's a lot for these young minds to deal with. So, I think it's a smart choice to start there. Um and also um
103you in your middle school is fifth or six seven eight. Okay. So that's good. Um you know CCISD chose to put a few more in their elementary school which is not to say not necessarily um you know was a good idea as well. Um but we did see more um me true mental health issues probably in the fifth grader that fifth sixth grader age. Um, and I'll share a story with you guys, um, just as as we, um, wrap up here is, uh, we did have a fifth grader who, um, because she had been through some trauma in her life, was self harming. She was cutting herself. She started meeting with our mental health specialist and they started talking about what this positing coping skills look like. So, um, she had the mental specialist had
104this child draw a flower pot and flowers and and also positive affirmation words all around the flowers. um you know, I'm pretty, I'm special, I'm smart, all over it. >> So, their agreement was that um when she would uh feel this need to try to self harm, she would take out that paper and read those affirmations. And so they the mental health specialist working alongside with the teacher with the child they had an agreement that if she had asked to take a break and you know had in her pencil box she'd take the pencil box with her to where you know a bathroom or not take it out read it and she was not self harming anymore. So that was a one success story that I wanted to share >> and I think that's not
105to say that if we have these situations like you had mentioned Miss Moore and Mr. I mean Miss Jordan and Mr. Those need to be followed up on. I think those need to be reported to our campus principles to our counselors because that's not okay. Well, we don't have any anybody to, you know, help them with that. >> The existing counsel that we have, that's their that's part of their job, too. >> And we've gotten calls, R.J.'s gotten calls over the weekend. I mean, it's multiple times I can think of where a teach a a student maybe emailed a teacher. I can think of multiple situations. >> I don't think that that's dropped that that's still followed through. >> Teacher calls R.J. and they they're calling parents. They're I mean they're doing that on the
106weekends. Yeah. >> At the time I wish I had R.J.'s number. But to to on on your thinking, >> I guess a day or two later they did gets the help that they needed. So >> yeah, I just don't want it, you know. I mean, I think we all know that that's not dropped. that that is still followed up on. >> It wasn't dropped. >> Yeah. Because it it is it's it's critical and like she said, if we can do it, you know, something an assessment right then and there, they're going to do it. But we didn't have them before. But our counselors and our administrators, they know they know what they're dealing with, too. I don't think they're dropping anything like that. >> No, we unfortunately have to do those kind of referrals. Miss
107Rodriguez, what um you know, I see here CCISD has five elementary schools and only one high school. What grades are Travis Elementary School? >> They're all uh prek through fifth. >> through fifth. They're all prek through fifth. >> I I don't I would like to know what what justified that, but >> they they stated it was their threat of harm scores. Um but that's a change their threat of harm scores. >> Um so, but that's shifted a little bit. Um I think now we are in four elementary schools and um two high schools. So we they so after a year or so. >> So no junior high, >> no junior highs yet, but I think that's going to shift um because we've shown such such success. Um and then with the high schools, we're in
108uh Kohl's um which is a very high need high school and Moody um and they have been quite successful with those students. >> Great. >> Yeah, I was looking at that. >> Yes, ma'am. >> All right. Uh, are there any further questions before we come to a vote? Okay, I need a motion and a second for agenda item 4. I >> I'll make a motion that just that we take action on the schoolbased behavior health service agreement between Disco Children's Hospital Incorporated and West ISD for a term of three years. >> All right. A motion has been made by Miss Gutierz and seconded by >> I'll second. >> Mr. Audo. We'll go ahead and vote. Okay. >> Yes. Gutierrez. >> Hi. >> Jody Jordan. >> I >> Albert Riad. >> I Gonzalez. I >> Oscar
109Arondo. >> Hi. >> Rodriguez. >> I. This motion passes. 6. >> Thank you very much. >> Thank you very much. >> You too. And you have their room ready. Dr. Castillo, you have the room ready. >> Great. Good to hear. Okay, we're going to move on to the consent agenda. Let me see the item numbers. >> Agenda item um the consent agenda items are 5 A through C. A the approval of the board meeting minutes. Uh A1 is the special board meeting minutes Monday, February 2nd, 2026 at 5:30. A2 is the regular board meeting minutes Monday, February 23rd, 2026 at 5:30 p.m. 5B, the approval of the monthly investment report for February 28, 2026. And 5 C, the approval of the general fund financial report for February 28 26. And we have discussed uh with
110Miss Moore that we will have we will have the floor open for uh questions uh dealing with these items. Uh the last meeting we basically um discussed that we do need to ask questions. Uh but at the same time like Mr. Adono brought up please don't go down a rabbit hole. I don't want I think we you know we can't really question okay you bought 10,000 pens we want to know you know what was your reasoning be I mean I'm sure they know why they're going to use 10,000 now if you buy 10,000 pens every month yeah you're going to get questioned but let's not go down a rabbit hole let's look at let's start looking at the big picture because that is exactly why we came up with the monthly tracking system where we're
111going to be looking at the big picture of what expense got us out of whack for the budget so that we don't have a surprise on August 20 August 31st on why we have a $1.1 million deficit. Let's look at the big picture because I think >> those are kinds of the the things that the board needs to know. I'm not going to remember a big budget item that hit our budget that was not in our original budget that was made in January of 2026, but then I come to August and I'm yeah, I'm not going to remember all of those. I think that's uh something that this tracking system is going to help board members mind jog their minds to let them know that's why this is this is an accumulation of all these
112budget items that have hit our budget >> and we just we knew something happened in January. We knew something happened in February but we didn't. And the other thing let me just make it clear here. Yes, we were told the board approved a 7.1% equity payment, but nothing was discussed as to why. Okay. And Miss Moore, you know exactly why. I I think your whole administrators know exactly why that was done. Because when we're looking at the equity of our auxiliary getting paid between 12 and $13 an hour where they could easily get go to Walmart or go to McDonald's and do that, but no, they're choosing to stay here. So, we made that decision as a board that passed 70, I think, unless somebody was absent, but it passed. uh that was made by
113the board because we did it for the benefit of our employees. Nobody's going to be able to live nobody's even going to be able to live off of the $15 that we brought it up to, but it's something that we're going to continue doing when we can. Yes, it was brought up. Yeah, but 7.1 we can't couldn't live. So part of that $1.1 million deficit was that 7.1 equity. But I think and you have to look back in previous times and not only on uh West Coast ISD district. There have been times where the budget has been passed with a deficit simply because of the primary focus that we're looking at and not necessarily the fiscal responsibility because that is one of our responsibilities as board members. We have to be fiscally responsible for our
114district so that we can continue for years to come. But we had to make that decision and it was through a lot of conversations. It wasn't just, you know, let's spend this 7.1 and and bring about a $1.1 million deficit. That wasn't the reason. And we also have to make sure that the $1.1 million deficit is not attributed all to the 7.1 equity pay. So that's why this tracking system is going to let us know if we ever fall into it again in August. Oh, no, no, no, Board. You remember that 7.1 7.1 percentage that you gave? Yeah, that was a big chunk of it. But then you're going to list all those other expenditures that weren't budgeted for. But let's give the example, if we have a boiler at the junior high, 200,000, it
115has to be fixed because those kids cannot attend that school. we're going to we're going to spend that money. So, yes, sometimes we will fall into a deficit. Not to say that the board was being uh was not being frugal with their budget, but to say that these are necessary expenses and unfortunately we got hit hard. So, uh that is the reason why the board start asking your questions. Don't go to a rabbit hole. >> Okay. Where where what what are we using to ask the questions this year? This is last year. >> No, you you got this previously, right? You're sending it through the email. >> Yeah. >> What? >> Yeah. >> So, we're just >> bills. Oh, this little bitty one like that that we can't read. >> I don't have any questions.
116I'm I'm I'm uh I'm good. >> Okay. Well, Liz, if you're not happy with you, you got to let us know. I don't know. I don't know what you can read and what you What I do is I >> pick it back up. I widen it up. But if you want No, if you want Diane to to print it, hey, I want a print that I can read. It'll be emailed to you. >> It sucks >> because I do want you because I don't want to ask in August 31st of 2026, how do we get a $1.1 million deficit? You're going to know how we got to that >> because you've been looking at the consent agendas and you have been looking at that tracking system. >> And the tracking system is what she sent
117in the email. >> No, ma'am. It's being created by Dr. >> Gibson. >> Dr. Gibson, Miss Moore. >> Yeah, we're Thursday. Yes. >> And our CFO. >> That's from Casey. >> Yeah. Okay. >> So, if you do have questions, have them ready. If you're not ready this time, just have them ready next time because I don't want you to ask in August 31st, how did we come up with this deficit? Because we really being fiscally responsible means we knew how we came up with this. >> We knew. >> Do you remember the 7.1 when it was passed, >> Mr. Aondo? Yes, I did vote for that race. Um I I believe we started like in July discussing all this. My impression was that when we pass that race and Miss Mendes, Miss Moore answer this
118question is anytime we pass raises or give employees money or it's in our budget or not? Is it in our budget when we approve our budget at the beginning of the year? We we need a clarification on this because he had asked me that and I was like I think it is. >> Yes. >> So when we passed we decided as a board to pass the raises we included that in the new budget that we're going to approve for the following year. >> Correct. >> Is it included in there? >> Correct. >> Miss Mendes was a question. We passed the we passed the uh the raises for the employees right before we passed the the the the budget. Correct. >> Correct. >> So we included that that expenditure that we were going to expend out
119on the new raises. It was included in the budget. Correct. >> Correct. >> So when we did that, we didn't show we didn't pass a budget that wasn't balanced. As far as I remember, it was balanced. It wasn't going to put us one point whatever it was over budget. Correct. >> Correct. >> So, if it was included in the budget, how did we go beyond what was in the budget is my question. >> We probably didn't include it all or we didn't materialize all our revenue. >> Well, so which one is it? >> Both. >> Okay. Because when when >> and just to clarify the equity is one thing and the 7.1 is another item. >> I understand but both when >> no when you said it at the meeting you did call it an
120equity and then you said oh well that one was equity when we did it that the previous year and and then you said this was the 7.1. >> Yeah. They're two different things. They're both >> exactly but you still called it in an equity and that's what I'm talking about. equity took place two years a three years ago. the 7.1 is this current 25 26 >> regardless they're included in our budget right for us to approve saying it's >> not the full amount was put in there >> and why was it there because that's kind of deceiving to me when I pass a budget you're telling me this is all the revenue >> and this is all the expenses that we plan on having to the best of our ability >> correct Correct. >> Correct.
121>> So, we need to have accurate numbers in my opinion. I I voted for that. I mean, I voted for it, but I also wanted to see it included in our budget so that we know, okay, it's in the the budget that we're about to pass includes the races we gave. So that we know if we're gonna do all this, if we're going to do all this, we're going to be over and we're going by a million dollars and it's going to have to come from our general fund and we all know exactly what's going to happen when we approve that budget. So when we approved that budget, I was under the impression that everything had been put into it and that we agreed it's going to be a balanced budget. We passed one just
122for this year and it's not going to be a balanced budget. I think we're going to be over by 35,000. Am I correct? We knew exactly when we passed that budget. We're for the whole year we're already going to be $35,000 in the death deficit. And I made that very clear when I voted. This is gonna this is not a balanced budget. And I said, y'all said yes. So if we would have known that >> and you also asked if it was a sustainable budget and I said no. >> Okay. Correct. We did ask that and you could have said because of that this budget is not going to be balanced. It's going to be over by >> Well, it should have been caveed. >> This is nothing to do with Hold on. It should
123have been caveed with something to let the board know because if you're saying that some of that revenue was not materialized and would not be materialized. I don't think you heard that. I when I asked these board I said well I mean because I don't even remember was it a balanced budget and when you say well I give it to you every year every you know you gave us the consecutive ones. Well it's going to be different now to where yeah in the red or or it's in black. But to me, it should have been caveed to say you're you're passing a budget that it says because it's not in the red, you're saying it is. And the way you mentioned it the last time, it was a deficit, but you mentioned it as that,
124but when we saw it, oh, we have a balanced budget. >> You're saying, yeah, but the revenue hadn't been materialized. And what was your second thing that you said? You just said it right now. >> I I guess I'm confused. We said we'd get cons questions about this consent agenda. This is not anything to do with the consent agenda. >> No, no, no. But it has part of it to do with the agenda. As far as >> when we look at the question on the month, >> that's why I told you we were going to ask questions. >> For the for the last month, we had X revenue and we had X expenses. We can start seeing >> correct. we're not getting the revenue or we're way over budget on instructional. >> Right? So, I
125think those were the questions we were going to ask. >> Right. I think >> but if we know ahead of time that we're going to be one point whatever 1 million over, we can start saying, "Yeah, we're trending toward that 1 million told who we're going to >> and I think the questions with the consent agenda are and this is what Olga had prepared. Here's how much revenue balance and you can see that in the report she and we'll simplify it and work with it with Mr. uh Greg Gibson on the form that you you know you think would be useful. Here's the revenue that we have received thus far this year. Here's our expenditures and if we have more expenditures for revenue, what is our plan to make? >> And that's why I asked,
126can you tell us when the state is going to give us the money? because we might say, "Well, we're missing $2 million of revenue this month that we're approving, but we're going to get in two weeks those $2 million." So, we can say, "Okay, we're going to have a bounce back." >> Correct? >> You know what I'm saying? And that's why I always keep asking when do we get paid the money from the state? Because when I see that and I say, "Well, our revenue is 1.5 down, but I don't know that she's got money coming in in two weeks." But if we know that, oh, it's coming in in we have kind of like a schedule and we can say, okay, well, that money's going to bounce back. We're getting the revenue. We didn't
127get it this month because it ended on the 30th. We're going to get it in a week or so. So maybe on the 13th when we have that first budget meeting um we can give you an overview of how our because the money comes in through t through taxes and sort of give you an idea of when that money comes in through taxes and then when the money comes in from the state it comes in monthly right beginning in September but it's they don't in again when we'll we'll just share that information I think in detail >> that's exactly it's just a matter of communicating to say that passing this but your revenue is not being materialized >> and it's going to be discussed on C miss Moore the approval of the general fund financial
128report because we're having it on a monthly basian which I think she's already be been giving it to you but w will we be a month behind >> no I mean you'll get it and the other thing This is just an offer is um the suggestion that Dr. Gibson had was any you know I meet with Miss Rodriguez in detail about the board packet but perhaps um again this is an offer um that if any of you I'm I would be available to meet with you individually like before a Monday night board meeting for 30 minutes an hour whatever you want to go over and have and answer any questions that you have and I'm flexible I know you know whether that's virtual it's a phone call >> do that but you're going to do
129that at the regular board meeting because I want the whole board to hear it and not say, "Oh, well, Miss Betetta's called and I gave her that in." Okay, she has that information. You're going to >> I'm just saying if a board member wanted more detailed explaning, Miss Did anybody come in? >> How'd that work out? >> Okay, I'm offering it again. >> My my opinion on that is this is a public meeting set every month for the public of our community. So why are we going to come knock at your door and say we'd like to talk to you about this item? >> But she's just opening the door. >> I'm saying if you had questions that you wanted further detail >> so that way when a lot of boards do that. So when
130we go to the board meeting, we're doing the business of the board, but that if you guys have questions that can help you make decisions in more depth. That's all I'm saying. >> More one of the things I would always ask is takes pull would make us money. Right now we're at a little over a quarter million dollars. Correct. And I would always ask, is that money going towards our general fund? And I will say yes. Yes. From both of y'all. >> It is going to the general fund, >> but it gets used right away. >> It's not going towards a fund balance, but it's going to >> Maybe I asked the question wrong. Maybe I should be I should have asked because a lot of times I think I was treating >> Wait, say
131that. It's not going to a general fund, but it's going where? >> It is going to the general fund. >> It's not going into our balance fund. our our >> fund balance >> our fund balance and I was always under the impression that that money when I asked the question and I'm I think I asked it wrong was money that we say okay it's here uh we h haven't budgeted it and it's going into our savings and I think I asked the question wrong >> like you want it to go to a specific account like save it for >> I was always under the impression that if it was uh it money. It was going there because we we didn't budget it in our budgets, >> but it was being budgeted in there, >> right?
132>> Okay. Uh so next week, I mean next board meeting, which is the monthly board meeting, we will be discussing that uh tracking system. And that's why I said Miss Moore, I know Mr. Gibson said, "Well, I don't think because you uh Mr. Gibson is is not Westo." So, so we will have the tracking system in April. >> He didn't say that we couldn't have a tracking. >> No, he said you couldn't. He said you you don't want to have it coincide because we are we're getting prepared for another budget and he said you really you don't want to and I didn't get to answer it because he just went on but no, we will have the tracking. >> Yeah, I think we had agreed on that. >> Exactly. So, so my last question will
133be we're working on this new budget. Are we going to include everything in there? >> Best of our ability, but again, when I >> when I shared But >> but what I we'd like to say again as we're doing that is that we're going to have to make some hard decisions. >> And I understand that because if >> I think we've always been in agreement with you on that and we have backed you 100%. We never said no, you can't cut athletics or no, you can't, you know, cut a spat or whatever. >> But the thing is that we need to be made aware of all those little footnotes that you're not putting in there because the board does not remember. I'm not the CFO. The board does not remember what happened in September when
134you didn't put the whole 7.1 because you said not all the revenue would be materialized by then. I don't know that. I don't know any of that. If we know that the revenue is trending where it's not going to be there, >> why did you say on Monday we're going to start cutting tomorrow when we should have been cutting >> six months ago is >> well I just wanted to be made aware that that's how transparent we need to be because Miss Moore it is not normal to find out in August and you may say well the board was very much aware of these numbers. Not the way we're looking at it. Not the way you're presenting it. It is not normal for the board who is supposed to be the fiscal people that are
135responsible for this budget to find out in August that we are we were at a $1.1 million deficit. No matter of you passed it, the board passed it. No. So, make it more transparent. And then then even then cuz I already told you why. It wasn't that we were not being frugal in spending that money. There was a definite reason because we know our employees were struggling. There was a definite reason to do that. Now, should we do it on a yearly basis? No. I know. And Miss uh Mendes, you made it perfectly clear. You you cannot sustain another equity pay. You cannot sustain another raise. So, be aware of that. And you're right. You're right. And you brought it to the attention of the board that it cannot happen again because we had a
136$1.1 million deficit already. And so I want to be perfectly clear and I want to have this information because not everybody understands financial reports and that's what I'm look we're looking at and I think this board has done pretty well. But being hit with that information in August and I wasn't at the meeting either and I wasn't aware of all the other stuff either. Not not to say that y'all didn't provide the information, but we also have lives too as far as Westo is not my life. I have other things that I have to do with my family. And I I agree with them too. They also too. I I want I just want to make it perfectly clear to the board. It's still your responsibility to be frugal in our spending. It is still
137your responsibility to let everybody know this is why I'm voting how I'm voting. But it's not going to be it's not going to be an easy responsibility when we're not as transparent as we need to be. >> When we get these monthly things, it didn't stand out. So, is there something we I missed? Uh was it maybe some grant money that didn't come in? because we we would have been able to see these reports that we're on right now and say we're already half a million dollars in the hole. We're already in the middle of of the year and we're half a million dollars in the hole. I wasn't able to see that. So, like she said, we don't know the financials. I know enough to read the stuff and understand it a little bit
138and it's complicated, but you can pretty much tell we're half a million dollars in the hole. Yeah, >> halfway through the year, but I never saw any of that until it hit us. >> Well, because >> at audit time, >> I know things are going to come out. >> We understand because when we when even when we have if you have to go out and and redo an AC or whatever, then it's a capital expense and then you come to the board and say, "We're going to have to do a budget amendment." And that never happened throughout the whole year. Usually when we're going to be over the budget that we pass >> several amend amendments last year have to bring a budget amendment if it's not in the original budget. >> Yes, they do
139bring the budget amendments. >> We are going to we heard that we're going to work >> I understand that but when we >> but he's saying it like let's say you have a checkbook. Let's say you started out with $200,000 in January. Well, in September when we do the start out the budget, you got hit with a 7.1 equity uh pay plan, whatever. It's going to cost you I don't even think it was How much was it? It wasn't a million dollars. >> The equity that was done three years ago was half a million. Then you have the 7.1. I didn't figure out that 74. I was given that seven. So, I don't know what that cost, but that's going to be over. >> Figure out the 7.1 equity pay for our employees. >> Yes,
140the equity pay is was given three years ago. That one's half a million. So, it trickles for three years. That 7.1 is a whole different amount. >> Okay. So, the one that trickles for three years, you're saying that that half a million 500,000 is divided into three years? >> No, it's not divided. It's ongoing >> every year. Oh, because of the recurring. >> Yeah, >> but but the other one wasn't factored into our budget is what you're saying. >> I can't answer to the 7.1. >> Okay. >> She can't answer to the 7.1. I don't know. >> Where did >> Okay. All right. We'll we'll discuss it some more. Um you're I'm just saying I mean um Well, let me let me go back to the checkbook. So yeah. Okay. We had the 500,000. You
141said it's recurring for three years. >> No, Matt. I said it's re has reoccurred for three years. That's on for the life of whatever those employees are here. >> Oh, okay. I was going to say just why just three years. Okay. >> No, no, no. It started three years ago basically. >> Okay. But still, let's say you had you had your budget amount 10 million. you have the 500,000 because we gave that equity pay. That's you're going to say it's going to keep going on and on and on until we have so many employees. So let's say you have 10 million minus the 500,000 that 500,000 is materialized that first month. It's September. Help me understand that part. >> No ma'am is divided by 24 payments. Mhm. >> 24 payments >> every >> But but
142when we approved that was that 500,000 uh in that was encumbered for that first year >> for that current year whenever the budget's being passed. It's put in there. >> It's encumbered. That says we're saving 500,000 for payroll. >> Correct. >> Because you said we're going to split it up in 20. So does that right then and there that does not give you a deficit >> for that three years ago you've rolled forward every year you're going to have now you're here a million point sum three years later >> right but for that first year >> we didn't have a deficit in the first year >> right so these are occurring because we recurring and we're and that's what you're saying it's not sustainable >> that and Then this current year expected worse because now
143in addition to the equity you have a seven%. >> Well those those numbers you got to make it clear to the board that these next three years when we first got it you're going to be hitting 500,000 to your general fund >> your annual budget. Yeah. >> Yeah. The board doesn't understand it like that all the time. Uh uh Mendes, you've got to explain it to us. And I I know where you're headed. I know, you know, in the previous uh years, not you, but there were CFOs that didn't have to explain it to you and they let you know what >> but we are we are fiscally responsible for this budget and you will explain it to us because we got to be able to understand. So let me re reiterate again. we're gonna
144be able to understand because we're not gonna be caught in August 31st with a 1.1 million that we're all saying where did it come from >> and then then the support we're asking is as we are making hard decisions to support us >> you're not because we can't we're not going to make make payroll if we continue this way. So >> then put it down. Put it down as a footnote on every month when we're doing the tracking system. You're going to put it down so that we are all made aware we're not making payroll because what you're saying is that next month our employees might not be paid or in three months. >> In three months maybe. >> Yeah. That's what I'm you need you need to let the board know that so that
145next time uh and like I said it wasn't a matter of we're just going to do it because we we wanted frugal spending. We're going to do it because we had been telling our employees that hopefully we can go up to $15 an hour. But you have made it very clear and I'm glad you have. But you also need to make the other expenses very clear to let us know that is why >> 100% of this is payroll 100%. we have cut on the other side whereas frugal if you look at their supplies you look at that they're very minimal >> we've I've seen that part of it we have seen where you and Miss Moore are nitpicky about what y'all spend >> and then we get a surprise so now that we know that
146it's the labor now we know what we where we need to focus on >> we know we're probably not giving a raise this year we're probably not giving a raise next year because we are falling so behind because of those recurring expenses but you've got to put it in our heads, you've got to put it in the heads of board members that yeah, you're going to have a recurring expense of 500,000 >> and in addition since you passed the 7.1 last year, that's going to be in addition to the 500. >> So, and so again, you know, going back to that, we'll lead into our next presentation about some hard decisions we're going to have to make about staffing. Thank you. >> And again, we're going going to be uh discussing it and board members,
147you will have that information for that agenda item C so that you will see the financial report >> going to be tabled then. >> No, we got to we we're just going to keep going. >> Well, I mean basically for C the consent agenda is just saying this is how much money we have, right? >> Yeah. >> The other one will just have the tracking system hopefully. All right. Do I hear a motion for agenda items 5 A through C and a second? >> I make the motion that we accept um as presented A through C. >> Okay. A motion has been made by Miss Gutierz and seconded by Miss Jordan for agenda items 5 A through C. We'll go ahead and vote. Misses. >> Charlie Jordan. Hi. Priscilla Villa Albert Riad >> I Gonzalez
148I Oscar Edundo >> nayama Rodriguez >> I this motion passes 42 >> who miss Jordan >> Jordan can you make sure the AC is on till after 5:30 because we are here and I really don't like to be sweating >> that we don't have to >> has made the motion and it was seconded by >> okay we are moving on to agenda item or Miss Moore can you please make sure that that AC is mosquito >> I don't know there's a mosquito will admit. >> Here we are. >> Okay, let's move on to agenda item six. The items for discussion, deliberation, andor action. 6A is the presentation and discussion regarding the balance scorecard priority to report, attract, develop, support, and retain highly qualified and effective staff. Miss Moore, Miss Gomez, and Dr. Detta. >> Okay.
149So, again, the purpose of this evening is just, you know, we're not making decisions at this meeting right this minute. We're certainly not going to talk about specific people and we have to be careful because sometimes when you talk about positions in the district, you're you are talking about people. So, I just ask that we're super, you know, just careful about that. >> We're talking about the superintendent, you'd be talking about me. So, you know, just a caution. Sometimes we get into talking about whatever it is. >> Ask about a certain class because then we'd be talking about that teacher in that class. So, we might as well not ask questions. >> Well, you're not allowed to talk about that's part of this that's Kim Moore's rules in Texas. And if you're talking about individuals,
150it has to happen in close session. >> Well, but she'll be able to discuss that at our budget meeting. Correct. >> Of course. Yeah. So, you'll have your >> And then contracts as well. Right now, the point is just for y'all to get a big picture. I mean, a big picture and a specific picture of what staffing looks like at each grade level, but we're not again um talking about individual teachers. That's all I wanted. >> Those are happening at the budget meetings. >> Okay. Good evening. I'm going to begin with the with John F. Kennedy. Our enrollment at John F. Kennedy right now is 362 students. In prek kinder, prek kinder 3, we have 14 students. The enrollment is 14 students. There's one classroom teacher, so it's a 14:1 ratio. Prek kinder 4, we
151have 99 students enrolled. We have five classroom teachers and it's a 20 to1 ratio. Kindergarten, we currently have 128 students. We have seven classroom teachers and it's 18 to1. Our first grade we have 132 students, seven teachers and 19 to1. Our PE carries 362 because all of the students are filtered through PE through the physical education class. We have one teacher and there is two pair of professionals in that class in all the PE classes. And then our music is the same thing. That's 362 students. We do share the music teacher with uh elementary campus. So it's a 0.5 West Elementary has 543 students. That is our largest campus. In second grade, we have 141 students, seven classroom teachers with a 20 to1 ratio. In third grade, we have 144 students enrolled, seven teachers, and
15220.5 ratio. Our fourth grade class has 153 students, seven classroom teachers, and a 22 to1 ratio. And our fifth grade class has 123 students. We have six fifth grade teachers, and it's 20.5 ratio. Our PE class, of course, they run they filter 543 students to the PE through the PE classes at one point. And there is one there's two class two PE teachers and one parah in elementary. And then our music teacher of course we share with John F. Kennedy and they do have that 543 students that are filtered at one point or another through the music class. And art is the same thing. Art is 543 students. We do have one full-time teacher at the elementary for art. So that helps those numbers. It west as a junior high. We currently have 354 students
153enrolled at W uh junior high. Sixth grade we have 135 students. The day is composed of six periods. Those are our core classes and the ratio is 22 to1. In seventh grade we have 133 students. Again we have six teachers six and we have a 22 to1 ratio. And our eighth grade class is 125 students with six periods and 21 to1 ratio. The electives at Westchester Junior High in art, we have 105 students that are enrolled in our art classes. There is one teacher, six periods, and it's a 17.5 ratio. Our AVID teacher has 99 students enrolled. Of course, one teacher in six periods, which is a 16.5 ratio. Band has 122 students. We do have two teachers in band. Band has five periods at the junior high and it's a 12:1 ratio. Our health
154class has 100, excuse me, has 80 students enrolled, one teacher, four class periods, and 20 to1 ratio. PE and athletics. We have 354 students enrolled. We have two teachers, six classes and a 29.5 ratio in those classes. Our ROC has 26 Westo junior high students enrolled. There is two teachers, two class periods of junior high students and it's a 6.5 ratio. Our Spanish teacher has 102 students, one teacher, six class periods, and 17 to1 ratio in his classes. Tech app, we have 138 students, we have one teacher, six class periods, and a 23 to1 ratio. In our theater arts and choir has 48 students. Of course, we share this teacher with the high school. They have three periods at the junior high, three periods at the high school, and it's a 16 to1 ratio. We're
155going to go on to the high school. High school has 462 students currently. They have a five teachers for math, which is a 15 to1 ratio. During the sixth period classes, the six periods, our science has, of course, 462 students. the sport science teachers and it's 19 to1 ratio. Our social studies has four classroom teachers and once again a 19 to1 ratio and our EL has five teachers and we have a the teachers have a 15 to1 ratio at the high school as far as the core classes are concerned. electives. Uh, art, there's 110 students that are registered to our art class. There's one teacher and her ratio is 18 to1. AVID has 101 students, one teacher, and 17 to1 ratio. Band and mariachi, we have 126 students. We have one full-time high school teacher,
156three teachers during first period, two teachers during second period, and it's a 14 to1 ratio. And again, we share stu we share teachers with Westo Junior High at this point. >> And the I think the 126 actually also includes the other like um what's the class Miss Garcia like uh music appreciation. So it's not we don't obvious you're like where are those 126 students in the fall but that does include students that are taking those music appreciation class. Our business class we have 97 students taking business one teacher and it's 16 to1 ratio. Culinary arts there is 61 students enrolled one class one class is two periods and it's a 12 to1 ratio. Our education and training there is only twi there's 25 students that are taking the education and training class. It's 0.5 of
157a teacher of course we share that teacher with other courses and it's an 8:1 ratio. Engineering has 90 students enrolled, four classes of engineering, two classes of physics and her classes are 15 to1. Graphic design, we have 68 students, one teacher and 11, the classes are 11:1 ratio. Health science, we have 83 students currently taking health science, we have one teacher and the ratio is 14 to1. PE and athletics, we have 157 students, two and a half teachers, and the ratio is 10 to1. An ROC, here's where we share the ROC teacher with the elementary. There is 33 students at the high school that are enrolled in the ROC classes. There's two teachers and they teach four periods of ROC at the high school and it's 4:1 ratio. Spanish 106 students one teacher and the
158ratio is 18 to1 our theater arts choir teacher 54 students again that's a 0.5 that person is there half of the day because of course we share the teacher with the junior high and it's an 18 to1 ratio DAP we have two teachers at DAP our numbers fluctuate depending on how many students or been being recommended that particular month. So our numbers fluctuate >> On average we probably are averaging 15 20 between 15 and 20. Half will be middle school students. Some of them will be high school students. I want to say right now we have like 14 junior high students and three high school students. >> That's uh per month. >> Well it all depends on the placement. Some of them are given 15 >> coding like every week is our average. What what
159I asked >> right? Well, it like I said, it all depends because some students may have a 15-day placement, some may have a 40-day placement. Like today, we I know that two students are going back tomorrow, but we have probably three students coming in from the junior high. And so, it fluctuates. So, we really can't. It all depends on what is going on that particular week or that particular month at the campuses. >> Overall, the numbers are down from last year. Well, we the numbers are have have been down. I was actually talking to the teachers about that because last year by December we had we were probably carrying 32 34 students and >> what might you attribute that to? >> So there was some changes in vaping laws. I'm going to be honest. Um
160I mean that was a big that's really helped. Yeah. So when there was a mandatory any kind of vape first time DAP and they changed it where there's some discretion where you can put them in ISS instead of firsttime offenders being at DAP. Do >> you think that's a deterrent? maybe if they didn't have to go. >> And I want to say overall, I think it seems like I don't know. I feel like overall there's a little bit less vaping than what we've had in pre high school than we've had in the past. So, >> a little bit less. I'm not saying that, you know, there's been the cure. >> So, I am going to turn this over to Dr. Ria for the special education. Yes, ma'am. >> I do have We're going to ask
161questions on the enrollment. Okay. And we know we cannot ask specific questions on people or on teachers, but we can ask questions on enrollment. So I think that we need to start looking at that first. Uh as far because you and I discussed it, Miss Moore, at this last meeting. So if we're looking like at the elementary, we know what are their ratios 22 to1, right? So we're looking at those, we're looking at they're pretty much where they need to be, >> correct? Yeah, because obviously I mean uh Miss Carpenter and I were talking about this today. I mean the kindergarten is the lowest but if we cut them down I mean we still but if we were to cut a teacher then you're going to be right at the 22 to one and then
162you get one more student and then you're in a in a bad >> and we're also looking at I mean early childhood that those are the foundation years you better have that good foundation in order to be productive at WOE. So I get that part. Uh but when you come and the the same with the elementary well that includes Miss Carpenters and Miss um Davis when you come to the junior high again what's the junior high? They're they're a little bit higher or what you have to one or something like that. Yeah. I mean we we've never been anywhere near that but I think I think it's >> but I think I mean Okay. give me your perspective because I know we're struggling so we wouldn't want to up that uh >> well but again
163we have three teachers so you can't go down to two I mean you can't go any further >> well okay well explain your your >> you have if you have three we have about 400 students you have three teachers there's no way you could cut I mean we've cut at one point during co we had five in each core content we've cut it back to three so there's because of the size of the campus there's no way to cut that anymore. >> Right. And that that's what I want your explanation like she wanted to know your justification on why you picked the junior high. You need to have a justification on why we're saying well you know what the junior high we're probably going to leave it alone because we are struggling. We're already at
16422.1. What's six more students? We don't want them to struggle anymore. So let's let's keep moving forward. >> We can look at some of the electives in general but for core >> we're gonna look at now we're gonna look at your electives. You have two teachers for band 12.1 12 to1 ratio. How's that? I mean I'm just saying if if if you're looking at cutting and you're looking at making significant cuts that you know don't just tell me well we're going to you know eliminate their supplies you know they can't you know spend this $500 or whatever. Uh th those are the big pictures and I'm not saying tell me now, >> right? But but you're looking at stuff like that. >> Absolutely. >> I mean 12 to one you got a pretty good >>
165right >> easygoing class. You >> right. No, it is >> I think you can up that. >> We've had this conversation. >> I know you have. That's why I'm saying that that's what you need to let the board know that you are already looking at that. >> Okay. >> Oh, wait. I'm not done. Okay. And then ROC, that one when I got into it with Miss Moore, she made me understand. Yeah, but those have requirements. You can't you have to have the two teachers. >> And we're trying to build our program, >> right? >> So, let's give it >> a few more years. But if we're in dire straits next year, that's something that, you know, not all ISDs have ROS's, and I wouldn't want it to go. I I think it's a good uh
166learning experience for our students to to develop them and to get them ready for the military if though if that's the route they want to take. >> But I know that there's that combined that are close by to another district and they go to that district because they offer the ROC there. Maybe that's something that's used to do that. >> That's an idea and we need to put that out there because >> those are the kind of cups they're looking at >> for ROC. >> They don't have a number. Look at >> Well, then isn't weren't we on some type of notice from the government because we didn't have the numbers couple of years three? >> No, the notice was that you will have the two teachers. >> No, no, no. It was the number
167of we're we're required to have so many students >> were >> required um to have a certain percentage of you're right. So, how many students do we have altogether? You're >> go back and look at RTC. >> 26 at the junior high and >> 22 at the high school. >> 12 at the high school possibly. >> No, there's more than that. >> There was more than that. Go backward. >> So that's a junior high elective. ROC has 26. >> So it's it's not a requirement for one of the pathways, is it? >> So I think we're probably So the requirement was 10% of your population. I want to say um 26 + 33 I want to say that's what it was which let's just say we have um 400 junior high students and 462 high
168school 862 so that would be they would ideally want us to have 86 students >> and what do we have >> 59 >> 33 >> huh >> 59 >> it's just a 10% we can't again you can't make we have all these other options then you make them do it, >> you know. But no, we've not got anything. I know that RTC told us that a couple of years ago, but we've we've never received any kind of >> Yeah. >> So, we're still we're still sustained. We're still being funded even though we only have the minimum. I mean, we don't even have the minimum of what they required. >> They're still paying half their salary. >> Yes. >> Yeah. That's that's they they have it but they haven't kept up with our enrollment. >> I
169think the previous uh administrator had said that we were we had been on notice we had to get that they needed to go out to the junior high to recruit some more students >> um so that we could meet but obviously I don't think we're meeting the criteria >> saying they're not they're not even notified >> but they are doing recruitment. I know they came over, right? They they come over, they do the recruitment. It's just again the kids have you see all the different choices they have and so we can't can't wait. >> What's your ratio for the high school? >> Oh, it's tiny. >> No, no, no, no. You What's uh uh what can you how much can you raise it from what we have? We can't do anything because remember we have
170to have those two teachers. >> What two teachers? >> Our OTC requires that you have >> I'm going to the high school now and I want >> the same program. It's one >> math, the science, the social studies, the >> Oh, oh, I'm sorry. You're back to a core. So, go back to the core at the high school, >> right? So, you can see again where we there might be some efficiencies. So what is the the ratio that the state is giving us? >> Oh. Oh. Oh. Oh. Somebody want R, you want to look it up? I think I want to say it's like 28 to1 30 to1. That's not >> okay. I just wanted to to put that out there. So that that is another one that >> right >> the high school but
171of course the high school score to be I mean do >> are we looking at to where those scores are going to fall? because yeah, if you have a 15.1 as a teacher, I'm going to tell you that's a good ratio. That is a very good ratio. You can teach that class and you can be successful. Uh but when we want to up it because we need to >> save some money, make cuts, >> uh we go 28 to one, I don't think we would go that high because >> it's a big jump. >> It is a big >> actually looks like there is none. >> No, not sure they included. It says that for secondary there is none. >> What I'm looking at is that the it's for secondary there isn't. >> I thought
172it was 30. >> I was going to say there is one. >> Well, I don't know why I thought it was 30 at one point. >> Yeah. >> Well, I'd like to get >> Anyway, we're not anywhere near there. >> Well, we'll get a verification on that because I I >> what we just looked at is there isn't. >> There's guidelines, but there's not like absolutes. >> Okay. we'll get a verification on it and get the guidelines on it because if you're going to cut for the other schools, you need to think about cutting for the high school also. I mean, I'm not saying I'm going for it, but it needs to be equitable cuts. You can't >> Yes. >> Yeah. You can't uh just cut one school because you know that Oh, I don't
173have any I don't have any ratios for the high school. I think we have something, >> right? So, those are that's just what I wanted to point out that we're not going into specifics yet, but in the next budget meeting, I think we're going to start looking at preliminary work like that. Uh because >> did he not say that we were over staff for the amount of students that we >> Yes. >> So, he was saying that to us >> 17 positions throughout the district. So, not just teachers, of course, but >> but uh and and I know we And I'm nosy, y'all. I ride the district to see what's going on. >> Go ahead. But when I see a PE teacher sitting down on the phone >> and not interacting and this was at
174the junior high sitting there and and and saw me looking >> but but didn't get bothered up with it and kept all she did was turn her head and kept on her phone for the whole period that she was at. Now, that's what we need to look at. The teachers who's not performing and sitting there getting paid. And I saw one over here at the elementary at the elementary. He was sitting at there on the phone. And I'm like, I thought they weren't supposed to have a phone during that period. And and the kids are at there just running loose with actually with no supervision. But when you see me looking at you and you don't uh respond to me, that teacher needs to go. And that was at the junior high when I when
175I was up there. And I'd observed that for the whole period. And and I'm like, wow, is this what they do? >> You know, uh in PE is to sit there and let the kids just have free play. and they are doing what uh they want to do. And I observed that myself. Nobody told me. I observed that. >> Well, because we're looking at serious cuts. And if we're looking at serious cuts, we've got to be looking at >> you've got to keep your people that are going to perform and they they are going to do their jobs for our students. And we've talked about this previously. Uh it it's when you're looking at cuts. I I know and I know y'all are y'all are taking it seriously, but it's going to be a hit
176to the to the Westo ISD. So keep the people that are going to work for you. >> Yeah. Miss uh Miss Gutieras. >> Nothing. >> Okay. M >> next my only concern is the performance of Exactly. of the teachers. >> I do want to see these when we go to the budget >> core subjects. >> Yes, sir. >> For all for all the campuses. >> Oh, all campuses. >> Well, it would be But just just have it back in the packet. >> Yeah. >> Just make sure we have >> Right. >> That was the same thing. >> The same thing. Okay. Mr. Vial. Okay. Move on. Uh, all right. Social. >> I'll tell him. Is he calling? >> He's not on the thing. >> Good evening. I'm going to be reviewing the special education counts
177and services that our students current receive receive here at West Coast ISD. So, currently we do have 346 students that receive special education services. Of those students, the breakdown is at JFK there's 55, Westo Elementary 144, Westo Junior High 92, and Westo High School 55. From there there is a breakdown in regards to their students disability that they are eligible for. Now for here you will see that the numbers are larger than the amount of students that we currently do have. That is because some students can have up to three disabilities along with related services. So I'll go over the type of disabilities and then the total amounts we do have and then each campus is broken down so you could see how that rat how that falls. So for autism our total number is
17856, emotional disturbance 34, intellectual disabilities 63, specific learning disabilities 178, orthopedic impairment 5, other health impairment 70, speech impairment 127, visual impairment three, noncate categorical early childhood zero, developmental delay 8, deaf and hearty hearing one and our student that we do service at deaf and heart of hearing is provided services at CCISD still. For our related services, we have physical therapy, 17 students total, occupational therapy, 71, counseling with direct services, 12, transportation, 29. Now, the transportation is for the bus that the students are specifically picked up and receive that service through the special education bus where it picks them up at their home, brings them to school and back. >> Right. So to clarify, there's other others of those 340 students that get bus service, but that's just through our regular bus service. >> Yes.
179>> For our grade level counts at JFK, we do have the 55 in our EE, which is our early education 7, our prek 10, kinder 13, and first grade 25. West Coast Elementary of the total of 144, second grade 27, third grade 40, fourth grade 31, and fifth grade 46. Westo Junior High totaling at 92, 6th 37, 7th grade 34, 8th grade 21, and Westo High School at 55, 9th grade 19, 10th grade 12, 11th grade 13, and 12th grade 11. Now, as we move on to our special education staffing, it is broken up into the type of services that the student does receive per the teachers. So, our adaptive education classrooms, which is our ECSC, early childhood special education, along with our prekers, there is one teacher and one paraprofessional serving 11 students. Our
180adaptive education for kinder there's one teacher two paras serving seven students. Our adaptive education first grade has one teacher one parah serving 10 students. And our inclusion behavior support from prek through first grade one teacher serving 10 students. Now for our West Coast Elementary, our adaptive education is second grade through fifth grade. There's one teacher in six pairs with 24 students. Behavior intervention second grade through fifth grade. One teacher, two pair professionals serving 10 students. Resource prek through 2 grade inclusion second grade as well. There's one teacher serving 14 students. So they do provide services in both those roles. Inclusion for third grade, one teacher and one parah for 31 students. Inclusion for fourth grade, one teacher, one 23 students. Inclusion fifth grade, one teacher, one parah for 42 students. Our Wesoso Junior High School,
181our adaptive education is 6th through 8th grade. We have one teacher, two paras serving 10 students. Our behavior intervention classroom is 6th through 8th grade. One teacher, one parah, 12 students. Inclusion and resource service provided. There are four teachers providing inclusion along with one teacher that does inclusion and resource. There are two pair of professionals that support in inclusion and there are 84 students served within those two groups. Adaptive education for the high school services 9th through 12th grade. There's one teacher to paras serving 11 students and inclusion 9th grade through 12th grade. There's three teachers serving 36 students. for our dyslexia. As we have previously re reviewed, the law did change where dyslexia services is now considered a special education eligibility if the student receives direct support and has that specially individualized program and
182they need that instruction. So that was House Bill 3928. We are continuing to follow the laws in completing the screeners and treatment for dyslexia. All first grade is screened by January 31st, 2025 and kindergarten by the end of the year. Now for that, once the students do have their screeners, what will occur is a dyslexia committee meeting. We will meet together to review the scores that they did have along with observation notes from the teacher. From there, we'll review student work to see if the student is exhibiting characteristics of dyslexia, disgraphia, discalular, or any related disability to dis dyslexia. And we will determine if the student will move forward with additional special education testing for a referral. So the evaluations, they must qualify for the eligibility just as others do within special education. So we
183do follow the flowchart flowchart which will let us know is the student going to receive additional testing or is the student going to remain on receiving interventions. During that time we do review all that information and make the determination for the referral if needed. We currently still use the reading by design program. From there the students do have groups that meet anywhere from four to five days per week. The minimum is 30 to 45 minutes and the group should not exceed six students within the elementary or eight in secondary. The teachers specifically work on the skills and follow through the program on the different levels depending on the student individual needs. The students are grouped based off of ability depending on what level they fall on and supports needed. Specifically for dyslexia, we do have
184118 students identified with an eligibility of dyslexia. JFK, we have three. Westo Elementary 62, Westo Junior High 39, and Westo High School 14. for a breakdown per campus and per grade level. JFK, our three students are in first grade. Westo Elementary, second grade has eight students. Third 16, fourth 15, fifth 23 for the total of 62. At Westo Junior High, sixth grade has 18, seventh grade 14, 8th grade 7 for the total of 39. West Oso High School 9th grade has four, 10th grade has six, 11th grade has two, and 12th grade has two for a total of 14. our staffing specifically for dyslexia. We do have one teacher that services JFK and Westoso Elementary, one teacher that's specifically for Westo Elementary, and then one teacher that supports at Westo Junior High and Weso High
185School for a total of three teachers. That's an overview of our special education counts and along with our staffing that is providing support. All right. And on this one, uh I mean I I really do you have rate ratios for dyslexia? Like you have amounts that they tell you you can't go over? >> Yes. So for in the elementary the groups can't be larger than six. and then at the secondary >> teacher >> per group. So it would be as they bring them in. So say someone's on a volume one then they can only have six at a time working on those volumes >> and you accommodate all that with your scheduling. >> Yes ma'am. We've been able to >> where you're meeting that six. >> Yes ma'am. We're meeting the requirements. >> And what
186about the junior high and the high school? >> The junior high as well and high school we're meeting requirements. >> I know. But are those at six? Those are an eight. That's the max number you can have. >> Okay. >> Um, Miss Jordan, do you have any further questions? Miss Gutierrez? >> No, ma'am. >> Mr. Adono, >> you mentioned, uh, there's some students that need to be picked up at their houses. >> So, um, is there a budget from your budget for for transportation? >> Yes, we pay transportation costs. I think I had heard that. Joel is that it >> miss uh Gonzalez. >> Okay. Can you tell if Mr. Aron um Vel has left? We need to tell him. He needs to announce. Okay. >> Yeah, he he left about 7:50. >> Oh, Byron's
187here. Okay. >> 750. You said >> 7:50. Yeah, because we need it in the records. Okay. All right. Thank you, Dr. Rietta. >> So, in your opinion, Miss Moore, are you looking at staffing reductions for SPED? >> Um, potentially a couple of positions, but obviously we're not I'm not recommending in any situation where we're going to be um >> where >> we're still going to be in compliance with state guidelines. >> Six or that eight? Uh, >> yes. >> Absolutely. Okay. Okay. >> All right. Thank you. >> All right. And so we're done with the staffing or what what else is >> Okay. All right. That was a discussion only item. We're going to move on to taking action on the approval of the low attendance waiver for January 17, 2026. This is agenda item
1886B. >> January 27th, 2026. >> Oh, they put here 26. Oh, >> 2026. January 27th, 2026. We're asking for a waiver for that. That's >> what I said. January 27th. >> Say 17. I'm sorry, ma'am. >> But I have a question on that. >> Okay. No, I I'm just bringing it up. Let Let me announce it. >> Okay. >> Agenda item 6B. Okay. Miss Gutierrez >> on that January 27th um what was it that why did we have I mean the kids didn't come to school obviously we had a low attendance but >> it was extremely cold if you remember and so we had to have a two-hour delay just to get the buildings warm. There was some questions whether um pretty much all the pretty >> How about on the 26th? How was the
189attendance on the 26th? I believe the 27th was a Monday. >> Monday. >> It was a Monday. It >> was a Monday. >> Yeah. 2026. I have it on a Tuesday. 27th. >> Okay. Wait a minute. Yeah. January 27th. Isn't that 2026? >> Oh, then maybe the weather came in on a Tuesday. >> Oh, because I think you all had gotten the authorization for that day since it was or you did a a twohour date. >> Did we write the wrong date >> or cancel? >> Did we write the wrong date? Can somebody >> I have it on a Tuesday, January 27th. >> Did we have a teacher work day the day the day before? Something happened. >> It was going to be cold, so they either did the two-hour delay or they they canled
190school. >> I wonder if we got did we get the wrong day somehow? >> Okay, so we had a two-hour delay and >> correct. And then if you guys remember there was an additional challenge because um there was some reports at the WOE there was some police action going on there with um somebody that was um trying to run away from uh enforcement in the community. So then we also had like I because I was here there was additional parents calling because there was like a police chase going on. So, and that was happening right about the time that students were required to report to school. >> Why do we need to I mean either it was too cold and we didn't have the kids come to school and they came in late or it
191was because of the police. If it was because of the police then that doesn't make us to get a waiver for that day. the the you get a waiver if um if your attendance on that day was more than 10% different than it is um within the average for the year or as well as you have to submit data on what your attendance was the year before on that date. So when you get that waiver it means they're not going to count your ADA for that day and we would want that to because if we count the >> count our attendance for that day it's going to hurt our funding. Yes. >> Okay. So, on January 27th, 2026, there was severe weather. >> That's what you're telling me? >> Guess what? Uhhuh. >> There was
192severe weather. >> We had a 12 everybody. Some some some cancelled. >> Some canled completely. >> We stayed open. >> Yeah. >> Okay. So, we had but then but we still had police out there running around with somebody and we had parents over there. It just so happened that that happened that day. >> I thought that was a different day. I I I thought that was on a different day. >> No, it was definitely because I got here and I I think I got here before Janice got here and I was at that phone and parents were calling. I'm 100% sure it was the same day. >> It was just before 10:00. >> Yeah. >> So, the waiver gives us u my memory. >> It just takes away that day. They won't when they're counting
193your like their average daily attendance. It just kind of removes that day from the equation. What was our attendance on on um Hold on. What was our attendance on February the 24th? >> Um I can look that up. It's >> Tuesday also. >> February 24th. Mhm. >> I just want to compare because if we had 53% on February 24th and then we're going to ask for a rate. >> No, we have n we've never we've never had 53% ever other than for a weather day. Um but Miss Garcia, do you have a computer? You want to look up what it was? February 24th. My phone is Yeah, we collect attendance every day so we can >> What? What do you want to know the difference? What >> I want to know if in February 23rd,
194which is a Tuesday, >> she wants to compare a Tuesday from February to a Tuesday of >> We We're not asking for a waiver for February 23rd. We're asking >> We're asking for a waiver. We're going to ask for a waiver. >> Compare a Tuesday to a Tuesday. >> Don't worry about it. Don't worry about it. >> I want to know your reasoning, girl. I don't >> Well, because I mean, here we are >> telling you the year before it was at 92.4% on that same day. >> Freezing on that day or so. Well, they say it was freezing. I don't >> freezing, >> man. I don't know. >> Freezing to you. >> We have to submit actual data from the weather station and stuff like that. They're not going to accept our waiver. >>
195Freezing for you guys. >> Okay, we're going to go. We're going to move on. >> All right. >> Okay. So, I already lost my train. I'm ready. >> Thank you, Miss Rhonda. Okay. So, is this take action? Yes, it is. So, I need a motion for agenda item 6B and second it. >> I make a motion to take approval on the low tenders waiver for January 27, 2026. >> Second. >> All right. A motion has been made by Miss Gutierz and seconded by Miss Jordan to approve uh to vote on agenda item 6B. >> Miss Gutz, >> I'm against it, but I'll vote I. Shirley Jordan I >> Alberta Gonzalez I >> Oscar Donto I >> Rodriguez I this motion passes five >> All right we're going to move on to agenda item 6C's >>
196discuss and consider taking action on the TICS certification form for the 2627 school year. I don't think >> so. Good evening. This is just a requirement that districts certify that they have programs that meet 100% of the TEACS and uh we need board approval so that we can get our EMAT money and purchase these um instructional materials that are >> what is that money called? The what? EMAT. EMAT. What does that stand for? >> Educational materials and technology. >> Oh, the material. Okay. And that's like for all the teaching or just for like the scar testing? >> No, you all teaching. Yeah, >> everything. >> Yes, ma'am. >> Gordon, I'm sorry. Miss Gutierz, are you done? >> Oh, yeah. No, I was just asking u uh asking what is >> Mr. >> No questions. >>
197Thank you, >> Miss uh Gonzalez. >> Thank you. >> All right. I need a motion and a second for agenda item 6 C, the TE certification form for the 2627 school year. >> I make a motion that we accept the TE certification form 2627 school year. >> Have a second. >> Okay. A motion has been made by Miss Gutierz and seconded by Miss Gonzalez for agenda item 6C. Let's go ahead and vote. Liz Gutierrez. >> Hi, >> Charlie Jordan. Hi, >> Priscilla. Albert Riad, Belinda Gonzalez, I >> Oscar Alonzo. >> Hi, VMA Rodriguez. >> I This motion passes 5-0. >> Thank you. All right, we're going to move on to agenda item 6D, discuss and consider taking action on the Westoso ISD academic calendar for the 26 27th school year. Miss Garcia. >> Um, so
198the West OSO ISD academic calendar committee comprised of representative from each campus met on uh February 9th and February 26. A staff ser staff, parent, community, and student survey was sent out on March 5th, and the survey remained open until March 17th. Overall, the vast majority of staff, students, and community indicated a desire um to choose calendar A, which is pretty much a replication of this year. Um we're going to go to school 171 days. No changes really. >> All right. Last year, >> M Gonzalez, >> no. >> Mr. Arondo, >> it didn't let me vote. When I got it, >> must have been past time. >> No, I got it on parents like parents broke both for calendars and when I went in there as soon as they popped >> it didn't either. >>
199Oh, when when it first came out, there was an issue when they let us know. Um, and we fixed it within a few minutes, but >> Okay. Well, between that minute is when I was voting as soon as >> I'm so sorry. Um, some people posted on Facebook. Uh, it was during >> I tried it like three times, but I said, "Forget it. I don't have time for that anymore." >> Okay. Well, I'm sorry. We did fix it within a few minutes. >> I'm very sorry. >> Anyway, >> it's okay. >> Okay, Miss Gutierrez, >> Miss Jordan, >> okay, I need a motion for agenda item 6D. Uh, take action on the West Coast D academic calendar for the 2627 school year. And a second. >> Make a motion that we approve the WestD academic
200calendar for the 2627 school year. >> I'll second. >> All right. A motion has been made by Miss Gutierrez and seconded by Mr. Adondo for agenda item 6D. We'll go ahead and vote. >> Miss Gutierrez Jordan. >> Priscilla Albertia Gonzalez. I >> Oscar Edonto. >> Hi. >> Velma Rodriguez. >> I This motion passes 5 Z. >> All right, we are moving on to agenda items 7 A through E. No, I'm sorry. 7 A through I. Uh, I'm sure all the board members have read all the updates that are coming through and I'm sure you will provide us with these updates in the >> Yes. And before the end of the week, we're going to get you um the rest of March and April and then we're going to have sort of highlighted events from May
201because things I know get really really busy. So, we'll have like an a the rest of March, April, and then a separate kind of May. Um, if you want to start putting all of those banquetss and graduations and all of that stuff on y'all's calendar, um, you'll get it by the end of the week. >> I do want to mention, Miss Moore, that your campuses, I think there was only one campus. They need to put in the board member. I know this is not a highly attended uh, event, but they need to put in the board member board ISD meetings. >> Okay. on the 4th of each fourth Monday. I >> think only >> unless there's a holiday. Yeah. So that's >> only one of your campuses had it for the last time. >> Okay.
202I think that's doable. Principles it's doable, right? >> They're just saying on your campus calendar for like I don't know who did it, who didn't do it for like let's say JFK >> for April. I think it's the on the 27th just right wave had it. So we just we we need to promote it as much as possible to the parents so that they can come and hear what we have. >> Miss Rodriguez, I have a question. Do all campuses do all campuses use Square >> to contact I haven't >> Oh, sorry. >> To contact all parents to send out information of things that are going on on the campuses. >> Yes, >> they do. >> Yes, ma'am. You want to come and we can I can show it to you. >> Let you know
203later. No, that's all right. No problems, ma'am. I'll let you know later. >> That's your communication, right? That's your major communication one >> and I get a weekly report. Yes. >> Facebook. I mean, we most of them also use Facebook, but yes, in terms of >> you'll get a a text link to it and then you can go on parents where >> you you get the communications. You've been receiving them. You've been receiving them. Okay, great. Okay. Uh, do you have any further information to give us, Miss Moore? >> We're gearing up. We'll send you guys official invitations, but um, our celebration of education event is on Thursday, April 30th, and our theme this year is, let's see, learning today, leading tomorrow, leaving a legacy to kind of go in through the district theme. So,
204>> and I I did want to point out, I mean, I know they always say it on the announcements, you need to keep those athletic schedules. I I just >> You need to keep those athletic schedules and those campus calendars so Diane doesn't have to be sending them to you. That's what I do. But then they will send us the events of the month for >> already plugged in. >> Yeah. >> On my >> Yeah. But you plug them in, right? Because you use that. Yeah. Okay. The time is 8:37.