001Please turn on your mics. Okay. Good evening. At this time, we will convey the public hearing for the Texas Academic Performance Report, commonly referred to as TARP. As required by the Texas Education Agency, School District must present the TARP annually in a public meeting. The report provides detailed information regarding student performance, district and campus accountability ratings, academic growth, graduations rates, financial data data, and other indicators from the previous school years. This report ensures transparency and provides our community with important information regarding the academic progress and performance of our district and campuses. At this time, I would turn the presentation over to our superintendent Kimberly Moore and Miss Rhonda Garcia, director of curriculum and instructions to review the report. >> So, good afternoon. Um, I will be presenting the taper report. Um, this is, as Mr.
002Ardono stated, a comprehensive reporting system um for our district. So, we'll start off with um college, career, and military readiness. And um I'm not going to read every single thing on here, but um >> this is uh the state compared to the district. And we are above the state in all three categories. We have the district profile, student information. This is just a breakdown. um our ethnic distribution, our subpopuls and our different programs that we have in the district. Again, this is last year's information. We have our attendance and dropout rate and graduated. This is for the 2023 24 school year. We are just a little under the region um but not far off. We have the district profile with staff information. Uh this breaks down how many staff we have, teachers, professional support, um
003etc. uh and the total number of students per teacher estimated ratio. Our next one is our district profile of teachers by highest degree. This is our teacher incentive aotment for the 2425 school year. This is not this year's that we just got designated for. This was last year's. >> Um, you can find our taper report on the TEA website, the district website, and any campus office. >> Oh, few copies in the front as well. Any questions? M Jordan questions goes >> yes on students per teacher ma'am >> you go to that >> yes >> okay this is total staff members okay where is it stu number of students we have 13 students >> you want to answer that >> they just do it overall so obviously in special education classes you have much lower ratios.
004So um they just do all the teachers all the students and that's where they derive those student per teacher >> just a number of teachers and the number of the district but not per campus. >> So it it's a percentage of all of them. So I can't ask you okay at the junior high how many English teachers do you have? And >> yes you can ask me and I can get that information. We have uh three. And how many students per class? They have how many classes? >> Six classes each and >> six English classes. >> Six per teacher. Yes. >> And it's roughly 22 to 25. >> Yeah. So if you do 400 So there's a total of 18 English classes, right? So it would be 22.22 would be the average size. >> 22.
005And how about um that's the English class. How about the math class? >> That's the same. >> It's the same. >> There's three math teachers. Yes, ma'am. >> Three math, three English. What's >> the other four? >> Uh science, three social studies, all the social studies. >> Same amount. Same amount. >> Yes. Yes. >> All right. >> Mr. B, have any questions? Oh, he just walked in. >> Miss Bella, >> no questions. >> Okay. Okay, we'll move on. Uh, thank you for your presentation. Um, we're going to move on to the next uh hearing and at the end we'll ask for anybody that um signed up for public comment if they want if they want to say anything they can. Okay, now we're moving on to the public hearing for board. Uh, the item on
006the agenda is public hearing to the Texas Local Government Code section 180. 77, which requires a public hearing to be held if any payment is made to an employee or formal employee that exceeds the contract amount owed to an employee or former employee. As such, this item has been properly posted and a sign in sheet has been provided for the public to speak if they desire to do so. There is an agenda item tonight that the board will consider a voluntary early notification of resignation or retirement instead of program an agreement and release with employees of the district who currently are under contract with the district. The district will consider for approval a one-time incentive offered to professional staff currently under a probation term or non certified contract who provide notice of early notification of
007resignation retirement by March 17 of 2026 effective at the end of 2025 2026 in exchange for a total amount of $500. $100. So the public purpose if the board approves the voluntary early notification of resignation retirement incentive program and agreement and release this payment will be offered to end the contractual relationship with the employees which serve as a public purpose for the district. Post payment to be made. If the board approves the voluntary early notification of resignation, retirement incident program and agreements and release a payment of $500 for professional contract staff who provide notice of early resignation by March 17, 2026. The resignation to be effected at the end of the 2025 2026 school year. This proposed payment will be made to the employee or employees upon execution of the voluntary early notification of resignation
008retirement incentive agreement and release. Source of proposed payment will come from the general funds of West ISD assurance of control. If the board approves the voluntary early notification resignation, retirement incentive agreement and release, the agreement will set out the exact terms and the agreement is subject to review under the Texas Public Information Act. So if you signed up for any public speaking, you can come up now. And I think we don't have any anybody for either one for either the TARP or the um incentive. No. Okay. Okay. We will now call this meeting to order. The time is 5:41. We will start with uh roll call. >> Liz Gutierrez. >> She's here. >> She's in the building. >> Shirley Jordan >> here. >> Priscilla here. Albert Viel >> here. >> Belinda Gonzalez. >> Oscar Rodondo
009>> here. >> Velma Rodriguez. >> Okay. >> Let the record show that there's a quorum of board members present. And we will now stand for the pledge of allegiance. And >> I pledge 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. >> I aliance one state under God, one. Okay, since we don't have public participation, we will move on to agenda item number five, presentations of reports, action items. We will start with um Westoid Community Partners recognition elago burger and barbecue presentations by Miss Moore and Miss Le Gutierrez. Is Alex Arerodondo here? Did he make it? I >> think he did. I don't think he Mr. Alex Aerodondo. >> I don't think he was he was
010able to. >> We can come back to him if he comes. >> Yes. Yes. >> So, we'll move on to the next one. >> Okay. 5B recognition of the WTO Elementary 2025 UIL award recipients, Miss Kimy Moore, Miss Marcy Davis, and Miss Angie Mende. The board of trustees proudly recognizes the following Westo Elementary students for their outstanding performance in the 2025 UIL academic competition. Please join us in congratulating these students for their hard work, academic excellence, and dedication to representing Westo Elementary School with pride. We are oh so proud of each of you. We're going to begin with second grade creative writing. First place, Gal Galilea Carlos. Is she here? >> She had cheer practice today. >> There she is. >> Come on up. If I call your name, come on up, my friends. >>
011Galilea Carlos. First place in creative writing. Second place, Rosa Sanchez. She here today. Storytelling. Fourth place, Omar Gonzalez. Music memory. In the individual division, fourth place, Oscar Gonzalez. Fifth place, Marco Wen Rostro. >> For music memory in the team division, third place we have Giani McDonald, Marco Buen Roso, Oscar Gonzalez, Rosa Sanchez, and Kane Hernandez. Marco >> no for third grade ready writing second place Liliana Trevinho Yeah. >> Third grade storytelling. Sixth place, Brook Samura. In fourth grade for oral reading we have fifth place Arya Barbosza. For spelling in fourth grade we have John Rodella. Fifth place. Sixth place, spelling, Zion Cornnegie. Number sense, eighth place, Johanna Reyes. Now we'll begin with fifth grade. Fifth grade, ready writing, placing fifth, Erilyn Falcon. Fifth grade spelling, first place, Barbarita Bay. >> Sixth place, Ricky Martinez. Number
012six, seventh place, Ricky Martinez. Listening skills in the individual division. First place, Scarlett Chal. >> Listening skills in the team division. First place, Scarlett Chal, Joe Christian Zuniga, and Barbarita Bay. Music memory in the individual division. Fifth place, Jalissa Baretta. >> Music memory in the team division. Placing third, Emily Monteroso, Jalissa Barrera, and Celeste Garcia. Armani Grimmaldo and Demani trailer. We want to recognize and thank all our UIL participants for their hard work and dedication. They did amazing this year and we're all proud of you. Thank you. So, um, Miss Mendy and Miss Garcia worked really hard with these students. Um, last year we had about 15 place and this year we had how many? 30. 30. So, we doubled. And so, that's super exciting. Exciting to have this many students. Um, this is all
013practicing outside of school hours to improve a wide range of skills as you could hear um shared tonight. Thank you. There you go. Like this. There you go. >> Okay, good. Congratulations. >> Miss Jordan, you have any comments? >> Yes. Cong congratulations to all of you. You've done a wonderful job and you've represented Westo so well and thank you to the parents that uh of the children here in the district. Thank you. We're very proud of you, >> Miss Gutierz. >> I congratulate all the students, the teachers, the parents that bring them >> after hours to practice. Thank you all very much, >> Mr. Viel. >> Congratulations. Great job. We're proud of you, >> Miss Della. >> Great job, Bears. We're very proud of you. Um, I know it's a lot of fun going to
014the UIL meets and competing against other schools. So, um, we're just very, very proud of all your hard work. >> Yes. Congratulations to all and to the parents who, uh, encourage your children to participate. You want your your kids to be successful. parents, you have to be there for them. The more successful that you want your your kids to be, the more involved the parents need to be. Uh I look forward to see them in the next couple of years as they're starting out way early and they still have their junior high years and their high school years. So hopefully they can continue their participation in UIL. Thank you. >> Wonderful. >> Okay. At this time, we're going to go with the agenda item number C, the recognition of the Westo High School volleyball, all
015South Texas and state academic athletes, Miss Moore and Miss uh Fillmore, Cheryl Fillmore. Uh good evening to everyone. Um, let me just first um start off by saying um guess I'm getting emotional because um this is probably the first uh time in about maybe 12 years in and I stand to give an honor and there was not an underassman to receive one which means all the honors this year came to my seniors and we had a try year this year out of seven. Yeah. Out of 11 players last year, I lost eight. >> So, I was um we had three returnees and with that we struggled at the beginning, but I think at by the end we learned them. I I learned them, they learned me and um it was I think it was a
016love relationship at the end. Um, but in saying that, um, we've had seniors, and I was telling the underassmen today, um, you probably won't I probably won't ever find another I say that all the time, but this senior group was something special. Very special. And, um, for my um, all South Texas, we had senior Olivia Shaw. this all South Texas of course means um out of the um all the volleyball players in the coastal bin area she was selected as one of the top and also we have on um let me say Libby I think a lot of times carried the team on her shoulders because she was one of the returnees and then the other I had my big middle was um Ket who got hurt the very first uh game of our season.
017She came back midway and she still made with all her accomplishments and achievements during the school year uh the remainder of the season she made all South Texas as well. Kevet Hudges and she just had surgery last Monday. She had surgery last Monday. She played with a torn ACL and meniscus. We didn't find out until later on >> during foot basketball season. And then to these next young ladies. Yeah. My um all state academics. I know these three girls. I can remember being as freshman and I know Miss Casinetta would say, "Coach, I'm going to take them to Sonic and they're going to play on the stand. I'm like, "Oh, okay. Okay." And they came in and I'm telling you, I she would send me pictures of them going outside of school and just things
018they were doing on the outside to get better. And at the end of last year, I see them now and I just see the development. And I could not be ever so proud of these young ladies for getting all state academic from the Texas High School Coaches Association and Texas Girls Coaches Association as Moralda Tjo. These young ladies came to dress to impress. >> Okay, because that's correct because it's not correct. Kaen Kasetta um online. This is AC. I need to make a If you guys saw her picture on Facebook, our photographer was having a bad day or something because he did not spell her name correct and I I know I sent it into her, but it spelled correct on there. Yes. And last but not least, Miss Regina Lopez. very special group of
019girls >> and I'm going to miss them. >> Yeah. There we go. Please don't leave until we hear the board comments, please. Thank you, Mr. Jordan. >> Congratulations. I witnessed these young ladies playing volleyball and they did good. They represented the district and and uh they were wonderful and I thank them and the coaches for working with them and and you all did a fabulous job. Congratulations. They did >> Dennis. >> Congratulations to all the girls and to the coaches, of course, all the parents because you're the one behind them that needs to push them to come and practice and play. So, congratulations and I wish you nothing but luck as you go into your new journeys. >> Mr. Viel, >> great job. Great accomplishment. We're proud of you. >> Miss Villa, >> this um
020sport in this team is very near and dear to my heart. Um, coach, thank you for just leading this awesome group of of young athletes, uh, turning them into real leaders uh, on and off the court. Um, if I was able to be at a game, whether it was home or away, I was there cheering y'all on. Um, you girls are tremendous um, teammates. Um, it's good to see you guys just uh, boosting each other up. Um I know um I mean it goes without saying a lot most of the girls are if not all multisport athletes um not just in volleyball but they're running around in different practices and different events as well. And then to stay on top of your academics as well is so amazing. Um just very very proud of y'all
021seniors. We're going to miss y'all so much. Uh we just look forward to uh what lies ahead for you guys. parents, thank you for just always being there for your kids and supporting them and being their number one uh cheerleaders. Um, just girls, keep up the great work for our returners for next season. We look forward to seeing y'all on that court again. >> I'll start with Miss Filmore. Miss Filmore, I want to thank you for your leadership for taking all these uh children under your wing. you basically have to be a second parent and guide them and encourage them and motivate them and uh you say that every year it's they're special and every year they get more special and more we're going to have to come up with a new word or something
022but but also to all the other coaching staffs uh a lot of times we don't recognize them as we should to the parents thank you for coach Johnson thank you for being there and uh not only y'all the coaches, y'all do more and above and beyond. Y'all wear different hats. Uh mentoring our kids, trying to get them on the right path. Uh I want to thank the parents for always being there for your children. Like I said earlier, uh they'll be most successful when you're there involved with them. Um they're going to turn out to be great kids. Um thank you for all the students. We know that you not only excel in athletics, but you also have to excel either in top 10% or your academics or extra uh sports activities that y'all are
023involved with. Maybe some of y'all might be in the early college. So, you guys also wear a lot of a lot of hats. And uh I just want to thank all of y'all and I hope that y'all have a great and bright future and don't forget to come back to WTO. Well, thank you very much. >> Yeah. >> Awesome job. >> Okay, we will now go to item number 5D, the recognition of Westial High School football allstar Texas athletes. Miss Kimberly Moore, Mr. Moore, and Mr. Kenneth Johnson. Who's here? >> Okay. You want to you want to do the pair uh the bear awards? >> Yes. >> Okay. We're going to skip over to item number 5E West ISD also awesome bear award recipients for February 2026. Presenters will be Miss Kimberly Moore and Belinda
024Gomez. A face that looks familiar. So this is the third month that we have our OSO ISD bear award. This recognizes employees who exemplify excellence, teamwork, and that OSO spirit. Our auxiliary employee for the Our auxiliary employee for the month of February is Miss Asia Williams. Miss Williams goes above and beyond her duties as a paraprofessional in the classroom. She provides extracurricular activities that keep students busy and active in the school. Not only does she lead the cheerleading squad, she also helps with other committees such as the Black History Committee, PTO, and much more. She has a great relationship with other paraprofessionals, teachers, and all staff, and is just an all-around friendly and helpful person. Congratulations to Miss Asia Williams. >> No, no, no. For long. >> Our secondary employee of the month is Mr.
025Alexander Turner. Mr. Turner is one of the most exemplary members of our district. He has a close and positive relationship with students, which can be seen by his class behaviors and expectations. All students respect and thoroughly enjoy Mr. Turner's class. Beyond his own classroom, he also took on the tasks of planning and grading senior level work this year. While the social studies department was down a team member, Mr. Turner never complained but picked up the extra tasks along with his very own. He is also always around and willing to help out others any way he can. Mr. Turner has continuously given me help and advise in my years working at the high school and he is a great mentor for the entire social studies department. He has also taken on the additional responsibility of being
026the social studies department chair and the senior class sponsor. Mr. Turner continuously strives to be the best teacher he can. He is constantly improving and evolving his class which has helped develop a very strong classroom culture. Congratulations, Mr. Turner. And this is from Michael Ibanas, one of his social studies teachers. each other. One more. Don't leave yet. >> How Miss Miss uh Villa? >> Um yes. Congratulations uh to you both, Miss Asia Williams. I saw firsthand uh when I attended the Black History Month celebration. you were running back and forth and with the kids and keeping them in order and making sure everything was running right and um you know speaking uh for the the special guests that we had. Um you just did a phenomenal job. Um and so we appreciate all the all
027the work that you put in. Um and you're great with the kids and we love that. Mr. Turner, from teaching my own daughter, uh at one time she just had nothing but good things to say uh about you as her teacher, as an educator, as a leader. Um, and I know that when we go to the schools and at the games, you hear Turner, Turner, and they're just happy to see you and that makes a big difference when they come to school every day. And so we appreciate all that you do for for our students. >> Mr. Vel, >> you're the backbone. You're the spark plug of the faculty. Congratulations, >> Miss Gutierrez. >> Yes. Congratulations to both of you. I know that without you teachers, I don't know where this district would be, but
028thank you, Mr. Turner. Thank you, Miss Williams. And, you know, continue to do the great job you do. Thank you, >> Miss Jordan. >> Asia, I've known her since she was way back and you've turned out to be an asset to our district and we thank you for wanting to come back and be a part of West. So, you're doing a fabulous job and we really appreciate that. And Mr. Turner, I've heard nothing but good things about you, you know, and you have been so instrumental in these children lives and we thank you for all that you do for our children and it's such a blessing when they can come to school and rejoice in coming to school and you've made that possible with the children. Thank you very much both of you. Thank you.
029Okay, before y'all leave, I need saliva samples from y'all so we can clone y'all. Thank you for all you do uh for inspiring our kids for uh a lot of times they come and they you make uh teaching fun. And if you can make teaching fun, they're going to learn. So, um it takes a special teacher to do that, to um be able to communicate with your students one-on-one and all that and and and motivate them and and try to inspire them. Uh Mr. Turner, I believe you were teacher of the year for 2024, 2025, so your face is pretty familiar. My son never wanted to be on the slacker wall. I I had the pleasure of meeting your mom last year. >> Told me a little secret about you. I'm going to spill the
030beans here. Okay. I put you on the spot. >> She told me you know how to play the violin. >> Ah. >> And one day I want to hear you because I think it's takes a special person to learn the violin. And and I admire people who who play the violin, the strings or even the piano. Uh it it it takes dedication and I just would love to hear you one of these days. Uh don't be shy. So once again, thank both of y'all for all you do. We know that you wear plenty of hats in the district. So thank you for inspiring and motivating our kids. Thank you. We will go now to agenda item number five. Presentation, discussion, and consider taking action on the WTO YSD annual financial audit reports for the fiscal
031year ending August 31st, 2025. Presenter, Miss Olga Mendes. >> Good evening, board. Um, we have Mr. Lever Kishnik with um Green Grove, formerly uh Lever and Kishnik CPA. He will be presenting the 2024 2025 annual financial report for Westoso ISD. >> Good evening. Um Superintendent Moore, members of the board. I'm just going to do a brief overview. If you've got your audit report in front of you, I'll I'll just kind of do a brief overview and be glad to follow up with any questions you might have. So, I'm going to get my glasses on so I can see well and have you turn over to um page page two of the audit report. It's it's several pages in, but it's it's uh the independent auditor's report. It's the overall report for the audit. And I'll
032have you look um under the opinion section that's kind of in the upper middle section of the art report. Uh second paragraph of the opinions. Uh we state that in our opinion the accompanying financial statements refer to above present fairly in all material specs the respective financial position of the governmental activities each major fund and the aggregate remaining fund information of West OSO Independent School District as of August 31, 2025 and the respective changes in financial position and where applicable cash flows thereof for the year then ended in accordance with accounting principles generally accepted in the United States of America. So that's a good overall opinion for for the for the audit report. Uh first financial statement. Uh actually I'll have you look at what we call a management discussion analysis section of the report.
033It's going to be on page seven several several more pages in. Um the management discussion analysis section of the report uh is a good section for you to look at in conjunction with looking at the financial statements themselves. It uh presents financial highlights of the report. um goes into u presenting some numbers uh related to this year's financials and also does some comparatives with with some with the prior year and make some comments on those variances or changes uh about about this year's report. So that's a good section to look at uh in conjunction with looking at the financial statements. Um now I'll have you turn over to the first financial statement that's presented and this is going to be on page um page 14. Uh page 14 is called a statement of net position.
034This is like a balance sheet for the district. Um the district operates many different funds. They have these different funds have different purposes. Uh but uh this page is like a balance sheet. It pulls all of those funds together uh combines them all and also includes uh some information in in this presentation of the financial statements that are not carried in the funds themselves. Those would be the capital assets that the district has investment capital assets. Uh and then down under the liability section, you've got uh long-term debt. You've also the district also participates in a pension plan. and then uh TRS care uh health insurance plan that information is also presented on this financial statement that's not presented in your fund accounting. So this this pulls basically everything together for the district of all
035funds and all your operations and it shows your assets above your liabilities in the middle and down in the lower section you'll see a net position section. This is like an equity section uh not a fund balance but equity. Uh if you look at the net position your your largest number there is a 14 million that's your net your net investment in capital assets after depreciation and uh any debt related to those capital assets that's your largest number that's not a not a liquid number but it's a it's a great asset uh for the district and then it's broken down lower below has some restricted amounts and finally your total net position is a million is 649 549 you have a large um negative unrestricted net positions question about that mind why it's so large
036but the big portion of that has to do with your participation in the state the pension plans and then your oped your TRS care uh those those are negative numbers those are like liabilities and those are not much you can do about that but all the school districts in the state of Texas are participating in these same program. So, this is something that's seen statewide. So, at at any rate, that's your that's your net position or balance sheet position for all funds. Uh next page over on page 16 is an income statement. And again, uh this this is an income statement. It's called a statement of activities, but it takes all of the funds of the district and combines them um into this one page kind of a snapshot. And it includes depreciation on those
037capital assets we were talking about. And uh uh so you you can look in that column one that shows expenses by your instructional categories that uh what those expenses were for those different functional areas. And over to the right you see uh says column three and column four you have some income coming in that are directly related to those uh functional areas. And then the last column over almost all the numbers are negative numbers and that means there's not enough income in these particular areas to cover those expenses. But then you drop down and that those costs are covered by general what's called general revenues. That's going to be your tax your tax revenues that come in and also uh the state state funding that comes in. So that third line up in the bottom,
038your change in net position is a positive overall uh change. It's a million516 uh 4 453 an increase in your net position. So that's a good a good trend you want to have going forward to have a positive number there. You won't always have a positive number there. You may have a negative, but the trend should be moving forward to have a positive number. That's what you like to see. So you began the year with net position of 133,096 and ended up with a million649549 in net position. Um the next financial statement I'll have you look at is on page 16. And this now we're getting over to your fund accounting. This is what you deal in deal deal with throughout the year with your fund accounting. And I'll concentrate on the general fund. That's
039your main your main operating fund of the district. And this is a balance sheet. Uh that column 10 shows the general fund, shows the assets of the general fund, the liabilities, and then down below the fund balances. You had ended up with a fund balance of a million481439 in your general fund. And then if you'll turn over to page on page 18, uh this is an income statement and again it presents uh I'll concentrate on the general fund. It shows your overall revenues were 21,781423. Your expenditures were 23,73 371. And so you ended up drawing down on your fund balance. your expenditures were more than your revenues this year by a million 921 948. You began uh your general fund had a fund balance of 3,43 387 and you ended up with a million481 uh
040439. Um later on as we get past this I'll I'll go to what bud a budgetary uh presentation of the general fund. We can take a look at that to to look at your fund balance and your your general fund operations a little bit closer. Um, then turn over to page 22. Page 22 is the beginning of the notes to your financial statements. And the notes are extremely important to read in conjunction with looking at the numbers on your financial statements. They kind of give an overview of the the district, its operations, and they provide more information about the financial statements themselves. Uh, for instance, if you look over on pageuh 29, page 29, uh, shows u a more detailed information about your investments and your capital assets. Um, we talked about that being a
041significant number on that first statement. we looked at and this is more detail on those on those capital assets. Shows what those investments were in and depreciation that was taken on those capital assets during the year. And also over on the next page, u you got uh bonds that have been issued over the years. And there's a lot of detail on on the different bond issues that the district has issued over the years. Shows beginning balances at the beginning of the year and then the remaining balance. at at the end of the year on those particular bond issues. Um, and one more section in the audit reports, a good a good page to look at is going to be on page 42. Uh, it's just a quick overview of your various fund balances that the
042district has in in the different funds. So, that's a a good number, a good quick quick look at what fund balances are and where where they are. um then if you turn over to page um on page 43 this is a budgetary comparison schedule for your general fund and it it gives you a little bit better analysis of what's going on in your general fund. It shows uh the original budget that you had budgeted for the general fund and then a final amended budget and then there's a column there for your actual and it shows your uh revenues u were a little bit less than what you had anticipated 375,871 and then down toward the bottom total expenditures your expenditures exceeded uh what you had anticipated you were going to be spending spending this past
043year uh the spending was uh a million686 961 more than what was budgeted. So a little bit of area that that's where the uh difference comes in on drawing down on your fund balance this past year those those variances. Um then another good page to look at is a good overview of the audit report itself. It's on page u uh 50 58. Look at page 58. It's called a schedule of findings and question costs. This is kind of overview of the audit process. It shows a summary of auditor's results on your on your financial statements. You got an unmodified report. That's a good report. We didn't modify the report in any manner. So, that's good. And no significant uh or material weaknesses identified. Uh down in the middle is a section for federal audits, f
044federal awards. Since the district uh spent in excess of $750,000 in federal funds for various federal programs, you're required to have what we call a single audit. That means each year the auditors come in and select a federal program. uh under certain criteria we we do that selection and we test that program uh for the internal controls and the compliance related to that particular program. And this past year we did the ESA title one part A was tested and there were no findings related to that material uh no material weaknesses or any any deficiencies. Controls were good. Um, and then since we're talking about federal programs on page 62, if you'll turn over to that, this is a schedule of u expenditures and federal awards. This page shows the various federal programs that the district
045participated uh this past year. Total spending for federal programs was the 4,585729 in spending on federal programs. But I'd be glad to try to answer any questions you might have. >> Miss Fellow, you have any questions? >> No questions. >> Mel, >> Miss Jordan. Uh I'm not a numbers person. So I went to the page of 58 to see exactly the uh results of the audit and uh I think under the circumstances Mrs. Mendes has done a wonderful job and uh in the finance department >> and thank you sir. >> Thank you Miss Gutierz. >> I agree with Miss Jordan. I think Miss Mandis has done a great job on uh with our finances of the district and um other than that I have no questions. Thank you for your presentation. >> What was the
046exact number that's um in our fund balance 1,549,549 Yes. 481 page 16 you said. >> Uhhuh. >> Say say that number again. Was it 1,500? Did you just >> Yeah, you can find that on page eight. Page 16. It's got It shows your fund balance for the general fund. >> Is it 1.481? >> Yes, that's the total. >> That's I circle that one. >> Yes. Um, a question to you that I keep seeing over and over is, uh, let me find it real quick. What does net op liabilities stand for? What does it mean? It's it's like another other other uh >> other pension employee benefits. >> Yes. And it and and that particular reference has to do with the TRS care insurance program that almost every school district in the state of Texas participates
047in and you're you're a participant. And uh and because it's a state organization, each school district has an allotted is is allotted as a participant. Um and and you this is this is your a lotment for that particular uh >> so so is this the portion we pay or the portion that the state >> paying part of it out of your out of your operations. But then it's such a big program that you've got you've got a board that sits on that and they go in and they invest and you've got a it's a lot of give and take. You've got actuaries involved in doing projections on what claims are going to be in the future. >> School finance is very complicated. very it's very complicated >> for even a CPA like you much less
048>> you point it out in your in your notes to your financial statement but there's a note in there that's probably about three pages long uh on that OPED plan that goes into I I can point that out to if you want to read >> well the problem I'm having right now is our fund balance >> yes >> that's a major problem we're having I'm having yes with that >> um I was under the impression that when we do a budget that we're projecting x amount of revenue and we stick to that budget or we cut back and we don't get that revenue. So I over the years I've written down what our fund balance is. In 2021 it was 2.7 million. 2022 was 2.1. We went down 600,000. In 2023 it was 2.4. 2024
049was our best year with 3.4. 4, which was last year 3.4, and we're at 1.5. That's a big uh decrease in our fund balance. So, I we may be doing a good job, but our fund balance went down way tremendously. >> The spending of the district, sir. >> Pardon me. >> It's the spending of the district if we have more teachers. >> Correct. We need we need to get that under control because we can't sustain that >> under control the teachers and the staff at central office and some of the schools. >> Okay. Well, >> it's just my opinion. >> Thank you. I have the floor still. So, I do have a problem with 1.4 and our fund balance. I believe you went to page uh 42 or 43 where you said the majority of
050the spending what was it 600,000 or something like that was in the particular category or is it 1.6 million? >> You you can look at if you're talking about the general fund that's the fund balance you're concerned about. Uh good page to look at is page 43. >> Okay, I'm looking at it. >> So our expenditures we went over expenditures $1.6 $6 million more than our revenues. >> Yes. No. No. If you look at the expenditure line, what you're looking at is your budget. Your budget for expenditures was 22 million. Your final amended budget was 22,16,410. >> Uhhuh. >> And you spent 23,73. >> So we over spent 1.6. >> Yes. >> It still goes back to 1.6. >> That's right. So that was where our major problem is right here. >> Yeah. And you
051can look at the you can look up that page and you can see the functional areas what was budgeted for each one of those functional areas. Right. >> And it looks like the largest functional area where there was a variation negative variation was in your instruction and instructional related services. It was the deficit there was one >> as a board member. We passed a budget >> and I'm not laying it on you. But what I'm saying is we go through this process of making a budget. We adjust our ADA where we hopefully don't owe the state any money. So if we stay within our ADA, we we say we're going to budget 22 million for the year, but yet we spent 24 million. that there's a big problem there to me >> m >> and
052I think we need to go more into detail maybe in another meeting. >> Correct. Explain to us have anything to do with the ADA uh the drop in ADA. >> Yeah. So what I shared with Miss Rodriguez and Mr. Adondo is that um this conversation is a way deeper dive right into the wise and what's going next. So we'd like to schedule a meeting for March the 17th. And I guess I can share that with y'all now where it's a strategic round table where we could do a deeper dive. Um but a dive a little dive backwards but mostly f focusing on what do we need to do to turn the tide of this and we're going to have to make some you decisions on where we're going to have to make some cuts in
053the 20 well for the rest of this year and then in in 26 27. It's a combination of you know multiple factors that we'll definitely discuss when we meet on the 17th. And one of the things that I want to include because we always say let I'm going to give an example. We give teachers a pay raise. Okay, let's say it's a $1,000 pay raise or $500 pay raise. We never include in there what our portion of the TRS is because that's an expense to us that we're paying, but we don't see it and we need to be visually seeing that. Okay, we gave them a raise, but we're also contributing $200 or $300 towards our TEA TRS. That state is not pitching in to help. It's up to the districts. It's a liability to
054the districts because it's not funded by the state 100%. So, I would like to see that, Miss Mor, when we reference uh pay not only for teachers for everybody. This is the TRS. We need to see what they're getting and how much we're contributing because that's really part of the salary also. >> Correct. >> We only see one portion of it, but we don't see the rest of it. >> And I think it's very important for us board members to know there's an added expense that we're not seeing, but yet we're paying. But so this is the added expense per that that it's costing us for the district for all the teachers. It could be we give them uh we give everybody a raise and it's oh it amounted to half a million dollars but
055yeah but we're paying another $200,000 in TRS that's money that we have to pay every year every race you have to give you it's from here on out. So if we can have that information, Mendes, where we have where you put on their the TRS that we pay into so that we can not only see that they got that raise, but we're also contributing to their retirement and this is the amount that we're we're contributing to to the retirement because it's kind of deceiving that you say, "Oh, they only got a $500 raise." But yeah, but the district is still liable >> for that >> for x amount of dollars. So >> that makes sense. >> But yes, we will have a a meeting March 17th where we really need to dive into >> yeah
056much deeper >> issues. So >> I don't have any further questions. >> Thank you sir. >> Thank you very much. >> Do we need to make a motion to accept the audit? >> Yes. to accept the um >> Hold on. Let me get to that thing. >> Let me get there. >> Yeah, me too. >> Any documents? How many numbers? My eyes got crossed. >> Okay. for agenda item 5 F. I need a motion. >> Okay. >> To either approve the audit or not. >> Can we go against the audit? >> You can always the way you want to, Miss >> But it's like I don't know numbers. So, you know, I make a motion that we approve the audit as presented to the board. Second. >> We have a motion on agenda item 5
057F by Liz Gutierrez, seconded by Miss Shirley Jordan. We will now vote. >> Liz Gutierrez. >> Hi. >> Charlie Jordan. >> Illa I Albert Viel. >> I Gonzalez. Oscar Redondo. >> Hi. Belma Rodriguez. >> Motion passes 5 Z. >> Can we go back um to uh the football guys? They've been waiting real patiently. Uh which is item 5D. >> We want to go back to item 5D. Yes, ma'am. >> We have Okay. Sorry, I have a couple more. >> It'll be the recognition of the WTO High School football all-star Texas athletes, uh, Mr. Kenneth Johnson, um, Miss Filmore, and Miss Kimberly Moore. >> All right. Um, as the year goes by, we still have more and more football accolades to come through and be voted on. Uh, this accolade is mostly from the all South
058Texas um, football team. This is voted on not, you know, I can't vote on this. This is voted by uh, the press, other coaches, other um, people all throughout the community. I did not understand until I got here of how hard it is to get on this list. um because I didn't know how big the uh South Texas area is. And uh right now we have uh Chase Richardson. He this is one of probably one of the most prestigious besides a quarterback uh defensive line. Uh he was all South Texas honorable mention. Uh he plays a nose guard. Uh basically he's right over the center and he's one of the toughest guys and it shows by this that u they won't run at him. They have to run all the way around him. And so
059you know again it's hard for him to have all the tackle stats but you know people that watch football they know that he's uh that player. He he's that guy. So uh congratulations to him. Uh we also had uh Julio Aosta Matthew Guerrero. They made third team all district defense. Uh I mean all South Texas. Uh Ryan Guerrero made second team all South Texas offense as a utility player. And Tayjan VS made first team all South Texas defensive linebacker. And he also made the TSWA all uh state football honors. So, >> take a quick picture of Chase. Coach, is he a senior or >> No, >> okay. >> He's going to be around for a while. >> If if you can just wait for the board comments real quick. Okay. Thank you, sir. >> Miss
060Bella. >> Uh, excellent job. Um, we're very proud of you. It was a a it was a it was great to be out at the games and watch y'all play. Um and just for um putting it out there that West OSO football is a force to be reckoned with. Um you guys just are just so strong and just um tremendous leaders. Coach, uh we appreciate all that you do putting in the time with your players, coach. Um and just keep up the great work. Miel, >> you're one tough guy and I I want to see you when you're still in school and going up there. You're just going to be unstoppable. >> Yes. >> Congratulations, >> Miss Guutieres. >> Congratulations, sir. Um, I wish you nothing but the best in the years to come and
061I know that you will be an awesome continue to be an awesome player. So, congratulations to you, to your parents, and to your coaches, >> Miss Jordan. >> Congratulations, Chase. I got a chance to witness the team and you all did an excellent job. And, uh, thank you for the parents who got you up early and late to come to practice. And, uh, thank you, Coach Johnson. You all did a fabulous job. Thank you. Wonderful. Thank you, Coach Johnson, once again. To the parents, thank you for supporting your your kids. Uh and to the students, the athletes. Uh let's keep up the good grades. Um don't forget either learn a trade, military, or uh go to college. Continue your education. There's nothing more important than an education and nobody can take that away from you.
062So, if sports gets you there, that's great. But we look forward to seeing you again uh since y'all are have a couple more years under your belt here in the high school. So, thank you very much. Okay, we'll move on to agenda item number five G which is the presentation the discussion regarding the balance scoreboard scorecard priority one report which ensures student success and well-being Miss Kimberly Moore and Miss Rhonda Garcia. >> So Miss Garcia is going to do the majority of the presentation. One thing I do want to point out is that this year um the middle of the year also called the MOI data was collected in early December and so um in order for us to have a little uh point of knowing how much the students have progressed but um of
063course there's lots of progression that's even happened since from December to today. Um, so at the elementary and the junior high campuses, they're doing um another round of testing right now, which is because we're finishing up the third nine weeks. So we'll uh be able to give you even more. So the the numbers you're looking at were from August, well really September to early December. Just wanted to point that out. Thanks. So good evening once again. So teachers use the middle of the year assessment data to select students needing additional uh support and are also assigned intentional interventions. Um tutors assist with the assigned students. Students at Westoso Elementary attend assigned interventions and ACE after school. Westoso junior high students attend advisory and ACE after school. and Westoso High School students attend power hour and
064ACE after school. Um, all three of those campuses have Saturday school as well that already began. Thank you. Um, once again, our explanation of performance levels. The master's grade level indicates that students are expected to succeed in the next grade or course with little or no academic intervention. The meat's grade level indicates that students have a high likelihood of success in the next grade or course, but may still need some short-term targeted academic intervention approaches. grade level indicates that students are likely to succeed in the next grade or course with targeted academic intervention. And our did not meets grade level indicates that students are unlikely to succeed in the next grade or course again approaches is passing. So, um, third grade. First of all, I want to start off by telling our admin at each
065campus, fabulous job. I know it's a lot of work, but I commend y'all because y'all are staying on top of academics. Um, third grade, you can see, um, from BO to MOY, they have increased in both, um, English and math. uh fourth grade as well. They're doing really good, fifth grade. Um there was no change from the BOI and MOI and fifth grade EL, but Miss uh Davis has already addressed that and has um formed some intentional interventions for those students. um math and our science. She has really um taken that on as well, our science. Sixth grade doing good in both English and math. Seventh grade as well. eighth grade. Uh we're working on the uh eighth grade algebra one, but I can tell there's a big difference already from um December to now.
066And they're taking their mock tests right now. Um we have Westoso High School. There's some large increases there. algebra one um just at their masters but like I said um that is already there's a world of difference from December to now um each campus Westoso Elementary Junior High and Westoso High School are utilizing individual student growth charts. So um admin is um continuously monitoring these growth charts um when they meet with their um teachers to go over their data. So campus supports for Westo Junior High um we did a math data deep dive and star blitz planning. Uh we have Saturday school uh star Saturday school and motivational campaign planning. The ELA data deep dive and star blitz planning was done. Um Mr. Matthew Leal has been wonderful. He's come out twice and I believe
067he's scheduled one more time but he did lots of planning with the English department. So we are very thankful for him. Um, we also have our MoKC uh grant for the blue bonnet in math. We have uh ESC2 for Texas instructional leadership as well as our flips which is foundational leadership of instructional practices and systems and that is for the school improvement support. So any questions? >> You can see their little shirt. So the I think we had mentioned to some of you the level up shirt. So that's going to be their theme that whatever level they're on. >> We're not just looking at you know getting kids to pass where we're getting them to level up from approaches to meets from meets to masters. >> Miss Jordan, you have any questions? I I congratulate
068you all uh for the the advancement that's taken place that uh with our students and when I looked at that I did notice that uh there was some advancement and I thank you all very much for your dedication to our students Gutierrez. No sir. >> Mr. Viel, >> questions >> Miss Villa. >> Uh, no questions. >> Thank you. >> You did mention that uh normally you do the uh middle of the year in January. So you did it in December a little bit earlier. We did >> kind of probably better because you're on it a little bit more earlier and you can >> and that that's why um we chose that because we wanted to see where they were so intervent like intentional interventions could start in January. >> So do you plan on doing
069that for next year? >> Yes, sir. >> And then um I know you mentioned Saturday Saturday school. I know that if they're in school, they get the tutoring during the weekdays. >> Um my concern or sometimes when you have Saturday school, it's not mandatory, >> right? >> And usually the kids that need it the most a lot of times don't show up. So what do you think we can do as a district to try to attract them to come in? Um >> do do we have a parent conference to try to encourage? >> Yes. So we're already we're giving them breakfast when they come in. Okay. Every single campus. Um every single principal, counselor, teacher has made calls home for all these students. >> And that's the key because the parents are the ones that
070wake up and get them to come to school on Saturday. Like I said, every single principal, counselor, everyone has made calls. So, they are working really hard on getting these students in. And actually, you know, a lot of times that does happen. Like I share with you, I was there Saturday and there were definitely kids that needed to be there. >> Needed it. >> Yeah, absolutely. And >> a number out there's probably 50% participation on a Saturday. Is that >> Yeah, that's that was my estimate that that 50% maybe even a little bit higher if we invited >> Yes. >> Yeah. We invited >> We're not We're not getting them all. >> Well, I mean, >> but you can't force them to come under. >> Exactly. Mhm. >> So, >> what's really nice on a
071Saturday, the way that they're doing it is you have a like on Saturday with sixth and seventh, we had one could go to ELA sixth grade el seventh grade math and then flipped it for an hour and 15 minutes. And sometimes when you're in a regular classroom or even a tutoring group, you don't have that sustained amount of time to really allow the student all the time they need to really catch on to that concept. Sometimes students, they can learn, they just need additional time and the bell rings and you have to move on. So that's what's really nice about Saturday school. You have a very small group, but also for an extended period of time. >> Just from what time to what time? >> Um 9 to 11:30. >> Okay. when we did the
072learning walk at the junior high uh this past week or last week, the comment I made was and it's not the district, it's just overall the state of Texas. >> If math, reading and writing and English and uh science are such an important topic, we only spend what is a period 50 minutes takes 10 minutes to get ready. We have this much time, maybe less than 30 minutes to teach. And I wish that we could have those core classes last an hour, an hour and a half, because if their core C classes, math, algebra, all that, we we need the system needs to change where we spend more time on those subjects. That's my opinion, >> right? I mean, I mean, the state there's requirements that, you know, students at the junior high need to
073take certain classes as well. Um, we would have to extend the day by, you know, >> well, like I said, Texas is ranked 40ometh in the nation. >> Oh, yeah. But I think that what they that where's going to come in for our next presentation is that infusing the reading and writing across all the curricular areas because you're right, the EL teacher can't be the only one teaching the students about reading and writing. I >> I just think maybe even at the junior high level if we could just say we're not going to teach these other classes because we want to and I know >> I would. Yeah. But yeah, >> just unfortunately >> if we had a mindset of saying the junior high years we're going to only teach we're going to concentrate on
074these core class and in high school you can take your electives and all that the the system has to change and until that happens we're still going to have Texas ranked 40 something in the nation the lowest math scores and I know and I've seen it where we're incorporating into each subject, more of the writing, more of the reading, more of the comprehension. >> I saw a lot of that at the elementary when we did the the walk where uh on the bulletin boards they had where the kids wrote down story, you're getting them to write more. And unfortunately when we went to this and to this we forgot about this we forgot about cursive >> we forgot how to spell because it's all here. So this is good in one way but our writing
075skills have gone and that's what we get tested on. So thank you. >> I have something to say sir. >> Go ahead. I'll let you >> with him saying that. Um, I want to say that the Texas is a sport state. Okay, that's all Texas cares about. If you can play football, you're good. Okay, I have a problem with that. I think that we really need to focus on the core subjects because when they did away with cursive and I know I I I caught my grandson, he's only five, okay? He told he gave all the letters that he needed and he told Siri to repeat them all for him in less than a minute. >> Okay, he's five years old and I'm like, "What are you doing?" He says, "I have to do these
076in one minute. So, I'm telling Siri to do it for me, and I'm going to write it down. I said, "No, it don't work out, everybody. No, let me have your phone." I took uh the Google thing out of the room and I said, "Now, we're going to do it our own." But, you know, a lot that has hurt our kids. It really has because we had none of this stuff in front of us. Uh and uh I think it's something that >> but here we can't do anything. We ourselves cannot do. it's up there and and you know it's a voting year. The the Texas Education uh TEA some of those members need to be changed once we change these people and we can get to down to really teaching the kids because it's
077important. I mean if you've got if you've got junior high students that are not on grade level, they're never going to get on grade level. And that has been a thing for years. You we have already failed those students and here you are pounding them and pounding them. But you know what? It's not their fault. >> It's a fault of the Lord. You know, >> pass them on, pass them on, pass them on. And we have to stop that. >> We have to stop. >> Have you we banned these. >> I think it's helped, right? >> It has. Mhm. >> So hopefully our our scores will start going up more. They will be because every campus that I went to, >> I did not see these. >> They're self uh enforcing that they're I didn't
078even see them at the high school. >> Yeah. >> Right. >> Great. >> Well, I can say that some of the high schools are are using it. I don't know about Westo. for the majority of it. I didn't see it, but >> it it's a step in the right direction because >> now they're not concentrating on this. Now they're concentrating on the teaching part of it that listening to the teacher stuff like that. So hopefully we can see it at the end of the year more improvements maybe because this device isn't in the classroom anymore. So >> and and I I'm gonna go back to Miss Gutierrez. I get that Texas is a sports state. However, that's what brings a lot of students to school. I'm not saying just at Westoso, by no means. I'm
079saying across Texas, right? >> The clubs >> and they're the highest ranking students really. I mean, your your your athletes >> because they know they have to have time management and they no pass no play. So, >> it's >> that was a good law that UIL put, >> right? So, I don't I know. Yeah, Texas is a sports state, but that's what brings them to school. >> My thing is reading. >> We have got to push it in the lower grades because we keep passing them and passing them and by the time they get to this junior high, they're not going anywhere. They've already lost all interest. I can't read. I'm not I can't read this, you know, and they give up. So, we have the reading is very important that we continue to push
080in the lower grades because we're losing a lot of kids because they don't know how to read. >> And I I saw the the paper you sent, I don't like percentages. I want to know that if the teacher has 22 kids, I want to know if five of them are up above grade level and the others aren't. I don't want to know percentages. That to me means nothing. I want to know actual numbers of students that are below grade level so that we can help those kids. >> Those are the ones that need because without the help that we give them, we have to to train them like if they were in the lower grade. Train them. >> Are you talking about the priority one report? That one is >> No, she's talking about that
081report. I redid that report with just numbers. >> I thought percentages. >> No, ma'am. I gave you numbers. Yeah. >> Well, I want Okay, room 324 has 15 English uh reading teachers or whatever. >> And we've got 20 kids and so I want to know how many of those kids can read. >> Oh, can read. >> Okay, that's what I want to know. I'm not getting the answer. And that's okay because I know the answer from where I hear people outside. So, >> we still have a reading uh in uh teacher that instructor that's coming in at the junior high. >> Yes, ma'am. and she was there. Um, somebody I was with the other day as as we were walking around, she was in there working with students. Um, one of the things that we
082also started um, I guess it's a some other additional support from the service center that's going to be ongoing support is um, on MTSS which is multip multiple multi-tier system of support and the we had extensive conversations just was it last Monday? last Monday and that was it was about that and so what they talked about is instead of like our campuses working okay JFK is going to look on reading we is going to work on junior high high school we're going to work as a district-wide team and um solving like and we that's one that's really the big problem we want to try to solve is what's it going to take right what's it going to take because we have to work a lot harder because our kids don't come to school ready and
083so we just started those conversations ations and some of some of her suggestions were um pretty extreme like maybe well I don't want to go into all the suggestions but there were some some suggestions that were kind of opening thinking outside the box on the kind of intervention that we would do but the whole key was working as a like as a districtwide team and she calls them problem solving teams and it was it was really a great session. more. What do you mean by the kids are coming into school without being prepared? If we have preks, we have >> soy one. We don't have two and three year olds. We have um we just started. We have what? >> We had >> 14. We have 14 that uh three year olds. 14. But the
084the development that happens when you've had grandchildren from zero to four years old is critical. And you know that's critical. And not just that. So then at the beginning of kindergarten they do kindergarten readiness but it's also critical and we're going to have to overcome that was you know the continued development of language and vocabulary and all of that that continues but that those zero to three to four years are the critical years those are critical years >> younger ages. Rhonda, we have um >> Yes, we have >> Miss Barbosa, who is our AVID teacher at junior high, who will do the next presentation. >> Thank you. >> Hello. Good evening. I am here to do a little update on our AVID uh program at Westo Junior High School. Um so this is my first
085year teaching AVID. Um, I have been with the district for 17 years and um, I taught AVID about 15 years ago. That sounds really crazy when I say that. Um, so I knew about the program. I love the program. And then I taught theater for the next 16 years. Um, so when I had the opportunity for AVID to come back um into my life, I like jumped at it and I um spoke with Miss Moore and Dr. Castile and I let them know that I was really passionate about the program and I'm really grateful for them giving me the opportunity. So, um here's a little overview of our program. So, first off, um, AVID's mission is to close the opportunity gap by preparing all students for college readiness and success in a global society. So,
086this year we started off by telling the kids, what college university do you want to go to? That's pretty been the norm for AVID. But I kind of took it a step further and said if you don't want to go to college, if you want to do a trade, if you want to go to cosmetology, if you want to join the military, that is still doing something with your life. And that to me is the most important thing. it is that they are able to leave the high school knowing that they're going to do something. So, um I wanted to stress that the mission was for college and success. So, I started off the year um with making goals for myself um to be able to help my students. So, the first goal was for
087all students to be equipped with the essential organizational materials. Um, this is the biggest one for Avid, which was a binder, pencil pouch, subject dividers, paper, a calendar or a planner, a journal for writing. Avid does not include a journal, but I wanted to, and I'll tell you why here in a little bit. Um, and to support academic organization and success. Um, after teaching for 17 years, I have found that junior high kids can lose something in five minutes. um if you don't give them a place to store it, have it, make it their own. Um and so I was really adamant about the binders. Um my second goal was for all AVID students to participate in at least one educational excursion designed to enhance their academic enrichment and college and career readiness. Um I'm
088a big believer in kids going out into the community and seeing it for themselves. if they don't know what it looks like, how are they going to know they want to do that? Um, so I really wanted them to be hands-on and to bring in people not only to the classroom, but to take them out into our community. And then the third goal was to ext expand our AVID program enrollment by, and that is a typo, um, by 25 students to support continued growth and student engagement. Okay. So the first goal I'm happy to say um the initial goal is to ensure that every student again has access to the essential materials required for the program. Um AVID says that the students can use ebinders or physical binders. I am old school. I carried a
089binder. I carried a backpack. I carried a pencil pouch um when I was in school. And so I was determined for them to have the same thing. Um, I am happy to say that 100% of my students have a binder. They have dividers, they have a pencil pouch, they have all their essential materials to make them successful in class. Um, you can see some of their binders. They're very territorial at their binders. They're like, "Don't touch my binder. That's my binder." Um, do we get our binders? We have to grab our bind. Like, they know as soon as they walk in the door, that binder is gold. Um I also um incorporated a journal. Every single day we start off with a journal. It can be anything really. It's just to get them writing. It's
090like what happened last period? What happened this morning? What did you learn in math today? What did you learn in social studies? Um it's to take notes in. it is to um AVID has an essential question or a learning task, our closing remarks, anything like that goes in that journal. So, um that was something I was really big on for them to have as well. Okay, the educational excursions. I'm going to kind of um go through seventh grade first because they're the first ones that went um on their little excursion. So, back in September, they went to Discover Your Direction. It was a a career exploration conference at the Portland Community Center. First of all, the the center is absolutely beautiful. The kids were like, "Wow." Like, just seeing this building, they were like, their
091minds were blown. Um, they had an amazing time. They had a table set up with&M College Station, uh, Texas&M Kingsville. They were giving them lanyards, pencils, uh, pennants, like all kinds of merchandise and they were all about it. Like, miss, I got this and I got that and I'm look I Texas&M got got gave me this. And so, um, they had an awesome time. It was a fantastic, uh, conference. They got to sit in, I believe, like 45 minute conferences of different, um, careers. Um they had police officers, they had um Miss Moore was there to talk about being a superintendent and the careers in education. Um they had a terrific time. So that was really nice. Um the next one is sixth grade. Um so the sixth graders are scheduled to participate in educational
092field experience to Texas uh the Texas State Aquarium um towards the end of May. Um we were um granted a $500 grant from the educational found uh westo education foundation. So that's going to pay for all of the sixth grade students to go um on a trip to Texas um Texas State Aquarium where they're going to I wanted to look it up. It's a STEM related careers pathway related to marine science and environmental studies. I have a lot of students who want to be marine biologists. Like it is like the craze right now for sixth grade. I think they just love science. So um that one fit in perfectly for them. For eighth grade, my eighth graders are going to be visiting um the University of Texas in San Antonio um towards the end of
093April after testing. This is a trip sponsored by uh Mr. Dav uh David Davila. He's the TRIO program manager with LULAC, the National Educational Service Center. Um they are taking um all of my eighth grade students to um San Antonio. They'll be visiting touring the campus. They're taking them to lunch and they are taking them to the zoo um on a chartered bus. And this is 100% free for us. So I am so excited. Um I cannot thank Mr. Davila enough. He comes into our classroom every Thursday um and talks about just different various things that we'll get into in the next slide. Okay. So, my big partnership has been with LUAC. Um like I said, Mr. Davila has provided our students with hands-on learning experiences focused on team building, time management, and critical thinking.
094Um they've made rockets out of Capri Sun pouches. That was very interesting. Um, they wanted the Capri sentence to be like full and but they weren't, thank goodness. Um, they've made freestanding structures from um, marshmallows and noodles. Um, they've been working on collaboration skills and uh, just explored college majors and post-secary pathways. He actually came in on one of his last visits and went over the um pathways to the high school. He printed off um their actual like plans and went over them and explained what high school credits are and things like that. So that's been really awesome for them to see. They had like no clue. Um they're like, "What do you mean we have to have hours at high school?" And so it was nice for them just to hear what's coming. Um,
095they've also provided all of my AVID students with clear backpacks for the second semester and student planners as well. So, I could not be more happier with um, LUAC and their partnership with the AVID program. Um, really quickly, the I want to mention, I didn't put it on here because it's kind of in the making. Um, I do have another partnership with um, Sister City. um they have um come forth to work with Westoso um solely um and um we are going to have all of our AVID students write pen pals in France. Um so we're going to be starting that after um spring break. We're going to have um the US Postal Service from here locally come in, talk to our students about um how the mail gets delivered around the world, about being
096a postman, um just about different things about the postal service. So, I thought that was fantastic. They're coming in to to help us. And then the postal service is off offered to cuz I was really worried how I was going to get all these letters to to these people in France and um my mind was already thinking like I'm going to have to ask all these people for some stamps and um the postal service came in and volunteered and said that they will package all of my students letters and ship them to France courtesy of the postal service. So I'm super excited about that. So once that gets going, I would love to give you a um and they have all kinds of ideas. I sat in this meeting and I was like, "Oh my
097gosh, like they want to do all kinds of things for for the AVID program and for West OSO." So I thought it was just a fantastic meeting. Um and then last but not least, our AVID enrollment. Currently, we have 30 sixth graders, um 43 7th graders, and 22 eighth graders. There's a total of 95 um AVID students currently. They are mixed in grade levels. And then, um our goal is to increase that by 25 students for next year. Um you can see my little flyer up at the top. We're going to be posting that on social media. Um, I'm hoping to go over to the elementary and recruit some um, fifth graders and I'm really excited about next year. So, if you have any questions, I'd love to take them. >> Miss Bella. >> Um,
098so when they apply for AVID, um, I guess what certain criteria do they have to meet or >> So, AVID has a really extensive application process. um they have to go through like student interviews, teacher um evaluation forms and re recommendation forms. Um in the past we've really been like anybody who wants to be in AVID can be in AVID. I don't turn any students away. Um if that's what they want to do, then I will gladly bring them in. So um we haven't really had a specific process. Um it's just if the student shows interest in the program then you know let's try it out and let's see how we go from there. >> Okay. And then currently AVID is it like a class period or is it something like before and after school
099or >> No. So AVID I have six full classes six 45 minute classes of AVID. >> Okay. That's it. >> Mr. No, I think your enthusiasm >> and your passion that you exhibit is going to make a big difference with that with what you do with what what Abbott does. >> Thank you, >> M. Gutierrez. >> Yes. >> Congratulations. You're doing a great job. Now all of us board members go to to conferences and at the conferences they have these little booklets like this. >> Okay? Some of them have pens, some of them don't. But I am going to say that I will bring you as many as I can at the next conference because >> I I use it for my notes, you know, for the board member notes, but my granddaughter used for
100Bible readings or whatever the heck she writes on them. But I think that these would help your kids. And some of them come with pens, some of them just come with a rubber band and you just close it. But I am going to promise you to bring for the your whole class to the next conference. like, "Oh, I know some people that are willing to give us extra when we go." So, uh, I know a lot of them and so whatever I can bring you, I will bring you for your next school year. >> Thank you so so much. I appreciate it. And I and I have to say I've had some amazing parents um with the binders. Normally, I was like a little nervous, but um parents were willing to give whatever it takes.
101I have some awesome parents um that always donate extra. Um I have a slew of exestoso um teachers and staff who are willing with whatever I ask for. So I've been I've been very very very lucky. Um so I'm I'm happy that my kids are >> I also have planners. I I mean I think that we can get I have from 20 years ago that I've been on the board, I have a bag full of pens and pencils that I need to get rid of. So >> yeah. And so like for our planners too, um I've tried to just think of different ways that we can get the things that we need without spending, you know, an aotment of money. Um paper goes a long way. I've you get on I got on the internet.
102I printed um every student a monthly calendar and then I just print it and it's funny how some colored paper makes them so excited about a planner. And so they're already asking like we need our March calendar. We have to write our March dates. Is it going to be a green calendar? Is it going to be a yellow? I'm like okay. So they're just using the things that we have um I'm they're more than happy with. But I am extremely grateful and I will take it. Anything that you want to give, I will take. You >> know what? We can also this morning Sitco had a lot of leftover planners when we went to their their lunch and we could probably ask them for them. Yeah, I can ask Judgement Avidas. He's got good contacts.
103So, we'll get I'll help you get the stuff you need. >> Thank you, M. >> Great job you're doing. Congratulations. >> Thank you, >> Miss Jordan. >> Great job. I'm so glad that uh you decided to come go back to you. You're so enthusiastic about what you do and uh I see a big difference in Abby this year and uh I think you're doing a great job uh with our students and thank you. >> Thank you, >> Miss Barbosa. >> Yes. you have to be passionate >> in order to uh inspire others and in order to be vested in what you do. Um I commend you on the partnerships that you have formed because I don't think Abbott has ever had any partnerships. So you fill in the gaps where we can't >> do that
104as a district and by continuing those partnerships we >> expose ourselves to the community and to businesses and all that and in turn they will help us. And a lot of times what we hear is we were never asked to help and all sometimes all it takes is asking if they want to be a sponsor or whatever. and a lot of times they will not say no. So, um I commend you on that. Uh I do want to see if um one thing that helped my kids because they were in Abbott >> is uh and I don't know if parents are aware of it when we um sign them up for classes for next year, >> but what I learned in when I was signing up in junior high was that they could take high
105school credits at the junior high. >> What your R2 I believe. Mhm. I I believe so. >> The theater arts, there's a few that you can take >> and it kind of el aliates the pressures in high school if you can get >> some of those credits out of the way. And I I try to I tell Rhonda, can we can we get more students involved in getting credits at the junior high >> that are high school credits? And then it kind of gives them a little breathing room when they get when they get up to high school. So, I would try to encourage that when we have open enrollment and stuff like that, maybe we can identify certain kids. I think it would work great for AVID because if they want to go into
106possibly early college and stuff like that. >> Yes. Yes. And I definitely try to encourage that um for our high school students, especially right now, my eighth graders. Um they're starting to talk about, you know, which pathway they're going to take. I'm trying to tell them like, you know, okay, now it's time to buckle down. it's you're going to pick a pathway like it's very important that you stick to what you've been wanting to do. Ask questions. Um and then like I said when Mr. Davilia came in, he talked to them even about um high school credits, right? >> Um and then we've been talking to them about um it it's been kind of eye opening for myself too. The students know what a career is. They know what a job is. they don't understand
107that what a college how their college major fits together. And so that what we've been talking about um right now we're currently writing a love letter to our um college or university since we've been on Valentine's Day and they have to incorporate talking about um what major they're going to to go to that college in order to get that education. We're trying to encourage them at that early age as to >> start thinking about a career path. >> Yes. >> Because that helps Rhonda in high school. >> Where I want to do the health science or I want to do or I don't even want to do it at all. I want to go learn a trade. >> Right. Yeah. >> So if you try start out early, you kind of start weeding. >> Do
108they really want to go this way or do they want to go into the military or do they want to do this? And a lot of you encouraged them to pick the colors of a of a college or you for college they want to go to or not. >> Um, so they're writing a love letter to a college or university that they want to attend and tell them why they want why they're so in love with the college or the university >> because over at Westoso Elementary, Miss Marcy uh a few years ago and I think you still have the banners for all the colleges up there. You still do, right? So they're starting out >> in what? Third, fourth, fifth grade. What college >> do you want to go to? And then they're coming
109to you and you're kind of like trying to mold them a little more >> before they go to high school. >> Yes. >> So I think that's a good flow. Get them interested. Do you want to go to college? What college do you want to go to? And then this is the college you're going to in high school. >> Yes. >> So that's that's I think it's it the flow is coming together. So that's great. Thank you. Thank you for your presentation. >> That's uh Mr. Aragon. I don't know who's the oldest person here. It could be Miss Filmore has been here long long long long long. Okay. Miss Filillmore. But I remember and of course Miss Jordan when we had Mr. Niola in the kinder through first all the way up to high school.
110They had a five-year plan and he would make everyone would make a five-year plan and they turn it in and throughout the years they would bring it out and they would see what what had changed. >> They had time they would revise it. >> Yeah. They would revise it as they went which that was I thought I've always thought I have I have my sons. I still have >> and the good thing is not everybody wants to go to college. But I think the key to is being a productive member of society when you leave high school. >> Yes. Exactly. instead of being at home >> being a bum. >> But the goal I believe is to make you >> a um >> productive member of society. >> Yes. Correct. And that's that's my goal
111for my students is that they at least have some um whatever their dream might be that they're able to accomplish it in one way or another. I have students who are like, I want to play for the NBA. And I'm like, great. Um, what degree are you gonna get? >> So, do you collab collaborate a lot with the Abbott in high school or not? >> Um, I do I do talk to Coach Bea um here and there. Our schedules are a little, you know, crazy, but we do collaborate um through email. >> The eighth graders are handing the baton to her. >> Yes. Yes. >> Thank you all so much. >> Thank you very much. >> Thank you. Okay, we're going to move on to we're done with um No, >> we have one more.
112>> Okay. Okay. >> We have Amy Chase who is a program manager for content uh Texas instructional leadership coach and school improvement specialist who will do a presentation >> and she's coming from the education service center region two. >> All right. >> Hello. Good evening. I'm so glad to be here today. Um I've met some of you in person on some of the instructional walks that I've done, but um um it's great to get to speak to you guys a little bit today just to talk a little bit about the work that I do in support of West OSO. Um I wear many hats um at the at the service center. So um yes, I have is is it the middle that I click or >> Oh, the right >> the right. Okay. So again,
113I do actually wear many hats at the service center, but they're all related to the work that I do here in support of West OSO. So I am the program manager for the academic content team at the service center. So um I support all of the core content specialists that provide services throughout um uh region 2. Um I also am a Texas instructional leadership coach and I do coach out here um in West OSO. I works work in support of the junior high and I also am um connected to Miss Garcia um as the um DCSI and the principal manager that is working um to support uh the till piece. Um I am also the school improvement specialist identified for this school district. So I started working as a school improvement specialist. Um that was
114my first um entrance into the district. Um about October of last year. I was hired. Um I'm from the Leander ISD area which is a north Austran suburb. About 24 years I spent out there. Um my background um is uh mainly I worked at central office as a special programs director. So I have that background in special programs. Um but then also that connection uh with curriculum and instruction. Uh my husband and I are um the sandwich generation right now. So we're empty nesters, but I've got some aging parents and I am from here. Um so I decided to end my career um giving back to the community that that grew me. So that is the reason I am working in um region 2 right now is really I do want to give back to
115the community that gave me a first generation college student an opportunity. So um again I'm very passionate about the work I do and what I love about Westoso is the partnership that I've had with both uh Dr. Castillo and her campus along with the central office has been um fabulous. Um very responsive, very supportive of the work. Um nobody loves the fact that they have to receive support in school improvement, right? So I'm called out because there's a mandate that you have to meet some requirements from the state. But I really um have appreciated their openness and their willingness to work with me over the last um about a year and three four months now. Right. So um and uh I I um I've just been really um humbled by all of the hard work
116that everyone has put in um um in support of the students here. Um everyone here wants what's best for kids and that's the most important thing. And so it really does um make my work um even more fulfilling and to be able to support that. So just to give you some idea, I'm just going to give you just a couple of slides that just tells you what the work is that I do um and what my relationship is here. Um again, all of these three things that I do directly provide support to your school district. So the first thing um I am, as I said, I am in partnership um as the school improvement specialist. Um, so, uh, the purpose of a school improvement partnership is to improve student outcomes through systematic instructional and leadership
117supports. So, my role really is about building leadership capacity to um, support teachers in growing their capacity. So, we really do focus in on how can we support central office um, instructional leaders along with the principal at the campus that's identified. So, that's really the role. My role is to really help grow that leadership capacity. Um I also ensure that you are all in compliance with what the expectations are from the state so that um you meet all of those required metrics. So again um one of the requirements is that uh the campus goes through a targeted intervention planning uh process. I support that with your district. Um I am also tasked with ensuring that there are strong instructional systems in place. You heard Miss Bart Garcia talk about flips, which is that foundational leadership.
118Um there are specific um instructional systems that I support the development of at the campus that are foundational um in in moving student achievement. So those are those those metrics that we're working on directly with the campus. Um I also um your your campus sets um targeted intervention plan. they create that and then um I am tasked with um monitoring that performance through um some um uh we have they are called performance management walks and so um in fact um a few of you were with me on campus um last week as we were walking the junior high I'm asked to go in and gather specific data um we focus on reading and math so the data is collected for reading and math um and then we debrief with the campus and then we then
119are tasked with working on an action plan. And so based on um what we see, we set some action plans and we determine what is it that the campus is going to work on, what is it the district is going to do to support and then what is it that the service center can then provide. And that's where the the role that I play also as a content man manager also comes in handy because I am able to directly um identify people that can come out and support and um then I can pull the purse strings of my school improvement uh friends to help fund it. So I've been able to get um content support out here that is free of charge for your district um because um because I've really advocated for that for
120you. Um and so um we also ensure that you are in compliance with state and federal requirements. So there are uh you know metrics and milestones that have to be met in order to be in compliance. One of the things that I know Rhonda and I uh worked on together and she brought here was that targeted improvement plan that had to be um um signed off on by the board and then has to be so that's one of the things that I make sure gets taken care of and I I guide uh the district through just because there's a lot of red red tape and a lot of paperwork that's required just keeping you guys making sure that you're all um up to date with all of that. Again, I provide that direct coaching and
121technical assistance to the district c and campus leadership as needed. Let me see if I can get that to Okay, I don't know why that's doing that twice. Interesting. Okay. Okay. So, again, um we're just really looking at how do we provide that comprehensive support for student success. Um again, the development of that targeted intervention plan, that foundational instructive instructional systems, um that monitoring, the coaching. Um and really the idea is that the goal is that if we develop strong systems within our our instructional leaders, that's going to lead to improved instruction that's going to lead to increased student outcomes. Because we know that investing in the instructional leader is going to give you the most um opportunity to create a sustainable system. And that's really the goal. so that no matter what happens um
122we have a system in place that will continue um to increase student outcomes um and that's where you have to start is really building those strong foundation of systems okay so again I also um started this partnership up last um year and then based on that um with some conversations I'm also a certified tu Texas instructional leadership coach um that is a nine-month process and it's it's like going to grad school, I will tell you, in order to get certified to do that. Um, but I have gotten my certification for that. So, it allows me to come out and do um direct instructional coaching and it's really about leadership development. So, it's an even deeper layer than what I do as a school improvement specialist. It's kind of that next tier. Um, and we um
123we spoke with um your team um Miss Moore, Miss Garcia, and Dr. Custoio um at the end of our partnership is we were thinking about well the end of last year knowing we were going to continue to work together in school improvement but what would be that additional layer that we thought might be helpful and one of the things that we really recommended was this Texas instructional leadership support. So the purpose of that is to provide support in the development of consistent instructional and behavioral routines aimed at improving um improvement for students. So, um, this is tied directly to some of the goals that were in that targeted improvement plan. Um, my role as the coach. I support the campus leadership implementation. Um, your um, we made a recommendation after um, working um, through school
124improvement. There are four different content areas we can um, support through Texas instructional leadership. Um there is something called total till um which is which buys you all of them but that comes with a grant from TEA. You did not receive the grant but we were able to to make um we made some special um again I pulled some strings and got you guys a special price so that we could do at least one content. And the one that we we recommended we start with is this idea of school culture and routines. So really bu building some expectations for behavior and academic um routines that are consistent across your campus. So we work on things like what is the what what are the hallway routines? What are the um lunch and and breakfast routines? So
125what what happens when students come into the building? How are we making sure that we're maximizing that instructional time because we're not losing time uh because we don't have a system for how students walk down the hallway. Um we moved on from that to um what we call our um uh first five. So creating a system so that within the first five minutes of a class there are common expectations for students and that instruction starts as quickly as possible because you have that routine and that's really what the routines are about and it's a it's a pretty um intensive process. Um Dr. Castillo and Miss Garcia met with me for several days over last summer as we started this process and then Dr. Castillo is then tasked with rolling that plan out to her campus,
126having her teachers practice it, and then the role I play is I come along with them and we do implementation walks to see how it's going. And then based on what we see, we make adjustments to the plan. And so it's a continuous improvement cycle um really aimed at improving student outcomes through this content in particular, school culture and routines. Again, it's it's about building those expectations. Um, again, I'm also additionally um part of the contract that we wrote was we we made you kind of a boutique um I would say contract. We added in um leaders an additional mentoring um piece to it. So, there are actually two of us that come out and support your district in mentoring. So, I am um I am I am mentoring uh Miss Garcia. Um I come
127out twice a month for for uh we do three hours every other Friday. We we get lunch, one of us picks up lunch and we hang out and have lunch and then we work in the afternoon. Um so I am her mentor and I'm mentoring her through the instructional leadership part but also she was really wanting to think about how do I build those professional learning community systems. So that's also one of my um areas of expertise. So I've been helping them build that piece as well. Um and then we also have Dr. Dalia Torres. Um, she is actually my coach. Every coach gets a coach and she's my coach. She's the lead at the service center for Texas Instructional Leadership and she meets with Dr. Castillo about twice a month as well. So, that
128was an additional piece that we added um so that we would have that additional layer of support. Why we chose that? Again, we identified that the decision um based on our school improvement coaching um from the previous year is why we identified school um culture and routines. Again, it provides a structured system for instruction and behavior, clear expectation for staffs and students. Um alignment with um the TEA effective schools framework um which is what we actually have we we use when I talked about that flips earlier. It is aligned to the same framework. So everything is working in conjunction with each other. And then the, you know, the goal is again that supporting that long-term campus improvement and sustainability, putting systems in place that no matter what happens, even if leadership change, you would still
129have those systems in place and you're not starting from beginning every single school year. Okay. And then the last thing I have is just any questions you have for me, >> Miss Jordan. >> Thank you for >> She's not done talking. Oh, no. Go ahead. off. Uh I want to say thank you for for coming. Now this that what you're doing is Okay. Let me ask about the grant. >> Yes. >> Okay. >> Is there a reason why we didn't get the grant >> or do we what what was >> So the grants um are are given kind of on a um that not everybody gets every grant that they apply for, right? And so again, you guys um you guys got some grants from the lasso, but um again, there are limited funds, especially
130um in Lasso 3, there were limited funds for Texas Instructional Leadership, which is the piece that I'm supporting. Um but uh we saw the need and um I will tell you that your district has paid a very discounted rate for the piece that I've given you um because I advocated for that because I really believe in what's happening here. I do know that um lasso4, which is the grant um that the district has applied for this year, um they did get that grant and and um I'm know that they will be looking at how they want to use those funds. Um I know that that's a process that um Miss Moore is currently looking at as well. So, >> is this a plan that we sent to tea, right, that we were going to >>
131Yes. >> do? >> Yes, that's what we did. >> Yeah. >> Okay. All right. Thank you so much for >> Yeah. You're welcome. No problem. Mr. Vad, >> what um in your instructional component? >> Yes. >> Uh what do you advocate with regard regards to retaching? >> So can you tell me just a little more? >> Well, we know that uh when the a teacher presents a lesson >> Sure. and uh just teaching, introducing new skill. Um >> first go around she's gonna have five, seven kids that get it right. >> They got it. And then if she retaches, >> uh >> maybe gives those kids a task because they already know it and they need to move on and then she retaches, >> right? >> And uh >> three or four or five students
132again, >> right? And if uh and not not that all teachers do this, but this is what I uh would see as a good thing to happen. >> Yeah. >> The teacher >> gives those that group >> some additional enrichment or moves on and then there's another retach. Uh I I had a nephew that took a a principal ship and and uh I was kind of mentoring him. Sure. >> And he said uh he called me. He said, >> "How do you retach? How do you tell your teachers to to retach?" I was preaching for a long time. >> Oh, okay. >> And so I said, "Well, you know, you teacher, I I gave the what I just gave you." And then uh then I said uh if you still have some reisioning to do
133uh you might ask the section leader of the one grade down to teach for you and they can do that before school after school during PE during lunch they can kind of gather the kids at that time and then if if there's still some that don't get it you go to the next >> section leader and then after that you know. Yeah. >> Uh you just got to move on because you've you've given it your best shot and I don't know of a better >> Yeah. >> So >> to do that and handle the kids moving on. >> Yeah. >> Um I don't know. So some teachers may feel like my job is to teach the kids for to learn, >> right? >> Well, >> yeah. >> Are you doing teaching? >> Yes. Right. >>
134And how how often do you teach? Do you change the the the strategy when you introduce a skill and you're retaching? >> Right. So, you've described a few things that um actually your district is working on right now. So, when you heard me mention earlier um that I was supporting Rhonda in the development her professional learning communities um that is the goal of that. So, we start with four questions in that in that um process. So when teachers work together in in what we call our problem solving teams, um they look at first what do we want students to know? So they all work together to determine what is it that they need to know and what is it that the state is asking these standards? How are we going to know that they know
135it? Right? So really getting clear with the teachers about what are we going to test them with and how do we know that that's going to show that understanding. So um and then the next thing is what are we going to do when they don't and that's what you were describing sir right what do we do when the students don't know and that really connects to the MTSS system that um Miss Moore was talking about and you guys have started a partnership with Molly Savant um from the service center I actually brought her over here and I'm mentoring her because MTSS is one of my very favorite things actually and so she actually um is working with your district to develop a system for exactly what you just talked about there sir identifying the students
136when they don't know what do we do with them and when they do know so the fourth question of PLC is what do we do when they do get it so how do we extend that learning because you we don't want to forget about those students either right so the NTSS process coupled with this professional learning community that Rhonda's really working to um bring forth in the district if you marry those two things it's very powerful but that the goal with that MTSS is to be proactive active so that we are catching students as quickly as possible, filling in the gap and making sure that they're still getting content right because um you know students that are struggling with content I call them striving learners is what I like to call them um because they
137have strengths they're striving in a certain area so they're striving to learn this information um they still have to learn the content we can't just pull them back and say okay well we're going to work here because they still have to get the content that everyone else is still getting. We have to proactively have a system for this is where we are. This is what they have to learn. Here's the parts that they need support in. So this idea that you're talking about, how do we start doing that retach and really identifying it? So the two really those areas that your district is in the midst of developing that's a ve that's what research says is very sound approach. Um, and so again, uh, that's the support that, um, I'm able to provide along, uh,
138with the work that I'm doing with your district. Um, you've got some great players. Um, uh, Miss Garcia and I know, um, Dr. Castillo went to training this summer, um, through Solution Tree, which is a place that I had recommended where I had gotten my PLC training. And so, they're working and enacting a lot of those things to address what you're discussing right now. And it makes it a lot easier if students are being taught at grade level. >> Right. >> And this district I understand there's a lot of kids that are >> right >> two, three, four years. >> Sure. >> Behind. Yeah. >> So, uh, >> yeah, that's the challenge, right? Because every student, whether they're, and I always say this about even special education students because that's where my heart is. I
139was a special programs director. Every student is a gened student first which means that they are allowed they are required to have access to grade level curriculum. The challenge because we we are required to ensure they have access to that. The challenge then is how do we fill in the gaps alongside it? And that's that's the work of these problem solving teams that um Miss Moore was talking about. um setting up a real and and I I love the idea that there you're looking at a district-wide system so that as a student moves from the elementary to the junior high to the high school, there's a coherent story of the support that the student has received and there's a there's a there's a process by which you're identifying those needs and then um supporting those
140students along the way so that we're ensuring that all students are getting that access um to that that high quality learning. Thank you, sir. >> We're working on it. >> Uh, we're working on it. We've got some plans and um we like I said, I'm my car could almost drive itself here now. So, um I might I might need a little office um to come hang out here, but um yeah, so we really are working on those things together. >> Miss Bella, >> uh just wanted to say thank you, Miss Chase, for your uh support and commitment and helping our leadership. We really appreciate your time um that you've been uh spending with us and um I I have no other questions. >> Yeah, I appreciate it. Thank you. >> So, based on your observation,
141are we turning that ship around at the junior high? >> We are turning the ship around and we are working together um you know if the buyin if you can get the buyin which I I know we've got from um our central office and we've got from Miss uh Dr. Dr. Castillo. Um that is key and I always say that um you know the idea of building your instructional leadership support what gets supported gets done and that's what I always say. So your leader if they what they support is what gets done. So you have to start with a good foundation and a vision with your leaders. And so that is the work that we're doing together. What is the vision of success for for students here at Wesoso? Um, and so we set that
142vision and then we make our plan to get there. And so, yes. >> Is this your second year with us or >> So, I started again like I was hired at the end of October last year. So, I'm like a year and some in, right? >> And I moved nine months into it into the project, the program management of content. So, I started just at school improvement and then I've slowly added on all these other supports for your >> very grateful for. Yeah. Uh, so how much longer are you going to be with us? >> So, um, I'm I'm here. Yeah. Apparently, I've signed a contract in blood with these women over here. So, >> so the lift we just that lasso4 grant is potentially a three-year grant. So, um, >> so we started in
143October. We're a little over a year into it. >> Well, I mean, not really October, though. >> I'll give you I'll give you an idea. So, I um I was hired um as the school improve I was hired at these to be a school improvement specialist. That's where I started. in within nine months they'd moved me into the Texas instructional leadership and the content management. So those are pieces that I've added on since I started a year ago October. I started in those at the end of July. >> Um your district and one other district are my two I have two in Texas instructional leadership districts that I'm working with right now. Um and so uh uh I plan to continue having that um certification. I have to do it to keep it. So um
144I would be happy to continue to support this district in whatever ways I can. Again, I manage the content team. So that means I also have that direct line to building up your um your instructional your teachers their capacity because in fact I know uh Ron mentioned uh Matthew Lial. He's one of my ELA um he's a secondary ELA uh MA uh teacher specialist. And so he's been coming out and working directly with your um your ELA teachers at the junior high. Um based on the walks that we did last week, I know we had those performance management walks. The recommendation was that what we had set part we had decided as action plans for him to do, we saw in action in the classrooms. So we saw a direct line to we set this
145goal for your team. We saw it happening in the classroom and so the recommendation is to continue to receive that support from Matthew Lal. So, we will we will um prioritize his calendar moving into next year, especially making sure that one of the action steps was that he would come prior to each nine weeks to plan with your teachers to make sure that they had a good solid plan for what they were going to do um uh with the content and really understanding what they needed to do and what are those high yield instructional strategies that are going to support that that understanding with their students. And I the key to it is the classroom management because >> right >> when we were in the science classroom >> it basically took 13 minutes >> to
146start >> right >> the instru we lost some time >> and I know y'all took note of that. >> Yes we did. And so what I would say is that the schoolwide cultures and routines process that we went through with Dr. Castillo the idea is that those are things that we address through the schoolwide culture and routines. So if we see a classroom where a teacher is struggling with that, then we're going to go ahead and go in and coach that. There is an expectation for what the first five minutes should look like. So if we're not seeing evidence of that, then Dr. Castillo will then follow up to make sure that that teacher um is um given the support they need to be successful. Um we teach the process of schoolwide cultures and routines
147and we roll them out, but it's not meant to just be a oneandone, right? So as they as things come up on the campus that are concerning behavior-wise, academic-wise, they have a template for how to write a plan because we've trained that's my job. I trained them in how to do that. So there is a process that they can then utilize because sustainability, right? If I get hit by a bus tomorrow, which I say that all the time. I don't plan to get hit by a bus, but I say it all the time. if I get hit by a bus tomorrow, this district now has in place a process for addressing those things. They have to pick that up and then use that. But they have received that training. Um, and that's that's the support
148I've been giving to build a system that can be applied across. And one of the reasons we work with central office um they ask us to really work with a central office instructional leader to coach them directly is the idea that it doesn't have to just stop at the junior high. So if I give this learning to Rhonda, she works with all campuses. So then we can then align that. And so really you're building the capacity beyond just one campus, but really to help make a sustainable system across your district. And that's really the goal of the work that we do. >> So you talk about culture, how they walk down the >> Yeah. >> The challenge right now is when they go to the bathroom, >> right, >> and they tear it up. >>
149So Okay. >> I think that's one of the key areas. >> Okay. So again, we can write a routine. Uh so we have a structure for that. So um again, like I'll say, I always just say go back what are the re I always say this um when I'm coaching. Um there's another district that it's it I say that and and the the dean of instruction goes, I knew you were going to say that, right? But I'm always going to lean back into what is the structure that I've taught you because you need to be able to use that when I'm not here. Right? And so we have structures. And so if that's an issue that comes up, we can we can then support that. I'm I'm still supporting school uh schoolwide cultures and routines
150through the end of this year. Yeah. Your contract for that is through the end of this year. Like I said, what' you say? >> It might sound like a petty thing, but when they destroy their own toilets or their own faucets that they themselves use, something's wrong. >> Yeah. >> Something's wrong with either their self-esteem or um >> they got to they got to um respect themselves, right? before they respect >> right >> any other person or any anything around them. So I think that's where we might be struggling with that >> specific issue. >> But again, um, like I say, behavior is communication. So any behavior a student gives, they're communicating something. Yes. Right. Whether that's negative or positive. Right. That's why I brought it up because it is an So again, it is
151they're communicating something. And so when we communicate, they wait for us to respond. So again, um, those are definitely things that that can be addressed through the schoolwide culture and routine. um just those expectation of what that's going to look like. They do and I I do know that as part of our implementation there there is a plan for restrooms like during that transition time there is a plan for because we observed it. Um that was part of the plan. What does it look like when I come into the school in the morning and I'm sitting they all kind of go into that area where the cafeteria is there are there you know there's definite routines for that. There's routines for monitoring it pe they've located where everyone stands including the restroom. So there are
152routines as they're coming in. So maybe we just need to look in a little more deeply at where where where there might be some other challenges. But again, we did observe routines in place for restroom um in the morning and as they transition to their classrooms. >> And it kind of sounded crazy when Rhonda mentioned it to it to us that we were going to start with the basics. They're like, what does that have to do with learning? But I guess it all ties in, >> right? It does because the idea is if we get kids in in the building, they feel good about their morning. They start off in a in a in a um in a way that's positive. Somebody is looking at them and saying hello. It it starts with what does
153it look like when somebody walks through the door. So, is is somebody greeting them? That's one of the things we look for, right? Are they getting a positive um along with are we checking to make sure they've got their lanyard? Are they are they in dress code? All of those things are test are checked as they come in the door. And then you have adults walking around in the in stations making sure that kids have a a better start. they're checking in on kids who are having a rough time and having you got your counselor there that can handle those things so that when they go to the classroom you've minimized some of that so that they can get to the the part of learning and so I think understanding how the the importance of
154routines and sure and how that really supports a student in their day and that predictability for kids who don't live in a house maybe or have an environment that's as predictable they need that structure and predictability in their classrooms and that's ly the work that we've been doing um with with the campus >> and I think the key to that is is that only happens on day one. It happens all the way to the end >> here because when you stop uh bringing it up or stressing it >> uh >> what's get supported gets done and so that's part of the work that we do as followup. So we come in um and we do implementation walks. we've been in three or four times already for implementation walk and then sometimes we just come in
155and so um really just to kind of see what's really happening and so we provide feedback based on that um they've made adjustments based on our feedback because sometimes you just need somebody from the outside to see something that maybe you didn't notice and so then based on that we provide feedback and then adjustments are made the Dr. Castillo then rolls that back out at a faculty meeting. They part of the process is you actually have teachers practice doing the thing that you want them to do. So they have to actually rehearse it and get feedback as part of the support that the administrators give um as part of that process. >> Thank you for your support. >> Yeah, thank you >> Mr. at one time. Okay. This morning or morning, afternoon and after school
156or between classes, how many how many people do you have standing outside um monitoring the whole campus? >> So throughout the day that is not something that I have focused on with this with the campus. The piece that we focused on was the entrance routine >> in the morning and >> yeah, we worked on the entrance routine and the first five. There's so many different schoolwide cultures and routines we could focus on um within the amount of time. So the idea is that you build that foundation and then the school district can the school can then utilize that same structure to build the rest of the routines. If this is being practiced every day, if this is being done every day by the the principal and the assistant, if it's being done every day, wouldn't
157they continue to do it on a daily basis, like all day? I mean, >> yes. >> And and you can say it doesn't happen, but it does happen. There's fights out there. There's vaping in the hallways. There's all this stuff going on. And why is this going on? So I would like that one of the reason >> hearing this things if you have all this staff people. >> So does that ask a question because I wanted one of the reasons I really wanted one of the reasons Miss Chase to come is that she has the opportunity to go to you know a whole bunch of middle schools throughout the region and so the tendency is what gets the attention is these are the bad things or the you know those kind of things and that's
158not representing the 400 students at Westo Junior High. what we hear >> right if we have all this if >> so again I would like her to have an opportunity because she's been at the campus just to give you an overview because she's seen other campuses right throughout the >> campus this October of last year or the year before >> this year but in this year in this year we're all she could >> year >> yeah so yes I started the Texas instructional leadership portion of this work with your c your district this school year I started as a school improvement specialist last school year. So, does that make sense? I started Yeah, because it's two different things. I do two different roles here. I started as a school improvement specialist. >> Started the this
159program that you have right now, >> but then the last school year >> I was school improvement specialist. >> School improvement. >> Yeah. So, that was separate. So, I've have really had just this one this pocket of time to roll out the school. So, we haven't been doing this schoolw ride cultures and routines for for a year and a half. I have been I have been working with your district for a year and a half based on my recommendation from the school improvement world. You have added this additional layer that we have just begun working on. >> That would be Miss Miss Garcia and Miss Moore >> and the campus and the campus. So again my question and one of the reasons was you know a lot of times our impressions of what's going on
160on that campus is limited to the people that are calling and it's not necessarily people don't tend to call right when things are good right and just and just to get a sense of what's normal again so I would like your overall picture >> the data that we have collected when we've been in implementation walks We have met them the expectations. There's a rubric that we have to use to to score them. We have met that expectation. They have made adjustments based upon the feedback that we have given. We have come in and we have followed up. I would say um I have been in classrooms just doing observations within the classroom setting. Um and I would say the feedback that we've given mainly is we have a lot of very compliant students. I've actually
161not seen in a classroom any sort of um misbehavior um that would be something that would be um escalated. What um what we have given feedback on is that we've got students that are complying that are which is good. We've got kids who are coming in and they're sitting down and they're doing the work. The next step that we really need to work on is engagement. And so uh we have to get kids kind of in a system where they're sitting. The recommendation now is how do we get them more engaged? And so those are the pieces that we're working on. and how do we get kids talking to each other a little bit more because we know that's a better way for them to process their learning. Um and so again, but the first
162step was the schoolwide cultures and routines was getting kids a system in the classroom for okay, when I come in, this is the expectation. The expectation is the teacher is teaching within five minutes. So if a teacher is not teaching within five minutes, that means there's a problem with the with the routine being rolled out, but we have a system that they can now support. So, that's really the goal um is really to improve that. Um now, kids are kids and they're going to do things and and um who knows why. We know what middle school's like, right? I was an elementary teacher for a reason. I mean, I I kind of black out a little bit even about my my two adult children, those three years. I just would like just like to forget
163those ever happened, right? It takes a special person. Like I always give those people kudos for doing that job because um that is just an interesting time of life for everyone involved. Parents struggle with it, kids struggle with it. So it's not unexpected that you do have some challenges with behavior. What we recommend these structures are the best way that your district is working towards that. Do you fix that overnight? No. But we have a process now. Um, and that expectation, like I said, from district to the principal, from the principal to the teacher is that we're going to use these processes. So again, what we know and and I spent 12 full years of my life in Leanderd making presentations almost every day of the week. um is that 90% of what we do
164in a presentation, like even what I tell you now, you're only going to remember about 10% of what I told you today. That's normal, right? I've talked a long time. Y'all are probably ready for me to get out of here. But um about 10% of what I tell you, if I just talk to you sticks. The only way you get implementation and sustainability is to follow up. And that's the job that we do in Texas instructional leadership. We come out, we teach it, we make the teachers practice it, we make them practice with each other, then we come out and we follow up and we provide guidance and then they make adjustments. It's not it is something that you have to build over time with teachers. But again, we've taught a system that when I'm
165not here anymore, they should still be able to do. And I and I and I and I know they've they've executed it well. All of our data from what they the the the routines we have executed have been strong. We have made recommendations every time and every time those have have been adjusted and then we've come out to see that that was an improvement. >> Mr. What did you say? How many minutes did it take you all for the class to get started? >> It was like 12 or 13 but they had them cut pieces of paper >> and it was the math part. Yeah. Was that math where they were started but they took them they were doing >> we talked about too much time putting >> Yeah. >> You know why I wanted
166to know is it was it a discipline of trying to get Oh, no, no, no, no. In fact, we had high levels of engagement >> prepare you for the >> There was a special educator in the room that was also supporting. It was a it was a system where they had the students had to um >> they had to take some papers out of a workbook and they had to cut all these little squares out and it just took longer. And so our recommendation really I mean we made a recommendation for that was that we need to figure out what's a faster system because um whether that be that the teacher copy them and and cut them ahead of time um but it wasn't a non-compliance. Everybody was working. Everybody was doing like like I
167said, I didn't I've been out I've probably been out here eight or nine times and I've been in classrooms every time I've been here and I've not seen any discipline problem that was not handled within the classroom in an effective way. Um but that's not to say that things don't happen. Kids are kids. That's going to happen. Um we know that you're probably going to start seeing more of it as we get closer to summer because for some kids summer is not a great time and so they start to act out. you see that more towards the holidays because they don't want to be home um for you know not every not every kid's going home to um a a happy loving environment and so sometimes kids act out and like I said behavior is
168communication behavior is communication every time a student does something positive or negative they're communicating something to you our job as educators is to respond to that communication >> what we heard was that more of the discipline is being handled now by teachers instead of referring them and modeling up, >> right? That's the goal and that's the goal of that is like how do you how do you how do you filter that down because um you know it's that with teachers you build their confidence in being able to handle situations. We have a lot of teachers that are younger and they haven't had that experience. So this process gives them that that opportunity to build that skill set. >> Okay. >> Thank you. >> You're welcome. >> Thank you very much. >> I'll see you Friday.
169>> Okay. Okay, we're moving on to item number six, the consent agenda, which is A, B, and C. Approval of the board minutes uh for regular board meetings Tuesday, January 20th, 2026 at 5:30 p.m. B, approval of the monthly investment reports for January 31st, 2026. And C, approval of the general fund financial reports for January 31st. January 31st. >> Okay. This is a um >> motion. >> Nobody's disagreeing with it. Do you need a motion now? >> I need a motion now. If we have any questions, sir. >> Question. I don't. >> Okay. >> I make the motion that the board approve the consent agenda items as presented. >> I second. I have a motion on agenda items 6 A through C. Motion by Liz Gutierrez, second by Priscilla Bella. >> Liz Gutierrez, >> nay.
170>> Charlie Jordan. >> I >> Priscilla. I Albert Viel. >> Hi. >> Belinda Gonzalez. Oscar Redondo. >> I >> Bel Rodriguez. >> A motion passes 41. We're moving on to item number seven. A discuss and consider taking action to publish the Texas academic performance report for 2024 202 district report. Miss Kimberly Mo, Miss Ronda Garcia. >> So, we're required um the state of Texas requires us to publish that taper report. Um, but we're required to have a board vote to approve us publishing the taper report. Um, so that's what we need at this time. >> You have any questions? >> Is that what What number did you say? >> 7A. >> We need a motion to see if we want to publish. >> They're required. >> It's not required by law. >> Yeah, that's why
171it's kind of silly that you have to take that. >> That's I was gonna say for >> the TA creates the report. We don't create the report and we're required to publish it, but I guess it we're required >> to get approval to publish it. >> I'll make a motion that we >> we publish the the report as presented. >> You have to have that published the Texas academic. Do you have to have all that, Miss Moore? >> Yeah. And it would be good. >> Okay. I make the motion that we the board approves to publish the Texas Academic Performance Report 2024 2025. >> We have a motion by Liz Gutierrez, seconded by Shirley Jordan. >> Now vote. >> Liz Gutierrez. >> Shirley Jordan. >> Priscilla. I Albert Viel. >> Hi. >> Belinda Gonzalez. Oscar
172Adondo. Hi. Belma Rodriguez. >> This motion passes 5-0. We'll now go to item number 7B. Discuss and consider taking action on the approval of property casualty and general liability which includes wind hail educate educators legal liability and automobile liability bleed insurance flood insurance and other for March 1st 2026 to March 1st of 2027. Presenter Miss Olga Mendes. >> Good evening board. Uh we're asking the board to approve the property and casualty insurance and the auto liability insurance for the period of March the 1st to the 2026 to March the 1st 2027. Um we formerly had property insurance with uh and with car insurance the interlocal agreement and property and casualty alliance of Texas and the coastal property alliance of Texas. Um the that agreement expires March 1st, 2025. Uh the recommendation is going to cost
173the district um 958,451 reflecting a decrease of 224,682. The prior total premium that we were paying was 1,182,133. Uh the proposed includes McGriff Insurance which has a premium of 895,761. TASBY risk management annual premium of 62,690. Again the total of that premium would be 958,451. um reflecting again the savings of 224,682 included there is a schedule that does a comparison of last year's um uh insurance uh with caral insurance and what now McGrip offers that it details the deductible and the and the what it covers we have Mr. Wesley Foss with McGriff and Adrien Pñena with TASBY risk management that are here to answer any qu questions that you all might have. >> Mr. Jordan, any questions? >> No. >> Gutierrez. >> Not at all. >> You're very present, sir. >> Where are we changing
174insurance? >> Where are we moving to this insurance? >> Because we're saving over $200,000. I know we've always asked uh can anybody else bid on it? I know that was a question last year. >> I know we we we've always asked that, but I'm just >> We finally got somebody that uh >> it's a little bit lower, but >> uh I'm going to >> There's a lot of regulations that we had to go through. It's not just being able to switch. Uh uh McGriff was offered us. They're in the co-op. They were able to switch. Uh but other than that, it was kind of difficult. was timing and it wasn't just you know moving from one vendor to the other >> and this includes the properties that we have all the properties >> includes uh
175everything that we have all our buildings and and if you could turn around I don't know what page I don't have the template uh the book with me but I know that if you look at the West ISD um property windstorm boiler crime insurance renewal in there it'll detail everything that they cover. You know, our um values did increase. Uh last year's values were um 130 billion and now it's 136. So, you know, it it even though values have gone up, premiums are going down with McGriff. >> Okay. Now, I'm asking about like the old JFK property, the old Skinner property, the junior high property. All those are included in this insurance. >> Uh no ma'am, that's just land. We don't we don't insure the land. It's just the the buildings and >> there it's
176going to come out of our general fund. >> The cost of the insurance. Yes, ma'am. >> Interesting. Okay, sounds good. What's there to catch fire? >> The dried grass and the barbecues that they have there and all that. So >> I'm done. I know. Something happens. What's gonna happen? >> Miss Bella, >> no questions. >> Come put it today. >> Okay. >> Motion, sir. >> Uh, tell me a little bit about yourself and are y'all a co-op or or tell me a little bit about >> Yes. So, we're with McGriff and we work with more coastal schools than any other firm in the state. Um, the co-op we represent is Choice Partners or Omnia Partners. If you'll recall, we came to the board in I think it was January um when the board ultimately made
177the decision to to make a change in representation. And if you look at this document that has a lot of red and green on it. >> Yes, that's >> the red are all the items we targeted that we felt like could be improved for the district. And the green are are the final result. And when you add up all the green, we've increased the coverage to the district by $72 million. We've reduced the name storm deductible by $465,000. Before the minimum deductible the district was going to be responsible for for any named storm event was $565,000 >> and we lowered that to $100,000. >> Wow. >> Um and with that, as as Miss Mendes said, we we're presenting a over a $200,000 premium reduction as well. Um, there is a little note at the bottom
178that if you wanted to to lower your all other wind tail deductible from 1% to a flat 100,000, that premium is $37,500. So the the way to think about that is if we think about that hail storm that that hit in Taft, >> if every item was damaged, our deductible is 1% of the building, not of the damage, >> all the buildings combined. >> That's right. So, the max deductible is $1.36 million for a hail storm. >> Um, you could reduce that to a flat 100 if you wanted to for $37,500, but we just wanted to show that option um as that's available now on the market. >> So, right now we're paying without that option. What is the cost on that? >> 8.95761 for the property, which is about a $21,000 premium reduction. >>
179Okay. So, let me let me see if I understand you correctly. If we want to go with $100,000 >> deductible for the entire district, >> the cost would be how much? >> 37,000. >> The the additional premium, yes, would be an additional $37,500 for all other wind. Not named storm, but just think a random hail storm, tornado. >> So, that would do away with a 1%. >> Correct. So when it comes to uh apples and apples or are you've been you've lowered the deductibles >> substantially already lowered them, >> right? >> Your value your insurance limits have been increased by $72 million and your premiums down $200,000. >> And it's all because of a being a co-op and everybody pulls together to get a better rate. Yeah, the district just just engaged a different process
180this year and and it resulted in a substantial improvement to the program. Yeah. >> So it would come up to $933,261 if we added those 37,000 to keep it at that one. >> Yeah. So what he's saying is if if we had a loss of let's say $10 million at 1%. So, it's the building value, not the damage value. >> Correct. >> It's going to be 1% of the building >> of the building value, not of the damage. >> That's correct. >> So, if the roof cost 10 $10 million to replace, would it be based off the 10 million? >> It's going to be based on the building value. So, if you have a $10 million building and it sustains >> $2 million of hail damage, it's 1% of the 10 million, not 1% of
181the 2 million. >> So, the easiest way to think about it is is 1% of of $136 million. That is our max deductible that the district would have if every single item on the schedule suffered damage. Correct. And so that's 1.36 million um versus a flat 100,000. We just wanted to to show it um in the event the district saw value in it. >> I do like where you have the green section versus >> the what we were paying because now the insured value is up by what? $6 million. >> That's right. Yes, sir. >> Overall and we're this is where we're actually comparing apples to apples. >> That's correct. the the middle column is the current program in place today. >> The co the far right column is the program that's going to be
182effective March 1st, 2026. >> So bottom line is we're we're paying less. >> We're not we're not lowering a coverage. We're actually increasing our coverage. >> Yeah. >> So it's a win-win. >> I don't know where y'all were last year or the year before, but >> we're glad you're here now. >> Yes. We're glad you're here now and we were glad when you came back when you were here in January because we started hearing good news about it and y'all we're going to work on the numbers and then present to us. So, >> uh I think it's fantastic. >> Thank you. Thank you for the trust. >> So, so do we want to discuss adding the 37,000 or we don't want to discuss it? We don't want to do it. What's the recommendation of the
183district? uh currently because our cash flow I'd recommend we don't add those. >> We can look at this for next year also. >> Correct. >> Okay. So, we need a motion. >> Okay. I will make the motion that we approve the property casualty and general liability, wind, hail, educators legal liability and automobile liabil liability liability and fleet insurance, flood insurance and others for March 1st, 2026 to March 1st, 2027 with M Mc Mcgriff Insurance and Tasby Risk Fund with a total combined annual ual cost of $958,451. >> Is that correct? >> Second. >> Mhm. >> Okay. Thank you, >> Liz. Guutieres, >> can we hold one second, one more question. >> Cyber security. >> Mhm. >> Is that included? >> That is included in the TASBY casualty program. Yes. >> And what is the deductible
184on that? I believe it's a Z deductible. Uh the the FASBY gentleman's not here tonight, but typically it is a Z deductible >> because it's becoming more and more increasingly uh >> I'm I'm almost certain it's it's zero, but we'll have him confirm tomorrow. >> All right. Thank you. Thank you. Go ahead, Mr. >> Elizabeth. >> Hi, >> Charlie Jordan. >> Hi, >> Lavella. I Albert Viel, >> I Gonzalez Oscar Reando. I >> Belma Rodriguez. >> So this motion passes 50. >> Mr. Alono, that's a zero deductible. It's in the schedule that's included in your handouts. >> Say that again. >> It's a zero deductible. Okay. And thank you board. I appreciate it. And thank you, Mr. F. >> And thank you for waiting this long. It's been a long meeting. So well, we appreciate
185y'all's trust. Okay. Thank you. >> Thank you very much. Yes. Zero because now they're doing all this. >> Oh, yeah. >> Okay. So, we're going to move on to item number 7C. Discuss and consider and take possible action to approve the voluntary early notification of reg resignation retirement for the 2025 2026 school year. and we had that u meeting earlier. >> Miss Olimedes and Miss Belinda, please. >> So, this is what we've been doing the last couple of years. Um, the purpose of this is if we get notification of people that are currently planning on retiring or resigning, if they notify us early, then that allows us to get sort of the first, you know, the people that are applying. So you're not un unfortunately what some people do is they wait and they wait
186and wait and by the time we're looking to hire the candidates that are still available may not be the top candidates for um jobs for the 26 27 year. >> Miss you have any questions? >> No questions. >> Mr. Travard and it's the same for $100. Okay. No questions. Miss >> Jordan, none. Last year we had about five people or six or a handful or >> Yeah. I want to say we've had six six eight something like that. >> And that's kind of every year pretty much. >> Yes. Okay. >> It's done really well and it gives us an opportunity to get ahead of the game to hire. Yes, I understand because uh it's hard to find educators especially when they're qualified in certain areas that we need their specialty and if we get early
187notice we can start promoting the district earlier. So u >> starts that any internal transfers you know some people want to be moved around you kind that starts the whole process going. >> Okay that's good. We need a help start. Okay so this will be an exit item. >> Okay. We need a motion, please. >> I move that the West Coast ISD Board of Trustees approves a voluntary early modification of resignation retirement incentive program for the 2025 2026 school year as presented by the administration and authorize the superintendent to finalize all documents. Documentation is necessary to implement the voluntary early notification of resignation retirement incentive program for the 2025 2026 school year and issue payment for all qualifi qualified employees as discussed. We have a motion by Elizabeth Gutierrez, seconded by >> Jordan. Mirley Jordan.
188>> Miss Jordan. >> Liz Gutierrez. >> Hi. >> Shirley Jordan. >> Hi. >> Priscilla. I >> Albert Viel. >> I >> Linda Gonzalez. Oscar Redondo. >> I >> Belma Rodriguez. >> So this motion passes 50. We'll move along to item number 6D. Conduct second reading and consider approval on the following West ISD local policies according to TASBY localized policy manual update 126. Mr. Belinda Gomez. >> Okay. So, update 126 addressed 28 different policies. So, it was a long agenda when we went through it. The policy committee met on January the 13th. We discussed it. We reviewed it. The first reading was brought to the board, the January meeting. And so now this is our second reading. This is our We are This is We're going to vote on this today. There was 28 different policies.
189Mr. Arondo, you were in the committee. I don't Do you have anything that you'd like to add? >> No, ma'am. But welcome, Mr. Priscilla to the committee. Um, Miss Jordan, I welcome you >> and uh, >> yes, >> you'll have a little bit more insight on what's coming up to our board meeting. So, >> I promise you the next one will not be 28 policies. >> Don't make promises. >> There you go. You're right. Promise. You never know. >> Okay. I hope that the next one doesn't have 28 policies. >> Miss, you have any questions? >> I do not. >> Mr. Viel, >> Miss Gutierrez, >> no. >> Miss Jordan, >> I have no questions. So, we can vote on this item 7D. Okay. Ready? >> Yes, ma'am. >> I make a motion that we
190we approve uh we approve the following Westoso ISD local policies according to TASBY localized policy update 126. >> Second. >> We have a motion by Liz Gutierrez, seconded by Shirley Jordan. Will vote. >> Liz Gutierrez I. Shirley Jordan. >> I Priscilla I. Albert Viel. I >> Belinda Gonzalez, Oscar Roondo >> I >> Elma Rodriguez. >> This motion passes 5. >> Thank you so much. >> Thank you. We are now moving to superintendent updates. >> Miss Moore. >> So y'all can see we have a bunch of events between now and spring break. Um this week's a little Well, tomorrow we have a playoff game, so that's our event tomorrow. But then we have um a dyslexia parent information meeting on Wednesday. The heart of OSO community event, that's that free event um at West Haven Park
191is on Saturday from 11 to 3. Um ACE is sponsoring a chili cookoff next week for um uh part of Texas Public Schools week. I'm actually it's not on here, but we're going to do sweet bed with the superintendent. Next Thursday morning, but it was in the update that I gave y'all. Um, next Friday is the uh staff development day, student holiday, and then we have and it's also parent teacher conferences, and then we move into spring break. And once again, we'll send send you out a calendar invite, but we're looking at that March 17th date to do that deep dive into looking at budget and needs. >> I do have a request. >> Sure. Uh, Dr. Buieres, um, I believe I attended one of the senior um, parent meetings where y'all had a calendar
192of events for the end of the year for I guess the month of >> May where we have all the banquetss and when we have all that >> if we could possibly get that to the board members. A lot of us like to plan early. >> Yes. And I think they're having a meeting. >> What our schedule's going to look up for May because there's a lot of events coming up. >> So, next Thursday at that parent meeting, you're going to give an >> We're saying that you're the only one that plans that early. >> I plan a year ahead. >> Oh, no. >> But next Thursday though, we will get one, right? >> Oh, yes. Yes, I'll be there. Just make sure that they corrected the dates that >> Thank you. And >> don't
193forget to go and vote. >> Okay, >> Miss Moore, I have a question on the chili cookoff. Is it like a fundraiser or is it >> You're not allowed to do fundraisers for >> participate. Okay. Okay. >> All right. Good to know. Like, so we're putting it out to the public and all that. Okay. >> Okay. The time is 8:29 and this meeting is adjourned. >> Yes. >> Thank you everybody for showing up. Thank you. Thank you. >> Yeah. I want to see if >> I was general. >> Exactly. That's why I vote Nate. >> Well, I can ask the question. >> I don't want to go down any rebate. >> I think you should. >> Yeah. Because >> so I'm going to bring it up to maybe >> Yeah. Because we should know what
194is what. >> Oh, I know that. >> So, you >> Yes, I am. >> Yes. I see general questions where we don't get boggled