Board Meeting - June 23, 2025 – Regular Board Meeting 5:30pm

001Rodriguez here. All right. Let the record show that there is a quorum of board members. We're going to move on to the pledges of allegiance. Agenda item two. I alian to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. Honor the Texas flag. I pledge algiance to the Texas one state one and indivisible. Okay, we're going to move on to agenda item three, public participation. At a meeting of board of trustees, members of the public will have the opportunity to address the board of trustees during this section on any agenda item or any subject within its jurisdiction. Each speaker should complete the open form participation sheet. If you wish to address the board during public participation, again, please

002complete the form in person by 5:30 p.m. on the day of the board meeting. The document will then be given to Miss Diane Jackson, the superintendent secretary. All right. I have speaker number one, Miss Christine Wilmont. [Music] Good evening, board. My name's Miss Christine Well. I'm here to uh concern about our race and this is for the accelerator employees. uh we have uh tighter bells like a couple of years already more than a couple of years and I'm here again to ask for uh 6% increased rates including everybody from pair professionals bus drivers cafeteria nurses and teachers on our pink Friday mental day and retention 1500 for spring and fall. It's just something y'all could think about it and um we really need it. I know the teachers do a great job. We are the

003village behind the teachers and we're the support staff. We're there when the teachers need all that extra help. We're there. Mental mental support, we're there for it, too. And we're always here many, many years. We do not leave as par professionals. I'm going to go on 26 years, God willing, one more year. But we're very devoted to our profession. That's why we're called par professional. So please take into consideration the pay raise for us too cuz uh we cannot stretch it. I work 12 hours you know Monday through Friday the after school program. It's a lot on my feet already for my age but these young teachers we all need this extra money because everything is so expensive. Thank you. Thank you Miss Wulma. All right, we're going to move on to agenda item 4A,

004the recognition of the West Oso High School Youth Government Academy. Miss Moore. So, this is our fourth year. That's exciting. Having you the Youth Government Academy program. And um I'm going to let uh Dr. Divera and Judge Klein come up in a minute, but we're so grateful for your continued ongoing support of this program. I know um Lety Valentine is here as well from AFT. Thank you so much. There was I can't even begin to count, maybe I'll have counted how many individuals the students met in the course of their 4-day program that and other people behind the scenes that either donated or contributed um you know financially. Also, there were all kinds of let them go through their facilities like the uh the jail, all the different programs and I know some guest speakers

005came out here. So, there were so many people that contributed to this program. Um but I want y'all to hear from our students. So, um I don't Let's have Dr. Vera and Judge Klein, you want to come up and say a little bit and then we're going to have the students present on what they learned and how much they grew during a very short period of time, but I know it made an impact on each and every one of them. Thank you, Miss Oh my goodness. I'd like to say to the students first, my cat, Gordo, wanted to come and be here to congratulate you, but I told them no cats allowed at West Oso ISD in the boardroom. But anyway, uh I am so proud of this program. I think it's one of the

006best in the country. In fact, it's the only one that the American Federation of Teachers has in the country. And this is our effort to give back to our community, to give back to our students. Because after all, the American Federation of Teachers is an organization made up of teachers, paraprofessionals, support personnel of all types. And we want to continue to assist our students as much as we can because we need leaders. We need them to know that we need them especially in hard times and that we will rise as Maya Angelo said in her poem still we rise. And so I am very proud to to uh to be part of this program. One other person who is key to this was our national rep. I'm here locally. I'm the president here locally. Uh

007but uh our national representative who is out of Washington DC but based in Houston, Texas, couldn't be here. She's in Los Angeles today teaching teachers how to work with students. Uh her name is Julie Washington and she did a marvelous job with the students. I want all of you to know in guiding them and making them feel at ease when they needed to and calming them down. She's not here today, so I know they're a little bit nervous because of the presentation, but they'll be they'll be fine. Just think Julie. There are like Miss Moore said there are very many people who participated in this. This has grown tremendously since the since the very first year. But first of all, I'd like to thank the Westoso School Board for allowing us this opportunity to work

008with the students. Then this school board has taken the chance to reach out and allowed us to come in because you're confident in who you are and you're confident that you want to do the best for your students. No other school district in this community in the county or even the state is doing anything like this. So congratulations to you. Thank you. And of course, I'd like to thank the administration here, Miss Kim Moore, uh, the superintendent, who is just so gracious in her time and her efforts to work with us as the American Federation of Teachers and her staff. I'm not going to name all of them because I know I'll miss one of them, but they're wonderful. They're wonderful staff. I think I've had interactions with each of them including the financial director

009and you should be very very proud of of uh West Oso ISD staff and uh administration. When we started this program a few years ago, Miss Miss Moore with Gono Garcia actually and then Miss Moore. Uh we came up with this. It was Judge Ena Klene and uh and Jenny Dorsy and I were talking and this was an idea. Then we spoke to Miss Moore, I mean Gondrada, who was very gracious. So I'd like to thank Ena Klein, Judge Ena Klein, who is not with us today. Uh I guess she's busy in court or something doing something. and her husband, Judge David Klein, who actually sponsored uh the Youth Government Academy this year. So, we're very happy about that. And of course, Jenny Dorsy. And I'll I'll allow uh I'll let uh Judge Klein speak

010in just a moment. But I'd like to also personally thank personally as aft thank Judge Todd Robinson and Judge Jerry Mate who contributed for money for the t-shirts and the collared shirts that the students wore during the youth government government academy. We'd also like to thank Judge Klein, Sheriff Hooper, and Jenny Dorsy for providing lunch on those days and and snacks. And uh and I'd like to thank our speakers, Connor Rice, Tom Connor Rice, who is uh very active in the community right now, Thomas Garcia, Dr. Kate Rodriguez, who spoke to the students about cyber bullying and cyber stalking and stuff like that, which is really scary to me. Any I think they were kind of intrigued by it. and the international brotherhood of electrical workers who came and spoke to the students about unions

011uh and the uh sheriff hooper Johnny Marquez who what is is he a baiff what is he probation he's a probation officer who brought speakers also uh Alex Amador my staff and of course the famous Lety Valentine who is the one who did the logistics made the phone calls did all of the the the groundwork work in order to make this happen. And of course, we need to thank police chief Mike Markle for allowing the students to go in. And of course, Sheriff Hooper to do tours of both the police department and the and the jail, which was really scary because they put I don't know if they told you they put me in a what's it called? A restraining chair students. It was pretty bad. Anyway, anyway, scary. And then um I'd also like

012to thank um the sponsors who were with them, Miss Cynthia Kinyon. Where are you, Miss Kinyon? Cynthia Kenyon and Miss Stephanie Kavalo Cavolo and uh and um for them being involved every day and watching over the students. And I'd also like to thank two other people. Becky Mohler, who is uh the past president of the American Federation of Labor and Congress of Industrial Organizations in the state of Texas, the first woman president of that uh organization. She's retired now, who came and spoke at our press conference. Judge Ena Klein who spoke at our press conference and of course Mayor Plet Waharland. Now Mayor wants to get in on this. I don't know if I'm gonna let her or not, but uh if she's willing to give the students a tour of the of city hall,

013then we certainly will allow her to do that. What do you think? Yes. Okay. Well, we'll see. Maybe she'll give us some food, some money for food or nicer t-shirts or something. We don't know. But right now, thank you very much. And I especially want to thank the one who coordinated with Leti and Diane Jackson who is just on it all the time. And thank goodness because without her, I don't know what we do. And with that, I'd like to say thank you to all of you parents for allowing your students, your children to participate in this. They're I'm sure they're taking away something something good, something positive. And we want them to be involved. And we want to continue the American Federation of Teachers wants to continue to be involved with your children. So,

014thank you very much, your sons and daughters. At this point, I'd like to introduce to you Judge um David Klene from the 214 I keep the courts mixed up. There are a lot of numbers. 148th District Court. Judge Klein, I don't know how I don't know how you follow that up. Uh ladies and gentlemen of the school board, thank you very much for the privilege of being able to be associated with this program. These ladies over the last four years have built a tremendous program and I think that it's something that everybody in this room should be proud of. Uh so thank you for that privilege, that honor. Uh to everybody that participated this year, um I hope you learned something. Um, you spent a lot of time at the courthouse and and hopefully you

015learned something about what a courtroom looks like, a jury room, uh, what goes on in a courtroom, what goes on at the jail, what goes on at the police department. Hopefully you learned what happens in all those departments. But more importantly, I hope that you learned that the government belongs to you. And I hope that you learned that you don't have to be scared or intimidated at the courthouse or city hall. I hope that you learn that it belongs to you and that when the time comes that you get to have your say in that government at the ballot box. And I hope you remember that. I hope you remember that you get to participate in government. And and I hope that that is the most important thing that you learned this week. And with

016that, I'll sit down and let y'all start talking. Thank you. Yes. Here, let me Why don't I call the students names and we'll have everyone come on up that's here. Get your certificate. We'll take a picture and then we'll let you start doing your presentations. So, the first um participant this week was Miss Amber Ku. She's not here. It's okay. Miss Kayn Castanada I know is here. You're going to practice that firm handshake, right? That confident handshake that you learned. Eye contact. All right, Miss Liliana Clark, [Applause] Miss Esmeralda Cruz Troy, [Applause] Mr. Aiden Johnson, Hold on. Oh, no. Okay, come on. Okay, that's Aiden, Miss Regina Lopez. [Applause] Regina, a sec. Mr. Cameron Mulligan, [Applause] Miss Rebecca Perez. [Applause] Let's see. Is Gabriella Rodriguez here? All right. Yes, there is Gabriella Rodriguez. I think

017Michelle is not here. No. Okay. I know Maurice Rosales is here. Come on. Princess is not here. Okay. And then I know Malik Shiner's here. Come on up. [Applause] Malik. [Music] All right. So, what? Okay. So, get let's try to come in and get one picture with the board. Maybe some I think we can create definite groups of uh smaller people. So they can come in. I want to see those family. Make sure you're in a window. So now let's [Music] stay down for now. There's five. Oh, there's five. Five of them. Oh, well, are you gonna put it on as a PowerPoint? Which one? That one. The one you had open. Um, good evening. Uh, first we want to start by introducing ourselves. My name is Kaylin Gineda. I'm going to be a senior

018at the high school here at Westoso. I'm Cameron Mulligan. Um, I'm Regina Lopez and I'm coming senior. I'm Esmerald Trejo and I'm an upcoming senior. I'm Gabriella Rodriguez and an upcoming senior. We want to start our presentation by uh introducing what we focused on in our presentation is meeting um the mayor Plet Guardo. Last year when we some of us did this program, we didn't get to meet the mayor. So this was something new and something exciting for us to learn. So we have our first slide. Pletardo is a Corpus Christi 60th mayor elected in 2022. She is the second Latina woman to become mayor of Corpus Christi. Okay. Uh, Mayor Guardo plays a key leadership role in shaping city policy, city policy, and representing the community. As a presiding officer of the city council,

019she leads council meetings, helps set the city's the city's legislative priorities, works closely with other council members, and the city manager to address public needs. Her role also includes representing Corpus Christie at local, state, and national events, advocating for city interests, and promoting growth and development. Major Mayor Mayor Guardo focuses on long-term goals. Plet Roavo has many goals and initiatives, but some of her most important goals are fixing streets with 695 million rapid payment programs, public safety adds more police and firefighters, enhances fire and EMS, economic growth which helps small businesses focus on job creation and tourism, water security, desalination planning, drought preparedness, public health and initiative, water slate, water upgrades and co error programs. Um, here are some here are some achievements that PLET has accomplished over her course as mayor. 695 million investment

020in streets delivered 324 miles in 7 months at a 55 police officers new patrol units fire station upgrades. Also water wastewater plant expanded by 1.8 8 million gallons per day at a cost of 1 million 100 million 111 million dollars in 200 in 2024 a tunnel leadership award from US Congress of Mayors. Some fun facts about the mayor that we learned um was that she was born and raised and educated in Corpus Christie and she's a high school graduate from Flower Bluff High School. She also earned her business administration degree from Texas A&M Corpus Christi. So she's all about Corpus Christie. Um before entering politics, she successfully ran her own allstate insurance agency for 15 years. So she wasn't always in public office. She served two terms as an atlarge city council member. She was

021elected in 2016 and 2018. and then became Corpus Christiey's 60th mayor in 2022 after defeating the previous mayor in election. And we can all um talk about what we learned from meeting her. One important thing that we learned from meeting her is that she was just a small town girl. She was um from a Hispanic household and she become she became one of the most important figures in Corpus Christi and she is still um learning more about herself to this day and she's still improving herself and in helping us improve the city. and she's a very important person to the city. And yeah, um something I learned from her was that she never kept uh she always kept her head up. She always just tried her best in everything that she did. She never she

022could have never imagined being mayor of Corpus Christi. And that's something she told us. She she was I don't she was a um something with insurance with an insurance company 15 years. She never thought she would be a mayor, but look at her now. She's a she's a mayor. And I I think she's a very big inspiration to us, to all of us. And yeah, and here are some pictures from our experience at youth government this year. Um, we met the mayor, we shook our hand, we were in the commissioner's court, and uh we got to speak at the press conference. And that's us in Judge David Klein's chair. Thank you. Thank you all. Thank you. Great job. Our next group. All right, let me uh let me have some board comments on this past

023group. Miss Jordan, I thank you all for uh implementing this program with our students. Uh it looks like they benefit from it and you all did a great job in representing West. So, thank you. Yes, Miss uh Gutierrez, thank you all for the program. I'd like to personally congratulate and thank Judge Ben Avidas for meeting with our students and talking to our students. I thought that was awesome. Uh when I spoke to him, he told me how well behaved, great listeners, and I thought that was, you know, that shows Westoso has a lot of good, good, good students. And I hope that you all continue to go the right road. You know, if your mom and dad are on top of you, it's for a reason. Okay? It's for a reason. So, thank you all

024for participating in it. Yes. Estrada Dondo. Yes. I'd like to uh thank all the sponsors. um for mentoring our our students uh in our local government, a small facet of what happens here locally. Uh hopefully it'll keep them on the right side of uh the jail and the justice system and it opens their eyes as to uh possible careers in those fields. Um really excited uh Nancy for bringing the program to us. It's grown. It's getting bigger, better. uh now more people want to get involved, but it's unique to our not only our district, but our city and South Texas. So, uh that's what we need uh to think outside the box to bring programs like that to uh disadvantaged communities and it helps our students and hopefully uh they'll pick careers in that field.

025So, thank you for doing that for us. Yes, definitely. Um, I do want to take this time to to thank Nancy and Judge Ena Klene, Judge David Klein, uh, Julie Washington for bringing this program to Westoso four years ago. And, you know, I mean, we hadn't heard anything about it until she came and she introduced it and we welcomed it with open arms because we do have students that are willing to go above and beyond. I mean, this took some of their summer. Uh, and thank you to the parents who allowed it to happen, but most especially kudos to the students because you really have shown the way the other board members have said, we hear so many good things like, gosh, your students are so well behaved and they they try to give back

026to the community in any way that they can. This is one of the opportunities. So, I have to say our students do go above and beyond and we are so very proud of them. We're proud of the fact that we have parents who do consider stuff like that so that their children can grow to be, you know, a more well-rounded person. Not everybody gets the opportunity to look at the inside of a district court or a jail or a sheriff's office or whatever, anything that they saw. And I think it opened some of their eyes like, "Wow, maybe someday I could be in here also, you know, for the city of Corpus Christi." So, thank you so much. We We are so proud, beyond proud. Thank you. [Applause] We have some more presenters. Yeah, there's

027three sets of presenters. So, sorry. Oh, I'm sorry. You want to go next or two? Oh, okay. Two. Oh, this is the second presation. Okay. Got it. Got it. Hello, my name is Rebecca Bez. I'm an upcoming senior. Hello, I'm Liliana Clark. I'm upcoming sophomore. Hello, I'm Princess Ari San Miguel. I'm an upcoming senior. I am 17. Hi, my name is Aiden Johnson and I'm going to be a sophomore. I'm Marissa Solace. Um, upcoming senior in Wes High School. I'm Melisser. I'm a upcoming sophomore. Um, today we'll be talking about the CCPD, drugs, K9 unit, drones, and finally the police academy. So about the CCPD, the CCPD we learned how um the CCPD we learned uh whenever they get their K9, they get to choose the K9 and the K9 can be retired, but it

028really depends on the situation. They can retire after a certain amount of years they served or they could be because of a certain injury. But with the handler, they could choose whether or not to keep it or not. Majority of time though, they do keep it. U we've also learned that the CCPD that they have to be really patient and precise whenever it comes to her handling criminals criminals and it does take a lot of effort to get into the the law enforcement and everything. I'm sorry, my mind's going a little bit blank, but it does take a lot of effort and it requires a lot of um strength due to all like the running and upper body strength to do all what they do. Um there are multiple not factors but like multiple sections

029of the CCBD. There are detectives, there's the FBI, there's the people that handle that we will discuss later. Then there's the K9 unit and furthermore. Come on. There you go. I can't see from that far. Oh, yeah. Just turn the mic around if you want. Turn the mic. Oh, yeah. Um, we're at the part with the drug. Um, there's a 100 injects that can lead to getting a rash and then like the there's um it would leave marks and stuff and there's like very little bit of the stuff that like if you take it, you could possibly die fast or like not faster but like by bare minimum. And all the drugs that were taught to us um at the CCPD can cause people to say or do things that that could cause them harms

030or other things and that can make them forget what about what they're doing or where they're at. And some of the drugs that include that were that they were talking to us about was heroin, fentanyl, and marijuana. Wow. about the K9 unit. They train once a week like mostly every Thursday and all. Um they practice about to run to sniff out the drugs. They go inside the houses if the people who has warrant and all do not want to come out. They go and go have the dogs in there and all. And they go two places and go search out for drugs and all. So about the drones, the drones, they started using them like I want to say a year after they were introduced. Um, they first started using it, I believe, was when

031they were searching a house with the FBI. Um, you can for the CCPD, in order to fly a drone for them, you do need a license. They told us, um, there was a course you can take and you could get your license. It doesn't have to be with the CCPD. You can just get so you could fly around yourself or your business for photography or any type of landscaping you want to use with your drone. Um, but it is needed if you want to buy a drone for the CCPB. They use it majority of the time whenever they're searching houses with the FBI, especially when they're trying to look for criminals, so they don't have to risk a human life, whenever they're trying to locate a person. They showed us a video how this came

032in handy when they had a drone. It was night time. They had it night vision above the person's house that they were going to go into. And because of that drone, they were able to spot where the person was running away going down the neighborhood. This came in handy because they did not notice that he even left the house before they even got there. And if they did not have the drone, they would have lost him because he was about I want to say block away once they were able to get to him. Wow. There you go. Throughout the week, we had many we had many people from the police academy come talk to us about It's why don't each one of you just say One thing you learned drugs. you you learned about them

033or you appreciated them. One thing I learned about when whenever we did a what was it the filter throughout the jail, it's just a lot of the people that are in there, they're in there for their mental health. Like it's really bad. And just over the years, just over the days, it's just increasing. It's just getting worse. That's why they're having counselors talking to them. It's just really concerning really. Yeah. more like um I really appreciate more like as the CCPD, the K9 unit, the drone unit, just telling us about pretty much what they're about. Like just more like details about what they do, how they do it, and just Yes, I'd say. Well, thank you. [Applause] Thank you to these students. again. I know that it um it's not easy learning to speak in

034front of people. So, thank you for taking the risk to come tonight to come up to show up to show up two weeks ago. We very much appreciate it. Thank you. Yeah. Yeah. It really isn't easy. Uh, I remember ma making my first saliloquy here at Westoso in 11 at I was in the 11th grade and I was shaking and my voice was shaking but we had to do it in front of our English teacher and uh and in fact I saw her at the gala and I said I remember when you told us you that we had to do a saliloquy and you graded us and she goes you did a wonderful job which I know I But yes, it it is difficult speaking in front of people. Yes, it is. You think you're

035going to get up there and you're going to But yeah, but you all did a fabulous job. I think Yeah, y'all did. Any other comments? No, I'm just going to just speak back on what you said. It takes courage to get up here and it's not easy, but you all did a great job in your presentation. Thank you. Yes, definitely. Miss Gutierrez, y'all did a good job. Always remember when you get up there before a mic, be confident of who you are. Don't ever let anybody say you cannot speak. You speak and you tell them exactly what you've learned. So, thank you to you all. I know it was hard, but keep doing it. Do not stop doing it. Yes, Mr. Adundo. I know when you start talking about local government, uh it gets very

036intimidating when you start talking about judges, the sheriff, the um baiffs, um the overall system. It it's intimidating for an adult, much less uh a young person like them. So it gives them a lot of exposure um to local government to the local the what the courts are for what the jails are for the mayor's part in all this. Uh I do have one question if I could ask uh the judge. Uh you see a lot of cases and somebody mentioned uh mental health. How does that uh play a part in are we putting a lot of people behind bars that if we had a better mental system maybe they wouldn't be behind bars? It's it's something that we don't talk about. Uh a lot of times it's uh if you have mental issues you

037keep it to yourself and we have been opened up to that as a society. system unfortunately justice systemal issues a lot of times the only place to get treatment medications instead of a hospital or mental facility y'all are having to do all that do the policing and all that right that's correct when someone condition is severe enough to require hospitalization Sometimes it takes up two years for them to get into a hospital. Wow. So it clogs up our our legal avenues for what we really need them for. It creates a strain on everything because it requires additional resources inside the jail and training, right? additional training, specialized training uh not just inside the jail but in courts as well. Uh you know we have entire bodies of devoted mental health issues how they impact the

038criminal justice system but we also see it impacting situations and a lot of civil litigation. I mean it is something that we see a lot of and We do the best we can with what we have. Unfortunately, a lot of times mental health issues can sometimes lead to violence. And so we have to make sure that people Not only It's not going away. Yeah. lawyers. We have resources and those are just not very efficient. You have to wait years. And a lot of times that's why they turn to drugs I guess and that becomes an issue too see a situation repeats itself being medic and then they find that make them feel better. And I don't know if our students were exposed to the mental part of it, but that's probably a component that that

039one of the students mentioned they mentioned the sheriff said that the jail is more of a mental institution than it is a jail. overapacity right now and saw okay some of the inmates there and how they were and really quite sad and it's sad that we're not doing more and I think that I think that was kind of very compelling thing to get people to get involved in terms of finding more funding for mental health yeah Okay. I'm I'm sorry, but we we can't be asking questions. This is not the forum to ask questions. So, um No, it's not on y'all. It's on the board. The board cannot be asking questions from here. Okay. Uh but yes, thank you, uh very much to AFT. Thank you, Dr. Vera. Thank you, Lei, for all y'all's coordination.

040Thank Julie Washington. And thank you to Judges Klein, both Klein's uh because it has been a tremendous program for us. And you can see that those numbers are growing because the word is getting out that there's students that really do want to do this every year. I did over what Mrs. Rodriguez is saying. Thank you so much. We apologize for the questions. Okay. All right. So, we're going to move on to agenda item 4 C, the recognition of the shoot hoops not Guns basketball scholarship recipients. We're not doing B. Oh, I'm I'm I I apologize. Uh for B, the presentation and announcement of the Westoso ISD education foundation scholarship recipients. Yes, I forgot about B. Good evening. My name is Anna Himenez and I am the VP of programs for Westo ISD Education Foundation and

041I'm here tonight with Dr. Tracy Harper and we're presenting four scholarships to um graduating seniors from Westo High School. So, um I know that two fourths, two of the four already went to summer programs for the summer. So, I asked some family members to be here to receive their certificates on their on their behalf. So, we're going to start off with Rihanna Barnes. She's our first recipient. We have Rihanna Barnes, our family. Okay. Takyra Jenkins. [Applause] Okay. She's one of the ones that wasn't able to be here. Um Isabelle Ramos [Applause] and Zakyra Stafford. Zakira, we have mom here to receive her award. All right. So, can we take a photo? Yes, please. Uh there were also quite a few rising seniors that need to stay tuned for the next spring. Uh we'll offer scholarships

042again. Absolutely. How much was 1500 each? 1,500 each. All right. Good. Okay. Wonderful. And I do want to reintroduce these two ladies. This is Anna Himenez. She is the VP of programs. And this is Tracy Harper, Dr. Tracy Harper. And she's on the executive board. Not on the executive board, but I'm a board member. She's a board member of the education foundation. They have been working hard. They just recently had a gala which we did attend and we haven't gotten the money count but they raised a lot of money. All of our efforts are going directly back to Westo. So I all of them 100%. We're so happy and excited. Thank you to all of our sponsors, our volunteers um and our support our donors. Thank you so much. Yes. And if you know of

043any sponsors, just talk to these two ladies. They will be glad to show you the way. Yeah. Yes. And we're going to have our our next event, put up a little plug for this. Our next event for the foundation is August the 2nd and it's going to be a rep your school basketball tournament. And there's going to be categories of 18 to 30, 31 to 40, and we're not leaving anyone in this room out, 41 plus. So the idea is that um alumni from West OSO of course can compete against each other but we're also challenging alumni from all different high schools across the city to compete and so um kind of spread the word with your friends and we're excited about that and you can be a participant uh on the team or you

044can just be a cheerleader in the audience yes we're excited about that too so much 100% of the proceeds go directly back to Westoso ISD to our students and our teachers. Thank you so much, ladies. All right. Now, the next item is for C the recognition of the shoot hoops not Guns basketball scholarship recipients. The presenters is Miss Moore, Miss Fillmore, Mr. Avery, Miss Landry, Bonnie Landry, and Miss Deianne Landry Taylor. Come on up. [Applause] I'll just say that um I was able to I think last two years I was able to attend this event and um it's really an amazing event. I'm so thankful to this for taking a tragedy and um using it as a way of spreading awareness and honoring the memory of your son, your grandson, and giving back to this

045community. Um really even without the money, the event itself, just bringing together people to remember to rekindle friendships to keep those friendships alive. Um that alone is keeping kids doing something positive is positive. And then the fact that I wanted to raised a bunch of money. So, that was really encouraging and that um turning it around and using it to um help our students. We're so incredibly grateful. Very, very grateful. Good evening to everyone. And um I'd like to thank the board and Miss Moore, Miss Mendes for allowing us to um host this family to host this event. Um this is the second annual and um as one 100% proceeds go go back to um to the basketball um programs um some to the girls program but majority of it to the boys basketball because

046they do all the the leg work with it. And and with that, um it initially started where they would buy shoes and give a little something throughout the year and she said, "You know what? We want to do something. Hand this tournament over to y'all so that y'all can just have everything and and do what you want with it." So in that also comes uh a $1,000 scholarship with we cut in half. And that's not even coming out of the money that they raised. This is additional. And we have um Miss Taylor and and Bonnie and and Cassie, right? and Jasmine. Yeah, we have a mother, grandmother, um aunt, girlfriend. And so they're always smiling even when it's not about the actual event. They're here at the home game supporting the legacy of their son.

047And there's a lot of times when um Westoso um athletes, basketball especially, are left out for um all districts selections and and state elections and more so city elections. But then coach Avery has the option to recognize his players and he has did that again this year. Has two who um he um who they were the first two who went ahead and got all their um college paperwork um out and dormitories and all of that. So with that he wanted to reward them. um they will not although we're um acknowledging them and recognizing them tonight, they will not get it until toward the middle part end of September when they can um bring back proof that they have actually eroded and attended at least the first um 15 days of school. So with that, I

048bring um Coach Avery up and he can award um the recipients of this 2025 shoot hoops not guns. I always do reverse shoot hoops, not guns. Uh once again, thank you to the school board for uh allowing us to do this as well as Superintendent Kim Moore. Uh and these two gentlemen, I just want to say uh and I I spoke with them about it and I told them one of the reasons I picked them is because their character uh their resiliency and just the way they carry themselves on a day-to-day basis. U so again, thank you to to you guys for leading from the front. And uh one thing I want to say is never let anybody uh limit you to your success. All right? We always talk about it going above and beyond

049and I know that's something that you two will do. Uh and congratulation on this and thank you for always being present u when you're called on. So the first person I want to uh call up for am I doing that? Yeah. Yeah. call up for recognition um is Gerald Harper. He'll be attending uh come he'll be attending uh school in Oklahoma and by November he already had his room and board and everything settled out letting us know he know what he wanted to do in life. So I know Jerro's going to go far. And uh the next one uh Amari Sanders, Amomari will be attending Sam Houston College as well. And and we're just so proud of Amari and Gerald Harbor. So uh thank y'all for what y'all bring to the program and thank y'all

050what y'all bring to this community and being uh great leaders for the younger uh generation to look up to. I'm sorry. And thank the parents because without them this would not be possible. So, thank you to you all and thank y'all for setting the standard and raising great young men. Thank you. Come in. Come in. Hey, Connie. Talking up. Hey, Miss Bernie. How are you? So much very appreciative. I was just thinking uh was it the six months that we're just here and it's been a whole year. Yes. Congratulations. Yes, it has been. Yeah. So, they're just building the case. [Music] Yeah. Oh, thank you. Thank you. All right. Thank you. Bringing it over here. No, that that's his mom's. That's his uh nephew. That's his mom. That was his mom. And Bonnie is grandmother.

051He's an upcoming singer. He was just out in San Antonio. You're going to be busy next year, girlfriend. You're ready. Bye. Okay. Thank you. You'll be good now. All right. He stays in trouble, but we working on it. You shouldn't have kids. What? No, they already Well, yeah. And I was just going to end with thank you so much to the Landry family for all for all y'all have done and and brought this over here to Westosa. Uh we greatly appreciate it. I know the board has some other comments. Thank you all. You all are very devoted to the district. Yes. We uh thank you for what you do for and I stand with you for honoring honoring your son. Yes, Miss Gutierrez. I want to thank you all for what you all do for

052the district. And even though this I know weighs heavily heavily on you on your hearts, but his memory is being kept alive by doing this. And I hope that our students understand that we don't need guns if we can just talk, get together. So congratulations to you all and uh I hope that you all come back next year and we continue to help you with whatever we can. But thank you all so much. Yes, Mr. Ardondo. Yes. Congratulations to both students uh academically and um athletic. To the parents, uh students, thanks for um continuing your education because there's nothing more important than an education. And the more knowledge, the better you are. and uh to the family. Uh I hope that you get your justice when it's time for that to come up. So once

053again, thank you for for choosing us. Yes, definitely. And thanks again to the Landry family. Uh congratulations to the two students that got the scholarship. I'm sure they're very appreciative. And thank you, uh Coach Avery for putting this together. it, you know, um I think it does bring the community together to celebrate uh and out of an uh act of violence came something good. So, thank you very much. [Applause] Congratulations, Amari. Justin. All right, we're going to move on. Thank you. We're going to move on to agenda item 4D, the presentation. The presentation and discussion regarding the balance scorecard priority one report to the ensure uh ensure the student success and well-being. Miss Garcia and Miss Moore. Okay. Before Miss Garcia starts, I want to kind of remind the board that what we had talked

054about was having um updates where we're giving you the information because I know of course the board wants to know on a high level the information about um our achievement this year. I want to again remind you this is preliminary. the state gives us preliminary data and then they kind of clean it up matching students that were here um the district's only accountable for the students that were here from October through April from or the end of October our snapshot data. Um the other thing I want to remind the board and I put it in the board packet is that we are going to have an opportunity for that strategic roundt where we're look taking a deep deep dive into the data and asking the questions. The most important questions are what are our next

055steps? What are we learning from this data? And what do we need to do to of course to continuously improve? We're not going over all of that tonight. Tonight is really just an opportunity for you to see at a high level. This is where we're at. And then we have a meeting scheduled August the 4th where we're going to really as a team as a strategic team which will be um our board with um our cab the cabinet members here or my uh cabinet leadership team to explore how do we continue to grow and move forward. Okay. Good evening. Good evening. So, um I will be presenting the balance scorecard priority one report. God bless. God bless you. Um so, early childhood literacy is measured using multiple instruments and class which is through amplify the

056star reading exam fluency checks and site work site word checks. Um this instrument is required by TEA for all K through third grade students. MC class measures phmic awareness, phonics, fluency, vocabulary and comprehension. It is measured um in four categories well below benchmark, below benchmark, at benchmark and above benchmark. So starting with kindergarten EL um the top graph shows uh just this year the beginning of the year to end of the year and the bottom graph is the end of to the end of 202425 school year. So we're comparing 23 24 to 2425. Um on the top one it's just the beginning of year to end a year for this school year. Okay. And the bottom is the end of 2324 to the end of 2425. [Music] And are these the students? Never mind. Kinder

057board. No, no, no, never mind. Uh it's not time to ask questions. Oh. Um, here's our first grade EL data. Again, top graph is just the beginning of the year to end of year this year and bottom is end of year 23 24 to this end of year 2425. Second grade el um again same as the last ones beginning of the year to end of year and then end of year to end of year. Moving on to our math data. Beginning of the year to end of year 2425, end of year 23 24 to end of year 2425 first grade. Now on these I just want you know to uh make sure everybody knows this is based on the TEICSS involved for because since we don't have STAR for these grades this is based on

058the TEICSS. Yes, for kinder first and second and then the second grade math data. Rhonda, how do these um I'm confused on the percentages like we have 96% then we have 76%. How do you correlate that to um the way so to do uh the data? So your approaches is you add approaches, meets and masters which is above benchmark right for meets it's meets and masters and then masters is just masters like at least approaches at least meets and at least masters. Okay. Yeah. I had asked the same question when I was meeting cuz I was like, "Wait a minute. If you add 76 and four, you're not even coming up with 96." So, yeah, I would think like when we go to the deep dive, and we are going to go to the deep

059dive cuz I know y'all are going to look, y'all want to look at this and, you know, study it. And we're going to meet with her administrative team if you have additional questions on this. Uh my only question is where do we stand? A b c d or net farf at these well it because we h they haven't gotten all that. If I'm looking at it right here 65% which one? If I'm just looking at the third grade to me that would be an F. Wait wait wait. Well we're not in we're in second grade. Hold on. She hasn't moved on to third. Page 25. she was on the way accountability works even for any year even when we didn't have lawsuits they don't give you that those letter grades until August or September. Yeah.

060They don't give it I think August is when they're supposed to come out. Of course 22 23 they didn't come out till this couple weeks ago or a few months ago. Accountability ratings right that ABCDF does not come out until August. Plus, also the great thing is with that new law that passed, that new um where the district has to pay a parent $400 to Are these the grades that we're talking about? No. No. Okay. And that doesn't go in effect right now. Um they haven't figured out even how that's going to work. It hasn't gone into effect, but it passed. It passed. It passed, but they haven't given us all of the logistics of how how is that even going to work? That's that's well just like the teacher raise has passed but they're

061not going to get the money till what? September. Yeah, next September. But it's like hello they start school in August. So yeah, I think we had shared with you like in 2019 when there was that big House Bill three. They passed everything by the end of May. Some of the implementation didn't happen. They didn't even give the guidance on the implementation well into the fall. some Oh, that's when you said you kept getting emails like, "Okay, according to this, this is what you're going to do." Yeah. They they came out with these um this that was House Bill three in 30 minutes, but those even webinars to even give you the information were spread out over the entire following fall. And then some of the things like they have to figure out how to even

062what that means like they haven't figured out what assessment, what's the cutoff, what's failing, none of that has been figured But I think for better understanding across the board, well for the whole board, uh, Miss Garcia, is that if you do what you said, okay, well, 96 is minus this minus this. That way we can get a better understanding because if I I'll admit that that was one of the questions I asked. I'm like, wait a minute, your percentages don't because usually that's what you do. You add up the percentages and subtract them. But if you could do that like the 96 represents this, the 76 represents this and the 4% well it stands alone but at least we get some kind of of an idea. Uh but also I know what you're leading to

063Liz is the fact that well 65% to me is a D but remember that even with the TIA the main emphasis is on growth. So, we got to be looking at that because you can't expect for your students to go all the way over here to where they're above when they weren't even there last year. They were like two marks behind. So, I got I understand that because I also asked about that like, wait a minute, 65 is not good enough. Well, yeah, sometimes 65 is good because when last year we were at 25, so we made, you know, tremendous growth. I just want you to know that that's really what we're looking at. Again, I think I've told this more of this. If they're making if they have 20 kids and because 10 of

064them got to where they needed to be, that qualifies them for the TIA. I think that's wrong because if you got 20 kids, all your kids should meet to where it needs to be. And I see that because as I teach mine, you know, I'm not satisfied with him just knowing 20 site words. Yeah. You know what? You've been doing them for three weeks. You should already know 75 of them. Yeah. And and I don't play this game with him. And he's four. He's four. But you got to remember this is coming from those legislines. And for me, I I'll be honest with you. For me, if you're going to give that teacher that raise cuz we can't give true. So I'm I'm all for like to see every teacher get it, not just this

065one, and this one. No, I want all teachers to So when we And that's what's happening. Actually, we're going to get there in the next presentation. So that is what's happening, right? Um but what we'll do in August before we start is do a highle overview of the accountability system again. Um it is complex and we need that because it is complex. We'll start with that how those ratings happen. So we'll definitely start with that and then we'll also be showing you all the by that point we'll have the state comparisons so you can see that I mean that's where the argument was for House Bill 4 that didn't pass was that these tests are set so difficult right at such a rigorous level to kind of set people up to look like they're failure.

066So we'll go over a lot of those details again this is just sort of high level right now. Yes. Um so once again this is preliminary data. This has uh our students who arrived after our snapshot date have not been removed by the state. So um I cannot stress preliminary enough. Um so this is our our third grade data and uh fourth grade on this page. So, so what you're saying is the star data has to be an entire calendar school year. Actually, our your accountability starts summer. So, this summer um administration is like if I was a student, right, and I'm taking it in summer, that accountability starts for your 25 26 school year. So the data, let's say somebody comes in at the middle of the year, how does that affect? That does

067not count against us. Like right now it's in here, right? You said that. But when you get your final um final scores and analysis and everything, they will be removed. So that you'll have an entire year that you're tracking instead of half a year. Yes. Okay. The end of October. So the last Friday in October. So if you come after that, you don't count for accountability, but you'll count the following year if you stay. If you stay if you stay. So um the next slide is our our fifth grade data. Um the following slide is our fourth and fifth grade comparison data because I wanted to do by cohorts. Um so your 2024 third graders and what's their score now? Are they improving? Um I did that for reading and math. Um, our sixth and

068seventh grade reading and math is our next slide. At at the as a state, we did better in English than in math. Correct. Mhm. So, it's a it's a problem throughout the whole state of Texas, which I I can't understand. Is it the material? What what the teaching material? Well, like she said, they're just making it the test so difficult. And you know, let's think about in a classroom, you have to differentiate, right? Because not everyone learns, but we only have one test. It there's no difference in that test. Um so so there's multiplication. I mean there's um answer A or B or whatever and then solving problems. There's different ways to enter a well I mean the problem is all this test is doing is saying have you mastered these grade level TEICS right

069it doesn't say do you know anything about math. So, it would in old times we would get get a test um like an achievement test and an achievement test would say we're going to let's say math. We're going to start you out with addition and we're going to go into multiplication, division, then we'll move all the way up to what seventh grade math and then we're going to actually move it on in eighth grade, 9th grade, 10th grade. So, we know like where are you? What skills? What do you know? That's this test just looks at these seventh grade teaks. So if you're just a little bit behind or if you're way behind, it doesn't really actually give us that information. It also doesn't really tell us if you're way ahead either, you know. So

070it's just it's a very I mean it's really meant to judge schools. It's not really meant to it's supposed to meant to judge are you teaching fats? That's what it's meant to judge. And even we'll talk a lot more about writing in August, but it's a very particular type of writing. So it's not can you write a sentence, can you write a story, can you write about yourself, it's can you look read a reading passage and analyze it. But this is also if we're talking about that being graded by AI. Am I correct? Yes. And then when you challenge it and you come to find out you did better than whatever the AI scored you in most cases. Um well now they they've really perfected the AI scoring to where I mean I'll just be

071quite honest in our district it's just students didn't answer the qu and not just our students the whole state of Texas um they share that information the question they did not answer the question um and so I will share more about that in August I really will do a breakdown to show y'all samples and we'll show you the reading prompts. We'll show you the writing. Some of the students didn't answer the question. I mean, you could have written 20 sentences, five paragraphs and in all that you did not answer the prompt and with clarity. But if you didn't, I mean, the way AI wanted you to answer the way you should have clarification. Yeah. Right. that you know to me the teachers they call it stick to the prompt. Yeah, you need to stick to

072the prompt. So the prompt said oh you know of the three characters which character was the most notable. Well they have to go it's a lot of analyzation. It is a lot. It's not just, you know, oh, I'm going to write because some students, they could write. And I was like, man, they wrote really, really good. Cuz we saw them, too. And it was like, but she didn't stick to the prompt. She didn't. They might have summarized the story. Or if they wrote about a character in the story, and they just kind Oh, well, this was the best character. That's not what they're ask. They're asking you of the three, which one was the most notable? Oh, I like this charact. Nobody asked you. Have you liked it? Stick to the prompt. But so many

073kids just kind of went boing. But how how do you all know that the students do this if y'all don't this this test is supposed to be sealed? No, it's not sealed. Well, we don't see I don't see it before it's sent. No. Like right now. Okay. Say a teacher's giving the test. Okay. So, is that teacher She doesn't know the prompt. No, because they're all on the computer. When we got the results, they gave us what the students answered. Yeah. Oh, so 20 students only five answered the question. No, they literally will give us like we literally have we can see the exact what they've said for every student so far. And so um the reason they send them is because we can challenge oh a writing, right? So the teachers were able to

074look at them and tell me do you want to challenge any? Well, there was none that you know needed to be. Is that kind of like a training issue? Uh how we train the teachers or how the teachers are trained the kids? Yes. And so yeah, in August I will tell you our plan that we're going to implement for um this next school year. That's my fault. Sorry. We're getting Yeah. So I I will Yeah. because uh Miss Garcia, I mean Rhonda, some of them that you saw I saw it was just a matter of I don't care what you say, you know, hey, you're not supposed to teach to the test. I told that teacher, hey, you need to do a prompt every day and just have them do a mini paragraph and see

075if they answered. They stuck to the prompt, you know. And I know they're going to say, oh, that's teaching to the test, Miss Rodriguez, blah blah. Okay. Well, you're not giving me any choice because and they don't even have a lot of time to switch from this to this to this. So, I'm like, teach them that and you know, stick to the prompt every cuz you're, you know, you're going to ask what three three of them. One long constructive response and two short constructive response. And out of all of them, they hardly ever stuck to the prompt. And it was just like, how do you not get it? What are you not reading that you're not writing about that? Oh, all right. Sorry. I I got us I got us hopping down the bunny trail

076we've been talking about. I will break down um once we get our scores, this is where we are and this is our plan moving forward and and how we're going to implement for the You all have already gone through it to know that's what they're doing, right? Oh, absolutely. Absolutely. I mean I I you and your teachers because your teachers have to know the teachers saw them. Okay. And you know I showed Miss Moore one and she said, "Well, look at all that writing." I said, "No, read it." Yes. Just read it. And then so once she saw it, she's like, "Oh, okay." So it's okay. We're gonna Yeah. We're gonna move forward. What are we going to do to make them better? So, um, where am I? We six and seven. Um, this our

077eighth grade star data. and um our sixth through 8th grade comparison. So if I was to look at it just now, we didn't do good. I mean doesn't look good. All these reds that we have just does not look good. There's lots of areas for growth. concerning that to me it's concerning. It is and so you know you just look and say okay this is how we did where are we going to go from here how can we make get better but get your questions ready uh uh Miss Gutierus because we are going to do a deep dive because I know you all want to know I saw the same reds and you know we want to know where but we we need to know where are we going to go from here. Exactly. On

078a positive note, look at the greens. Yeah. So, um, this is our Westoso High School star data. Um, our 2025 CCMR, college, career, and military readiness, uh, we're at 87%. So, we're still we're still doing good there. You know, I we I see that. But yet, we had nobody nobody graduate with an associates degree, right? So, we're going there. Okay. We're getting I know you can't make them go, but you talking about this year. Yes. We didn't have none. Okay. So, we're going to share some other data. So, Okay. So um six people uh six students six students graduated with their level one welding certification and we had 23 students each received uh certification in EKG and phabbotomy. [Music] Um, I know y'all had asked me for data according to every pathway that we have

079at the high school. So, we have audio video. In 2024, there was 48 students in the program. 25 are seniors. We have 15 incoming freshmen. I did list the industrybased certifications that that pathway um they are available to uh take the certification. Our business 95 students, 30 are seniors. We have 17 incoming freshmen. Construction 45 35 incoming freshmen. Culinary arts 101, 30 seniors, 32 freshmen going into the program. Health Science 81 with 29 seniors, 22 freshmen. And then our uh STEM, science, technology, engineering, and math. We have 63 with 15 freshmen coming in. Can I ask on that numbers? Um that's 12. You already have 63 students now, right? And you're getting 12 more seniors and 15 more. You're losing. Out of those 63, we're losing 12. 12 seniors, but you're coming in with 15

080more freshmen. So, you take 63, take 12 away, then add 15. Then add the 15. Okay, gotcha. That was wasn't asked that, but I kind of figured it out. Yeah, she wanted to let y'all know so that we know, well, how many are going to be in STEM? Well, it's going to be 63 minus 12. But I'm curious to know of your 29 seniors uh in the health science on the 24 25 um all those that got the EKG and plottomy were those seniors. So 26 out of the 29 23 out of the 29. 23. Wow that is great. And then our last slide um early college in 2022 23 we had 13 students graduate with an associates one welding and nine with EKG and phabbotomy. 23 24 12 students with an associates one welder

081and nine earned EKG and phabbotomy. 24 25 we had only seven students uh taking dual credit courses with a total of 93 credits. So those students did earn a CCMR credit. Um the six students earned a level one welding certification and 23 students earned an EKG and 23 earned a phabbotomy certification. So our programs are growing. um our early college. Yes, you know, you may see, well, there's no associates. Okay. Well, not everybody is cut out for, you know, going the college route. Now, they want to go the um PEK, the trades route, right? So, we have to accommodate them. I mean, that's what we're here for. We're here to afford them the opportunity, but they're going some route, right? And so so this cohort they just that wasn't the route they were. But all

082this makes up your CCMR total which was high. Absolutely. Exactly. And those 93 credits is that each student got 93 or all the students got 93? No. Total total those seven students earned. It was an average of 13 credits for students. Students in the in the early college. We had seven students. Yes. That were in the cohort that went to college that took dual credit courses. Only seven. Only seven. Yes, ma'am. To how many did we have the year before? Wow. See, that that's that's where I'm I'm looking at it that we started off like really, you know, our kids were really, you know, and now it's like, okay, well, we're going down and that's okay. Actually, one off year is not okay. I mean, if one off year, I cannot we can't make them

083go. You're right. I mean, I mean, I understand that parents till we're But that's why you've adjusted the program and made Yes. Yes. And that's why we have the new parameters that we uh did last board meeting or two board meetings ago. That's why we're changing the criteria because we have seen this. Yeah. We um and but you're getting more selective as to who's going to be going to the welding, who's going to be going here. Yeah. Well, if you're going to be going, you're going to be sticking to it or you're out. Well, make sure that it that's the right fit for that. But I also want to say this 2425 class they're not it's not an indicative of a trend like this. This is was a very different class because even a year

084from now Miss Garcia we have many more students that are right now rising seniors that are tracked to finish. We have our current sophomore class has a bunch of kids that I will finish. Well, look at your youth academy. I mean, all those are incoming seniors that wanted to do that and I think you had trouble last year of people that wanted to do the youth academy. Could it also be a trend in AI because they're saying, "Well, most of the jobs are going to be taken over by AI." I think this class this this particular class was a little bit different. I mean, the the students that we've been working with this summer, as of this morning, I have eight students that are eighth graders that are TSI complete. Wow. So already, so it's

085it's a different this particular group. It's not a trend. It's more of an outlier this group. And I would be honest with y'all, but it's true. I mean, we can look at the numbers now. I'm sure the current juniors have probably already earned 93 credits. Oh, they're way over that. So, we have about um roughly between 10 and 13 who will receive their hopefully receive their associates next year, this coming 256 school year. I'd like you. I had one bad year. I mean, well, I'd like for you to continue this format so that we will know, you know, ECHS, the welding, the ETJ phabbotomy. that way. And also if you could do another just what was our CCMR score for that year, which will tell you, you know, it'll pretty much show you that's why

086your score was pretty high or that's why your score was pretty low. Mhm. Yeah. I I I like this kind of stuff because it does give you information of where we're at and not just that, you know, not just that we're just sitting there. No, this is what's happening. And like she said, some cohorts, they're just not going to go that route that you want them to go. And we can we can probably even get that for you now because honestly, if you look at our current our rising seniors, our rising juniors, and even our rising freshmen, we have many more kids, but it's just that we we want to see improvement. And I I think that you're seeing that. I mean, yeah, 12 and then go down to seven. Yeah. But you know what?

087Look at your EKJ, EKJ and phabbotomy certification students 23. It really shot up. So it depends on where they want to go. Oh yeah. And we we have more to offer. Exactly. We're offering more more things. Yeah. But my biggest uh is how we going to address our other group of children to bring them up to And uh I know we had some difficulty this year because you talked about so many in summer school. Is it because they're not uh coming to school? I know on the lower level uh is it because they're not coming to school or or or we're not and I don't want to blame teachers or anything because it it it goes both ways. We don't have any more going to summer school this year than we have in previous years.

088So maybe maybe you're asking why are they going to summer school? Oh, is it because they didn't attend and they feel behind or is that your question? Well, you it's more to Well, something went on because you didn't put the other students in. You had more just going to school. Well, we had less funding. Put in the the other group of children because we had less funding. So, last year was the last year that we had um last year we had more funding. So we had summer school and ACE in the morning and then ACE in the afternoon. This year we combined summer school and ACE because we were just limited on funds. So that that was more it. Okay. This is my opinion. Yeah. But that that's my biggest how we going to help

089this other group. Yeah. The kid the the ones that are having to come to summer school. You see, if you can't learn from August to May, how are they going to learn in a three-w weekek program? Well, it's it's giving them to me enrichment like we're giving them extra assistance. You're giving them extra and you're going to let them go to the next grade or whatever it is. In my opinion, and this is just my opinion, I have one that every morning she hears it about having to go to summer school every morning because if you can't learn from August to May, then there's something wrong. And it's probability The phone. And I And every morning she has to hear it when I take her when I pick her up because I hate it. I

090I would not allow my kids to go to summer school because if you couldn't learn it from start to end, there's no business you wasting. And it's lower numbers. So, it's more individualized instruction. I mean, the thing is it's a combination of reading reasons. some of the students just really um depending on the specialized needs like for the extended school year program for special education they don't do it necessarily because they didn't pass but they don't want them to backslide over the summer so they want to continue having and I understand that that's a different group of students um the regular students that can learn that can speak that can do those are the ones that concern me why is it are they not coming to school are they not you know it's really a

091combination So some students are there for um achievement, some of the students are there because of attendance. So it's a combination of those two things to be there. And then we do have a little summer bridge program. Um actually Don has a little summer bridge for fifth to sixth. And then of course we're working with those students that from 8th to 9th that are trying to get that TSI. So not everyone that's there is there because they fell behind. Some are there to get ahead. That's good. A lot of times I would send mine for enrichment. I rather have them there than on the computer all day. Yeah. Oh no. I got things for them to do. What what I have one question is why why do we pass people students who who don't who

092can't read or you know just is having difficulties not just totally how why are we pass why are we pass that's what I so that's it's on an individual basis um If basically research has shown and it's very and I can share that with you. We can do that for the deep dive about dive about retention that retention is really only effective if the student first of all the best time if you're going to retain a child the best time to retain them is the earlier the better because the longer you wait the social impact on students becomes more and more. Um and so if you retain a child um the kind of the social stigma of that the best practice is to if they if they struggle to give them those supports with same

093age peers. I mean that's but we do retain students. It's not like we don't retain anyone. So you think that this I'm one this child is uh didn't do well in school. we passed him and going to summer school. You think that that's going to bring him pretty much cuz he's you right it's not going to solve right and Miss Gutier is right the question is how are we going to how is that going to benefit the child and uh with with just three weeks of summer school and I know you and I hear what you're saying the enrichment part of it but if this kid can't read right then we have to continue next year not to look at intensive supports on the reading I I think your question might when is he going

094to learn to read or or do the math at what you can't do it in three weeks. Well, no question might be when are they going to learn it, right? So, um this is just continued learning throughout the summer. It's not that they are going to learn to read. We're just continuing to offer support and instruction for them to get to the point where we can read. Well, when we have kindergarteners going to first grade not knowing site words, we have we have first graders going to second grade not knowing how to read that. And that's been our problem for a long time. Then we just continue to pass them on, pass them on, not just pass I guess when we talk about passing them on, if we're passing them on and we're not providing

095intensive supports, then that's a problem. But again, what research has shown is for kindergarten first, right? If you're not seeing progress across the board, then that's the time to retain a student. If there's been some testing and evaluation, it looks like they have a disability. Um, then what we need to do is provide intensive supports at different levels of support at that next. Well, I'm asking because I know I had to do one of my grandchildren. Yeah. And it helped them, right? And I think it does help certain help them with the retaining because uh people move forward caught up. Yes. Did great. And but but what I'm seeing now we we're we're just keeping them. Well, no, we retain students. It's not that we're not retaining students. But ultimately is the it's up to

096the parents to say if you have a conversation with the it's up to the parent to say would you be interested in holding them back? We and we definitely have those conversations. and their students with this job. It was an automatic pass. Yeah. Not with this job. It was an automatic pass. Okay. And uh we can have we can have a conversation. Yeah. It was an automatic. And uh I I had a concern because uh I'm I'm like for three weeks, how is this kid going to catch up? You know, and uh uh he's struggling big time. And I mean struggling big time and there's some other factors going on too though, you know, but I just said that uh do I'm just not all the students that attend do we retain children? Absolutely. And

097not all the students actually that attend summer school. Some of the students attend summer school and we still retain them. We say well it can't hurt for you to have some extra instruction but you're not ready to get on to move on. So there are students that actually attend summer school just to get that additional support so they don't lose ground but then we do make a decision to retain students. So yeah every year I don't know the exact numbers I would say six to 10 students promoting retaining but I'm just No, there's definitely I mean I don't know the exact numbers but struggle the next year and to be successful the child to be successful going into the next grade if we can help that child. Yeah. So I mean retention is an option

098there. Don't get me wrong, but I'm just uh right. No, retention is an option. It's not like we don't retain students. We absolutely do. Well, because I mean I'll to be honest, we have come across and it's come to the board too, not in this year but in previous years where parents have come up and said my child came here, he graduated, he does not know how to read, he does not know how to write. And as a board, we're like, you know, what do we say to those parents? Um, because we know we've had some graduates that have done that. So, I I know that's what they're asking. Like, how did he get to 12th grade without reading, no disabilities, there were no IEPs. How did he get to 12th grade? He graduated, but

099he doesn't know how to read. So, that absolutely shouldn't happen. So if there's any exactly that's happened here right now if there's current students then we can address that I can't address years ago this happened here in I can't address I can't address I know that there was some students and again we don't want this forum to be about naming individual students there are students I'm going to be perfectly honest there are students that even with all of our best efforts if they have certain disabilities it's difficult student with a special a special need not a special needs. He was in the special ed program, right? And just went went graduated to this date to this date. But unfortunately, I mean, there's he doesn't even know how to get home. But unfortunately, again, there's only

100so much that we can do. There's individuals that the best they can do is learn how to No. And I'm not talking about I mean, special needs, special ed, I'm not talking. They do have I mean I I I know because I've had students that the the capabilities are just not there. I'm talking about a regular ed student that graduated without learning how to read or write and the parents had come up to us spoke right there. I mean in our old thing and let us know that you know you did him a big disservice. If there's currently a student that that that's not in the special education program, that's not, you know, getting dyslexia services that's that's being passed on that cannot read, please let me know. I That's all I can say. Yeah.

101Yeah. Yes. Okay. Definitely. And I that's exactly what I tell parents. You need to, you know, go through the chain of command, go to the principal. If you don't get the answer that you really feel that's going to benefit your student, go to the, you know, career, the administrative team, and then after that, go to the superintendent. Go through the chain of command because I tell them, you are your child's number one advocate. You got to do what you got to do for them. Of course, I would want my child to graduate if with no disabilities, if they were with no dis I want them to graduate to be able to read. How are they going to be able to fill out an an employment application? uh you know I want them to get started.

102So that's what I'm saying. I do promote that. I mean I tell the parents that all the time. You need to go say something because this is your fault that this happens that your child falls through the cracks because he has not been able to read since he was in the second grade and they just kept going and going and he doesn't have a disability. There is no right now if you know some current strengths we can't address kind of theoretical not right now but I'm just saying I know that's that's what we're leading up to because we've seen it and we've had the parents come up to us and let us have it talking about a regular student but no I have not no I mean I think our students really are doing very

103well to be able to yeah overall for the most part okay any questions for me I'll go to the I think uh Miss Jordan, any other questions? Miss Gutierrez, Mr. No, ma'am. All right. Thank you, Miss Garcia. And remember, we are going to do a deep dive with with them, you know, round table and you'll get this packet again with this information. That way you can ask the questions that y'all need to ask. Okay. Are we going to get scores by then? Yes, we're going to You said we're going to get close to that, Miss Right. the rating because is that still in litigation? Miss Gomez, Miss Do we have Yes. Um the 232 24 scores are in litigation, but as far as we know, 24 25 scores should be coming out. So that's no

104lawsuit for that. There's no lawsuit for that. So Okay. Okay. So yeah, that's a good question, Liz. Uh I'm sure I'm sure they'll let you know when we do get them. Well, we'll just have to go see the governor. No, you have to go see the aspect people. Okay. Thank you. I'm sure they're representatives. Aspect. Espec. Yeah. Yeah. I already got it. I got both. We vote for them, man. Which you got out. It goes off. It goes off by itself. I know. You got to keep your last All right, we're going to move on to agenda item. I got it. I got it. I got it. 4E. 4E. The discussion regarding proposed salary scales for the 2526 school year. Miss Moore and Miss Mendes. So, we do apologize that we're just handing you this

105part of it um right now. to be honest. Um, as you all know, the legislative session um ended the end of May. Things were signed. We didn't get information really. We're still getting I mean, I know that Miss Gomez uh attended a 2-hour webinar today with even more information. So, we're the information is still coming out. Um, and so we do want to really really really tell you that this this is the teacher scale. I think is pretty much what we're gonna propose. Go to the restroom. We'll break the You can break up. You can make a take a Can I take a two minute? You can take a two-minut break if you want. Two two, three minute break, please. Okay. Yeah. See, I don't like this midpoint stuff. I don't like the midpoint. Never

106liked it. Just give them all across the board and that's it. Well, he's going to call them back to he's gonna he's ve vetoed a lot of bills that they're going to go back into session. The governor said he was going to call them back. Look, I'm so glad they put that in there, too. You have to make stuff here. Yes. Yes. But I just wish it would be across the table. Everybody just get One more down there. to be locked up in the office all day. Central office reception. Okay. All right. We'll go ahead and proceed, Miss Moore. Okay. So, um, as I was saying, um, we're no, the the salary scale that we're proposing, we're pretty confident about because, of course, we were given pretty specific guidelines. And so, these are um based

107on those guidelines. And those guidelines are that teachers with three to four years of experience will receive $4,000 increase. And so the way the salary scale works is in your first year you're at you're a year zero. In your really in your second year you're you're one because you've had one year of experience. Then in your third year you're a two. So at that level three on the years of experience, that's where you see that $4,000 increase. And then at that year five is where you see the um 8,000 the $8,000 increase. We're looking at this one. You can look at that one. Okay. I I reprinted it. That just shows the three years and then um Okay. Like the four year you said 4,000 but it's 3600. That's what No, because you're looking at

108what the person got last year. So you'd have to look at where what they had last year compared to what they're going to get this year. So I add the 400 there to the 36. Correct. They're going to get 36. They're So if you were if you're a teacher right now and in the year 2425, you were making um if you were year 2, you were making 52,300, right? If you look in that middle where it says 52,300. Okay. Yes. Right. Then this next year you're going to be at three and you're going to make 56,300 which is the $4,000. So you're going to go from year 2 52,300 in that middle and then for on the left hand scale you're going to go to that 56,300 which is adding the $4,000. That make sense

109or no? No. Okay, I'll show it to you. So, right now, right now, you're here. This is the 2425 scale. So, you've made 52,300. Then you're going to jump to this because now you're year three. So, you're going to add that $4,000 to this. So, it's going to be 56,000 56 56,000. Then, if you're at a year four, you're making 53. That's where we're going to go to the $8,000. And you're going to go from 53,100 all the way to 61,100. So the other thing to note is that um you see in the middle that um where we had librarians on this salary scale this raise is the way that the tea or the state the legislators did this raise is that it's only for teachers that wasn't us and Their definition is you have

110to be teaching at least half time, half the day you need to be teaching. You there's a specific code in ' 087 is kind of the language if you're coded as a teacher and you have to be coded as an 087 for half the day in order to be on that teacher salary scale. So if we just continue going through these assumptions, right? Um, I just put in the teachers daily rates because as you're looking at when we're going to increase the administration and and the professional scale. So those are staff like uh that are certified but are not teachers. So every like librarians, counselors, APS, these ladies, um let's see, all of our speech language pathologists, diagnosticians, all of those people that are certified, but they're not teachers are on that administrative professional scale.

111Um so what so I just kind of gave you just an idea of what this really does break down to in terms of daily rate because when we do those scales, they're based on daily rate. So that you can see that for that as administrative um administrators and also just our non-eing professionals looking at this right here. Um well I'm just looking at the assumptions just for right now. Yeah, just going over the assumptions. So in general all staff again other than teachers with 1 to four years of experience will receive a 2% increase of the midpoint of their pay grade. But we've done two things. We've changed the pay grade. So you'll see that the actual scales themselves have changed, have increased. So then people will be utilizing that new pay grade and they'll

112receive if they have 1 to four years of experience 2% increase of that new midpoint of their pay grade. And this is money that the state is going to give us. We're going to go over that in a minute. It's a good question. Um, all staff with five or more years of experience will receive a 3% increase of the midpoint of their pay grade. So, a few kind of overarching goals is to get all employees to $15 an hour by 2627. So, we're close. You'll see in a minute. We're super close. We've come a long way. Two years ago, they were making what? $11. That's Yeah. So, we've come a long way. So on these teach 2% 3% then you're going to go 6% I'm assuming and then so forth on the on the pace

113of the teachers you said at the four year it's 2% and then the fifth year the five or more is that 3%. It's at 3%. So why not just give everybody 3%. We could I mean this is just a way to do it. We can look at it. Okay. I mean we this is again this is a draft. We're not voting on it tonight. So that's why we want your feedback. Um, and we can I think when we were initially doing it, we just didn't know where the numbers would end. Okay. So then the other goal is to be mindful to have certified non-eing professionals and administrators adjusted so they're making at least the daily rate of teachers. Okay. So to answer Mr. Erodo's question, and I'm sorry I didn't blow this up a little

114bit more, but hopefully you can see the big numbers. If you go to the next page, so this page right here, Mhm. Okay. So, the first column shows you how much money we're currently um you paying for our teaching staff. And this is really just at a local, right, Miss Mendes? Okay. So, you'll see it's 13. You'll see what that is. 134. Okay. The proposed increases would take us to 146. Let's go all the way to the right for a second. The state, remember, is going to give us the four or $8,000. So that adds to about $788,000. And then if you remember, they're giving us about another $67,000. So on the right, paper are we looking at this? The second page. Second page. Okay. The second page. Yes. So, all the way to the

115right, it's telling you what the state's going to give us. The state in total next year is giving us about an additional 854,000 that has to be spent on salary increases. Additional is the word, right? Teachers is the 788 and remember they're giving us an additional was about $67,000. So, that's what you see here, right? Okay. The cost is the next column to the left. What it would actually then cost the district would be roughly $300,000. So if we want to give these raises, we can we'll take the money the state's giving us and then if you all recall when we were at SLI, we talked about how we had a million dollars that was not earmarked. like all the state's giving us additional money, a bunch of it. You have to spend it on

116this, you have to spend it on that. We had about a million dollars that was not the state says, "Oh, you can do whatever you want with that other million." Say that again one more time, please. So, the state's giving us increases. Some of those increases, of course, a huge part of the increase is where we have to spend it on the teachers. 788,000, right? And they're going to give us 36,000 for clerical. Yeah. Right. Technically what they're do we kind of dollars what million dollars that have not been well that's an addition to this right yeah so don't I don't want to get confused so they're giving us we're putting it this way they're giving us really 4500 $45 per ADA which is about $67,000 so we've divided it up so the total they're

117giving us is $854,000 approximately but they didn't give us anything for the age or for maintenance well we kind of broke it down this way just so it was a little bit easier to see. Really, they they're giving us 67,000 for everyone else. Okay. So, we're saying, okay, well, we'll use that for these two categories, which means we'd have to cover those other proposed that 67,000 whatever it is, is just going to go to the aids and maintenance. It's just the just we just made did it like this so it was a little bit easier to see. We could have divided it evenly, right? The question I asked is that's how much money we have for the rest of them. Right. Exactly. So, Miss Mendes, how many do we have employees that fall under AIDS

118and maintenance? Oh gosh, just a round figure. Maybe eight. Maintenance. We don't have a lot of maintenance, but we're trying to get those maintenance numbers up because we have about It's not going to be a substantial amount of raised basically what it boils down for age or maintenance. No, that's why we're gonna, you know, this is really a very I guess um preliminary preliminary. Yeah, very preliminary because we still got to look at the years of service. I still need to all the new hires. I still need uh to see what's who's resigned. This is kind of like from old data. I just needed to get something going so you an estimate. that you know as far as the because the 67 or 68 or 70 whatever it materializes is tied to enrollment ADA. So

119depending what our ADA that's the money we're going to get so that's going to fluctuate but you know it's not going to get us that far and that's why I kind of put it all towards the clerical and the food service but it's not really it's not tagged to that. is just me looking at, oh, this is approximate the number we're going to spend. So, I just pulled those numbers that added up closer to the 70,000. So, you could kind of see it, but basically, we have $67,000 for salaries for everyone else, right? And so, we just kind of put it there that the state's giving us. Yeah. Because you can use it for any you can use it for pair of the bus drivers, custodians. So, that's why I kind of moved it wherever.

120But were you going to give them a quarter race? No. No, it's more than that. You're going to see it in a minute. Oh, no. It's more than that. Okay. Well, it's only a dime. Well, we don't know because you haven't told me how many employees or when you Oh, no. We're going to go through the raises. The next couple pages are showing you the raises. Okay. Yeah. Okay. Yeah. So, yeah, that's the next few pages. So, then what you want to do is you That's why we gave you both. But clerical are those like your secretary. Yes. It includes I mean it's everybody that is not professional, you know, that's not an administrator. secretary. So yeah, it's not we're about to show you what specific is not going to get too much. Okay. Right.

121Exactly. That's where I was heading with this. And that's why we put that almost 300,000. They say, "Okay, the district's going to have to put in there." Kick in. Yeah. You know, it's all really really preliminary because I have to go look and see where enrollment is, what our ADA, and from there I'm going to go project what we're thinking that we're going to get because even though we're saying, okay, we're going to get an additional, you know, million, it might not materialize to that because if we don't have the enrollment or ADA, we might get lots. You're trying to find an additional 300,000 from somewhere is what you're saying from that million from remember there's a million dollars about right we're getting about a million that the state's giving us part of that was

122if you recall we're getting about 400 something thousand um to b to offset our property insurance so but we're not planning to raise our pre God willing they're not going to raise our premiums to 400,000 on the clerical are you going to go like you did with the teachers like one year two year three years. Yeah. Well, we're going to show you in a minute what we're doing. Let's get there. Yeah. Okay. I want to get there fast. Sorry. Before we move forward, we are looking at a possibility to give everyone Yes. Definitely. Yes. Yes. Okay. So, then um the next page we just went over the teachers. So, if you kind of want to have both of these out, you have teachers, teachers. We know what we're going to give the teacher, but we

123don't know what we're going to give the clericals and the maintenance. Right. But we're we have some we have some ideas. Okay. Okay. Right. So that so that we've kind of already gone over, right? It's another way of looking at it. Teachers teachers. So now if you turn to the next page, it's your administrative professionals page. There's want to have Yeah. Now you're doing a comparison between both last year and this year. Yeah. And then if you go here, you can see what it was. So this is showing you too complicated here. Well, where we were, where are we going to go? Okay. What do you mean by the midpoint? Don't you just give them like to 2% of what they're making or what? No, we always go by the midpoint. That way you can

124have a more uh equalized. So, explain to me what that what that means. If you look at the scale, if you look at uh doesn't have page numbers, but if you look at the scale, there's you're going to start at the beginning. somebody that would be starting as an RN, you know, would get uh 26249 a day. Mhm. And if they would have had approximately 15, it's not an even divide because it's not like like a scale that you go year to year. But if you have approximately 15 years, uh that same RN would be making 308 91 cents. That's the midpoint that we calculate the raises by. And then for everyone or yes for everybody other than the teachers that are in the teacher scale everybody that is in the in the so let's

125say I've been with the district for two years and I'm in maintenance. Okay. So you would get if we're giving a 1% you would get you know but you would have to go to the the maintenance. Yeah. Let's let's take this one. Let's say you're the counselor elementary counselor. Okay. So you're Yeah. you're an elementary counselor and you've been with the district. The O2, the second uh column there, it says O2. You would look for the counselor. So, you would go, okay, they would get a 1% of the $349. Oh, per day. I see. Okay. Thanks for explaining it that way then. So, if you're getting paid right at the 93 29339, then you would just get like $34. 49 cents added to that. But if you were closer to the, you know, 400, then

126you would still get that same dollar amount. We see I don't like the midpoint and I think for years I've been complaining on midpoint. It's unfair to the others that like let's go to so so if based on that so if I've been here two years I'm going to get the $349 2% off of the 349 yeah 2% if we're giving 2% it be if you're here whatever if you're here 15 years or whatever and we're giving a 2% it would be out of that 340 regardless of of how many years I've been here you would still go you'll go by the midpoint is and that's what no but I thought you had said the midpoint is 15 years on up right what your salary would be but in how much you're increasing right so

127you and I we're our salaries are different but we're going to be increasing the same amount increasing so let's say doesn't matter how many years you've been here they going to go by the so let's say I'm a you're you're a she's a librarian that has just started in the district so she's is making 58,000. I'm a librarian that's been in the district for 15 years, so I'm making 65,000. Our raises will be the same. Our salaries aren't the same, but the amount that we're increasing. If you don't do it from the midpoint, what happens if you have somebody that's closer to the high and you're at 400, you're going to cross our maximum. But you're saying you're doing it to the midpoint for both the ones that are 15 years and under. That's standard

128practice. That's how they do it. So then why would you have a minimum then? That's their salary. That's where you would start. Somebody that comes in no experience you start them at a minimum. In one year if the board decides to do a increase it would be for the minimum. So I thought you just said increase for it would be for the midpoint for the increase for the increase. Right. this the percentage of increase, but we're still in a different place cuz she's at the beginning of the salary. Yeah. But when you're doing the raises, you're still doing it based on the midpoint. Yes. Not on the years. Not on the on how many years. Not on the mi minimum or but the midpoint there increases by the minimum. Yeah. I mean the midpoint, excuse

129me. And and you're doing this you say. So, if I've been with the district 30 years, uh, and I'm already at 75, whatever it is, then I wouldn't get a raise. I don't if I'm at the end of it. Yeah. Typically, that's what we do. But some, but sometimes we still give it. It all depends. But it it's just your race would be probably, you know, twice of everybody's. So, it wouldn't be fair, you know, so that everyone gets kind of an equal percentage raise. one gets a 6% and the other secretary is going to get a 2%. That's not that's what I call it's the percentage the same. That's what makes it much. That's a lot of money, right? Let's just go with the midpoint. Oh, you're talking about the way the years of

130service. Let's if if it's just everybody's going to get the same percentage, they still get it doesn't matter. I know. Let's give them a 5%. Well, we can look at that in a minute. But keep asking everybody stays at the same, you know, they're not going to get the same we find out. But I can't claim increase. They are getting the same increase. That's what we're doing. No, but you're saying 2% or 3%. Oh, we can change that part of it if you want to see. What I'm saying is if we just go across the board at 5% from the midpoint, everybody get 5%. Then it it's it seems to me more fair than giving one 2% and then giving the other 3%. Okay. No, we can change that. I'm just saying that's just my

131opinion. And it's not going to make that big of a difference to be honest. I mean that's doable if we just wanted to say 3%. I mean, well, let's give up 20%. Whatever we give them has to be s we have to sustain that, right? But the difference between giving the one to four people% or 3%'s probably why not. I mean, that's not a deal breaker kind of thing. Um, okay. Okay. So, you can see how I do have to ask you like if you're going through the categories, which I'm looking at right now, you took some of those people from the category of 101 at where they were at, and you changed them to another category that makes them even more higher. So that when you look at there, even if you did the

132midpoint, which I'm I just thought you were going to do the minute, but you're saying you're doing the midpoint, those people are getting hell of a lot more. Well, there's a few people if you remember in back in April, we said we you look good. Back in April, we did some changes to this side and we had shared with you and the one that you you'll see because we talked about it back in April was the tech was technology. That's um Byron or that's that position. I guess we're not talking about the person. That position has a lot of responsibilities, but you did that to the technology coordinator also. That is that's that's who that is. No. Well, then give me the difference. Well, we're not going to name names who I mean technology coordinator

133and then you have a coordinator web master in instructional technology coordinator web master and then you have a technology one of them is the position where they're work they're doing the the the computers themselves right the other one is the instructional uh that does one's it one's it and one does more um page pages, the web page is all of that, but then they also do teaching how to use the programs and and all that. But if you look at their dollar item and you look at the difference, they're their increase is almost 12,000 on some of them. That's what I don't get because if you're moving them to a different category, you are upping their salary. Right? So there's a single again there was a single position that I was talking about because that

134position that one position that we're talking about has a huge amount of responsibility. Well, we need to go to close session on it then because Okay. So yeah, we had I thought we we had talked about it in April. No, not not that big of an increase because and then the reason I'm looking at that, Miss Moore, is because we can't even get the ones that are can't even get them to $15, but yet one person can get almost a $12,000 increase. Yeah. So I have a problem with that because I can't even Okay. I really feel for those that are not even making. Okay. So, we can look at that. So, we can look at that. I see what you're saying. We need to look at Well, you have another one, too. But that's

135why I said I know she had mentioned the counselors. Remember, she was putting all the counselors up. No, I didn't actually. Well, we did. We We haven't The counselors didn't go. The counselors didn't actually I still What I'm saying is that if you left them in the same category Yeah. They got between a three and 4 thou. And I'm going by the minimum. They got a three and $4,000 raise. But yeah, some of your administrators did not. They got a lot. They got more than that. And that's I got a problem with that. I got a problem with that because yes, I do want as many people to get an increase. But I feel for those that are making less than 15 and even those that are making 15 that can't even get but yet

136we can give somebody a 12,000. I have I'm just saying that one. That's why I do want to if we have to go into close session, we got to go into close session. This came from another category. Where's that category? I know you 24. Okay, get your other one. and you put moved them up because we had discussed that. Yeah, I'm I'm kind of like with the maintenance. I mean, you have a person here that's been here 15, 20 years and still uh making uh making Yeah. $15 an hour, but been here that long. Okay. So, we can we can look at this to me and says, "Why can't we get a decent rate?" I'm talking about the maintenance, a decent one. A decent. All right. So, let's let's let's look at those and see

137what you guys propose. Okay. If you want to do that, do you want to go on to the clerical? Yes. Yeah. Okay. This is Yeah. Because you and it's going right there. You went down here. There is a big difference. Okay. So again, I think the next board meeting we we bring you kind of um and I do also want to let you know that if you come across these, I told Miss Moore, you are more than welcome to come and speak because I told Miss Moore, that's why this is very draft. These assumptions are here, but we've got to justify them. And I do I'll tell you right now I will justify them because I already told you we've got to get those people that are making less than 15. We've got to get

138I know they're not making it, you know, and I know that it's not our fault. You know, we're not be we haven't been giving the money like Thank God they gave us the money for the teachers, but we need it for auxiliary. I mean, you just heard one of the auxiliary people talking. I we we definitely need it and yeah one of the questions and it's the secretaries you got a secretary at sped you have one with a chief financial officer I know that they have a lot of work to do I know sped is has a lot of work chief fin but then if we look over here and I understand she deserves every penny she gets but at the same time so do are the ones at sped. So is the one at

139the chief financial. So is the one over here at the right high school. Maybe they need to be in their own little category. You got financial officer midpoint 25 and then you got sped midpoint 22 but then midpoint over here is 32. That's a big difference. us more. I'm sorry that that's just like I said, by all means welld deserved, but they all have I think the same workload, especially this the CFO that didn't have a secretary for a long time. Yes. SPE I think has a lot of um they have a lot very specific kind of very specific. So all of that to me, you know, is just it's a struggle. I mean, part of what we look at is, and again, what I'd like to do when Mo Casey, remember, they're can they're

140going to do that staffing study. Part of what we have to do is look at market value. I mean, that's across the board. And unfortunately, I agree. I mean, if I had I would love to pay I would love to pay everyone, but you have to look at market value. And so, a lot of this I know. And that's why I asked you when we were meeting and you had told me, "No, no, no. We already did the market value for most of these people here." Right. So I'm but I'm saying some of the things that y'all are talking about why does this person make more than this person isn't so much what we determine but what that TASBY market value determines. But I'm just saying so for those people that you did up that

141much. So you you're telling me you didn't do the market value for them when you told me no we did do it. We did it. I'm sitting changes because every year like last year like some districts gave a big raise. We didn't. So then this year now that you have the legislators giving some money, some districts might apply it a lot more towards their clerical or something. And so that's going to shift. It doesn't stay static. I realize that. So that's what I'm saying. So if they did give us a lot more money, why couldn't we shift some of that to the ones that are making $15 and less? We can we can where we can at least up them. I mean, I told you I really wasn't even satisfied with the 15. When when

142are we going to go towards the 20? Okay, we're not going to get there. Velma, I thought we had done that with the the lunch and the cafeteria work. I thought we did that last year where you were going to put like the maintenance. Uh we were going to move them all up to the $15. Those are those are above the 15. Uh I'm talking about the ones that are So what I'm hearing from y'all is we'll go back and and do the starting at 15. We can go but I I still want to look at those people that you changed it to a different category. And I get what she's saying. She's saying, "Okay, well it's going to shift, but you got to take into consideration that you changed some of these to a

143different category. their minimum blew up, but yet we're still going to go by the midpoint of of the mid well the midpoint 3% of the midpoint. And if you look at it real close, what was your figure? 13,000. It's a difference of $13,000 than you made from last year. So, where's the justification? Okay. So, we can talk about some of that. We need to talk about that. I don't I don't agree with that. I'm gonna You're going to do that to one? I'm sorry. I'm going to say my sight, but yet we still have people that are making less than $15 an hour, especially men. Yeah. So, I I have a problem. I have a big problem with that. Okay. So, so let me ask clearly from the board. We can Yes. Well, I need

144I need a clear justification as to I know you're saying the responsibilities, but I thought we had taken care of that with the and I I realize the market value, but you're telling me the market value only changed for these certain people that you move from one category to another. There's again we'll talk about in close session about this that particular. So, are we going into close session right now? I don't think we're going to do that right now. Are we allowed to just You're going to go into close session when we do the deep dive because we're going to go we are going to No, in July. Well, before way before the deep dive and our next meeting we're going to give you Okay. Aren't we doing a superintendence in in June? Aren't we

145doing a superintendence? Yeah, but I wouldn't want to do it then. Well, no. Okay. So, you're saying we're going to have a Yeah. Our next board meeting. We will have close session where we do where we look at the talk. These figures will these were just roughed against I know I know but these figures will be more tightened up. Exactly. Yes. Okay. So, do you all understand that? Yes, we do. And the next board meeting we are going to be looking real close into these figures. That's why I told Miss Moore I want them each to have this from 2425 to 2526. mainly because when I saw it, I was like, "Wait a minute." And I know Miss Moore already told me these are preliminary, but I still want to get to the fact that

146we've got people making under $15. I want to see preliminary for 13,000 more. Okay. Yeah, but there's again I I wish I can so I I guess we can say this that position was at a much much higher level than that if you remember whose position that person took over. Exactly. But that person also had the experience coming in. You never talked. We'll go into close session. Miss Moore. Okay. I'm I'm not You know, I And I realized this when I was looking at him. And I too I want to know who you lost me, Miss Miss. Okay. Who is he? We're going to go into close session right now. Yes, ma'am. Okay. Yeah. I just want to get it cleared to where you know where you have to go back to to finish it

147up. All right. What time is it? Make sure. All right. The time is 7:55 and we're going into close session. Oh, 7:55. Close session. I Okay. All right. So, that agenda item 4E was a discussion. So, we're going to move on to the consent agenda. We u going back session. Uh it's 9:07. We're going back into open session. Okay. Okay. The consent agenda items five numbers 5 A through C. A the approval of the board meeting minutes the A1 special board meeting minutes May 8th 2025 at 5:30. A2 regular board meeting minutes May 19th 2025 at 5:30. And then 5B the approval of the monthly investment report for May 31st 2025. And then the approval uh 5C, the approval of the general fund financial report for May 31st, 2025. So I need to hear a

148motion and a second for agenda items 5 A through C, consent agenda items. President, I make a motion that we approve the consent agenda A through C as recommended by administration. I second. Okay. A motion has been made by Miss Jordan and seconded by Miss Rodriguez for agenda items number 5 A through C. We'll go ahead and vote. Mr. Adono, Liz Gutierrez, A. Shirley Jordan, I. Priscilla Bella, Albert Viel, and then Gonzalez. Oscar Rodondo. I drama Rodriguez. I this motion passes three one. All right, let's move on to agenda item 6A. This is the presentation regarding the Texas House Bill 1481 and the district cell phone guidelines for 2526 school year. Yeah. So, what you're seeing in front of you, um, originally I was really hoping to like adopt a policy, but we can't do

149that because TASB is going to actually give us the specific language of a policy that um would include the language we would need for those exemptions with special education or and things like that. But I feel we feel pretty confident that we're trying to narrow, you know, get closer and closer to what the guidelines would be. So, we know for a fact that TASBY um or that TA is and the legislives have said no cell phones out at all during the school day period, the end. We also know that the districts are are are tasked with coming up with consequences for cell phones being out. And so, that's what we're showing you a draft of. Um, again, until TASBY comes out with their model policy, we can't actually bring you a policy. But the absolute

150goal would be to do a policy the end of July, but if we can start putting it out to parents and, you know, you all have seen on Facebook, social media, the news, it's getting out there throughout the state that cell phones will not be out. So, I mean that's really the important message for right now to parents start and end for students, but we are wanted to give you some information about where we're heading in terms of consequences. I just think they need to be just you can't have them. If you have them in your backpack, this is what they're going to be doing. Okay. They carry their backpacks with them all day, don't they? Clear backpacks. Yeah. Okay. But they're still going to be in there. We understand the ramifications. We know. I

151mean, we're in classrooms. We see, you know, the kids with the cell phones. Is it going to be a change for them? Yes, it is. However, they're going to have to understand this is the way things are going to be. Just like our IDs were non-negotiables, this is a non-negotiable. We put together a plan that is in draft form at this point. And what you'll notice in the plan, a couple of things. First of all, there's an implementation period. So, we've broken it down by the weeks as to what the expectation is. Also, as you can see, there's something called progressive sanctions. You know, we we told you, we've told you, we've told you there's going to be consequences of those actions, and those are listed in your draft plan as well. Not that we

152don't take feedback. Again, this, you'll notice this is draft until we see that actual language. It's a little difficult for us. What we're looking at as far as time frame from what I'm understanding and I spoke to the state today you're looking at mid July on several things. You're looking at mid July on the wording of this policy mid July on the uh student handbooks and the new changes and the student code of conduct. So it's going to be a push come to shove whenever we get that in. My turnaround time is probably going to be about three or four days to get it to you before the July board meeting prior to the time that we start school. Okay. Uh Miss Jordan, go ahead. No, Miss Gutierrez. Yes. Okay. This policy will be made

153by the board when TASBY sends us the information. and the board members the information and this policy has got to be um has got to be every single student. I don't care if he's the best football player in Westo or the best basketball player in Westo because those are the ones that get away with it. And you're not going to tell me no they don't. No they don't. No they don't. They do. So I when the board gets to doing this policy, when we get it from TASBY and we start looking at it and we start making uh you know to me $15 that was back in 1999. Uh we need to go up with that. And also um again I just feel that it is a state law. It's not a policy. We're making

154the policy to follow state law and the state law says you cannot have them on campuses. You're not to have them on campuses. Not in your purse, not in your backpack, not anywhere. Okay. Wait, let's let's do the distinction. Is it a state law? No, ma'am. Nothing. Well, so what is it? Basically, it it it's been signed, but it's not been confirmed as of yet. Okay. But when is it signed? Are we looking at state law? It has been signed as far as I understand. Okay. Now again, they've not put out the wording exactly on me yet. So it says students will not have the phones out. They didn't say that they can't be said. They can't have them on campus. Okay. So they we already are looking at they're going to bring them We're

155going to bring They're going to bring They cannot have them out while the teacher is instructing. Well, they can't have them out at all during the instructional day. During the whole day. Yes, ma'am. During instructional day. So it's not a state law. So if it's not a state law, then we don't have to do it. We can do whatever we want. It's like policy that Tazby gives. Okay. But it's not a state law. It's coming, ma'am. But nobody said that, ma'am. You said I can only answer to what's been signed off so far. Do I have confirmation on what's been signed by the governor yet? No, ma'am. I don't. But I do know it's coming. I do know he's going to sign it. Well, I believe he I thought he signed it on June. He

156signed it on the 22nd. Yesterday? No, he signed it yesterday. Yesterday. Okay. But they don't have the wording yet. Right. TASBY is going to do the wording. I know that. Yes. But state law. I want to see what the state and I'm going to go back and read the brought it with me the draft from it from the actual person. When you look at the draft basically and it's two pages which is really interesting. Do we have that draft? I do. No ma'am. No. This is a draft that you made that was made here by the school district. No ma'am. But in the this is the state draft. Oh, I know. But we didn't get that one. Yes, ma'am. I just pulled it today actually because he signed it yesterday. Yes, ma'am. I just pulled

157it today. Okay. So, what is this? It says West ISD cell phone guidelines. Well, that's our guidelines to to get ahead. But like she's saying, we don't know the word yet. Right. Right. Because he just signed it yesterday. I talked to them about it. He just signed it yesterday. So, she's pulled the one Okay. And Okay. So, give us the highlights. Yes, ma'am. I'll give you the highlights. There are two paragraphs to it. Okay. Okay. So, it's section 38.0232. Personal device used by students prohibited. In this section, personal wireless communication device means any wireless electronic communication device other than a device pri provided to students by the school for instructional purposes. So it takes that out. If it's provided by the school for instruction for instruction, that's fine. capable of transmitting and or receiving data

158including cellular phones, text messaging devices, laptop computers, and tablet computers if they are not provided by the district. They cannot have it out. They cannot have it out. Notwithstanding section 38.0231, the board of trustees of a school district and the governing body of any open enrollment charter school. So, it goes for them as well. shall adopt policies prohibiting students from using personal wireless communication devices during instructional time. Instructional. It does not tell you how. It tells you during instructional time. I've taken the liberty because we knew this was coming. I've taken the liberty speaking to several school districts, not just in this area and other districts as well. I wanted to kind of get a rough reference as to what people were doing. I actually spoke to a school in Michigan that put this into

159play in their school district about a year and a half ago. They actually purchased the pouches that stop the communications. The downside of that is it ran them over $20,000 and they must be sustained and that runs them x amount of thousand per year. So any type of that situation, the financial constraints. So we've got to have a policy that's giving a situation of progressive consequences as we go as a deterrent for them pulling out those cell phones. Yeah, I kind of agree. I mean, I I get it. I mean, you're not going to come up with the whole with the actual, you know, policy or of guidelines and procedures, but I'm kind of of the opinion of Miss Gutier's, uh, you're going to have to go more than $15. I mean, that was that

160was in the 19 what? That's why if you notice, I put draft to get your feedback. But I'm just saying this is part of the feedback and and we can take that definitely under consideration. So, if I'm asking the question, we're having a discussion. What would the board consider feasible in that case? I I in my opinion I mean up it by five do 20. Give me a 20. You know and you want to and I think that it just needs to be upped every time you're it's your third violation. Okay. Obviously the 20 is not working. So you know what? You're going up to 25. You're going up to 30. I I guess in increments of five if they keep doing it. I know. Oh, I talked to Miss Moore about it and she

161said, "Well, uh, I think after the third one is where y'all really have well and what we've talked about doing and the princ the principal said, you know, to again the commun the parent communication is going to start with email, phone call, campus level, parent meeting, district level." But I'm just saying remember we talked about the ones that they're they're not paying attention to you. They're getting their phone out every day and that 15 $20 ain't cutting you. Okay. And I So what are you going to do after the third one? Then it becomes seriously part of your student code of conduct. Okay. So here's my supposition. When it gets to that point and people can agree or disagree, okay? But when it gets to that point, it is no longer about the cell phone.

162It is about failure to comply with directives. And at that point, it can become a persistent misbehavior situation. At that point, you're looking at out of school suspension and DAP placement. Okay. Well, I think that we we I think that that's the part we're headed to for those uh repeated offenders that are just because everybody's looking at him. Well, geez, he's just getting a slap on the hand, you know, and he keeps getting out his phone every day, you know, and who who cares, right? But then you have those that the teachers, oh, you're done with all your work. Okay, you can use your phone. No, that's not that's not happening anymore. That's what we're telling you. That's not an option. Period. Stop happening. Well, because never with this new policy. It did because there

163were some programs in there that they were educational and because like when we went into one of yours when we did a walk through you know okay you know how many pick this answer and he could get a reading of everybody but that cannot be done even I mean the teachers already know I mean it would have it's a nice little activity but he can't do it because they can do it on a Chromebook. Yeah. No, something that's been administered by by the instruction situation. Yes. And can they contact other uh students through the Chromebook? You can. Okay. So that that that that's that's given by the district. So it's going to be okay. We do monitor pretty seriously. This is how we have actually busted kids in in some bullying cases. We busted some

164kids in some terroristic threat situations by monitoring that situation. and and he did when we did threats from monitoring those. Yeah, we actually have. Yes, we have because the difference is you can go into I've never gotten a report on terroristic threats. You can go into emails. Yeah. District emails where you can't go into student individual texts. That's the difference. Yes. But he did because after that activ he told them to put it put it away, you know. So they did. I mean, they just put it down and I guess the screen was down. That's what I'm assuming. But he did tell them to put it away. But now we've got to retrain our teachers, too. Because when this all gets written, so part of the first trainings that we have is this is now

165the law. This is now our policy. This is what we must do. Everyone is held to You're saying this is the law by the time we get there. Oh, so it is going to be the law. That's why we're That's why we're asking. Yes, it is going to be, but once he signs, everything gets signed, everything gets confirmed. And this is why this is why I get real leery because I mean, he was still signing things as of 7 o'clock this morning. Yeah. Okay. So, I get real ler before I see the signature. Legislator is back. He's having a a legis He's calling them back on the bill. It's going It says it allows for exceptions. or what if we get a bunch of students say let's see we have a 100 students at at

166um at uh medical documentation it's not what happens with that what happens when we get it's going to be specific in the I think that's why we're waiting on that policy we're not talking about I get anxiety we're talking about some something I get anxiety I need to talk to my mom no that's not what we're talking about we're talking about somebody like that's diabetic or some kind of device that might monitor to their insulin. Uh like the anxiety with students, isn't that that's not that's not exempt under this case. You already know that's not exempt. So no, that's not exempt. I'm looking at the bill right here. I don't see no It says medical. It says medical. Medical, right? That's a mental issue. All right. Well, let's wait. We guess we'll have to we'll

167wait and see. Mental issue. I mean, that's what I Let them define it. What are we doing in defining that? But when we see the wording, we will be much more clear in the way to design the policy. Okay. I The only thing I just hope it's enforced. Yes, ma'am. Yes, ma'am. If you can't enforce dress code, you sure are not going to be able to enforce this. Yeah, you can't. Oh, you can't. Just like we enforced IDs. Same thing. Let me move them down here. Same thing. I like to see it. Very interesting. Okay. Are we ready to go? I'm ready to go. I'm gonna go more quick. Okay. Okay. Was that it, Miss uh Ardondo? Yes. So, Arondo, Miss Alvarado, I knew it was with an eight. Yes, ma'am. Yes, ma'am. Unless the

168board has I'm sorry, it's late at night. You got a new wife. Restaurant's going to close. So, Miss Alvarados, uh, when will we what are we looking at? How many I'm I'm hoping and I've spoken with them today. I'm hoping mid July I can get that final wording. Yeah, because we got to get it out to the parents. Well, and this is this is my problem that I'm dealing with right now because normally if as you well remember I could have to you very quickly student handbook, student code of conduct. Unfortunately, ma'am, I can't do that right now because it's not to me. Right. Right. My goal is to get everything to you by the July board meeting. Okay. If the legisle it should they're working on it now. Okay. I my my uh concern

169is just to you know I don't want kids coming back and parents well we we didn't know that and we need to get that in we can send it out tomorrow you will not have a phone out during the school day that much yeah you will not be able to contact and a lot of other districts are saying that that's what I was you know the the governor has already signed the bill therefore this is going to be state law you need to give him something like that just to say this is where we're this is where we're headed so don't the big Yeah, I will also uh let the board know we have spoken of this all during the latter part of the spring semester to the shack committee, the safety and security committee.

170We have talked to the DAT committee. We started the preliminaries of this as we begin to hear about it. So this is not exactly but I want the parents because those are the ones you're going to come up on that day the first day of school. I never heard of this blah blah blah blah blah and I we yeah I'm glad that y'all are being proactive about it and yes I I think that's a good idea. Get it out tomorrow. This is the big picture. This is where we're headed. Yes, ma'am. You know, take notice. Yes, ma'am. Okay. Thank you, Miss Alvarado. Yes, ma'am. Uh so where we at? Uh let me go. 6B. 6B ma'am. Thank you. Thank you. Reading calendar. Kind of rush. All right. So 6B the discuss and consider taking action

171on the proposed west ISD board meeting calendar for the 2526 school year. Miss Moore, so I know that it came up um at the I wasn't I was just minding my own business when uh at SLI when the um I was invited by another board member to go to a session on superintendent evaluation and at that meeting it came up that really our the state pol or the state TASBY legal um policy says the superintendent's evaluated annually And then I um I know this other board member had to have at least an annual at least one at least annually an annually. So we came back and I looked at our policy which says the same thing at least annually. Um and so um of course the board member that wanted to bring that uh isn't

172here right now but um the recommendation for when that annual one should be was January fee you know the beginning of the year. Um, and so I was, you know, met with Yeah, Miss Rodriguez and we gave you two calendars. One of them that has the two evaluations and one of them that has just the one evaluation. In my opinion, the two and we've always done two. The one the the January one is the summitative. That's in June when we meet in June. It used to be in June because it's six months. six months in June. Then we would look at okay well we would like still to see this done and this done so we have something to measure in January but I see here that it wants to be and I understand that

173it was talked about at a breakfast table. I did not hear this at a breakfast table, but if you all talked about it, you violated the open meetings act because all board members were there. I don't know if you were there. Everybody do that. No, they weren't. Okay. I don't know if they were, but it doesn't matter if there was two if there was three. This was that we were talking about the discussion of what happened at a session. I didn't hear about it. I didn't hear about it. I read it and I for one believe that the two the two um are two different things. One is the midyear is because we evaluate. Okay, we've already in January to June. Okay, this this and this. Okay, we got this accomplished. We got this done.

174We got this. Okay, now we'll go from June to January again. So, in my opinion, I would stick with the two because otherwise you're going to wait a whole year and see what's you know when do you get that that uh well this needed to be changed and we didn't do it. So now here we are have to wait till January so that we can do it. So, in that I'm totally against. I don't know what person uh held this this thing here. I don't know who held it. It was Tazby. It was Tazby. Tasby. What? Because I'd like to call him and give him actually. Miss Rodriguez has the power. This is from Tazby. I had asked her, you know, cuz I felt the same way. I'm like, "Okay, I didn't I did not

175make this up. I did not make up that we're gonna have a formative and a subs summitative, but I was told by a board member, you're doing it wrong. I didn't appreciate that coming from them because it's like I've been on the board for 25 years. Exactly. I pretty much know I do. Listen, I didn't make up sumitative or formative. It was given to us when I came back after having cancer. I told Miss Moore, I came back. Shirley Jordan, you were here. You were also here, Liz. And I think this board member was also here. So, it was when we had brought in the previous superintendent and I guess we were going back to two, right? So, I was like, "Okay, well, I didn't even vote on that." But yet, I was told that

176I was doing it wrong right now. That's why I told Miss Moore, "Wait a minute. Wait a minute. Don't don't just take it off that easily because if it was discussed with one board member, it wasn't discussed with all the board members. So, what I wanted to do, I'm fine. You want to go back to one, but don't tell me I was doing it wrong. I was doing what I was being told to do by Tasby. By Tasby. But, but Liz, you're right. when I told her pull that information because everything that we do I want to know where is the documentation coming from. So she did she pulled the information and sure enough Tazby it it's TASBY and it does not have formative or sumitative. So apparently Liz from when we did it which

177was to me it was last year with Miss Moore you didn't have to. It wasn't that it was wrong. Right. It's not a wrong or right. I know, Miss Moore. But but when you're telling somebody that I didn't telling somebody that Uhhuh. you did it wrong. Yeah. It's not a wrong or right. I think what they're saying when I was when I was board president, we did both of them also. We both That's why I told her I told her some years we did two and then some years we did we went back to one. I think the previous superintendent we went back to two. That's when I like I said I came back. I had cancer. I came back and I was like, "Oh, we're back to two." You know? So, what is the

178problem, Miss Moore, with having two? What's the problem? I didn't say there was a problem, right? But, okay. So, I think the thought process Okay. No, no, I didn't I didn't bring it up. I I was not the one who initiated this. Okay. So, I kind of feel like I'm evaluated pretty much every time I talk to anybody. But anyway, but so I don't feel like I feel like there's good communication. I'm open to feedback. I feel like I get feedback pretty regularly. Um I think the idea with the balance scorecard idea is that we're giving data every month for pieces of you know and that's the part and that's the part we're g and we're going to be sitting down with these strategic roundts where we're going to give you deep dives of how

179things are going. We have the the scorecard. We have goals and we're continuing to work towards that. We report you this month we're reporting about student achievement. Next month we're going to report about staff. Then we're going to report about family and community involvement. Then we're going to report about finances. And then we repeat it. So it's not like you're And that is good, Miss Moore, that you're doing that. But at the same time, but that's still a guy that comes that we Yeah. But at the same time, when we meet in the six months, okay, we've gotten all these reports. We don't get all the reports from January to June. We don't because you still have to do whatever priorities next and next and next and next. Okay. So that that's something that you

180know but if you give me in January all the priorities from one to 20 if you give me all of those well then I'll say okay well I can evaluate on that but we get them like what every three months or every whatever months that comes up. So, but it's going to be whatever the boards I would like to, but that's just me. Like I would like two board meetings, but that's just me. And I do agree because we you know, we had it too. We sometimes we had it one I was okay, which whatever. Uh you can barely get people to one flows your huh you can barely get enough board members to one meeting. I don't. Well, that's Yeah, but I I don't think that that's I don't think that that should be

181uh that's that's on the board member. I mean, come on. The board members need to step it up and start coming. We barely got a quorum today and and two months ago. A month ago. I was almost leaving. I know. I know, girl. I have to appreciate each of you hanging in there. But I was going to point out here to where Miss Moore did remind me like, yeah, I'm I am being evaluated anyway, even though you don't call it a formative or well, what? Yeah, the formative, which is the one that we that we dropped out that that I was doing it wrong. Okay, let let me make it clear. I was not doing it wrong. Uh, but you showed me that part, Miss War, where you said, um, gosh, now I can't find

182it. where you said, "Yeah, I'm being evaluated here. I'm being evaluated here. I'm being evaluated here." It's a continually monitor progress toward goals and and outcomes of the district plan. So, you are being because like the scoreboard, the pri we're monitoring her when she does priority one, priority two, priority three, priority four. Um, I think what Liz is saying. Yeah, but you're, you know, are we evaluating, oh, you're scoring a three on here, you're scoring a four on here, you're scoring a five on here. So, are we doing that wrong, too? Well, yeah. And we weren't supposed to put our name and blah blah blah. And all those are just used to be before. I think this started with uh Garcia where we would put our name because he wanted to know who we were.

183But before we never signed the the paper. I don't see anything wrong with it. I mean, yeah, I don't see anything wrong with it. You want to talk to me about how I I this the idea was that the board is a team. That's I think that was the concept in this training at least that the board is in the training. But that's not what was said. I I I think we need to wait till all the boards are here so we can go. No, because you know what? She knew or he knew that this was on the agenda. If they looked at their agenda, this was on the agenda. If it was important to that board member that said she was doing it wrong, that board member should have been sitting right there. Workshop.

184I don't care what workshop she's at. What workshop is she at? Better with her job. Oh, well that's that's too bad. Something some things come up. Well, you know, I just say, you know, if it was important, it'd be right here right now. But to me, it's uh I like the two. I don't that I do not the scorecard and I did go to a to a meeting that had a scorecard and I remember telling the superintendent I said our superintendent brought this on so now I'm going to sit here and listen to see how you do it because I'm not too keen on it. Okay, that's just what that's what I said, you know, because it's a truth. I'm not too keen on it. So, but I think I like the two. Um, as

185far as the dates of the school uh board meetings, I don't see any problem with with uh yeah, for the for the most part, the there's nothing wrong with the I just said, you know what, and it's for Casey for I can't have uh one board member dictate if we're going to have one or two. Let's bring it to the board. But I have to agree with Jordan. Okay? you know, because I don't want it just to be made. And I I get where you're coming from, Liz, because it's like, okay, well, then they should have been here. Well, you know what? I wasn't here when I had cancer. I just wasn't here cuz I couldn't be here. And I get she's not here because she has to be at a a conference. The other

186one, Miss Vela, she's not here. She's going to go take her daughter like he took his son to freshman orientation. I get things come up things. Yeah. So, we will bring it back up in the July meeting so that all the board members can vote on it. Okay. I I think that's the better thing to do. The reason why I brought it up, you already know because don't be telling me I did it wrong. Go look back at your history. Well, I'm kind of got you were you voted on it, too. I saw the name there and it's like I ain't voting on it. Y'all do whatever y'all want to do. That man that company. You got one more hut. Sit. Okay. One more. Okay. One more. One more. Sorry. Sorry. Jesus Christ. Okay. I

187am. So, we are going to table uh item 6. 6B. Yes, ma'am. All right. Let's go to item 6 C. Do you not have to vote on that, ma'am, or just go table 6? Postpone? No. Not about postponing to the next within 24 hours. You're tableing. action. We're going to bring it back to the board. No action. No action taken. Okay. To make a a motion that no action be taken on the calendar, the board calendar. All right. I'm sorry. I need a point of clarification because I'm supposed to have an evaluation the 21st. Are we going ahead with that or not? I think we should. And we're not we're not coming back with this until July, right? So, we should go. Is that what you're saying? Yeah. Uh if it's due June 21st then

188we need to July July 21st then we should go with that and and your evaluation is when? July 21st. What is it? If but we're not having a meeting till July what? 30th or what? 28th regular meeting. So we do the July and then we do the vote. What do you mean? Well, we do the evaluation on July 21st. Scheduled. I thought it was in June. Where when did it change to July? Well, January is the first month and then six months later, 1 plus 6 would be July. So, January, July would be the first and then the sixth June. June is a six month. Oh, it's a new math cuz June January is the first month and then if you add six to to one, you get seven, which is July. But it's already

189set, April. It was set originally because remember the calendar for the board is when we had August to July. So, it's supposed to at this moment it's supposed to be the 21st. Six months. Okay, then we're voting on it. Yeah, because I I can't I'm not going to I'm not going to uh reschedu another one. Okay, let me I wrote all over this. So, go ahead. Okay. Okay. All right. So, we're bringing it back on. I I need to hear a motion for agenda item 6B, the Westoso board meeting calendar for 2526. I need a motion and a second. Okay. I will make the motion. I will make the motion on on calendar B where we will have a superintendence evaluation February and then we will have a midyear evaluation July 20th of 2026. Okay.

190What what where calendar B? Okay. Where is it? Go further down, ma'am. Right there it says it's got the calendar A has just a just a board meetings. February 2nd is a special board meeting for the superintendent evaluation and then you go to the next one. It's got the two calendar B's got the two. She's on the she's on the computer. Oh, I'm on the computer. I'm sorry. You want it? You want the computer, ma'am? Well, I should have the same thing. Okay. Well, here my computer wasn't working. Remember I told you? So, I'm bringing my thing from the other day. Remember I I amended it. So, Okay. I'm sorry. I'm sorry. Okay. I didn't see that. So, A. And which one has the two? Right here. B. B. So, you're recommending B. Yes, ma'am.

191Can I look at it? No. Can I look? You can have it. No. I already wrote wrote it down. Okay. B is going by. Okay. We're going to have it back. Okay. Are we voting on the calendar tonight or are we going to table it? Meeting on the 21st. What if we just do that? your your meeting your evaluation right for the No, we can't vote on keeping the meeting for the for I mean it's already set. We We should vote on the calendar. Okay. Vote on the calendar. Vote on the calendar. Okay. Whoever's here is here and whoever's not Well, that's on the exact Yes. over six. Okay. Okay. So I make the motion, Mr. Aonda, you got it. I make the motion calendar B is what I have down. We accept calendar B

192for the 2526 school year board members meetings and evaluations. That was her. All right. Um, I'll second it. Calendar B. So, we're voting on calendar B. Liz Gutierrez I. Charlie Jordan. Nay. Priscilla Bella. Albert Variel. Bella Gonzalez. Oscar Rodondo. I Norma Rodriguez I this motion passes 31. So, Miss Moore, if we decide in the future, yeah, we're going back to one evaluation that will be changed in the following year for the calendar, right? Right. 26 27. Okay. But for now, we need you're going to get ready. And will you go by whatever that TASBY told you because I was told that was that was wrong. The only difference was saying they were saying what we did last time. Remember last time we did one you guys turned in one. Yeah, Miss Moore, but you even

193told me too we didn't have to do you said when I told you you know what what was I doing wrong and you said well we really didn't have to have the second one or something like that because you said you I am being evaluated by this the not you didn't say the score board but you did mention whatever was in that that should be part of the evaluation I I mean I don't know like I said I'm not keen on it where you had said that you are being evaluated anyway on a continuous basis based then once you do the formal eval the summitative so why are you saying you're confus what you don't think we should do the formative I don't whatever you want to do I didn't say all I said was

194at that saying that they said their recommendation was to an annual evaluation. I guess we should have been there because we could have brought up the fact. Wait a minute. They told us two years ago that we could do the formative and the summitive. Yeah, they told us. We went by, like I said, when I was board president, we were told we did two. We did two. But yeah. Okay. I I know. But I I do want to get this straight. As far as you go, you're your one more vote. We have to elect somebody for the So, there's nothing wrong with that. Okay, let's go. We have to vote for We're moving on. Dr. Okay. 6 C. We're moving on to 6C. discuss and consider taking action on the endorsement of a candidate to

195the region 2 TASBY board of director directors. So we have two we have Mr. Moises Alfaro trustee with Matthysse ISD the current representative on the TASV board of directors from region 2 will expire this year at the close of 2025. And then we have Miss Jessica Mkintania the trustee for Brooks County ISD. So, you should have read the background. I make a motion that we Let me finish. Oh, okay. Should have read the background. And we're going to make an endorsement of either one of those candidates to the region 2 TASBY board of directors. Do I hear a motion and a second? I make a motion that we nominate or Dr. Alfaro Moses Alfaro from Matthysse uh Texas. All right. A motion has been made by Miss Gutierrez to nominate to endorse Dr. Alfao for

196the region 2 TASBY board of directors and it's been seconded by Miss Jordan. Let's go ahead and vote. Liz Gutierrez. Hi. Shirley Jordan. Hi. Priscilla. Albert Variel. Belinda Gonzalez. Oscar Rodondo. I Rodriguez. I This motion passes 41. All right. Miss 4. I'm sorry. 4. 4. Okay. Miss Moore, do you have any closing remarks or anything? Thursday. We were going to be working from virtually on the 14th and the 21st. Now I guess why now that's okay. And then um we have the operation health and wellness coming up. So we can get a calendar of of events for uh the end of June to July. Oh, so it's on here. Okay, let me make let me make sure to pull it. Okay. All right. Um the me the time is 9:49 and this meeting is adjourned.

197Thank you ladies. Happy vacation. Have a good time. You deserve it. Yes you do. What is it? minutes. Okay. Thank you. Miss Miss Moore. I'm gonna leave this with you. Okay.