001Recording in progress. We'll meet in regular session at 6 uh p.m. Monday, October the 13th, 2025 in the administration building room. It's 13B West Street, Crystal City, uh, Texas 78 39 on a roll call. >> Mr. Reinosa, >> present. >> Mr. Sani Houston >> here. >> Mr. Cruz Mata >> here. >> Mr. Victor Bonia is absent. Mr. Gabriel Esposa >> here. >> Mr. Vince Martinez >> here. >> And Mrs. Young >> here. Okay, we do have a quorum. Six, one absent. Item number three, moment of reflection. [Applause] Item number four, public comments. >> No one. Number five, uh, progress monitoring report. Uh, >> at this moment, we'll be asking Mr. Reno to come up, uh, and present the, uh, October progress monitoring. This is a report that will be presented to the board on a
002monthly basis. Matthew, >> good afternoon, everyone. Good afternoon. >> Good afternoon, Matthew. Um before we begin, I just wanted to also point out that um I did leave the invite to the trunk or treat as well. So that way you guys are free to join us or you guys are free to have a booth for yourselves and be out there as well. To point that out as well. So as we begin the copy, sir >> the this Yeah, it's that right there. >> It's that right there. Yes, sir. So um as we begin um as you know we take our ISIP um or Amir it's still it's still I station but it's now a mirror uh every month and this uh if we want to look up you can see on the screen right there
003that's o September you want to scroll down just a little bit so we can just do the comparison to October uh so you can see how we did this past month when we start looking at October. So, as we were looking at that first table, we can see that our kindergarten, um, remember our goal is to reduce the number of level ones. Our level one students are the are we're trying to get them into level twos and eventually into level threes by the end of the school year. You can see that in kindergarten, uh, we were able to reduce our level our level ones, uh, by almost 8%. Our in first grade, we were able to reduce them by 5%. Um, in second grade, we did increase uh, we did go up just a little
004bit by 1%. Um same for third. We held steady in fourth grade. Um we were able to bring down our percentages in fifth grade to by 15. We did increase a little bit by sixth uh in sixth grade by 5%. Um in seventh grade we increased it by 13% and eighth grade we went up by 11%. Overall um if you want to scroll down to the next one. Overall, um, our level ones, we did go up, um, by a little bit. Uh, we went by up by 1%. Um, our level twos, we dropped 2% and those level twos looks like they went into our level three, so they're making progress. They're moving up 2%. Um, and then we also dropped 3% in our level fours, but if you look at our level fives, they went
005up by 2%. U, meaning that they grew. They went from level they went from level fours to level fives if that kind of makes a little bit of sense. Um, but what I really want to our goal is remember to decrease the level one percentage by 24% and decrease the level two and level three by 15% and increase the level four or five by 53% by May 2027. So, we're on our way there. We're slowly making, you know, we're it's it's been only less than a month, you know, because we actually tested towards the middle of September and we're we tested at the beginning of October. Um, so you know these these students are making progress. Um, it's slow but it's there and we're we're definitely getting there. Yes, sir. >> Is this a overall?
006>> Yeah, overall this on the one on this side. Yes, that's an overall. Yes, sir. >> Overall all of six >> pre uh preender through eight. >> Eight. >> Pre kinder through eight. >> So what you're saying I mean uh the goal is to decrease level one. >> Mhm. >> Level two and increase level three, four and five. >> Yes sir. Yeah. So that's the goal. The goal. Our goal is to get all our students to level three um by because level three it equates to about approaches on the star test. So if we can get them to level three that means we can at least get them to approaches. So the goal is to decrease our level ones and twos and hopefully increase threes, fours and fives, you know, with four and five being
007the priority the the goal. So I want to bring your attention to that little table on the bottom where it says um the ISIP September reading baseline progress monitoring. So what this table has um you can see the grade levels on the side and then of course you see 2023, 2024, 2025 and then 2026 uh being this year. You can see where we started in September uh every single for the for the last couple of years. So you can see in 2023 we we began uh the 2023 school year we began at a beginning reader of 495. So that's where we started back in 2023, you know, all those years ago. This year we started at a beginning reader of 390 Lexiles, meaning that we've grown by 105 Lexiles for the beginning of the and
008that's just the baseline for the beginning of the year in September. So our students are coming in strong, reading stronger. Um we're able to maintain the the percentages of where they're at. So that means our students are are, you know, performing better at the beginning of the year compared to back in 2023. Uh we can see the same in kinder. In Kinder, we had a beginning great uh in 2023 of 275 and currently we're at two beginning reader 250. So, they're coming in uh 25 Lexiles higher and they're sitting at about the 25th and the 50th percentile. I really want to bring your attention to first and second grade. First and second grade, um we have they began at 10 Lexiles. Now, we're currently sitting at 35 Lexiles, um which means a gap of about
00925. we've increased to 25%. But if you look at that percentile, that 50th to 75th percentile, that means our students are already performing at approaches on our grade level, which means hopefully if you again, if we look at that second grade one as well, the second graders are at 240 um back in 2023. Now we're at 305, which is an increase of 65%. Um, which also puts them in the 50th to 70th percentile. So that means if we able to hold them and grow them and continue m molding them in the way that we know that our teachers can that this group this will be the group of kids that you know gets the ball to that a that you know with the goal of being that a you know that 50th and 70 75th
010percentile they're already at approaches now our goal is to get them even higher hopefully push them into that 90th percentile which I know Miss Ma can definitely do especially with her team and her teachers and they can get Zavala to that A. So, you know, that's these second graders next year when they're third graders. If we can hold that, then we can definitely expect Zavala to get that A and that'll just be that one year. You know, it's not just going if you look, it's not just one year. It's going to be, you know, second graders will be third graders and then we have the next year after that. And then our kindergarten, we're just we're still barely getting our beginning of our kindergarteners. So, we know that that definitely can hold, especially under the
011leadership that that's there. >> That's great. >> Um, third grade. Um, so, uh, where we're at currently, right? We want to see where we're at. So 350 is where we were at at two uh in 2023. Um we are starting the year at 450 now which means we're at 100 Lexiles higher than we normally were you know in these last couple of years. We're sitting in the 20th or 50th percentile. And if you like we said we whenever we see that 50th percentile that's more or less about approaches. Um and we want to of course get them to meets because we're going to be pushing them. We're not we're not settling for approaches. We're going to settle for meets or you know we want to get high as best as we can. um approaches equals
012about a C. So right now um without any intervention if we were to just kind of stop right now um Zavala you know could possibly get us a C or a B. But of course we know we know that's not our goal. We want to keep growing our students. So I know over the next couple of months Miss Mata is going to definitely put in that intervention and start focusing on those teachers uh on those students definitely push us into that B category where we want to be. Of course we want to eventually get to that A. >> Yes sir. reading the lower the number at >> um in the beginning at the very be yeah the sorry >> beginning >> at the at so you see where it says beginning reader the lower the
013number that means the further away but as we start getting past zero imagine like a number line so once you get to zero the higher the number the the more the more reading the better it is >> um so as we start getting to fourth grade um fourth grade is at a 495 lexile that's where back in 2023. We are currently at a 57D Lexile, which means we've increased about 75 um which sits them at the 25th percentile. And if we were to equate that to the star, it'd be at about approaches, which currently would put Benitoes at a C. Um fifth grade, um we're at we in 2023, we're at a 630. Currently, we're at a 640. And we we do see that 10 Lexile. that is kind of a little bit concerning because
014they've only grown 10 legs in four years. So that's that's a spot that we'll be looking at especially with Miss Urvasu, um Miss uh Mr. Avarado and I know Miss Garcia and Miss Mendulsa will definitely be looking at that as well um to kind of see what can we do to hopefully increase that number. Um because that also that puts it at about a C or a D and we of course we want to get Benito Huarees out and we want to put them at that C level. Um the sixth, seventh, and eighth. Um, before we get into the numbers, I do want to point out that the reason that they're green is because that is the CO group. So, our CO kindergarteners back in 2021, those are now sixth graders. So, I know when
015I when we saw that, I was like, "Wow, I can't believe they're sixth graders already." Um, but what that means is these are the kids that are missing foundations. So, you know, these were the kids that stayed home for kinder, didn't go to first, didn't really start school until they were in second grade. Um, so we kind of keep that in mind, especially as we start looking at the percentiles because they're kind of lower than everybody else, but it has to do with the fact that they are missing that those fundamental skills that they didn't get in kinder first and second because they were at home learning instead of being actually in school. Um, in sixth grade 675 is at 2020 223, I'm sorry, 2023. Um, in 2020, uh, currently they're at a 720. um
016putting them at about an increase of 45 um if it equates to a high did not meet or low approaches. So I know Miss Bedme will be working with that group definitely. In seventh grade we have started at 675 now they are at 810. So they've increased 135 Lexiles um equating them to about a high does not meet and low approaches which equates to about a C or a D. In grade 8 we started at 725. Now we're at a,000 uh,010 which is in increase of 285 lexiles which puts them in about the 25th to 50th percentile which approaches or meets which is equates to about a C or a D. >> I'm sorry. So I just trying to understand this. >> Mhm. >> On the 23 2023 the sixth grade for example 675 and
017then to the 2026. So who's who's like the 2023 675? So the this would be the sixth graders in 2020 23. So which would be probably the same >> this year they started at 720. >> Yeah. So they're starting higher than where they where they you know previously we've been starting in sixth grade. That that's how that that's how you would read that. Um and especially as we kind of start looking at this. One of the big key points that we really want to make is that in terms of Lexiles, this is the first year we're in grades preK through 8. Everybody is beginning on grade level. So, or the majority of the students are beginning on grade level. So, we finally closed that gap um that we that we have. Of course, there are
018still a couple students here and there that we you know, we still need to work on, but the majority of our students are beginning their current year on grade level. in when it comes to reading lifestyles. So, you know, that's a gap that we've closed and that's a gap that we continue hope hopefully to close and, you know, project even further so that way we can start getting the kids reading at the grade levels that they need to be reading at um and being ready for that star test at the end of the year. So, if we want to look at the next page one, um we'll be looking at early math results. Um again, so the first uh the first table is just September. We're going to compare that to October. So, if you
019look at October, we decreased our level ones in preK by 3%. We did see a slight increase in kindergarten to 6% by 6%. In first grade, we saw a drop of 8%. So, our level ones are going down. Our In second grade, we saw an increase of 2%. In third grade, we saw an increase of 13%. In fourth grade, we saw an increase of 11%. In fifth grade, we saw an increase of 4%, sixth grade, 3%, seventh grade, 10%, and eighth grade, we saw a drop in by 4%. Overall, giving us an average. Um, on that next page, on the next one, we can see that uh we had an increase in level ones by about three. We dropped um our level twos. So you can see that we dropped by 3% meaning that those
020we had a couple level twos that regressed a little bit. So we're going to have, you know, we're going to have to get uh on the granular level and see who those students are so we can make sure that we push them back. Uh 21% they held steady in level three. Um we saw a little bit of a drop in one by 1% um on level two and level five I mean sorry level four and level five held steady at at 9%. So again, I want to bring your attention. Uh the goal again here was be tore decrease uh level one percentages by 25%. And we want to decrease levels twos and threes by 30 ultimately increasing our level fours and fives by 60%. So our goal is again to get those students to level
021four and five by decreasing levels 1, two, and three. All right. So when it comes to this table, um prek, we don't have any any grade prek because prek doesn't have that right now. we will get some um once they start testing a little bit more frequently. But in kindergarten, we see that we started at an early math 260. So this is again like a number line. Uh early math means the further you are from zero, the worse you are. So you want to get as close to zero as possible if there's an EM present. So we see EM260. So we're moving to EM240. So we did grow about 20 quantiles. Um which puts them in the 20th to 50th percentile. Um I do want to bring attention to grade one. So grade one is
022at in 2023 was at early math of 140. You can see they've jumped all the way across and now we're already in regular quantiles and they've jumped to 35. They've grown about 175 quantiles from 2023 um putting them in the 50th to 75th percentile. So again, if you remember on the other chart that first graders were also the same group. So this is that same first group of first graders. They're they're holding steady in math and reading. So this would be another area, you know, next year if again if Miss Ma is able to maintain and her team is able to maintain those second graders, that would be their first A. And when these first graders become third graders in two years, that would be, you know, a second year where they can possibly get
023an A as well. Good. >> So, you know, we it's not just a one a one shot done. It's actually happening. We're growing our students. Our students are actually growing and it's something that we're going to start seeing, you know, hopefully throughout these next, you know, five, six years that we we're maintaining the students at this level. In first grade, we're seeing 65 quantiles. That's where we're in 2023. We were at 100 quantiles now. So, we did grow about 35 quantiles. Meaning that we we're sitting at the 25th to 50th percentiles in third grade. Our current third graders, we started at 295 quantiles back in 2023. Now, they're sitting we're sitting at 358, which grew about 63 quantiles, putting them in the 25th uh 50th percentile. and we're sitting that approaches and meets. And again,
024that's if we don't do anything, we keep them where they're at. We're sitting at a C and B. But again, we're not we are not maintaining we're not settling for a C where we want that A. So, I know we'll be putting some pressure on those on those uh students to make sure to do their best. In grade four, we're at 475 back in 2023. We've moved up to 508 which is 33 quantiles 25th percentile also about a C or a B and that's at penito. In fifth grade we're at 550 quantiles in 2023. In 2026 we're at 605 quantiles. Um we have a gap uh we've grown them about 55 quantiles. As you can see those are the two uh one of the two lowest ones that we've seen. So we do want to
025just keep an eye on that especially at Benito. Um we we know you know we know the situation at Bento. We're trying to get them out. So if we can maintain those numbers, get them a little higher, ensure that we get them out uh whether you know we hope for hope for a C, we want to be, you know, but we we need to do what we can do to make sure that we get those students where they where they need to be. Again, that's at approaches or meets. Sixth and seventh and eighth. Again, the color code just means that they were the COVID group. And again, they the you can see it again. You know, we're at approaches, meets, approaches, meets, approaches, meets. And here's where we see our first high did not meet.
026Again, these students especially are missing those math foundations, those manipulatives, those things that they just didn't get because they were they were learning on a computer. Um, they started off at 525 quantiles. They've grown to 602 quantiles, which is about a 77 quantile growth, putting them in the 10th 25th percentile. Um, currently sitting at high does not meet or low approaches. 7th grade, we started at 705 quantiles. We've grown them to 743 quantiles starting of the year and grow of about 38 quantiles sitting at 25 and 50th putting them at approaches or meets or about a C and B. And then 8th grade 745 quantiles. We've grown them to 105 quantiles a change of about 60 um in the 10th and 25th percentiles. Putting them at high does not meet uh low approaches which is
027about the D. When it comes to terms of quantiles, this is also the first year that our students in preK through 8 are also beginning on grade level. So now now we're not just beginning on reading, we're also uh beginning on grade level in math. So now our students are on grade level in both reading and math. And of course the goal is to get them as best as we can so that way we can you know rock the star test at the end of the year. Do you all have any >> I have a couple of two. So what is the plan in order to you mentioned earlier you know holding holding them. So what is the plan in order to maintain the momentum the the plane is is pretty much change not changing
028what we're doing. We want to you know I can't speak for exactly what's happening on the campus but I know Miss Marta has a whole bunch of teachers that are not settling for the minimum. They you know they're pushing the kids. We're getting the kids active. We're getting them engaged. we're making sure that they're a part of their learning and not just sitting back and you know we're coasting through because we're there already. So you know it's not pushing giving up and making sure that we're still doing >> my second question is you uh I noticed that it's only from PK through 8. >> What about the high school level? Is there what is the mechanism or the uh the uh method or approach that you guys use for them for the high because that's
029as important as the other grades. >> Yes, definitely. Um, so the only thing with that is Amamira only goes up to eighth grade. So that that's the reason why that they don't have a test. Amira, the highest it goes up to it's nationally launched only up to 8th grade. I do know it's not here. Um, we do we're trying to find something. I believe they found something for reading. Um, we're still trying to figure out exactly how that plays a role and how it compares to a mira. Um, so I know but I know we just haven't finalized that yet. But the reason that we don't see high school here is mainly because they just the program itself doesn't go past 8th grade. >> But in terms of how we're tracking them now, so because
030they don't have we don't have this very systematic, very structured way of looking at data which is u I wanted to add to what Matthew was saying is or to your question of how do we maintain it? A lot of it is just having a culture of deep data digs of looking at your data. The data is is reported. This is a real quick turnaround for us. We give the campuses a certain number of days to test, a certain number of days to make up and then we give them a deadline. Then we start extracting the data. We start looking at our levels. We start having those conversations which we just had last week. Uh so a culture uh around deep data analysis and really understanding the grade level standards is key to what we're
031doing and what the principles their approach to uh moving the student learning forward. uh in terms of high school we are doing we're focused very much on curriculum based assessments. So this is uh you know for the EOCC's we are number one making sure that there is a tangible curriculum based assessment testing calendar so that we know exactly when English one English two algebra 1 biology and US history are going to test based on their units of study and then what we're doing once they test is we do a what we call a trend analysis to determine which TEIKS were assessed and how the TEICs are progressing over time. So that's a conversation we had last week. We did notice in our system uh because we did have a data conversation last Friday with the
032campus administrators that uh high school has to pick up their cadence when it comes to testing because it is through testing and data analysis that we are going to be able to uh identify low performing teques especially if it's a heavily weighted and heavily tested teak. we're able to pull it out, break it down, making sure that we understand why the students are struggling with it. So, that process is already in in place. I know that we had a meeting on Friday and I know that Miss Houston went back uh and Ma Matthew, you can discuss this a little because you were part of that meeting. Uh the turnaround as far as looking at data, having conversations about how we're progressing when it comes to student development was a real quick turnaround for high school.
033I know that leaving our meeting which we ended about 12:30ish, she turned around and met with the team leads. Matthew is is a team lead for high school and so that conversation continued there on. So our our uh focus right now is and and our conversation with teachers is our focus is to get an A. We've been very transparent with you all about that's our that's our goal. It's not something that is going to happen overnight. An A is designed. you have to actually design uh your path to get an A. We are well on our way there. We've gone through uh the first couple of years which were uh you know the focus of the work was was more systems based more process based getting everybody on board. We are there and now it's
034okay how do we push through because and this a conversation that we had with the principles also is for a very long time we've been operating uh from a deficit perspective because our kids were two and three years behind. That's not the case anymore. Now we are on level. We have worked very diligently these last few years to bring the kids on level. Now the challenge in the classroom especially as we conduct walkthroughs across the district the challenge is now making sure that our instruction is designed on level and above. That is our goal moving forward and that's the conversation that we are having not only with campus administrators but also with teachers as especially me especially that I I'm conducting walkthroughs. My feedback is face to face. I am making sure that that not
035only just highlighting that we have to um design rigorous instruction but also helping them how to create uh rigorous lessons in in uh in their units of study. So it's literally all hands on deck. Uh Sarah was at a campus uh today doing her walkthroughs. Noricia's at the campus doing walkthroughs. The safety team is on the campus doing their own walkthroughs. I'm on campus doing walkthroughs because the A is not going to happen by itself. >> So my only concern is you know you mentioned data. I mean we can have so much data but are we providing the tools necessary in order to improve that data? >> Mhm. In terms of instructional resources, uh I believe right now the only well I can't say the only because that would be relative to principles, but the
036primary resource that we're lacking right now are the head pieces for testing purposes for the elementary grades because that is uh as was presented last month uh a a resource that we did not have. We were not prepared for the transition into the new assessment. And so we know that the principles have put in that order. Those orders have been approved. who are just waiting on receipt of of of equipment. Other than that, there are plenty of books in the classroom. There are plenty of books in the libraries. There are plenty of 3D materials in the classroom for handson uh math instruction. Uh and if there are any other instructional materials that the campuses may need, the budgets are open for them to purchase. >> And I can speak on the campus level as well.
037>> I have a question for Mr. We have the uh the data up to 8th grade here. >> Yes. >> That data sent to high school so when they're freshman they know how the kids are doing best. >> The this these data pieces we look at together >> all the principles together but in terms of uh meeting with the teachers like at that level no we don't uh we don't look at data that typically they look at star data. >> Yeah. very specific to STAR but in terms of this is a very specific way of looking at reading and math progress we don't not with the teachers we meet primarily with the campus administrators >> yeah but this could be data that >> oh for sure with high school uh principles >> especially because the
038data is looking so promising >> yeah like this one's here I mean >> we've got to work on yes >> uh chair to has the district looked at other I uh monitoring programs that go that works from prek all the way through 12th grade or high school. >> We have and we're we've already begun preliminary conversations right now. The issue that we're having is that MERA or I station is tied to TIA and it is the assessment tool that is in the plan. So we have to make sure that we see the TIA process all the way through before uh before the application the new application opens before we can change the assessment piece. But yes, we're already looking at something especially for math. >> And in terms of these numbers, how close do they
039correlate to the star >> like the percentages? >> Yeah, the percentages. >> So if a student gets to about 50th percentile, um if there's a there's a raw score conversion and it'll tell you like more or less where the quintile is. Um it's about the 50th percentile as that approaches. So our ending year >> at meets >> I'm sorry at meets >> at meetats ending I guess our 25 ending ISIP station percentages how closely did they compare to the star >> they were they were pretty on target. >> Mhm. >> Can we show those the next time we have this present just to see how they how closely they match up? And miss, you mentioned that the high school does not have a a mechanis to to monitor the growth. But how is the high
040school? >> Well, we do have a mechanism to to monitor growth. We just don't do it in this format. >> Okay. >> We do it through a trend analysis, which is actually more granular because we're looking very specific TEICSS. >> Are you done with your >> Yes. Well, you have any questions for uh >> Tell them these are good. >> Well, I don't know. Thank you. >> Well, the principles are here. >> The principal be >> Thank you, Matthew. [Applause] >> Have a judge, right? >> I don't see. >> We're going to go into a >> close session. Close action. Uh going to go into close action. The board of trust rise by the Texas government code. Chapter 551 and the open meetings act. >> 629. >> What time? 620.